This unit examines the sources, distribution, and use of energy worldwide, including the advantages, disadvantages, and environmental impacts of both renewable and nonrenewable resources. Students will explore patterns of global energy consumption, the technologies used to harness different energy types, and strategies for improving efficiency and conservation. Understanding these systems is critical to evaluating the environmental and economic trade-offs associated with various energy policies and personal energy choices.
Misconception:“Renewable energy means it can be replenished instantly.”
Correction: In APES, renewable does not mean unlimited. Solar and wind are intermittent and depend on weather patterns, and biomass regeneration rates can be slower than consumption rates if overharvested. The APES curriculum stresses that renewability depends on sustainable usage rates over ecological time scales.
Misconception:“Nonrenewable resources are the only ones with environmental impacts.”
Correction: Students often incorrectly assume that environmental degradation only comes from fossil fuels and nuclear power. In reality, APES emphasizes that even renewable energy systems—such as hydropower dams—can alter habitats, block migration patterns, and change water chemistry, which can be tested on the AP exam through ecosystem impact questions.
Misconception:“Nuclear waste is the only major drawback of nuclear power.”
Correction: While waste disposal is significant, APES content highlights other factors such as high initial construction costs, long permitting processes, and vulnerability to thermal pollution in cooling water systems. On the AP exam, multiple-choice questions may ask about these lesser-known drawbacks in addition to waste storage challenges.
Misconception:“Energy efficiency and energy conservation are the same concept.”
Correction: In APES, efficiency refers to using technology that requires less energy for the same output (like an LED bulb), while conservation refers to reducing the total energy consumed. Many students lose points on FRQs by mixing these definitions instead of recognizing them as distinct strategies with different policy and implementation approaches.
Misconception:“Hydrogen fuel cells are an energy source.”
Correction: On the AP exam, hydrogen fuel cells are classified as energy storage/conversion systems, not primary sources. They must be supplied with hydrogen, which is typically produced from other energy sources, often fossil fuels. The distinction between primary sources and secondary carriers is a key concept in APES energy resource classification.