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
Change a planet's reflected energy
A planet's average albedo increases while incoming solar power stays the same. What is the most direct initial effect?
- A
Less incoming energy is reflected
- B
More incoming energy is reflected, so less is absorbed
- C
The planet stops emitting infrared radiation
- D
All greenhouse gases disappear
- a
Select and explain Select the best response and explain how the change affects the energy balance before feedbacks occur.
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Mark-by-mark answer
Correct choiceB
Selects option B: a higher albedo reflects more incoming energy, so less is absorbed.
States that a higher albedo means a greater fraction of incoming radiation is reflected.
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.
Compare annual energy, not nameplate power
A community compares two 1.0 MW electricity projects. Use 8760 hours in one year and annual energy = rated power × capacity factor × time.
| Project | Capacity factor | Lifecycle emissions | Local constraint |
|---|---|---|---|
| Wind | 0.30 | 12 g CO₂e per kWh | seasonal bird migration |
| Solar | 0.18 | 45 g CO₂e per kWh | limited flat land |
- a
Calculate Calculate the annual electrical energy from each project in MWh.
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Uses 1.0 MW × 0.30 × 8760 h for wind.
Obtains 2628 MWh for wind.
Uses 1.0 MW × 0.18 × 8760 h for solar.
Obtains 1576.8 MWh, or about 1577 MWh, for solar.
- b
Compare Use the table and your calculations to state two evidence-based advantages of wind in this comparison.
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States that wind produces more annual energy at the same rated power.
States that wind has lower listed lifecycle emissions per kWh.
- c
State State why the table is not enough to make a final community decision.
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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.
Is recovered waste heat the same as perfect efficiency?
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.’
- a
Calculate Calculate the electrical efficiency and the winter useful-energy efficiency.
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Calculates electrical efficiency = 35 ÷ 100 = 35%.
Adds useful outputs: 35 MJ + 40 MJ = 75 MJ.
Calculates winter useful-energy efficiency = 75 ÷ 100 = 75%.
- b
Explain Explain why conservation of energy does not make every device 100% efficient.
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States that total energy is conserved.
Explains that some energy becomes less useful or is transferred to unwanted surroundings, so useful output is smaller than input.
- c
Evaluate Evaluate the advertisement and the plant's value across a full year.
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Rejects the 100% claim as a confusion between conservation and useful-energy efficiency.
Recognises that 75% depends on a real demand for the recovered heat, which may fall in warm seasons or at distant buildings.
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.
Criterion A
Classroom standby audit
4 marks · routineOpen question →Criterion A
Solar roof output
5 marks · routineOpen question →Criterion D
One-layer greenhouse model
7 marks · demandingOpen question →Criterion C
Wind-farm capacity factor
6 marks · demandingOpen question →Criterion A
Battery for the evening peak
6 marks · discriminatingOpen question →Criterion D
Compare energy claims fairly
8 marks · discriminatingOpen question →Criterion B
Model-home heat-loss lab
8 marks · discriminatingOpen question →Criterion D
Power for an island workshop
8 marks · discriminatingOpen question →Criterion D
Electricity for a village school
8 marks · discriminatingOpen question →Criterion D
A community hall may move
8 marks · discriminatingOpen question →Criterion D
A remote research shelter
8 marks · discriminatingOpen question →Criterion D
A pavilion energy proposal
8 marks · discriminatingOpen question →Criterion D
Electricity for a market cold room
8 marks · discriminatingOpen question →Criterion D
A two-year field camp
8 marks · discriminatingOpen question →Criterion D
A long-lived library roof
8 marks · discriminatingOpen question →Criterion D
Reliable power at a service outpost
8 marks · discriminatingOpen question →Criterion D
A shared studio's electricity
8 marks · discriminatingOpen question →Criterion B
Design a solar-panel angle field study
14 marks · discriminatingOpen question →Reference subsectionMapped lessons for this unit
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 →Energy resources and trade-offs
Compare renewable and non-renewable systems with quantitative evidence and local constraints.
Open lesson →Energy-resource decision studio
Construct a transparent recommendation using evidence and at least two stakeholder priorities.
Open lesson →First law and gas processes
Use system boundaries to connect heating, work, and internal-energy change in thermal systems.
Open lesson →Heat engines and efficiency limits
Criterion D focus: connect physical limits to transport, generation, waste heat, and design choices.
Open lesson →Entropy and direction of change
Use qualitative dispersal and irreversibility first; advanced mathematics is not required for this pathway.
Open lesson →