B.

ANALYSIS OF PERFORMANCE
PART I (20 Marks)
Answer all questions.

Question 1
A. Choose the correct alternative (a), (b), (c) or (d) for each of the questions given below:
(i)

(ii)

Relative permittivity of water is 81. If w and o are permittivities of water and

vacuum respectively, then:
(a)

o = 9 w

(b)

o = 81 w

(c)

w = 9 o

(d)

w = 81 o

Five resistors are connected as shown in Figure 1.

3

2
A

6
8

12
Figure 1

The effective resistance i.e. equivalent resistance between the points A and B is:

(iii)

(a)

(b)

(c)

15

(d)

20

The Biot Savarts Law in vector form is:

dl I r
(a)
B o
4
r3

I dl r
(b) B o
4
r3

[5]

(c)

(d)
(iv)

(v)

B.

I r dl
B o
4
r3

I dl r
B o
4
r2

In an astronomical telescope of refracting type:

(a)

Eyepiece has greater focal length.

(b)

Objective has greater focal length.

(c)

Objective and eyepiece have equal focal length.

(d)

Eyepiece has greater aperature than the objective.

The particles which cannot be accelerated by a cyclotron or a Van de Graff

generator are:
(a) Alpha particles
(b)

Beta particles

(c)

Neutrons

(d)

Protons

Answer all questions given below briefly and to the point:

(i)

A large hollow metallic sphere has a positive charge of 354 C at its centre.
Find how much electric flux emanates from the sphere.

(ii)

A current I flows through a metallic wire of radius r and the free electrons in it
drift with a velocity vd. Calculate the drift velocity of the free electrons through the
wire of the same material, having double the radius , when same current flows
through it.

(iii)

Name any one instrument which works on the principle of tangent law in
magnetism.

(iv)

State the SI unit of magnetic dipole moment.

(v)

Alternating current flowing through a certain electrical device leads over the potential
difference across it by 90o. State whether this device is a resistor, capacitor or an
inductor.

(vi)

What is the shape of the wavefront diverging from a point source of light?

(vii)

The critical angle for a given transparent medium and air is ic . A ray of light
travelling in air is incident on this transparent medium at an angle of incidence equal
to the polarising angle ip . What is the relation between the two angles ic and ip ?

[15]

(viii) Find the focal length and nature of a lens whose optical power is 5D.
(ix)

What is Modulation? Explain in brief.

(x)

What are the dark lines seen in the solar spectrum called?

(xi)

What is the relation between wavelength and momentum of moving particles?

(xii)

Name the series of lines in the hydrogen spectrum which lies in the ultra-violet
region.

(xiii) Fill in the blank in the given nuclear reaction:

________ +

27
13

Al

25

4
Mg He
12
2

(xiv)

Give an example where energy is converted into matter.

(xv)

To convert a pure semiconductor into n-type semiconductor, what type of impurity is

added to it?

Comments of Examiners
A.

(i)

(ii)

(iii)

(iv)

(v)

Many candidates did not know that relative

permittivity = dielectric constant and its value is
>1 for all materials.
A few candidates did not recognise that the given
network was a balanced Wheatstone bridge.
Evaluation of Rp from1/R1 + 1/R2 was wrong for
many.
Some
applied
Kirchhoffs
law
unnecessarily and incorrectly.
Wrong choices were made by several candidates
as many did not understand that the expression
with cross product and current I is not a vector
quantity.
A number of candidates had no idea of the
relative values of the focal lengths of the
objective lens and the eyepiece, nor the reason for
it. Hence, many wrong choices were made by
candidates. In a few cases, aperture and focal
length were mixed up.
Wrong options were chosen by some candidates
due to lack of understanding of the principle of
Cyclotron. Some gave the answer as alpha
particles as they are positively charged, not
having read cannot be accelerated, in the question.

Suggestions for teachers

Stress r = k >1 for all materials.
The value ofr = k is always >o.
Point out that r = k = w/o. For any
medium, = r.o.
Teach the condition for a bridge to
be balanced.
It is the current element Idl that is a
vector not the current I. The
direction of magnetic field vector B
is along the cross product dlxr not
rxdl. Teach the properties of cross
product of vectors very well.
Point out that magnification
m= fo/fe. So fo>>fe for high
magnifying power. In the ray
diagram, stress this aspect of
telescope. Also mention larger
aperture of objective enables more
light to be gathered-> brighter I.

B.

(i)

Many candidates gave flux = 0 as they thought

E = 0 inside a hollow sphere. They did not notice
that there was a charge at the centre. Many
candidates wrote the unit of electric flux
incorrectly.
(ii) Some candidates combined the full formulas,
I = vd.ena and area a = .R2 resulting in
unwanted lengthy calculations and mistakes.
(iii) Answers like, cyclotron, galvanometer, moving
coil galvanometer, vibration magnetometer and
magnetometer were given which were all
incorrect.
(iv) Many candidates gave incorrect units: A/m2,
Tesla.m2, etc.
(v) Several candidates gave incorrect answers.
(vi) Many candidates gave the shape of the wavefront
as circle, which was incorrect.
(vii) Many gave the expressions for ic(sin ic = 1/n) and
for ip(tan ip = n); but did not connect these,
whereas the question asked for the relation
between ic and ip.
(viii)The unit of f was not given by many candidates.
In some cases, the nature of the lens was given as
convex.
(ix) Most of the candidates did not have a clear idea
as to what modulation is, hence they gave
different types of modulations.
(x) Many candidates answered this part incorrectly.
(xi) A few candidates gave wrong formulae, such as,
p = h.c/
(xii) Some candidates gave the wrong names: Balmer,
Pfund, or Brackett series.
(xiii)Many candidates gave wrong names: (p+n), p or
1
1H .
(xiv)Many candidates gave incorrect answers in this
part.
(xv) Some candidates gave the answer as, trivalent
elements; some wrote, acceptor elements.

The

working principle and the

limitations should be stressed. The
what and why should be explained.
Point out that Cyclotron can
accelerate only charged particles (no
neutrons); electrons have relativistic
increase in mass violating the
resonance condition required.
Stress upon the correct use of Gauss
theorem, especially that the el flux
= q/o, where q is the charge
enclosed.
Explain clearly that Tangent law, B2
= B1 tan has two crossed fields, B1
and B2 perpendicular to each other.
So the devices based on tangent law
must have two crossed magnetic
fields. B1 is usually the horizontal
component of earths field, BEH; B2
is the artificial field produced by a
bar magnet or a current carrying coil.
Teach Phasor diagrams in detail,
showing R, XL and XC along the +X,
+Y and Y directions respectively.
Also, VR, VL and VC.; along with
their phase differences.
Energy from a point source spread
out in all direction in 3-dimensional
space. The wave front is a sphere,
not a circle. Illustrate with example
of water wave (circles) in 2-D and
sound propagation in 3-D space
(spheres).
Ask students to read the question
carefully; note carefully what is
asked and answer that specifically.
Tell students that when power is in
D, f is in m (not cm). Always include
the correct unit in the final answer.
Also, if power or focal length is ve,
it is a concave/diverging lens.

New topics like modulation should

be clearly explained with the help
of diagrams and examples.
Tell students that the names given
to the first 3 series should be
learned well with the help of
energy level diagram.
Teach the conservation law of Z
and A in nuclear reactions. Also,
let students learn the names of the
first 10 elements with their Z and
A values.
Explain clearly what happens in
pair production and mutual
annihilation.
Point out the n in donor,
pentavalent, and n-type. Also
explain the difference between
n-type and p-type semiconductors.

MARKING SCHEME
Question 1.
(A)

(i)

(d) or w = 81 o

(ii)

(a) or 4

(iii)

I dl r
(b) or dB o
4
r3

(iv)

(b) or Objective has greater focal length.

(v)

(c) or Neutrons
(b) Beta particles also may be accepted as a special case.

(B)

(i)

q net 35.4 106

4 106 Vm or C.m.F1
12
o 8.55 10

(ii)

vd
or 1/4
4

(iii)

Deflection magnetometer OR
Tangent magnetometer OR

any one

Tangent galvanometer.

NC-1 m2

(iv)

A.m2

(v)

Capacitor

(vi)

Spherical wavefront OR spherical OR sphere

(vii)

Tan ip =

1
OR its equivalent
sin i c

(viii) Concave lens, or diverging lens f = -20 cm

(ix)

Combining an a.f. signal with a r.f. carrier wave or equivalent statement.

Superposition/overlapping or 3 diagrams

(x)

Fraunhofer lines

(xi)

P=

(xii)

Lyman (series)

(xiii)

2
1

h
h
OR

OR

2
1

D OR

H 2 OR

D 2 OR 21 X OR 21Y

(xiv) Pair production or equivalent e e

OR h e e

Or labelled diagram
(xv)

Pentavalent element or donor impurity or name or element of 5th group

PART II (50 Marks)
Answer six questions in this part, choosing two questions
from each of the Sections A, B and C.
SECTION A
Answer any two questions.

Question 2
(a)

(i)

Write an expression (derivation not required) for intensity of electric field in:
(1) Axial position.
(2) Broad side position of an electric dipole, in terms of its length (2a) dipole
moment (p) and distance (r).

(ii)

What is the ratio of these two intensities i.e. E1 : E2, for a short electric dipole?

[3]

(b)

Three capacitors C1 = 6 F , C2 = 12 F and C3 = 20 F are connected to a 100 V batttery,

as shown in Figure 2 below:
6 F

12 F

C1

C2

20 F

[3]

C3

100 V
Figure 2
Calculate:
(i)

Charge on each plate of capacitor C1

(ii) Electrostatic potential energy stored in capacitor C3.

(c)

n cells, each of emf e and internal resistance r are joined in series to form a row.
m such rows are connected in parallel to form a battery of N = mn cells. This battery is
connected to an external resistance R.
(i)

[3]

What is the emf of this battery and how much is its internal resistance?

(ii) Show that current I flowing through the external resistance R is given by:
Ne
I=
mR nr
Comments of Examiners
(a) (i) Many candidates gave the abridged formula for E in
place of the complete formula required in the question.
(ii) For the ratio E1/E2 for a short electric dipole, the
abridged formula was to be used. Many did not note
that and used the un-abridged formula, resulting in
clumsy results. Some got E1:E2 = 1:2 which was
incorrect.
(b) (i) Many candidates followed very lengthy methods.
Some used the reciprocal relation for Cp; Some carried
10-6 for in all substitutions. Mistakes were also made
in simplifying the exponents.
(ii) Many candidates used wrong formulas. Some did
not use = 10-6 correctly.
(c) The emf of the battery was wrongly given as ne/m or
mne. Total internal resistance and total resistance were
also given incorrectly. Some candidates gave total
internal resistance r = r/n instead of n.r/m.
8

Suggestions for teachers

Instruct students to read the question
carefully, noting carefully what
exactly is asked and giving just that.
Explain clearly how the pd and
charge combine in series and parallel
combination of capacitors. The
differences in charge and pd should
be well understood.
Stress upon the importance of the
three formulas for U. Solve typical
problems.
The total emf for each row is n.e and
for m such rows (battery), the emf is
the same as for each row, ne. Explain
that the internal resistance adds up in
each row (nr) and divides for m rows
(nr/m).

MARKING SCHEME
Question 2.
(a)

E1 =

1
4 o

E2 =

1
4 o

2pr

a2

r2 a2

E1 : E2 = 2 : 1
(b)

(i)

C12=

C1C2
6 12

4F
C1 C2 6 12

Q1 = Q12 = C12V = 410-6100 = 410-4C

= 400 C
OR
Q=
=

C1C2
V
C1 C2
6 12
100
6 12

= 400 C
Correct substitution with or
Without (correct) formula
Correct result with proper unit
(ii)

1
U = CV 2
2

2
1
20 106 100
2

= 110-1 J
= 0.1
(c)

(i)

emf = ne
internal resistance, r =

(ii)

OR

I=

nr
m

E
ne
=mne/(mR+nr)=Ne/(mR+nr)
/
nr
Rr
R
m

Question 3
(a)

In the circuit shown in Figure 3, E1 = 17 V, E2 = 21 V, R1 = 2 , R2 = 3 and R 3 = 5.

Using Kirchoffs laws, find the currents flowing through the resistors R1, R2 and R3.
(Internal resistance of each of the batteries is neglegible.)
A

R1

E1

E2

R2

R3

I1

[4]

C
I2

I
F

E
Figure 3

(b)

You are provided with one low resistance RL and one high resistance RH and two
galvanometers. One galvanometer is to be converted to an ammeter and the other to a
voltmeter. Show how you will do this with the help of simple, labelled diagrams.

[2]

(c)

(i)

Plot a labelled graph to show variation of thermo-emf e versus

temperature difference between the two junctions of a thermocouple.
Mark N as neutral temperature and I as temperature of inversion.

[3]

(ii)

What is Peltier effect?

Comments of Examiners
(a) The sign convention was applied wrongly by many
candidates. In some cases, the solution of the two
simultaneous equations was attempted using very
lengthy and incorrect methods. Several candidates
changed the direction of arrows given in the question
paper. Some did not know Kirchhoffs laws or its
applications.
(b) Disregarding the given labels, RL and RH many
candidates used S and R for shunt and series
resistors. Others gave detailed derivations of the
expressions for S and R which were not asked for.
(c) The shape of the graph was wrong in several cases.
The points N and I were marked wrongly by a number
of candidates. Many candidates did not know Peltier
effect at all.

10

Suggestions for teachers

Use + IR = 0, (not = IR).
Also, take the loop direction against
current so that IR is +ve. Explain
well what is +ve for emf and for p.d
= V = I.R.
Teach students how to solve
simultaneous equations in easy steps.
Tell students not to change symbols
and the directions of the arrows
given in the diagrams in the question
paper.
Ask students to read the questions
very carefully and to follow the
directions strictly.
This simple graph should be taught
well, pointing out the correct
shape and the location of the points
N and I.

MARKING SCHEME
Question 3.
(a)

I = I1 + I2
- I 5 2 I1 + 17 = 0
OR
5I + 2 I1 = 17
OR
Equation 1:

7 I1 + 5 I2 = 17

- I 1 6 I2 1 I2 + 10 = 0
OR
5I + 3I2 = 21
OR
Equation 2:

5I1 + 8 I2 = 21

Solving the two simultaneous equations; show some working

I1 = 1 A
I2 = 2 A
I=3A

ECF applicable, if one of the equations is wrong.

ECF applicable, if both the equations are wrong.
(b)

(i)

To convert galvanometer to ammeter:

G

(ii)

RL
To convert galvanometer to voltmeter:
RH

11

(c)

(i)
e

e on Y axis; on x axis.

Correct labelling:
:

N for neutral temp.

I or temperature of immersion

Correct shape of the graph

(ii)

When a current is passed through a thermo-couple, one of its junctions gets heated
whereas the other gets cooled or equivalent.

Question 4
(a)

Figure 4 below shows two infinitely long and thin current carrying conductors X and Y
kept in vacuum, parallel to each other, at a distance a.
I1

X
a

a
I2

Figure 4
(i)

How much force per unit length acts on the conductor Y due to the current flowing

through X ? Write your answer in terms of o , I1, I2, and a.
4
(Derivation of formula is not required.)

(ii)

Define ampere, in terms of force between two current carrying conductors.

12

[2]

(b)

A metallic rod CD rests on a thick metallic wire PQRS with arms PQ and RS parallel to
each other, at a distance l = 40 cm, as shown in Figure 5. A uniform magnetic field
B = 01T acts perpendicular to the plane of this paper, pointing inwards (i.e. away from
the reader). The rod is now made to slide towards right, with a constant velocity of

[3]

v = 5.0 ms1.
Q

l = 40cm

(i)

D
Figure 5
How much emf is induced between the two ends of the rod CD ?

(ii)

What is the direction in which the induced current flows?

(i)

Figure 6 below shows a series RCL circuit connected to an ac source which

generates an alternating emf of frequency 50 Hz. The readings of the voltmeters V1
and V2 are 80 V and 60 V respectively.

(c)

R = 100
50 Hz

Find:

(ii)

Figure 6
Figure 6

(1)

the current in the circuit.

(2)

the capacitance C of the capacitor.

At resonance, what is the relation between impedance of a series LCR circuit and
its resistance R?

13

[4]

Comments of Examiners
(i) The expression for F/l was wrong for many
candidates. Several candidates derived the formula
unnecessarily.
(ii) A number of candidates were not able to define
Ampere correctly.
(b) (i) The emf = B.L.v was simple substitution but
many candidates did it incorrectly as L = 40 cm was
not changed to 0.40 m.
(ii) Direction of induced current was given wrongly
by many candidates.
(c) (i) A number of candidates did not recognize
I = V/R and made some wrong calculations.
Mistakes were also made in simplifying and solving
for C from Xc = 1.C = 1/2fC.
(a)

Suggestions for teachers

Ask students to read the questions
very carefully. Tell them to do just
what is asked, strictly following the
directions.
Ampere, the base unit of electricity
is defined from the expression, F/l =
( o/2) I1.I2/a. So, stress (i) I1 = I2 =
I = 1 A, if a = 1 m, F/l = 2x10-7
N/m, when the conductor is very
long and is placed in vacuum.
Emphasize the unit of each physical
quantity. In numerical problems, in
most cases, all data should be in SI
units.
Teach carefully, the use of Lenzs
law to obtain the direction of the
induced current; so as to oppose
the action which causes it.
Help students understand that in an
LCR circuit, current, I is the same in
all components. So, the simplest
formula for I is, I = V/R.

MARKING SCHEME
Question 4.
(a)

(i)

o I1 I 2
2I I
F = o 1 2 OR
2a
4 a

(ii)

Current flowing through each of the two (infinitely) long (thin) conductors is said to be
1A if they attract or repel each other with a force of 210-7 Nm-1, when they are kept
parallel to each other at a distance of 1 m in vacuum.
(must mention 210-7 and either Nm-1 or 1 m accepted)

(b)

(i)

e = Blv
= 01 04 50
e = 02 V
Correct substitution or correct formula
Correct result with unit

(ii)

From D to C or along DCQR

14

(c)

(i)

1.

I=

2.

VR
80
(
) 0 8A
R
100

Xc =

V
1
C = 75 or implied
2fC
I

1
60

2 50 C 0 8

or = 2. .f = 2x3.142x50 = 314.2 rad/s

C 42 5 F
43F

Accept C = 42 to 43 F
(ii)

Z=R

.
SECTION B
Answer any two questions

Question 5
(a)

(i)

In an electromagnetic wave, how are electric vector ( E ), magnetic vector ( B ) and

velocity of propagation of the wave ( c ) oriented?

[2]

(ii) How long would gamma radiation take to travel from sun to earth, a distance of
151011 m?
(b)

in

[4]

What is the difference between polarised light and unpolarised light based on the

direction of electric vector ( E ) ?

[2]

With the help of a labelled diagram, show that fringe separation

Youngs double slit experiment is given by:

D
d

where the terms have their usual meaning.

(c)

(i)

(ii) What will be the effect on the width of the central bright fringe in the diffraction
pattern of a single slit if:
(1)

Monochromatic light of smaller wavelength is used.

(2)

Slit is made narrower.

15

Comments of Examiners
(a) (i) Instead of saying that E, B, and c are mutually
Suggestions for teachers
perpendicular, many candidates mentioned about planes.
Explain to students that the speed
(ii) Some candidates did not know that v = c =
of all e.m. radiation is
3.0 x 108 m/s. Several candidates made mistakes in
c = 3.0 x 108 m/s in vacuum/air.
simplifying the exponential. At times, the unit was
Teach the the rules for
wrong.
simplifying exponents.
(b) Steps were left out by many candidates in this part.
Emphasise the importance of
(c) (i)Many candidates did not know the relation between
reading questions very carefully.
the electric field E and the state of polarization and hence
could not answer correctly.
(ii) Several candidates were not able to answer this part correctly.
MARKING SCHEME
Question 5.
(a)

(i)

They are mutually perpendicular to

each other

OR

correct diagram.

(ii)

t=

S
C

1.5 1011
3 108

= 0.5 103 OR 500 s

(b)

A
d

xm

O
N

B
In PMO, tan

PO x m

MO D

Path differene = BP AP = BN = AB sin = d sin

16

For a bright fringe to be formed at P, d sin = m

In BAN,Sin

BN m

AB
d

tan = sin

is small

xm m

D
d

Xm

mD
d

Fringe width x1

1.D
d

Fringe width x m x m 1

OR
mD
D
m 1
d
d

D
d

=
Second method:

P
R xm

d
N

B
D
BP2 = BS2 + SP2
= D2 + (xm +

d 2
)
2

AP2 = AR2 + RP2

= D2 + (xm +
BP2 AP2 = (xm +

d 2
)
2

d 2
d
) (xm + )2
2
2

(BP AP) (BP + AP) = 2 xm . d

(BP AP) . 2 D = 2 xm . d
m .D = xm d

17

 xm

mD
d

Fringe width x1

(c)

(i)

1D D

d
d

In unpolarised light, electric vector points in all directions or infinite number of

directions in a plane, perpendicular to the direction of propogation whereas in polarised
light, it points in only one direction which is perpendicular to the direction of
propagation of light OR correct diagram.

(ii)

(1) decreases
(2) increases

Question 6
(a) At what angle, a ray of light should be incident on the first face AB of a regular glass
prism ABC so that the emergent ray grazes the adjacent face AC ?
See Figure 7 below. (Refractive Index of glass = 16)
A
AIR
i

r1

r2

AIR

GLASS
C

B
Figure 7

18

[3]

(b)

A convex lens L and a plane mirror M are arranged as shown in Figure 8 below.
Position of object pin O is adjusted in such a way that the inverted image I formed by
the lens mirror combination, coincides with the object pin O. Explain how and when
this happens.
M
L

[2]

Figure 8
(c)

Starting with an expression for refraction at a single spherical surface, obtain an

expression for lens makers formula.

[3]

Comments of Examiners
(a) Many candidates got confused and used very
complicated formulas. Some candiates used the
formula for min. deviation.
(b) A number of candidates did not know that the image
formation was due to rays returning to O after
refraction through the lens and reflection from the
mirror. Hence they did not mention the position of the
object pin as the focus of the lens. Many wrong
answers were given.
(c) Several candidates derived the expression for
refraction at a single spherical surface. This was not
asked, this was to be assumed. It was clearly given in
the question. Candidates also made mistakes in the
sign convention used.

19

Suggestions for teachers

Teach well the concept of critical
angle of incidence, with r = 90;
grazing angle of incidence, sin c =
1/n; (sin i/sin r)= n; r1 + r2 =
A= 60oetc. Encourage step by step
calculation.
Different cases of the incident rays
retracing their path after reflection
from (i) a plane mirror and (ii) a
convex /concave mirror must be
taught with the help of ray diagrams
and explanation of the why in each
case should be done. Also, do image
formation with a combination of
lens and mirror.
Ask students to read the questions
very carefully and do just what is
asked following the directions given.
Discourage
the
learning
of
derivations by heart.
Students
should be made to understand the
logic behind each step.

MARKING SCHEME
Question 6.
(a)

1
1
r2 c sin1 sin 1

1 6

= 38.7o
r
1

=AC

= 60o 38.7 = 21.3o

sin i
OR sin i sin r1
sin r1

Sin i = 1.6 sin 21.3o

i 35.5o

(b)

This happens when the object pin is kept at the focus of the lens.
Rays of light emerging from the lens become parallel to each other and to the principal axis of
the lens. These rays fall on the plane mirror normally and hence get reflected back. The rays
now retrace their path and meet at the focus of the lens, i.e. the image coincides with the object
pin. OR ray diagram with f or F marked.

(c)

For the refraction at first (convex) spherical surface;

1 1

v' u
R1
For refraction at second spherical surface;

1 1

v v'
R2
Adding:

1
1 1
1
1

v u
R1 R 2
1
1
1
1

f
R1 R 2
Correct diagram

20

Question 7
(a)

Show that the axial chromatic aberration (fr fv) for a convex lens is equal to the
product of its mean focal length (f) and dispersive power ( ) of its material i.e. Prove:

[3]

fr fv = f.
(b)

Draw a labelled diagram of an image formed by a compound microscope, with the

image at least distance of distinct vision. Write any one expression for its magnifying
power.

[3]

(c)

What is meant by long-sightedness? How can this defect be corrected?

[2]

Comments of Examiners
(a) The starting expression for 1/f = (n-1)(1/R1 1/R2)
was given incorrectly by several candidates. The
definition of was wrong. Many candidates gave no
explanation for the steps.
(b) Many candidates made mistakes in the diagram of
compound microscope: F1, F2, arrows on rays were
not shown; formation of image I1 was not correctly
shown. Formation of I2 at D was not correctly shown.
In some Expression for m was not correct.
(c) Several candidates did not know the meaning of
long-sightedness. For correction, some wrote
concave lens, in place of convex lens.

MARKING SCHEME
Question 7.
(a)

1
1
1
r 1

fr
R1 R 2
1
1
1
v 1

fv
R1 R 2
1
1 1
1
v

fv fr
R1 R 2
21

Suggestions for teachers

Explain the starting equation and
the why of each step well. Ask
students not to learn derivations by
heart.
In teaching/learning, make sure that
compound microscope is not left
out or neglected. Draw neat labelled
diagrams on the black board;
explain the formation of images as
well as the magnifying power
m = moxme. At least one arrow is a
must for each ray.
Ask students to study carefully the
physics behind the defects of the
eye and its correction, using neat
ray diagrams. Differentiate between
long
sightedness
and
short
sightedness.

 r
fr fv
1 v
fr fv
-1

1
1

R1 R 2

1
R R
1
f
1 2

sin

v r
1

or implied

fr fv
1

2
f
f
[fr fv = f ]

(b)

Two incident rays from an object + objective, with at least one arrow.
Two emergent rays with at least one arrow + eyepiece, with inverted
image at D.
M = MeMo

OR

Dv
= 1 o OR
fe u o
D
= 1
fe
(c)

vo
1
fo

(It is that defect of vision)

A person cant see objects at and beyond D (25 cm) upto his near point.
It can be corrected by using a convex lens (of appropriate focal length).
SECTION C
Answer any two questions.

Question 8
(a)

(i)

What is meant by Quantization of charge?

(ii)

In Thomsons experiment, prove that the ratio of charge to the mass (e/m) of an
electron is given by:

[3]

1 E2
e
=
.
2V B2
m
where the terms have their usual meaning.
(b) In a photo-electric cell, a retarding potential of 05V is required to block the movement
of electrons from the cathode when monochromatic light of wavelength 400 nm is
incident on its surface. Find the work function of the material of the cathode.

22

[3]

(c)

Name a phenomenon or an experiment which proves:

(i)

Particle nature of electro magnetic radiations.

(ii)

Wave nature of particles.

(Description of the phenomenon / experiment is not required.)

Comments of Examiners
(a) (i) In place of Q = ne, some candidates wrote, Q is a
simple multiple of which is not correct.
(ii) Many candidates were confused between
v (velocity) and V (pd).
(b) Some candidates calculated o unnecessarily. Many
candidates used very lengthy methods in the solution;
mistakes were also made by candidates in calculating/
converting energy in joules, not taking common
factors, simplifying exponents in the values of h, c
and .
(c) (i) For an experiment or phenomenon which proves the
particle nature of em radiation, some candidates gave
Planks quantum theory or de Broglie equation which
was not correct.
(ii) For wave nature of particles, many candidates
wrote - reflection, refraction, etc which was incorrect.

Suggestions for teachers

Teach the mathematical statement,
Q = n.e where n is an integer and
e is the charge on an electron.
Stress upon the convenience of
using eV for energy unit in modern
physics problems. The work out is
much simpler and easier. Work
function is usually given in eV.
Also, point out that when
retarding/stopping potential V is
given, work function in eV is
simply = V (numerically).
Explain the importance/relevance
of
photoelectric
effect
and
Compton effect. These can be
explained only assuming quantum
nature of radiation (not its wave
nature).

MARKING SCHEME
Question 8.
(a)

(i)

The charge on any body is always an /integral multiple of elementary charge ( e)

OR
Q = ne where n is an integer.

(ii)

1
mv 2 eV OR
2

e
v2

m 2V
Bev = eE

OR

v=

E
B

23

[2]

(b)

hc

eVs =
OR

hc
eVs

For hc/ or eVs calculation

6.63 1034 3 108

0.8 1019
9
400 10
= 4.172510-19 J
OR

2.61 eV Or may do in eV complete solution.

(c)

(i)

Photo electric effect OR

Compton effect OR
Raman effect.

(ii)

Electron diffraction OR
Davisson & Germers experiment OR
GP Thomsons experiment.

Question 9
(a)

(b)

(c)

(i)

State the postulate of Bohrs theory regarding:

(1)

Angular momentum of an electron.

(2)

Emission of a photon.

(ii)

Total energy of an electron orbiting around the nucleus of an atom is always

negative. What is the significance of this?

(i)

Draw a labelled graph showing variation of relative intensity of X-rays versus

their wavelength . Mark min on the graph.

(ii)

State how the value of min can be varied.

Half life of a certain radioactive substance is 6 hours. If you had 32 kg of this

substance in the beginning, how much of it will disintegrate in one day?

24

[3]

[3]

[2]

Comments of Examiners
(a) (i) Some candidates unnecessarily explained the
postulates, while only the statement was asked.
Emission of electrons was not explained properly by
many candidates. Some candidates gave the condition
for emission of photoelectrons.
(ii) The significance of ve energy was not known to
many candidates. The word significance was also
not understood by some.
(b) (i) The shape of the graph and position of min were
not correct in many cases. At times, the right arm of
the graph was shown as coming down steeply.
Labelling of axes not correct for some candidates.
(ii) Many candidates mentioned just potential or pd
without specifying Anode potential or Tube potential.
(c) Some candidates made very lengthy calculations.
Mistakes were also made in simplification.

Suggestions for teachers

Teach the statement of postulates in
words and in equation form.
L = n.h/2 and E or (Ef Ei) = hf
= hc/.
Tell students that the kinetic energy
is always +ve; but potential energy
of electron-proton system (H atom)
is always ve because of the
attractive force. Total energy E = U
+K is always ve for a bound
system like H atom. This should be
explained clearly with numerical
values also.
Explain the difference between
anode potential and filament
potential.
Teach the concept of half-life with
numerical examples. Explain the
difference between the amount
which decays and the amount left
after decay.

MARKING SCHEME
Question 9.
(a)

(i)

1) Angular momentum of an electron is quantized OR

(Electron revolves around the nucleus in that orbit where) its angular momentum is an

h
or t OR
2

integral multiple of
l = nt or

nh
2

2) An atom emits energy/photon when its electron jumps from higher excited state to a
lower excited state or ground state. Or equivalent formula.
(ii)

It means electron is bound to be nucleus

OR

electron cant leave the atom unless it is provided with sufficient / enough energy.
atom is in abound/stable state. OR
energy is required to remove an electron from an atom.

25

OR

(b)

I
Relative
intensity

min

Wavelength
()

(i)

Axes correctly labelled

(ii)

Correct shape of the graph (with or without peaks/spikes)

With min marked

min depends on tube potential i.e. potential difference between

The cathode and the anode.
(c)

(1 day = 24 hours = 4T)

3.2 kg T
3T 0.4kg
1.6kg 2T
0.8kg
0.4 kg 0.2kg OR using N = N0.(1/2)n where n = t/T
Amount disintegrated =

3.0 kg

Question 10
(a)

(i)

What is the significance of binding energy per nucleon of a nucleus?

(ii)

In a certain star, three alpha particles undergo fusion in a single reaction to form
12
6 C nucleus. Calculate the energy released in this reaction in MeV.

[3]

Given : m( 42 He ) = 4.002604 u and m( 126 C ) = 12.000000 u.

(b)

Show by drawing labelled diagrams, the nature of output voltages in case of:
(i)

A half wave rectifier.

(ii)

A full wave rectifier.

(iii)

An Amplifier.
(In each case, input is an ac voltage)

Circuit diagrams of these devices are not required.

26

[3]

(c)

Identify the logic gate whose truth table is given below and draw its symbol:
A

Comments of Examiners
(a) (i) Many candidates gave the definition of
BE/nucleon, which was not asked. The
significance of BE per nucleon was asked.
(ii) Calculation of mass defect, m was wrong in
several cases, as candidates did not use 3 in 3m(He)
or did not subtract correctly. Some candidates
wrongly used E = m.c2 with m in u. Some did
E = E1- E2 which was very lengthy.
(b) Many candidates gave full circuit diagrams which
were not asked. Input signal was not asked but
many candidates gave that also. Some candidates
did not label the axes.
(c) A number of candidates identified it as AND +
NOT gate. Some wrote AND gate. Many copied
the Truth Table which was not required. The
symbol of NAND gate was wrong in a few cases.

Suggestions for teachers

Explain with example that high
values of BE/A signifies high
stability.
Teach students to first calculate m
in u only very carefully. To convert
the mass defect in u to energy in
MeV, use the conversion factor,
1=931 MeV/u. Also, explain that
E=m.c2 is valid only with mass m in
kg. Here, c = 3.0x108 m/s.
Stress upon labelling the axes for
graphs. Explain the function and
working of each device.
Ask students to do just what is asked
following the directions strictly and
not to copy diagrams and tables from
the question paper to the answer
sheet.

MARKING SCHEME
Question 10.
(a)

(i)

It gives us an idea of the relative stability of the nucleus.

(ii)

m 3m

H m C
4
2

12
6

OR
(3 4002604 12.0000)u
= 0.007812 u
Energy releasd, E = 0.007812931)
= 7.27 (MeV)
27

[2]

(b)

(i)

Half wave rectifier.

f
t
w
w
a
a
v
v
(ii)
Full wave rectifier: Output
ve
e
fr
t
r
we
w
e
c
a
a
c
(iii)
Amplifier:
vvt
v
t
fei
e
i
w
rf
r
f
aei
e
i
vce
c
t e
et r
wrt
ri .
a.i
ef
(c) NAND GATE
vf
ci
ei
te
re
ir
er
f.
c.
i
t
e
GENERAL COMMENTS:
i
r
(a) Topics found difficult by candidates in the Question
Paper:
f
.
i
Output

Correct application of Gauss law

e
Distribution of charge in a network of capacitors.

Vector form of Biot-Savart Law

RLC Circuit, voltage across each; Xc = 1/C calculation

Kirchhoffs Law equations

Solving simultaneous equations

Direction of induced current; Lenzs law.

Derivations: Mixed grouping of cells, Magnetic force between parallel currents, Interference
fringe-width formula, and Chromatic aberration formula.

Relation between angles in the refraction through a prism, including critical angle.

Compound microscope, ray diagram, magnifying power.

Particle accelerators.

Significance of BE/A and negative total energy.

r
.

28

Conversion of energy into matter; examples.

Modulation

(b) Concepts between which candidates got confused:

Permittivity and relative permittivity.

Seebeck effect and Peltier effect.

Electric and magnetic dipole moments.

Relative size and focal length of objective and eyepiece in a telescope.

Long sightedness and short sightedness.

Polarised light and un-polarised light in terms of electric field vector.

Emission of photons from (i) H atom (Bohrs theory) and (ii) metals (photo-electric effect).

Wave nature and particle nature.

Mass defect, binding energy, energy released, and conversion factor (1 u = 931.5MeV).

The n-type and p-type semiconductors.

Amount of radioactive substance decayed/left.

(c) Suggestions for students:

While reading your text, mark important definitions, formulas, vector equations and make a
list.

Prepare notes combining your own reading and class room lecture material. Review the
classroom lessons on the same day.

Learn derivations step by step, understanding the logic of each step; start from defining
equations or the given equations. Include diagrams if relevant.

Work out as many problems as possible related to each topic.

Practise drawing figures, graphs and circuit diagrams with labels.

Keep your eyes/mind open for easier, shorter, and faster solutions/derivations.

Read each question very carefully, underline the data given (if any), and plan out the steps,
solution and results exactly as required in the question.

Do not leave out units of final results, and arrows in ray diagrams.

Try to understand what exactly is asked; do just that and that only.

Keep your answers neat, legible and well-spaced.

Keep the length of your answers proportional to the marks allotted.

Do not copy diagrams, tables etc. from the question paper.

Practice drawing figures, graphs and circuit diagrams with labels.

Work systematically, with a definite plan of study and revision.

29