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MYP Physics · Unit 06

Matter, density, and materials

Particle models, states and material properties, density, elastic response, and evidence-based material selection.

21
questions
19
total marks
5
mapped topics
01
Criterion AYears 1–2multiple choicerecall

Identify a sample by density

3 marks

A solid sample has mass 240 g and volume 300 cm³. Which statement is correct?

  1. A

    Its density is 0.80 g cm⁻³.

  2. B

    Its density is 1.25 g cm⁻³.

  3. C

    Its density is 60 g cm⁻³.

  4. D

    Density cannot be found without knowing its shape.

  1. a

    Select and show Select the correct statement and show the calculation with units.

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

    Mark-by-mark answer

    Correct choiceA

    1. Selects option A: the sample density is 0.80 g cm⁻³.

    2. Uses density = mass ÷ volume = 240 ÷ 300.

    3. Obtains 0.80 g cm⁻³ with the correct unit.

Build deeper understandingReveal the teacher insight

Deeper learning cue

Follow with a shape-independent displacement method to reinforce density as a material property rather than a geometric one.

02
Criterion CYears 2–4data analysisdemanding

Where a spring stops being proportional

8 marks

A student adds loads to a spring and measures extension from its unloaded length.

Spring force and extension
Force / NExtension / cm
00.0
11.5
23.0
34.5
46.0
58.5
612.0
  1. a

    Describe Describe the pattern from 0 N to 4 N and support it with evidence.

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

    Mark-by-mark answer

    1. States that extension is directly proportional to force over 0–4 N.

    2. Supports this by noting each 1 N adds 1.5 cm, or that force ÷ extension is constant.

  2. b

    Calculate Calculate the spring constant in N m⁻¹ within the proportional region.

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

    Mark-by-mark answer

    1. Converts an extension correctly, for example 6.0 cm = 0.060 m.

    2. Uses k = F ÷ x.

    3. Obtains k = 4.0 ÷ 0.060 = 66.7 N m⁻¹, or about 67 N m⁻¹.

  3. c

    Evaluate Use the evidence to identify where the simple Hooke's-law model becomes unreliable.

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

    Mark-by-mark answer

    1. Identifies that departure begins above 4 N, with the 5 N reading no longer following the earlier ratio.

    2. Predicts 7.5 cm at 5 N from the proportional pattern but observes 8.5 cm.

    3. Concludes that calculations using the constant 67 N m⁻¹ should be restricted to the proportional region.

Build deeper understandingReveal the teacher insight

Deeper learning cue

Do not call 4 N the elastic limit from this evidence alone; the data establish a limit of proportionality, not whether the spring returns to length.

03
Criterion DYears 4–5extended responsediscriminating

Material choice for a bicycle rack

8 marks

A designer is choosing a material for a bicycle luggage rack. The rack must be light, safely support repeated loads, resist outdoor use, and be affordable.

Candidate material data
MaterialDensity / g cm⁻³Yield strength / MPaRecycled content / %Relative cost
Aluminium alloy2.7240552.0
Mild steel7.8260701.0
Magnesium alloy1.8190203.1
  1. a

    Compare Calculate yield strength divided by density for each material and use it as one measure of strength for mass.

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

    Mark-by-mark answer

    1. Calculates aluminium alloy: 240 ÷ 2.7 ≈ 89 in consistent comparative units.

    2. Calculates mild steel: 260 ÷ 7.8 ≈ 33 and magnesium alloy: 190 ÷ 1.8 ≈ 106.

    3. Identifies magnesium alloy as having the greatest value by this single measure.

  2. b

    Recommend Recommend a material using at least three pieces of evidence and a clear priority.

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

    Mark-by-mark answer

    1. Makes a defensible recommendation consistent with a stated design priority.

    2. Uses at least three accurate comparisons from density, strength, recycled content, and cost.

    3. Recognises a trade-off rather than claiming that one row is universally best.

  3. c

    Evaluate Identify one important limitation of this table and state what should be tested next.

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

    Mark-by-mark answer

    1. Identifies missing evidence relevant to repeated outdoor use, such as fatigue life, corrosion resistance, joint strength, or coating requirements.

    2. Proposes a corresponding controlled durability, corrosion, or loaded-cycle test.

Build deeper understandingReveal the teacher insight

Deeper learning cue

The strength-to-density calculation is a screening tool, not a complete design verdict; geometry and manufacturing also matter.

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.

09

Criterion B

How fast does packing foam recover?

8 marks · demandingOpen question →
12

Criterion B

Does a band change after repeated use?

8 marks · demandingOpen question →
13

Criterion B

A soft material under a steady load

8 marks · demandingOpen question →
18

Criterion B

Design a fair material-stiffness comparison

14 marks · discriminatingOpen question →
Reference subsectionMapped lessons for this unit
MYP-06.01

Mass, volume, and material samples

Criterion B prompt: design repeatable measurements for regular and irregular samples.

Open lesson →
MYP-06.02

Density as a material property

Calculate density, compare trials, and explain what scatter says about confidence.

Open lesson →
MYP-06.03

Particle model and states of matter

Use particle motion and spacing to explain observations while separating model from evidence.

Open lesson →
MYP-06.04

Hooke's law and elastic response

Criterion B focus: collect sufficient points to identify proportional behaviour and its limit.

Open lesson →
MYP-06.05

Stress, strain, and material choice

Criterion D synthesis: recommend a material using performance, safety, sustainability, and context.

Open lesson →