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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
01
Criterion AYears 1–2multiple choicerecall

A lap that ends where it began

3 marks

A runner completes one 400 m lap and stops at the starting line after 80 s. Which statement is correct?

  1. A

    Distance = 0 m and displacement = 400 m

  2. B

    Distance = 400 m and displacement = 0 m

  3. C

    Distance = 400 m and displacement = 400 m

  4. D

    Distance = 5 m and displacement = 0 m

  1. a

    Select and explain Select the correct statement and explain the difference between the two quantities in this journey.

    3
    Ready to self-mark?Reveal the detailed answer3 marks

    Mark-by-mark answer

    Correct choiceB

    1. Selects option B: distance = 400 m and displacement = 0 m.

    2. Explains that distance is the total path length, so it is 400 m.

    3. 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.

02
Criterion CYears 2–4data analysisroutine

A delivery robot changes pace

7 marks

A delivery robot moves in a straight corridor. Its position is measured from a fixed doorway.

Robot position data
Time / sPosition / m
00
23
46
66
82
  1. a

    Calculate Calculate the robot's velocity from 0 s to 4 s.

    2
    Ready to self-mark?Reveal the detailed answer2 marks

    Mark-by-mark answer

    1. Uses velocity = change in position ÷ change in time.

    2. Obtains (6 − 0) ÷ 4 = +1.5 m s⁻¹.

  2. b

    Interpret Describe the motion from 4 s to 8 s, including direction.

    3
    Ready to self-mark?Reveal the detailed answer3 marks

    Mark-by-mark answer

    1. States that the robot is stationary from 4 s to 6 s because its position is unchanged.

    2. States that it then moves back toward the doorway from 6 s to 8 s.

    3. Calculates or states the return velocity as (2 − 6) ÷ 2 = −2.0 m s⁻¹.

  3. c

    Compare Compare the robot's speed before and after the stop.

    2
    Ready to self-mark?Reveal the detailed answer2 marks

    Mark-by-mark answer

    1. Compares magnitudes 1.5 m s⁻¹ and 2.0 m s⁻¹.

    2. 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.

03
Criterion DYears 4–5extended responsediscriminating

Choosing a model for a water jet

8 marks

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.

  1. a

    Determine Determine the modelled time for the water to fall to pool level.

    2
    Ready to self-mark?Reveal the detailed answer2 marks

    Mark-by-mark answer

    1. Uses 1.25 = ½ × 10 × t².

    2. Obtains t = 0.50 s.

  2. b

    Predict Predict whether the water reaches the drain and support the prediction quantitatively.

    2
    Ready to self-mark?Reveal the detailed answer2 marks

    Mark-by-mark answer

    1. Calculates horizontal distance = 4.0 × 0.50 = 2.0 m.

    2. Concludes that the model predicts the water lands 0.2 m short of the 2.2 m drain.

  3. c

    Evaluate Evaluate how useful this result is for the real fountain and recommend one next design step.

    4
    Ready to self-mark?Reveal the detailed answer4 marks

    Mark-by-mark answer

    1. Identifies a relevant model limitation, such as water breaking into droplets, air drag, or an uncertain exit speed.

    2. Explains a likely effect of that limitation or uncertainty on the landing position.

    3. Recognises that a 0.2 m shortfall is large enough that relying on the ideal result alone is risky.

    4. 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.

18

Criterion B

Which launch angle gives the greatest range?

14 marks · discriminatingOpen question →
Reference subsectionMapped lessons for this unit
MYP-02.01

Scalar and vector descriptions

Use arrows, magnitude, and direction to communicate motion evidence clearly before formal vector calculation.

Open lesson →
MYP-02.02

Distance, displacement, speed, and velocity

Collect simple motion data and decide which quantity best answers the investigation question.

Open lesson →
MYP-02.03

Acceleration and motion graphs

Criterion C focus: connect graph slope and area to a defensible account of changing motion.

Open lesson →
MYP-02.04

Two-dimensional and projectile motion

Separate horizontal and vertical components and state the assumptions of the projectile model.

Open lesson →
MYP-02.05

Motion problem studio

Criterion A synthesis: choose and apply a model, then test units, direction, scale, and reasonableness.

Open lesson →