MYP Physics · Unit 02
Motion
Scalars, vectors, distance, displacement, speed, velocity, acceleration, graphs, free fall, and projectile motion.
- 21
- questions
- 18
- total marks
- 5
- mapped topics
A lap that ends where it began
A runner completes one 400 m lap and stops at the starting line after 80 s. Which statement is correct?
- A
Distance = 0 m and displacement = 400 m
- B
Distance = 400 m and displacement = 0 m
- C
Distance = 400 m and displacement = 400 m
- D
Distance = 5 m and displacement = 0 m
- a
Select and explain Select the correct statement and explain the difference between the two quantities in this journey.
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Mark-by-mark answer
Correct choiceB
Selects option B: distance = 400 m and displacement = 0 m.
Explains that distance is the total path length, so it is 400 m.
Explains that displacement depends only on the change in position, which is zero because the runner returns to the start.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Ask students to draw the path and a single displacement arrow before revealing the options.
A delivery robot changes pace
A delivery robot moves in a straight corridor. Its position is measured from a fixed doorway.
| Time / s | Position / m |
|---|---|
| 0 | 0 |
| 2 | 3 |
| 4 | 6 |
| 6 | 6 |
| 8 | 2 |
- a
Calculate Calculate the robot's velocity from 0 s to 4 s.
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Uses velocity = change in position ÷ change in time.
Obtains (6 − 0) ÷ 4 = +1.5 m s⁻¹.
- b
Interpret Describe the motion from 4 s to 8 s, including direction.
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States that the robot is stationary from 4 s to 6 s because its position is unchanged.
States that it then moves back toward the doorway from 6 s to 8 s.
Calculates or states the return velocity as (2 − 6) ÷ 2 = −2.0 m s⁻¹.
- c
Compare Compare the robot's speed before and after the stop.
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Compares magnitudes 1.5 m s⁻¹ and 2.0 m s⁻¹.
Concludes that the robot moves faster after the stop, by 0.5 m s⁻¹.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Use signed velocities in the discussion but accept clear direction words from younger students.
Choosing a model for a water jet
A designer aims a fountain nozzle horizontally from a platform 1.25 m above a pool. Water leaves at 4.0 m s⁻¹. A simple projectile model uses g = 10 m s⁻² and ignores air resistance. The target drain is 2.2 m horizontally from the nozzle.
- a
Determine Determine the modelled time for the water to fall to pool level.
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Uses 1.25 = ½ × 10 × t².
Obtains t = 0.50 s.
- b
Predict Predict whether the water reaches the drain and support the prediction quantitatively.
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Calculates horizontal distance = 4.0 × 0.50 = 2.0 m.
Concludes that the model predicts the water lands 0.2 m short of the 2.2 m drain.
- c
Evaluate Evaluate how useful this result is for the real fountain and recommend one next design step.
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Mark-by-mark answer
Identifies a relevant model limitation, such as water breaking into droplets, air drag, or an uncertain exit speed.
Explains a likely effect of that limitation or uncertainty on the landing position.
Recognises that a 0.2 m shortfall is large enough that relying on the ideal result alone is risky.
Recommends a controlled prototype test or adjustable nozzle followed by measured landing positions.
Build deeper understandingReveal the teacher insight
Deeper learning cue
The strongest responses separate a correct calculation from a judgement about whether the ideal model is precise enough for design.
More focused practice
Seven quick mastery questions
Open one task at a time, reveal the worked reasoning, then mark it mastered or save it to revisit.
Criterion A
Robot courier speed
3 marks · routineOpen question →Criterion A
Skateboard acceleration
4 marks · routineOpen question →Criterion C
Area under the scooter graph
5 marks · demandingOpen question →Criterion A
Two cyclists, one café
6 marks · demandingOpen question →Criterion D
Braking before the duck crossing
5 marks · routineOpen question →Criterion C
Read the motion story
3 marks · recallOpen question →Criterion B
Ramp-motion inquiry
8 marks · discriminatingOpen question →Criterion A
Canal inspection return
6 marks · demandingOpen question →Criterion A
Museum guide backtracks
6 marks · demandingOpen question →Criterion A
Camera slider overshoots
6 marks · demandingOpen question →Criterion A
Warehouse scanning pause
6 marks · demandingOpen question →Criterion A
Robot misses its dock
6 marks · demandingOpen question →Criterion A
Coach revisits a buoy
6 marks · demandingOpen question →Criterion A
Performer changes direction
6 marks · demandingOpen question →Criterion A
Survey between fixed markers
6 marks · demandingOpen question →Criterion A
Rail camera returns exactly
6 marks · demandingOpen question →Criterion A
Garden rover revisits a bed
6 marks · demandingOpen question →Criterion B
Which launch angle gives the greatest range?
14 marks · discriminatingOpen question →Reference subsectionMapped lessons for this unit
Scalar and vector descriptions
Use arrows, magnitude, and direction to communicate motion evidence clearly before formal vector calculation.
Open lesson →Distance, displacement, speed, and velocity
Collect simple motion data and decide which quantity best answers the investigation question.
Open lesson →Acceleration and motion graphs
Criterion C focus: connect graph slope and area to a defensible account of changing motion.
Open lesson →Two-dimensional and projectile motion
Separate horizontal and vertical components and state the assumptions of the projectile model.
Open lesson →Motion problem studio
Criterion A synthesis: choose and apply a model, then test units, direction, scale, and reasonableness.
Open lesson →