physmMOEENGTZ0XXXX

Markscheme

May 2023

Physics

On-screen examination

15 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

Underline tool that can be expanded Award 1, 2, 3, 4 marks. For use in holistically
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.
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 Use of speed = distance/time Seen or implied

2 A
4(kmh-1)

b
1 A

c
Horse Mass of Weight/N
horse/kg 2 A
A 350 3500
B 510 5100
d

1 A

e Calculate work done 61200 (J)

Calculate power 11127 ECF if (incorrect work done)/5.5

11.127 (kW) ECF if W to kW is done correctly 3 A

Award 3 marks for 11.127 expressed to 2

or more sig figs ECF

f I=P/V Seen or implied

2 A
I= 6.48695.. or 6.5 (A) Accept answer stated to 2 or more sig
figs

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2 a D. Dispersion
1 A
b Red light has the longest wavelength or the lowest frequency

Red is refracted the least (of the colours)

Red light is the fastest (in the prism)

3 A
or
Red light has the lowest refractive index
or
Red light is slowed down the least (by the glass)

c IR has longer wavelength WTTE

or
IR has lower frequency
1 A
or
IR is detectable as heat

d v
f = seen or implied
λ
2 A
4(.00) x 1014 (Hz) Award 1 mark for 4x105 (no conversion to
m)

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3 a Atomic number= 6
2 A
Mass number=14
b Accept any similarity from the list [max 1]
• same number of protons Do not accept same atomic number or both
• same charge on the nucleus are carbon nuclei

Accept any difference from the list [max 1] 2 A

• different number of neutrons
• different number of nucleons
• C-14 nucleus is unstable but C-12 nucleus is stable Do not accept different mass number

c Award 1 mark if gamma ray and x-ray are

selected but are in the wrong location

2 A

Gamma ray in correct location

X-ray in correct location

d 238
U→ 232
Th+ 24 α
92 90
2 A
232
90 Th → 234
91 Pa + 0
−1 β
e A neutron is absorbed by the nucleus of uranium-238 WTTE
1 A

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4 a A RQ linking mass or force or weight or pressure and volume

1 B
b Mass as only IV
2 B
Volume of air as only DV

c Increase
1 B
d Correct use of (m x g) Seen or implied

Increase in pressure = 1.51898 x105 or 151899 (Pa or Nm-2) Correct to at least 2 sig figs, no ECF
3 C
Total pressure = 2.5 x 105 (Pa or Nm-2) or 251899 (Pa or Nm-2) Award 3 marks for correct total pressure
value stated to at least 2 sig figs

e As the pressure increases, the volume decreases

Second mark, accept any further description [max 1]

• in an inverse relationship
2 C
• pressure is proportional to 1/volume
• pressure is inversely proportional to volume
• when pressure doubles, volume halves

f Reference to the graph, for example [max 1] Reference to the graph must be made for
• the line is horizontal or flat or the same value (of 11000) is found for every pressure the first marking point
• There is a slight slope to the line
• The value at 300kPa is not constant
2 C
Justification [max 1] Do not award the second marking point
• (so) the graph supports Boyle’s Law (within experimental error) without the first marking point being
• (so) the graph does not support Boyle’s Law awarded
g Answer in range 145-155
2 C
cm3 Award unit mark independently

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5 a As temperature increases, the kinetic energy or speed increases WTTE

The number of collisions between the gas particles and the wall of the balloon increases
or
The force of the collisions between the gas particles and the wall of the balloon increases
or
3 B
The kinetic energy of the particles is transferred to elastic potential energy

So the balloon expands because the balloon is elastic

or
The balloon expands because its wall is pushed out by the pressure of the gas

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b
1 2 3 4
RQ an RQ correctly linking
temperature and volume
or circumference
V temperature as independent variable of independent variable of
(Variables) independent variable temperature temperature
or and and
circumference implied as dependent variable of dependent variable of
dependent variable circumference stated circumference stated
and
one control variable
stated
E equipment to measure equipment to measure
(Equip) temperature temperature
or and
circumference circumference
M attempt at a method linked method is described with complete method is
(Method) to circumference measurements of realistic and described
or circumference with measurements of 14 B
temperature and circumference
temperature but not and temperature
detailed enough to be and could easily be
followed by another followed by another
student student
D a reference to different at least five increments of at least five increments of at least five increments of
(Data) temperatures temperature temperature temperature
and repeated and repeated
measurements of measurements of
circumference circumference
and plans to calculate
average
S mentions a relevant safety
(Safety) precaution for example:
working at elevated
temperature or making
sure the balloon is not
inflated too much at the
start

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6 a Acceleration is due to an unbalanced force

or
Newton’s second law says the greater the force, the greater the acceleration
or
F=ma

Expulsion of gas and thrust are paired forces 3 C

or
Forces are an action-reaction pair of forces

(this is an example of) Newton’s third law

b An RQ correctly linking circumference or volume with distance travelled

1 B
c 38.2 and cm Unit and value required for the point.
Accept 0.382 m.
1 C
Accept this value if seen in the table in part
d, even if missing from this question part

4 C
Table with circumference and distance travelled and units in headers only Accept data arranged in either vertical
columns or horizontal rows
Data in ascending or descending order

Data to consistent dp
Accept either metres or centimetres for
Numbers correctly converted to consistent units each column

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e The graphs show that as the circumference increases, the distance travelled will increase

(but) the graph shows that there is a proportional relationship between distance travelled
and circumference cubed
or
(but) the graph shows that there is not a proportional relationship between distance travelled
and circumference 3 C

(so) the hypothesis is not valid Only award the 3rd marking point if the first
or 2 points have been awarded
The hypothesis is only partially valid

f Accept any three reasonable variables, for example [max 3]

• gas inside
• temperature
• shape of balloon
• pressure
3 C
• length of straw attached to balloon
• angle of line
• elasticity of balloon
• circumference or volume

g Accept any reasonable hypothesis correctly linked to the IV given above and distance
travelled
If (the IV) increases then distance travelled will increase or decrease 2 C

Attempt at explanation using scientific reasoning

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7 a Accept period in the range 1.6-1.8 Seen or implied

C
Accept frequency in the range 0.56-0.63 Must be expressed as 2 sig figs
3
Hz or s -1
Award the unit mark independently
D
Accept unit written in words and ignore
incorrect use of capitals or lowercase
b C
1 A
c

1 D

All correct

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d
1 2 3 4
Advantages and a statement of one a statement of one a statement of more than a statement of at least two
disadvantages advantage or advantage and one one advantage for an advantages for an
(location-tracking disadvantage for an disadvantage for an individual and more than individual with support for
tech) individual individual one disadvantage for an one and at least
or individual two disadvantages for an
a statement of one individual with support for
advantage for an one
individual or disadvantage
for an individual with
support
Economic an economic benefit for more than one economic more than one economic
(Economic a company benefit for a company benefit for a company
benefits) or with support for at least 13 D
one benefit with support two

Security a positive or a negative a positive and a negative a positive and a negative a positive and a negative
(Security security implication for a security implication for a security implication for a security implication for a
implications) country country country with support for country with support for
one both

Con a concluding opinion is a concluding appraisal

(Concluding given linking to previous
appraisal) arguments

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8
1 2 3
Benefits of a statement of a benefit a statement of two or more benefits a statement of two or more benefits
controlling or with at least one explained
a statement of one benefit with an
explanation

Limitations of a statement of a limitation a statement of two or more a statement of two or more 8 D

controlling limitations limitations with at least one
or explained
a statement of one limitation with an
explanation

Con a simple conclusion a conclusion with a detailed

(Conclusion) appraisal of the issues raised

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 E-assessment May 2023
Physics
Criteria B
5b)
The students are interested in how the temperature of the balloon affects its circumference.
Design an experiment that the students could use to carry out this inves<ga<on. They are
provided with standard laboratory equipment, including an oven to change the temperature.
In your plan, you must include:
• a research ques<on
• the independent, dependent and one control variable
• a list of the equipment they will need
• a detailed method for collec<ng data
• an explana<on of how the students will collect sufficient data
• details of how they will make sure that the method is safe.

Answer 5b

RQ: How does the temperature of a balloon affect its circumference?

Independent Variable: Temperature of the balloon

Dependent Variable: Circumference of the balloon
Control Variable: (any one) Type and size of the balloon
pressure inside the balloon
dura<on of hea<ng
room temperature
Equipment:

• Balloons (iden<cal in size and material)

• Oven
• Thermometer
• Measuring tape
• Stopwatch
• Heat-resistant gloves
• Safety goggles

Method for CollecAng Data:

PreparaAon:
o Ensure all balloons are iden<cal in size and material.
o Set up the oven and preheat it to the desired temperature (e.g., 30°C).
o Measure the ini<al circumference of each balloon using a measuring tape.

Experimental Procedure:
o Put on safety goggles and heat-resistant gloves to ensure safety during the
experiment.

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 o Place the first balloon inside the oven and expose it to the predetermined
temperature for a specific dura<on (e.g., 5 minutes).
o Carefully remove the balloon from the oven and measure its circumference
immediately.

Data CollecAon:
o Record the ini<al and final circumferences of the balloon aWer each temperature
exposure.
o Repeat the experiment with different temperatures (e.g., 40°C, 50°C, 60°C, 70°C) for
consistency.
o Conduct three trials for each temperature to ensure the reliability of the data.
o Record the circumference for each trial at different temperatures and take the
average.

Safety Measures:
o Wear safety goggles to protect eyes from poten<al bursts or leaks.
o Use heat-resistant gloves when handling the balloons to avoid burns.

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 Criteria D

7d) Discuss and evaluate the implica<ons of mobile phone technology being used to track the
loca<ons and movements of individuals. In your answer, you should discuss:
• the advantages and disadvantages of loca<on-tracking technology for an individual
• the economic benefits of loca<on-tracking technology for a company
• the posi<ve and nega<ve security implica<ons of loca<on-tracking technology for a country
• an overall appraisal in which you evaluate the points discussed.

Answer 7d

Advantages and Disadvantages of LocaAon-Tracking Technology for Individuals:

Advantages:
• Convenience: Loca<on tracking can enhance convenience by providing personalized
services, such as loca<on-based recommenda<ons, traffic updates, and proximity-
based reminders.
• Emergency Services: In emergency situa<ons, tracking can be vital for services to
locate individuals quickly, poten<ally saving lives.
• Family and Social ConnecAon: Tracking allows families and friends to stay connected
and aware of each other's whereabouts, providing a sense of security.

Disadvantages:
• Privacy Concerns: Constant tracking raises significant privacy concerns, as individuals
may feel their every move is being monitored.
• Abuse and Stalking: Malicious actors could exploit loca<on data for stalking or other
harmful ac<vi<es.
• Data Security Risks: Storing loca<on data poses risks of unauthorized access and
poten<al misuse, leading to iden<ty theW or other cybercrimes.

Economic Benefits of LocaAon-Tracking Technology for Companies:

Benefits:
• Targeted MarkeAng: Companies can use loca<on data to deliver personalized and
targeted adver<sements, increasing the effec<veness of marke<ng efforts.
• OperaAonal Efficiency: Loca<on tracking enhances supply chain management, fleet
op<miza<on, and overall opera<onal efficiency for businesses.
• Customer Insights: Analyzing loca<on data helps companies understand customer
behavior, leading to beaer product and service development.

PosiAve and NegaAve Security ImplicaAons for a Country:

PosiAve ImplicaAons:
• Law Enforcement: Loca<on tracking can aid law enforcement in solving crimes and
loca<ng missing persons.

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 • NaAonal Security: Governments can use loca<on data for monitoring and responding
to security threats, especially in <mes of crisis.

NegaAve ImplicaAons:
• Surveillance Concerns: Mass surveillance using loca<on data raises concerns about
civil liber<es and the poten<al for abuse by authoritarian regimes.
• Data Breaches: Large-scale collec<on and storage of loca<on data increase the risk of
data breaches, with poten<ally severe consequences for na<onal security.

Overall Appraisal:
The use of mobile phone technology for loca<on tracking presents a complex landscape with
both benefits and risks. Striking a balance between individual privacy and societal interests is
crucial. While the technology offers convenience, economic benefits, and security advantages,
it also poses serious threats to privacy, personal security, and civil liber<es. A comprehensive
regulatory framework is necessary to address these concerns, ensuring that individuals have
control over their data while allowing responsible use for societal benefits. Companies and
governments must priori<ze data security and ethical considera<ons to build trust and
mi<gate the poten<al nega<ve consequences of widespread loca<on tracking.

Examiner Report (7d)

Some students who put the <me and effort into their responses were able to produce some
excellent work, which showed a deep level of insight into the issues and had excep<onal
breadth and depth, covering all of the aspects required.
Weaker students showed more disorganiza<on and a general lack of support for the points
made in their answers. Discussing the advantages and disadvantages of loca<on-tracking
mobile phones concerning the individual was probably the best-answered part. Many
discussed safety and security issues along with naviga<on and convenience for advantages.
Quite a few students discussed privacy breaches and data security as disadvantages.
The economic benefits for the company were some<mes confused. Those who achieved well
in this area discussed targeted marke<ng, loca<on-based services with Apps, and even a few
noted improvements in tracking shipment logis<cs.
For the security of a country, unfortunately, several students discussed this from the
perspec<ve of an individual and did not get any marks for this part. Some statements were
too broad, and it was difficult to tell whether it was connected to the security of a country.

8) The ability of modern mobile phones to access the internet has influenced the way that
people communicate. On the internet, people tend to communicate with other people that
have the same ideas as they do, which can reinforce opinions that may not be logical or
scien<fically accurate.
Some people think that this kind of communica<on has led to an increase in the number of
people believing in conspiracy theories. One such idea is the flat-Earth theory.
Some people have suggested that any scien<fic informa<on that is shared through the
internet should be checked for accuracy. Informa<on that is inçorrect or misleading should be
removed.
Discuss and evaluate the benefits and limita<ons of controlling scien<fic informa<on that is
shared through the internet.

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Answer 8

Benefits of Controlling ScienAfic InformaAon on the Internet:

• Accurate InformaAon DisseminaAon: Implemen<ng controls ensures that accurate

and reliable scien<fic informa<on is shared, reducing the spread of misinforma<on
and promo<ng a more informed public.
• PrevenAon of Harmful Beliefs: Controlling informa<on helps prevent the
dissemina<on of pseudoscien<fic ideas and conspiracy theories, such as the flat-Earth
theory, which can have real-world consequences, especially in areas like public health
and safety.
• Maintaining Public Trust: Ensuring the accuracy of scien<fic informa<on builds and
maintains public trust in online sources. This is crucial for individuals seeking reliable
informa<on for personal decision-making or educa<onal purposes.
• Enhancing EducaAonal Value: A controlled environment promotes educa<onal value
by providing users with trustworthy resources. This is par<cularly important for
students and researchers who rely on the internet for academic purposes.

LimitaAons of Controlling ScienAfic InformaAon on the Internet:

• Censorship Concerns: The line between controlling misinforma<on and censoring

divergent opinions can be blurry. Excessive control may infringe on freedom of
expression and impede the open exchange of ideas.
• Dynamic Nature of Science: Science is an evolving field, and what may be considered
accurate today might be revised in the future. Overly strict controls may hinder the
dissemina<on of new, groundbreaking research and ideas.
• ImplementaAon Challenges: Implemen<ng effec<ve controls is a challenging task,
given the vastness of the internet. Determining what informa<on is accurate and who
gets to make such decisions raises prac<cal and ethical challenges.
• Diverse PerspecAves: Controlling informa<on may lead to the suppression of diverse
perspec<ves, hindering the free exchange of ideas and poten<ally s<fling innova<on
and progress.

Conclusion

Controlling scien<fic informa<on on the internet is a nuanced and challenging task that
requires a delicate balance between promo<ng accurate informa<on and respec<ng freedom
of expression. While there are clear benefits in preven<ng the spread of misinforma<on and
protec<ng the public from harm, there are also significant limita<ons related to poten<al
censorship, the dynamic nature of scien<fic knowledge, and the need to embrace diverse
perspec<ves.

Efforts should focus on promo<ng digital literacy and cri<cal thinking skills to empower
individuals to evaluate the informa<on they encounter. Rather than strict control, fostering a
culture of open dialogue, transparency, and collabora<ve fact-checking can be more effec<ve
in comba<ng misinforma<on while preserving the principles of free speech and the dynamic

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nature of scien<fic inquiry. It's essen<al to strike a balance that protects the public interest
without s<fling the exchange of ideas that drive scien<fic progress and innova<on.

Examiner report
Some students produced excellent responses to this ques<on, while others, unfortunately, did
not answer the ques<on stated in the prompt. Some students answered the ques<on from
the perspec<ve of the advantages and disadvantages of sharing scien<fic informa<on on the
internet and did not address the key aspect of the benefits and limita<ons of controlling this
scien<fic informa<on.
The stronger responses referenced some interes<ng discussion points such as the dangers of
misinforma<on vs. the problems of limi<ng free speech. Also, the ques<on of who would
decide what was correct or accurate, was raised repeatedly in student responses and this
showed a good level of insight into the issues. Some students included an interes<ng
discussion but did not end the response with a concluding statement.

Guidance

Students should be advised to iden<fy the main words in a ques<on before tackling it in order
not to go off-topic. Prac<ce criterion D style assessments should have a specific context that
the students have to respond to, as student responses are oWen too open-ended to show any
engagement with the topic of debate.

One of the key areas that students struggle with on the 'discuss and evaluate' ques<ons is the
ability to come up with good arguments to support their answers. They should prac<se wri<ng
well-developed paragraphs that contain a main point with support and examples, connec<ng
back to the issue being discussed. They should also prac<se wri<ng concluding appraisals that
encapsulate the points raised in their arguments.

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