MYP Physics · Unit 12
Electromagnetic spectrum
Spectrum order and shared properties, applications, risks, communication, sensing, imaging, and model limits.
- 21
- questions
- 16
- total marks
- 5
- mapped topics
Place the waves in order
Which row orders three electromagnetic waves from lowest frequency to highest frequency?
- A
radio → visible → X-ray
- B
X-ray → visible → radio
- C
visible → radio → X-ray
- D
radio → X-ray → visible
- a
Select and explain Select the correct row, then state what happens to wavelength as frequency increases in a vacuum.
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Mark-by-mark answer
Correct choiceA
Selects option A: radio, visible, then X-ray is the order of increasing frequency.
States that wavelength decreases as frequency increases.
Links the inverse relationship to the same wave speed in a vacuum, using c = fλ or equivalent reasoning.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Use one spectrum strip throughout the lesson so students connect order, wavelength, frequency, use, and hazard without memorising separate lists.
Wavelengths used by wireless links
A school compares three electromagnetic communication links. Use a wave speed of 3.00 × 10⁸ m s⁻¹ in air.
| Link | Frequency |
|---|---|
| Campus radio | 100 MHz |
| Wi-Fi | 2.40 GHz |
| Fibre laser | 200 THz |
- a
Calculate Calculate the wavelength of the 2.40 GHz Wi-Fi signal.
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Mark-by-mark answer
Converts 2.40 GHz to 2.40 × 10⁹ Hz.
Uses λ = c ÷ f.
Obtains λ = 0.125 m.
- b
Compare Identify which link has the shortest wavelength and justify your answer.
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Identifies the fibre laser.
Explains that it has the greatest frequency and therefore the shortest wavelength at the same wave speed.
- c
State State one limitation of treating all three links as travelling at exactly the vacuum speed.
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Mark-by-mark answer
States that waves travel more slowly in materials such as glass fibre, or that air speed is only approximately the vacuum value.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Have students predict wavelength order before calculating; this provides an immediate check on unit-prefix errors.
Imaging a possible wrist fracture
A clinic is deciding whether an X-ray image is justified for a patient with a painful wrist after a fall. The examination suggests a fracture, but the patient has already had several medical images this year.
- a
Explain Explain why X-rays can reveal a bone fracture more clearly than surrounding soft tissue.
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Mark-by-mark answer
States that bone absorbs or attenuates more X-rays than most surrounding soft tissue.
Links the different transmitted intensities to contrast in the detector image.
- b
Distinguish Distinguish the hazard of X-rays from the risk in this particular decision.
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Identifies ionising radiation and possible biological damage as the hazard.
Explains that risk depends on dose, frequency of exposure, shielding, body region, and the probability or consequence of harm.
- c
Evaluate Evaluate whether the image should be taken, using both benefit and exposure evidence.
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Uses the diagnostic benefit, such as confirming location or severity and guiding treatment.
Uses an exposure consideration, including previous imaging while recognising that each justified image should use the lowest suitable dose.
Gives a balanced conditional conclusion and recognises that a qualified clinician makes the final decision with the patient.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Keep the task on physics-informed decision making, not medical advice. Contrast the words hazard, dose, risk, and benefit explicitly.
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
Spectrum ordering sprint
4 marks · recallOpen question →Criterion A
Community-radio wavelength
4 marks · routineOpen question →Criterion A
Blue-light photon energy
5 marks · demandingOpen question →Criterion D
Choose radiation responsibly
7 marks · demandingOpen question →Criterion C
Infrared wildlife camera
4 marks · routineOpen question →Criterion C
UV fabric evidence
6 marks · discriminatingOpen question →Criterion B
Microwave standing-wave lab
8 marks · discriminatingOpen question →Criterion D
An enclosed ultraviolet treatment unit
8 marks · discriminatingOpen question →Criterion D
Infrared surveys for home insulation
8 marks · discriminatingOpen question →Criterion D
Radio as an emergency backup
8 marks · discriminatingOpen question →Criterion D
A wireless link across a valley
8 marks · discriminatingOpen question →Criterion D
Fibre optics to a community hub
8 marks · discriminatingOpen question →Criterion D
Inspecting a bridge component
8 marks · discriminatingOpen question →Criterion D
A thermal wildlife camera
8 marks · discriminatingOpen question →Criterion D
A UV-blocking outdoor canopy
8 marks · discriminatingOpen question →Criterion D
Colour-coded laboratory routes
8 marks · discriminatingOpen question →Criterion D
Polarised viewing panels
8 marks · discriminatingOpen question →Criterion D
Choose a communication link for a remote community
16 marks · discriminatingOpen question →Reference subsectionMapped lessons for this unit
Electromagnetic spectrum and shared speed
Order the spectrum and connect frequency, wavelength, energy, uses, and hazards.
Open lesson →Wave and photon models of light
Compare what each model explains and avoid presenting one classroom representation as literal reality.
Open lesson →Colour, spectra, and dispersion
Connect spectra to wavelength-dependent refraction and distinguish light addition from pigment mixing.
Open lesson →Polarisation as transverse-wave evidence
Use filter evidence to support a transverse model and state what the observation cannot establish alone.
Open lesson →X-ray imaging: benefit and exposure
Criterion D synthesis: explain image formation and evaluate diagnostic benefit against ionising exposure.
Open lesson →