ISC 2024

ANALYSIS OF PUPIL
PERFORMANCE
PHYSICS

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations
New Delhi
November 2024
____________________________________________________________________________________________

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stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate
Examinations.
Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
 FOREWORD
The National Education Policy 2020 emphasises building 21st-century skills and competencies
through systemic reforms in pedagogy and assessments. It is an endeavour of Council for Indian
School Certificate Examinations (CISCE) to ensure that assessments are utilised as tools for
promoting learning and development in students rather than a mere end to the instruction year.

With the objective to provide feedback on the common errors made by the students in the board
examinations of both ISC and ICSE and to provide information on the question-wise performance of
students, CISCE releases the Analysis of Pupils’ Performance document every year. It is one of the
unique and best practice of the CISCE board, which supports the candidates in their preparation for
the upcoming board examinations.
We would like to extend our appreciation to the Research Development and Consultancy Division
(RDCD) of the CISCE for their efforts in creating this detailed document for the benefit of our
students. We also express our gratitude to the examiners who have provided meticulous feedback on
the candidates’ performance during the examinations and also suggested pedagogical interventions
for the teachers to mitigate the common errors made by the candidates.
We are sanguine that students, teachers, and parents would make the best use of this document by
going through the various sections in detail and implementing the learnings from the same for
successful performance in the upcoming examinations.

November 2024 Dr. Joseph Emmanuel

Chief Executive & Secretary
CISCE

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 PREFACE
As you are aware, the Analysis of Pupil Performance document has been developed by the Council
for Indian School Certificate Examinations (CISCE) with the objective to provide feedback to
teachers on the performance of students in the ICSE and ISC examinations. These subject-wise
documents highlight the misconceptions that students might have related to certain topics that are
reflected as common errors made by them while answering questions in the examinations. The
document also contains certain suggestive teaching strategies to reduce the occurrence of similar
errors in forthcoming examinations by students. The criteria used for marking each question has also
been provided in brief so that the teachers and students can comprehend the scope of the question
and the correct approach to answer it. Topics in the question paper that were found to be difficult or
unclear by the majority of the candidates have also been highlighted so that teachers can lay more
stress on bringing clarity to them, along with recommendations for candidates to attempt the
examination of a particular subject keeping in mind subject-specific nitty-gritty and techniques of
answering.
The Analysis of Pupil Performance document for ICSE for the Examination Year 2024 covers the
following 16 subjects - English Language, Literature in English, Hindi, History and Civics,
Geography, Mathematics, Physics, Chemistry, Biology, Commercial Studies, Economics, Computer
Applications, Economic Applications, Commercial Applications, Environmental Science and Home
Science.
The 20 subjects covered in the ISC Analysis of Pupil Performance document for the Year 2024 are -
Accounts, English Language, Literature in English, Hindi, Economics, Commerce, Business Studies,
Mathematics, Physics, Chemistry, Biology, Elective English, History, Political Science, Geography,
Psychology, Sociology, Computer Science, Environmental Science and Home Science
I extend my appreciation and gratitude to all the ICSE and ISC examiners who have shared their
valuable comments on each question. I also acknowledge the efforts of the RDCD team of Dr. Manika
Sharma, Ms. Parul Kohli, Ms. Lyimee Saikia and Ms. Mansi Guleria, for their focused hard work
and diligence towards the preparation of this document.
We are hopeful that this document will be helpful to teachers to bring in timely interventions for the
topics required, in order to support the students in their preparation and readiness towards the
upcoming ICSE and ISC examinations. We also hope the students learn from the detailed notes on
the common errors made while answering, so as to be well-prepared with the correct answering
strategies for the upcoming ICSE and ISC examinations.

November 2024 Dr. Bhawna Taragi

Deputy Head
RDCD, CISCE

ii
 PHYSICS (PAPER-1)
SECTION A – 14 MARKS
Question 1
(A) In questions (i) to (vii) given below, choose the correct alternative (a), (b), (c) or (d)
for each of the questions.
(i) If potential difference between the two ends of a metallic wire is doubled, drift [1]
speed of free electrons in the wire:
(a) remains same.
(b) becomes double.
(c) becomes four times.
(d) becomes half.
(ii) A metre bridge is balanced with a known resistance (R) in the left hand gap [1]
and an unknown resistance (S) in the right hand gap. Balance point is found to
be at a distance of l cm from the left hand side. When the battery and the
galvanometer are interchanged, balance point will
(a) shift towards left.
(b) shift towards right.
(c) remain same.
(d) shift towards left or right depending on the values of R and S.
(iii) Lorentz force in vector form is: [1]
(a) F = B q v sin θ
(b) 𝐹𝐹⃗ = q (𝑣𝑣⃗ × 𝐵𝐵
�⃗)

(c) 𝐹𝐹⃗ = q (𝐵𝐵

�⃗ × 𝑣𝑣⃗)

(d) 𝐹𝐹⃗ = 𝑣𝑣⃗ (𝑞𝑞 × 𝐵𝐵

�⃗)

(iv) Assertion: When an electric current is passed through a moving coil [1]
galvanometer, its coil gets deflected.
Reason: A circular coil produces a uniform magnetic field around itself when
an electric current is passed through it.
(a) Both Assertion and Reason are true and Reason is the correct
explanation for Assertion.
(b) Both Assertion and Reason are true but Reason is not the correct
explanation for Assertion.
(c) Assertion is true and Reason is false.
(d) Assertion is false and Reason is true.
(v) When a ray of white light is incident obliquely on the first surface of a prism, [1]
then

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2024 ISC-Physics
(a) red colour is deviated most.
(b) green colour is deviated most.
(c) yellow colour is deviated most.
(d) violet colour is deviated most.
(vi) The de-Broglie wavelength (𝜆𝜆) associated with a moving electron having [1]
kinetic energy (E) is given by:
(a) 2ℎ
√2𝑚𝑚𝑚𝑚
(b) 2√2𝑚𝑚𝑚𝑚
ℎ
(c) ℎ
√2𝑚𝑚𝑚𝑚
(d) √2𝑚𝑚ℎ𝐸𝐸

(vii) The majority charge carriers in a P-type semiconductor are [1]

(a) electrons.
(b) holes.
(c) protons.
(d) ions.
(B) Answer the following questions briefly.

(i) In an electric dipole, what is the locus of a point having zero potential? [1]

(ii) Three identical cells each of emf ‘e’ are connected in parallel to form a battery. [1]
What is the emf of the battery?

(iii) Three bulbs B 1 (230V, 40W), B 2 (230V, 60W) and B 3 (230V, 100W) are [1]
connected in series to a 230V supply. Which bulb glows the brightest?

(iv) Explain the meaning of the following statement: [1]

Curie temperature for soft iron is 770oC.

(v) What type of wavefronts are associated with a point source of light? [1]

(vi) What is ‘Pair production’? [1]

(vii) In semiconductor physics, what is the function of a rectifier? [1]

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Comments of Examiners
(A) (i) Most of the candidates attempted this Suggestions for teachers
question incorrectly. They marked option − Explain the concept of drift velocity
(a) or option (c) as the answer instead of and its application in a broader
option (b). However, some candidates perspective.
− Provide clarity on the concept of a
chose the correct option.
meter bridge (Wheatstone Bridge).
(ii) A large number of the candidates answered − Regularly update and adopt a better
options (a) or (b) instead of option (c). The approach to applications.
idea of the balancing length remains the − A hands-on experience of the circuit
same was probably unclear or the may make the concept very easy to
grasp for students.
candidates assumed it had to change left or − Demonstrate the result in the lab or
right since the galvanometer and battery diagrammatically compare the
were interchanged. balancing condition.
(iii) Most of the candidates answered this − Clarify the dot and cross-products in
vectors.
question correctly. Some candidates chose
− Explain the difference in magnitude
the incorrect option (c) instead of option and vector form.
(b) due to a lack of understanding of vector − Provide a broader perspective on
form. visible spectrum and optical medium
behaviour and clarify the idea of the
(iv) Most of the candidates selected option (a)
dispersion of light through prism.
instead of option (c) due to lack of practice − Link the concept of bending to
for assertion and reason-based questions as different wavelengths travelling at
they failed to interpret the reason different speeds.
statement. − Teach different forms of de-Broglie
wavelength in terms of momentum,
(v) Most of the candidates answered it Kinetic energy, and accelerating
correctly. However, some of the candidates potential.
were found to lack an understanding of the − Explain semiconductors in more detail
visible spectrum and optical medium and elaborate the concept of positive
charge as deficiency of electron.
behaviour. However, very few candidates
− Use the term hole from the beginning
chose (a) as the option. of the first chapter electric charges, so
(vi) Since options (a) and (c) were good that students understand proton cannot
distractors, the candidates made mistakes be exchanged.
− Elucidate on the details of doping and
due to a lack of understanding. The
the formation of majority and minority
majority of the candidates selected the charge carriers.
correct option. − Point out the difference between a
(vii) This question was correctly point and a locus and explain
answered by most of the candidates. perpendicular bisector with examples.
− Teach equatorial line and
However, some candidates chose protons
perpendicular bisector are the locus of
as they were confused between positive points with zero potential.
charge, holes, and protons. − Avoid broadside position term in
(B) (i) The candidates were not able to answer it discussion of zero potential in case of
correctly as they were not able to an electric dipole.
understand the difference between a point − Emphasise on the correct symbol to be
and a locus. Most candidates did not used as 'e'.
interpret the term ‘locus.’ Some candidates
mentioned equipotential surfaces as a
response.
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2024 ISC-Physics
(ii) The candidates applied the concept of
series, parallel resistances and not the
cells, hence most of the candidates Suggestions for teachers
answered it as ‘3e’ instead of ‘e.’ Many − Demonstrate with examples and
candidates did not follow the rubric of detailed explanation about series and
parallel combinations in cells that are
the question paper, they used symbols not in regular use.
like E, €. Some candidates were − Highlight the concept of PD constant in
confused between series and parallel parallel and algebraic addition only in
combinations of cells and provided case of cells in series using illustration
in class with pencil cells and a digital
responses as ‘3e.’ multimeter.
(iii)Several candidates applied the concept − Use demonstrations and examples to
of parallel circuits instead of series, explain series combinations are not
hence went wrong in giving a correct usual combinations.
answer as they answered as B 3 and not − Clearly differentiate the concept of
bulbs in series and parallel.
B 1 . Some candidates showed substantial − Teach the properties of dia, para and
working steps to arrive at the correct ferro in terms of susceptibility and
answer. permeability.
(iv) A number of candidates instead of − Clearly highlight the dependence on
temperature for dia, para and ferro.
mentioning the change in the magnetic
− A graphical treatment susceptibility
behaviour of soft iron explained the versus temperature will give a broader
change in crystal lattice from face understanding on temperature
centred cubic (fcc) to body centred cubic dependence and magnetic materials.
− Clearly explain the shape of the
(bcc). However, some candidates
wavefronts to avoid response of
responded that it would melt. Some circular/plane.
candidates were confused and − Ensure students practice different cases
mentioned paramagnetic becomes of reflection and refraction of
diamagnetic. A few numbers of wavefronts through lenses, mirrors, and
prism.
candidates were confused between − Teach using an example of energy
Curie's temperature and Curie's law. being converted into matter.
(v) A large number of candidates answered − Clearly state the difference between
it correctly. However, a few candidates AC and DC.
− Elaborate on the full wave rectifier
wrote ‘circular’ as a response and a few
article with proper waveforms to
drew a circle marking the center. explain how AC is received in
(vi) Several candidates misinterpreted the households and the need to convert AC
question, they wrote example of energy to DC for certain devices.
− Provide examples of mobile chargers
converted to matter. Some candidates
and LED lamps.
did not write the keywords
‘photon/energy/neutral boson’ creating
a pair of electron and positron.
(vii) Majority of the candidates answered this question correctly. Some candidates were confused
between the utility of the transformer and the rectifier. A few candidates drew waveforms as
answers.

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MARKING SCHEME
Question 1
(A) (i) (b) or becomes double.

(ii) (c) or remain same.

(iii) (b) or 𝐹𝐹⃗ = q (𝑣𝑣⃗ × 𝐵𝐵

�⃗)

(iv) (c) or Assertion is true but Reason is false.

(v) (d) or violet colour is deviated most.

(vi) (c) or h/√2𝑚𝑚𝑚𝑚

(vii) (b) or holes.

(B) (i) Perpendicular bisector OR Right bisector OR Equatorial line / Plane / axis.

Minimum diagram
(Broadside position is not acceptable)

(ii) EMF of the battery = e OR ε OR E

(iii) (Bulb) B 1 OR the bulb with the lowest power.

(iv) It means at a temperature of 770℃ (and more), soft iron becomes paramagnetic.
OR
When soft iron is heated to this temperature, it loses its (ferro) magnetic properties.

(v) Spherical
(Diagram may be accepted only if the word Sphere / spherical is there, as circular is
not accepted.)

(vi) Creation of (a gamma photon to) an electron-positron pair from gamma rays.
OR
Creation of a particle-antiparticle pair from neutral boson.
OR
When gamma rays having energy of more than or equal to 1·02MeV falls on a heavy
substance, it is found that a pair of electron and positron is formed. (This phenomenon
is called Pair production).

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2024 ISC-Physics

OR
Production of an electron-positron pair from a gamma ray / neutral Boson. (or
radiation)
OR
Conversion of a gamma ray photon into an electron–positron pair.
OR
0 0
hν OR γ → −1 e + 1 e OR ℎ𝜈𝜈 𝑜𝑜𝑜𝑜 𝛾𝛾 ⟶ 𝛽𝛽 − + 𝛽𝛽 +
OR

(vii) It converts AC to DC (voltage or current).

OR
It converts alternating current to a direct / unidirectional current or voltage.

SECTION B – 14 MARKS

Question 2 [2]

(i) A hollow sphere of radius R has a point charge q at its centre. Electric flux
emanating from the sphere is X. How will the electric flux change, if at all, when

(a) radius of the sphere is doubled?

(b) charge q is replaced by an electric dipole?

OR

(ii) In case of an infinite line charge, how does intensity of electric field at a point
change, if at all, when

(a) charge on it is doubled?

(b) distance of the point is halved?

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2024 ISC-Physics

Comments of Examiners
(i) (a) Almost all candidates answered this Suggestions for teachers
question incorrectly: ‘Flux does not depend
− Elaborate explicitly on Gauss’s
on radius.’ This concept was not clear to Theorem and its applications.
many candidates. Some candidates − Explain the concept of electric flux
misinterpreted the question as referring to and Gauss theorem with a single
an electric field instead of electric flux, charge, an electric dipole and various
leading to an incorrect or opposite response. charge distributions.
(b) The concept of the Gauss’s theorem was not − Elucidate clearly that the product of
well understood by some candidates. The electric field and area is constant, and
∑𝑄𝑄 hence a larger Gaussian surface will
formula ∅ = 𝜖𝜖 was not conceptualised have a weak field, and vice versa.
0
properly. Most candidates interpreted this − Clarify the idea that charge is a scalar
question correctly, stating that the net quantity, and thus the additive nature
charge is zero, and, therefore, the flux is of charge results in a net charge of zero
zero. A few candidates mistakenly for an electric dipole.
mentioned that the flux is constant. − Clarify that the infinite line charge is
an application of Gauss’s theorem.
OR − Teach the derivation of the expression
(ii) (a) Most of the candidates answered this part for the electric field, considering a
cylindrical wavefront.
correctly. However, some candidates did − Explain the concepts of different
not interpret the term ‘infinite line charge’ charge densities and emphasise
correctly and, as a result, did not apply the graphical treatment.
concept of linear charge density. − Instruct students to quote the working
formula before attempting the
(b) Some candidates answered this question
question. This will minimise
correctly, while others provided only part of misinterpretation and help students
the answer. The formula was not substituted write answers in the correct format.
correctly. Some candidates did not connect − Emphasise that when a question asks
whether something “is doubled or
the stem of the question with this subpart
halved,” the response should be
and likely assumed a point charge, stating “constant,” “doubles,” or “halves” and
that the result is inversely proportional to r2 avoid using terms like “increasing” or
and, hence, four times the value. “decreasing.”

MARKING SCHEME
Question 2
(i) (a) Electric flux remains the same / No Change / Remains ‘X’ as before because
electric flux doesn’t depend on the size of the sphere.
(b) Electric flux becomes zero because the net charge enclosed by the sphere now
becomes zero and hence flux becomes zero.
OR
(ii) (a) The intensity of the electric field will become double as E is directly proportional
to linear charge density which depends on its charge.
(b) The intensity of the electric field will become double as it is inversely proportional
to the distance.

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Question 3 [2]

(i) What is meant by the statement: “Relative permittivity of water is 81”?

(ii) Can a body be given a charge of 2·2 × 10-19 C? Give a reason for your answer.

Comments of Examiners
(i) Most of the candidates answered this question Suggestions for teachers
correctly, but some candidates related it to the − Provide rigorous practice on basic
refractive index, while others referred to concepts related to Class IX.
permeability. Therefore, a clear distinction − Establish a clear distinction between
should be made between permittivity and permittivity and permeability.
permeability. Additionally, some candidates − Teach the concept of relative
presented the answer in symbolic ratio format permittivity (or dielectric constant) of
and used nonstandard notations. media in the context of electric force,
(ii) Some candidates answered correctly, while and reiterate it in the form of a ratio of
fields or capacitance.
others were unaware of the quantization of
− Provide more questions of this type to
charge. A few candidates were uncertain about help candidates understand the
the concept of the basic charge and responded, expectations of using correct notations
“yes possible.” Very few candidates failed to and making correct statements with key
provide a reason for their answer. terms.
− Explain the concept of quantization of
charge, the basic value (or fundamental
unit) of charge, the additive nature of
charge, and the integral multiples of the
basic value of charge.
− Solve similar problems to build clarity
about the value of charge that can be
given or withdrawn from a body.

MARKING SCHEME
Question 3
(i) It means the permittivity of water is 81 times that of a vacuum or
∈𝑤𝑤𝑤𝑤𝑤𝑤𝑤𝑤𝑤𝑤
∈𝑟𝑟 = ∈ = 81
𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 𝑜𝑜𝑜𝑜 𝑎𝑎𝑎𝑎𝑎𝑎
OR
The force / Electric field intensity / Electric potential between any two charged particles
becomes 1�81 times when they are immersed in water. (This is because the binding force
of attraction between oppositely charged ions of the substance in water becomes 1/81 of
the force between these ions in air.)
OR
The Capacitance between the plates becomes 81 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡.
(Statement or formula accepted.)

(ii) No. According to the principle of Quantisation of charges 𝑄𝑄 = ± 𝑛𝑛𝑛𝑛, and the given charge
is not an exact multiple of the elementary charge (e).
OR
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2024 ISC-Physics

Q is not quantised.
OR
Solved numerically to that the result is not an integer.

Question 4 [2]

(i) What type of transformer is used in a mobile phone charger?

(ii) Why is the core of a transformer made of soft iron and not of steel?

Comments of Examiners
(i) Almost all the candidates answered correctly, Suggestions for teachers
except those who could not understand the
− Establish the correlation between
question. A few candidates mentioned concepts of physics and their
‘rectifier’ as a response, while a few others applications in devices used on a daily
wrote ‘step transformer.’ basis.
(ii) A number of candidates answered this part − Clearly explain the working of a
incorrectly. The majority of the candidates transformer, its types, principles, and
were confused by this question and wrote uses.
− Give more examples from daily life.
conflicting answers, such as ‘greater
− Distinguish between step-up and step-
coercivity’ and ‘greater susceptibility.’ Many down transformers using relevant
candidates only mentioned heat loss. examples.
− Discuss in detail terms like magnetic
field induction, magnetic field
intensity, susceptibility, permeability,
hysteresis, coercivity, and retentivity.
− Explain the hysteresis graph and the
properties required for making
electromagnets, permanent magnets,
and the core of transformers.

MARKING SCHEME
Question 4
(i) Step down (transformer).

(ii) Sort iron has greater permeability / Susceptibility.

OR
Soft iron has less coercivity and greater /more retentivity, as a result the flux linkage
increases.
OR
To minimise the loss of power / Energy due to hysteresis.
OR
To minimise the Hysteresis loss.
OR
The area of the hysteresis loop is less for soft iron.
OR
The intensity of magnetisation increases.

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Question 5 [2]
(i) Name the electromagnetic radiation whose frequency is 1011 Hz.
(ii) What is the speed of radio waves in vacuum?

Comments of Examiners
(i) A large number of candidates answered this Suggestions for teachers
part correctly, but some candidates confused it
− Provide rigorous practice and
with radio-waves, ultraviolet and infrared.
explanation of the electromagnetic
(ii) Majority of the candidates answered this spectrum and its applications.
question correctly. However, some of the − Discuss the electromagnetic spectrum,
candidates did not mention the unit, and a few including its frequency and wavelength
candidates mentioned the velocity of sound ranges.
waves in air instead of light. − Highlight sources, uses and properties
of each part of the spectrum.
− Elucidate and provide practice on the
electromagnetic spectrum and its
applications, irrespective of the
wavelength or frequency, since they all
travel at the same speed in a vacuum.

MARKING SCHEME
Question 5
(i) Microwaves

(ii) 3 × 108 m/s or equivalent OR speed of light.

Question 6 [2]
Draw a labelled graph showing the variation in intensity of diffracted light with diffracting angle
in a single slit Fraunhofer diffraction experiment.

Comments of Examiners
Many candidates answered this question Suggestions for teachers
correctly, except for those who did not study at − Practice graphs-based questions along
all. The common errors identified were that with explanation related to the
candidates marked the X- axis incorrectly. importance of the shape and labelling the
Some candidates did not show a clear variation axis of a graph.
in intensity as they moved away from the centre. − Emphasise 60 percent variation is
Very few candidates drew a diffraction intensity expected in the secondary maxima.
variation diagram. − Encourage students to label the axis in
symbolic or in full words and mark at
least two maxima and two minima.

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2024 ISC-Physics

MARKING SCHEME
Question 6

The correct shape of the graph with two maxima on each side
Correct labelling with one axis correctly marked.

Question 7 [2]
(i) Figure 1 below is the Energy level diagram for Hydrogen atom. Study the transitions
shown and answer the following questions.
(a) State the type of spectrum obtained.
(b) Name the series of spectrum obtained.

−0·85 eV n=4
−1·51 eV n=3
−3·4 eV n=2

−13·6 eV n=1

Figure 1
OR
(ii) In a nuclear reactor, state the use of the following:
(a) Graphite rods
(b) Cadmium rods

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 2024 ISC-Physics

Comments of Examiners
(i) (a) This question was answered incorrectly by Suggestions for teachers
most of the candidates. Candidates were not
aware of the absorption and emission − Emphasise the hydrogen atom
spectrum. Many candidates mentioned the spectrum as both emission and
absorption spectra.
hydrogen spectrum as a response, while a
− Provide rigorous practice and discuss
few mentioned the line spectrum. the various series in the hydrogen
(b) Those who opted for this question answered spectrum, using the energy level
this part correctly. Very few candidates diagram and Rydberg formula.
mentioned the Lyman series as a response. − Highlight Lyman series n1 = 1 in the
OR UV region, Balmer series n1=2 in the
(ii) (a) Most of the candidates confused ‘Graphite visible region, and the others in the
rods’ with the control rod. Some candidates Infrared region.
confused it with cadmium and incorrectly − Encourage students to solve numerical
implied that it controls the rate of reaction. on the shortest, longest, and other
A large number of candidates provided a wavelengths of hydrogen spectra.
‘moderator’ as a response. Some candidates − Emphasise the role and need for a
stated that it slows down the neutrons. moderator in a nuclear fission reactor.
State that heavy water is the best
(b) Most candidates answered it correctly, but
moderator, along with other examples
the use was not explained properly. No such as cadmium and D2O.
− Give regular practice on these types of
questions from time to time.
− Emphasise the role and need for
control rods in a nuclear fission
reactor.
− Provide another example, such as
Boron rods.

MARKING SCHEME
Question 7
(i) (a) Emission (spectrum) or line (spectrum) OR Emission line (spectrum).

(b) Balmer (series).

OR

(ii) (a) They act as a moderator, OR they slow down the fast-moving neutrons.

(b) It absorbs the neutrons OR it controls the rate of the nuclear fission reaction or it
acts as control rods.

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Question 8 [2]
With reference to a semiconductor diode, define the following terms:

(i) depletion region

(ii) potential barrier

Comments of Examiners
(i) Most of the candidates provided incorrect Suggestions for teachers
answers. Some candidates defined the concept,
while others explained it through diagrams, but − Discuss the formation of a p-n junction
they did not state that it contains immobile diode and elaborate on the diffusion of
ions/charge carriers (which should be a part of charges across the junction due to the
potential difference, leading to the
the definition). Most candidates missed key
creation of immobile ions and their
terms like "immobile charges" or "no mobile tendency to accumulate at the junction.
charges." Many candidates failed to clearly state − Emphasise the concept of the external
that it is the gap between the p-n junction diode. potential difference (PD) needed to
(ii) Candidates understood the question but could break the depletion layer.
not express it properly. Most candidates − Highlight the obstruction created by the
attempted this question incompletely. Some depletion layer.
mentioned 'the barrier created in the p-n junction − Teach that the width of the depletion
diode,’ while others wrote 'obstructs the flow of layer is proportional to the height of the
charge.’ However, very few candidates provided potential barrier.
the complete answer.

MARKING SCHEME
Question 8
(i) Depletion region: It is a charge-free region between ‘p’ and ‘n’ regions of a semiconductor
diode.
OR
It is a (narrow) space between p and n regions that doesn’t contain mobile charge carriers.
OR
It is a (narrow) region between p region & n region of a semiconductor diode which is
devoid / absent of charge carriers or free electrons & holes and has immobile ions only.
OR
A (small) space near the junction of a junction diode that does not contain charge carriers
or free electrons & holes.

OR

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2024 ISC-Physics

Correct diagram as follows: (Free electron)

(Hole)
Depletion region
P-type N-type

(Negative ion) (Positive ion)

(ii) Potential barrier: The potential difference / voltage developed across the depletion
region due to diffusion of charge carriers (is called the ‘Potential barrier’).
OR
The potential barrier created throughout the P-N junction is due to the diffusion of electrons
and holes. Potential barrier (normally) does not allow charge flow through the
junction and this resistance to the flow of charge is called the potential barrier.
OR
It is the potential difference / voltage developed across the depletion region.

SECTION C – 27 MARKS

Question 9 [3]

Obtain an expression for equivalent capacitance C when three capacitors C 1 , C 2 and C 3 are
connected in series.

Comments of Examiners
A large number of candidates did not provide a circuit Suggestions for teachers
diagram in their solution. The basic concept that − Provide more practice with derivations
potential varies (V=V 1 +V 2 +V 3 ) and that the charge and emphasise the importance of
remains the same was not clear to most of the diagrams and how the derivations
candidates. Most candidates expressed the final step as correspond to the diagrams.
{C = 1/C 1 +1/C 2 +1/C 3 } instead of 1/C. − Teach the series and parallel
OR combinations of capacitors with
Some candidates got confused between series and properly labelled circuit diagrams.
parallel combinations. Several candidates made an − Emphasise the need to consider different
error in the last step Cs= 1/C 1 + 1/C 2 + 1/C 3 . capacitors, not identical ones, and
clearly mark ‘Q’ as constant in series
and ‘V’ as constant in parallel.
− Emphasise clearly that potential
difference (PD) add in series and charge
(Q) adds in parallel.

14
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MARKING SCHEME
Question 9

Correct diagram with V 1 , V 2 , V 3 / Q / C 1 , C 2 , C 3 written on the diagram.

V = V 1 +V 2 +V 3
𝑸𝑸 𝑸𝑸 𝑸𝑸 𝑸𝑸
𝑪𝑪
= 𝑪𝑪𝑪𝑪 + 𝑪𝑪𝑪𝑪
+ 𝑪𝑪𝑪𝑪 [Eqn A]

So,
𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏
𝑪𝑪
= 𝑪𝑪𝑪𝑪
+ 𝑪𝑪𝑪𝑪
+ 𝑪𝑪𝑪𝑪

(If equation A is written directly then the first equation is even implied in the diagram or in the
equations.)

Question 10 [3]
(i) Figure 2 below shows two batteries E 1 and E 2 having emfs of 18V and 10V and internal
resistances of 1Ω and 2Ω respectively. W 1, W 2 and W 3 are uniform metallic wires AC,
FD and BE having resistance of 8Ω, 6Ω and 10Ω respectively. B and E are midpoints of
the wires W 1 and W 2 . Using Kirchhoff’s laws of electrical circuits, calculate the current
flowing in the wire W 3.

18V, 1Ω
A I1
F
E1

I3 W3
B E

E2
C D
I2
10V, 2Ω
Figure 2

15
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(ii) Figure 3 below shows a potentiometer circuit in which the driver cell D has an emf of
6V and internal resistance of 2Ω. The potentiometer wire AB is 10m long and has a
resistance of 28Ω. The series resistance R s is of 20Ω.
D RS
IP IP

IP

IP C IP
A B
0 J 10m

X
Figure 3

Calculate:

(a) The current I p flowing in the potentiometer wire AB when the jockey (J) does not touch
the wire AB.

(b) emf of the cell X if the balancing length AC is 4·5m.

Comments of Examiners
(i) Candidates were unable to frame the correct
Suggestions for teachers
equations, and those who succeeded could not − Teach the division of current and the
reach the correct inference. A common error implementation of Kirchhoff's second
noted was the application of Kirchoff’s second law.
law in the loops. Many candidates seem to − Practice questions that apply only the
understand the concept, but due to a lack of first law in closed circuits. After
sufficient practice in marking current
practice in writing and solving linear equations,
correctly and ensuring that the current
they made errors. A few candidates did not entering the circuit is equal to the
interpret the question correctly and used Ohm’s current leaving the circuit, introduce the
law in the two loops, resulting in vague answers. second law as the conservation of
OR energy and state the law clearly.
(ii) (a) Most candidates answered incorrectly because − Give additional practice in solving
they failed to take into consideration all the complex linear equations.
resistance, especially the resistance of wire − Clearly state that any complex value of
AB, while using V = IR. current can be a possible answer.
− Teach the concept of Ohm's law for a
(b) Several candidates could not determine the single external resistor without
potential in wire AB, so they could not apply considering the internal resistance of a
the formula V 1 /V 2 = L 1 /L 2 properly. Some cell, then introduce internal resistance,
candidates were not able to interpret the followed by the addition of the
concept of balancing length and calculated resistance of the wire.
null point incorrectly. − Provide rigorous practice with direct
application-based problems, including
variations of practical topics.

16
2024 ISC-Physics

MARKING SCHEME
Question 10
(i) [By Kirchhoff’s loop rule] in the loop ABEFA OR loop 1,
4I 1 + 10I 3 + 3I 1 + 1I 1 = 18
[Similarly, applying Kirchhoff’s loop rule to the] loop CBEDC OR loop 2,
4I 2 + 10I 3 + 3I 2 + 2I 2 = 10
Note: Kirchoff’s loop rule may be applied to the loop ABCDEFA also.
OR Third possible equation in loop ACBFA OR loop 3
4I 1 + 3I 1 + 1I 1 - 4I 2 - 3I 2 - 2I 2 = 18 – 10
Substituting, I3 = I1 + I2
9I 1 + 5I 2 = 9
10I 1 + 19I 2 = 10
8I 1 - 9I 2 = 8
in the above equations and solving, we get,
(I 1 = 1A and I 2 = 0)
Current through W 3 or I 3 = 1A [e.c.f. is implied]
(Correct unit at any one place or any other alternative method)

OR

(ii) (a) By applying Ohm’s law to the primary circuit of the potentiometer, we get,
𝜀𝜀 𝜀𝜀 𝜀𝜀
Ip = (𝑅𝑅+𝑟𝑟) =/ (𝑅𝑅+𝑟𝑟) = / /
(𝑅𝑅𝑝𝑝 + 𝑅𝑅𝑠𝑠 + 𝑟𝑟)
6
=
(28+20+2)

= (6 / 50)
= 0·12A

(b) Vp = Ip × Rp =/ 0·12 × 28 = 3·36V [or even implied]

K = potential gradient = Vp / L = 3·36/10 = 0·336Vm-1 [or even implied]
[e.c.f.]
Now, Ex = K × l = 0·336 × 4·5= 1·512V~ 1 · 5𝑉𝑉 ……… [e.c.f.]
OR
Any alternative correct method.

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Question 11 [3]
Using Biot-Savart law, show that magnetic flux density ‘B’ at the centre of a current
carrying circular coil of radius R is given by:
𝛍𝛍𝟎𝟎 𝐈𝐈
B=
𝟐𝟐𝟐𝟐
where the terms have their usual meaning.

Comments of Examiners
It was noted in some of the answers that the Suggestions for teachers
diagram, or their basic components were missing
(for instance, θ = 900). Otherwise, the approach to − Guide students to mark all vector
symbols in the diagram.
the derivation was correct. Several candidates were
− Teach the concept of definite
unable to distinguish between Ampere’s circuital
integration within the limits of
law and Biot–Savart’s law. integration in Physics.
Some candidates made errors in the diagram. For − Avoid summation, as it is not the idea
e.g., I was not connected, dl was not marked, the of Biot Savarts law.
sample was not chosen, or the direction of B was − Encourage students to use the symbols
not marked. Some candidates failed to show the provided in the questions.
limits of integration and θ =900. − Avoid changing R to r/a/x, as the final
A few candidates mentioned the derivation for an step is printed in the question.
axial line of the coil and simplified it for the centre.

MARKING SCHEME
Question 11

Correct diagram - In the diagram if Idl is marked (I may be ignored).

By Biot Savart Law written and (sin 90 =1)
OR
𝜇𝜇 𝐼𝐼𝐼𝐼𝐼𝐼
dB = �4𝜋𝜋0 � 𝑟𝑟 2

Magnetic flux density B due to the whole coil

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2024 ISC-Physics
B = ∫ 𝒅𝒅𝒅𝒅 𝒔𝒔𝒔𝒔𝒔𝒔𝒔𝒔
𝜇𝜇 𝑰𝑰𝑰𝑰𝑰𝑰 𝑹𝑹
= ∫ �4𝜋𝜋0 � 𝑟𝑟 2 𝒓𝒓
𝜇𝜇 𝑰𝑰 𝑹𝑹 2𝜋𝜋𝑅𝑅
= �4𝜋𝜋0 � 𝑟𝑟 3 ∫0 𝑑𝑑𝑑𝑑
𝜇𝜇 𝑰𝑰𝑰𝑰
= 4𝜋𝜋0 (𝑥𝑥 2+𝑅𝑅2)3/2 . 2𝜋𝜋𝜋𝜋
𝜇𝜇0𝐼𝐼
= (for x = 0)
2𝑅𝑅

(Any other alternative method to be accepted)

Correct diagram (it exactly looks 900. Complete circular loop also accepted)
Consider a circular coil of radius 'R' and carrying a current I in the clockwise sense. To find the
magnetic induction at the center O of the coil, we divide the circular coil into a very large number
of elements, each of length dl.
Consider the element of length dl at point P. The magnitude of magnetic induction (dB) at the
center (O) of the coil due to this element is given by the Biot-Savart's law as,
µ0 Idl sin θ
dB =
4π R2
where, θ is the angle between the element and the radius vector 'R'.
In this case, θ = 90°.
∴ sin θ = 1
µ0 Idl
∴ dB =
4π R2
If we consider all the elements, we find that in each case, θ = 90° and each element is at the same
distance 'R' from the centre.
Hence, the magnetic induction due to the entire coil is given by,
B = ∫ dB
µ0 Idl
∴ B=∫
4π R2
µ0 I 2𝜋𝜋𝑅𝑅 µ0 I 2𝜋𝜋R
∴ B= ∫ 𝑑𝑑𝑑𝑑 =
4π R2 0 4π R2
Alternate Step:
B = Σ dB
µ0 Idl
∴ B=Σ
4π R2

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2024 ISC-Physics
µ0 I µ0 I
∴ B= Σ dl = 2𝜋𝜋R
4π R2 4π R2
𝜇𝜇0𝐼𝐼
B= 2𝑅𝑅
'a' OR 'r' may be accepted instead of R.

Question 12 [3]
Figure 4 below shows an infinitely long metallic wire YY′ which is carrying a current I′.
P is a point at a perpendicular distance r from it.
Y

I′ P
r

Y′
Figure 4
(i) What is the direction of magnetic flux density B of the magnetic field at the point
P?

(ii) What is the magnitude of magnetic flux density B of the magnetic field at the point
P?
(iii) Another metallic wire MN having length l and carrying a current I is now kept at
the point P. If the two wires are in vacuum and parallel to each other, how much
force acts on the wire MN due to the current I′ flowing in the wire YY′?

20
2024 ISC-Physics

Comments of Examiners
(i) Several candidates were not familiar with the
direction rules. Additionally, those who
understood the directions were unable to Suggestions for teachers
express them in the correct language resulting − Ask students to regularly memorise
in incorrect answers. Most candidates wrote vectors and diagrams related to
‘inward’ but did not provide a complete directions.
response such as ‘perpendicular/normally − Teach the convention for marking
inward.’ magnetic fields with symbols and
(ii) Some answers were correct, but a few encourage its consistent use in
candidates failed to consider I' instead of I, as it numericals.
is a common notation for current. Some − Reiterate that mentioning only ‘inward’
candidates calculated the magnitude or ‘outward’ is not a complete answer;
incorrectly. the plane of the paper is a mandatory
part of the response.
(iii) A number of candidates were found to be
− Encourage students to use the symbols
confused in this part of the question. Many used
provided in the question paper.
the formulas F= q v B, instead of F= I B l, rather
𝜇𝜇 2𝐼𝐼𝐼𝐼 ′ 𝐿𝐿
than 𝐹𝐹 = 4𝜋𝜋0 𝑟𝑟 .
Some candidates misinterpreted the question and used the formula F = Bil sin θ. Additionally,
most candidates did not use the symbols provided in the question and instead wrote the product
of current as I 1 I 2 .

MARKING SCHEME
Question 12
(i) Perpendicular/ Normally into the plane of the paper, pointing into the paper.

OR
A correct symbol:

� or – Z axis, away from the observer.

Directed along −𝑘𝑘

(ii) B = [μ 0 /4𝜋𝜋][
2 𝐼𝐼 ′
]
𝜇𝜇 𝐼𝐼 ′
OR 𝐵𝐵 = 2𝜋𝜋0 𝑟𝑟
𝑟𝑟

(F = BIl)
2 II′ μ0 𝐼𝐼𝐼𝐼 ′ 𝑙𝑙
F = [μ 0 /4𝜋𝜋][ ]𝑙𝑙 OR
𝑟𝑟 2𝜋𝜋𝜋𝜋

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Question 13 [3]
(i) Using Huygen’s wave theory, show that (for refraction of light):
𝑆𝑆𝑆𝑆𝑆𝑆𝒊𝒊
= Constant
𝑆𝑆𝑆𝑆𝑆𝑆𝒓𝒓
where terms have their usual meaning. You must draw a neat and labelled diagram.

OR

(ii) In Young’s double slit experiment, show that:

λD
β=
d
where the terms have their usual meaning.

Comments of Examiners
(i) A large number of candidates answered the Suggestions for teachers
question correctly. However, some candidates
misunderstood the question and proved the − Elucidate the importance of the
Law of Reflection instead of the Law of diagram and its application in the
Refraction. In some cases, the diagram was derivation.
also missing. Very few candidates mentioned − Teach how to draw a simple diagram
with correct labels.
reflection, while the majority drew a diagram
− Emphasise the importance of
of refraction. Some candidates lost marks in
substituting 'sin i' and 'sin r' correctly.
the diagram for not labelling the direction of
− Use the definition to reach the last
light and not marking the angles ‘i' and ‘r’. The step.
values of sin i and sin r were not written − Explain in detail the importance of the
correctly, and the right-angled triangles were diagram and its application to the
labelled incorrectly. The rarer and denser derivation.
mediums were not marked. − Emphasise the need to draw neat and
(ii) While most candidates answered correctly, well-labelled diagrams.
their steps were not up to the mark as some key − Highlight important and mandatory
steps were missing. Many candidates lost steps in the derivation, and ensure
marks for drawing an incomplete/unlabelled students practice derivations
diagram. Some candidates did not quote the regularly.
path difference step correctly, and a few did
not show the calculation of fringe width
correctly.

22
2024 ISC-Physics

MARKING SCHEME
Question 13
(i)

Correct diagram with ‘i’ and ‘r’ at one place and arc drawn or wavefront shown at right
angle and at least one arrow to indicate path of light.
𝐵𝐵𝐵𝐵1 𝐴𝐴𝐴𝐴
Sin i = and sin r =𝐴𝐴𝐴𝐴1
𝐴𝐴𝐴𝐴1 1
sin 𝑖𝑖 𝑐𝑐𝑐𝑐 𝑐𝑐
sin 𝑟𝑟
= 𝑉𝑉𝑉𝑉
= 𝑉𝑉 = 𝑛𝑛/𝑟𝑟/µ /𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐
OR
Any other alternative method

OR

(ii)

OR

(Diagram for Alternative method)

BN mλ OP xm
sin θ = AB
= d
and tan θ = OM
= D

Since, θ is small,
tan θ ≅ sin θ
𝑥𝑥𝑚𝑚 𝑚𝑚λ
= 𝑑𝑑
𝐷𝐷
λ
β = 𝑑𝑑 𝐷𝐷
Or equivalent method is accepted.

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2024 ISC-Physics
2
S=
1D S 1 E 2 + DE 2
= D2 + ( y − dy2 )
2

2 2 2 yd d 2
2
S1 D = D + y − +
2 4

( 2)
2
S 2 D 2= S 2C 2 + y + d
d2
= D 2 + y 2 + yd +
4
2 yd
S 2 D − S1 D =
2D
yd
Path difference =
D
yn d
β = nλ
bright D

nλ D
yn =
d

For Bright fringe yn +1 =

( n + 1) λ D
d
λD
β − yn +1 − yn =
d
Similarly OR
yn d λ
= ( 2n + 1)
D 2

yn =
( 2n + 1) λ D
2d
Or For dark fringe;
 2 ( n + 1) + 1 λ D
yn +1 = 
2d
λD
β dark = yn +1 − yn =
d

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2024 ISC-Physics

Question 14 [3]
Figure 5 below shows a ray of monochromatic light LM incident on the first surface AB of a
regular (equilateral) glass prism ABC. The emergent ray grazes the adjacent surface AC.
Calculate the angle of incidence. (Refractive Index of glass = 1·5)
A

M
i
P
L N

Q
C
B

O
Figure 5

Comments of Examiners
Most of the candidates answered this question Suggestions for teachers
incorrectly. Some candidates quoted the critical − Provide students with rigorous
angle as 420 without performing the calculation. practice related to numericals with
A few candidates used the prism formula. Many variations.
candidates rounded off intermediate steps, which − Teach the formation of angles at
led them to deviate from the expected answer. different interfaces and ray diagrams
properly in class.
Additionally, some candidates missed the units.
− Emphasize to students the importance
Moreover, rounding of values in every step also of reading numerical questions
resulted in an answer outside the expected range. carefully.
− State the formula, show the
substitution, and provide answers with
the correct number of decimal places
and units.

25
2024 ISC-Physics

MARKING SCHEME
Question 14
1 1
sin 𝑐𝑐 = =/
µ 1.5
∴ c = 41·8 or 42o ……with working.
o

∵ (r 1 + r 2 = A)/
∴r 1 + 41·8o = 60o)
∴r 1 = 18·2o or r 1 = 18o …………………………………………[e.c.f.]
sin 𝑖𝑖 sin 𝑖𝑖
� � = /� �=1·5
sin 𝑟𝑟1 sin 18.2𝑜𝑜
∴ sin i = 1·5 × sin (18·2o) = ·46850
∴ i = 27·93o or 27·61o or 28 o ………………………………….[e.c.f.]
Degree written at any one place.

Question 15 [3]

A student is performing an experiment to determine focal length of a convex lens by using lens
formula i.e., by no parallax method. The examiner gives some instructions to the student. The
student responds to each instruction as per her understanding of the experiment.
State whether the student’s response is correct or incorrect. Give a reason for your answer

(i) EXAMINER: Image formed by the lens is magnified. Reduce the size of the image.
STUDENT moves the lens towards the object pin.
(ii) EXAMINER: Plot a graph of (1/v) against (1/u).
STUDENT takes (1/v) on Y axis and (1/u) on X axis.
(iii) EXAMINER: Write the relation between the optical power (P) and the
focal length (f) of the convex lens.
STUDENT writes P = 2f.

26
2024 ISC-Physics

Comments of Examiners
(i) Most of the candidates answered this question
correctly but failed to provide the correct
Suggestions for teachers
reason. Some candidates did not provide any − Emphasize elaborating on the
incorrect response by clearly stating
reason at all and struggled to give an
what is wrong, then quoting the
appropriate explanation. Some explained the correct steps to successfully execute
error, while others discussed how to achieve the examiner's instructions.
greater magnification. − Teach the concept of dependent and
(ii) The majority of candidates answered correctly independent variables.
− Emphasize the interpretation of
but failed to provide the correct reason. Some
graphs, as it is part of the optical bench
candidates missed the reason entirely. practical.
Although almost all candidates provided the − Slope and intercepts imply an answer
correct response, they struggled to offer an and must include units.
appropriate explanation. − Provide rigorous practice with these
(iii) A large number of candidates answered kinds of questions, as they require
correctly but failed to provide the correct more attention.
reason. Some candidates did not mention any − Instruct students to identify the error
reasons at all. A few candidates, however, and state the correct relation.
mentioned R = 2f.

MARKING SCHEME
Question 15
𝑣𝑣
(i) Incorrect; as the image will be more magnified. Since, 𝑚𝑚 = 𝑢𝑢 , if ‘u’ decreases ‘m’ will
increase.

(ii) Correct; as 1�𝑣𝑣 dependent variable is on y-axis and 1�𝑢𝑢 independent variable is on x-axis.
1� and 1� are correctly plotted as per convention/condition.
𝑣𝑣 𝑢𝑢
1
(iii) Incorrect; as the power P = 𝑓𝑓(𝑚𝑚)

Question 16 [3]

(i) In an experiment on photo electric effect, how does stopping potential change, if at all,
when intensity of incident monochromatic UV radiation is increased?
(ii) Ultraviolet light is incident on metals P, Q and R, having work functions 8eV, 2eV and
4eV respectively.
(a) Which metal has lowest threshold frequency for photoelectric effect?

(b) For which metal is the value of E max minimum?

(Note: E max is maximum kinetic energy of the emitted photoelectrons.)

27
2024 ISC-Physics

Comments of Examiners
(i) Most of the candidates knew the relation, so Suggestions for teachers
the answer was correct. However, some − Teach the relationship between work
candidates mentioned stopping potential function and frequency.
increases or decreases. − Provide more practice for numerical
(ii) (a) Most candidates attempted this question problems.
correctly. Some of the candidates were − Offer more rigorous practice with
found to be confused about frequency and variations.
wavelength; thus, they answered − Instruct students to provide a reason for
ambiguously. A few candidates mentioned their responses. Data mentioned in the
question should be substituted to obtain
2 eV as the correct response. The incorrect
a result, followed by stating the
answer given was P/R. response.
(b) Some of the candidates answered
ambiguously because they were confused
about frequency and wavelength. A
number of candidates mentioned P as the answer but failed to support it with any reasoning.

MARKING SCHEME
Question 16
(i) No change, (As stopping potential does not depend upon the intensity of incident light.)

(ii) (a) (Metal) Q

(b) (𝐸𝐸𝑚𝑚𝑚𝑚𝑚𝑚 = ℎ𝑣𝑣 − 𝑤𝑤 thus, metal) P

Question 17 [3]

(i) What is meant by forward biasing of a semiconductor diode?

(ii) Draw a labelled characteristic curve (I-V graph) for a semiconductor diode during
forward bias.

28
2024 ISC-Physics

Comments of Examiners
(i) Most of the candidates answered this question Suggestions for teachers
correctly, either through a definition or a − Draw and present a circuit
diagram. A few candidates made an error and diagram/block diagram to discuss FB.
quoted the definition of reverse biasing. − Graphs should be practiced more, with
However, some other candidates provided
detailed explanations on the
incomplete answers, such as ‘p-type is
importance of the shape and the
connected to positive.’
labeling of the axes.
(ii) Majority of the candidates answered it
correctly, but the shape was not up to the mark. − Proper instruction on graph plotting
Some candidates started the graph from the should be carried out in class.
origin. The common errors made by them − Practice I-V graphs for FB and RB.
were: − State the importance and significance
• Axis not labelled correctly. of the cut-in voltage for FB and the
• Voltage cut not marked. knee voltage for RB.
• Axis reversed. − Draw graphs marking current (I) in
mA and voltage (V) in volts. Mark the
• Curve is not drawn appropriately. cut-in voltage for Ge at 0.3 V and Si at
0.7 V.

MARKING SCHEME
Question 17
(i) Forward bias: It means p region of a semiconductor diode is connected to positive
terminal and n region is connected to negative terminal of a cell / battery.
OR

(ii)

(Correct shape of the graph to be ensured.)

(Any one axes to be labelled correctly.)

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2024 ISC-Physics

SECTION D – 15 MARKS

Question 18 [5]
(i) (a) A 220V, 50Hz ac source is connected to a coil having coefficient of
self-inductance of 1H and a resistance of 400Ω. Calculate:
(1) the reactance of the coil.
(2) the impedance of the coil.
(3) the current flowing through the coil.
(b) Draw a labelled graph showing variation of impedance (Z) of a series LCR
circuit Vs frequency (f) of the ac supply. Mark the resonant frequency as f 0 .

OR
(ii) (a) When current flowing through a solenoid decreases from 5A to 0 in 20 milliseconds,
an emf of 500V is induced in it.
(1) What is this phenomenon called?
(2) Calculate coefficient of self-inductance of the solenoid.
(b) (1) RMS value of an alternating current flowing in a circuit is 5A. Calculate its peak
value.
(2) State any one difference between a direct current (dc) and an alternating current
(ac).

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Comments of Examiners
(i) (a) Most candidates answered correctly; Suggestions for teachers
however, some mistakenly considered the − Draw an impedance triangle and
circuit to be an L-C-R circuit rather than an practice a few numericals where
L-R circuit. A few candidates incorrectly R(base) and (XL - XC) (height) are
mentioned the reactance as 400 Ω or failed given as sides of a right -angled
to include units in their answers. Many triangle, and candidates use the
candidates did not apply the formula Pythagoras theorem (or the
Parallelogram law) to find the
correctly; some misinterpreted the question
impedance (hypotenuse).
as relating to resonance and quoted − Emphasise that the current in LCR,
Z=R=400 ohm, while others made LR, LC or CR is a ratio of E/Z only at
calculation errors or incorrectly added X L resonance, I = E/R.
+R. In part (3), most candidates used V=IR − Discuss the difference between
instead of the correct formula V=IZ. While calculating Irms and I0.
most candidates understood the concept of − Provide practice for graphs with
Ohm's law, they used the wrong explanation on the importance of the
substitution to find the current. shape and labelling the axis of a graph
Additionally, a few candidates did not − Show examples of Z calculated for f=
express the final answer in amperes (A). 0, f = fR and f= ∞ , plot the graph
(b) A large number of candidates drew graph marking these points. Mark the axis
correctly but failed to mark f 0 . Some of the with units and show corresponding Z
= R, f = f0.
common errors made by them included the
− Provide regular practice of newly
axis not being marked correctly, axis
introduced terms and formulae.
reversed, f o not marked, shape not sketched − Introduce the idea of delay in growth
correctly, curve touching axis, etc. of current when a DC battery is
OR switched ON. Due to increase in
(ii) (a) Some candidates incorrectly referred to current magnetic flux increases and
‘induction’ instead of the correct term ‘self- due to Lenz’s law an induced emf is
induction,’ while others confused it with generated opposite to growth of
current. Emphasise this is observed
‘self-inductance’ or ‘mutual induction.’ when DC battery is switched OFF as
Only a few candidates accurately identified well.
the phenomenon as self-induction, and − Introduce conversion of units well.
many simply wrote ‘induction’ or ‘mutual − Teach flux is proportional to current in
the solenoid hence L is a constant of
induction.’ A small number of candidates
proportionality. Introduce units of L
did not attempt this part of the question, and factors on which L depends.
possibly due to difficulty in interpreting it. − Practice numerical on evaluating L
In part (2), while many candidates used the when e, dt and dI is stated.
correct formula, most failed to account for − Clearly distinguish between I scalar in
DC circuit, average current zero in AC
the time being given in milliseconds (10-3 circuit for a full cycle, actual current
s). Some candidates applied the wrong flowing in AC as Irms value and peak
formula to calculate the self-inductance, value of AC.
and a few overlooked the time unit entirely. − Teach the relation between Irms and I0
with proper integration steps.
Additionally, many candidates did not − Differentiate AC as SHM of electrons
provide the correct units in their final about the mean position and DC as a
answers. pulsating current.
(b) Most of the candidates answered it − Discuss AC follows sine or cosine
correctly but some candidates used the variation whereas DC is constant in
𝐼𝐼 time.
formula 𝐼𝐼0 = 𝑟𝑟𝑟𝑟𝑟𝑟 . A few candidates applied
√2
the formula in the reverse manner.
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2024 ISC-Physics
Many candidates answered part (2) correctly; however, some made distinctions based on their
use, which was not appropriate. A few candidates drew waveforms without labels, while
others drew input/output waveforms for a full-wave rectifier.

MARKING SCHEME
Question 18
(i) (a)

(1) X L = 2 π f L /= 2 × 3·14 × 50 ×1 = 100 𝜋𝜋 Ω OR 314 Ω

(2) Z = �(𝑋𝑋𝐿𝐿 )2 + 𝑅𝑅 2 /

= �(314)2 + (400)2 = �(258596 = 508·6 OR 509 Ω [e.c.f.]

(3) I = E / Z = / 220 / 509 = 0·43A to 0·44 A [e.c.f.]

(b)

(Axes labelled correctly).

i.e. (Z on Y axis &) f on X axis
With only f 0 marked correctly
Correct shape
If axis is interchanged check accordingly.
OR

(ii)(a)
(1) Self-Induction

𝑑𝑑𝑑𝑑
(2) e = L 𝑑𝑑𝑑𝑑
𝐿𝐿 × (5−0)
500 = 20 × 10−3
∴ L = 2H

(b) (1) 𝐼𝐼0 = √2 . 𝐼𝐼𝑟𝑟𝑟𝑟𝑟𝑟

= √2 × 5
= 7·07 A

(2) DC has a fixed value whereas AC varies with time.

OR
DC is unidirectional whereas in AC, direction of current continuously changes.
OR
AC can be transferred to long distances as compared to DC.
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2024 ISC-Physics
OR
Power loss in AC is less as compared to DC.
OR
Shown graphically with correct axis and shape.

Question 19 [5]
(i) (a) On the basis of Bohr’s theory, derive an expression for the radius of the
nth orbit of an electron of hydrogen atom.

(b) Calculate the energy released in the following nuclear fusion reaction:
2
1𝐻𝐻 + 21𝐻𝐻 → 4
2𝐻𝐻𝐻𝐻 + energy
Mass of 21𝐻𝐻 = 2·014102u
Mass of 42𝐻𝐻𝐻𝐻 = 4·002604u

OR
(ii) (a) Calculate mass defect and binding energy of 20
10𝑁𝑁𝑁𝑁 nucleus, given

Mass of 20
10𝑁𝑁𝑁𝑁 = 19·992397u,

Mass of 11𝐻𝐻 = 1·007825u,

Mass of 10𝑛𝑛 = 1·008665u.

(b) State the Bohr’s postulate of angular momentum of an electron.

(c)

(1) What is the velocity of an electron in the 3rd orbit of hydrogen atom if
its velocity in the 1st orbit is v 0 ?
(2) Radius of the 1st orbit of hydrogen atom is r 0. What will be the radius
of the 4th orbit?

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Comments of Examiners
Suggestions for teachers
(i) (a) Most of the candidates attempted this part
correctly; however, some candidates − Encourage students to read the
failed to mention the steps. Moreover, questions properly and utilise the
some candidates did not obtain the final reading time efficiently to avoid any
formula for the H atom. The maximum errors.
− Emphasise Bohr's postulate for the
errors were observed in simplifying the
hydrogen atom Z =1 is a mandatory
radius expression. Some candidates left substitution. Impress K needs to be
the answer in the form of K, and did not substituted in the derivation of radius.
substitute Z=1 for the hydrogen atom. − Solve simple substitution based
(b) Majority of the candidates left the answer numerical on r α n2 to illicit radius
in terms of a mass difference, stating it to increases as higher shell numbers are
be nuclear energy. Additionally, the units taken.
were incorrect in various places. Some − Practice terms of a mass difference
candidates made calculation errors in the stating it to be nuclear energy and also
numerical part. Very few candidates made the units and their related numerical.
conceptual errors, such as not identifying − Explain the concept of energy released
(the mass of reactants – the mass of and absorbed as exothermic and
products). Some candidates considered endothermic reaction properties.
only one reactant in the calculation. Some − Emphasise the use of factor 931 MeV as
given in the question paper as a
candidates calculated the answers in
convenient step to express mass
joules and did not use 931 MeV as a difference into energy associated.
conversion factor, or instead used 931.5 − related to the concept of mass
MeV. difference, explaining it as nuclear
OR energy, along with the units and the
corresponding numerical calculations.
(ii) (a) Most of the candidates calculated the mass − Teach the concept of mass defect and
defect correctly but could not solve Binding energy and BE/nucleon with
binding energy. Other candidates were lower, middle order and higher order
unable to frame the correct equation, so mass numbers.
they failed to calculate the mass defect. − Impress on not rounding off digits since
Some candidates made calculation and students are using a scientific calculator.
substitution errors in this numerical. − Discuss and emphasise on the use of
Errors were induced due to rounding off conversion factor 931 MeV or 931.5
digits. A few candidates converted Δm Mev.
answer into kg, which was not needed, − Discuss BE/nucleon vs. mass number
graph to illicit mass defect can never be
since the conversion factor of 931 MeV is
negative, the significance of the curve
to used in the next step. A few candidates and characteristics.
used 931.5 instead of 931, as stated in the − Provide regular practice of the terms of
question paper. a mass difference stating it to be nuclear
energy and also the units and their
related numerical.
− Teach the angular momentum condition
as a quantization condition where 'n' is
an integral multiple and 'h' is Planck’s
constant.
− Ensure to provide more practice towards
theoretical analysis with formulas and
relations.
− Emphasise quoting the relationship
between 'v' and 'n', showing
substitution, and then answering.

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2024 ISC-Physics
(b) Almost all candidates answered correctly, while some candidates did not know it completely.
However, some candidates mentioned expressions instead of worded statements and did not
explain the symbols used. A few candidates mentioned the first postulate.
(c) 1. The relation was not learned properly, so some candidates expressed it as 3VO rather than
Vo/3. Many candidates misinterpreted the question and substituted the expression for
velocity with n=3. Some candidates, without showing v α 1/n , quoted the correct answer.
2. Some candidates expressed it as r0/4 rather than 16r0. Many candidates quoted r α n and
gave the wrong answer. Some candidates substituted the radius expression for n= 4 and
quoted a response.

MARKING SCHEME
Question 19
𝑛𝑛ℎ
(i) (a) 𝑚𝑚𝑚𝑚𝑚𝑚 =
2𝜋𝜋
2 2 2 𝑛𝑛2 ℎ2
Or 𝑚𝑚 𝑣𝑣 𝑟𝑟 =
4𝜋𝜋2
𝑚𝑚𝑣𝑣 2 1 𝑍𝑍𝑒𝑒 2
=
𝑟𝑟 4𝜋𝜋𝜖𝜖0 𝑟𝑟 2

Dividing (i) by (ii)

𝑛𝑛2 ℎ2 𝜖𝜖0
𝑟𝑟 =
𝜋𝜋𝜋𝜋𝜋𝜋𝑒𝑒 2

For Z = 1
𝑛𝑛2 ℎ2 𝜖𝜖0
𝑟𝑟 =
𝜋𝜋𝜋𝜋𝑒𝑒 2

(b) ∆m = 2 × Mass of 21𝐻𝐻 − Mass of 42𝐻𝐻𝐻𝐻

∆m = 4·028204u − 4·002604u = 0·025600
E = 0·025600 × 931 = (23·83 MeV to 23·85 MeV) = 3·813 × 10 -12J
[e.c.f.]

OR

(ii)(a) { Δ𝑚𝑚 = 𝑍𝑍𝑀𝑀𝐻𝐻 + (𝐴𝐴 − 𝑍𝑍)𝑀𝑀𝑁𝑁 } – { 𝐴𝐴𝑍𝑍𝑋𝑋}

= {10 × 1·007825 + 10 × 1·008665} – {19·992397}

= {10·07825 + 10·08665} – {19·992397}
∆𝑚𝑚 = 0 · 172𝑢𝑢 𝑜𝑜𝑜𝑜 2 · 58635 𝑥𝑥 10−28 𝑘𝑘𝑘𝑘
B.E. = ∆𝑚𝑚 × 931 𝑀𝑀𝑀𝑀𝑀𝑀 = 0 · 172 × 931
= (160 · 1𝑀𝑀𝑀𝑀𝑀𝑀 𝑡𝑡𝑡𝑡 160 · 7 𝑀𝑀𝑀𝑀𝑀𝑀) 𝑜𝑜𝑜𝑜 2 · 5696 × 10−11 𝐽𝐽 [e.c.f.]

(b) Electrons revolve around the nucleus only in those orbits in which their angular
momentum is an integral multiple of h/2π, where h is the Planck’s constant (6·6 x 10-
34 𝑛𝑛ℎ
Js) that is L or 𝑚𝑚𝑚𝑚𝑚𝑚 = 2π . ‘n’ is a positive integer.
ℎ
L or 𝑚𝑚𝑚𝑚𝑚𝑚 = 𝑛𝑛ℎ , where h is 2π

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2024 ISC-Physics

(c) 1. 1 𝑣𝑣1 3 𝑣𝑣0

(𝑣𝑣𝑛𝑛 ∝ ; /∴ = => )𝑣𝑣3 =
𝑛𝑛 𝑣𝑣3 1 3

2. 𝑟𝑟1 12
(𝑟𝑟𝑛𝑛 ∝ 𝑛𝑛2 ; /∴ = =>) 𝑟𝑟4 = 16𝑟𝑟0
𝑟𝑟4 42

Question 20 [5]

Read the passage given below and answer the questions that follow.
There are two types of optical instruments: Microscopes and Telescopes.
Microscopes are used to magnify very tiny objects whereas telescopes are used to study distant
objects. Both of them deploy convex lenses. In his telescope, Newton used a large parabolic
mirror to collect light from the stars and reduce aberrations.
(i) Rohit observed the launch of Chandrayan 3 with the help of an optical instrument.
Name the instrument used by him.
(ii) State any one advantage of a reflecting telescope over a refracting telescope.
(iii) Which instrument is used to study the structure of a virus?

(iv) What is the ability of an optical instrument to form enlarged images called?
(v) What is the difference between a compound microscope and an astronomical
telescope (refracting type), as far as their lenses are concerned?
Useful Constants & Relations:
1. Charge of a proton e 1·6 × 10-19 C

2. Speed of light in vacuum c 3 × 108 ms-1

3. 1u = 931MeV

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2024 ISC-Physics

Comments of Examiners
(i) Almost all the candidates answered this Suggestions for teachers
question correctly, except for parts (ii) and (v). − Discuss in class to ensure that students
Very few candidates answered incorrectly, as notice and take interest in space
they quoted ‘microscope’ instead of missions launched by ISRO.
‘telescope.’ − Clearly state and explain the advantages
(ii) Most of the candidates answered this part of different types of telescope.
incorrectly. Some mentioned factors such as − Encourage students to write about the
more magnification, higher resolving power, quality of the image only in terms of
brightness.
ease of handling, and low cost.
− Discuss spherical and chromatic
(iii) A large number of candidates answered
aberrations in lenses as a ray diagram
correctly. Very few candidates mentioned and emphasise that the detailed
'telescope' instead of 'microscope'. description not needed.
(iv) This part was mostly answered correctly. − Emphasise reading the passage
However, few candidates mentioned ‘Power’ carefully, as the words used in the
as an answer. question are part of the passage itself.
(v) The candidates did not notice that the − Discuss the magnification of lenses and
difference required was only in terms of mirrors to understand the idea enlarged
‘Lenses.’ Many candidates responded with: image.
− A compound microscope is used to − Emphasise with example M= +5 and
magnify tiny objects/viruses, while a M= -5 convey image is 5 times
telescope is used to view distant/celestial enlarged, its inverted in case of M= -5.
objects. The Minus sign indicates
position/erect/inverted.
− In a compound microscope, the objective
− Teach magnifying power of optical
lens is small and the eyepiece is large, instrument is not same as power of a
whereas in a telescope, the objective lens lens.
is large and the eyepiece is small. − Teach students to quote differences
− A ray diagram was drawn for both the pertaining to a single point viz. compare
compound microscope and the telescope. the size of objective lens in compound
microscope and telescope or compare
the eyepiece lens in each case.
− Encourage students to clearly make
distinction in the question quoting to
mention differences and not differences
in terms of lenses and not utility/use.

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2024 ISC-Physics

MARKING SCHEME
Question 20
(i) Telescope

(ii) The image formed by reflecting telescope is more distinct or clear.

OR
The image formed by reflecting telescope is brighter.
OR
The magnification of reflecting telescope can be much larger but refracting telescope has
a limitation due to distortion.
OR
It is free from chromatic aberration or spherical aberration.

(iii) Compound Microscope OR Electron Microscope OR Microscope.

(iv) Magnifying power OR Magnification.

(v) In a compound microscope, focal length OR aperture of objective is less than focal length
OR aperture of eye piece whereas in a telescope the focal length of objective is greater
than focal length of eye piece.

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

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2024 ISC-Physics

GENERAL COMMENTS
Topics found difficult by candidates

• Question 1 (B) (ii): Combination of cells.

• Question 1 (B-iv): Magnetic properties of substances
• Question 1 (B) (vi): Pair Production.
• Question 2: Gauss Theorem and Electric Flux.
• Question 4 (ii): Power Factor
• Question 7 (ii): Binding energy and Q value of nuclear reactions.
• Question 8: Characteristics of p-n junction diode.
• Question 10 (i): Kirchhoff’s Law.
• Question 10 (ii) & 12: Numericals on alternating current.
• Question 11: Biot Savart’s law application and convention to indicate the direction.
• Question 13 (i): Huygen’s applications.
• Question 14: Ray and Wave optics.
• Question 17: Circuit diagrams and biasing.
• Question 18 (ii) (a): Induction
• Question 18 (i)(a): Impedance and reactance.
• Question 19 (ii) (a): Mass Defect.
• Question 19 (i) (a): Bohr’s Atomic formula for H – atom.
• Question 20: Sign convection in lenses.

Concepts in which candidates got confused

• Iavg and Irms.

• Threshold Wavelength and threshold frequency.
• Magnetic Flux (Either 00 or 900).
• Bohr’s Atomic formula for H – atom
• Pair Production
• Ray and Wave optics.
• Meter bridge
• Combination of cells
• Dia, para, Ferro, hysteresis, coercivity and retentivity
• Use of Rectifier and transformer
• Different types of spectra
• Moderator and Control rods
• Biot Savarts law and Amperes circuital law
• Resistance, Reactance and Impedance.
• Compound microscope and Astronomical refracting telescope.

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2024 ISC-Physics

Suggestions for candidates

• Highlight key sentences, key words, and important phrases while studying to build
comprehensive knowledge of the subject.
• Take notes to summarise lectures or articles in your own words for easier recall.
• Build flowcharts and diagrams, such as mind maps, to consolidate knowledge.
• Organise your study space. Be methodical and neat in working.
• Associate concepts with images, such as ray diagrams, graphs, or drawings.
• Practice derivations with complete, well-labeled diagrams. Practice sufficient numerical
problems under each concept.
• Familiarise yourself with different types of question patterns, such as Assertion-Reason and
multiple-choice questions (MCQs).
• Invest time in understanding integration and derivatives in Physics, and do not skip articles
based on them.
• For both theory and practical exams, practice drawing graphs with both axes correctly
labeled with symbols, units, and the marking scheme.
• In case there is a circuit diagram, indicate the direction of current. For the magnetic field,
use the correct convention or state whether it is perpendicular to the plane of the paper,
inwards, or outwards.
• Ray diagrams need labels for angles, distances, and direction arrows to indicate the path of
light.
• For numerical problems, always remember to mention the three steps: formula, substitution,
and the answer (with correct significant figures and units).
• Do not round off intermediate calculations, as you should use a scientific calculator.
• When practicing derivations, always focus on properly labelling the diagram.
• When derivations such as the electric dipole axial/equatorial line or Huygens' principle for
reflection/refraction are required, avoid writing both, as it can be considered contradictory.
• Do regular practice of specimen papers, identify derivations and numerical problems from
previous years' ISC Examination question papers, and analysis of pupil performance issued
by the council from time to time to familiarise with the expected answers and analyse the
errors made.
• Apply concepts to your immediate surroundings. Try to relate concepts from Mathematics
to Physics and vice versa. Watch e-resources to create projects or models based on the
principles learnt.
• Use the constant values as stated in the question paper.
• Mention the formula at the beginning when solving numerical problems. Practice
converting CGS units to SI units and vice versa.
• Practice drawing block-and-tackle systems of pulleys, showing the string straight, with rigid
support and tension in the string opposite to the direction of the load.
• Do not leave answers in fractional form. Express them in decimal form.

40