Science Department
th
9 grade Data Analysis
MYP – Level 4
Name: _____________________
1. A group of students perform an investigation into the way seeds fall from some types of tree. A
piece of paper with a weight on the bottom is used to represent a seed, as shown in the figure below.
When released from a height, the paper spins and falls slowly to the ground.
A student suggests varying the length of the wings to see the effect this has on the time taken to fall to
the ground.
(a) Suggest two other variables that could affect the time of the fall.
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(b) Suggest how changing the length of the wings affects the time taken for the paper to fall to the
ground.
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(c) Suggest one way in which the measurement of the time taken can be made as accurate as
possible.
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2. A student investigates the maximum height a ball reaches after bouncing on a hard
surface. The figure below shows the apparatus used.
(a) The ball is dropped from a height of 1.00 m above the hard surface.
State which part of the ball should be used when measuring its height above the surface.
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(b) After the first bounce, the ball reaches a maximum height of 0.66 m.
On the figure above,
(i) draw the ball at a height of 0.66 m,
(ii) mark where you would position your eye to measure this height.
(c) Explain
(i) why the maximum height h of the ball after the first bounce is difficult to measure,
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(ii) how this height can be measured more accurately by two students working together.
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(d) The value of h can be estimated using the time t between the ball being released and it
reaching the top of the first bounce.
The students measure t five times. The values obtained are:
0.84 s 0.81 s 0.85 s 0.83 s 0.80 s
(i) Calculate the average value of t.
Give your answer to a suitable number of significant figures.
t = ……………………… s
(ii) An approximate value of h is given by
h = (2.21t – 1)2.
Calculate h using this relationship.
h = ……………………… m
(e) The ball is allowed to bounce several times. The maximum height h after each bounce is
measured and recorded in the table shown below.
number of bounces
h/m
N
0 1.00
1 0.66
2 0.45
3 0.32
4 0.21
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Plot the graph of h on the y-axis against the number of bounces N on the x-axis. Start your axes
from the origin. Draw the curve of best fit.
(f) Describe the relationship between N and h.
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(g) Use your graph to estimate the total number of bounces NT before h becomes zero.
NT = ………………………
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3. A pendulum hangs from two wooden blocks as shown in Fig. 2.1. A wooden rod is fixed so
that it just touches the string of the pendulum when it is hanging vertically. The pendulum
bob is pulled to point A and then released. As it swings, the string makes contact with the rod
for part of the swing.
In the experiment, the height h of the centre of the wooden rod above the bench is varied.
The time t for one complete oscillation is obtained for each value of h.
(a) On the figure above, mark accurately
(i) the height h,
(ii) where the student’s eye should be positioned when measuring t.
(b) (i) Describe how the student could ensure that the wooden rod is horizontal. You may draw
on the diagram if you wish.
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(ii) Suggest why the wooden rod should be horizontal.
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(c) The value of t is approximately 1 s. Describe how the student could obtain precise values for
t.
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(d) The readings obtained by the student are shown in the table below.
h /cm t /s
40 1.26
35 1.22
30 1.18
25 1.12
20 1.05
15 0.98
10 0.90
On the grid below, plot a graph
of t on the y-axis against h on
the x-axis. Start your graph at t
= 0.8 s and h = 0. Draw the best
fit curve.
(e) Describe the relationship
between h and t.
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(f) Use the graph to determine
the value of h when t =1.00s.
Show on the graph how you
obtained your answer.
h = .............................................
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4. A student investigates the distance travelled by a block of wood along a bench when the
block is fired by a rubber band. The figure below shows the block of wood being fired.
The distance d is varied and the distance D travelled by the block along the bench is measured
for each value of d.
The student records the results in a table.
distance d / cm distance D/ cm
5.0 13.3
6.0 20.9
7.0 28.7
8.0 39.6
9.0 51.8
10.0 62.5
(a) Explain why D = 0 when d = 0.
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(b) On the grid below, plot a graph of d on the x-axis against D on the y-axis. Start both axes
from the origin. Draw a curve of best fit through the points.
(c) Suggest one practical way to make the measurement of D accurate.
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