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
Identify a sample by density
A solid sample has mass 240 g and volume 300 cm³. Which statement is correct?
- A
Its density is 0.80 g cm⁻³.
- B
Its density is 1.25 g cm⁻³.
- C
Its density is 60 g cm⁻³.
- D
Density cannot be found without knowing its shape.
- a
Select and show Select the correct statement and show the calculation with units.
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Mark-by-mark answer
Correct choiceA
Selects option A: the sample density is 0.80 g cm⁻³.
Uses density = mass ÷ volume = 240 ÷ 300.
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.
Where a spring stops being proportional
A student adds loads to a spring and measures extension from its unloaded length.
| Force / N | Extension / cm |
|---|---|
| 0 | 0.0 |
| 1 | 1.5 |
| 2 | 3.0 |
| 3 | 4.5 |
| 4 | 6.0 |
| 5 | 8.5 |
| 6 | 12.0 |
- a
Describe Describe the pattern from 0 N to 4 N and support it with evidence.
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States that extension is directly proportional to force over 0–4 N.
Supports this by noting each 1 N adds 1.5 cm, or that force ÷ extension is constant.
- b
Calculate Calculate the spring constant in N m⁻¹ within the proportional region.
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Converts an extension correctly, for example 6.0 cm = 0.060 m.
Uses k = F ÷ x.
Obtains k = 4.0 ÷ 0.060 = 66.7 N m⁻¹, or about 67 N m⁻¹.
- c
Evaluate Use the evidence to identify where the simple Hooke's-law model becomes unreliable.
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Identifies that departure begins above 4 N, with the 5 N reading no longer following the earlier ratio.
Predicts 7.5 cm at 5 N from the proportional pattern but observes 8.5 cm.
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.
Material choice for a bicycle rack
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.
| Material | Density / g cm⁻³ | Yield strength / MPa | Recycled content / % | Relative cost |
|---|---|---|---|---|
| Aluminium alloy | 2.7 | 240 | 55 | 2.0 |
| Mild steel | 7.8 | 260 | 70 | 1.0 |
| Magnesium alloy | 1.8 | 190 | 20 | 3.1 |
- a
Compare Calculate yield strength divided by density for each material and use it as one measure of strength for mass.
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Calculates aluminium alloy: 240 ÷ 2.7 ≈ 89 in consistent comparative units.
Calculates mild steel: 260 ÷ 7.8 ≈ 33 and magnesium alloy: 190 ÷ 1.8 ≈ 106.
Identifies magnesium alloy as having the greatest value by this single measure.
- b
Recommend Recommend a material using at least three pieces of evidence and a clear priority.
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Makes a defensible recommendation consistent with a stated design priority.
Uses at least three accurate comparisons from density, strength, recycled content, and cost.
Recognises a trade-off rather than claiming that one row is universally best.
- c
Evaluate Identify one important limitation of this table and state what should be tested next.
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Identifies missing evidence relevant to repeated outdoor use, such as fatigue life, corrosion resistance, joint strength, or coating requirements.
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.
Criterion A
Cube of mystery metal
4 marks · routineOpen question →Criterion C
Volume by splash-free displacement
4 marks · routineOpen question →Criterion A
Will the costume prop float?
3 marks · recallOpen question →Criterion A
Bungee cord stress and strain
6 marks · demandingOpen question →Criterion D
Particles at the ice-cream cart
5 marks · routineOpen question →Criterion C
Hollow trophy test
6 marks · discriminatingOpen question →Criterion B
Bioplastic strength challenge
8 marks · discriminatingOpen question →Criterion B
Thickness of a reusable pad
8 marks · demandingOpen question →Criterion B
How fast does packing foam recover?
8 marks · demandingOpen question →Criterion B
Direction in corrugated board
8 marks · demandingOpen question →Criterion B
Moisture and paper stiffness
8 marks · demandingOpen question →Criterion B
Does a band change after repeated use?
8 marks · demandingOpen question →Criterion B
A soft material under a steady load
8 marks · demandingOpen question →Criterion B
Layering a flexible package
8 marks · demandingOpen question →Criterion B
Warm and cool elastic loops
8 marks · demandingOpen question →Criterion B
Hollow columns from one sheet
8 marks · demandingOpen question →Criterion B
Finding a reusable loading range
8 marks · demandingOpen question →Criterion B
Design a fair material-stiffness comparison
14 marks · discriminatingOpen question →Reference subsectionMapped lessons for this unit
Mass, volume, and material samples
Criterion B prompt: design repeatable measurements for regular and irregular samples.
Open lesson →Density as a material property
Calculate density, compare trials, and explain what scatter says about confidence.
Open lesson →Particle model and states of matter
Use particle motion and spacing to explain observations while separating model from evidence.
Open lesson →Hooke's law and elastic response
Criterion B focus: collect sufficient points to identify proportional behaviour and its limit.
Open lesson →Stress, strain, and material choice
Criterion D synthesis: recommend a material using performance, safety, sustainability, and context.
Open lesson →