MYP Physics · Unit 17
Atomic and nuclear physics
Atomic models, energy levels, ionising radiation, random decay, half-life, nuclear reactions, uses, risks, and waste.
- 21
- questions
- 18
- total marks
- 6
- mapped topics
Random nuclei, predictable samples
Which statement about radioactive decay is correct?
- A
The exact decay time of each nucleus can be predicted
- B
Heating a sample makes every nucleus decay immediately
- C
Individual decays are random, but a large sample has a predictable statistical pattern
- D
A detector records every decay with no background counts
- a
Select and explain Select the correct statement and explain what ‘random’ means in this context.
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Mark-by-mark answer
Correct choiceC
Selects option C: individual nuclear decays are random, while a large sample follows a predictable statistical pattern.
Explains that the time at which one particular unstable nucleus decays cannot be predicted.
Explains that probabilities allow the behaviour of many nuclei, such as half-life, to be predicted.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Coin or dice models can show population statistics, but explicitly state that they model probability rather than the mechanism of nuclear decay.
Remove background before finding half-life
A detector records a background count rate of 20 counts per minute. The table shows the measured rate from a source plus background.
| Time / min | Measured rate / counts min⁻¹ |
|---|---|
| 0 | 420 |
| 5 | 220 |
| 10 | 120 |
| 15 | 70 |
| 20 | 45 |
- a
Calculate Calculate the corrected source count rate at 0, 10, and 20 minutes.
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Calculates 420 − 20 = 400 counts min⁻¹ at 0 min.
Calculates 120 − 20 = 100 counts min⁻¹ at 10 min.
Calculates 45 − 20 = 25 counts min⁻¹ at 20 min.
- b
Determine Determine the half-life and support it with two intervals.
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Determines a half-life of 5 min.
Supports it with two corrected halvings, for example 400 → 200 → 100 over successive 5 min intervals.
- c
Predict Predict the measured detector rate at 25 minutes.
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Halves the corrected 20 min rate from 25 to 12.5 counts min⁻¹.
Adds background to predict about 32.5 counts min⁻¹, accepting 32 or 33 for a whole-count-rate estimate.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Ask students to mark the background line on a graph; a measured curve approaches background rather than zero.
Select an isotope for diagnostic imaging
A hospital needs a tracer that can be detected outside the body during a scan completed within two hours. Consider the simplified candidates below.
| Isotope | Main radiation | Half-life | Other information |
|---|---|---|---|
| P | gamma | 6 h | available from a nearby supplier |
| Q | gamma | 8 d | easy to store |
| R | alpha | 3 min | strongly ionising over a short range |
- a
Select Select the most suitable isotope and justify your choice using two properties.
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Selects isotope P as the most suitable tracer for the two-hour diagnostic scan.
Explains that gamma radiation can leave the body and be detected externally.
Explains that 6 h is long enough for preparation and scanning but much shorter than 8 d, reducing prolonged exposure and waste activity.
- b
Explain Explain why isotope R is unsuitable even though its half-life is short.
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Alpha radiation is poorly penetrating and is unlikely to escape the body for external imaging.
Its 3 min half-life may be too short for transport, preparation, administration, and the scan.
- c
Evaluate Evaluate two practical controls that should accompany the use of isotope P.
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Identifies a valid control such as minimising activity and time, maximising distance, shielding, secure handling, monitoring, or planned waste storage.
Explains how one named control reduces dose or prevents contamination.
Explains a second control or links decisions to patient benefit, staff exposure, and responsible waste management.
Build deeper understandingReveal the teacher insight
Deeper learning cue
This is a simplified decision model. In practice, chemical targeting, image energy, availability, regulation, and individual clinical need 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
Decode carbon-14
4 marks · recallOpen question →Criterion A
Three half-lives later
5 marks · routineOpen question →Criterion C
Background counts matter
5 marks · demandingOpen question →Criterion D
Choose the shielding
6 marks · routineOpen question →Criterion D
Fission versus fusion
7 marks · demandingOpen question →Criterion A
A tiny mass, huge energy
6 marks · discriminatingOpen question →Criterion B
Shielding attenuation inquiry
8 marks · discriminatingOpen question →Criterion C
A short-lived model source
8 marks · demandingOpen question →Criterion C
Background becomes important
8 marks · demandingOpen question →Criterion C
A slower decrease than claimed
8 marks · demandingOpen question →Criterion C
One high count-rate average
8 marks · demandingOpen question →Criterion C
A low-background detector
8 marks · demandingOpen question →Criterion C
A rounded experimental record
8 marks · demandingOpen question →Criterion C
Does this source decay over the interval?
8 marks · demandingOpen question →Criterion C
A late reading changes the conclusion
8 marks · demandingOpen question →Criterion C
A longer model half-life
8 marks · demandingOpen question →Criterion C
A source close to background
8 marks · demandingOpen question →Criterion A
Recover half-life from count-rate evidence
12 marks · discriminatingOpen question →Reference subsectionMapped lessons for this unit
Atomic energy levels and spectra
Use line spectra as evidence for discrete energy changes, not as a literal image of an atom.
Open lesson →Radioactive decay and detection
Distinguish random individual decay from predictable behaviour in a large sample.
Open lesson →Half-life from tables and graphs
Criterion C focus: extract half-life, compare intervals, and discuss background count.
Open lesson →Nuclear reactions and conservation
Balance nuclear changes with nucleon and charge conservation before considering energy release.
Open lesson →Fission, chain reactions, and reactors
Where the energy actually comes from: induced fission, the chain reaction, and what a moderator and control rods each do.
Open lesson →Nuclear safety and waste
Separate hazard from risk and communicate uncertainty without hiding benefits or consequences.
Open lesson →