Sciences for the IB MYP 4&5: by Concept

5 How do we obtain the energy we

need?
Chapter 5 extension problems
1 The picture shows one early idea for a way to use
horses to pull railway trains. (Note that the horse is
meant to be standing on a conveyor belt which drives
the wheels.)

2 a Outline the energy changes in this machine,

including energy lost.

b Discuss whether this locomotive was likely to be

more, or less efficient than the horse alone.

c One unit of power is the ‘horsepower’ (hp) where 1

hp = 746 W. A small steam locomotive can
produce approximately 140 kW. Calculate how
many horses would be required to produce the
same power as the steam engine.

3 The table below shows energy inputs and outputs for an internal combustion engine (gasoline)
and for an electric motor.

Energy loss in an electric motor

Mechanical energy as sound 20%
Heat energy by mechanical friction 5%
Heat energy by electrical resistance 20%
Energy loss in an internal combustion engine (gasoline)
Mechanical energy as sound 25%
Heat energy by mechanical friction 5%
Heat energy in exhaust gases 30%
Heat energy in cooling system 15%

a Use the information in the table to calculate the % efficiency of each device.

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Sciences for the IB MYP 4&5: by Concept

b Summarize the energetic performance of the two devices in the form of Sankey diagrams
using the squared paper below.

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Sciences for the IB MYP 4&5: by Concept

c In a country, the average cost of electricity is approximately $0.10 per 3.5 MJ. The average
cost of 1 litre of gasoline is $0.97. 1 litre of gasoline can produce 32 MJ of energy on
combustion. Calculate the cost of 1 MJ of each energy source, and so compare the costs of
running vehicles powered by electricity and vehicles powered by gasoline.

d Many engineers believe that electric vehicles will be more environmentally friendly than
internal combustion vehicles. Discuss this view with reference to your analysis of the
information in the table.

4 The diagram shows a design for a fairground rollercoaster ride.

At the beginning of the ride, the train is pulled to the top of a steep incline whose peak is 10 m
above the starting point. Then the train is let loose and descends the incline under gravitational
force only. The train then climbs a second incline that is 5 m higher than the starting point. The
train has mass 500 kg.

a Outline the energy changes taking place as the rollercoaster completes the whole track.

b Calculate the potential energy gained by the rollercoaster in climbing to the top of the first
incline (point X). Assume g = 10 m s–2.

c Calculate the theoretical velocity at point Y, after descending from the first incline. State any
assumptions you make and assume g = 10 m s–2.

d The velocity at point Y is in fact v = 12.50 m s–1. Explain the difference between your
calculated value and the actual velocity.

The second incline is exactly half the height of the first, and the slope of the second incline is
constructed such that the length of the track for the train to travel is also exactly half that of the
first.

e Calculate the gravitational potential energy the train must gain in climbing the second incline
to point Z.

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Sciences for the IB MYP 4&5: by Concept

f Assuming that energy is wasted in climbing from point Y to point Z at the same rate as in
descending from point X to point Y, show that the velocity of the train when it reaches point
Z is v = 9.43 m s–1.

g The rollercoaster engineer wants to add further ‘bumps’ to the ride like the one between Y
and Z. Estimate the total amount of energy lost in this bump, and so suggest how many
further bumps the train can climb before stopping. (Note that you do not have to calculate an
exact value here.)

h Discuss the validity of the assumption made in part f and summarize the effect on the
design of the rollercoaster of any different assumptions you might make.

5 A student added zinc powder to copper (II) sulfate solution to determine whether the reaction was
endothermic or exothermic. Before she added the zinc, she measured the temperature of the
copper (II) sulfate solution.

a Define the terms endothermic and exothermic.

b Formulate a balanced symbol equation for the reaction and use this to suggest what type of
chemical reaction it is.

c The student predicted that the reaction was an exothermic reaction. Describe how she could
find out if she was correct, presenting your answer in the form of a method in an
experimental investigation.

d Changes of state can be endothermic or exothermic reactions, depending on the direction in

which they proceed. The process of fractional distillation depends on a change of state in
order to separate a mixture, both in the lab and on an industrial scale as we have seen
through the fractional distillation of crude oil. Explain how crude oil is separated into
fractions.

e One of the fractions of crude oil is kerosene. Interpret the figure below to suggest:

i the name of the colourless liquid

ii the function of the ice

iii observations regarding the colour of the limewater

iv why a black solid might collect on the inside of the thistle funnel and what this might be.

Equipment for burning kerosene in the lab

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Sciences for the IB MYP 4&5: by Concept

6 a State one difference between anabolism and catabolism.

b State three factors that affect enzyme activity in cells.

c State one application of enzymes in everyday life.

d Outline how enzymes help the cell to save energy.

7 Crisps are made by frying thin slices from potato tubers.

a State the process by which the potato plant transforms the Sun’s energy to store it in the
form of starch in the potato tubers.

b Outline the word and symbol equation for this process.

c When we eat crisps, our body digests the nutrients into smaller absorbable forms that
travel from our digestive system to reach the cells of our body. State the process by
which the energy stored in the crisps nutrients is released in the cells.

d Outline the word and symbol equation for this process.

8 An experiment was carried out to measure the rate of photosynthesis at different light intensities.
The rate of photosynthesis was measured by counting the number of bubbles of oxygen
produced by the pondweed per unit of time. Light intensity was controlled by moving the lamp at
different distances from the test tube.

a Evaluate the accuracy of the results produced by the method of this experiment.

b Suggest improvements to the method to obtain more accurate results.

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