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IMSO 2019 Science International - Experiment

Question 1

Total time: 120 minutes for both parts together. Printed name: __________ ID: __________.

Instructions: Do not open the test booklet until told to do so. Write your name and ID in the spaces provided. Write answers only on the supplied answer sheet, using blue/black pens or pencils. Diagrams are aids and are not drawn to scale. The invigilator collects all contest papers afterwards.

PART 1: LIGHTING IN THE 21ST CENTURY

The 2014 Nobel Prize in Physics was awarded jointly to three scientists who invented efficient X-color light-emitting diodes (LEDs) in the early 1990s. Their revolutionary inventions transformed lighting technology, enabling bright, energy-saving white light sources. Incandescent bulbs lit the 20th century; LED lamps will light the 21st century. Find out what color X is in this experiment.

THEORY

An LED is a two-lead semiconductor light source. The leads are the anode (A) and cathode (K). It allows forward current from anode to cathode and blocks reverse current. A suitable forward voltage makes the LED emit monochromatic light. The minimum voltage at which it begins to light is its threshold voltage. The source states that wavelength is inversely proportional to threshold voltage.

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Table 1: Wavelengths of some colors (source labels retained).

| Color | Wavelength (nm) |
| --- | --- |
| Purple | 400–435 |
| Blue | 435–480 |
| Patina | 480–490 |
| Blue green | 490–500 |
| Green | 500–560 |
| Yellow green | 560–580 |
| Yellow | 580–595 |
| Orange | 595–610 |
| Red | 610–750 |

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Note: $1\,\mathrm{nm}=10^{-3}\,\mu\mathrm{m}=10^{-9}\,\mathrm{m}$.

White LEDs combine an X-color LED with a yellow phosphor coating in one package. Part of the X-color light passes through the coating; the rest is converted to yellow light. X-color and yellow light combine to make white, so the white LED has the same threshold voltage as the X-color LED.

Objective: Assume $V_{\mathrm{threshold}}=k/\lambda$, with the same constant $k$ for all LED types. Determine X and its wavelength.

Materials: Digital multimeter; a pair of red/black meter leads; LED experiment box; PVC tube to block ambient light if needed.

Attention: Do not look at LED light for too long, to avoid eyestrain.

Procedure:

1\. Set all box switches OFF. Gently turn potentiometer P1 anticlockwise to its end.

2\. Turn the meter selector clockwise to V. The screen should show DC, AUTO and V as in Figure 2.

3\. Connect the meter leads to the box terminals: red to + and black to −.

4\. Turn S1 ON.

5\. Turn switch A ON.

6\. Gently turn P1 clockwise until LED A lights; record its color in Table 2.

7\. Slowly turn P1 anticlockwise or clockwise to find where the LED just begins emitting light. Record the meter reading in Table 2. Repeat three times. Use the PVC tube to block ambient light if needed.

8\. Turn A OFF and gently return P1 fully anticlockwise.

9\. Repeat steps 5–8 for LEDs B, C, D and E.

At the end, turn all switches OFF, gently return P1 fully anticlockwise and turn off the meter.

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I. EXPERIMENT RESULTS

(1) Table 2: Measurement data. Record the color and three threshold readings for each LED. [10 points]

| LED | Color | First Vth (V) | Second Vth (V) | Third Vth (V) |
| --- | --- | --- | --- | --- |
| A | ____ | ____ | ____ | ____ |
| B | ____ | ____ | ____ | ____ |
| C | ____ | ____ | ____ | ____ |
| D | ____ | ____ | ____ | ____ |
| E | ____ | ____ | ____ | ____ |

II. DATA ANALYSIS

(2) Convert wavelength from nm to μm; calculate $1/\lambda$ and the mean measured threshold voltage, rounding both calculated quantities to one decimal place. Complete Table 3. What do you think about the wavelength of LED D light? [6 points]

| LED | λ (nm) | λ (μm) | 1/λ (μm⁻¹) | Mean threshold (V) |
| --- | --- | --- | --- | --- |
| A | 630 | ____ | ____ | ____ |
| B | 590 | ____ | ____ | ____ |
| C | 540 | ____ | ____ | ____ |
| D | x | x | x | ____ |
| E | 410 | ____ | ____ | ____ |

Response about D: ____________________________________

(3) Plot mean threshold voltage on the vertical axis against $1/\lambda$ on the horizontal axis. Draw the straight line of best fit. [4 points]

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(4) Explain how you find X. Equivalent wavelength of LED D: ______ unit: ______. The X-color LED is ______. [4 points]

QUESTIONS

(1) If P1 is set so that the meter reads 2 V, which LEDs emit light when you switch each one ON in turn, one at a time? [1 point]

(2) Two LEDs have threshold voltages 1.55 V and 1.2 V. What are their colors? Explain. [2 points]

(3) A pink LED combines a colored LED with a phosphor coating. Its measured threshold is 2.41 V. What combination makes it? (a) LED color: ______ (b) phosphor color: ______. [2 points]

(4) If an ultraviolet LED stimulates a yellow phosphor, what light color will you see? [1 point]

Answer spaces: __________________________________________________

Question 2

Total time: 120 minutes for both parts together. Printed name: __________ ID: __________.

Instructions: Do not open the test booklet until told to do so. Write your name and ID in the spaces provided. Write answers only on the supplied answer sheet, using blue/black pens or pencils. Diagrams are aids and are not drawn to scale. The invigilator collects all contest papers afterwards.

PART 2: MOLLUSKS — EXPERIMENT 1

Introduction: Mollusks are interesting animals whose species count ranks second only to arthropods. Snails and clams are familiar mollusk groups. Organisms are classified into species, genus, family, order, and so on, using their characteristics. This experiment develops familiarity with mollusk morphology to study their diversity.

In binomial nomenclature, the first word is the generic name identifying the genus; the second is the specific name distinguishing the species within it. Capitalize the first letter of the genus, use lower case for the specific name, and italicize both words (or underline them when handwritten). Example: *Sermyla tornatella*.

Caution: Shell specimens may have sharp edges; handle with care.

Aim: Identify the scientific names of freshwater snails using shell morphology and the family/species identification keys.

Materials: Four shells from four freshwater snail species; a photograph showing the four shells labeled A–D; Key 1 for four families; Keys 2–5 for species of those families; magnifying glass; gloves.

Procedure: Identify each shell in turn. Locate its main features using Figures 1–3 and compare them with the keys.

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Figure 1: Main features of a generalized snail shell.

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Figure 2: Left, 2.5 whorls; right, 6 whorls.

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Figure 3: Umbilicus increasing from small to wide, left to right.

Step 1: Remove one shell from its bag and observe the whole specimen.

Step 2: Compare it with the photograph to identify its label A, B, C or D.

Step 3: Start at the first pair of alternatives in Key 1. Select the description fitting the specimen and follow the indicated next pair until you identify its family. For example, a sharply conical shell goes to pair 2; a globular to ovate-conical shell goes to pair 3.

Question 1: Identify the scientific family name of each shell and write it in the answer sheet. [2 points per shell, 8 total]

| Shell label | Family name |
| --- | --- |
| A | ____________ |
| B | ____________ |
| C | ____________ |
| D | ____________ |

Step 4: After identifying each family, use its corresponding Key 2, 3, 4 or 5 to identify the species.

Question 2: Identify the scientific species name of each shell and write it in the answer sheet. [2 points per shell, 8 total]

| Shell label | Species name |
| --- | --- |
| A | ____________ |
| B | ____________ |
| C | ____________ |
| D | ____________ |

IDENTIFICATION KEYS

Each pair gives two alternative descriptions of an unidentified shell. Follow the indicated number or terminal name. Source spellings are retained.


Key 1: Families of freshwater snails

| Choice | Characteristic | Go to / name |
| --- | --- | --- |
| 1a | Shell sharply conical | 2 |
| 1b | Shell globular to ovate-conical | 3 |
| 2a | Aperture waterdrop-shaped | Thiaridae |
| 2b | Aperture nearly round | Viviparidae |
| 3a | Aperture round | Stenothyridae |
| 3b | Aperture pear-shaped | Ampulariidae |

Key 2: Species of Thiaridae

| Choice | Characteristic | Go to / name |
| --- | --- | --- |
| 1a | Only one kind of raised ridge, not parallel to the suture | Sermyla tornatella |
| 1b | Raised ridges parallel to the suture | 2 |
| 2a | Raised ridges develop into spines | Thiara scabra |
| 2b | Raised ridges do not develop into spines | 3 |
| 3a | Ridges interrupted, forming rows of tubercles | Tarebia grannifera |
| 3b | Ridges continuous and parallel to suture | Melanoides tuberculatus |

Key 3: Species of Viviparidae

| Choice | Characteristic | Go to / name |
| --- | --- | --- |
| 1a | Shell without raised ridges | 2 |
| 1b | Raised ridges parallel to suture | 3 |
| 2a | Wide umbilicus | Cipangopaludina lecythoides |
| 2b | Narrow umbilicus | Sinotaia aeruginosa |
| 3a | Round aperture | Filopaludina polygramma |
| 3b | Waterdrop-shaped aperture | Angulyagra boettgeri |

Key 4: Species of Stenothyridae

| Choice | Characteristic | Go to / name |
| --- | --- | --- |
| 1a | Aperture has both outer and inner lips | 2 |
| 1b | Aperture has only an outer or an inner lip | 3 |
| 2a | Apex acute-angled and not truncate | Stenothyra polita |
| 2b | Apex truncate | Stenothyra ovata |
| 3a | Aperture lips extended | Stenothyra messageri |
| 3b | Aperture lips not extended | Stenothyra alba |

Key 5: Species of Ampullariidae

| Choice | Characteristic | Go to / name |
| --- | --- | --- |
| 1a | No umbilicus | 2 |
| 1b | Very wide umbilicus | 3 |
| 2a | No colored lines on shell surface | Pila polita |
| 2b | Colored lines on shell surface | Pila ampullacea |
| 3a | Spire distinctly elevated above body whorl | Pomacea maculata |
| 3b | Spire low above body whorl, almost flat | Ampullaria turbinis |

Editorial availability note: The supplied files do not include the separate photograph of the four labeled specimens or the physical shells. These teaching diagrams are not the A–D specimens. Leave identifications blank until the specimens and label photograph are available.

Question 3

PART 2 — EXPERIMENT 2

Locate the main features on a valve of a freshwater clam. The 120-minute time limit is shared with all other experiment tasks. Handle sharp shell edges with care.

Material: One dry valve of freshwater clam *Sinanodonta* sp.

Procedure and description: A clam shell of *Sinanodonta* sp. consists of two equal valves connected by a hinge joint. Two adductor muscles contract to close the valves; they leave adductor muscle scars on a dry shell. The umbo is the oldest part. As the clam grows, the shell enlarges and forms growth lines on the outer surface. The shell has three layers, including nacre, which is widely used for decoration.

Question 3: Examine the valve, read the description, and identify the hinge joint, umbo, growth lines and nacre layer on Figure 4. Label the shell in the answer sheet. The adductor muscle scar is already labeled as an example.

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Figure 4: Generalized bivalve shell exterior (A) and interior (B).

Label spaces: hinge joint ______; umbo ______; growth lines ______; nacre layer ______.

The source does not print points for this question; this package uses an editorial 4-point rubric.