physmmoeengtz0xxm

Markscheme

May 2022

Physics

On-screen examination

19 pages
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This markscheme is confidential and for the exclusive use of examiners in this examination session.

It is the property of the International Baccalaureate and must not be reproduced or distributed to any
other person without the authorization of the IB Global Centre, Cardiff.
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The following are the annotations available to use when marking responses.

Annotation Explanation Annotation Explanation

Correct point, place at the point in the

response where it is clear that the candidate
Not good enough
deserves the mark. For use in analytically
marked questions only.

The candidate has given a response but it is

Omission, incomplete
not worthy of any marks

Text box used for additional marking

CON Contradiction
comments

Seen; must be stamped on all blank

Valid part (to be used when more than one
response areas and on duplicate pages of
element is required to gain the mark)
concatenated responses

Error carried forward Vertical wavy line that can be expanded

Dynamic annotation, it can be expanded to

Words to that effect
surround work

Award 1, 2, 3, 4 marks. For use in holistically

Horizontal wavy line that can be expanded
marked questions only

Highlight tool that can be expanded to mark

an area of a response
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Markscheme instructions

1 Mark positively. Give candidates credit for what they have achieved and what is correct. Do not deduct marks for incorrect responses. Do not deduct
marks for spelling errors.

2 Follow the markscheme provided and award only whole marks.

3 Each marking point appears on a separate line.

4 The maximum mark for each subpart is indicated in the “Total” column.

5 Where a mark is awarded a tick should be placed in the text at the precise point where it is clear the candidate deserves the mark.

6 Each marking point in a question part should be awarded separately unless there is an instruction to the contrary in the Notes column.

7 A question subpart may have more marking points than the total allows. This will be indicated by the word “max” in the Answer column. Further
guidance may be given in the Notes column.

8 Additional instructions on how to interpret the markscheme are in bold italic text in the Answer column.

9 Alternative wording may be indicated in the Answer column by a slash (/). Either alternative is equally acceptable but the candidate cannot be
rewarded for both as they are associated with the same marking point.

10 Alternative answers are indicated in the Answer column by “or”. Either alternative is equally acceptable but the candidate cannot be rewarded for both
as they are associated with the same marking point.

11 If two related points are required to award a mark, this is indicated by “and” in the answer column.

12 Words in brackets ( ) in the Answer column are not necessary to gain the mark.

13 Words that are underlined are essential for the mark.

14 In some questions a reverse argument is also acceptable. This is indicated by the abbreviation ORA (or reverse argument) in the Notes column.
Candidates should not be rewarded for reverse arguments unless ORA is given in the Notes column.

15 If the candidate’s response has the same meaning or is clearly equivalent to the expected answer the mark should be awarded. In some questions
this is emphasized by the abbreviation WTTE (or words to that effect) in the Notes column.
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16 When incorrect answers are used correctly in subsequent question parts the follow through rule applies. Award the mark and add ECF (error carried
forward) to the candidate response.

17 The order of marking points does not have to be the same as in the Answer column unless stated otherwise.

18 Marks should not be awarded where there is a contradiction in an answer. Add CON to the candidate response at the point where the contradiction is
made.

19 Do not penalize candidates for errors in units or significant figures unless there is specific guidance in the Notes column.

20 Questions with higher mark allocations will generally be assessed using a level response method using task specific clarifications developed with
reference to the criteria level descriptors. A candidate’s work should be reviewed to determine holistically the mark for each row of the holistic grid
and a mark awarded for each row.
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Question Answers Notes Total Crit

1 a newtons
1 A
b

2 A
Accept magnetic force or normal
force for vertical component

or
2 correct

All correct
c Less than
WTTE
The drag force or air resistance is reduced WTTE 3 A

The forces are balanced or resultant force is zero (at constant speed)
d Evidence of speed x time or area calculation Seen or implied (eg 61x62)

Use of 2 data points from graph to calculate area of trapezium or average speed
3 A
3600 or 3596 (m) Accept answers in the range 3534 to
3627(m) for 3 marks. Rounding not
required
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2 A

Candidate’s line has no end

markers

y intercept is the same Allow approximately the same

starting point, ignore end point

Always above original line Do not accept positive gradient

(showing acceleration)
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2 a Power and equal to Both required

1 A
b Evidence of use of transformer equation or power in = power out Seen or implied

12 000 (V) Award 2 marks for correct answer

Accept 651V for 2 marks if the 2 A

number of turns from the diagram is
used to calculate the primary
voltage

c Use of P=IV Seen or implied

Power supplied (98% efficiency) 14112 (W) Accept correct answer rounded to 2 A
2sf or more in W or kW for 2 marks

d Accept any points from the list [max 2]

• By increasing the voltage, the current is reduced ORA

• Energy is wasted as heat in the wires
2 A
• (Increasing voltage or decreasing current) reduces energy wasted (as heat)
• R is fixed value (property of wire)
• more energy or power is supplied to the destination
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3 a

1 A

All correct
b D 1 A
c Condensation Accept “it condenses”
1 A
d Condensation occurs on cold surfaces
or 1 A
Salt water is only cold at the top of the cup
e Any two points from the list, [max 2] WTTE for all points
• salt water is more dense (than pure water)
• melted cold water remains near surface
• convection of salt water does not occur or less convection in saltwater than in
pure water
3 A
Conclusion: (so) heat is transferred less quickly (in the salt water) WTTE

Do not award the final mark unless

the first and second marks are
awarded
f First marking point: WTTE
Melted cold water would be distributed
or
Stirring would increase (heat transfer by) convection

Second marking point: 2 B

Melting time for the ice in salt water would decrease
WTTE
or
Melt time would be the same for both ice cubes
or
Melt time would be less for both cubes
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4 a How does the length of a tube affect the frequency of the sound produced? WTTE
1 B

b At least three of one material only, no other material included

At least three of one diameter only

3 B
5 lengths of 2.5 cm diameter wood only Award third mark only if first 2 marks
awarded
c IV is length Accept description of length as IV
or
wood is the only material with five different lengths
2 B
Material and diameter should be controlled WTTE

d Two data points taken from the graph

Correct calculation using pair of points or double IV and halve DV or comparing Award 1 mark only if the candidate
products of x and y values identifies the fact that as length
increases, frequency decreases but
performs no calculation or
processing to confirm if this is
inverse proportionality 3 C

So hypothesis supported WTTE

Do not award the third mark unless

marking points one and two are
awarded
e 4L value = 0.4 and 1/4L value 2.5 Values must be to 1 d.p.
1 C
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2 C

Data point plotted correctly (2.5, 860) Award the mark if the point is plotted
within the correct square i.e.
(2.5±0.1, 860±20)

Line of best fit has roughly equal distribution of data points above and below line
(judge by eye)
g

1 C
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h Calculation seen and points separated by more than 1000Hz in y Consistent with their LOBF in part g

Correct value 343±10

3 C
ms -1
Accept m/s or Hz m
Award unit mark separately
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5 a W=mg Seen or implied

2 C
3 (N)

b Accept any two variables from the list, [max 2]

• Length of wire
• Thickness or diameter
• Material or type of wire or density of wire WTTE 2 C
• Force of the pluck or strum of the string

c Accept tables arranged in columns

or rows

Accept results in ascending or

descending order
4 C

Column headers: Tension and Frequency

Units for both quantities in headers only

39.28 correctly rounded to 39.3 (N) to give consistent dps

Results in order
d Accept any relevant suggestion for example, [max 1]
• increased range of data
• repeat measurements
• values of the IV in between the values already used
• regular intervals of the IV
2 C
Accept any correctly linked justification for example, [max 1]
• pattern in data will be more clearly visible
• reduce the effect of random errors on the line of best fit
• line of best fit would be more accurate/reliable
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e Accept any reasonable IV, for example [max 1] Award 0 marks for this question
• length if tension is selected as IV
• thickness or diameter
• material
• temperature

Accept any two reasonable CV, for example [max 2] 3 B

• length Do not award CV mark if it is the
• thickness or diameter same as the IV
• material
• temperature
• tension
f If, then: linking their IV with frequency Does not have to be correct for the
first marking point
Because: 2 B
Attempt at explanation linked to their IV and frequency Award 0 marks if the hypothesis
relates tension and frequency
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6 a Accept any reasonable suggestion, for example [ max 1] Do not accept “to take an average”,
• increased reliability Do not accept “to improve
• reference to background noise accuracy/validity” without
• to identify anomalies clarification 1 C

WTTE
b 113

113 Do not accept answers with 2 C

additional decimal places e.g. 113.3
c 105 (dB)

1 C
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6 d
1 2 3 4
sound intensity level as sound intensity level as IV and DV correct and independent,
dependent variable dependent variable one control variable dependent variable and
or and stated and justified two control variables
number of number of or are stated and
Variables
layers/thickness of layers/thickness of IV and DV correct and justified
cardboard as cardboard as two control variables
independent variable independent variable stated

attempt at a hypothesis testable hypothesis hypothesis links sound

linked to either sound linking sound intensity intensity level and
intensity level or level and number of number of
number of layers/thickness of layers/thickness of
Hypothesis layers/thickness of cardboard cardboard, is testable
cardboard and with an attempted
explanation referencing 13 B
relevant scientific
knowledge
attempt at a method attempt at method method linked to sound
linked to either sound linked to sound intensity intensity level
intensity level level and number of and number of
or number of
layers/thickness of layers/thickness of
layers/thickness of
Method cardboard cardboard but cardboard described
insufficient detail to be and could easily be
followed by another followed by another
student and not likely to student and will
give relevant data produce relevant data
reference to different at least five different at least five different
increments or trials numbers of cardboard numbers of cardboard
Data
layers/thicknesses or layers/thicknesses and
collection
three trials
three trials
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7 a Mars seems to go backwards or changes direction WTTE

If Earth was the centre, Mars would orbit in a circular path/ellipse around Earth WTTE
or
2 D
Mars would seem to follow a straight-path or an arc
or
reference to changing distance between Earth and Mars

b Calculation of time in s: 4x1011/3x108 = 1330(s)

or
use of ratio to give 1330(s), 1333(s), 1333.3(s) Accept any correct value of time in
A
s rounded or unrounded for first
2
Conversion and rounding 22 (minutes) mark
D
Award two marks for correct
answer alone
c Accept any two points from the list [max 2]
• the launch date is calculated to give the shortest journey time
• the launch date gives the shortest distance to travel WTTE for all
• in order to minimise fuel 2 D
• in order to minimise communication time
• the launch date is calculated to reach a specific landing spot on Mars
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8
1 2 3 4
One technical One technical Two technical Two technical
challenge is stated challenge is stated challenges stated challenges stated
with a partial with a scientific with a scientific
Technical (planning
explanation explanation for at explanation for both
the journey)
or least one
Two technical
challenges stated
One economic One economic One economic One economic
advantage or advantage and advantage and one advantage and one
Economic
disadvantage is disadvantage is disadvantage are disadvantage are
advantages and
stated stated stated with further stated with further
disadvantages
or discussion for one discussion for both
(for the government
Two advantages or
of a country)
disadvantages are 13 D
stated
One political One political Two political
implication is stated implication is stated implications are
with further stated and further
Political discussion discussion for one
implications or
two political
implications are
stated
A simple conclusion A concluding
appraisal with
Concluding appraisal
reference to issues
raised
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9 Effect of low temperature, for example [max 1]

• too cold for humans to live
• too cold for humans to grow food

Correctly linked suggestion to overcome the effect of low temp [max 1]

• reference to minimising heat transfer through insulation of housing/clothing Do not accept constant heating
without mention of insulation as a
Effect of radiation, for example [max 1] solution
• (exposure to) too much radiation is harmful to health or can cause cancer

Correctly linked suggestion to overcome effect of UV radiation [max 1]

• reference to a method of absorbing or reflecting the radiation
6 D
Effect of low gravity, for example [max 1]
• reference to health problems caused by low gravity eg poor circulation, muscle
wasting, bone density
• difficulties in moving around compared to Earth

Correctly linked suggestion to overcome effect of low gravity [max 1]

Accept responses suggesting the
• need to exercise to build muscle mass or maintain bone density
use of rotation to simulate gravity if
• wear a weighted suit
this is clearly expressed.
MYP 5 May -2022 Criteria B & D

Criteria B

Ques&on 6 d
On one side of the wall, they will have a buzzer, and on the other side of the wall, they will have a sound
level meter.

Design an inves:ga:on to find out how the number of layers of cardboard in the wall affects the sound
intensity level. In your plan, you should include:
• your independent and dependent variables and the jus:fica:on of two control variables
• a hypothesis which is explained using scien:fic reasoning
• a detailed method for how you will collect data
• an explana:on of how you will collect sufficient data.

Answer
Independent variable: The number of layers of cardboard in the wall.
Dependent variable: The sound intensity level on the other side of the wall. (in dB)

Control variable 1: The source of the sound (the buzzer) should remain the same throughout the experiment. This
can be achieved by using the same buzzer with the same power output for each trial.

Control variable 2: The posi>on of the sound level meter should be the same for each trial. This can be achieved by
placing the sound level meter at the same distance and angle from the wall for each trial.

Hypothesis: As the number of layers of cardboard in the wall increases, the sound intensity level on the other side of
the wall will decrease. This is because each layer of cardboard will absorb some of the sound energy, reducing the
intensity of the sound that passes through the wall.

Method and Data collec&on:

1. Gather materials: cardboard, buzzer, sound level meter, ruler, and tape.
2. Set up the buzzer on one side of the wall and the sound level meter on the other side of the wall.
3. Place one layer of cardboard on the wall between the buzzer and the sound level meter. Measure the
distance between the sound level meter and the wall and ensure that the sound level meter is posi>oned
perpendicular to the wall.
4. Turn on the buzzer and record the sound intensity level on the other side of the wall using the sound level
meter.
5. Repeat step 4 for 2, 3, 4, and 5 layers of cardboard.
6. Repeat steps 3-5 three >mes for each number of cardboard layers to ensure accuracy.
7. Calculate the average sound intensity level for each number of cardboard layers.

At last, plot the results on a graph to visualize the rela>onship between the number of cardboard layers (x-axis) and
the sound intensity level in dB (y-axis).

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Criteria D
Ques&on 8
Discuss and evaluate why a government might want to aQempt to send humans to Mars. In your answer, you should
include:
• the technical challenges of planning the journey to Mars.
• a discussion of the economic advantages and disadvantages for the government
• a discussion of the poli>cal implica>ons of aQemp>ng to put a human on Mars
• a concluding appraisal.
Answer:
Sending humans to Mars is an ambi:ous endeavor that requires significant technical, economic, and
poli:cal investments. However, several governments have expressed interest in exploring Mars which led to
various successful and unsuccessful events in the past.

Technical Challenges:
One of the most significant challenges of planning a mission to Mars is the distance and the associated :me
delay. Mars is about 140 million miles away from Earth, and depending on the alignment of the planets, a
trip to Mars can take anywhere from six to eight months. During the journey, astronauts will be exposed to
high radia:on levels and low levels of gravity, which can cause several health issues. Addi:onally, Mars has
a thin atmosphere, making it challenging to land safely, and the planet's extreme temperature fluctua:ons
pose challenges for the equipment and the crew.

Economic Advantages:
Despite the technical challenges, there are several economic advantages to sending humans to Mars. First,
the mission can s:mulate technological advancements and innova:ons that can have prac:cal applica:ons
on Earth. For example, advancements in life support systems, radia:on shielding, and propulsion
technologies can be beneficial for long-term space explora:on, but also have poten:al applica:ons in
healthcare, transporta:on, and energy industries. Addi:onally, a Mars mission can create jobs and drive
economic growth, as it requires a significant workforce in engineering, manufacturing, and research and
development.
Economic Disadvantages:
On the flip side, a Mars mission can also be an expensive endeavor, cos:ng up to $100 billion over 30 to 40
years. Governments have to invest in research, development, and tes:ng of new technologies, spacecraV
and launch vehicles, which can significantly strain their budgets. Moreover, space explora:on is a long-term
risky investment, as there are many chances of an unsuccessful mission, as in the case of USSR/ Russia,
where the government has invested billions of dollars from 1960-2016 and not even a single mission was
successful. Thus, it’s a ma_er of challenge for governments looking for short-term benefits.

PoliBcal ImplicaBons:
The poli:cal implica:ons of a_emp:ng to put a human on Mars are significant. A Mars mission can
symbolise na:onal pres:ge and technological leadership, showcasing a country's scien:fic and
technological prowess. This can be a source of pride for ci:zens, fostering na:onal unity and inspiring
future genera:ons of scien:sts and engineers. Addi:onally, interna:onal coopera:on in a Mars mission can
promote diploma:c rela:ons and help build alliances.

However, the poli:cal implica:ons can also be nega:ve. The high costs of the mission can lead to cri:cism
from taxpayers and poli:cians, who might ques:on the priori:za:on of space explora:on over other
pressing na:onal issues. Moreover, space explora:on is a highly poli:cized issue, and the mission can
become a subject of poli:cal controversy and influence public opinion on government spending.

Concluding Appraisal:
In conclusion, a government's decision to a_empt to send humans to Mars is a complex one, requiring
careful considera:on of the technical, economic, and poli:cal implica:ons. While a Mars mission can bring
significant benefits in terms of technological advancements, economic growth, and na:onal pres:ge, it also
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comes with significant challenges and risks. Governments must weigh the benefits and risks carefully and
make informed decisions based on a long-term vision for space explora:on and a commitment to scien:fic
advancement.

Ques&on 9
Scien>fic principles would be applied when establishing a seQlement on Mars. Discuss how scien>fic principles could
be used to build appropriate living condi>ons for humans. In your answer, you should consider:
• the effect of temperature
• the effect of radia>on
• the effect of low gravity
• a sugges>on for how each of these effects can be overcome.
Answer:
Establishing a se_lement on Mars is a complex and challenging endeavor that requires the applica:on of
scien:fic principles to create appropriate living condi:ons for humans.

Effect of Temperature:
Mars has an average temperature is -62°C, and extreme temperature fluctua:ons, with temperatures
ranging from -126 °C in winter to 21 °C in summer, and the Night-:me temperatures can be 90°C lower
than day:me temperatures. Therefore, one of the primary challenges of establishing a se_lement on Mars
is to create a habitat that can maintain a stable and comfortable temperature for humans.

One way to overcome this challenge is to use insula:on to regulate the temperature inside the habitat.
Insula:on materials such as fibreglass, polyurethane foam, or aerogel can be used to create a barrier
between the interior and exterior of the habitat, preven:ng heat loss and maintaining a stable
temperature. Addi:onally, hea:ng and cooling systems can be installed to maintain a comfortable
temperature range inside the habitat.

Effect of RadiaBon:
Mars has a thin atmosphere, the layer of gas is 100 :mes thinner than Earth’s, and the atmospheric
pressure is far lower. There is no protec:on from the Sun's radia:on on Mars. The amount of high-energy
UV radia:on from the Sun is many :mes greater than on Earth. Radia:on exposure can cause several
health issues for humans, including cancer, gene:c muta:ons, and central nervous system damage.

To overcome the radia:on challenge, habitats on Mars can be built with radia:on-shielding materials, such
as water, concrete, or polyethylene. These materials can absorb or deflect radia:on, reducing the exposure
levels inside the habitat. Addi:onally, living spaces can be placed underground, using the Mar:an soil as a
natural shield against radia:on.

Effect of Low Gravity:

The gravita:onal field strength on the surface of Mars is 0.38 :mes that of Earth, which can cause several
health issues for humans, including muscle and bone loss, cardiovascular problems, and vision impairment.

To overcome the low-gravity challenge, habitats on Mars can be designed with ar:ficial gravity systems,
such as centrifuges or rota:ng habitats. These systems can simulate Earth's gravity, providing a comfortable
and healthy human living environment. Addi:onally, astronauts can perform regular exercise rou:nes to
maintain their physical health and wear a weighted suit to mi:gate the effects of low gravity.

Conclusion:
In conclusion, scien:fic principles can be applied to build appropriate living condi:ons for humans on Mars
by addressing the effects of temperature, radia:on, and low gravity. Insula:on, hea:ng and cooling
systems, radia:on shielding materials, underground habitats, and ar:ficial gravity systems are some of the
solu:ons that can be used to overcome these challenges. By applying scien:fic principles to establish a
se_lement on Mars, humans can create a sustainable and comfortable living environment, enabling long-
term explora:on and scien:fic research on the Red Planet.
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