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Sustainable Agricultural Practices · CAPE Environmental Science Unit 2

126 past-paper questions on Sustainable Agricultural Practices, part of Agriculture and the Environment, from every CAPE Environmental Science Unit 2 paper on Quelpr.

Practise Sustainable Agricultural Practices
  1. 3(a)1 mark· CAPE Environmental Science Unit 2 · 2004 · Paper 1State the trend observed in Figure 1.
  2. 4(a)2 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 1Explain what is meant by 'agroforestry'.
  3. 4(b)6 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 1Outline THREE reasons why agroforestry is suitable as an environmentally sustainable practice in Caribbean agricultural systems.
  4. 1(b)6 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Explain the observations after the application of the pesticide as shown in Figure 1.
  5. 1(c)10 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Describe ONE similarity and FOUR differences between using biological and chemical methods to control agricultural pests in the Caribbean.
  6. 3(a)5 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Evaluate no-tillage farming.
  7. 3(b)5 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Evaluate contour farming.
  8. 3(c)5 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Evaluate organic farming.
  9. 3(d)5 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Evaluate crop rotation.
  10. 3(a)3 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 1Explain what is meant by the term 'hydroponics'.
  11. 3(b)4 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 1Outline TWO reasons why hydroponics is considered a sustainable agricultural practice.
  12. 1(b)5 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Based on your response to (a) above, explain the importance of agricultural sustainability in Caribbean societies.
  13. 1(c)10 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Describe TWO environmentally sustainable agricultural practices. Make clear in your description why EACH is considered sustainable.
  14. 2(a)12 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Describe THREE technological applications in agricultural systems in the Caribbean.
  15. 2(b)8 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Discuss TWO positive and TWO negative impacts resulting from the use of technological applications in agricultural systems.
  16. 3(a)4 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Distinguish between 'chemical pest control' and 'biological pest control'.
  17. 3(b)8 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Discuss ONE advantage and ONE disadvantage of chemical pest control.
  18. 3(c)8 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Explain the concept of Integrated Pest Management and why you would recommend its adoption by your country.
  19. 1(b)4 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 1Outline TWO applications of technology that can be used to improve agricultural productivity.
  20. 1(c)2 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 1For ANY TWO technological applications used to improve agricultural productivity, state ONE disadvantage of EACH.
  21. 3(a)4 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 1Outline TWO positive impacts of the application of genetic engineering to agriculture on the environment.
  22. 3(b)2 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 1Outline ONE negative impact of the application of genetic engineering to agriculture on the environment.
  23. 49 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 1Describe THREE features of sustainable agriculture.
  24. 1(c)2 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 2Recommend ONE sustainable practice in agriculture to address EACH form of degradation identified in (a) above.
  25. 2(a)(i)2 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2State two types of sustainable agricultural practices.
  26. 2(a)(ii)6 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2Describe both of the sustainable agricultural practices stated in 2(a)(i).
  27. 2(a)(iii)4 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2State two advantages of each sustainable agricultural practice stated in 2(a)(i).
  28. 3(a)6 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2Describe the trends illustrated by each line graph in Figure 1, providing at least three points for each line graph.
  29. 3(b)6 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2Describe two alternative methods that farmers in Bangladesh could adopt to control pests.
  30. 3(c)8 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2Outline one advantage and one disadvantage of using each of the alternative pest control methods described in 3(b).
  31. 1(a)4 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2With reference to Figure 1, state FOUR deductions that can be made regarding the agricultural yield from the farm.
  32. 1(b)4 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Distinguish between 'organic' and 'inorganic' fertilizers.
  33. 1(c)12 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Discuss why, despite the trend shown in Figure 1, farmers are encouraged to increase their use of organic fertilizers over inorganic fertilizers. Include SIX points in your response.
  34. 2(c)4 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Describe ONE feature of sustainable agriculture.
  35. 3(b)6 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Justify, using SIX points, the advice given to farmers to practise crop rotation in order to improve yields and reduce pest infestation.
  36. 3(c)(i)1 mark· CAPE Environmental Science Unit 2 · 2008 · Paper 2Name ONE soil conservation method suitable for hillside farmers in Toco Village.
  37. 3(c)(ii)3 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Briefly describe the soil conservation method named in (c)(i) and explain the role it plays in soil conservation.
  38. 3(d)(i)2 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Outline TWO features of no-tillage farming.
  39. 3(d)(ii)2 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Outline why no-tillage farming is effective in reducing soil erosion.
  40. 1(b)(i)4 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Describe the trend in fish protein production illustrated in Figure 1, quoting specific values.
  41. 2(a)(i)6 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Recommend which of the two pest control methods shown in Table 1 rice farmers should use, and justify your response.
  42. 2(a)(ii)4 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Describe another environmentally sustainable pest control method available to rice farmers.
  43. 2(b)(i)2 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Recommend TWO environmentally sustainable agricultural practices that can reduce water runoff and erosion on this hillside farm.
  44. 2(b)(ii)8 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Justify EACH of the two environmentally sustainable practices recommended in (b)(i).
  45. 3(a)(i)1 mark· CAPE Environmental Science Unit 2 · 2009 · Paper 2Identify the agricultural practice shown in Figure 2.
  46. 3(a)(ii)4 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Outline FOUR features of the agricultural practice shown in Figure 2.
  47. 3(b)5 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Plot an appropriate graph on the insert provided to illustrate the annual tomato yield results shown in Table 2.
  48. 3(c)4 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Suggest FOUR reasons for the observed trend in the annual yield of tomatoes from 2000 to 2008.
  49. 3(d)6 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Suggest THREE reasons why this method of cultivation is considered sustainable.
  50. 1(a)(i)4 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Describe the trend shown in Figure 1.
  51. 1(a)(ii)3 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2State THREE pieces of information that are vital when employing this method of pest control.
  52. 1(a)(iii)6 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Suggest THREE reasons why this method of pest control was recommended.
  53. 1(a)(iv)3 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Why would the agriculture officer advise the farmer to try always to maintain the biological control agent at the level C shown in Figure 1?
  54. 2(a)3 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Distinguish between 'genetic engineering' and 'plant and animal breeding'.
  55. 2(b)(i)4 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Describe the trend shown in Figure 2.
  56. 2(b)(ii)1 mark· CAPE Environmental Science Unit 2 · 2010 · Paper 2In which year was the average size of farms 4 hectares?
  57. 2(c)6 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Suggest TWO reasons for the recommendation above.
  58. 3(b)4 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Conservation tillage would be a good measure for reducing soil degradation. Give TWO reasons to support the statement above.
  59. 1(b)(i)2 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Give TWO examples of the use of technology in agriculture.
  60. 1(b)(ii)4 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2For EACH example given in (i) above discuss how it can be used to improve agricultural productivity.
  61. 1(c)(i)5 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Based on Figure 1 make FIVE deductions about the agricultural yield from the farm.
  62. 1(c)(ii)6 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Give THREE reasons why organic fertiliser is promoted as a feasible alternative to inorganic fertiliser despite the trend in Figure 1.
  63. 2(b)3 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2State THREE features of sustainable agriculture.
  64. 2(d)4 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Give TWO reasons why agro-forestry is accepted as an environmentally sustainable practice in agricultural systems.
  65. 1(c)(i)3 marks· CAPE Environmental Science Unit 2 · 2012 · Paper 2Study Figure 1 and make THREE deductions about the impact of agriculture on the environment.
  66. 1(c)(ii)2 marks· CAPE Environmental Science Unit 2 · 2012 · Paper 2Based on the results depicted in Figure 1, calculate the total percentage impact on water resources, showing your working.
  67. 2(a)4 marks· CAPE Environmental Science Unit 2 · 2012 · Paper 2State FOUR features of sustainable agriculture.
  68. 2(b)4 marks· CAPE Environmental Science Unit 2 · 2012 · Paper 2Based on Figure 2, make FOUR deductions on the use of different methods of pest control by the three farms.
  69. 2(d)(i)3 marks· CAPE Environmental Science Unit 2 · 2012 · Paper 2Discuss why agro-forestry is considered an environmentally sustainable agricultural practice.
  70. 2(d)(ii)3 marks· CAPE Environmental Science Unit 2 · 2012 · Paper 2Discuss why conservation tillage is considered an environmentally sustainable agricultural practice.
  71. 1(a)(i)3 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2State THREE features of sustainable agriculture.
  72. 1(a)(ii)5 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2Using the data in Figure 1, make FIVE deductions about the perception of the level of importance of the different threats to sustainable agriculture.
  73. 2(a)(i)5 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2Describe the trends in fish production illustrated in Figure 2.
  74. 2(b)(ii)4 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2Recommend TWO sustainable farming practices that the farmer should use to successfully farm the area shown in Figure 3. Give ONE reason why EACH practice is recommended.
  75. 1(a)(i)3 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2State THREE deductions that could be made from the data presented in Figure 1.
  76. 1(a)(ii)2 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2Calculate the combined percentage of farmers who use the TWO LEAST popular practices.
  77. 1(a)(iii)4 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2Suggest TWO reasons why the practices identified in (a)(ii) are not popular.
  78. 1(a)(iv)2 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2State TWO benefits that farmers derive from practising organic farming.
  79. 1(c)3 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2Suggest THREE reasons why more farmers in the Caribbean are increasing their use of technology in agriculture.
  80. 2(b)4 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2Explain why the practice of sustainable agriculture maintains ecological integrity.
  81. 2(c)(i)1 mark· CAPE Environmental Science Unit 2 · 2014 · Paper 2State what percentage of pests was eliminated using the LEAST effective method.
  82. 2(c)(ii)1 mark· CAPE Environmental Science Unit 2 · 2014 · Paper 2Identify which method was the MOST effective in controlling pests on Farm A.
  83. 2(c)(iii)2 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2Suggest TWO reasons why the method identified in (c)(ii) may have been the MOST effective.
  84. 1(a)(i)3 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2State THREE features of sustainable agriculture.
  85. 1(a)(ii)5 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2Using the information from Table 1, state FIVE deductions regarding the students' perceptions of the impact of agriculture on the environment in their country.
  86. 1(c)4 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2Explain, citing TWO reasons, how technology could impact POSITIVELY on agriculture in the Caribbean.
  87. 2(a)(i)1 mark· CAPE Environmental Science Unit 2 · 2015 · Paper 2Identify the agricultural practice shown in Figure 1.
  88. 2(a)(ii)2 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2State TWO reasons why this practice is suitable for use in Caribbean countries.
  89. 2(b)(i)3 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2Calculate the difference in the yield of melon for Year 10 between the two cultivation methods.
  90. 2(b)(ii)4 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2Based on the results shown in Figure 2, compare the trends in the yield of melon for the two methods, including FOUR points in your answer.
  91. 2(b)(iii)6 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2Provide THREE different explanations that may account for the trends observed in Figure 2.
  92. 2(c)4 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2Suggest FOUR benefits of organic farming to explain why Caribbean farmers are encouraged to adopt it.
  93. 1(a)(i)2 marks· CAPE Environmental Science Unit 2 · 2016 · Paper 2Describe the practice of hydroponics.
  94. 1(a)(ii)4 marks· CAPE Environmental Science Unit 2 · 2016 · Paper 2Explain FOUR benefits of hydroponics.
  95. 2(a)(i)5 marks· CAPE Environmental Science Unit 2 · 2016 · Paper 2Use Figure 2 to make FIVE deductions about the impact of the negative effects of agriculture in the country, including specific values from Figure 2.
  96. 2(c)6 marks· CAPE Environmental Science Unit 2 · 2016 · Paper 2Using TWO examples, discuss how technology can be used to improve agricultural productivity.
  97. 1(b)(i)3 marks· CAPE Environmental Science Unit 2 · 2017 · Paper 2Draw a diagram to illustrate the environmentally sustainable practice of terracing in agricultural systems.
  98. 1(b)(ii)1 mark· CAPE Environmental Science Unit 2 · 2017 · Paper 2Name ONE other environmentally sustainable practice used in agricultural systems.
  99. 1(c)6 marks· CAPE Environmental Science Unit 2 · 2017 · Paper 2Outline THREE ways in which genetic engineering can be used to improve agriculture.
  100. 2(a)6 marks· CAPE Environmental Science Unit 2 · 2017 · Paper 2Discuss THREE advantages of using the device shown in Figure 1.
  101. 2(b)8 marks· CAPE Environmental Science Unit 2 · 2017 · Paper 2Two features of sustainable agriculture are economic viability and ecological integrity. Evaluate the ability of the device in Figure 1 to achieve economic viability and ecological integrity.
  102. 1(a)4 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Define each of the terms 'animal breeding' and 'genetic engineering'.
  103. 1(b)(i)6 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Use the grid provided to draw a line graph representing the rice production data in Table 1.
  104. 1(b)(ii)2 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Suggest ONE reason for the trend observed in Table 1.
  105. 1(c)(i)2 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Define the term 'integrated pest management'.
  106. 1(c)(ii)6 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Describe TWO agricultural techniques other than integrated pest management and outline ONE advantage that each technique provides to agriculture.
  107. 2(a)(i)2 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Calculate the minimum quantity of sugar cane used for ethanol production.
  108. 2(a)(ii)1 mark· CAPE Environmental Science Unit 2 · 2018 · Paper 2State the total sugar cane production for 2006.
  109. 2(a)(iii)3 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2State THREE deductions from the graph in Figure 1.
  110. 1(a)(i)3 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2List THREE environmentally sustainable agricultural practices other than conservation tillage and postharvest management.
  111. 1(a)(ii)5 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2In the space provided, construct a bar chart to present the data provided in Table 1 comparing characteristics of Farm A and Farm B.
  112. 1(b)(ii)6 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2Explain how conservation tillage AND postharvest management work to enable sustainable agriculture.
  113. 2(a)(i)1 mark· CAPE Environmental Science Unit 2 · 2019 · Paper 2State a suitable hypothesis for this experiment.
  114. 2(a)(ii)3 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2List THREE of the controlled variables in this experiment.
  115. 2(a)(iii)1 mark· CAPE Environmental Science Unit 2 · 2019 · Paper 2State the responding variable in this experiment.
  116. 2(b)(i)3 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2List THREE features of sustainable agriculture.
  117. 2(b)(ii)6 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2Explain how certification to meet international standards AND the importation of cheap agricultural products can impact sustainable agriculture, referring to the feature of sustainable agriculture threatened by EACH…
  118. 1(a)(i)2 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2Define the term 'hydroponics'.
  119. 1(a)(ii)2 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2State TWO features of sustainable agriculture.
  120. 1(a)(iii)4 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2Suggest TWO reasons why aquaponics may be considered a sustainable agricultural practice.
  121. 1(b)(i)5 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2Using the provided grid, plot a bar graph showing the revenue derived for dasheen ONLY over the five-year period.
  122. 1(b)(ii)3 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2List THREE trends evident in Table 1.
  123. 2(c)(i)1 mark· CAPE Environmental Science Unit 2 · 2021 · Paper 2State the year in which the production of sugar cane was 50 000 metric tons.
  124. 2(c)(ii)1 mark· CAPE Environmental Science Unit 2 · 2021 · Paper 2Use the data presented in Figure 1 to estimate the total production from agricultural products in 2012.
  125. 2(c)(iii)3 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2Use the data presented in Figure 1 to predict the total production of agricultural products in 2017.
  126. 6(b)(iii)5 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2Discuss ONE mitigative method to prevent pesticide pollution in the stream.

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