Student’s Name: Subject Group: Science (Physics) MYP Year: 3

Unit title: Interactions Homework

Key concept: Related concept(s): Global context:
Change - Change is viewed Transformation, Energy Scientific and technical innovation -
as the difference in a (systems, models and methods)
system’s state when
observed at different times.
It involves understanding
and evaluating causes,
processes and
consequences.
Statement of inquiry: Scientific methods and models transform matter and change patterns of matter and
energy to fulfil human needs.
ATL: Critical thinking skills: Analysing and evaluating issues and ideas
Time assigned: 30 min Time Taken: Date:

Note: The work produced by the student for this assessment/assignment must be student's original work
and must not be plagiarised (copied from some other source) or peer plagiarised (peer's ideas/work
copied as their own in the responses) 

1. Directions: The diagram shows four forces (A, B, C and D) acting on a plane in flight.

(a) Write down the name of all the four forces acting on the plane.

(b) State which arrow represents air resistance.

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 (c) When the plane is flying at a constant height, state which two forces must be balanced.

(d) When the plane is flying at a constant speed in the direction shown, identify which two forces
must be balanced.

(e) The shape of the airplane’s wing helps it gain ________

(f) Just before take-off, the plane is speeding up along the ground. Select the correct statement from
the following.

2. Explain how differences in fluid pressure create buoyant force on an object.

3. An object weighs 20 N. It displaces a volume of water that weighs 15 N.

(i) Find the buoyant force on the object.

(ii) Suggest this object will float or sink. Explain your answer.

4. When you squeeze a balloon, state where the pressure inside the balloon is increased the most.
Explain your answer.

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 5. Look at the image below. When the space through which a fluid flows becomes narrow, fluid
speed increases. Using this information, explain how the two boats could collide.

Command Terms

Identify Recognize and state briefly a distinguishing fact or feature.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence.

List Give a sequence of brief answers with no explanation.

State Give a specific name, value or other brief answer without explanation or calculation.

Calculate Obtain a numerical answer showing the relevant stages in the working.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Label Add title, labels or brief explanation(s) to a diagram or graph.

Suggest 
  Propose a solution, hypothesis or other possible answer

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Outline
Give a brief account or summary

Explain Give a detailed account including reasons or causes

Design Produce a plan, simulation or model. 

Formulate Express precisely and systematically the relevant concept(s) or argument(s). 

Evaluate Make an appraisal by weighing up the strengths and limitations. 

Find Obtain an answer showing relevant stages in the working.]

Design Produce a plan, simulation or model. 

Justify Give valid reasons or evidence to support an answer or conclusion. 

Present Offer for display, observation, examination or consideration. 

Determine Obtain the only possible answer. 

Analyse Break down in order to bring out the essential elements or structure. (To identify parts
and relationships, and to interpret information to reach conclusions.) 

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