ISC

Analysis of Pupil
Performance
PHYSICS
S

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations
New Delhi
Year 2019
__________________________________________________________________________________

Published by:
Research Development and Consultancy Division (RDCD)
Council for the Indian School Certificate Examinations
Pragati House, 3rd Floor
47-48, Nehru Place
New Delhi-110019

Tel: (011) 26413820/26411706

E-mail: council@cisce.org

© Copyright, Council for the Indian School Certificate Examinations

All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for
the Indian School Certificate Examinations. This publication and no part thereof may be reproduced,
transmitted, distributed or stored in any manner whatsoever, without the prior written approval of the
Council for the Indian School Certificate Examinations.
 FOREWORD

This document of the Analysis of Pupils’ Performance at the ISC Year 12 and ICSE Year 10
Examination is one of its kind. It has grown and evolved over the years to provide feedback to
schools in terms of the strengths and weaknesses of the candidates in handling the examinations.

We commend the work of Mrs. Shilpi Gupta (Deputy Head) of the Research Development and
Consultancy Division (RDCD) of the Council and her team, who have painstakingly prepared this
analysis. We are grateful to the examiners who have contributed through their comments on the
performance of the candidates under examination as well as for their suggestions to teachers and
students for the effective transaction of the syllabus.

We hope the schools will find this document useful. We invite comments from schools on its
utility and quality.

Gerry Arathoon
October 2019 Chief Executive & Secretary

i
 PREFACE

The Council has been involved in the preparation of the ICSE and ISC Analysis of Pupil Performance
documents since the year 1994. Over these years, these documents have facilitated the teaching-learning
process by providing subject/ paper wise feedback to teachers regarding performance of students at the
ICSE and ISC Examinations. With the aim of ensuring wider accessibility to all stakeholders, from the year
2014, the ICSE and the ISC documents have been made available on the Council’s website www.cisce.org.

The documents include a detailed qualitative analysis of the performance of students in different subjects
which comprises of examiners’ comments on common errors made by candidates, topics found difficult or
confusing, marking scheme for each question and suggestions for teachers/ candidates.

In addition to a detailed qualitative analysis, the Analysis of Pupil Performance documents for the Examination
Year 2019 also have a component of a detailed quantitative analysis. For each subject dealt with in the
document, both at the ICSE and the ISC levels, a detailed statistical analysis has been done, which has been
presented in a simple user-friendly manner.

It is hoped that this document will not only enable teachers to understand how their students have performed
with respect to other students who appeared for the ICSE/ISC Year 2019 Examinations, but also provide
information on how they have performed within the Region or State, their performance as compared to other
Regions or States, etc. It will also help develop a better understanding of the assessment/ evaluation process.
This will help teachers in guiding their students more effectively and comprehensively so that students prepare
for the ICSE/ ISC Examinations, with a better understanding of what is required from them.

The Analysis of Pupil Performance document for ICSE for the Examination Year 2019 covers the following
subjects: English (English Language, Literature in English), Hindi, History, Civics and Geography (History
and Civics, Geography), Mathematics, Science (Physics, Chemistry, Biology), Commercial Studies,
Economics, Computer Applications, Economic Applications, Commercial Applications.
Subjects covered in the ISC Analysis of Pupil Performance document for the Year 2019 include English
(English Language and Literature in English), Hindi, Elective English, Physics (Theory), Chemistry (Theory),
Biology (Theory), Mathematics, Computer Science, History, Political Science, Geography, Sociology,
Psychology, Economics, Commerce, Accounts and Business Studies.

I would like to acknowledge the contribution of all the ICSE and the ISC examiners who have been an integral
part of this exercise, whose valuable inputs have helped put this document together.

I would also like to thank the RDCD team of Dr. M.K. Gandhi, Dr. Manika Sharma, Mrs. Roshni George and
Mrs. Mansi Guleria who have done a commendable job in preparing this document.

Shilpi Gupta
October 2019 Deputy Head - RDCD

ii
CONTENTS

Page No.

FOREWORD i

PREFACE ii

INTRODUCTION 1

QUANTITATIVE ANALYSIS 3

QUALITATIVE ANALYSIS 10
 INTRODUCTION

This document aims to provide a comprehensive picture of the performance of candidates in the
subject. It comprises of two sections, which provide Quantitative and Qualitative analysis results in
terms of performance of candidates in the subject for the ISC Year 2019 Examination. The details of
the Quantitative and the Qualitative analysis are given below.

Quantitative Analysis
This section provides a detailed statistical analysis of the following:

 Overall Performance of candidates in the subject (Statistics at a Glance)

 State wise Performance of Candidates
 Gender wise comparison of Overall Performance
 Region wise comparison of Performance
 Comparison of Region wise performance on the basis of Gender
 Comparison of performance in different Mark Ranges and comparison on the basis of Gender for
the top and bottom ranges
 Comparison of performance in different Grade categories and comparison on the basis of Gender
for the top and bottom grades

The data has been presented in the form of means, frequencies and bar graphs.

Understanding the tables

Each of the comparison tables shows N (Number of candidates), Mean Marks obtained, Standard
Errors and t-values with the level of significance. For t-test, mean values compared with their
standard errors indicate whether an observed difference is likely to be a true difference or whether it
has occurred by chance. The t-test has been applied using a confidence level of 95%, which means
that if a difference is marked as ‘statistically significant’ (with * mark, refer to t-value column of the
table), the probability of the difference occurring by chance is less than 5%. In other words, we are
95% confident that the difference between the two values is true.

t-test has been used to observe significant differences in the performance of boys and girls, gender
wise differences within regions (North, East, South and West), gender wise differences within marks
ranges (Top and bottom ranges) and gender wise differences within grades awarded (Grade 1 and
Grade 9) at the ISC Year 2019 Examination.

The analysed data has been depicted in a simple and user-friendly manner.

1
Given below is an example showing the comparison tables used in this section and the manner in
which they should be interpreted.

The table shows comparison

between the performances of boys
and girls in a particular subject.
Comparison on the basis of Gender
The t-value of 11.91 is significant at
Gender N Mean SE t-value 0.05 level (mentioned below the
Girls 2,538 66.1 0.29 table) with a mean of girls as 66.1
11.91*
Boys 1,051 60.1 0.42 and that of boys as 60.1. It means
*Significant at 0.05 level
that there is significant difference
between the performance of boys
and girls in the subject. The
probability of this difference
occurring by chance is less than 5%.
The mean value of girls is higher
than that of boys. It can be
interpreted that girls are performing
significantly better than boys.

The results have also been depicted

pictographically. In this case, the girls
performed significantly better than the
boys. This is depicted by the girl with a
medal.

Qualitative Analysis
The purpose of the qualitative analysis is to provide insights into how candidates have performed in
individual questions set in the question paper. This section is based on inputs provided by examiners
from examination centres across the country. It comprises of question wise feedback on the
performance of candidates in the form of Comments of Examiners on the common errors made by
candidates along with Suggestions for Teachers to rectify/ reduce these errors. The Marking Scheme
for each question has also been provided to help teachers understand the criteria used for marking.
Topics in the question paper that were generally found to be difficult or confusing by candidates,
have also been listed down, along with general suggestions for candidates on how to prepare for the
examination/ perform better in the examination.

2
STATISTICS AT A GLANCE

Total Number of
Candidates: 44,364

Mean Marks: Highest Marks: 100

70.8 Lowest Marks: 06

3
 PERFORMANCE (STATE-WISE & FOREIGN)
West Bengal 72.2
Uttarakhand 71.6
Uttar Pradesh 69.1
Tripura 62.5
Telangana 66.9
Tamil Nadu 76.5
Sikkim 65.0
Rajasthan 70.2
Punjab 67.6
Odisha 69.6
New Delhi 77.3
Meghalaya 66.9
Manipur 57.4
Maharashtra 76.8
Madhya Pradesh 67.5
Kerala 77.2
Karnataka 77.3
Jharkhand 67.5
Himachal Pradesh 70.5
Haryana 76.6
Gujarat 73.9
Chhattisgarh 62.4
Chandigarh 72.1
Bihar 69.9
Assam 87.9
Andhra Pradesh 67.2
Foreign 77.6

The States/ UTs of Assam, Karnataka and New Delhi secured

highest mean marks. Mean marks secured by candidates
studying in schools abroad were 77.6.

4
 GENDER-WISE COMPARISON

GIRLS BOYS

Mean Marks: 70.9 Mean Marks: 70.7

Number of Number of
Candidates: 18,201 Candidates: 26,163

Comparison on the basis of Gender

Gender N Mean SE t-value
Girls 18,201 70.9 0.12
1.36
Boys 26,163 70.7 0.11

No significant difference was observed between the

performance of girls and boys.

5
 REGION-WISE COMPARISON

East North

Mean Marks: 70.9 Mean Marks: 69.3

Number of Number of
Candidates: 13,510 Candidates: 23,802

Highest Marks: 100 Highest Marks: 100

Lowest Marks: 15 Lowest Marks: 06

REGION
Mean Marks: 75.6 Mean Marks: 75.5

Number of Number of
Candidates: 4,788 Candidates: 2,080

Highest Marks: 100 Mean Marks: 77.6 Highest Marks: 100

Lowest Marks: 29 Lowest Marks: 32
Number of
South Candidates: 184 West

Highest Marks: 100

Lowest Marks: 40

Foreign

6
 Mean Marks obtained by Boys and Girls-Region wise

78.3
76.7 76.4 76.6
74.6 74.8

70.6 71.1
69.2 69.4

North East South West Foreign

Comparison on the basis of Gender within Region

Region Gender N Mean SE t-value
Girls 9,528 69.2 0.17
North (N) Boys 14,274 69.4 0.15
-0.78
Girls 5,430 70.6 0.23
East (E) Boys 8,080 71.1 0.19
-1.98*
Girls 2,308 76.7 0.30
South (S) Boys 2,480 74.6 0.31
4.84*
Girls 856 76.4 0.55
West (W) Boys 1,224 74.8 0.47
2.27*
Girls 79 76.6 1.62
Foreign (F) Boys 105 78.3 1.48
-0.77
*Significant at 0.05 level

The performance of girls was

significantly better than that of boys in
the southern and western region. In
eastern region, boys performed
significantly better than girls, however,
in other regions no significant
difference was observed.

7
 MARK RANGES :
COMPARISON GENDER-WISE

Comparison on the basis of gender in top and bottom mark ranges

Marks Range Gender N Mean SE t-value
Girls 6,110 89.3 0.07
Top Range (81-100) Boys 9,009 89.5 0.06
-2.45*
Girls 1 6.0 0
Bottom Range (0-20) Boys 6 12.8 1.05
-6.53*
*Significant at 0.05 level

Boys Girls All Candidates

89.5
81 - 100 89.3
89.4

70.7
61 - 80 70.6
70.7

52.0
41 - 60 52.3
52.1

36.0
21 - 40 36.4
36.1

12.8
0 - 20 6.0
11.9

8
 GRADES AWARDED :
COMPARISON GENDER-WISE

Comparison on the basis of gender in Grade 1 and Grade 9

Grades Gender N Mean SE t-value

Girls 2,904 94.1 0.05
Grade 1 Boys 4,419 94.1 0.04
-0.50
Girls 149 31.0 0.30
Grade 9 Boys 326 31.0 0.21
-0.01

Boys Girls All Candidates

94.1
1 94.1
94.1
84.5
2 84.4
84.5
74.6
3 74.4
74.5
64.5
4 64.5
64.5
56.9
5 56.9
56.9
52.2
6 52.2
52.2
47.1
7 47.1
47.1
40.3
8 40.4
40.3
31.0
9 31.0
31.0

9
QUALITATIVE ANALYSIS
THEORY (PAPER 1)

SECTION A
Answer all questions

Question 1
(A) Choose the correct alternative (a), (b), (c) or (d) for each of the questions given below: [5×1]
(i) A closed surface in vacuum encloses charges –q and +3q. The total electric flux
emerging out of the surface is:
(a) Zero
(b) 2𝑞𝑞�
𝜖𝜖𝑜𝑜
(c) 3𝑞𝑞�
𝜖𝜖𝑜𝑜
(d) 4𝑞𝑞�
𝜖𝜖𝑜𝑜
(ii) What is the angle of dip at a place where the horizontal component (B H ) and
vertical component (B V ) of earth’s magnetic field are equal:
(a) 130o
(b) 60o
(c) 45o
(d) 90o
(iii) A beam of light is incident at the polarizing angle of 35o on a certain glass plate.
The refractive index of the glass plate is:
(a) sin 35o
(b) tan 35o
(c) tan 55o
(d) sin 55o
(iv) In a gamma ray emission from nucleus:
(a) only the number of protons change.

10
 (b) the number of protons and neutrons, both change.
(c) there is no change in the number of protons and the number of neutrons.
(d) only the number of neutrons change.
(v) The energy associated with light of which of the following colours is minimum:
(a) violet
(b) red
(c) green
(d) yellow
(B) Answer the following questions briefly and to the point. [7×1]
(i) Define equipotential surface.
(ii) Calculate the net emf across A and B shown in Figure 1 below:

4V 4V

+ −
A• •B

8V

Figure 1

(iii) Why are the pole pieces of a horseshoe magnet in a moving coil galvanometer
made cylindrical in shape?
(iv) What is the value of power factor for a pure resistor connected to an alternating
current source?
(v) What should be the path difference between two waves reaching a point for
obtaining constructive interference in Young’s Double Slit experiment?
(vi) Define critical angle for a given medium.
(vii) Name the series in the atomic spectra of the hydrogen atom that falls in the ultra
violet region.

11
Comments of Examiners
A (i) Many candidates wrote zero as the answer. Some Suggestions for teachers
candidates added the enclosed charges in vacuum - Lay stress on real-life application of
in closed surface ignoring the sign. Gauss theorem not just the
(ii) Several candidates wrote the angle of dip as 900 statement/derivation.
which was the angle between B H and B V . - Train the students on the algebraic
addition of charges with examples
(iii) Majority of the candidates chose the incorrect
and diagrams.
alternatives. - Clarify the components of Earth’s
(iv) Though it was answered correctly by most magnetic field with different
candidates, a few candidates wrote change in positions and situations through
number of protons and number of neutrons as it diagrammatic representation.
- Explain Brewster’s law with the help
was emission from nucleus.
of a diagram and give ample practice
(v) Many candidates wrote the energy associated with to students by discussing conceptual /
light of violet colour is minimum. numerical problems in the class to
develop understanding of the law.
B (i) Most candidates attempted this subpart of the - Emphasise the nuclear changes taking
question correctly. However, a few candidates, place during alpha, beta and gamma
instead of potential wrote potential energy / emissions from a nucleus.
potential difference. - Besides frequency and wavelength
(ii) Majority of candidates did not write the correct interpret electromagnetic spectrum
with energy scale also.
answer. Several candidates added potential like - Point out the difference between
resistances. potential and potential difference
(iii) This sub part was not answered correctly by through their definition and
majority of the candidates. properties to the students.
(iv) Many candidates wrote the value of power factor - Illustrate the series and parallel
combination of cells and resistances.
for a pure resistor connected to an alternating - Delineate the cylindrical shape of the
current source as 900 instead of 00 as they were pole pieces of a horseshoe magnet in
confused with the value of cos θ. a moving coil galvanometer.
(v) Many candidates wrote the expression for fringe - Explain the term power factor to the
or fringe width instead of writing the path students giving adequate practice
through conceptual/numerical
difference between two waves reaching a point for problems.
obtaining constructive interference in Young’s - Explain interference thoroughly with
Double Slit experiment. Several candidates did both phase and path difference.
not define n after writing n λ. - Elucidate the significance of the pair
(vi) Many candidates did not write denser to rarer of two optical mediums in defining
critical angle.
medium in defining critical angle for a given - Teach the students the three regions -
medium. Several candidates missed out angle of UV, visible and IR with the help of a
incidence in a denser medium. diagram.
(vii) Majority of the candidates were unable to answer this - Emphasise on the correct spellings of
question. Most candidates wrote Balmer. Several various series in the atomic spectra.
candidates misspelt Lymen.

12
 MARKING SCHEME
Question 1
(A) Choose the correct alternative (a), (b), (c) or (d) for each of the questions given below:
(i) 2q
(b) or
∈0
(ii) (c) or 45o
(iii) (b) or (tan 35)
(iv) (c) or No change in the number of protons and the number of neutrons
(v) (b) or Red light
(B) Answer the following questions briefly and to the point.
(i) It is the locus of points having the same potential due to a given charge distribution.
OR
Any surface on which the electric potential is the same everywhere is called
equipotential surface.

( Or any alternate correct definition.)

(ii) 8V
(iii) To obtain radial field or θ = 900
(iv) One or cos00
(v) nλ, where n = 0,1, 2, 3…… or integral multiple of λ
(vi) Critical angle is that angle of incidence in a denser medium, for which the angle of
refraction in the rarer medium is 90º.
(vii) Lyman

13
 SECTION B
Answer all question.

[2]
Question 2
In a potentiometer experiment, the balancing length with a resistance of 2Ω is found to be
100 cm, while that of an unknown resistance is 500 cm. Calculate the value of the unknown
resistance.

Comments of Examiners
Majority of the candidates did not solve this question Suggestions for teachers
correctly. Teach application of potentiometer with
examples, giving adequate practice to the
students in solving conceptual/numerical
problems based on it.

MARKING SCHEME
Question 2
𝑋𝑋 𝑙𝑙2
= OR
𝑅𝑅 𝑙𝑙1
𝑙𝑙
X = 𝑙𝑙2 × 𝑅𝑅
1

500
X = 100 × 2

X = 10 Ω
(Any alternate correct method)

[2]
Question 3
A rectangular loop of area 5m2, has 50 turns and carries a current of 1 A. It is held in a
uniform magnetic field of 0·1T, at an angle of 30o. Calculate the torque experienced by the
coil.

14
Comments of Examiners
Several candidates did not write the correct formula to Suggestions for teachers
calculate the torque experienced by the coil. Some - Clarify the concept of the torque
candidates did incorrect substitution in the formula. experienced by a rectangular current
Some did not mention the unit in the answer. carrying coil placed in a uniform
magnetic field.
- Advise students to express every
physical quantity with proper unit.

MARKING SCHEME
Question 3
τ = NIA B sin 𝜃𝜃 OR
τ = 50 × 1 ×5×0.1 sin30 / cos 60
τ = 12.5 N m
OR
τ = 50 × 5 × 0.1 × 1 sin 60/ cos30
τ = 21.65 N m
(Any alternate correct method)

[2]
Question 4
(a) An electric current I flows through an infinitely long conductor as shown in Figure
2(a) below. Write an expression and direction for the magnetic field at point P.
P
•

Figure 2(a)
OR
(b) An electric current I flows through a circular loop as shown in Figure 2(b) below.
Write an expression and direction for the magnetic field at the centre of the loop at
point P.
•P

Figure 2(b)

15
Comments of Examiners
In both the parts (a) and (b) of this question, several Suggestions for teachers
candidates were confused in writing the expression and Train students to determine the direction
direction for the magnetic field at point P due to an of magnetic field at point P (as asked
infinitely long current carrying conductor and current in the question) due to an infinitely
carrying coil. Many candidates instead of using long current carrying conductor or
notation [. or x] to represent the direction of magnetic current carrying coil and proper
field simply wrote outside, inside, upside, downside representation of the direction of the
which was ambiguous. Most of the candidates missed magnetic field (in words or on the
out the direction. figure).

MARKING SCHEME
Question 4
(a) 𝜇𝜇𝜇𝜇 𝐼𝐼
B = 2𝜋𝜋𝜋𝜋
Inward and perpendicular to the plane of the paper OR correctly shown diagrammatically.
(b) 𝜇𝜇𝜇𝜇 𝐼𝐼
B= 2𝑟𝑟

Outward and perpendicular to the plane of the paper OR correctly shown diagrammatically.

[2]
Question 5
A transformer is used to step up an alternating emf of 200V to 440V. If the primary coil has
1000 turns, calculate the number of turns in the secondary coil.

Comments of Examiners
Suggestions for teachers
Many candidates took the value of emf as 220V instead
of 200V. A few made mistakes in the substitution. - Discuss clearly the theory of
transformer with symbols Np, Ns, Ep,
and Es along with the formula.
- Give adequate practice to the students
in correct usage of the formula,
substitution and units.

16
 MARKING SCHEME
Question 5
ε1 N1
=
ε 2 N2
200 1000
= correct substitution with or without formula
440 N2
22
440 ×10 00
N2 = = 2200 turns
1 2 00

[2]
Question 6
State any two properties of microwaves.

Comments of Examiners
Most candidates wrote applications or uses rather than Suggestions for teachers
properties of microwaves.
- Point out the difference between
properties (characteristics) and
applications or uses of microwaves.
- Explain the common properties of
Electromagnetic waves, their
differences and specific properties of
each region.
- Train students to read the question
carefully and answer according to its
requirement.

MARKING SCHEME
Question 6
• No material medium is required for its propagation
• Travels at the speed of light in vacuum / air
• Travels at a speed of 3×108 m/s
• Reflected
• Refracted
• Diffracted
• Polarized.
• Interference
(Or any other correct property)
17
 [2]
Question 7
Write any one use for each of the following mirrors:
(a) Convex
(b) Concave

Comments of Examiners
Majority of the candidates were unable to answer this
Suggestions for teachers
question. While teaching the concept of concave and
convex mirrors, familiarise students with
their uses and applications.

MARKING SCHEME
Question 7
(a) Convex:
• Rear view mirrors in vehicles.
• Used as reflectors in street lights.
• Placed at corners in hospitals, shopping malls, etc. to enable people to see what is
approaching around the corner.
• Used in making lens for sunglasses (this is done to help reflect the light of the sun away
from the eyes of the person wearing the sunglasses).
(Or any other correct use)
(b) Concave:
• Shaving mirror
• Parabolic mirrors in astronomical telescope
• Search lights
• Head lights
• Solar reflectors
• To determine the focal length of a lens. (Or any other correct use)

18
 [2]
Question 8
The deviation produced for violet, yellow and red lights for crown glass are 3·75o, 3·25o and
2·86o respectively. Calculate the dispersive power of the crown glass.

Comments of Examiners Suggestions for teachers

Most candidates, instead of the formula for dispersive Ensure that the students can show the
power (δ v - δ R )/δ Y wrote (μ v - μ R )/(μ Y -1) . dispersive power of the crown glass not
only through a diagram but also able to
calculate the dispersive power using the
appropriate formula.

MARKING SCHEME
Question 8
𝛿𝛿𝑣𝑣 − 𝛿𝛿𝑅𝑅 3·75−2·86
𝛿𝛿 = /=
𝛿𝛿𝑦𝑦 3·25

= 0.2738 ≈ 0.27

[2]
Question 9
(a) What is meant by mass defect?
(b) What conclusion is drawn from Rutherford’s scattering experiment of
𝛼𝛼-particles?

Comments of Examiners
(a) Some answer scripts lacked clarity in terms of Suggestions for teachers
nucleus and nucleons. - Clarify students, the difference
between the nucleus and nucleons.
(b) Many candidates explained the Rutherford’s - Explain the concept of mass defect
scattering experiment but did not write the result / and binding energy, laying stress on
inferences / conclusion of the experiment. the keywords, along with the
usefulness of binding energy.
- Encourage the students to learn the
definitions.
- Teach Rutherford’s scattering
experiment in detail in the class.

19
 MARKING SCHEME
Question 9
(a) When a nucleus is formed from its constituent nucleons, the mass of the nucleus is found to
be less that the total mass of the nucleons. The difference in mass is called mass defect.
OR The difference between the real mass and the expected mass in a nuclear reaction.
OR The difference between the mass of a nucleus and its constituents, ∆𝑀𝑀, is called the mass
defect.
OR The difference between the atomic mass (M) and mass number (A).
(or any other correct answer)
(b) The positive charge of the atom is concentrated in a small central core called the nucleus OR
The whole mass of the atom remains in a small region of the atom OR
The space around the nucleus is almost empty.
[2]
Question 10
Define the following with reference to photoelectric effect:
(a) Threshold frequency (f o )
(b) Stopping potential (V s )

Comments of Examiners
(a) This question was attempted well by most candidates. Suggestions for teachers
A few candidates, however, got confused whether it - Explain photo-electric effect with
was minimum cut off or maximum cut off frequency… definitions laying stress on
in threshold frequency. keywords/laws.
- Clarify retarding potential / stopping
(b) Many candidates missed the word negative… in potential with the help of graphs too,
stopping potential, but they knew that electrons had laying stress on keywords.
to be stopped.

MARKING SCHEME
Question 10
(a) Threshold frequency (f o ) is defined as the minimum cut off frequency of the incident radiation
below which no emission of photoelectrons takes place.
(Any equivalent correct definition)
(b) • Stopping potential is defined as that negative voltage for which the fastest moving electron
may be stopped.
• Negative voltage for which photo electric current is stopped or becomes zero.
(Any equivalent correct definition)
20
 [2]
Question 11
(a) The half-life of radium is 1550 years. Calculate its disintegration constant (λ).

OR

(b) Copy and complete the following table for a radioactive element whose half-life is 10
minutes. Assume that you have 30g of this element at t = 0.

t (minute) 0 20 30
Amount of radioactive element left in gm 30 -- --

Comments of Examiners
(a) Most candidates were able to write the correct answer. Suggestions for teachers
Some candidates used log 10 2 instead of log e 2. A few - Clarify the mathematical operation of
candidates wrote the incorrect unit. loge x and log10 x, commonly used in
Radioactivity, as the base changes the
(b) Many candidates used N=No e-λt which although value.
correct, involved more mathematics than the method - Explain clearly the various terms like
used by number of half-lives, where time was an half-life, mean life, law of radioactive
integral multiple of half-life (T). Some candidates did decay, disintegration constant,
not notice the variation of time to be 20 and 30 activity of a sample etc. and ensure by
giving ample practice that they are
minutes and worked it out for 10 and 20 minutes.
able to apply different formulae
judiciously in variety of numerical
problems.
- Train students to read the question
carefully before attempting it.

MARKING SCHEME
Question 11
0.693 0.693
(a) 𝑇𝑇 = 𝑶𝑶𝑶𝑶 1550 =
𝜆𝜆 𝜆𝜆
0.693
λ= 1550
= 4.4709 × 10 -4
/ y or 1.225 × 10 -6
/ d or 5.1 × 10 -8/h or 8.51 × 10 -10
/min or
1.4177 × 10 -11 /s
OR

(b) t (minute) 0 20 30

Amount of radioactive element left in gram 30 7.5 3.75

21
 [2]
Question 12
Define frequency modulation and state any one advantage of frequency modulation (FM)
over amplitude modulation (AM).

Comments of Examiners
Many candidates did not define the frequency modulation
Suggestions for teachers
correctly. Some candidates were unable to write its - Spell out the concept of modulation and
advantage too. its types like amplitude modulation
(AM) and frequency modulation (FM)
and their advantages clearly to the
students.
- Demonstrate wave forms of FM and
AM also.

MARKING SCHEME
Question 12
The frequency of a carrier wave is varied in accordance with the modulating wave. This is called
frequency modulation.
• Reduces noise factor or FM is immune to all forms of noise existing in nature.
• FM has higher efficiency than AM
• The sound of a TV set (FM) is of much better quality than that of a radio set (AM)
• Bandwidth of FM is greater than the AM
• Amplitude of FM is constant unlike AM wave
(Or any equivalent answer)

[3]
Question 13
Obtain an expression for electric potential ‘V’ at a point in an end-on position
i.e. axial position of an electric dipole.

22
Comments of Examiners
Most candidates derived the expression for electric field
Suggestions for teachers
instead of electric potential. A few candidates derived an
expression for electric potential at a point in broad side - Differentiate between electric field and
on position, instead of an end on position of an electric electric potential clearly.
- Discuss in detail the methods of
dipole. Several candidates drew arrows to show electric obtaining electric potential and electric
potential whereas it was a scalar quantity. Many field intensity at a point due to an
candidates derived potential due to a point charge. Some electric dipole.
1 1
candidates wrote the final expression for a short dipole - Teach the relation E α 3 and V α 2
𝑟𝑟 𝑟𝑟
which was not required. for an electric dipole.

MARKING SCHEME
Question 13
l l B
A• • •P
-q O +q
r
The potential at point P due to the charge +q is
1 𝑞𝑞
𝑉𝑉1 = 4𝜋𝜋∈ (𝑟𝑟−𝑙𝑙)
0

The potential at point P due to the charge - q is

1 𝑞𝑞
𝑉𝑉2 =
4𝜋𝜋 ∈0 (𝑟𝑟 + 𝑙𝑙)
The potential due to the dipole at point P is equal to the sum of the potentials due to the charges +q
and -q i.e.,
𝑉𝑉 = 𝑉𝑉1 + 𝑉𝑉2
𝑞𝑞 1 1
= � − �
4𝜋𝜋 ∈0 (𝑟𝑟 − 𝑙𝑙) (𝑟𝑟 + 𝑙𝑙)
𝑞𝑞 𝑟𝑟 + 𝑙𝑙 − 𝑟𝑟 + 𝑙𝑙
= � �
4𝜋𝜋 ∈0 𝑟𝑟 2 − 𝑙𝑙 2
𝑞𝑞 2𝑙𝑙
𝑉𝑉 =
4𝜋𝜋 ∈0 (𝑟𝑟 2 − 𝑙𝑙 2 )
𝑝𝑝
OR = 4𝜋𝜋∈ 2 −𝑙𝑙 2 )
(p = 2ql)
0 (𝑟𝑟

1
Note: ‘K’ can be used instead of (Or any other correct method)
4π ∈0

23
 [3]
Question 14
Three capacitors of capacitance C 1 = 3𝜇𝜇𝜇𝜇, C 2 = 6𝜇𝜇𝜇𝜇 and C 3 = 10𝜇𝜇𝜇𝜇, are connected to a 10V
battery as shown in Figure 3 below:

3𝜇𝜇𝜇𝜇 6𝜇𝜇𝜇𝜇

C1 10𝜇𝜇𝜇𝜇 C2

C3

10V
Figure 3
Calculate:
(a) Equivalent capacitance.
(b) Electrostatic potential energy stored in the system.

Comments of Examiners
(a) Most candidates calculated the equivalent capacitance Suggestions for teachers
incorrectly. Capacitances were added like resistances
- Lay stress on the basics of connecting
in several answer scripts. Many candidates did not
capacitors in a circuit in series/parallel
write the unit of capacitance. combinations, clearly explaining the
(b) Many candidates used CV2 and qV as the formula to quantity of charge on each capacitor
and potential difference across each
calculate the electrostatic potential energy stored in capacitor.
the system which was incorrect. Most candidates did - Give ample practice of numerical
not convert the unit of capacitance µF to F to calculate problems based on capacitor.
electrostatic potential energy.

MARKING SCHEME
Question 14
(a) 1 1 1 3 ×6
1
= + OR C1 = 3+6
C 3 6
1 3̸
=
𝐶𝐶 1
6̸ 2
C1 =2 𝜇𝜇𝜇𝜇P

C equivalent = C1 + C 3 = 2 + 10 = 12 𝜇𝜇𝜇𝜇
(b) 1
𝐸𝐸 = 𝐶𝐶𝑉𝑉 2
2
= ½ x 12 x 10 -6 x (10)2
E 600 × 10−6 J
=
24
 [3]
Question 15
(a) Obtain the balancing condition for the Wheatstone bridge arrangement as shown in
Figure 4 below:

P Q
I1 G

I2
R S
I

E
Figure 4
OR

(b) Draw a labelled circuit diagram of a potentiometer to measure the internal resistance
‘r’ of a cell. Write the working formula (derivation is not required).

Comments of Examiners
(a) A large number of candidates used the concept of
Suggestions for teachers
balanced bridge as Ig=0 or V b =V d directly without - Interpret Kirchhoff’s rules for
any mention of it. Several candidates were not able to analysis of electrical circuits
thoroughly to the students giving
use the Kirchhoff’s law, and this induced an error.
adequate number of
(b) Many candidates did not know the theory of the conceptual/numerical problems.
potentiometer and derived E 1 /E 2 = l 1 /l 2 . Some - Explain Wheatstone bridge and
Potentiometer, their principle, theory,
candidates drew incorrect circuit diagram of a uses/applications etc. in detail to the
potentiometer to measure the internal resistance of a students.
cell. A few candidates used it as a Wheatstone bridge. - Demonstrate Wheatstone Bridge and
A few others did not use the resistance box which was Potentiometer based experiments to
critical. the students clarifying minute details
related to the apparatuses and their
proper connections. Also, explain
clearly the importance of each
component of the circuit.
- Instruct students to practice, drawing
labelled circuit diagrams of
Wheatstone bridge and
Potentiometer.

25
 MARKING SCHEME
Question 15
(a) I1 P = I2 R
I1 Q = I2 S
Ig = 0
P Q
= (Or any other correct method)
R S
(b)

(Correct diagram with both batteries connected correctly)

𝜀𝜀 𝑙𝑙
r = R �𝑉𝑉 − 1� OR 𝑟𝑟 = 𝑅𝑅 �𝑙𝑙1 − 1�
2

[3]
Question 16
(a) A ray of light is incident on a prism whose refractive index is 1·52 at an angle of 40o.
If the angle of emergence is 60o, calculate the angle of the prism.
OR
(b) Calculate the focal length of a convex lens whose radii of curvature of two surfaces is
10 cm and 15 cm respectively and its refractive index is 1·5.

Comments of Examiners
(a) Most candidates used the expression for minimum
deviation to calculate the angle of prism. Several
candidates used the incorrect formula. Some
Suggestions for teachers
candidates used the formula for thin prism. The - Advise students to draw diagrams and
answer was not expressed up to correct decimal use Snell’s law rather than memorising
the formula.
places in many answer scripts. - Teach sign convention for both convex
(b) Majority of the candidates made an error in using the and concave surfaces.
proper sign (+ or -) for ‘u’, ‘v’ and radius of curvature, - Give adequate practice in all kinds of
numerical.
R. Many candidates used the formula 1/f =1/u+1/v to - Lay stress on writing the answer with
calculate the focal length of the convex lens which units.
was incorrect.
26
 MARKING SCHEME
Question 16
(a) 𝑆𝑆𝑆𝑆𝑆𝑆 𝑖𝑖
�𝜇𝜇 = �
𝑆𝑆𝑆𝑆𝑆𝑆 𝑟𝑟
𝑆𝑆𝑆𝑆𝑆𝑆 4 0
𝑆𝑆𝑆𝑆𝑆𝑆 𝑟𝑟1 = = 0.4228
1.52
𝑟𝑟1 = 25.049
𝑆𝑆𝑆𝑆𝑆𝑆 6 0
𝑆𝑆𝑆𝑆𝑆𝑆 𝑟𝑟2 = = 0.5697
1.52
𝑟𝑟2 = 34.75
𝐴𝐴 = 𝑟𝑟1 + 𝑟𝑟2
= 25.0169+34.75
= 59.7499
𝐴𝐴 = 59. 8∘
OR
(b) 1 1 1
= (𝜇𝜇 − 1) � − �
𝑓𝑓 𝑅𝑅1 𝑅𝑅2
1 1 1
= (1.5 − 1) � + �
𝑓𝑓 10 15
1 15 + 10
= 0.5 � �
𝑓𝑓 150
25 × 0.5
=
150
𝑓𝑓 = 12 cm

27
 [3]
Question 17
Derive the law of reflection using Huygen’s Wave Theory.

Comments of Examiners
Suggestions for teachers
Most of the candidates did not draw the wave front
- Teach construction of wave front using
properly. Several candidates missed out the arrows. Many proper angles.
candidates did not show the wave and wave front being - Explain students to derive laws of
normal to each other properly. Some candidates did not reflection using Huygens wave theory
mark angle i and r. Very few candidates showed refraction comprehensively.
and derived Snell’s Law instead of law of reflection.

MARKING SCHEME
Question 17

In triangles AOO′ & BOO′

OO′ is common.
AO′= O′B = c t or v t

˪OAO′= ˪OBO′ = 90°

Hence, the two triangles are congruent in all respects

∆𝐴𝐴𝐴𝐴𝑂𝑂′ = ∆𝐵𝐵𝑂𝑂′ 𝑂𝑂

∴ i= r
(Any other correct derivation)

28
 [3]
Question 18
State any two Bohr’s postulates and write the energy value of the ground state of the
hydrogen atom.

Comments of Examiners
Several candidates intermixed Rutherford’s and Bohr’s Suggestions for teachers
postulates. Many candidates did not define L as mvr (in
- Clarify Rutherford’s and Bohr’s
the relation L= mvr = nh/2π). Some candidates did not model of the atom in detail to the
know the value of ground state of H - atom. A few students.
candidates did not write the unit of the energy value of the - Advise students to memorise the
ground state of the hydrogen atom. technical terms, definitions, laws,
postulates, principles in Physics only
after comprehension and to practise
these frequently.
- Train students to convert the units
from one system of unit to other.

MARKING SCHEME
Question 18
• An electron in an atom could revolve in certain stable orbits without the emission of radiant
energy.
• Electrons revolve around the nucleus only in those orbits in which their angular momentum
is an integral multiple of h where h is the Planck’s constant (6.6 x 10 -34 J s) that is
2π
nh
L or mν r =
2π
• An electron might make a transition from one of its specified non-radiating orbits to another
of lower energy. In doing so a photon is emitted having energy equal to the energy difference
between the initial and final states. The frequency of the emitted photon is given by
f = (E i – E f )/h
where E i and E f are the energies of the initial and final states ( E i > Ef)
(Any two Bohr’s postulate)
Energy value of the ground state of hydrogen atom, 𝐸𝐸 = −13.56 𝑒𝑒𝑒𝑒 or 13.6 𝑒𝑒𝑒𝑒

29
 [3]
Question 19
With reference to semi-conductors answer the following:
(i) What is the change in the resistance of the semi-conductor with increase in
temperature?
(ii) Name the majority charge carriers in n-type semi-conductor.
(iii) What is meant by doping?

Comments of Examiners
(i) Many candidates wrote direct proportionality Suggestions for teachers
between the temperature and resistance, i.e., with the
increase in temperature, the resistance of the - Stress upon the concept clarity and
semiconductor increases, which was incorrect. comprehension of the factors affecting
semi-conductors.
(ii) Some candidates mentioned the majority charge - Explain clearly the concept of intrinsic
carriers in n-type semi-conductor as holes instead of semiconductor, doping and extrinsic
electrons. semiconductors (p-type and n-type).
(iii)Some candidates, instead of semi-conductor, wrote
metal. Very few candidates wrote impurities added
in a controlled manner.

MARKING SCHEME
Question 19
(i) The resistance of the semiconductor decreases with increase in temperature.
(ii) In n-type semi-conductor majority charge carriers are electrons.
(iii) Adding impurity atoms to a (pure) semi-conductor (to increase its conductivity) in a
calculated manner is called doping. OR
Adding a trivalent or a pentavalent atom to a semi-conductor (germanium or silicon) in a
calculated manner is called doping. OR
Adding a small amount of a suitable impurity to a pure semiconductor to increase its
conductivity.
Note: name of a trivalent or a pentavalent may be used. (Or any correct definition)

30
 SECTION D
Answer all questions.
[5]
Question 20
(a) (i) An alternating emf of 200V, 50Hz is applied to an L-R circuit, having a
resistance R of 10Ω and an inductance L of 0·05H connected in series.
Calculate:
(1) Impedance.
(2) Current flowing in the circuit.
(ii) Draw a labelled graph showing the variation of inductive reactance (XL) versus
frequency ( f ).
OR
(b) (i) An a.c. source of emf 𝜀𝜀 = 200 sin 𝜔𝜔𝜔𝜔 is connected to a resistor of 50Ω.
Calculate:
(1) Average current (Iavg).
(2) Root mean square (rms) value of emf.
(ii) State any two characteristics of resonance in an LCR series circuit.

Comments of Examiners
(a) (i) Many candidates used ‘L’ instead if 𝜔𝜔L. Several Suggestions for teachers
candidates used R instead of Z to calculate I. Some - Train students by giving them regular
candidates did not write the units of impedance practice in the class to solve the
and current. conceptual/numerical problems
related to A.C. circuits based on
(ii) Most candidates labelled the x-axis and y - axis variation in voltage and current with
incorrectly. Several candidates showed the time, average current, rms current,
variation of inductive reactance (XL) versus average voltage, rms voltage,
reactance, impedance, power factor,
frequency ( f ), a curved line with decreasing slope
resonance in an LCR series circuit
instead of a straight line. etc.
(b)(i) A large number of candidates wrote incorrect - Lay stress on writing all parts and sub
parts of a numerical problem with
formulae to calculate the average current and root
proper unit.
mean square value of emf. Several candidates did - Stress on drawing and practicing all
not write the answer with proper units. the graphs of A.C. circuits. XL versus
f, XC versus f, Z versus f etc.
(ii) Many candidates did not write the characteristics - Explain the condition of series
of resonance in an LCR series circuit. resonance in L-C-R circuits and its
applications.

31
 MARKING SCHEME
Question 20
(a) (i)
0.05H 10Ω

200V, 50Hz

𝑍𝑍 = �𝑋𝑋𝐿𝐿 2 + 𝑅𝑅2

𝑂𝑂𝑂𝑂

𝑍𝑍 = �(𝜔𝜔𝜔𝜔)2 + 𝑅𝑅2
OR

𝑍𝑍 = �(2𝜋𝜋𝜋𝜋𝜋𝜋)2 + 𝑅𝑅2
OR

𝑍𝑍 = �(2 × 3.14 × 50 × 0.05)2 + 102

𝑍𝑍 = 18.61 Ω
200
𝐼𝐼 = = 10.74 A
18.61
(ii)

(XL)

(f)

OR
(b) (i) 𝐸𝐸0 = 200𝑉𝑉
2𝐸𝐸0 2 × 200̸
𝐼𝐼𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 = = = 2.55 A
𝜋𝜋𝜋𝜋 3.14 × 50̸
𝐸𝐸0
𝐸𝐸𝑟𝑟𝑟𝑟𝑟𝑟 = = 141.42 𝑉𝑉
√2
(ii) • Z=R
• Cosφ = 1
32
 • P = I2Z = I2 R that is maximum power is dissipated in a circuit (through R) at
resonance
• Current is maximum
• Resistance is minimum or impedance is minimum
• f =
1
2π LC
• XL = XC OR 𝜔𝜔L = 1/ 𝜔𝜔C OR 2π f L = 1/ 2π f C
(Any two characteristics)

[5]
Question 21
(a) Draw a neat labelled ray diagram showing the formation of an image at the least
distance of distinct vision D by a simple microscope. When the final image is at D,
derive an expression for its magnifying power at D.
OR
(b) 𝜆𝜆𝜆𝜆
Draw a neat labelled diagram of Young’s Double Slit experiment. Show that 𝛽𝛽 = ,
𝑑𝑑
where the terms have their usual meaning (either for bright or dark fringe).

Comments of Examiners
(a) Some common errors observed in this question were: Suggestions for teachers
• Many candidates, instead of simple microscope, - Explain the difference between
drew the compound microscope. simple and compound microscope.
• Several candidates did not mark the arrows on the - Give ample practice of ray diagrams
rays in the drawn ray diagram of simple to the students.
- Make the students practice
microscope. derivations with complete steps and
• A few candidates did not show the virtual image in proper sign conventions.
dotted lines and also did not properly label the - Explain and make the students
diagram. practice the difference between linear
magnification and angular
• Some candidates showed the calculation of M only
magnification.
up to D/u.
(b) Most of the candidates were unable to draw the
correct ray diagram. Several candidates did not derive
the formula. Many candidates did not mark angle θ in
the method of sin θ and tan θ. Some candidates were confused in the final expression.

33
 MARKING SCHEME
Question 21
(a)

O′

O E

tanβ = (OO′ /O C), tan α = (OO′ /O E) (α and β are very very small)
M = β/ α = (OO′ /O C)/ (OO′ /O E) =( O E / O C) = (I C/O C) = v/u
1 1 1
− =
𝑣𝑣 𝑢𝑢 𝑓𝑓
𝑣𝑣 𝑣𝑣 𝑣𝑣
− =
𝑣𝑣 𝑢𝑢 𝑓𝑓
𝐷𝐷
1 − 𝑀𝑀 = −
𝑓𝑓
𝐷𝐷
∴ M=1+ (Or any correct working)
𝑓𝑓

OR

34
(b)

yn or Xn
S1 E

d A B

S2
C

𝑆𝑆1 𝐷𝐷2 = 𝑆𝑆 1𝐸𝐸 2 + 𝐷𝐷𝐸𝐸 2

= D2 + ( y – d/2)2
2𝑦𝑦𝑦𝑦 𝑑𝑑2
𝑆𝑆1 𝐷𝐷2 = 𝐷𝐷2 + 𝑦𝑦 2 − +
2 4
2
𝑑𝑑
𝑆𝑆2 𝐷𝐷2 = 𝑆𝑆2 𝐶𝐶 2 + �𝑦𝑦 + �
2
2
𝑑𝑑
= 𝐷𝐷2 + 𝑦𝑦 2 + 𝑦𝑦𝑦𝑦 +
4
2̸ 𝑦𝑦𝑦𝑦
𝑆𝑆2 𝐷𝐷 − 𝑆𝑆1 𝐷𝐷 =
2̸ 𝐷𝐷
𝑦𝑦𝑦𝑦
Path difference =
𝐷𝐷
For bright fringe:
βbright = yn d/D = nλ
yn = n λ D/d
For y(n+1) = (n+1) λ D/d
βbright = y(n+1) ̵ yn = λ D/d

35
 For dark fringe
𝑦𝑦𝑛𝑛 𝑑𝑑 𝜆𝜆
= (2𝑛𝑛 + 1)
𝐷𝐷 2
(2𝑛𝑛 + 1)𝜆𝜆𝜆𝜆
𝑦𝑦𝑛𝑛 =
2𝑑𝑑
[2(𝑛𝑛 + 1) + 1]𝜆𝜆𝜆𝜆
𝑦𝑦𝑛𝑛+1 =
2𝑑𝑑
𝜆𝜆𝜆𝜆
𝛽𝛽𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑 = 𝑦𝑦𝑛𝑛+1 − 𝑦𝑦𝑛𝑛 = 𝑑𝑑

[5]
Question 22
(a) (i) Draw a labelled circuit diagram of a half wave rectifier and give its output
waveform.
(ii) Draw a symbol for NOR gate and write its truth table.
OR
(b) (i) Draw a neat circuit diagram to study the input and output characteristics of a
common emitter transistor.
(ii) Draw the symbol for AND gate and write its truth table.

Comments of Examiners
Suggestions for teachers
(a) (i) Most candidates, instead of half wave rectifier,
drew the circuit diagram of the full wave rectifier. - Explain the semiconductor diode and
Many candidates were unable to show correctly its application as a rectifier in detail to
the students.
labelled input and output waveforms. Some
- Advise students to practise to draw
candidates did not draw the complete circuit the labelled circuit diagrams
diagram. Some did not show the load resistance in including the variation of input and
the output circuit. A few candidates did not label output waveforms of half wave and
the axis. full wave rectifiers.
(ii) A number of candidates gave the incomplete truth - Emphasise the labelling of the axis for
the graphs of input/ output/transfer
table. Some candidates wrote the incorrect truth characteristics and input/ output
table. A few candidates did not show the symbol waveforms.
of NOR gate as a combination of OR and NOT. - Explain five common logic gates
AND, OR, NOT, NAND and NOR
(b) (i) Majority of the candidates did not understand the with symbols, diagrams, Boolean
difference between the circuit diagram of a expressions and truth table.
common emitter amplifier and that of a - Teach students the logic behind the
characteristic curve of a common emitter truth table. Give enough practice of
the same.
transistor. Most candidates missed out on the
output characteristics. Several candidates did not
show the correct biasing. Many candidates did not
36
 show the ammeters and voltmeters in the output and input of the circuit diagram. Some candidates
did not label the circuit correctly. A few candidates did not show the variable resistor and
potential divider in the circuit diagram.
(ii) A few candidates drew the incorrect symbol for AND gate. Some candidates gave the incorrect
truth table.

MARKING SCHEME
Question 22

(a) (i)

RL

a.c. ∼

(V)
(t)

(ii)

(A)
(Y′)
(B)
A B (Y) Y′
0 0 0 1
1 0 1 0
0 1 1 0
1 1 1 0

OR

37
 (b) (i) IC
mA

IB
RH1
µA

R1 VCE
V(BB) VBE
IE

OR

Input and Output with correct biasing

(ii)
(A)
(Y)
(B)
A B Y
0 0 0
1 0 0
0 1 0
1 1 1

Note: For questions having more than one correct answer/solution, alternate correct
answers/solutions, apart from those given in the marking scheme, have also been accepted.

38
 GENERAL COMMENTS

• Gauss Theorem.
Topics • Kirchhoff’s Law.
found • Combination of cells.
difficult by • Diagram of potentiometer to measure internal resistance of the cell.
• Direction of magnetic field for a current carrying conductor.
candidates
• Radial magnetic field.
• Application of mirrors.
• Sign convention in lenses and mirrors.
• Numerical problems on prism and Lens maker’s formulae.
• Huygens applications.
• Numerical problems based on alternating current and Radioactivity.
• Power Factor.
• Relation between energy associated with light, its relationship with
wave length and frequency.
• Mass defect and stopping potential.
• Circuit diagram to study the input and output characteristics of
transistor in common emitter mode.
• Modulation.

Concepts in
• End on position and broad side on position of an electric dipole.
which • Derivation of electric field and electric potential.
candidates • Capacitors in series and parallel.
got confused • Iavg and Irms
• Magnetic Flux (Either 00 or 900) and Magnetic field in a coil.
• Formula of dispersive power.
• Simple and compound microscope.
• Path difference and Phase difference.
• Properties and uses of microwaves.
• Threshold wavelength and threshold frequency.
• Full wave and Half wave rectifier.

39
Suggestions • Make a list of definitions, principles and formulae.
for • Memorise the technical terms/laws/key words, principles and
candidates derivations etc. only after comprehension.
• Refer to various standard text books, and scope of syllabus.
• Follow the steps while doing a numerical (write the data, make
conversion of units if required in SI., write the correct formula, make
correct substitution and write correct answer with correct unit and the
direction in case of a vector quantity).Be careful with the units like
mm, cm, nm, μC and μF, mA, electron volt etc. These must be
converted to SI units.
• Draw a ray diagram with arrow heads.
• Draw a graph with properly labelled axes.
• Take notes in the class to summarize lectures in your own words to
remember the concept/ideas/derivations.
• Create Mind Maps/flow charts to consolidate your knowledge for
quick revision during examinations.
• If you find it easier to recall images rather than text, and able to
memorise concepts quickly, associate them with pictures, ray
diagrams, graphs and drawings.
• Practice the difficult topics regularly.
• Understand the basics of any derivation and their outcome.
• Practice previous years’ question papers.
• Utilize the reading time judiciously and plan accordingly.
• Work on time management on each question depending upon the
marks distribution.
• Write to the point and precise answers.

40