Skip to main content

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
01
Criterion AYears 1–2multiple choicerecall

Random nuclei, predictable samples

3 marks

Which statement about radioactive decay is correct?

  1. A

    The exact decay time of each nucleus can be predicted

  2. B

    Heating a sample makes every nucleus decay immediately

  3. C

    Individual decays are random, but a large sample has a predictable statistical pattern

  4. D

    A detector records every decay with no background counts

  1. a

    Select and explain Select the correct statement and explain what ‘random’ means in this context.

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

    Mark-by-mark answer

    Correct choiceC

    1. Selects option C: individual nuclear decays are random, while a large sample follows a predictable statistical pattern.

    2. Explains that the time at which one particular unstable nucleus decays cannot be predicted.

    3. 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.

02
Criterion CYears 2–4data analysisroutine

Remove background before finding half-life

7 marks

A detector records a background count rate of 20 counts per minute. The table shows the measured rate from a source plus background.

Measured count rate over time
Time / minMeasured rate / counts min⁻¹
0420
5220
10120
1570
2045
  1. a

    Calculate Calculate the corrected source count rate at 0, 10, and 20 minutes.

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

    Mark-by-mark answer

    1. Calculates 420 − 20 = 400 counts min⁻¹ at 0 min.

    2. Calculates 120 − 20 = 100 counts min⁻¹ at 10 min.

    3. Calculates 45 − 20 = 25 counts min⁻¹ at 20 min.

  2. b

    Determine Determine the half-life and support it with two intervals.

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

    Mark-by-mark answer

    1. Determines a half-life of 5 min.

    2. Supports it with two corrected halvings, for example 400 → 200 → 100 over successive 5 min intervals.

  3. c

    Predict Predict the measured detector rate at 25 minutes.

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

    Mark-by-mark answer

    1. Halves the corrected 20 min rate from 25 to 12.5 counts min⁻¹.

    2. 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.

03
Criterion DYears 4–5extended responsediscriminating

Select an isotope for diagnostic imaging

8 marks

A hospital needs a tracer that can be detected outside the body during a scan completed within two hours. Consider the simplified candidates below.

Candidate tracer properties
IsotopeMain radiationHalf-lifeOther information
Pgamma6 havailable from a nearby supplier
Qgamma8 deasy to store
Ralpha3 minstrongly ionising over a short range
  1. a

    Select Select the most suitable isotope and justify your choice using two properties.

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

    Mark-by-mark answer

    1. Selects isotope P as the most suitable tracer for the two-hour diagnostic scan.

    2. Explains that gamma radiation can leave the body and be detected externally.

    3. Explains that 6 h is long enough for preparation and scanning but much shorter than 8 d, reducing prolonged exposure and waste activity.

  2. b

    Explain Explain why isotope R is unsuitable even though its half-life is short.

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

    Mark-by-mark answer

    1. Alpha radiation is poorly penetrating and is unlikely to escape the body for external imaging.

    2. Its 3 min half-life may be too short for transport, preparation, administration, and the scan.

  3. c

    Evaluate Evaluate two practical controls that should accompany the use of isotope P.

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

    Mark-by-mark answer

    1. Identifies a valid control such as minimising activity and time, maximising distance, shielding, secure handling, monitoring, or planned waste storage.

    2. Explains how one named control reduces dose or prevents contamination.

    3. 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.

14

Criterion C

Does this source decay over the interval?

8 marks · demandingOpen question →
15

Criterion C

A late reading changes the conclusion

8 marks · demandingOpen question →
18

Criterion A

Recover half-life from count-rate evidence

12 marks · discriminatingOpen question →
Reference subsectionMapped lessons for this unit
MYP-17.01

Atomic energy levels and spectra

Use line spectra as evidence for discrete energy changes, not as a literal image of an atom.

Open lesson →
MYP-17.02

Radioactive decay and detection

Distinguish random individual decay from predictable behaviour in a large sample.

Open lesson →
MYP-17.03

Half-life from tables and graphs

Criterion C focus: extract half-life, compare intervals, and discuss background count.

Open lesson →
MYP-17.04

Nuclear reactions and conservation

Balance nuclear changes with nucleon and charge conservation before considering energy release.

Open lesson →
MYP-17.05

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 →
MYP-17.06

Nuclear safety and waste

Separate hazard from risk and communicate uncertainty without hiding benefits or consequences.

Open lesson →