MYP 4&5 Physics - 2 - copy

Subject Grade Points

Physics MYP 5 A 25 B 25 C 25
D 25

Question 1

Knowing and understanding

This task (questions 1 to 2) addresses the key concept of relationships and focuses on criterion A
(Knowing and understanding).

Static electricity is the accumulation of electric charges on the surface of an object, causing it to
attract or repel other charged objects.

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 Video 1

Vande Graff Generator

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Q 1.1 In a Van de Graaff generator, the metal sphere is negatively charged. Determine the A2
direction in which the electrons will travel.

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Q 1.2 Explain why the electric eld will pull the electrons and the nuclei of air molecules A3
in different directions in a Van de Graaff generator.

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Q 1.3 The presence of a negatively charged metal sphere in a Van de Graaff generator A5
causes nearby objects, such as the ground, to acquire a positive charge through the
process of induction. Explain how this works.

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Question 2

Isotopes of an element exhibit similar chemical properties due to their identical electron
con gurations and the dominance of electron interactions in chemical reactions.

As a general rule, waves can only be used to see objects that are larger than the wavelength of the
waves. Since the wavelength of visible light is about a thousand times larger than an atom, an
optical microscope cannot be used to see individual atoms.

Q 2.1 Compare and contrast the characteristics of transverse waves and longitudinal A4
waves.

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Q 2.2 If the wavelength of a wave is 1.5 × 10−10 m , calculate the frequency of the A3

wave.

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Q 2.3 An electron wave has a frequency of 1.2 × 1015 Hz . Calculate the time period of A1

the wave.

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Q 2.4 The target nucleus in an experiment is carbon-12 (C-12), which has an atomic A1
number of 6. Write down the atomic symbol of this atom.

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Q 2.5 A different isotope of carbon, carbon- 14 (C−14) , has a mass number of 14 . A3

Explain what is meant by an isotope and how these nuclei differ from the carbon-
12 nuclei?

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Q 2.6 Discuss the reason behind carbon- 12 and carbon- 14 isotopes exhibiting similar A3
chemical properties?

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Question 3

Investigation skills

This task (questions 3 to 5) addresses the key concept of change and focuses on criterion B
(Inquiring and designing) and criterion C (Processing and evaluating). In this task you will
investigate different changes in physics.

Forces are interactions between objects that cause changes in their motion or shape.

Friction is a force that opposes the relative motion or tendency of motion between two surfaces in
contact. It arises due to irregularities and interlocking between the surfaces.

Video 1

Motion of a Ball on Different Surfaces, Class 8 Physics | Smart Class

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An MYP student is interested in learning about the effects of different surfaces on motion.

Q 3.1 State a question that would be examined and answered through this research. B1

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Q 3.2 Identify the variables for this investigation. B4

Independent Variable:
Dependent variable:
Control variable 1:
Control variable 2:

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The student proposed that, "Increasing the friction between a rolling ball and the surface it rolls on
will result in a decrease in its rolling distance."

Q 3.3 Present the given data from the video in a tabular form. C2

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Q 3.4 Evaluate the validity of the proposed hypothesis. C2

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Q 3.5 Evaluate the validity of the method used. C2

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Question 4

The drag force acting on an object moving through a uid can decrease its ef ciency by increasing
the energy required to overcome the resistance of the uid.

Engineers who create fast transportation systems, like airplanes and trains, must pay attention to the
impact of drag. At high speeds, drag can decrease ef ciency, leading to increased fuel consumption
and even destabilization of the vehicle.

To study the effects of drag, you will watch the video and answer the following questions based on
your observation.

Video 1

Terminal Velocity of Ball Bearings Experiment

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Q 4.1 Identify the independent, dependent and control variables. B4
Independent Variable:
Dependent Variable:
Control Variable 1:
Control Variable 2:

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Q 4.2 Formulate a hypothesis for the investigation. B3

When (independent variable) ____________________________________ is changed
the (dependent variable) ___________________________ will change by
____________________________________________________________________.
This is because ______________________________________________________.

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Q 4.3 Organize and present the data table using the readings observed in the video. C4

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Q 4.4 Plot a graph using the data provided in the observation table from Q 4.3. C6

Q 4.5 Interpret the graph and comment on the observations. C3

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Q 4.6 Identify the anomalous values in the data collected. Suggest a reason for this C3
anomality.

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Q 4.7 Evaluate the validity of the method used. C2

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Q 4.8 Suggest an extension to this investigation. C1

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Question 5

An MYP student decided to investigate the relationship between the shape of an object and the time
taken by it to reach the bottom of the cylindrical jar containing liquid.

Q 5.1 Design an investigation to help him understand the relationship between the shape B 13
of the object and the time taken by it to reach a particular distance through a liquid.
In your answer you should include:

A research question
A hypothesis to be investigated
Equipment needed for the investigation
The variables involved in the investigation
The method you will follow.

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Question 6

Applying science

The global context is identities and relationships. This task (questions 6 to 7) addresses the key
concept of systems and assesses criterion D (Re ecting on the impacts of science).

Systems play an important role in astrophysics, as the universe is a vast and complex system made
up of countless smaller systems.

The quest to locate exoplanets has resulted in the discovery of numerous planets that bear
resemblances to Earth. This discovery has sparked curiosity as to whether these planets may also
sustain life. The data for some of these planets is presented in the table below.

Q 6.1 Astronomers are interested in investigating whether other planets have life. D5
Discuss and evaluate if it is a wise decision to search for extraterrestrial life when
humans are still nding new species deep in the ocean.

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Q 6.2 Describe the advantages and disadvantages of the environments of these planets D8
for supporting life.

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Question 7

Astronomers determine a star's temperature by analyzing its spectrum using a spectroscope.

Astronomers can determine the temperature of the star by identifying the spectral lines and
comparing their strength with the spectra of stars of known temperature. The temperature of a star
can be determined by analysing its spectrum using the following steps:
Obtain the spectrum: To obtain the spectrum of a star, astronomers use a device called a
spectroscope. The light from the star is passed through a prism, which separates the light into its
component colours. This produces a spectrum, which shows the different wavelengths of light that
the star is emitting.
Identify the spectral lines: The spectrum of a star contains dark lines or bands, which correspond to
speci c wavelengths of light that have been absorbed by the elements in the star's atmosphere. By
comparing these lines with the known spectra of elements on Earth, astronomers can identify the
elements present in the star.
Determine the temperature: The temperature of a star can be determined by analysing the strength
of the spectral lines. The strength of these lines depends on the temperature of the star's
atmosphere. Hotter stars have stronger spectral lines than cooler stars. By comparing the strength of
the lines in a star's spectrum with the spectra of stars of known temperature, astronomers can
determine the temperature of the star.

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Q 7.1 Describe the working of a spectroscope. D2

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Q 7.2 Explain the formation of spectral lines. D3

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Q 7.3 Justify the relation of spectral lines strengths to the temperature of a star. D3

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Stars are massive, luminous spheres of plasma held together by their own gravity. They form from
clouds of gas and dust in space called nebulae, which collapse under the force of gravity to form
protostars. As protostars continue to collapse and heat up, they eventually begin to undergo nuclear
fusion reactions in their cores, which cause them to become full- edged stars.
Most stars spend the majority of their lives in a phase known as the main sequence, where they are
fusing hydrogen in their cores to create helium. However, as they begin to run out of fuel, they will
begin to expand and cool, becoming red giants. Eventually, red giant stars will shed their outer layers
into space and become planetary nebulae, leaving behind a white dwarf that will slowly cool down
over billions of years. More massive stars will undergo a more violent end to their lives, exploding in
a supernova and either becoming a neutron star or a black hole depending on their original mass.

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Life cycle of a star

Image 1

Q 7.4 Explain the formation of a star and the end of the life cycle of the massive star. D4

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