Unit 6: Energy Resources & Consumption
Env. Science · Unit 6 · Paper 2

Energy Resources & Consumption unit test

A test on this unit alone, marked as a percentage and a letter grade — for the test your class is actually sitting, rather than for May. Answer everything, then submit once: seeing the answer to question 3 before attempting question 4 makes the final percentage meaningless.

Paper 1Paper 2Paper 3
Each paper is built from this unit’s 37 terms and is the same for everyone, so a teacher can assign “Unit 6, Paper 2” and every student sits the identical test. Multiple choice is marked objectively; the written sections you mark yourself against the model answer and rubric.
Suggested time 37 min 34 points0/17 attempted
1

Primary vs secondary energy

2

The methane caveat on natural gas

3

Photovoltaic vs concentrated solar

4

Coal types and quality

5

Capacity factor

6

Energy conservation

7

Peak oil and proven reserves

8

Passive vs active solar

9

Cogeneration

10

Renewable vs nonrenewable

11

Geothermal energy

12

Solar energy

Short answer 1. Define or explain: Hydroelectric power

3 pts

Short answer 2. Define or explain: Natural gas advantages

3 pts

Short answer 3. Define or explain: Energy efficiency of conversion

3 pts

Short answer 4. Define or explain: Phantom load

3 pts

Free response

10 pts

ANALYZE AN ENVIRONMENTAL PROBLEM AND PROPOSE A SOLUTION (WITH CALCULATIONS). Air pollution can come from natural or anthropogenic sources; motor vehicles are a source of particulate matter (PM) and other pollutants. Data for the calculation parts: • The average city gas mileage of a small gasoline-powered SUV is 22 miles per gallon (mpg); a small hybrid SUV averages 36 mpg. One commuter replaces the gasoline SUV with the hybrid. • Both SUVs have 14-gallon gas tanks. • A school building uses 2.8 × 10⁴ light bulbs. LED bulbs each use 0.0085 kilowatts per hour, and each bulb runs an average of 2,340 hours per year.

A. Identify an anthropogenic source of particulate matter, other than from motor vehicles.

B. One way to reduce pollutants associated with motor vehicles is a vapor recovery nozzle. Describe one way a vapor recovery nozzle is used to reduce atmospheric pollution.

C. Acid rain is another air pollutant linked to motor vehicles. In recent years more people work from home and fewer commute by car. Explain how a decrease in the number of people commuting in personal vehicles could lead to a reduction in acid rain.

D. Calculate the percent change in gas mileage between the gasoline-powered SUV and the hybrid SUV. Show your work.

E. Calculate how many more miles the owner can drive in the hybrid SUV in the city, on one tank, than in the gasoline-powered SUV. Show your work.

F. Buildings such as schools often have high energy consumption for heating, cooling and lighting. Propose a realistic solution that schools could implement to decrease energy use for heating and cooling, other than reducing the time the building is occupied.

G. The school switches to energy-efficient LED bulbs. Calculate the school building’s lighting energy use, in kilowatt-hours per year, using LED bulbs. Show your work.