SCIENCE

STATISTICS AT A GLANCE

Total Number of students who took the examination

1,34,183
Highest Marks Obtained 100
Lowest Marks Obtained 13
Mean Marks Obtained 66.08

Percentage of Candidates according to marks obtained

Mark Range
Details
0-20 21-40 41-60 61-80 81-100
Number of Candidates 51 8494 48421 44160 33057
Percentage of Candidates 0.04 6.33 36.09 32.91 24.64
Cumulative Number 51 8545 56966 101126 134183
Cumulative Percentage 0.04 6.37 42.45 75.36 100.00

134
 PHYSICS
SCIENCE Paper 1
I. ANALYSIS OF PERFORMANCE
(a) A force is applied on (i) a non-rigid body and (ii) a rigid body. How does the effect
of the force differ in the above two cases? [2]
(b) A metallic ball is hanging by a string from a fixed support. Draw a neat labelled
diagram showing the forces acting on the ball and the string. [2]
(c) (i) What is the weight of a body placed at the centre of the earth?
(ii) What is the principle of an ideal machine? [2]
(d) Is it possible to have an accelerated motion with a constant speed? Explain. [2]
(e) (i) When does a force do work?
(ii) What is the work done by the moon when it revolves around the earth? [2]

Examiners’ Comments
(a) Most candidates knew the effect of force on a Suggestions for teachers
rigid as well as a non-rigid body, however the  Insist on students reading the question
answer on the difference in the effect lacked carefully and understanding exactly
conviction. what is expected as an answer.
In many cases only the effect on a non-rigid or  Explain the difference between rigid
rigid body was written but no comparison was body and non-rigid body with
done with the other body. examples.
Most candidates wrote the correct basis of  Diagrammatic representation of forces
differences. needs to be emphasized.
 Develop the habit of explaining
(b) Most candidates answered correctly with
concepts by drawing diagrams
proper labelling of forces and their directions.
wherever possible.
Some candidates did not show the support in
 Concept of gravity to be explained
the diagram.
with clarity.
Either forces were not named or directions
 Explain how g = 0 at the centre of of
were not marked clearly.
the earth and how it varies at different
Some candidates drew a spring in place of a
places and at different altitudes.
stretched string.
 Train students to read the question
(c)(i) Most candidates wrote the answer as carefully so as to answer what is asked.
negligible instead of zero.
Some wrote maximum/more or greater.
(ii) Most candidates answered the question
correctly.
The principle of ideal machine was confused with the principle of moments.

135
(d) Most candidates answered this question
correctly having a correct idea of a uniform Suggestions for teachers
 When choice based questions are
circular motion. posed then Yes or No should be
Some answered incorrectly as the difference answered. Make it clear to students
between constant speed and acceleration was that indirect answers are not accepted.
not clear.  Concept between vectors and scalars
In many places Yes was not written clearly and should be made clear and also it
it was difficult to draw a conclusion from the should be made clear how vector
explanation written by candidates whether it quantity changes with only change in
meant Yes or No. the direction.
 Important key words of the definitions
(e)(i) “in the direction of the force” was missing should be stressed upon.
in the answers of most candidates.  “W = 0 as θ=90º during the motion of
(ii) Most candidates answered this correctly but a body on a circular track.” This
some did not know that when the force is concept should be dealt clearly with
perpendicular to the displacement, only then the students.
work done is zero.  In many cases students are under the
impression that the work done is zero
during the motion of a body on a
circular track is due to zero
displacement. This concept needs to
be rectified.

MARKING SCHEME
Question 1.
(a) Dimensions change in the non rigid body whereas no change in dimensions
of a rigid body.
(b) support

Tension T developed
In the string

Weight of the body

pulling the string
(c) (i) Weight = 0 because value of g = 0 at the centre of the earth.
(ii) principle of an ideal machine is
work done by a machine = work done on the machine/work out put =
work input
(d) Yes
uniform circular motion is an accelerated motion.

(e) (i) When the applied force produces displacement in the direction of the force.
(ii) Zero

136
Question 2
(a) Calculate the change in the Kinetic energy of a moving body if its velocity is reduced
to 1/3rd of the initial velocity? [2]
(b) State the energy changes in the following devices while in use:
(i) A loud speaker.
(ii) A glowing electric bulb. [2]
(c) (i) What is nuclear energy?
(ii) Name the process used for producing electricity using nuclear energy. [2]
(d) State one important advantage and disadvantage each of using nuclear energy for
producing electricity. [2]
(e) (i) The conversion of part of the energy into an undesirable form is called
_________.
(ii) For a given height h, ________ the length l of the inclined plane, lesser will
be the effort required. [2]
Examiners’ Comments
(a) Candidates appeared confused whether to write Suggestions for teachers
the changed kinetic energy or to write the  In such cases it is better to show
difference between final and initial kinetic energy working of both energies separately
due to the word ‘change’ in the question. and with statements students could
Some candidates squared the velocity after finding have stated answers of both
the difference between final and initial velocity possibilities.
rather than subtracting them after taking their  Additional practice of sums needs to
squares. be given.
(b) Most candidates answered this question correctly.  Discuss more examples of energy
Some however made errors in the sequence of conversions.
energy conversion.  Students should be trained to state
(c) (i) Most candidates wrote the definition of important energy changes and in
nuclear energy correct but some committed proper sequence.
errors by not making it clear by stating ‘from  Explain the definition clearly and
nucleus’. emphasise on important points.
(ii) Most candidates wrote nuclear fission but  Adequate writing practice would
some wrote nuclear fusion instead. help in eliminating these errors.
It was also noticed that since this topic is  Students should avoid selective
included under EVS, inadequate attention is study of topics.
paid to it in class.  Students must attach importance to
(d) Most candidates stated disadvantages whereas all topics.
some stated only advantages.The reason is  Ambiguous points need to be
attributed to limited significance being attached to avoided. For eg. Nuclear energy
its teaching. was given as clean source of energy
(e)(i) Most candidates answered the question whereas it is still a debatable point.
correctly.  Teaching of science involves
(ii) Many candidates wrote words which grammar too that cannot be
conveyed the meaning partially but neglected.
grammatically were incorrect. eg. Higher the
length was used in certain answers.
137
 MARKING SCHEME
Question 2.

(a) K.E 1 : K.E 2

1/2 x m x(1)2 : 1/2x m x(1/3) 2 Correct ratio calculation
1 : 1/9 K.E becomes 1/9
9:1
(b) (i) Electrical energy to Sound energy
(ii) Electrical energy to heat energy to light energy
(c) (i) The energy released during the process of nuclear fission and fusion is
called nuclear energy. OR nuclear energy is the energy inside the atomic
nucleus.
(ii) Nuclear fission
(iii) Nuclear fission.

(d) Advantage
A very small amount of nuclear fuel can produce a tremendous amount of energy
OR Once the nuclear fuel is loaded into a nuclear plant, it continues to release
energy for several years. (Any one)
Disadvantage
It is not a clean source of energy because very harmful nuclear radiations are
produced in
the process which are highly penetrating. OR
The nuclear waste causes environmental pollution.
(Any one)
(e) (i) dissipation of energy
(ii) longer.
Question 3
(a) Draw the diagram given below and clearly show the path taken by the emergent ray. [2]

45°

(b) (i) What is consumed using different electrical appliances, for which electricity
bills are paid?
(ii) Name a common device that uses electromagnets. [2]
(c) (i) A ray of light passes from water to air. How does the speed of light change?
(ii) Which colour of light travels fastest in any medium except air? [2]
(d) Name the factors affecting the critical angle for the pair of media. [2]
(e) (i) Name a prism required for obtaining a spectrum of Ultraviolet light.
138
 (ii) Name the radiations which can be detected by a thermopile. [2]
Examiners’ Comment
(a) Some confusion in comprehension was witnessed Suggestions for teachers
as information about the rectangular material was  Students should be trained to mark the
not mentioned.Some candidates drew the diagram arrows on the rays to show the direction.
with correct refraction but some failed to do so.  More practice of drawing labelled ray
Arrows on the path of rays were missing. diagrams is needed.
Some candidates even showed partial reflection  The difference between current, power
along with refraction. electricity and the other related terms
(b) (i) Many candidates wrote correct answers due to needs to be explained clearly.
a better understanding and comprehension.  Emphasis should be laid on accuracy of
Many candidates wrote electric current, answers.
electricity, BTU, power, kWh in place of  It is advisable to stick to simple
electrical energy. However some wrote only examples rather than uncommon
energy. examples.
(ii) Some candidates wrote a number of examples  Instead of just naming the uncommon
that were vague and irrelevant in some cases appliance it is advisable to mention
making their evaluation cumbersome. which part the electromagnet is used.
In some cases candidates wrote the term  The concept of change in the speed of
“bell” instead of electric bell. light in different media should be made
(c) (i) Most candidates answered this question clear to the candidates.
correctly, however a few related it to bending  Students can be tested by asking
of the light in different media. questions relating to the speed of
Some candidates did not relate that water and different colours.
air means denser and rarer. Thus they  Factors affecting the speeds of light
attempted to write actual speeds in the two need to be discussed with the candidates.
media rather than referring to speed increases.  Inter relation between speed,
A few candidates wrote incorrect and wavelength, frequency, colour,
irrelevant answers. refractive index must be explained
In some cases candidates just mentioned correctly.
changes but refrained from stating reasons to  Additional revision to be conducted
support their answers. periodically.
(ii) Most candidates answered correctly. However - The meaning of thermopile needs to be
some failed to mention violet, blue instead of explained thoroughly.
red.
(d) Many candidates wrote different points as
answers. For eg. Colour of light and wavelength
was given as two separate points. Similarly
refractive indices, nature of medium and optical
density were mentioned as separate points.
Some candidates were unable to recollect the
factors at all.
They wrote about the angle of incidence, angle of
prism and some also stated the conditions of TIR.
(e) (i) Some candidates got confused between rock salt
and quartz.Some candidates were unaware that
UV rays are absorbed by ordinary glass prism
hence mentioned equilateral prism.

139
 (ii) Most candidates wrote correct answers as infra-red
radiations but some candidates wrote X-rays,
gamma rays instead.
Conceptual clarity on the many kinds of radiations
is to be comprehensively studied as
candidates appeared confused between their
properties, method of detection and their uses.
Some candidates could not answer as they did not
know the meaning of thermopile.
MARKING SCHEME
Question 3.

(a) Correct path of the refracted ray shown.

Correct path of emergent ray shown.
(b) (i) Electrical energy
(ii) Electrical bell / Electric motor / microphone / Any other suitable example.
(c) (i) Speed of light increases
(ii) Red
(d) Wavelength of light
temperature of the medium, refractive index of the pair of media.
(e) (i) quartz prism
(ii) Infrared radiations

Question 4
(a) Why is the colour red used as a sign of danger? [2]
(b) (i) What are mechanical waves?
(ii) Name one property of waves that do not change when the wave passes from
one medium to another. [2]
(c) Find the equivalent resistance between points A and B [2]

140
(d) 50 g of metal piece at 27 ºC requires 2400 J of heat energy so as to attain a
temperature of 327 ºC. Calculate the specific heat capacity of the metal. [2]
(e) An electron emitter must have ___________ work function and ___________ melting
point. [2]
Examiners’ Comments
Suggestions for teachers
(a) Most candidates answered correctly.  Concept of Rayleigh scattering needs to be
Most candidates only wrote it can be seen
explained clearly and it should be
from a distance but no other explanation
was offered. explained how it is different from
The word scattering was wrongly dispersion and refraction.
addressed as dispersion, deviation,  The general concept should be clear that as
penetration. wavelength increases the intensity of
(b) (i) Most candidates were unable to answer scattered radiation decreases.
this question. Lack of revision of what
 Teach the difference between mechanical
mechanical waves were was led to
incorrect answers. waves and electromagnetic waves more
(ii) Many candidates answered it correctly clearly.
but some also mentioned ‘V’ or ‘ as  The concept that the frequency depends
only on the source of the wave should be
an answer.
(c) Calculation errors were common in most made absolutely clear to the students.
answers.  Students need to be given sufficient
Most candidates answered this correctly practice in solving numericals.
but some made calculation errors and some  Students need to be trained to present the
errors in mathematical presentation. answer with the correct unit.
In many an answer no unit was written for  While solving a numerical, the steps should
the final answer. be mathematically correct.
(d) Most candidates correctly solve this  More practice of numericals is required.
numeral.  Students can be given an equation and by
Since some candidates were not thorough
changing the subject ask them to find the
with the unit hence substituted 2400 J in
place of specific heat capacity. unit of the subject.
(e) Most candidates answered correctly  Answers in decimal with correct unit
however some due to careless errors wrote should be insisted on during class teaching.
the opposite i.e. high work function and  Effect of change in work function of a
low melting point. metal needs to be explained clearly.

141
 MARKING SCHEME
Question 4.
(a) Wavelength of red light is longest therefore red light is scattered the least in the
atmosphere, therefore red colour can be seen from farthest distance.
(b) (i) Waves which require a medium for their propagation.
(ii) frequency
(c) 1/R1 = 1/3 + 1/3 + 1/3 1/R2 = 1/4 + 1/6
1/R1 = 3/3 1/R2 = (3 + 2 ) /12
R1 = 1Ω R2 = 12 / 5
R2 = 2.4 Ω
Equivalent Resistance between A and B = 1 + 5 + 2.4 = 8.4 Ω
(d) Q=mcθ
2400 = 50 x c x ( 327 – 27 )
2400 = 50 x c x 300
2400/15000 = c
c = 24/150 c = 0.16 J g-1 ⁰ C -1
(e) low
high

Question 5
(a) (i) A man having a box on his head, climbs up a slope and another man having
an identical box walks the same distance on a levelled road. Who does more
work against the force of gravity and why?
(ii) Two forces each of 5N act vertically upwards and downwards respectively on
the two ends of a uniform metre rule which is placed at its mid-point as shown
in the diagram. Determine the magnitude of the resultant moment of these
forces about the midpoint. [4]
5N

50 cm

5N

(b) (i) A body is thrown vertically upwards. Its velocity keeps on decreasing. What
happens to its kinetic energy as its velocity becomes zero?
(ii) Draw a diagram to show how a single pulley can be used so as to have its ideal
M.A= 2. [3]
(c) Derive a relationship between mechanical advantage, velocity ratio and efficiency of a
machine. [3]

142
Examiners’ Comments
Suggestions for teachers
(a) (i) Some candidates were able to write the  Concept of work done in three cases
answer correctly but were unable to explain it. i.e. when θ=0º,θ=180º and θ=90º
They were unable to explain work = 0 when needs to be clearly explained with
man walks on a levelled road. lots of examples.
Some candidate’s explanation contradicted the  It should also be explained to students
answer given by them in the first part. the meaning of negative work.
Part of the reason was present in the question  The concept of clockwise and
itself that confused the candidates. anticlockwise moment needs to be
(ii) Many candidates did not comprehend the explained clearly.
sum properly. They calculated the moment of  Additional practice of numericals
each force and subtracted them rather than involving couple cases must be given.
calculating the moment of couple.  Emphasise on correct answers with
Many candidates did not convert cm to m or the correct unit.
stated the unit wrongly.  Students need to be trained in
(b) (i) Majority of candidates were able to answer
analysing the question correctly.
the question correctly whereas only a few made
vague errors.  In general drawing of any pulley
(ii) Many candidates drew the diagram correctly diagram stress on labelling of load,
but made mistakes in labelling and marking the effort and tension in the strands and
directions of load and effort. in marking their directions.
Many candidates overlooked the single pulley  The difference between and E.A.
in the question and drew a fixed pulley in as well as and L.A. should be
combination as well.
(c) Most candidates could not derive this relation made clear.
correctly.  Derivation to be explained in the
Many used effort arm and load arm in place of class and thoroughly revised to be
displacement of effort and displacement of load. then tested on paper.
There was confusion in symbolic representation
of displacement of effort and displacement of
load.

MARKING SCHEME
Question 5.
(a) (i) man climbing the slope because he has to work against the force of gravity,
whereas for the man moving on the leveled road work done = 0 because
displacement is normal to the force of gravity.
(ii) Resultant moment of force = moment of couple
= F x perpendicular distance between the forces
=5x1=5Nm
(b) (i) Kinetic Energy completely changes to Potential Energy
(ii) Single movable pulley drawn correctly
load and effort shown with correct direction

(c) (i) Work input = Effort x displacement of effort E x dE

Work output = Load x displacement of load L x dL
L  dL M.A
Efficiency = Efficiency =
E  dE V.R

143
Question 6
(a) (i) Light passes through a rectangular glass slab and through a triangular glass
prism. In what way does the direction of the two emergent beams differ and
why?
(ii) Ranbir claims to have obtained an image twice the size of the object with a
concave lens. Is he correct? Give a reason for your answer. [4]
(b) A lens forms an erect, magnified and virtual image of an object.
(i) Name the lens.
(ii) Draw a labelled ray diagram to show the image formation. [3]
(c) (i) Define the power of a lens.
(ii) The lens mentioned in 6(b) above is of focal length 25cm. Calculate the power
of the lens. [3]
Examiners’ Comments
(a) (i) Many candidates were unable to Suggestions for teachers
comprehend the question and wrote  Make it clear that when students learn
incorrect answers. refraction through a rectangular glass
Some candidates related the answer to the block, they should be able to apply it
dispersion. to all the cases in which opposite
Some could answer the difference in the surfaces of refracting medium are
direction correctly but could not relate the parallel. Similarly when they learn
reason to the difference in the physical refraction through a triangular prism,
structure of both. they should be able to apply it to all
(ii) Most candidates answered the question the cases in which opposite surfaces
correctly however some lacked the basic of refracting medium are not parallel.
preparation.  During experimentation this point can
Yes or No was not stated clearly from the be stressed upon.
explanation, hence conclusions based on  Students need to be trained to read all
assumptions had to be made whether parts of the question carefully and to
candidates meant Yes or No. answer them accordingly.
(b) Many candidates answered correctly but made  Adequate practice of drawing correct
the following errors in the ray diagram. ray diagrams needs to be given.
1. When straight line showing optical plane  The differences between the
was drawn, it was not labelled. characteristics of images formed by
2. Arrows on the rays were missing and in concave and convex lens when the
some cases arrows were drawn on dotted object is at different position should
lines. be made clear.
3. Dotted lines were drawn at wrong places.  Keep in mind that the syllabus is a
guideline and its interpretation can
4. Principal focus was not marked.
differ to some extent by different
5. Apparent intersection of rays was shown by teachers. Therefore while teaching any
continuous straight lines instead of dotted topic it is advisable to do the related
lines. basic concepts.
6. Concave lens was drawn in place of convex
lens.
(c) (i) Many candidates were not able to answer
this question correctly .
144
 From the mistakes made by the candidates it was clear that this was not discussed
thoroughly with them.
(ii) Candidates were given the benefit of doubt and marks were awarded to all the candidates
who attempted this question.

MARKING SCHEME
Question 6.
(a) (i) In a glass slab, the emergent ray is laterally displaced because the two refracting
surfaces are parallel to each other whereas in case of prism the emergent ray is deviated
because two refracting surfaces are inclined at an angle A.
(ii) No, he is wrong because the image formed by a concave lens can never be magnified, it
is always diminished. .
(b) (i) Convex
(ii) Object drawn between the optical centre and principal focus
(iii) A ray shown passing through O and moving undeviated.
A ray shown parallel to the principal axis and then passing through focus virtual Image
shown correctly.
(c) (i) It is the measure of deviation produced in the path of light when it passes through the
lens.
1 100
(ii) p = 
f 25
P = +4D

Question 7
(a) The adjacent diagram shows three different modes of vibrations P, Q and R of the
same string.
(i) Which vibration will produce a louder sound and
why?
(ii) The sound of which string will have maximum
shrillness?
(iii) State the ratio of wavelengths of P and R. [4]

(b) °
A type of electromagnetic wave has wavelength 50 A.
(i) Name the wave.
(ii) What is the speed of the wave in vacuum?
(iii) State one use of this type of wave. [3]
(c) (i) State one important property of waves used for echo depth sounding.
(ii) A radar sends a signal to an aircraft at a distance of 30 km away and receives
it back after 2 × 10–4 second. What is the speed of the signal? [3]

145
Examiners’ Comments
(a) Many candidates answered part (i) and (ii) Suggestions for teachers
correctly but made errors in writing  Clear explanation of the terms
wavelength ratio in part (iii). Instead of wavelength, frequency, loudness,
wavelength ratio; wrote frequency ratio. shrillness should be given.
Many candidates answered the question by  Students should be given practice to
mere guesswork. identify the above mentioned values
(b) Most candidates answered this question from the figure.
correctly. Some however could not identify  The wavelength ranges for different
the waves as they had not learned the radiations should be taught and the
wavelength ranges for different candidates should be made to learn them
electromagnetic radiations. Hence made by heart.
errors in part (iii).  All electromagnetic waves travel with
(c) (i) Many candidates did not state the property, the same speed in vacuum and air but
they wrote the definition of an echo instead. not in any other medium. This concept
There was lack of understanding of the needs to be drilled clearly in their mind.
property required.  While teaching ensure that uses and the
Most candidates wrote on irrelevant properties of the waves are related to
properties but only a few could correctly each other rather than teaching them
answer about high directionality or less independently.
refraction etc.  Give sufficient practice of numericals
(ii) Many candidates applied formula involving reflection waves and without
instead of . reflection of waves.
- Insist on writing correct answers with
Most candidates forgot to convert km to m.
unit.
Some candidates wrote incorrect units and
- Encourage students to write the given
some did not write the unit of speed.
data first and to convert it in to the
same units before substituting.

MARKING SCHEME
Question 7.
(a) (i) R
Its amplitude is maximum
(ii) P
(iii) 1:3
(b) (i) X rays
(ii) 3 x 10 8 m/s
(iii) They are used for detection of fracture in bones. OR
They are used by detecting agencies to detect the concealed precious metals
OR any other use.
(c) (i) They travel un deviated through long distances OR They are not easily
absorbed on the way.
(ii) V = ( 2 x distance ) / Time
= ( 2 x 30 x 1000 ) / ( 2 x 10 – 4)
= 30 x 1000 x 10 4
= 3 x 10 8 m / s

146
Question 8

(a) Two resistors of 4Ω and 6Ω are connected in parallel to a cell to draw 0.5A current
from the cell.
(i) Draw a labelled circuit diagram showing the above arrangement.
(ii) Calculate the current in each resistor. [4]
(b) (i) What is an Ohmic resistor?
(ii) Two copper wires are of the same length, but one is thicker than the other.
(1) Which wire will have more resistance?
(2) Which wire will have more specific resistance? [3]

(c) (i) Two sets A and B, of three bulbs each, are glowing in two separate rooms.
When one of the bulbs in set A is fused, the other two bulbs also cease to glow.
But in set B, when one bulb fuses, the other two bulbs continue to glow.
Explain why this phenomenon occurs.
(ii) Why do we prefer arrangements of Set B for house circuiting? [3]
Examiners’ Comments
(a) (i) Most candidates drew the diagram Suggestions for teachers
correctly however only a few were  Practice should be given in correct
unable to draw the cell in the diagram. interpretation of information and to
(ii) Many candidates could not solve the draw diagram accordingly.
numerical correctly.  Mechanical approach towards
Errors in calculation of resistance with numericals should be removed by
wrong calculations were committed due giving enough practice of numericals
to faulty diagrams. of various types.
Confusion was even noticed in writing  Emphasis should be given on correct
the units answers with unit.
(b) (i) Most candidates answered this correctly.  Explain the concept of specific
(ii) Most of the candidates answered part (1) resistance.
correctly but answered part (2) wrongly  It is necessary for teachers to explain
as the concept of specific resistance was the factors on which resistance and
not clear. Many answered it by keeping in specific resistance depends.
 Explain the difference between the tree
mind the relation .
and the ring system and also the series
Candidates were unaware of the factors and parallel combination of circuits
affecting the specific resistance. clearly.
(c) (i) Most candidates were confused with this  The candidates should also be taught
part of the question. about open and closed circuits.
Many related the answer with Tree and  Explain to the candidates that based
ring system. on the position of the switch or fuse in
Many could relate it to series and parallel the circuit only one or a number of
combination but failed to explain how appliances can get disconnected in
circuit breaks and remains closed in the parallel combination.
two circuits.
Many candidates were under the
impression tree system has wiring in
series combination and ring system has wiring in parallel combination.
147
 (ii) Most candidates answered this part correctly.

MARKING SCHEME
Question 8.
(a) (i) Correct circuit diagram

(ii) Ratio of current

1 1
:
6 4
2:3
0.5
Current in 4 =  3  0.3A
5
0.5
Current in 6 =  2  0.2A OR 0.5 – 0.3 = 0.2A
5
(b) (i) The conductors which obey Ohm’s law
(ii) The thinner wire will have more resistance because the resistance is inversely
proportional to area of cross-section.
(iii) Both wires will have same specific resistance because specific resistance
depends on the nature of the material which is the same ( copper )
in both cases.

(c) In Set A, bulbs are arranged in Series whereas in Set B the bulbs are arranged in
parallel.
overall resistance in Set A is higher than in Set B, OR overall current in Set A is
lower than overall current in Set B.
Each appliance operates at the same voltage.

Question 9
(a) Heat energy is supplied at a constant rate to 100g of ice at 0 ºC. The ice is converted
into water at 0º C in 2 minutes. How much time will be required to raise the
temperature of water from 0 ºC to 20 ºC? [Given: sp. heat capacity of water = 4.2 J g-1
°C-1, sp. latent heat of ice = 336 J g-1]. [4]
(b) Specific heat capacity of substance A is 3.8 J g-1K-1 whereas the Specific heat capacity
of Substance B is 0.4 J g-1 K-1.
(i) Which of the two is a good conductor of heat?
(ii) How is one led to the above conclusion?
(iii) If substances A and B are liquids then which one would be more useful in car
radiators? [3]
(c) (i) State any two measures to minimize the impact of global warming.

148
 (ii) What is the Greenhouse effect? [3]
Examiners’ Comments
(a) Most candidates wrote incorrect answers. Suggestions for teachers
Conversion from minutes to seconds was not  More practice of numericals
done. Since no heating apparatus was mentioned involving different types should be
the candidates did not think of calculating the given.
power and therefore could not do the second  Answers with correct unit should be
part. insisted upon.
Errors were also made in writing the units.  Encourage correct analysis of the
numerical.
(b) Majority of candidates answered the first part  Make it clear to students that for
correctly but made errors in answering the latter large differences between specific
parts i.e. reasoning. heat capacities the one with lower
Some candidates could not answer part (iii) specific heat capacity is a good
correctly showing poor analysis of the question. conductor of heat and the one with
higher specific heat capacity is a poor
(c) Many candidates wrote vague and incorrect conductor of heat.
answers. The definition of greenhouse effect was  Explain clearly that the substance
not related to the wavelength in many cases. with very high specific heat capacity
takes a longer time to cool and a
longer time to heat up.
 EVS topics must be given due
importance in class discussions.
 It is also necessary to talk about
awareness of environmental related
issues while teaching physics.

MARKING SCHEME
Question 9.
(a) Q =mL
= 100 x 336 = 33600 J
Heat supplied in 2 minutes = 33600 J
Power = Work / Time
= (33600 / 2 x 60 ) = ( 560/ 2 ) = 280 W
Power x Time = m c θ
280 x t = 100 x 4.2 x 20
t = 30 second
(b) (i) Substance B
(ii) lower the specific Heat capacity better the conducting power.
(iii) A
(c) (i) To minimize global warming the following two main measures should be
taken
1. Technological measures
2. Economic measures
3. Policy measures (any two)
(ii) Greenhouse effect is the phenomenon in which infra red radiations of long wavelength
given out from the surface of a planet are absorbed by its atmospheric gases to keep
the environment warm at the planet’s surface and the lower atmosphere.

149
Question 10
(a) (i) Name two factors on which the magnitude of an induced e.m.f. in the
secondary coil depends.
(ii) In the following diagram an arrow shows the motion of the coil towards the
bar magnet.
(1) State in which direction the current flows, A to B or B to A?
(2) Name the law used to come to the conclusion.

[4]
(b) A nucleus 11 Na 24 emits a beta particle to change into Magnesium (Mg)
(i) Write the symbolic equation for the process.
(ii) What are numbers 24 and 11 called?
(iii) What is the general name of 24 24
12 Mg with respect to 11 Na ? [3]
(c) In a cathode ray tube state:
(i) the purpose of covering cathode by thorium and carbon.
(ii) the purpose of the fluorescent screen.
(iii) how is it possible to increase the rate of emission of electrons. [3]

Examiners’ Comments Suggestions for teachers

(a)(i) Secondary coil needs to be given with  Teach this topic with demonstrations.
respect to the transformer.  Lot of material on U tube is available to
Many candidates stated the factors correctly teach this topic with more
but many were confused with the factor in understanding.
terms of number of turns of the coil.  Stress should be given on writing
(ii) Answers were not in accordance with the balanced nuclear equations.
concept.  Give more practice of writing nuclear
Many candidates were not aware of Lenz’s equations.
law.  The difference between atomic number
(b) Most candidates could answer this question and atomic mass number should be
correctly but a few could not write balanced made clear.
nuclear equations.  Difference between isotopes and
Some candidates were unable to identify the isobars should also be made clear.
difference between atomic number and atomic  Cathode ray tube to be discussed in
mass number. Some candidates used incorrect detail.
terms such as number of electrons atomic  Function of each part needs to be
weight etc. discussed with demonstration. Internet
Most candidates wrote correct general names related videos are available to support
like isobars but many also wrote isotones. In your teaching of CRT.

150
 some cases difference between isotopes and isobars was not clear.
(c) Some candidates were not familiar with the parts of CRT.
Some candidates did not write the correct key words such as temperature of cathode or
increasing the filament current.
For the purpose of fluorescent screen; many candidates used terms for obtaining an image
without making it clear that there is conversion into light energy.

MARKING SCHEME
Question 10.
(a) (i) 1. Change in magnetic flux.
2. The time in which the magnetic flux changes.
(ii) 1. A to B.
2. Lenz’s Law.
(b) (i) 11 Na 24  12 Mg 24  1 e 0
(ii) 11 is the atomic no. ( number of protons )
24 is the atomic mass no. ( number of protons and neutrons )
(iii) Isobars [1]
(c) (i) To lower the work function or to emit electrons at lower temperature.
(ii) To convert electrical signal into a visual signal.
(iii) By increasing the temperature of cathode or by increasing the filament current.

Topics/Concepts found difficult or confusing

- Energy sources which is the part of EVS especially nuclear energy.
- Work done when displacement is not in the direction of the force.
- Concept of couple.
- Derivation of
- Mechanical waves.
- Heat numerical
- Refraction through any refracting medium when opposite surfaces are parallel and when
they are not parallel.
- The ability to diverge or converge with respect to the focal length.
- Vibrations in a stretched string in relation to the wavelength, amplitude, frequency etc.
- Drawing circuit diagram from the given information.
- In house circuit the series and parallel combination. Also the misconception is ring system
has parallel wiring and tree system has series wiring.
- Specific resistance.
- Factors affecting induction in transformer

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
degree of concentration.
- Avoid writing answers which are simply repetition of the question. Instead be specific about
the key word in that statement.
- Candidates 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 the answers it is not only important to cover all the points but also 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 the 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 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.
- It is better to inculcate the habit of underlining the important points or key words in the
answer.

152