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November 2023
____________________________________________________________________________________________

© Copyright, Council for the Indian School Certificate Examinations

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

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 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.

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FOREWORD

The Analysis of Pupils’ Performance document for ICSE (Class X) and ISC (Class XII) Examinations
stands out as a unique and indispensable resource. Over the years, it has evolved to become a valuable
tool for schools, shedding light on both the strengths and challenges faced by candidates as they
navigate these Examinations.
We would like to extend our heartfelt appreciation to the Research Development and Consultancy
Division (RDCD) of the CISCE for their painstaking efforts in creating this analysis. Furthermore,
our gratitude goes out to the examiners who have generously provided feedback on candidates’
performance during the examinations, along with suggestions for teachers and students to enhance
their curriculum.
We hope that the schools find this document to be of value. We also invite schools to share their
sincere thoughts on its utility and quality.

Sangeeta Bhatia
November 2023 Deputy Secretary

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PREFACE

The Analysis of Pupil Performance documents have been prepared by the CISCE since the year 1994,
with the objective to facilitate the teaching-learning process by providing subject/ paper wise
feedback to teachers regarding performance of students at the ICSE and ISC Examinations. With the
aim of ensuring wider accessibility to all stakeholders, from the year 2014, the ICSE and the ISC
documents have been made available on the CISCE website www.cisce.org. These documents are
being released after a two-year gap, understandably caused by the challenges in conducting
examinations during the pandemic.
The documents for the ICSE and ISC Examination Year 2023 include a detailed qualitative analysis
of the performance of students in various subjects. The Analysis of Pupil Performance document for
ICSE for the Examination Year 2023 covers the following subjects - English Language, Literature in
English, History and Civics, Geography, Mathematics, and Computer Applications.
The subjects covered in the ISC Analysis of Pupil Performance document for the Year 2023 are
English Language, Literature in English, Mathematics, History, Accounts, and Physics.
The relevance of this question-by-question analysis lies in the valuable insights into the performance
of candidates on each question in the subject paper. The Comments of Examiners section is based on
inputs provided by examiners from examination centers across the country. It comprises of question
wise feedback on the performance of candidates in the form of the common errors made by
candidates. The Suggestions for Teachers section along with, provides pedagogical interventions that
teachers can utilize to rectify/ reduce these errors. The criteria used for marking each question has
been provided for both teachers and students to understand in the Marking Scheme section. Certain
topics in the question paper that were found to be challenging or confusing for the majority of the
candidates have been listed, along with general recommendations for candidates to prepare for the
subject paper to perform better in the examination.
I humbly acknowledge and appreciate the pivotal contributions of all the ICSE and the ISC examiners
who have enriched the document with their valuable insights on each question.
My gratitude and best wishes to the RDCD team of Dr. Manika Sharma, Ms. Parul Kohli and
Ms. Mansi Guleria, who have worked tirelessly towards the meticulous preparation and timely release
of this document.
We are sanguine that this document will empower teachers to support their students towards
efficacious preparation for the upcoming ICSE/ ISC Examinations.

Bhawna Taragi
November 2023 Deputy Head - RDCD

ii

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PHYSICS THEORY (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) A hollow sphere of radius R has a point charge Q at its centre. Electric flux [1]
emanating from it is φ. If both the charge and the radius of the sphere be
doubled, electric flux emanating from the sphere will:
(a) remain the same.
(b) become 2 φ
(c) become 4 φ
(d) become 8 φ
(ii) An electric current (I) flowing through a metallic wire is gradually increased. [1]
The graph of electric power (P) developed in it versus the current (I) is:
(a)

(b)

(c)

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 (d)

(iii) A circular coil has radius ‘r’, number of turns ‘N’ and carries a current ‘I’. [1]
Magnetic flux density ‘B’ at its centre is:
(a) B = 𝜇𝜇 𝑜𝑜 N𝐼𝐼
(b) B = 𝜇𝜇 𝑜𝑜 N𝐼𝐼/2𝑟𝑟
(c) B = 𝜇𝜇 𝑜𝑜 N𝐼𝐼/4𝜋𝜋𝜋𝜋
(d) B = 𝜇𝜇 𝑜𝑜 N𝐼𝐼/4𝑟𝑟
(iv) If an object is placed at a distance of 10cm in front of a concave mirror of [1]
focal length 20cm, the image formed will be:
(a) real and 20cm in front of the mirror.
(b) real and 6·67cm in front of the mirror.
(c) virtual and 20cm behind the mirror.
(d) virtual and 6·67cm behind the mirror.
(v) What type of wavefronts are associated with a source at infinity? [1]
(a) Cylindrical wavefronts
(b) Plane wavefronts
(c) Spherical wavefronts
(d) All types of wavefronts
(vi) Matter waves are: [1]
(a) waves associated with moving particles.
(b) waves associated with stationary particles.
(c) waves associated with any charged particles.
(d) waves associated with electrons only.

(vii) Electrical conductivity of a semiconductor: [1]

(a) decreases with the rise in its temperature.
(b) increases with the rise in its temperature.
(c) does not change with the rise in its temperature.
(d) first increases and then decreases with the rise in its temperature.

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 (B) Answer the following questions briefly.
(i) What is meant by an equipotential surface? [1]
(ii) In case of metals, what is the relation between current density (J), [1]
electrical conductivity (σ) and electric field intensity (E)?
(iii) What is meant by “Motional emf” ? [1]
(iv) What is meant by a microscope in normal use? [1]
(v) In a single slit Fraunhofer diffraction experiment, how does the [1]
angular width of central maximum change when the slit width is increased?
(vi) Name the nuclear reaction that takes place in the core of the Sun. [1]
(vii) What type of semiconductor is obtained when silicon is doped with a trivalent [1]
element?

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 Comments of Examiners
A. (i) Almost all candidates chose the Suggestions for teachers
correct option. − Teach the concept of flux along with its
(ii) Many candidates chose option ‘a’ direction.
instead of ‘c’. − Point out the difference between Ohm’s
(iii) Most of the candidates attempted this law and Joule heating effect.
part correctly. However, some chose − From a give formula, teach students how
to draw a graph between two physical
the first option ‘a’, indicating a lack of
quantities.
understanding between the total − Explain the relation between power,
number of turns and the number of current, and resistance.
turns per unit length. − Provide clarity in sign convention through
(iv) Many candidates chose incorrect more practice and numerical examples.
options due to a lack of understanding − Clarify the sign conventions thoroughly
of the concept of sign convention and while teaching mirrors and differentiate
clearly between real and virtual images.
the distinction between real and
− Teach about wave front, phase, and phase
virtual images.
difference.
(v) Most of the candidates chose the − Ensure that students draw wave fronts for
correct option, but some lacked a clear different types of sources of light.
understanding of wavefronts. − Clearly define the concept of a source at
(vi) Majority of the candidates chose the infinity.
incorrect alternatives. − Clearly explain the ‘dual nature’ of
(vii) Most of the candidates chose the radiation with examples.
− Teach the relationship between the
correct option. However, some chose
variation of resistance and the variation of
option ‘a’ as they were confused temperature with clarity for conductors
between ‘conductivity’ and and semiconductors.
‘resistivity’. − Provide more clarity about equipotential
B. (i) Many candidates could not answer this surfaces and the need to understand the
part correctly. Several candidates difference between their definition and
wrote about the properties of the their applications.
− Ensure that students understand how to
equipotential surface instead of its
use microscopes and their standard
definition. adjustment conditions.
(ii) Several candidates could not write the − Explain the importance of reading the
vector form of Ohm’s Law due to a questions carefully.
lack of clarity of the concept. − Give greater emphasis to the concepts of
(iii) Only a few candidates were able to proportionality in the formulae.
answer this part correctly as they had − Clearly teach the difference between
little idea about Motional emf. nuclear fusion and fission.
− Provide more emphasis on the conditions
(iv) Almost all candidates answered this
for fusion and fission along with
part incorrectly as they were appropriate examples.
confused and unable to comprehend − Provide a basic understanding of
the meaning of ‘normal use’ in the semiconductors, their types, and the
question. doping processes.
(v) Some candidates could not recall the
correct formula while answering this
question.
4

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 (vi) Majority of the candidates did not write the correct answer.
(vii) This sub part was answered correctly by majority of the candidates. However, some
candidates were not clear about the topic of ‘semiconductor’.

MARKING SCHEME
Question 1
(A) (i) (b) or (become) 2 φ

(ii) (c) or

(iii) (b) or (B) = 𝜇𝜇𝜇𝜇N𝐼𝐼/ 2𝑟𝑟

(iv) (c) or virtual and 20cm behind the mirror.

(v) (b) or Plane (wavefronts)

(vi) (a) or waves associated with moving particles.

(vii) (b) or increases.

(B) (i) It is the locus of points having the same potential due to a given charge
distribution./ It is that surface where electric potential is same/ ∆𝑽𝑽 = 𝟎𝟎 / V is
constant at all the points.
𝐸𝐸 1 1 1
(ii) J = σE OR 𝐽𝐽⃗ = 𝜎𝜎𝐸𝐸�⃗ OR 𝐽𝐽 = 𝜌𝜌 , 𝑤𝑤ℎ𝑒𝑒𝑒𝑒𝑒𝑒 𝜌𝜌 = 𝜎𝜎 OR 𝐽𝐽⃗ = 𝜌𝜌 𝐸𝐸�⃗ , 𝑤𝑤ℎ𝑒𝑒𝑒𝑒𝑒𝑒 𝜌𝜌 = 𝜎𝜎

(iii) It is an emf induced between the two ends of a metallic rod / conductor due to its
motion across a magnetic field.
OR
When a conductor is moved in a magnetic field an emf is induced across its ends.
(iv) A microscope is said to be in normal use when the (final) image is formed at the
least distance of distinct vision / D = 25·0 cm./ (final) image is formed at ‘D’.
(v) Angular width decreases.

(vi) (Nuclear) fusion

(vii) A p - type semiconductor

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 SECTION B – 14 MARKS
Question 2 [2]

(i) Calculate equivalent capacitance of the circuit shown in Figure 1 given below:

Figure 1

OR
(ii) Calculate electric potential at a point P which is at a distance of 9cm from a
point charge of 50μC.

Comments of Examiners
(i) Several candidates were confused when Suggestions for teachers
applying the formulas for series and parallel − Provide more practice and
in between capacitors and resistors. emphasise the differences in
(ii) A number of candidates made mistakes while formulas for series and parallel
writing the formula for electric potential. combinations of capacitors and
Many candidates forgot to convert ‘cm’ to resistors.
‘m’. − Clearly teach the formulas for
electric potential at a point and the
work done, as well as the electric
field intensity.
− Discuss the definition of electric
expression thoroughly.
− Instruct students to solve any
numerical problems using the same
system of units.

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 MARKING SCHEME
Question 2
C 12 = C 1 + C 2 = / 50 + 50 = 100(μF)
(i)
C ×C 100×25
C = C12 +C3 = / 100+25 = 20μF
12 3

OR
1 𝑄𝑄
(ii) V = K × Q/r or or
4𝜋𝜋𝜖𝜖0 𝑟𝑟

= 9 × 109 × (50 × 10-6) / 0·09

= 5 × 106 V

Question 3 [2]

(i) Write balancing condition of a Wheatstone bridge.

(ii) Current ‘I’ flowing through a metallic wire is related to drift speed v d of
free electrons as follows:

I = nAev d
State what the symbol ‘n’ stands for.

Comments of Examiners
(i) Some candidates were unable to solve this Suggestions for teachers
question; they drew capacitors instead of
resistors. In some instances, different letters − Teach the balancing condition of the
were used, and the wrong balancing condition Wheatstone’s bridge with a proper
was applied. diagram.
− Help students understand the difference
(ii) A number of candidates answered this question
incorrectly due to the lack of clarity in the between the number of electron density
definition and standard terminology. Several and the number of free electrons.
candidates failed to mention (n) as the number
of free electrons per unit volume.

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 MARKING SCHEME
Question 3
P R
(i) =
Q S

OR
𝑅𝑅1 𝑅𝑅3
=
𝑅𝑅2 𝑅𝑅4
OR 𝐼𝐼𝑔𝑔 = 0
n = number of (free) electrons per unit volume
(ii)
OR
(Number) density of free electrons.
OR
Free electron (number) density
OR
Number density of electrons.
OR
Electron number density

Question 4 [2]

When an electric current is passed through a wire or a coil, a magnetic field is produced.
Is the reverse phenomenon possible i.e., can a magnetic field produce an electric current?
Explain with the help of an appropriate example.

Comments of Examiners
Most of the candidates answered the first part of Suggestions for teachers
the question correctly but struggled with the − Instruct students to understand the
second part, as they could not grasp the reverse reverse concept of producing a magnetic
concept of producing a magnetic field due to an field due to an electric field, including its
electric field. Others were uncertain whether to applications.
answer with a yes or no and instead provided − Explain the phenomenon of
explanations of the phenomenon. Additionally, ‘electromagnetic induction’ to students,
many candidates did not provide appropriate providing examples.
examples due to confusion between the two parts − Explain the various methods of changing
of the question. magnetic flux, along with the rule for
determining the direction of induced
current.

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 MARKING SCHEME
Question 4
Yes
OR
Whenever there is a change in magnetic flux linked with a coil/conductor an emf or current is
induced.
OR
Due to electromagnetic induction .
If a bar magnet is brought towards a solenoid/coil or taken away from it, an electric current flows
in the solenoid/coil. (This is shown by a deflection in the galvanometer connected to the solenoid.)
OR
A diagram showing a bar magnet in a relative motion with respect to a solenoid/coil

OR
If a wire/coil is rotated in a magnetic field, an electric current will flow in the coil.
OR
As in case of an (ac) generator/ dynamo.

Question 5 [2]

(i) A long straight wire AB carries a current of 5A. P is a proton travelling with a
velocity of 2 × 106 m/s, parallel to the wire, 0·2m from it and in a direction opposite
to the current, as shown in Figure 2 below. Calculate the force which magnetic field
of the current carrying conductor AB exerts on the proton.

Figure 2
9

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 OR
(ii) A moving coil galvanometer of resistance 55Ω produces a full scale deflection
for a current of 250 mA. How will you convert it into an ammeter having a range of
0 – 3A?

Comments of Examiners
(i) Majority of the candidates answered this Suggestions for teachers
question correctly. However, many
candidates lacked application when it came − Clearly explain the functions of
to substituting the formula. Furthermore, galvanometer and ammeter.
some candidates did not write the formula − Discuss how to convert a galvanometer
correctly, and they omitted units for ‘B’ and into an ammeter and a voltmeter,
‘F’. accompanied by the appropriate circuit
(ii) Several candidates failed to write the correct diagram.
formulas, while a few candidates used − Provide more practice for numericals
incorrect ones. Additionally, some and applications for each concept.
candidates did not write the proper units.

MARKING SCHEME
Question 5
F = (Bqv)
(i)
2𝐼𝐼 𝜇𝜇0 𝐼𝐼
=K qv/ 𝑞𝑞𝑞𝑞 /
𝑟𝑟 2𝜋𝜋 𝑟𝑟

10−7 × 2 × 5 × (1·6 × 10−19 ) × (2 × 106 )

=
0·2
-19
= 16 × 10 N
OR
𝜇𝜇0 𝐼𝐼
B = K 2I/r / 2𝜋𝜋 𝑟𝑟 /
= 1 × 10-7 × 2 × 5 / (0·2)
= 5 × 10-6 (T)
F=Bqv /
= 5 × 10-6 × 1·6 × 10-19 × 2 × 106 (e.c.f.)
= 16 × 10-19 N
OR
𝐼𝐼𝑔𝑔 ×𝐺𝐺
(ii) S= /
(𝐼𝐼− 𝐼𝐼𝑔𝑔 )

�250 × 10−3 � × 55
= (3−0·25)

250 × 55 × 10−3
= 2.75

= (250 × 20 × 10-3)
=5Ω

10

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 Question 6 [2]

(i) State how vectors �𝑬𝑬⃗, ��⃗

𝑩𝑩 and �𝑪𝑪⃗ are oriented in an electromagnetic wave.
(ii) Name the electromagnetic wave / radiation which is used to study crystal structure.

Comments of Examiners
(i) Many candidates used the vector formula
Suggestions for teachers
without realizing it does not explain or imply − Teach vector applications clearly.
the angle between two vector in a plane. A − Explain the direction of oscillation of E,
few candidates wrote that E is perpendicular B and C in the electric and magnetic
to B and B is perpendicular to C which means fields.
that E may be parallel to C which was − Familiarize the students with the diagram
incorrect. illustrating direction.
(ii) Majority of the candidates answered this part − Provide a comprehensive explanation of
correctly. However, a few candidates the wavelength and frequency of the
incorrectly wrote ‘gamma radiation’ or electromagnetic spectrum with diagrams,
‘infrared rays’ instead of ‘X rays’. highlighting the relationship between
frequency and wavelength, and elaborate
on their uses with fundamental concepts.

MARKING SCHEME
Question 6
(i) They are (mutually) perpendicular to each other.
OR Perpendicular to each other
OR They are mutually perpendicular.
OR They form the set of orthogonal vectors.
OR

(ii) X rays

11

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 Question 7 [2]

Name any two phenomena which take place in the formation of a rainbow.

Comments of Examiners Suggestions for teachers

Though it was a straightforward question, many
− Explain the topic of the rainbow in
candidates mentioned the splitting of light as a
detail.
phenomenon for rainbow formation. Instead of
citing ‘total internal reflection’, ‘refraction’, and − Use a diagram of the primary and
‘dispersion’, ‘scattering’ was a commonly secondary rainbow to help students
provided answer by several candidates. understand the phenomenon that occurs
when light enters a raindrop.
− Explain total internal reflection (TIR)
thoroughly, along with the basic
concepts of dispersion and scattering.

MARKING SCHEME
Question 7
Refraction, TIR (Total internal reflection) and dispersion
(Any two)

Question 8 [2]

With reference to semiconductor Physics, answer the following questions.

(i) What is meant by “Forbidden band” of energy levels?

(ii) In which material, is “Forbidden band” absent?

12

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 Comments of Examiners
(i) Most of the candidates answered this part
correctly. However, some candidates missed Suggestions for teachers
the word 'energy' or 'energy gap' between − Ensure that students understand the
valence band and conduction band while distinction in energy between the two
defining forbidden band. bands.
(ii) Majority of the candidates answered this part − Clarify the concept of energy gap or
energy difference.
correctly, except for a few candidates who
− While explaining the forbidden band
wrote 'insulators' instead of 'conductors'.
of energy levels, compare the block
diagrams for conductors, insulators,
and semiconductors.

MARKING SCHEME
Question 8
(i) A group of closely spaced energy levels separated by valance band (VB) and
conduction band (CB) / energy gap above valence band and below conduction band
is called forbidden band.
Or
A group of energy levels which electrons cannot occupy between the valance band (VB)
and conduction band (CB).
Or
It is the energy required to move the electron from valance band (VB) to conduction
band.
Or
It is the energy gap between the valance band and conduction band.

(ii) (Good) conductors / metals / copper or any example of a metal

13

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 SECTION C – 27 MARKS
Question 9 [3]

Show that intensity of electric field at a point in broadside position of an electric dipole
is given by:
 1  p
E=  2 2 32
 4π ∈o  ( r + l )

where the terms have their usual meaning.

Comments of Examiners
A number of candidates got confused between Suggestions for teachers
‘end side on’ and ‘broad side on’ positions. Some − Explain thoroughly the concept of a
candidates were unable to do the vector sum of
dipole and the interaction of a unit
electric field. Several candidates derived an
positive charge kept at a certain distance
expression for potential. Most candidates did not
show E₁, E₂, and θ in the diagram. Also, many of from the midpoint of the dipole, including
them didn't show E₁= E₂ while deriving. a neat and clearly labeled diagram
depicting the directions of the charges.
− Instruct students to correctly indicate the
directions of electric field intensities on
the unit positive charge for the charges
constituting the dipole or the metal.

MARKING SCHEME
Question 9

E R = E1Cosθ + E 2 Cosθ

= 2 ECosθ as E1 = E 2

q l
=2
(
4π ∈0 r 2 +l2 ) (r 2
+l2 )
1/2

14

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 2ql
= (p = q × 2l)
( )
3/2
4π ∈0 r 2 +l2

p
�= �
( )
3/2
4π ∈0 r 2 +l2

Question 10 [3]

(i) Eight identical cells, each of emf 2V and internal resistance 3Ω, are connected in
series to form a row. Six such rows are connected in parallel to form a battery. This
battery is now connected to an external resistor R of resistance 6Ω. Calculate:
(a) emf of the battery.
(b) internal resistance of the battery.
(c) current flowing through R.
OR
(ii) In the circuit shown in Figure 3 below, E 1 and E 2 are batteries having emfs of 25V
and 26V. They have an internal resistance of 1Ω and 5Ω respectively. Applying
Kirchhoff’s laws of electrical networks, calculate the currents I 1 and I 2 .

Figure 3

15

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 Comments of Examiners
(i) Many candidates did not have an idea of Suggestions for teachers
determining internal resistance. The concept − First, discuss electromotive force and
of the combination of cells was not clear to a
terminal voltage, then introduce the
number of candidates.
concept of series grouping, parallel
(ii) Several candidates did not apply Kirchhoff’s
grouping, and mixed grouping with
loop rule correctly and made mistakes while
properly labeled diagrams, and derive the
writing the equations.
necessary formulas.
− Explain both Kirchhoff's law of current
and voltage.
− Explain the concept of a loop in a circuit,
identify junctions, and discuss how
currents divide at junctions.
− Thoroughly explain the sign conventions
with a simple numerical example.
− More practice should be done with
different shaped loops.

MARKING SCHEME
Question 10
EMF of each row = 8 × 2 = 16V [ unit V at any one place.]
(i) (a)
EMF of the battery = 16V
Internal resistance of each row = 8 × 3 = 24 Ω
(b)
Internal resistance of the battery = 24/6 = 4 Ω [ unit Ω at any one place.]
or
𝑛𝑛𝑛𝑛 8 ×3
𝑟𝑟 ′ = =/ = 4Ω
𝑚𝑚 6

Current flowing through an external resistance is

(c)
I = Ɛ / (R + r)
= 16/ (6+4)
= 1·6 A (e.c.f.)

16

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 OR
(In the loop ABCDEFA, by Kirchhoff’s loop rule,)
(ii)
{(I 1 + I 2 ) × 2} + (I 2 × 3) + (I 2 × 5)} = 26
(In the loop HJBCDEGH, by Kirchhoff’s loop rule,)
{(I 1 + I 2 ) × 2} + (I 1 × 4) + (I 1 × 1)} = 25
Solving above said simultaneous equations, we get,
e.c.f to be followed even if both the equations are wrong.
I 1 = 3A and I 2 = 2A (e.c.f.)
NOTE: (Candidates may use the loop (HJBAFEGH) also.)
{(I 1 × 4) + (I 1 × 1)} - (I 2 × 3) - (I 2 × 5)} = 25 - 26
(2𝐼𝐼1 + 10𝐼𝐼2 = 26)
(7𝐼𝐼1 + 2𝐼𝐼2 = 25)
(5𝐼𝐼1 − 8𝐼𝐼2 = 25 − 26 = −1)

Question 11 [3]

Using Ampere circuital law, obtain an expression for magnetic flux density ‘B’ at a point
near an infinitely long and straight conductor, carrying a current I.

Comments of Examiners
Many candidates did not draw a diagram for Suggestions for teachers
Ampere’s circuital law. Several candidates did − Begin by explaining Ampere’s circuital
not use the mathematical expression for Ampere’s law and elaborate on the concept of a
circuital law correctly. ‘closed path’.
− Provide more practice by demonstrating
the magnetic field B along the length
element dl, illustrating that the angle
between B and dl becomes 0⁰ and hence,
B dl cosθ equals B dl.

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 MARKING SCHEME
Question 11

2𝜋𝜋𝜋𝜋 2𝜋𝜋𝜋𝜋 2𝜋𝜋𝜋𝜋 2𝜋𝜋𝜋𝜋

∫0 �⃗ · ���⃗
𝐵𝐵 𝑑𝑑𝑑𝑑 = ∫0 𝐵𝐵𝐵𝐵𝐵𝐵 cos θ = ∫0 𝐵𝐵𝐵𝐵𝐵𝐵 cos 0 = B ∫0 𝑑𝑑𝑑𝑑 = B 2𝜋𝜋𝜋𝜋
OR
�⃗ ∥ ���⃗
𝐵𝐵 𝑑𝑑𝑑𝑑 even implied, ∴ ∮ 𝐵𝐵𝐵𝐵𝐵𝐵 = 𝜇𝜇0 𝐼𝐼
By Ampere’s circuital law,
2𝜋𝜋𝜋𝜋
∫0 𝐵𝐵. 𝑑𝑑𝑑𝑑 = μ 0 I or 𝐵𝐵 ∮ 𝑑𝑑𝑑𝑑 = 𝜇𝜇0 𝐼𝐼
=> 𝐵𝐵 2𝜋𝜋𝜋𝜋 = 𝜇𝜇 0 𝐼𝐼

So, B = μ 0 I/ 2𝜋𝜋𝜋𝜋

Question 12 [3]

Using Huygen’s wave theory of light, show that the angle of incidence is equal to the
angle of reflection. Draw a neat and labelled diagram.

Comments of Examiners Suggestions for teachers

Majority of the candidates answered this
− Explain Huygens’s wave theory
question correctly. However, a few common thoroughly, using diagrams to illustrate
errors made by the candidates were: the concept of the wavefront.
- Missing arrows in some diagrams − Prove the equality of the angle of
- Incorrect representation of wave fronts incidence and the angle of reflection
- Absence of angles in certain diagram with a neatly labeled diagram.
- Failure to select the correct triangles for − Demonstrate the nearly perpendicular
proving congruence. or arced wavefront, along with the
angles of incidence and reflection.
− Ask them to identify the triangles that
can be used to prove the congruence or
derive the same results.
− Emphasise the accurate drawing of the
diagrams.

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 MARKING SCHEME
Question 12

A
B

i r
i r
O Oʹ

AND
In triangles AOO′ & BOO′
OO′ is common.
AO′= O′B = ct or vt
=′ OBO
OAO =′ 90
Hence, the two triangles are equal/ congruent in all respects
AOO′ = BO′O
∴ ( i = r ) only accepted if shown correctly in the diagram
(any other equivalent derivation may be accepted)
OR

CORRECT DIAGRAM AS ABOVE

The time taken from O to B = time taken from A to O’

AO’ / v = OB / v

AO’ = OB

AO’/ sin(∠i) = OB /sin(∠r)

Thus, ∠ i = ∠r

(Any other equivalent method to be accepted).

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 Question 13 [3]

(i) For any prism, obtain a relation between angle of the prism (A),
angle of minimum deviation (δ m ) and refractive index of its material (μ or n).
OR
(ii) Obtain an expression for refraction at a single convex spherical surface i.e., the
relation between 𝜇𝜇 1 (rarer medium), 𝜇𝜇 2 (denser medium), object distance u,
image distance v and the radius of curvature R.

Comments of Examiners
(i) Most candidates were not able to draw the Suggestions for teachers
correct ray diagram with at least one arrow
− Explain to the students how to draw the
and labeling for the angle of the prism, the
path of a light ray after refraction from a
angle of incidence, the angle of refraction
spherical surface and how to indicate
on both surfaces of the prism, and the angle
different angles.
of emergence and the angle of minimum
− Using a diagram, illustrate the interface
deviation.
and refractive indices of two different
(ii) Many candidates had difficulty in drawing
media with respect to the above.
ray diagrams and did not show at least one
− While deriving the particular relation,
arrow, and the angles α, β, γ were also not
mention angles α, β, and γ with the help
shown correctly. Few candidates drew the
of a ray diagram.
concave spherical surface instead of the
convex spherical surface.

MARKING SCHEME
Question 13
(i)

For any prism:

A = r1 + r2
A + 𝛿𝛿 = i + e
In minimum deviation,

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 i = e and r 1 = r 2
𝐴𝐴+𝛿𝛿𝑚𝑚
So, 𝑖𝑖 = and r = A/2
2
By Snell’s Law:
sin 𝑖𝑖
𝜇𝜇 =
sin 𝑟𝑟
𝐴𝐴+𝛿𝛿𝑚𝑚
sin� �
i.e. 𝜇𝜇 = 2
𝐴𝐴
sin� �
2

OR
All sign conventions are acceptable
(ii)
A
i
r

M P
αO
I C u
R
v
n2 (denser)
n1 (rarer)
Correct diagram showing:
(i) Convex spherical surface
(ii) µ1 (or n1 ) and µ 2 (or n2 )
(iii) At least one oblique ray
(iv) Position of image (in denser medium)
Since the aperture is small, Snell’s Law:
µ 2 Sin i i
= ≈ (angles i and r are small)
µ1 Sin r r

α + γ and r =
i= γ − β , and
α = tan α = AM
u

β = tan β =
AM
v
ϒ = tan γ =
AM
R
Final equation:
𝜇𝜇 𝜇𝜇
µ1 µ 2 µ 2 − µ1 1 2
± = or
𝑣𝑣 ± 1
𝑢𝑢 = 1 2𝑅𝑅− 1
u υ R

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 Question 14 [3]

(i) What is an essential condition for obtaining a sustained interference?

(ii) In Young’s double slit experiment, the distance of the 4th bright fringe from the
central zero is 1·5mm. The distance between the slits and the screen is 1·5m and the
wavelength of light used is 500nm. Calculate the distance between the two slits.

Comments of Examiners
(i) Many candidates did not have an idea about Suggestions for teachers
the significance of coherence in obtaining
sustained interference. A number of − Clarify the concept of coherent sources
and the phase relationship.
candidates lacked the concept of phase
− Instruct students to convert all units to the
difference and path difference and their SI system before substituting them into
relations. the correct formula.
(ii) Most of the children answered this part − Provide ample practice in the correct
correctly, but some candidates didn't write ‘n usage of formulas, substitution, and units.
= 4’ and they did not perform the SI unit
conversion in their answers.

MARKING SCHEME
Question 14
(i) The two sources must be coherent or phase difference constant.

D
(ii) d=n λ or implied y n or any other symbol used
yn
1.5
d=4 × 1.5 × 10−3
× 5 × 10−7

d = 2mm or 2 × 10-3m

Question 15 [3]

Monochromatic light of wavelength 396nm is incident on the surface of a metal whose

work function is 1·125eV. Calculate:
(i) the energy of incident photons in eV.
(ii) the maximum kinetic energy of photoelectrons in eV.

22

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 Comments of Examiners
(i) Most of the candidates were not able to apply Suggestions for teachers
the correct formula of energy for the − Explain thoroughly Einstein’s
calculation. A few candidates made errors in photoelectric equation.
conversion from joules to eV. − Teach the energy unit eV and its relation
(ii) In several cases, the answers for part (i) and with the joule effectively.
part (ii) were interchanged. Some candidates − Provide practice with various problems to
did not apply the correct formula for ensure that students have thorough
calculating maximum kinetic energy. understanding of the topic.

MARKING SCHEME
Question 15
hc
(i) E= or even implied for the second part
𝜆𝜆
6·6 × 10−34 × 3 × 108
=
396 × 10−9
= 5 × 10−19 J

= 3·125 (eV)

(ii) E max = E – 𝜙𝜙 or even implied

= 3·125 – 1·125 (e.c.f.)

= 2·0 (eV)

Question 16 [3]

Name any two essential parts of a nuclear reactor. State the function of any one of them.

Comments of Examiners
While most of the candidates wrote the correct Suggestions for teachers
answer for essential parts of a nuclear reactor, a - Explain the function of each and
few were unable to articulate the functions of any every component of a nuclear reactor.
of these components.

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 MARKING SCHEME
Question 16
Fuel rods, moderator, control rods, coolant, shell/ nuclear reactor core, concrete wall.
(Any two)
Function of any one part.
- The fuel rods contain the fissile material which undergoes fission
- Moderator slows down the fast-moving neutrons.
- Control rods absorb the neutrons (and controls the rate of fission).
- Coolant removes heat from the nuclear reactor core (and transfer it to electrical generators and
the environment)
- Shell confines fission products that otherwise might be released to the atmosphere (in the
event of an accident.)
- Concrete wall absorb neutrons and / or ionising radiation.

Question 17 [3]

Draw a labelled circuit diagram of a full wave rectifier. Show graphically how the output
voltage varies with time.

Comments of Examiners
Most candidates provided incorrect answers in Suggestions for teachers
either the circuit diagram, graphs, or both. Some − Encourage students to practice drawing
candidates connected the diode incorrectly, while rectifiers.
others omitted the input circuit altogether. Few of − Explain the use of one and two diodes in
them did not draw the input circuit. Additionally, the circuit, along with the reason for using
a few struggled with drawing the correct shape of diodes and the purpose of a rectifier.
the graph and failed to mark the axes. − Ensure that students grasp the concept of
converting AC input to DC output.

MARKING SCHEME
Question 17
Diagram of a full wave rectifier

OR

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 Correct output full wave form

SECTION D – 15 MARKS
Question 18 [5]

(i) A 60Ω resistor, a 1·0 H inductor and a 4𝜇𝜇F capacitor are connected in series to an
ac supply generating an emf e = 300 Sin (500t) V. Calculate:
(a) impedance of the circuit.
(b) peak value of the current flowing through the circuit.
(c) phase difference between the current and the supply voltage.
OR
(ii) (a) An ac generator generates an emf which is given by e = 311 Sin (240𝝅𝝅t) V.
Calculate:
(1) frequency of the emf.
(2) r.m.s. value of the emf.
(b) The primary coil of a transformer has 60 turns whereas its secondary coil
has 3000 turns.
(1) If a 220V ac voltage is applied to the primary coil, how much emf is
induced in the secondary coil?

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 (2) If a current of 5A flows in the primary coil, how much current will flow
in a load in the secondary coil? State the assumption you have made
regarding the transformer, in this calculation.

Comments of Examiners
(i) Many candidates did not write the unit of Suggestions for teachers
impedance. Several candidates did not write − Clearly explain the RLC circuit and
the correct formula. The units of X L, X C , and draw the Phasor diagram. With the help
Z were not mentioned by many candidates. of the diagram, show the resultant
potential difference across the inductor
Some of them could not draw the correct
and capacitor.
shape of the graph, and some did not mark the
− Discuss the conditions for resonance
axes.
with the help of a graph.
(ii) (a) A number of candidates did not write the
correct formula. They wrote the frequency − Determine the value of tanφ= 0,
value without a unit, and the rms value implying φ= 0 from the impedance
formula was wrong. Frequency value without triangle. More rigorous practice is
unit was written – rms value formula was required in this area.
wrong. The formula Z= √R2 +(X L + X C )2 was − Explain the concepts of peak and r.m.s.
written incorrectly, as X L and X C were values of emf and clarify their
wrongly calculated. Consequently, relationship, which is expressed as r.m.s
candidates could not arrive at tanθ = 0. value of emf= E₀/√2
(b) Several candidates were able to write − Train the students by providing regular
down the assumption regarding the
practice in solving numerical problems.
transformer. However, the concept of an
− Explain the theory of transformer and
ideal transformer was not very clear to many
candidates. its fundamental aspects.
− Elaborate on the differences between a
step-up and a step-down transformer.

MARKING SCHEME
Question 18
(i) (a) XL = ωL = 500 × 1 = 500 Ω even implied
X C = 1/ ωC = 1/ 500 × (4 ×10-6) = 500 Ω even implied
Impedance
Z = √[ (𝑋𝑋 L – X C )2 + R2]
R

= R (Since X L = X C )

= 60 Ω (ecf)

(b) I 0 = E 0 / Z = 300/60 = 5A (e.c.f.)

(c) tan θ = (𝑋𝑋 L – X C )/R = 0

R

So, θ = 0
Or

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 Since 𝑋𝑋 L = X C, current is in phase/same phase with the supply/applied voltage.
R

i.e. θ = 0
(ii) (a) (1)
𝜔𝜔 240
240 π t = 2 π f t Or 𝜔𝜔 = 2 πf , f = 2𝜋𝜋 = 2

So, f = 120Hz

(2) r.m.s. value = E 0 / √2 Or = 311/1·414

~ 220V
(b) (1) Es / Ep = Ns / Np Or Es / 220 = 3000/60

So, Es = 50 × 220 =11000V

Es × Is = Ep × Ip Or 11000 × Is = 220 × 5
(2)
So, Is = 1100 / 11000 = 0·1 A (e.c.f.)

Assumption: The given transformer is an ideal transformer or no loss of

energy takes place OR Power output = Power input, OR
Work output = Work Input, OR efficiency is 1 or 100%.

Question 19 [5]

(i) (a) Name the series of lines of hydrogen spectrum which lies in the
(1) ultraviolet region.
(2) visible region.
(b) How much is the angular momentum of an electron when it is orbiting in the
second Bohr orbit of hydrogen atom?
(c) With reference to Nuclear Physics, answer the following questions.

(1) What is meant by “Isotopes”?

(2) Define 1u (where u stands for unified atomic mass unit).
OR
(ii) (a) Using Bohr’s Theory of hydrogen atom, obtain an expression for the velocity
of an electron in nth orbit of an atom.
(b) What is meant by “binding energy per nucleon” of a nucleus? State its
physical significance.

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 Comments of Examiners
(i) (a) Many candidates were not familiar with E Suggestions for teachers
– M spectrum. Several candidates − Explain Bohr's theory of the hydrogen
lacked knowledge of the Hydrogen spectrum.
atom by discussing all the postulates,
(b) In some cases, when finding the angular
especially the second postulate (Bohr’s
momentum of an electron orbiting in the
second Bohr orbit of a hydrogen atom, quantum condition) i.e. L= nh/2π,
candidates didn't put n= 2. where n= 1, 2, 3….
(c) A number of candidates were unable to define − Elaborate on the line spectra of the
1µ. hydrogen atom, accompanied by a
𝟏𝟏 𝒁𝒁𝒆𝒆𝟐𝟐 labeled diagram illustrating the
(ii) (a) In the derivation of formula (V= 𝟐𝟐𝟐𝟐𝟐𝟐 𝒏𝒏𝒏𝒏 ),
spectrum from various final quantum
the value of Z = 1 was not put in many cases
numbers to initial quantum numbers.
(for the H-atom).
(b) Many candidates did not have an idea − Explain the postulates of Bohr’s atomic
regarding the significance of binding energy model and delve into the quantization of
per nucleon or the stability of the nucleus. angular momentum.
− Clearly differentiate between isotopes
and isobars.
− Provide a detailed explanation of the
expression for the radius of the orbit of
the electron and the velocity of the
electron in the 𝑛𝑛𝑡𝑡ℎ orbit.
− Thoroughly explain the concept and
definition of binding energy per
nucleon, supported by a B.E. per
nucleon vs mass number graph.

MARKING SCHEME
Question 19
(i) (a) (1) Lyman (series)

(2) Balmer (series)

(b) 2ℎ ℎ
𝑙𝑙 = 2π
𝑜𝑜𝑜𝑜 π
or 2.1 × 10−34 𝑘𝑘𝑘𝑘𝑚𝑚2 𝑠𝑠 −1
(c) (1) Atoms of the (same element) that have the same atomic number but
different mass number are called isotopes.
Or
Atom of an element having same number of protons and different number
of neutrons
It is 1/12th of the mass of one atom of carbon (-12).
(2)
Or
1
1𝑎𝑎𝑎𝑎𝑎𝑎 = 1𝑢𝑢 = 12𝑡𝑡ℎ 126𝐶𝐶

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 (ii) (a)
𝑚𝑚𝑣𝑣 2 1 𝑍𝑍𝑍𝑍 2
=
𝑟𝑟 4𝜋𝜋𝜀𝜀𝑜𝑜 𝑟𝑟 2
𝑛𝑛ℎ
𝑚𝑚𝑚𝑚𝑚𝑚 = 2𝜋𝜋
Dividing equation (i) by (ii)
1 𝑍𝑍𝑍𝑍 2
𝑣𝑣 =
2𝜀𝜀𝑜𝑜 𝑛𝑛ℎ
put Z = 1. (A candidate may put Z=1 at any stage or even implied)
1 𝑒𝑒 2
𝑣𝑣 =
2𝜀𝜀𝑜𝑜 𝑛𝑛ℎ

(b) The binding energy per nucleon of a nucleus is the binding energy of the nucleus divided
by the total number of nucleons i.e. mass number.
Or
It is the ratio of the binding energy of the nucleus to the total number of nucleons i.e.
mass number.
Or
It is the average energy required to remove an individual nucleon from a
nucleus—analogous to the ionization energy of an electron in an atom.
Or
It is average energy required to remove a nucleon from the nucleus to infinite distance

It is the measure of stability of the nucleus. Or Larger/greater the binding energy per
nucleon, more stable is the nucleus.

Question 20 [5]

Read the passage given below and answer the questions that follow.
There are two types of lenses: Converging lenses and Diverging lenses, depending on
whether they converge or diverge an incident beam of light. They are also called convex or
concave lenses. Lenses are usually made of glass. Convex lenses are more popular as they
form a real image of an object. They are widely used in our daily life, for instance, in
microscopes, telescopes, projectors, cameras, spectacles etc. Microscopes are used to view
small and nearby objects whereas telescopes are used to see distant objects.
(i) State any two factors on which focal length of a lens depends.
(ii) Give an example where a convex lens behaves like a diverging lens.
(iii) What type of lens is used in a camera?
(iv) Write an expression for magnifying power of a compound microscope when its
final image lies at the least distance of distinct vision (D).
(v) State any one difference between a reflecting telescope and a refracting telescope.

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 Useful Constants & Relations:
1 Constant for Coulomb’s law (1/4πε 0 ) 9×109m/F

2 Permeability of vacuum (μ 0 ) 4π × 10-7H/m

3 Speed of light in vacuum c 3 × 108m/s

4 Planck’s Constant h 6·6 × 10-34Js

5 Charge of a proton e 1·6 × 10-19C

6 1eV 1·6 × 10-19J

7 1nm 1 × 10-9m

Comments of Examiners
(i) Several candidates provided incorrect
answers regarding dependence on focal Suggestions for teachers
length of a lens. − Explain the lens maker’s formula and,
(ii) Some candidates made errors in responding to using that expression, explain the factors
the question concerning the change in the that affect the focal length of the lens.
behavior of the lens. − Differentiate between the nature of the
(iii) Many candidates mistakenly indicated the use lens and the material of the lens.
of a diverging lens in a telescope rather than − Provide instructions to the students on the
a converging lens. importance of reading the questions
(iv) A number of candidates made errors in carefully.
writing the formula. Some wrote the − Give more practice with case study-based
magnifying power for the final image at questions to the students.
infinity, while others discussed the − Connect students to real life situations,
magnifying power of telescopes. practical applications, and uses.
(v) Several candidates struggled to explain the
differences between reflecting and refracting
telescopes.

MARKING SCHEME
Question 20
Focal length of a lens depends on any one of the following:
(i)
• Material of the lens / refractive index of its material.
Or
• Surrounding medium
Or
• Radii of curvature of its spherical surfaces
Or

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 • Wavelength / colour of incident light.

When surrounding medium is optically denser.

(ii)
Or
When refractive index of the surroundings is greater than that of the material of the lens.

Or

𝑚𝑚/𝑙𝑙𝜇𝜇𝑔𝑔 <1 or 𝒈𝒈𝝁𝝁𝒎𝒎/𝒍𝒍 > 𝟏𝟏

a convex lens
(iii)
Or
a converging lens
Or
A combination of lenses which acts as a converging lens.
Or
Achromatic doublet
𝑣𝑣0 𝐷𝐷 𝑓𝑓0 𝐷𝐷
(iv) 𝑀𝑀 = (−) �1 + 𝑓𝑓 � Or 𝑀𝑀 = �1 + 𝑓𝑓 �
𝑢𝑢0 𝑒𝑒 𝑢𝑢0 −𝑓𝑓0 𝑒𝑒

A reflecting telescope uses a concave/parabolic mirror as an (objective) whereas a

(v)
refracting telescope uses a convex lens as an (objective).
The image of a reflecting telescope is more - clear / brighter/ no spherical aberrations/ no
chromatic aberrations/ greater magnification as compared to refracting telescope.
(Any one difference is acceptable)

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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 GENERAL COMMENTS

• Gauss Theorem.
Topics • Kirchhoff’s Law.
found • Sign convection in lenses.
difficult by • Combination of cells.
• Application of mirrors.
candidates • LCR circuits.
• Electromagnetic induction
• Normal vision for compound microscope/telescope.
• Numerical problems based on alternating current.
• Circuit diagrams and biasing.
• Huygens applications.

Concepts in
which
candidates • Types of wavefronts.
• Sign convection in lenses.
got confused
• Simple and compound microscope.
• Diffraction and scattering
• The concept of phase and phase difference.
• The concept of motional EMF.

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 • Make a list of definitions, principles, and formulae.
Suggestions • Memorise the technical terms/laws/key words, principles and
for derivations etc. only after comprehension.
candidates • Relate the concepts from Mathematics with Physics and vice versa.
• Refer to various standard textbooks, and scope of syllabus.
• Draw a ray diagram with arrow heads.
• Watch related videos on YouTube and try to make some
projects/models which work on the principles which you have learnt.
• Practice conversion of CGS units to SI units and vice-versa.
• Practice drawing block and tackle system of pulleys, by drawing string
straight, showing rigid support and tension in the string opposite to the
direction of load.
• Create Mind Maps/flow charts to consolidate your knowledge for
quick revision during examinations.
• Keep your answer paper presentable by keeping your handwriting
legible and by avoiding unnecessary scratching and striking off.
• Practice the difficult topics regularly.
• Understand the basics of any derivation and their outcome.
• Practice previous years’ question papers.
• Utilize the reading time judiciously and plan accordingly.
• Work on time management on each question depending upon the
marks distribution.
• Show virtual images by dotted lines.
• Write to the point and precise answers.

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