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IB Physics SL S2.2 Collecting and Processing Data Questions

Practise IB Physics SL S2.2 by recording measurements, processing uncertainty, plotting data and extracting justified physical relationships.

Syllabus
First assessment 2025
Course
Physics SL
Level
SL

Exam points

  • record and process quantitative data in suitable tables, graphs, trends and uncertainty calculations
  • compare measurements with hypotheses or theoretical predictions and use data to justify a conclusion
  • identify systematic or random error, assess data quality and propose a realistic improvement to the investigation

Covered syllabus points

S2.2.1—Collecting dataS2.2.2—Processing and interpreting dataS2.2.3—Data quality

Question 1

[Maximum number: 4]

A group of students uses pressurized air to move a piston that forces a nail into a block of wood. A gauge is used to measure the pressure P of compressed air above atmospheric pressure. The nail enters the wood perpendicular to its surface.

Figure for Question 1 — IB Physics SL

The students use a ruler to measure the length of the nail which remains above the surface of the wood as shown. The depth of the nail inside the wood is d. All necessary length measurements are recorded using a ruler with uncertainty ±1 mm\pm 1 \mathrm{~mm}.

Figure for Question 1 — IB Physics SL

Question (a)

(a)

The students systematically increase the pressure and calculate d.

Table for Question (a) — IB Physics SL
[ 2 ]

Question (i)

(i)

By using two sets of data in the table, show that the relationship between d and P is not directly proportional.

[ 2 ]

Question (b)

(b)

The students suggest the following relationship between d and P :

d=kPd=k \sqrt{P}

where k is a constant.
To verify the relationship, the variation of d with P\sqrt{P} is plotted.
One data point is missing.

Figure for Question (b) — IB Physics SL
[ 1 ]

Question (i)

(i)

Determine the coordinates of the missing point using the original data set and plot it on the graph.

[ 1 ]

Question (c)

(c)

The students collect only one value of d for each value of P. Suggest why this is a poor method.

[ 1 ]

Question 2

[Maximum number: 1]

A student is running an experiment to determine the acceleration of free-fall g. She drops a small metal ball from a given height and measures the time t taken for it to fall using an electronic timer. She repeats the same experiment several times.

Suggest a reason for repeating the experiment in the same conditions.

Question 3

[Maximum number: 3]

A student performs an experiment with a rod that is free to oscillate in a horizontal plane. Two identical small spheres, each of mass m, are placed at equal distances from the centre of the rod. The student records values of the period of oscillation of the rod T in seconds for different values of the distance of separation of the spheres d, in metres.

Figure for Question 3 — IB Physics SL

The student plots the variation with d of T, keeping m constant.

Figure for Question 3 — IB Physics SL

Question (a)

(a)

The student proposes the hypothesis that T is directly proportional to d. Outline whether the graph supports this model.

[ 1 ]

Question (b)

(b)

The student goes on to investigate the relationship proposed in (b) between T and m, keeping d constant.

Sketch the graph expected for this experiment on the axes provided.

Figure for Question (b) — IB Physics SL
[ 2 ]
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