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MYP Physics · Unit 18

Climate and energy systems

Planetary energy balance, thermal systems, generation, efficiency, storage, life-cycle impacts, uncertainty, and ethical choices.

21
questions
18
total marks
6
mapped topics
01
Criterion AYears 1–2multiple choicerecall

Change a planet's reflected energy

3 marks

A planet's average albedo increases while incoming solar power stays the same. What is the most direct initial effect?

  1. A

    Less incoming energy is reflected

  2. B

    More incoming energy is reflected, so less is absorbed

  3. C

    The planet stops emitting infrared radiation

  4. D

    All greenhouse gases disappear

  1. a

    Select and explain Select the best response and explain how the change affects the energy balance before feedbacks occur.

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

    Mark-by-mark answer

    Correct choiceB

    1. Selects option B: a higher albedo reflects more incoming energy, so less is absorbed.

    2. States that a higher albedo means a greater fraction of incoming radiation is reflected.

    3. Concludes that absorbed solar power initially decreases, tending to lower equilibrium temperature if other factors remain fixed.

Build deeper understandingReveal the teacher insight

Deeper learning cue

Keep albedo, greenhouse absorption, and feedbacks separate at first; students can then combine them in a system model.

02
Criterion CYears 2–4data analysisroutine

Compare annual energy, not nameplate power

7 marks

A community compares two 1.0 MW electricity projects. Use 8760 hours in one year and annual energy = rated power × capacity factor × time.

Simplified project evidence
ProjectCapacity factorLifecycle emissionsLocal constraint
Wind0.3012 g CO₂e per kWhseasonal bird migration
Solar0.1845 g CO₂e per kWhlimited flat land
  1. a

    Calculate Calculate the annual electrical energy from each project in MWh.

    4
    Ready to self-mark?Reveal the detailed answer4 marks

    Mark-by-mark answer

    1. Uses 1.0 MW × 0.30 × 8760 h for wind.

    2. Obtains 2628 MWh for wind.

    3. Uses 1.0 MW × 0.18 × 8760 h for solar.

    4. Obtains 1576.8 MWh, or about 1577 MWh, for solar.

  2. b

    Compare Use the table and your calculations to state two evidence-based advantages of wind in this comparison.

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

    Mark-by-mark answer

    1. States that wind produces more annual energy at the same rated power.

    2. States that wind has lower listed lifecycle emissions per kWh.

  3. c

    State State why the table is not enough to make a final community decision.

    1
    Ready to self-mark?Reveal the detailed answer1 mark

    Mark-by-mark answer

    1. Identifies missing evidence such as cost, storage or grid needs, habitat surveys, land ownership, reliability, noise, construction impacts, or stakeholder priorities.

Build deeper understandingReveal the teacher insight

Deeper learning cue

Rated power and annual energy are deliberately separated; ask students which number a misleading advertisement might choose.

03
Criterion DYears 4–5extended responsediscriminating

Is recovered waste heat the same as perfect efficiency?

8 marks

A combined heat-and-power plant receives 100 MJ of fuel energy. It supplies 35 MJ of electrical energy, rejects 65 MJ as thermal energy, and can deliver 40 MJ of that thermal energy to nearby buildings in winter. An advertisement calls the plant ‘100% efficient because no energy is destroyed.’

  1. a

    Calculate Calculate the electrical efficiency and the winter useful-energy efficiency.

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

    Mark-by-mark answer

    1. Calculates electrical efficiency = 35 ÷ 100 = 35%.

    2. Adds useful outputs: 35 MJ + 40 MJ = 75 MJ.

    3. Calculates winter useful-energy efficiency = 75 ÷ 100 = 75%.

  2. b

    Explain Explain why conservation of energy does not make every device 100% efficient.

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

    Mark-by-mark answer

    1. States that total energy is conserved.

    2. Explains that some energy becomes less useful or is transferred to unwanted surroundings, so useful output is smaller than input.

  3. c

    Evaluate Evaluate the advertisement and the plant's value across a full year.

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

    Mark-by-mark answer

    1. Rejects the 100% claim as a confusion between conservation and useful-energy efficiency.

    2. Recognises that 75% depends on a real demand for the recovered heat, which may fall in warm seasons or at distant buildings.

    3. Gives a balanced conclusion: heat recovery can substantially improve resource use, but performance must be reported for actual demand and system boundaries.

Build deeper understandingReveal the teacher insight

Deeper learning cue

Ask students to draw separate energy pathways and define the system boundary before assigning the word useful.

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 D

Electricity for a village school

8 marks · discriminatingOpen question →
13

Criterion D

Electricity for a market cold room

8 marks · discriminatingOpen question →
16

Criterion D

Reliable power at a service outpost

8 marks · discriminatingOpen question →
18

Criterion B

Design a solar-panel angle field study

14 marks · discriminatingOpen question →
Reference subsectionMapped lessons for this unit
MYP-18.01

Planetary energy balance and the greenhouse effect

The physics the rest of the chapter argues about: radiation in, radiation out, albedo, and why the measured surface temperature exceeds the bare-rock prediction.

Open lesson →
MYP-18.02

Energy resources and trade-offs

Compare renewable and non-renewable systems with quantitative evidence and local constraints.

Open lesson →
MYP-18.03

Energy-resource decision studio

Construct a transparent recommendation using evidence and at least two stakeholder priorities.

Open lesson →
MYP-18.04

First law and gas processes

Use system boundaries to connect heating, work, and internal-energy change in thermal systems.

Open lesson →
MYP-18.05

Heat engines and efficiency limits

Criterion D focus: connect physical limits to transport, generation, waste heat, and design choices.

Open lesson →
MYP-18.06

Entropy and direction of change

Use qualitative dispersal and irreversibility first; advanced mathematics is not required for this pathway.

Open lesson →