SCIENCE

STATISTICS AT A GLANCE

Total Number of students who took the examination 126,375

Highest Marks Obtained 100
Lowest Marks Obtained 16
Mean Marks Obtained 62.05

Percentage of Candidates according to marks obtained

Mark Range
Details
0-20 21-40 41-60 61-80 81-100
Number of Candidates 108 15698 47766 40898 21905
Percentage of Candidates 0.09 12.42 37.80 32.36 17.33
Cumulative Number 108 15806 63572 104470 126375
Cumulative Percentage 0.09 12.51 50.30 82.67 100.00

Range of Marks Obtained

37.80
40.00
Percentage of Candidates

32.36
35.00

30.00

25.00

17.33
20.00
12.42
15.00

10.00

5.00 0.09

0.00
0-20 21-40 41-60 61-80 81-100

Marks Obtained

129
 PHYSICS
SCIENCE Paper 1
I. ANALYSIS OF PERFORMANCE
(a) Give any two effects of a force on a non-rigid body. [2]
(b) One end of a spring is kept fixed while the other end is stretched by a force as shown in
the diagram.

F Fixed
end

(i) Copy the diagram and mark on it the direction of the restoring force.
(ii) Name one instrument which works on the above principle. [2]
(c) (i) Where is the centre of gravity of a uniform ring situated?
(ii) ‘The position of the centre of gravity of a body remains unchanged even when
the body is deformed.’ State whether the statement is true or false. [2]
(d) A force is applied on a body of mass 20 kg moving with a velocity of 40 ms-1. The body
attains a velocity of 50 ms-1 in 2 seconds. Calculate the work done by the body. [2]
(e) A type of single pulley is very often used as a machine even though it does not give any
gain in mechanical advantage.
(i) Name the type of pulley used.
(ii) For what purpose is such a pulley used? [2]
Examiners’ Comments
Suggestions for teachers
(a) - A few candidates related their answers to the  Emphasise on the need for reading
change in size or shape, with a few relating it the question carefully and
only to the other effects of forces common to comprehend the key points required
both rigid and non-rigid bodies. for a suitable answer to be written.
- Most candidates answered this question  Explain the difference between rigid
correctly by relating the answer to the change in body and non rigid body quoting
dimension. suitable examples.
(b)(i)  The concept of restoring force should
- Most candidates answered this question be taught with clarity citing
correctly additional examples.
- A few candidates committed errors while  Students should be taught to read the
drawing diagrams with no proper directions question carefully before writing
being shown. answers.
- The arrow showing the direction of restoring  Different colours may be used to
force was not clearly visible when it was highlight the answer.
marked on the turns of the spring.
130
 - A few candidates explained the direction of
Suggestions for teachers
restoring force that was not part of the question
- Students should be made aware that
(ii).
- Some candidates wrote the names of the term ‘instrument’ implies only a
playing/common devices containing a spring. scientific measuring device.
- Many candidates wrote only spring instead of  Students must be advised to read the
spring balance. question thoroughly before attempts
(ii) - Most candidates quoted examples of playing/ are made to answer.
common devices containing a spring.  The difference between middle and
Most candidates wrote the term ‘spring’ instead centre should be taught with clarity.
of mentioning spring balance.  Additional examples may be
(c)(i) This question was correctly answered by most discussed in length to reinforce
candidates. concepts.
- A few candidates used incorrect terms such as  Concepts relating to centre of gravity
in the middle, inside the disc etc instead of should be thoroughly explained by
writing the term geometric centre. showing experiments involving
- A few candidates drew sketches that were not change in the distribution of mass
part of the question. results that influence changes in the
(ii) - Most candidates answered the question centre of gravity.
correctly stating that the statement is false. A  Factors affecting the position of
few wrote incorrectly by stating the statement centre of gravity in a body should be
was true. explained intensively.
- Most candidates were unable to solve this  Students should be trained to solve
numerical.
numericals using the methods of
(d) - The candidates who solved the numerical, did
so by calculating force and displacement work energy theorem.
instead of using work energy theorem.  Students may be advised to practice
- During the course of solving the numerical, regularly in order to solve numericals
errors were committed in writing units of confidently.
acceleration and velocity. Unit of work was  Various alternate methods may be
written as Nm instead of writing the appropriate taught in all areas of calculation.
term ‘joule’.  The difference between concepts of
- While calculating force most candidates used g
movable and fixed pulley should be
= 10 or 9.8 ms-2 instead of calculating the value
of acceleration. explained thoroughly.
(e)(i) Most candidates answered the question  Experimental demonstrations would
correctly while a few wrote incorrect answers give clarity and clear doubts.
and made errors due to confusion over concepts
of single fixed pulley and movable pulley.
(ii) Most candidates answered the question correctly stating the use of change in direction.
However a few candidates wrote incorrect and vague answers.

131
 MARKING SCHEME
Question 1.
(a) 1. Can change the dimensions of a body
2. Can start or stop the motion of the body.
3. Can change the speed
4. Can change the direction. (Any two points)
(b) (i) Restoring force marked correctly in opposite direction.

(ii) Compression of Spring balance.

(c) (i) At its Geometrical centre.
(ii) False
(d) Work done = ½ m (v2 - u2)
= ½ × 20 × 900
= 9000 J
(e) (i) Single fixed pulley.
(ii) To change the direction of effort applied.

Question 2
(a) (i) In what way does an ‘Ideal machine’ differ from a ‘Practical machine’?
(ii) Can a simple machine act as a force multiplier and a speed multiplier at the same
time? [2]
(b) A girl of mass 35 kg climbs up from the first floor of a building at a height 4 m above
the ground to the third floor at a height 12 m above the ground. What will be the
increase in her gravitational potential energy? (g = 10 ms-2). [2]
(c) Which class of lever found in the human body is being used by a boy –
(i) when he holds a load on the palm of his hand.
(ii) when he raises the weight of his body on his toes? [2]

132
(d) A ray of light is moving from a rarer medium to a denser medium and strikes a plane
mirror placed at 90° to the direction of the ray as shown in the diagram.

rarer medium

dense medium

mirror

(i) Copy the diagram and mark arrows to show the path of the ray of light after it is
reflected from the mirror.
(ii) Name the principle you have used to mark the arrows to show the direction of
the ray. [2]
(e) (i) The refractive index of glass with respect to air is 1.5. What is the value of the
refractive index of air with respect to glass?
(ii) A ray of light is incident as a normal ray on the surface of separation of two
different mediums. What is the value of the angle of incidence in this case? [2]
Examiners’ Comments
(a) (i) Most candidates answered this question correctly.
A few candidates however related the answer to Suggestions for teachers
 In questions that pose differences
friction that forms only as one of the factors
causing loss of energy. to be established, tabular
Most candidates wrote either on Practical machine presentations facilitate the
or Ideal machine without establishing the understanding of concepts.
 Additional examples may be
difference between the two terms.
(ii) Most candidates were unsure about the question given to make the learning
and wrote incorrect answers process easier to comprehend.
 Emphasis should be on manual
(b) Most candidates understood the approach to the
numerical, however they made calculation, substitution calculations.
 Adequate practice of numericals
and unit errors.
Some candidates calculated the potential energies must be carried out extensively.
 Correct noting and subsequent
separately but added them later on. A few candidates
made incorrect observations by writing g = 10ms-2 usage of data from questions
when the question clearly mentioned posed must be given due
g = 9.8ms-2. importance during class
(c) (i) Most candidates answered the question correctly discussions and practice sessions.
however it was observed that a certain amount of
133
 guesswork was carried out by a few candidates
due to an element of uncertainty about writing the Suggestions for teachers
correct answer.  Students must be trained to
(ii) Majority of the candidates answered incorrectly identify the position of load,
with a few candidates writing the correct answer. fulcrum and effort by
(d) (i) Only a few candidates answered the question observation and then identify the
correctly with many reflecting the path of the type. This exercise should be
reflected ray and not mentioning the incident ray. done with different examples
Arrows on the rays were not marked in appropriate taken from daily activities.
places by a majority of candidates.  Emphasis on marking the arrows
(ii) Most candidates were unable to identify the on the ray when direction or
principle of reversibility. Incorrect spelling of medium is changed should be
principle and other key words were observed in given due importance.
many an answer.  Students must be guided to keep
(e) (i) Incorrect symbols were written by a majority of relevance of the question in mind
candidates. Refractive index of glass with respect and avoid ambiguity.
to air was written as gµa and vice versa.  Instructions must be given to
Observations include writing direct answers with avoid rote learning and extensive
no calculation and bore no resemblance of practice of diagrams must be
establishing the working relationship: done during classroom sessions.
 Concept of principle of
aµ g = .
reversibility of light should be
(ii) A few candidates wrote that was a explained citing more examples.
common error. Candidates failed to recognise that  All steps to be adopted in the
the angle of incidence is made with the normal and working or functioning of all
not with the surface. principles must be explained
. through regular practice sessions
in class.
 Students should be trained to
express final answers in decimal
as per requirements.
 Meaning of aµg and gµa should be
explained clearly and may be
used while solving numericals
for retention purposes.
 Stress on the fact that the angle
of incidence is made with the
normal and not with the surface.

MARKING SCHEME
Question 2.
(a) (i) Ideal Machine Practical Machine
has 100 % efficiency has efficiency less than 100%
M.A=V.R M.A<V.R

134
 Output = Input Output < Input
Anyone point
(ii) No, It will either be acting as a speed multiplier or a force multiplier.
(b) R.E. = m × g × h
= 35 × 10 × 8
= 2800 J
(c) (i) Class III lever
(ii) Class II lever
(d) (i)

rarer medium
denser medium
mirror

(ii) Principle of reversibility of the path of light

(e) (i) g a

(ii) i = 00 or angle of incidence = 00

Question 3

(a) A bucket kept under a running tap is getting filled with water. A person sitting at a
distance is able to get an idea when the bucket is about to be filled.
(i) What change takes place in the sound to give this idea?
(ii) What causes the change in the sound? [2]
(b) A sound made on the surface of a lake takes 3 s to reach a boatman.
How much time will it take to reach a diver inside the water at the same depth?
Velocity of sound in air =330 ms-1
Velocity of sound in water =1450 ms-1 [2]

135
(c) Calculate the equivalent resistance between the points A and B for the following
combination of resistors:
4

4 4
5 4 6
A B

2 2

2
[2]
(d) You have been provided with a solenoid AB.

A B

(i) What is the polarity at end A?

(ii) Give one advantage of an electromagnet over a permanent magnet. [2]
(e) (i) Name the device used to protect the electric circuits from overloading and short
circuits.
(ii) On what effect of electricity does the above device work? [2]
Examiners’ Comments
(a) (i) & (ii) A majority of candidates were Suggestions for teachers
unable to write the correct answer with a  With a tuning fork and an air column in a
few relating the answer to the resonance in glass tube; the relation ‘length of the air
the tube causing increase in amplitude and column is inversely proportional to the
increase in loudness. frequency’ should be made clear by means
Certain concepts of increase in frequency of a demonstration.
with the decrease in the length of the air  Students should be taught that the formula
column was missing. A few candidates can be used only when reflection
wrote that frequency changes with the of sound is involved.
length of air column but failed to write the
inverse proportion between them

136
(b) A majority of candidates applied V =
Suggestions for teachers
when the question does not involve echo or  Concepts relating to reflection of sound,
reflection of sound. A few candidates should be explained comprehensively
equated for air and water and wrote the through additional practice of numericals.
correct magnitude but lost marks for the  Initially emphasise that students should
wrong concept applied. go on simplifying the diagram after every
(c) A few candidates attempted to solved the step of calculation. For eg after showing
question without writing the left hand side the calculation of series combination, the
diagram can be drawn as
of formula (the subject of formula)
i.e. Mathematically
.
At every step candidates used the same
variable R to calculate resistance with no
distinction being shown. Omission of  Extensive practice of numericals involving
important steps and working of parallel series and parallel combination should be
combination was not shown hence it led to carried out.
an under performance by a few candidates.  Correct methodology of working should
(d) (i) Most candidates answered this question be emphasised giving due importance on
correctly with a few writing answers showing the significant steps involved
based on guess work. and not merely writing the final correct
(ii) Most candidates answered this answer.
question correctly.  This concept may be clarified by way of a
(e) Majority of candidates wrote the devices practical demonstration.
correctly but failed to identify the principle  Discussions on various forms of examples
on which it works. E.g. they wrote MCB by changing the current and direction of
but could not identify the principle turnings of the coil may be undertaken.
‘magnetic effect of current.’ and in some  Additional practice through demo based
cases they wrote ‘heating effect of current’ lessons can be carried out during
as principle of MCB. classroom sessions.
Many candidates wrote fuse and how it  The different electrical components need
helps in protecting the circuit yet failed to to be discussed in the class with the
mention the physical term ‘heating effect of principle on how they function through
current’. open house discussions and practical
demonstrations.
 A small wooden board with wiring and
fittings of different electrical components
can be made in the laboratory and be used
for demonstration purposes.

137
 MARKING SCHEME
Question 3.
(a) (i) The sound becomes shriller and shriller / the pitch of sound increases. [1]
(ii) As the level of water in the bucket increases, the length of the air column above it
decreases so the frequency of pitch of the sound increases.
(b) distance = speed x time
= 330 x 3 = 990 m
Time taken in water = 990/ 1450
= 0.68 S
(c) R =4 + 4 + 4 = 12  R’ = 2 + 2+ 2 = 6 
1/ R” = 1/ 12 +1/4 +1/6
R” = 2 
Equivalent resistance = 5 + 2 + 6 =13 
(d) (i) North pole
(ii) Polarity can be reversed / can be demagnetized / strength can be changed. (any one)
(e) (i) Fuse
(ii) Heating effect of current.
Question 4
(a) Define the term ‘Heat capacity’ and state its S.I unit. [2]
(b) What is meant by Global warming? [2]
(c) How much heat energy is released when 5 g of water at 20 °C changes to ice at O °C?
[Specific heat capacity of water = 4.2 J g-l °C-1
Specific latent heat of fusion of ice = 336 J g-l ] [2]
(d) Which of the radioactive radiations -
(i) can cause severe genetical disorders.
(ii) are deflected by an electric field? [2]
(e) A radioactive nucleus undergoes a series of decays according to the sequence
  X 
 X .
X  X1  2 3

If the mass number and atomic number of X3 are 172 and 69 respectively, what is the
mass number and atomic number of X? [2]

138
Examiners’ Comments
Suggestions for teachers
(a) Most candidates answered the question correctly.
 Highlight the difference between heat
However a few only wrote the definition with no
capacity and specific heat capacity,
mention of the unit of the specific heat capacity
and make students aware that the sp.
while others committed errors in writing the unit
Heat cap definition or unit is
of the specific heat capacity.
mentioned in place of heat capacity
(b) Most candidates wrote correctly yet failed to frame
because sp. heat capacity is more
the answer in accordance to what the question
commonly used in every numerical.
demanded. Instead of writing the average
 A correct framing of answers needs to
temperature of the earth few candidates wrote
be emphasized upon where definitions
temperature of the earth or the atmosphere instead.
and meanings of terms asked for need
A majority of candidates wrote the impact of
to be highlighted.
global warming such as melting of glaciers,
 Rote learning should be avoided and
increase in the sea level instead of writing the
encourage students to satisfy their
definition of global warming.
queries during discussions in class.
(c) Most candidates answered the first part of the
 Concepts relating to latent heat and the
question correctly however a few committed
change of phase, to be explained
conceptual errors while answering the second part
thoroughly followed by extensive
of the question.
practice of numericals.
(d) Most candidates answered the first part of the
 It is important for clarity in concepts
question correctly however a few candidates
relating to gamma radiations not being
committed conceptual errors while answering the
termed as particles.
second part of the question.
 Rutherford and Soddy’s laws need to
(e) Most candidates answered the question correctly,
be explained thoroughly.
however a few candidates were unable to apply the
 Additional practice needs to be given
concerned law correctly that required a number of
to complete the nuclear equations over
stages and in reverse order.
more stages of reaction and in reverse
order too.
MARKING SCHEME
Question 4.
(a) The heat capacity of a substance is the amount of heat energy required to raise the
temperature of that substance through 1 K.
J K-1 or J °C-1.
(b) Global warming means the increase in the average effective temperature of earth's surface
due to an increase in the amount of green house gases in its atmosphere.
(c) Q = mc + mL Q = 5 x 4.2 x 20 + 5 x 336
= 420 + 1680
= 2100J
(d) (1) gamma radiations
(2) alpha and beta radiations.
(e) Mass number of X =180
Atomic number of X = 72.

139
Question 5

(a) (i) With reference to their direction of action, how does a centripetal force differ
from a centrifugal force?
(ii) State the Principle of conservation of energy.
(iii) Name the form of energy which a body may possess even when it is not in
motion. [3]
(b) A coolie is pushing a box weighing 1500 N up an inclined plane 7.5 m long on to a
platform, 2.5 m above the ground.
(i) Calculate the mechanical advantage of the inclined plane.
(ii) Calculate the effort applied by the coolie.
(iii) In actual practice, the coolie needs to apply more effort than what is calculated.
Give one reason why you think the coolie needs to apply more effort. [3]
(c) A block and tackle system of pulleys has a velocity ratio 4.
(i) Draw a labelled diagram of the system indicating clearly the points of
application and directions of load and effort.
(ii) What is the value of the mechanical advantage of the given pulley system if it is
an ideal pulley system? [4]
Examiners’ Comments
(a) (i) Majority of candidates were unable to Suggestions for teachers
justify their answers and lacked expression.  Centripetal and centrifugal force
A few candidates mentioned that the must be clearly explained with a
centripetal force is towards the centre of the demonstration of a simple thread and
circle and centrifugal force away from centre stone or by asking two students to
of the circle instead of writing centre of hold each other’s hands while facing
circular path of motion. each other and leaning backwards
(ii) Most candidates answered this question and moving in a circle.
correctly. However a few committed errors  Emphasis must be laid on
due to lack of expression and flaws in correctness of language/right
language skills. terminology to be used in answering
(iii) A few candidates failed to comprehend the correctly.
question and wrote incorrect answers due to  Instruct students to focus on
lack of understanding of the basic concepts important concepts taught in class to
related to the topic. enable them to write effective
(b) Most candidates answered this question correctly. answers. Probable errors that surface
Some of them used relation Load × Load arm = may be discussed to avoid their
Effort × Effort arm to calculate effort and then repetition in the future.
used M.A. = . They did not realise the relation
140
 Load × Load arm = Effort × Effort arm is applicable
only to levers thus conceptually it becomes wrong Suggestions for teachers
even though the answer is correct. A few candidates  Proper mathematical skills should
were unable to answer the third part of the question be developed by practising more
relating to frictional force of the surface. numericals.
(c) Most candidates scored poorly due to making of  Additional practice is needed in
rough sketches. No rigid support was shown. In some solving numericals of inclined
cases pulleys were shown to be plane.
connected from the rim and not  Students should also know that
from the centre. Even in some M.A. = is applicable to inclined
cases, the hook to suspend the plane in an ideal case.
load or connecting the two  Emphasise the need and
blocks was shown from the importance of using diagrams that
rim. can be practiced during class
Strands were not shown under discussions and later through
tension but were shown loose. home assignments.
Incorrect direction of tension  Regular periodic practice should
and in some cases direction of be given in making diagrams with
Load and effort was missing. various velocity ratios.
Errors are shown in the
adjacent diagram.
The second part of the question was correctly answered by most candidates.

MARKING SCHEME
Question 5.
(a) (i) Centripetal force is a force directed towards the centre of circle at each point.
Centrifugal force is force acting away from the centre of the circular path.
(ii) Energy can neither be created nor can it be destroyed. It only changes from one form to
another. The sum total of energy in the universe always remains the same.
(iii) Potential energy.
(b) (i) M.A = I/h =7.5/2.5 =3
(ii) M.A = Load / Effort 3 = 1500 / Effort
Effort = 500 N
(iii) More effort is required to overcome the friction between the box and the surface of
inclined plane.
(c) (i) Correct diagram drawn with proper arrangement of 4 pulleys, load and effort

141
 (ii) M.A = 4

Question 6

(a) Name the radiations:

(i) that are used for photography at night.
(ii) used for detection of fracture in bones.
°
(iii) whose wavelength range is from 100 A to 4000 A° (or 10 nm to 400 nm). [3]
(b) (i) Can the absolute refractive index of a medium be less than one?
(ii) A coin placed at the bottom of a beaker appears to be raised by 4.0 cm. If the
refractive index of water is 4/3, find the depth of the water in the beaker. [3]
(c) An object AB is placed between 2F1 and F1 on the principal axis of a convex lens as
shown in the diagram:
A

B F1 O F2 2F2
2F1

Copy the diagram and using three rays starting from point A, obtain the image of the
object formed by the lens. [4]

142
Examiners’ Comments
(a) Most candidates answered the question correctly. Suggestions for teachers
However a few candidates used IR for infra red  Students should be instructed to avoid
radiations which is not the standard abbreviation. the use of abbreviations and write the
While others appeared confused between the complete form.
uses of infra red and ultra violet radiations.  Comparative properties, uses and
(b) (i) A few candidates wrote the correct answer wavelength of radiations need to be
by simply stating “yes’ however it was more discussed with students regularly and
of guesswork on their part. revision must be carried out
(ii) ‘Appears to be raised’, was interpreted as periodically.
apparent depth by a few candidates while - It should be made clear to students that
others did not write the unit for final answer. in no medium, light travels faster than
(c) Most candidates were unable to draw the third sound therefore in the relation
ray correctly. Some candidates used the logic that µ= the
rays coming from the same point after refraction denominator is always less than the
through the lens meet at the same point. After numerator and hence absolute refractive
drawing two correct rays they randomly showed index can never be less than 1.
third ray incident at any point on the lens and - Additional practice should be given in
joined it to the same point of intersection of the solving numericals.
first two rays. Candidates must understand that if - Should emphasise on careful reading and
they draw this random ray first then its path writing the data before solving the
cannot be completed independently (i.e. without numerical.
taking the help of other rays). - While teaching diagrams on rays in the
Many candidates failed to mark the arrows on the class it should be taught using three
rays before and after refraction. rays.
Many candidates were found wanting in their - Insist on the completion of technicalities
answers as they did not mark F and 2F at of the diagram. i.e. same distance
equidistance on either side. Hence, the object between F and 2F, arrows before and
position was wrong and the image which was after refraction etc.
obtained had wrong characteristics.

MARKING SCHEME
Question 6.
(a) (i) Infra-red radiations.
(ii) X rays
(iii) Ultraviolet radiations.
(b) (i) No, because refractive index = C / V and C is always greater than V therefore
refractive index > 1
(ii)  = Real depth/Apparent depth

x
4/3 = x = 16 cm.
x4

143
 (c)

A ray shown parallel to the principal axis and passing through F 2,

A ray shown passing through optical centre and moving undeviated.
A ray shown passing through Fi and moving parallel to the principal axis. Image shown
correctly.

Question 7

(a) (i) What is the principle on which SONAR is based?

(ii) An observer stands at a certain distance away from a cliff and produces a loud
sound. He hears the echo of the sound after 1.8 s. Calculate the distance
between the cliff and the observer if the velocity of sound in air is 340 ms-1. [3]
(b) A vibrating tuning fork is placed over the mouth of a burette filled with water. The tap
of the burette is opened and the water level gradually starts falling. It is found that the
sound from the tuning fork becomes very loud for a particular length of the water
column.
(i) Name the phenomenon taking place when this happens.
(ii) Why does the sound become very loud for this length of the water column? [3]
(c) (i) What is meant by the terms (1) amplitude (2) frequency, of a wave?
(ii) Explain why stringed musical instruments, like the guitar, are provided with a
hollow box. [4]

144
Examiners’ Comments
Suggestions for teachers
(a) (i) Most candidates stated what SONAR stood
 Emphasise that the principle of
for rather than writing its principle.
SONAR is ‘Principle of reflection of
(ii) A majority of candidates correctly solved
Ultrasonic waves’.
the numerical, however a few candidates
 Assign additional practice of
failed to mention the unit of the final answer
numericals involving the application of
which displayed a sense of carelessness and
and in the same sum thus
applied instead of .
(b) Most candidates identified the phenomenon and making it clear that can be
answered correctly, however a few minor details applied only if reflection of sound
were not mentioned in the answer. For e.g., a wave is involved.
few candidates made no attempt to mention
that the increase in amplitude is due to  This concept needs to be dealt through
resonance that causes the increase in loudness. simple demonstrations showing
(c) Most candidates were unable to score as they resonance in air column.
wrote definitions with reference to vibrating  Key points related to the phenomenon
pendulum and not wave particle or particle of of resonance such as natural frequency,
medium.In the definition of amplitude, the word increase in amplitude should be
maximum was missing for displacement. explained on a regular basis.
Many candidates related their answers to the - Stress must be laid on definitions of the
resonance rather than the surface area of the terms such as amplitude, frequency and
hollow sound box. related terms with respect to a wave.
- The primary reason of having a sound
box for a stringed musical instrument is
a larger surface area. This should be
made clear to students by using simple
demonstration with a vibrating tuning
fork touching a table surface. Explain
how energy transmitted to more air
particles helps in increasing the
loudness.
MARKING SCHEME
Question 7.
(a) (i) principle of echo.
(ii) V = 2 distance / time
Distance = (340 x 1.8 )/2
= 306 m.
(b) (i) Resonance
(ii) This happens because the frequency of the tuning fork becomes equal to the
natural frequency of the vibrating air column, therefore air particles start vibrating
with greater amplitude.

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 (c) (i) (1) Amplitude is the maximum displacement of a wave particle from its mean position.
(2) Frequency is the number of waves passing a point in one second’s time.
(ii) The vibrating strings cause the air in the hollow box to undergo forced vibrations.
The large surface area of the box causes more air to vibrate producing a louder sound.

Question 8

(a) (i) It is observed that the temperature of the surroundings starts falling when the ice in
a frozen lake starts melting. Give a reason for the observation.
(ii) How is the heat capacity of the body related to its specific heat capacity? [3]
(b) (i) Why does a bottle of soft drink cool faster when surrounded by ice cubes than by
ice cold water, both at 0° C?
(ii) A certain amount of heat Q will warm 1 g of material X by 3° C and 1 g of
material Y by 4° C. Which material has a higher specific heat capacity? [3]
(c) A calorimeter of mass 50 g and specific heat capacity 0.42 J g-1 °C-1 contains some mass
of water at 20° C. A metal piece of mass 20 g at 100 °C is dropped into the calorimeter.
After stirring, the final temperature of the mixture is found to be 22° C. Find the mass of
water used in the calorimeter.
[specific heat capacity of the metal piece = 0.3 J g-1 °C-1
[specific heat capacity of water = 4.2 J g-1 °C-1] [4]
Examiners’ Comments
(a) Most candidates scored poorly as they only
wrote about heat being absorbed by ice to melt, Suggestions for teachers
but failed to mention the surrounding or large  Students should be trained to cover all
quantity of heat. A few candidates even wrote relevant points assigning reasons for
that ice on melting gives out heat. the same.
In the second part of the question the symbols C  Topics must cover certain basic and
and C’ were not used correctly. They wrote C = key points related to the terms and
m C’. their explanation.
Many candidates were unaware of the relation  The difference between heat capacity
Heat capacity = mass × specific heat capacity and specific heat capacity should be
with a few differentiating between heat explained and their mathematical
capacity and specific heat capacity. relation should be explained
(b) A few candidates were confused in their thoroughly.
expression and inadvertently missed out on the
word extra heat absorbed during the process of
melting.

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 Many candidates however answered this part Suggestions for teachers
correctly, while others answered incorrectly as  Instruct and guide students to focus on
they could not understand the inverse proportion the requirements of the question and
between specific heat capacity and rise in write answers as per requirement.
temperature for same mass and for same amount  Topics must be made clear as to how
of heat supplied. factors related to heat are absorbed or
(c) Most candidates committed errors while solving released when some factors are kept
this numerical with many being unable to form an constant.
equation.  Advise students on issues concerning
A few candidates wrote the correct equation but equations where the type of numerical
committed errors in substitution or in should be identified, as suggested in
calculations. Q4 C, then write the data in proper
In many cases the final answer was written as 50 units and finally attempt to solve the
g rather than expressing it in terms of a decimal. sum.
MARKING SCHEME
Question 8.
(a) (i) When ice melts it draws latent heat (336 J g-1) from the surroundings. This results in
a lowering of temperature.
(ii) Heat capacity = mass x specific heat capacity.
(b) (i) Cubes of ice at 0°C will absorb additional heat in the form of latent heat to melt (1) to
water at 0°C which ice cold water at 0°C will not absorb.
(ii) Material Y
(c) ms, cs, s = mw Cw w + mc Cc c
20 x 0.3 x 78 = mw x 4.2 x 2 + 50 x 0.42 x 2
8.4 m = 426
m = 50.7 g

Question 9

(a) (i) State Ohm’s law.

(ii) A metal wire of resistance 6  is stretched so that its length is
increased to twice its original length. Calculate its new resistance. [3]
(b) (i) An electrical gadget can give an electric shock to its user under certain
circumstances. Mention any two of these circumstances.
(ii) What preventive measure provided in a gadget can protect a person from an
electric shock? [3]

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(c) The figure shows a circuit
6.0 V

A
3 R
When the circuit is switched on, the ammeter reads 0.5 A.
(i) Calculate the value of the unknown resistor R.
(ii) Calculate the charge passing through the 3  resistor in 120 s.
(iii) Calculate the power dissipated in the 3  resistor. [4]
Examiners’ Comments
Suggestions for teachers
(a) A few candidates failed to mention ‘the  All topics concerning laws need to be
temperature or physical conditions remaining explained and expressed as per existing
constant’ in the statement of Ohm’s law while facts.
others wrote potential difference is directly  Factors related to the resistance need to
proportional to the current instead of vice versa. be discussed with the help of
In the numerical most candidates seemed numericals.
unaware that stretching the wire not only - When the wire is stretched or folded it
doubles the length but halves the cross sectional may be expressed with the help of a
area too. They just doubled the resistance. direct formula ‘New Resistance = x2 ×
Double resistance due to halving of cross initial resistance’
sectional area was not calculated. Where x = the number of times the wire
In a few cases direct answers were written with is stretched or folded on itself.
no working of the numerical. - It should be made clear to students,
(b) Most candidates made no mention of the that all circumstances of getting an
important point about earthing being absent and electric shock can be classified as:
stated situations where the ultimate meaning  Circuit completing through the body
was the same as a live wire coming in contact of the person handling the appliance.
with the body of the appliance or the body of the  Absence of earthing.
person touching the appliance.  Voltage fluctuations, inducing
In the second part of the question many current in the metallic part of the
candidates wrote the correct answer barring a body.
few who wrote fuse instead of the term  Regular practice of different types of
earthing. numericals must be carried out in class.
(c) Most candidates answered the first part of the  The concept that the voltage splits up in
question correctly but committed errors in in direct proportion with the resistance in
the 2nd and 3rd part of the question with a few series combination of resistors and
current in series combination of
using P = and then used V = 6 V.
resistances remains the same, should be
made amply clear to the students.

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 MARKING SCHEME
Question 9.
(a) (i) Correct statement of Ohm’s law.
(ii) R =  I I a  =6aII
R1=  2 l I a/2
R1 =  4 1/ a  R1 = 24 
(b) (i) 1. The live wire comes in contact with a person’s body
2. The body of the appliance is not properly earthed.
(ii) Earthing of the appliance.
(c) (i) I = V/R
0.5 = 6
3 R
R = 9 .
(ii) Q = I x t
Q = 0.5 x 120 = 60 C
(iii) P = I2 R
= 0.5 x 0.5 x 3 = 0.75 W.

Question 10

(a) Name the three main parts of a Cathode Ray Tube. [3]
(b) (i) What is meant by Radioactivity?
(ii) What is meant by nuclear waste?
(iii) Suggest one effective way for the safe disposal of nuclear waste. [3]
(c) (i) Draw a simple labelled diagram of a d.c. electric motor.
(ii) What is the function of the split rings in a d.c. motor?
(iii) State one advantage of a.c. over d.c. [4]

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Examiners’ Comments
Suggestions for teachers
(a) Most candidates answered this question correctly  Emphasis should be made to
barring a few who made spelling errors. correctly write terms associated
(b) Important key words such as spontaneously and with concerned topics.
nucleus were absent in the definition in the answers of  This topic needs to be discussed
most candidates. with students rather than giving
Many candidates were unaware about the term nuclear them for self-study.
waste and wrote incorrect answers that had no clarity.  Students need to be given
In the third part of the question many candidates sufficient practice in drawing
mentioned ‘away from residential area’ but failed to diagrams.
mention ‘buried underground’ with some even stating  Explain the difference between
dumped on the ground. D.C. motor and A.C. generator
(c) Most candidates drew wrong and non-functional clearly in particular the
diagrams with the following observations: commutator system in both.
* Slip rings were drawn instead of split rings.  The basic advantage of A.C. over
* Battery was missing. D.C. during the transmission of
* Carbon brushes were missing. power needs to be explained
Many candidates failed to write the function of split clearly to students.
rings. In some cases, to change the direction of current
was mentioned but failed to state after every 1800
rotation.
Most candidates were not clear of the advantages of A.C. over D.C. They wrote vague answers
like A.C. changes direction so it is better than D.C.

MARKING SCHEME
Question 10.
(a) 1. Electron gun.
2. Deflecting system.
3. Fluorescent screen.
(b) (i) The spontaneous emission of alpha, beta and gamma radiations from the nucleus
of an atom.
(ii) The radioactive material after its use is known as nuclear waste.
released in the form of gamma radiations.
(iii) Should be kept in thick casks and buried in specially constructed deep
underground stores.
(c) (i) Labelled diagram of d.c. motor

150
 (ii) The split rings reverse the direction of
current in the coil after every half a turn.
(iii) The voltage of a.c. can be altered but that
of d.c. cannot.

Topics/Concepts found difficult or confusing

- Application of work – energy theorem.

- Function of a machine as speed multiplier and force multiplier not possible simultaneously.
- Vibrations in an air column.
- Working of M.C.B.
- Heat numericals.
- Diagrams of pulley systems.
- Inclined plane numericals.
- Drawing of ray diagram using three rays.
- Definitions of the terms related to a wave and loudness of stringed musical instruments.
- Numericals of electricity especially involving relation .
- Reasons for getting an electric shock.
- Diagram of D.C. motor.

151
Suggestions for the students

- Use the reading time of 15 minutes judiciously to make a proper choice of questions from section
II by reading the requirements of the question carefully supported with a high level of
concentration.
- Avoid writing answers which are simply a repetition of the question instead be specific about the
key word in that statement.
- Students must not leave any topic for option. All topics are covered in section I which is
compulsory.
- Avoid changing the order of sequence of questions and numbering system.
- Handwriting should be neat and legible .
- Learn the principles, laws and definitions accurately.
- Ray diagrams and the other diagrams need to be practiced periodically.
- While writing answers it not only important to cover all relevant points but to present them in a
proper sequence.
- While solving a numerical it is advisable that the formula needs to be written in the beginning.
Essential steps need to be shown and final answer needs to be expressed along with a proper unit.
Avoid computation at the first step; let it be plain substitution as the marks are awarded for correct
substitution.
- Be regular in your study habits. Complete your syllabus well in time. A thorough revision of all
topics is all time important.
- It is advisable to solve previous year’s papers in writing.
- More emphasis should be given on writing rather than on memorising.
- For speed in mathematical calculations; it is advisable to learn tables up to 30, know squares up to
30, cubes up to 15 and basics of fractions and decimal.

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