ISC Class 12 Physics Question Paper

Solution 2017

PHYSICS THEORY (PAPER-1)

Part I (20 marks)

Answer all questions.

Question 1
A. Choose the correct alternative (a), (b), (c) or (d) for each of the questions given below: [5]
(i) The electrostatic potential energy of two point charges, 1 µC each, placed 1 meter
apart in air is:

(a) 9×103J
(b) 9×109J
(c) 9×10-3J
(d) 9×10-3eV
(ii) A wire of resistance ‘R’ is cut into ‘n’ equal parts. These parts are then connected in
parallel with each other. The equivalent resistance of the combination is:
(a) nR
(b) R/n
(c) n/R2
(d) R/n2
(iii) Magnetic susceptibility of platinum is 0·0001. Its relative permeability is:

(a) 1·0000
(b) 0·9999
(c) 1·0001
(d) 0
(iv) When a light wave travels from air to glass:
(a) its wavelength decreases.
(b) its wavelength increases.
(c) there is no change in wavelength.
(d) its frequency decreases.

10
(v) A radioactive substance decays to 1/16th of its initial mass in 40 days. The half life of
the substance, in days, is:
(a) 20
(b) 10
(c) 5
(d) 2·5

B. Answer all questions given below briefly and to the point: [15]
(i) Maximum torque acting on an electric dipole of moment 3×10-29 Cm in a uniform
electric field E is 6×10-25 Nm. Find E.
(ii) What is meant by drift speed of free electrons?

(iii) On which conservation principle is Kirchoff’s Second Law of electrical networks

based?
(iv) Calculate magnetic flux density of the magnetic field at the centre of a circular coil of
50 turns, having radius of 0·5m and carrying a current of 5 A.
(v) An a.c. generator generates an emf ‘𝜀𝜀’ where 𝜀𝜀 = 314 Sin(50πt) volt. Calculate the
frequency of the emf 𝜀𝜀.
(vi) With what type of source of light are cylindrical wave fronts associated?
(vii) How is fringe width of an interference pattern in Young’s double slit experiment
affected if the two slits are brought closer to each other?
(viii) In a regular prism, what is the relation between angle of incidence and angle of
emergence when it is in the minimum deviation position?
(ix) A converging lens of focal length 40 cm is kept in contact with a diverging lens of focal
length 30 cm. Find the focal length of the combination.
(x) How can the spherical aberration produced by a lens be minimised?
(xi) Calculate the momentum of a photon of energy 6×10-19J.
(xii) According to Bohr, ‘Angular momentum of an orbiting electron is quantised’.
What is meant by this statement?
(xiii) Why nuclear fusion reaction is also called thermo-nuclear reaction?
(xiv) What is the minimum energy which a gamma ray photon must possess in order to
produce electron-positron pair?
(xv) Show the variation of voltage with time, for a digital signal.

11
Comments of Examiners
A. (i) Some candidates selected option (d), which was
similar to the correct option (c), except for the Suggestions for teachers
unit.
− Train students to use given data in a
(ii) A few candidates chose option (b), instead of numerical in SI unit, otherwise
correct option (d). convert the final answer in the SI unit,
(iii) Some candidates selected option (b) in place of if required.
correct option (c). It was due to confusion in the − The concept of resistors in series and
relation between χ and µ r . parallel must be developed in students
with proper explanation, followed by
(iv) Many candidates selected incorrect option in this
numerical problems.
question, in place of correct option (a). − After explaining the meaning of
(v) Some candidates selected (d) = 2.5 as an option, in magnetic susceptibility and relative
place of correct option (b) = 10 days. permeability, ask them to learn
formulae by heart.
B. (i) Some candidates did not express the electric field − While teaching refraction of light,
with unit. Some gave incorrect unit of E. A few explain to them the effect on the speed
candidates could not recall the correct formula, of light on changing the medium.
while a few made incorrect calculation of E. − The concept of half-life should be
(ii) Many candidates could not write the definition clarified to students, with the help of
numerical problems.
correctly. Key words like constant or average − Emphasize that proper unit must be
velocity or on application of electric field were given to a physical quantity.
missing. − Advise students to learn definitions,
(iii) Some candidates got confused between Kirchhoff’s laws, principles in Physics, by heart
1st law and II law and hence, wrote conservation of and practise writing them.
charge in place of conservation of energy. − While teaching Kirchhoff’s laws of
electrical networks, explain the
(iv) Some candidates used incorrect formula of magnetic
difference between the two laws.
flux density B. They did not write unit of B. They − In magnetism, explain magnetic flux
got confused between magnetic flux ɸ and wrote and magnetic flux density clearly.
magnetic flux density, B. Hence, expressed − While teaching wave optics, explain
incorrect unit of B. the meaning and importance of the
(v) Some candidates did not know the correct formula term wave front, types of wave fronts
and types of sources of light which
of instantaneous emf e=e o sin (ωt) Some of them
produce these wave fronts.
did not know the relation between ω and f. − Factors affecting fringe-width must
(vi) Many candidates answered this question incorrectly. be discussed specially after deriving
(vii) Some candidates wrote that there is no change in the expression.
fringe-width whereas some answered it correctly. − Train students to read the questions
Some answered, ‘Intensity of bright fringes heedfully and write answer in brief
increases.’ and to the point.

12
 (viii) Some candidates drew the diagram of a prism,
showing various angles. They used the formula i = − Familiarise the students with the
A+ δm Cartesian sign convention and train
(ix) Some candidates did not take focal length of them to solve a few numerical
concave lens as negative and hence, got incorrect problems.
answers. − Explain spherical and chromatic
A few of them did not write the unit of F. aberrations thoroughly.
(x) A few candidates got confused between spherical − While teaching pair production, give
aberration and chromatic aberration. Hence, they students an idea of energy of gamma
wrote about achromatic doublet instead of writing rays which can produce electron
the way of minimising spherical aberration produced positron pair with numerical
by a lens. problems.
(xi) Some candidates used the incorrect formula to − Teach the types of signals which are
calculate the momentum of a photon. Several used in the field of electronics. Draw
candidates did not write the unit of p, and a few labelled V-t graphs for them.
wrote incorrect unit of p.
(xii) A few candidates wrote mnr = h/2π but did not write
what ‘n’ stands for. Some stated that ‘angular
momentum’ is an integral multiple of h/2, in place
of h/2π.
(xiii) Many candidates got this question incorrect because they wrote ‘Heat energy is
produced/released in this reaction’, instead of writing ‘heat energy is required to bring about
nuclear fusion’.
(xiv) A few candidates wrote 1.02 eV, in place of 1.02 MeV. Some wrote a statement, instead of
giving the value i.e. 1.02 MeV.
(xv) A number of candidates did not know the correct V-t graph for a digital signal. They drew a sine
curve. Some did not label the axes.

MARKING SCHEME
Question 1
A. (i) (c) OR 9×10-3J

(ii) (d) OR R/n2

(iii) (c) OR 1·0001

(iv) (a) OR Its wavelength decreases.

(v) (b) OR 10 days
B. (i) 𝝉𝝉 𝟔𝟔×𝟏𝟏𝟏𝟏−𝟐𝟐𝟐𝟐
E = 𝑷𝑷 = = 𝟐𝟐 × 𝟏𝟏𝟏𝟏𝟒𝟒 𝑽𝑽𝒎𝒎−𝟏𝟏 or answer expressed with any alternate correct unit.
𝟑𝟑×𝟏𝟏𝟏𝟏−𝟐𝟐𝟐𝟐

(ii) It is the mean distance travelled by a free electron per unit time (second) when an external
electric field is applied. Or constant/average speed/velocity on application of potential
difference/electric field or voltage or opposite to current or towards +ve terminal.
13
(iii) Energy
(iv) 𝜇𝜇 2𝜋𝜋𝜋𝜋𝜋𝜋
B = �4𝜋𝜋𝑜𝑜 � 𝑅𝑅
2𝜋𝜋×50×5
= 10-7 × 0·5

= π×10 -4

= 3·14×10-4 T or answer expressed with any alternate correct unit.

(v) ω = 50π
or 2 π f = 50 π
∴ f = 25 Hz
(vi) Line source/ linear
(vii) Fringe width increases

(viii) They are equal, i.e.∠ i = ∠e

(ix) 1 1 1 3−4 1
= + = =−
𝐹𝐹 40 −30 120 120
∴ 𝐹𝐹 = −120 𝑐𝑐𝑐𝑐 𝑂𝑂𝑂𝑂 𝐹𝐹 = −1 · 2 𝑚𝑚
(x) By using plano-convex / concave lenses OR
With the help of stops. (A diagram showing a lens and a stop is also acceptable)
(xi) 𝑬𝑬 𝟔𝟔×𝟏𝟏𝟏𝟏−𝟏𝟏𝟏𝟏
P = 𝒄𝒄 = = 2×10-27 kg m s-1 or answer expressed with any alternate correct unit.
𝟑𝟑×𝟏𝟏𝟏𝟏𝟖𝟖
Alternate method is also 𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚.
(xii) 𝐡𝐡
It means angular momentum is an integral multiple of ђ OR 𝟐𝟐𝟐𝟐
OR
𝒏𝒏𝐡𝐡 𝒏𝒏𝒏𝒏
l = nђ = 𝟐𝟐𝟐𝟐 where n is an integer. OR mvr = 𝟐𝟐𝟐𝟐
(xiii) This is because a lot of heat energy is required to bring about nuclear fusion.
OR
A very high temperature is required to bring about nuclear fusion.
(xiv) 1·02 MeV OR 1.632 x 10-13J.

14
 (xv)

0
0 2 4 6 8 10
t

PART II (50 Marks)

Answer ten questions in this part, choosing four questions from Section A, three
questions from Section B and three questions from Section C.
SECTION A
Answer any four questions.

Question 2
(a) Show that electric potential at a point P, at a distance ‘r’ from a fixed point charge 𝑄𝑄, [4]
is given by:
𝟏𝟏 𝑄𝑄
V=� � 𝑟𝑟 .
𝟒𝟒𝟒𝟒𝝐𝝐𝟎𝟎
(b) Intensity of electric field at a perpendicular distance of 0·5 m from an infinitely long line [1]
charge having linear charge density (λ) is 3·6×103 Vm-1. Find the value of λ.

15
Comments of Examiners
(a) Many candidates could not draw the correct Suggestions for teachers
diagrams required for this derivation. Majority of
candidates did not use limits for integration. Many − Explain the role of integral calculus in
of them used incorrect limits. Some could not Physics specially the meaning of
perform integration. A few missed out negative definite integral i.e. the meaning of
sign in work done dw. limits.
(b) Some candidates did not know the correct formula − Advise students to study and practise
for intensity due to a long line charge. Some either diagrams, along with learning of
wrote incorrect unit of λ or didn’t write unit of λ. derivations.
− Prepare a list of formulae in each
chapter of Physics and ask students to
learn these formulae by heart and
practise. A few numerical problems
of different types, based on each
formula must be solved in class, for
clear understanding.

MARKING SCHEME
Question 2
(a)
dx
O P
r B A
• • • •
→
Q +q0 𝐹𝐹
x
1 𝑄𝑄𝑄𝑄0
F=4𝜋𝜋ε0 𝑥𝑥2
dw = - F dx
𝑟𝑟
∫ 𝑑𝑑𝑑𝑑 = ∫∞ − 𝐹𝐹 𝑑𝑑𝑑𝑑

𝑟𝑟 𝟏𝟏 𝑄𝑄𝑄𝑄0
W =− ∫∞ 𝟒𝟒𝟒𝟒𝝐𝝐 2 𝑑𝑑𝑑𝑑
𝟎𝟎 𝑥𝑥
𝟏𝟏
V=W/q 0 = 𝑄𝑄/𝑟𝑟
𝟒𝟒𝟒𝟒𝝐𝝐𝟎𝟎
1 𝑄𝑄
So, V=�
4𝜋𝜋𝜖𝜖0
� 𝑟𝑟
Alternate methods are also acceptable.
(b)
𝟏𝟏 𝟐𝟐𝟐𝟐
i.e. E=� �
𝟒𝟒𝟒𝟒𝝐𝝐𝟎𝟎 𝒓𝒓

16
 𝟐𝟐×𝛌𝛌
3·6 ×103 = 9 ×109 × 𝟎𝟎·𝟓𝟓
∴ 𝝀𝝀 = 1×10-7 C m-1
Correct substitution with or without formula and correct answer with unit.

Question 3
(a) Three capacitors C 1 = 3𝜇𝜇F, C 2 = 6𝜇𝜇F and C 3 = 10𝜇𝜇F are connected to a 50 V battery as [3]
shown in the Figure 1 below:
C1 C2
3𝜇𝜇F 6𝜇𝜇F
A B
• •
C3
10𝜇𝜇F

50V
Figure 1
Calculate:
(i) The equivalent capacitance of the circuit between points A and B.
(ii) The charge on C 1 .
(b) Two resistors R 1 = 60 Ω and R 2 = 90 Ω are connected in parallel. If electric power [2]
consumed by the resistor R 1 is 15 W, calculate the power consumed by the resistor R 2 .

Comments of Examiners
(a) (i) After using correct formula for equivalent Suggestions for teachers
capacitance of a series combination i.e 1/C 4 =1/2, a
few candidates forgot to find C 4 . Some of them did − Give practice in solving a few
not write the unit of C. numerical problems on capacitors
(ii) A few candidates answered this part incorrectly as connected in a circuit in series and in
they used incorrect value of C, i.e. C 1 in place of C 4. parallel combination, clearly
(b) Some candidates found out current in R 1 and used the explaining the status of charge on
same current for R 2 . They got confused whether each capacitor and potential
current is same or potential difference is same in difference across each capacitor.
parallel combination. Some candidates used the Make use of equivalent circuits.
incorrect formula for the power consumed by the − Explain how to calculate the power
resistor R 2 .
developed in a resister with different
type of numerical problems.

17
 MARKING SCHEME
Question 3
𝐶𝐶 𝐶𝐶 3×6
(a) (i) C 4 = 𝐶𝐶 1+𝐶𝐶2 𝑜𝑜𝑜𝑜 3+6
= 2𝜇𝜇𝜇𝜇 Correct substitution with or without formula and correct answer.
1 2

C = C4 + C3
𝑜𝑜𝑜𝑜 = 2 + 10
R

= 12 𝜇𝜇𝜇𝜇
(ii) Q 4 = C 4 V = 2×50 = 100 𝜇𝜇𝜇𝜇

(b) V2 = P 1 R 1 = 15× 60 = 900 (volt)2 [Unit (volt)2 not necessary.]

𝑉𝑉 2 900
∴ P 2 = 𝑅𝑅 = = 10W
2 90

Alternate correct methods are also acceptable.

Question 4
(a) Figure 2 below shows two resistors R 1 and R 2 connected to a battery having an emf of [3]
40V and negligible internal resistance. A voltmeter having a resistance of 300 Ω is
used to measure potential difference across R 1 . Find the reading of the voltmeter.

40V
R1 R2
•
200 Ω 880 Ω

v
Figure 2

(b) A moving coil galvanometer has a coil of resistance 59Ω. It shows a full-scale deflection for [2]
a current of 50 mA. How will you convert it to an ammeter having a range of 0 to 3A?

18
Comments of Examiners
(a) Many candidates were unable to calculate equivalent Suggestions for teachers
resistance of the circuit correctly and hence got − Explain to students, the correct
incorrect value of current. Some got the correct value
concept and treatment of resistances
of current but used incorrect value of resistance,
in series and parallel combination.
hence, got incorrect answers.
(b) Many candidates used the formula of conversion of More practice should be given in
galvanometer to voltmeter, rather than galvanometer solving circuit problems in the class.
to ammeter. A few didn’t state that the calculated Encourage the habit of drawing
resistance should be connected in parallel with the equivalent circuits.
galvanometer. − Encourage students to solve as many
numerical problems as possible. Train
them to express answers with units,
direction, etc.

MARKING SCHEME
Question 4
(a) Equivalent resistance R 3 of R 1 and V is:
𝑹𝑹 ×𝑹𝑹 𝟐𝟐𝟐𝟐𝟐𝟐×𝟑𝟑𝟑𝟑𝟑𝟑
R 3 = 𝑹𝑹𝟏𝟏 +𝑹𝑹𝒗𝒗 𝒐𝒐𝒐𝒐 𝟐𝟐𝟐𝟐𝟐𝟐+𝟑𝟑𝟑𝟑𝟑𝟑
𝟏𝟏 𝒗𝒗

= 120 Ω
Then, R = 120 + 880
= 1000 Ω
𝜺𝜺 𝟒𝟒𝟒𝟒
I = 𝑹𝑹 = 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏
= 0·04 A

V = I R3
= 0·04 × 120
= 4·8 V
(b) 𝑰𝑰 𝑮𝑮
𝒈𝒈
S = 𝑰𝑰−𝑰𝑰
𝒈𝒈

𝟓𝟓𝟓𝟓×𝟏𝟏𝟏𝟏−𝟑𝟑 ×𝟓𝟓𝟓𝟓
or ∴ 𝑺𝑺 = (𝟑𝟑−𝟎𝟎·𝟎𝟎𝟎𝟎)
𝟓𝟓𝟓𝟓×𝟓𝟓𝟓𝟓×𝟏𝟏𝟏𝟏−𝟑𝟑
=
𝟐𝟐·𝟗𝟗𝟗𝟗
∴ S = 1 Ω in parallel or shunt of 1Ω or 1 Ω shunt shown in diagram.

19
Question 5
(a) In a meter bridge circuit, resistance in the left hand gap is 2 Ω and an unknown resistance [3]
X is in the right hand gap as shown in Figure 3 below. The null point is found to be 40
cm from the left end of the wire. What resistance should be connected to X so that the
new null point is 50 cm from the left end of the wire?

2Ω X

• • • • •
G

0 cm 100 cm
40 cm

( •)

Figure 3

(b) 𝟏𝟏 [2]
The horizontal component of earth’s magnetic field at a place is times the vertical
√𝟑𝟑
component. Determine the angle of dip at that place.

Comments of Examiners
(a) Some candidates did not understand this numerical on Suggestions for teachers
meter bridge. It involved three steps: Calculations of
− Explain meter bridge based numerical
X, resistance to be connected to X and hence the
problems in the laboratory when
required resistance. Many found out X and left it as
students perform experiments. It
answer. A few candidates did not know that metre would give them better understanding
bridge works on the principle of Wheatstone bridge. of Wheatstone bridge principle. A
(b) Some candidates did not know the relation between few numerical problems must be
B H , B V and δ. Hence, they obtained incorrect results. solved on Wheatstone bridge as well
A few did not write the unit of angle of dip 𝜃𝜃. as Meter bridge.
− Train the students to read questions
carefully and write the data. Then,
they must recall the correct formula
on which it is based. Finally, answer
must be given with proper unit.

20
 MARKING SCHEME
Question 5
(a) 𝟐𝟐 𝟒𝟒𝟒𝟒
= 𝟔𝟔𝟔𝟔
𝑿𝑿

∴ x = 3Ω
𝒚𝒚 𝟓𝟓𝟓𝟓
When balancing length becomes 50 cm: 𝟐𝟐
= 𝟓𝟓𝟓𝟓

i.e. y = 2Ω
𝟏𝟏 𝟏𝟏 𝟏𝟏
Now, 𝟑𝟑
+ 𝒛𝒛
= 𝟐𝟐
𝟏𝟏 𝟏𝟏 𝟏𝟏
𝒛𝒛
= 𝟐𝟐
− 𝟑𝟑
𝟏𝟏 𝟏𝟏
𝒛𝒛
= 𝟔𝟔

∴ 𝒛𝒛 = 𝟔𝟔 Ω
In parallel with X.
(b) 𝟏𝟏
BH = BV
√𝟑𝟑

𝑩𝑩𝑽𝑽
= √𝟑𝟑
𝑩𝑩𝑯𝑯
tan 𝜹𝜹 = √𝟑𝟑
∴ 𝜹𝜹 = 60o

Question 6
(a) Using Ampere’s circuital law, obtain an expression for the magnetic flux density ‘B’ at [3]
a point ‘X’ at a perpendicular distance ‘r’ from a long current carrying conductor.
(Statement of the law is not required).
(b) PQ is a long straight conductor carrying a current of 3A as shown in Figure 4 below. An [2]
electron moves with a velocity of 2×107 ms-1 parallel to it. Find the force acting on the
electron.
P
• electron
3A

0·6 m
Q
Figure 4

21
Comments of Examiners
(a) A few candidates applied Biot Savarts law, in place of Suggestions for teachers
Ampere Circuital law. Many could not draw correct
diagrams required for this derivation, specially dl and B. − Explain Ampere circuital law
They did not use the correct symbol of integration. Some comprehensively Ask students to
practise diagrams, along with
did not use the vector notation with B and dl. Some did
derivations.
not solve B.dl
− Train students to solve numerical
(b) A number of candidates did not understand the numerical
problems interrelated with different
problems. Some could not get the correct formula to
topics.
calculate force on the moving electron. Others could not
substitute the given values correctly and hence got
incorrect answers.

MARKING SCHEME
Question 6
(a) →
𝑩𝑩
→
𝒅𝒅𝒅𝒅
.
C

∫→.→ = 𝝁𝝁𝒐𝒐 𝑰𝑰
𝑩𝑩 𝒅𝒅𝒅𝒅

� 𝑩𝑩 𝒅𝒅𝒅𝒅 𝒄𝒄𝒄𝒄𝒄𝒄 𝜽𝜽 = 𝝁𝝁𝒐𝒐 𝑰𝑰

As 𝜽𝜽 = 90, cos 90 = 1
∫ 𝑩𝑩 𝒅𝒅𝒅𝒅 = 𝝁𝝁𝒐𝒐 𝑰𝑰

𝒐𝒐𝒐𝒐 𝑩𝑩 � 𝒅𝒅𝒅𝒅 = 𝝁𝝁𝒐𝒐 𝑰𝑰

B. 2πr = 𝝁𝝁𝒐𝒐 𝑰𝑰
𝝁𝝁𝒐𝒐 𝑰𝑰
∴ 𝑩𝑩 = 𝟐𝟐𝟐𝟐𝟐𝟐

(b) 𝜇𝜇𝑜𝑜 2𝐼𝐼

𝐵𝐵 =
4𝜋𝜋 𝑎𝑎
10−7 ×2×3
or = 0·6

= 1×10-6 T
F = Beʋ
= 1 × 10-6 × 1·6 × 10-19 × 2 × 107
= 3·2 × 10-18 N
Alternate correct methods are acceptable.
22
Question 7
(a) (i) AB and CD are two parallel conductors kept l m apart and connected by a resistance [3]
R of 6 Ω, as shown in Figure 5 below. They are placed in a magnetic field B = 3×10-
2
T which is perpendicular to the plane of the conductors and directed into the paper.
A wire MN is placed over AB and CD and then made to slide with a velocity 2 ms-1.
(Neglect the resistance of AB, CD, and MN.)
× × × × ×
A M B

× × × × ×

× R × × × × 1m
× × × × ×
C D
N
× × × × ×
Figure 5
Calculate the induced current flowing through the resistor R.
(ii) In an ideal transformer, an output of 66 kV is required when an input voltage of 220
V is available. If the primary has 300 turns, how many turns should the secondary
have?
(b) In a series LCR circuit, obtain an expression for the resonant frequency. [2]

Comments of Examiners
(a)(i) Some candidates calculated emf and not the
induced current, as was required. A few Suggestions for teachers
candidates did not write the unit of current.
(ii) Some candidates used incorrect formula. A few − Train students to read questions
candidates did not convert output given in kV to volt. carefully. They should pause and think
over the relevant answer.
(b) A number of candidates obtained the relation for ω
− While explaining working of a
instead of frequency f’. Some of them could not derive
transformer, give students all the
this simple expression, possibly they had no idea of relations/ratios. Encourage them to
resonant frequency.
practice numerical problems based on
these formulae.

23
 MARKING SCHEME
Question 7
(a) (i) e = Bl𝑣𝑣 Correct substitution with or without formula
= 3×10-2×1×2
= 6×10-2 V
𝑒𝑒
I= 𝑅𝑅
6×10−2
= 6
= 1×10-2 A
Alternate correct methods are acceptable.
(ii) 𝑒𝑒𝑠𝑠 𝑛𝑛𝑠𝑠
=
𝑒𝑒𝑝𝑝 𝑛𝑛𝑝𝑝
66000 𝑛𝑛𝑠𝑠
=
220 300
300
66000×300
∴ 𝑛𝑛𝑠𝑠 = 220
= 90000
(b) XL = XC
or ω L = 1/ω C
1
2πf L = 2𝜋𝜋𝜋𝜋𝜋𝜋
𝟏𝟏
f 2 = 𝟒𝟒𝝅𝝅𝟐𝟐 𝑳𝑳 𝑪𝑪
𝟏𝟏
∴ 𝒇𝒇 = 𝟐𝟐𝟐𝟐√𝑳𝑳𝑳𝑳

SECTION B
Answer any three questions

Question 8
(a) (i) State any one property which is common to all electromagnetic waves. [3]
(ii) Arrange the following electromagnetic waves in increasing order of their frequencies
(i.e. begin with the lowest frequency):
Visible light, 𝜸𝜸 rays, X rays, micro waves, radio waves, infrared radiations and
ultraviolet radiations.
(b) (i) What is meant by diffraction of light? [2]
(ii) In Fraunhofer diffraction, what kind of source of light is used and where is it
situated?

24
Comments of Examiners
(a)(i)While many candidates wrote that all
electromagnetic waves travel with the same speed Suggestions for teachers
(of light), ‘in vacuum’ was missing in many − A clear understanding of properties of
answers. A few candidates wrote, ’they all behave electromagnetic waves is called for.
like particles.’ − Arrange them in increasing order of
(ii) Some candidates arranged electromagnetic waves in wavelength and tell students that the
incorrect / reverse order. order will reverse in case of
(b)(i) Many candidates got confused between refraction of frequencies.
light and diffraction. They did not mention ‘bending − Explain with the help of wave theory,
of light around edges of obstacles’. how light waves spread around edges
(ii) Most of the candidates were unable to answer this of opaque bodies to enter geometrical
question. They did not mention where the source shadow region.
was placed. − Discuss Fraunhofer diffraction in
detail in the class.

MARKING SCHEME
Question 8
(a) (i) - All electromagnetic waves can travel through vacuum/ free space.
- They all have →, → and → mutually perpendicular to each other.
𝑬𝑬 𝑩𝑩 𝑪𝑪
- Transverse in Nature
- The do not require a material medium for propagation.
- They can be reflected.
- All waves are produced by accelerated charged particles/oscillating charged
particles. (any one)
Any other correct property is 𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚.
(ii) Correct order is:
Radio waves, Micro waves, Infra-red radiations, visible light, ultra violet radiations, X-
rays and γ rays.
(b) (i) Spreading or bending of light waves around the edges of an opaque
aperture/obstacle/corner/around a body is called ‘diffraction’ of light.
(ii) Monochromatic source of light and it is situated far away. (i.e. at infinity)

25
Question 9
(a) In Young’s double slit experiment using monochromatic light of wavelength 600 nm, [3]
5th bright fringe is at a distance of 0·48 mm from the centre of the pattern. If the screen
is at a distance of 80 cm from the plane of the two slits, calculate:
(i) Distance between the two slits.
(ii) Fringe width, i.e. fringe separation. [2]
(b) (i) State Brewster’s law.
(ii) Find Brewster’s angle for a transparent liquid having refractive index 1·5.

Comments of Examiners
(a) (i) Many candidates did not understand this
numerical problem i.e. they could not Suggestions for teachers
understand what was given in the question. − Give ample practice on numerical
Some of them used incorrect formula. problems based on Young’s double
(ii) Some of the candidates did not convert unit nm slit experiment.
Some did not write the unit of fringe width. − Give them correct statements of
(b) (i) Many candidates wrote, ‘At polarising angle, laws, principle, etc and tell them to
reflected ray is perpendicular to refracted ray’. revise frequently.
Some of them could not write the statement of
Brewster’s law.
(ii) Some candidates wrote tan i p = 1.5 or i p

MARKING SCHEME
Question 9
(a) (i) 𝑛𝑛𝑛𝑛𝑛𝑛
𝑥𝑥𝑛𝑛 = 𝑤𝑤ℎ𝑒𝑒𝑒𝑒𝑒𝑒 𝑛𝑛 = 5
𝑎𝑎
5𝜆𝜆𝜆𝜆
𝑦𝑦5 = 𝑎𝑎
5𝜆𝜆𝜆𝜆
∴ 𝑎𝑎 =
𝑦𝑦5
5×600×10−9 ×0·8
∴a= 0·48×10−3
5×480×10−6
= 0·48

∴ a = 5×10-3m
(ii) 𝜆𝜆𝜆𝜆 1 0·48
𝛽𝛽 = 𝑎𝑎
= 5
𝑦𝑦5 = 5
𝑚𝑚𝑚𝑚
= 0·096 mm
Alternate correct methods are acceptable.

26
 (b) (i) When ordinary (unpolarised) light is incident on a transparent medium at an angle of
tan-1 (𝜇𝜇), the reflected light is completely polarised.
(ii) θ P = tan-1 (1·50)
= 56·3 o .

Question 10
(a) Find critical angle for glass and water pair, given refractive index of glass is 1·62 and [2]
that of water is 1·33.
(b) Starting with an expression for refraction at a single spherical surface, obtain Lens [3]
Maker’s Formula.

Comments of Examiners
(a) Many candidates did not know how to find out g µ w .
Some did not know the relation sin c= g µ w. A few Suggestions for teachers
candidates rounded off the value in the intermediate − Teach the concept of relative
step and got a different answer. refractive index 1µ2 or gµw etc and
(b) Many candidates could not draw the correct diagram; show its application by solving a few
arrows were found to be missing in may diagrams. numerical problems. Stress upon the
Some candidates got confused between this fact that in a numerical problem the
derivation and that of refraction at a single spherical intermediate step should not be
surface. Many used the lens formula directly to rounded off. Advise them to do this in
obtain lens maker’s formula. the final step only.
− In Geometrical optics (or Ray optics)
emphasise on drawing correct ray
diagrams Arrows must be given to
straight lines to indicate the path of
light. Both diagrams and derivations
must be practised till they are perfect.

MARKING SCHEME
Question 10
1.62
(a) Sin c = g μ w = a μ w / a μ g = 1.33/1.62 cosec i c = w μ g = 1.3

= 0 · 8210
∴ 𝑐𝑐 = 55 · 2 oP

27
(b) Correct diagram showing object O, intermediate image I’, final image I, u, v 1, and v.
For first spherical surface:
𝜇𝜇 1 𝜇𝜇−1
𝑣𝑣
− 𝑢𝑢 = 𝑅𝑅
1 1
For second spherical surface:

1 𝜇𝜇 𝜇𝜇−1
𝑣𝑣
− 𝑣𝑣1
= −𝑅𝑅2

Adding,
1 1 1 1
𝑣𝑣
− 𝑢𝑢 = (𝜇𝜇 − 1) �𝑅𝑅 − 𝑅𝑅 �
1 2

When u = ∞, 𝑣𝑣 = 𝑓𝑓

1 1 1 1 1
∴ 𝑓𝑓
= (𝜇𝜇 − 1) �𝑅𝑅 − 𝑅𝑅 � or (µ 2 -µ 1 )/µ 1 �𝑅𝑅 − 𝑅𝑅 �
1 2 1 2

Alternate correct methods are acceptable.

Question 11
(a) A compound microscope consists of two convex lenses of focal length 2 cm and 5 cm. [3]
When an object is kept at a distance of 2·1 cm from the objective, a virtual and magnified
image is formed 25 cm from the eye piece. Calculate the magnifying power of the
microscope.
(b) (i) What is meant by resolving power of a telescope? [2]
(ii) State any one method of increasing the resolving power of an astronomical
telescope.

28
Comments of Examiners
(a) Many candidates did not write the unit of Vo. Some did
not know which lens is the objective and which one is
the eye piece. Some of them did not know the correct Suggestions for teachers
formula for magnifying power of compound − Train students to draw rough
microscope. Some used incorrect sign convention and diagrams before solving numerical
got incorrect answers. problems on compound microscope
(b)(i) Most of the candidates did not mention ‘far off’ i.e. /telescope because these problems are
‘distant objects’, in the definition. A few candidates simply based on lenses in
defined ‘magnifying power’ instead of resolving combination. Drill them to apply any
power of a telescope. one sign convention correctly and
(ii)Most of the candidates wrote ‘increasing the illustrate it by solving a few
objective’ but did not mention what was to be numerical problems in the class.
increased. − Adequate practise should be given to
students for learning/understanding
various terms and related aspects in
Physics correctly.

MARKING SCHEME
Question 11
(a) For objective:
𝟏𝟏 𝟏𝟏 𝟏𝟏
+ =
𝒖𝒖𝒐𝒐 𝒗𝒗𝒐𝒐 𝒇𝒇𝒐𝒐
𝟏𝟏 𝟏𝟏 𝟏𝟏
𝟐𝟐·𝟏𝟏
+ 𝒗𝒗 = 𝟐𝟐·𝟎𝟎
𝒐𝒐

𝟏𝟏 𝟏𝟏 𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏−𝟏𝟏𝟏𝟏𝟏𝟏
𝒗𝒗𝒐𝒐
= 𝟐𝟐 − 𝟐𝟐·𝟏𝟏 = 𝟐𝟐𝟐𝟐𝟐𝟐

𝟏𝟏 𝟓𝟓
𝒗𝒗𝒐𝒐
= 𝟐𝟐𝟐𝟐𝟐𝟐

𝟐𝟐𝟐𝟐𝟐𝟐
v0 = 𝟓𝟓
= 𝟒𝟒𝟒𝟒 𝒄𝒄𝒄𝒄
𝑫𝑫
M = Vo/U o �𝟏𝟏 + 𝒇𝒇 �
𝒆𝒆

𝟒𝟒𝟒𝟒 𝟐𝟐𝟐𝟐
= 𝟐𝟐·𝟏𝟏 �𝟏𝟏 + 𝟓𝟓
�
𝟐𝟐𝟐𝟐
= 20 �𝟏𝟏 + 𝟓𝟓
�

M = 120
Alternate correct solutions are acceptable.

29
 (b) (i) It is the ability of a telescope to form separate images of two distant objects. (close to
each other.)
(ii) By increasing the diameter or aperture of the objective.

SECTION C
Answer any three questions.
Question 12
(a) (i) Plot a labelled graph of |𝑉𝑉𝑠𝑠 | where 𝑉𝑉𝑠𝑠 is stopping potential versus frequency f of [3]
the incident radiation.
(ii) State how will you use this graph to determine the value of Planck’s constant.
(b) (i) Find the de Broglie wavelength of electrons moving with a speed of 7×106 m s-1. [2]
(ii) Describe in brief what is observed when moving electrons are allowed to fall on a
thin graphite film and the emergent beam falls on a fluorescent screen.

Comments of Examiners
(a)(i) Many candidates did not draw the graph Suggestions for teachers
correctly. A few did not label the axes/
interchanged the axes. − Students must be taught how to draw
(ii) Some candidates wrote the slope of the graph as correct and labelled graphs.
Planck’s constant. − Ask students to learn all the formulae
(b)(i) A few candidates did not know the correct formula in Physics, with proper understanding
to find de Broglie wavelength. Some did not of symbols and to practice numerical
write the unit of λ. problems.
(ii) Most of the candidates could not write the correct − Electrons diffraction should be
answer though many alternate options were explained to students with the help of
considered. diagrams, photographs, etc.

30
 MARKING SCHEME
Question 12
(a) (i)
or
|𝑉𝑉𝑠𝑠 | 𝑉𝑉𝑠𝑠 Not passing
fo Through the origin
f
f

(ii) eV s = hf + ( -⏀𝑤𝑤)
ℎ ⏀𝑤𝑤
V s = �𝑒𝑒 � 𝑓𝑓 + � 𝑒𝑒
�
ℎ
∴ slope of the line = 𝑒𝑒

Or h = slope of the line × e

(b) (i) ℎ 6.6×10−34
𝜆𝜆 = = 9.1×7×106×10−31 ≃ 1 · 0 × 10−10 m
𝑚𝑚𝑚𝑚

(ii) Alternate bright and dark Circular fringes

Diffraction is seen/ alternate dark and bright figure /scintillation
Or any correct alternative answer.

Question 13
(a) Draw energy level diagram for hydrogen atom, showing first four energy levels [3]
corresponding to n=1, 2, 3 and 4. Show transitions responsible for:
(i) Absorption spectrum of Lyman series.
(ii) Emission spectrum of Balmer series.

(b) (i) Find maximum frequency of X-rays produced by an X-ray tube operating at a tube [2]
potential of 66 kV.
(ii) State any one difference between characteristic X-rays and continuous X-rays.

31
Comments of Examiners
(a)(i) Many candidates could not draw energy level
diagrams correctly, some started with n=0,
whereas some showed equal spacing between all Suggestions for teachers
energy levels. − Teach them how to draw energy level
(ii) Many candidates did not show arrows/transitions diagram of H atom, correctly and the
correctly. They showed downward transition to all
method to mark for the absorption
levels. Some showed formation of other series,
spectrum and the emission spectrum.
which were not asked for. A few candidates drew
− Ask students to read questions
(circular) orbits, instead of energy levels.
carefully and to answer only as per
(b)(i) Some candidates calculated wave length λ min
the question. Before substituting in a
instead of frequency. Others did not know the
formula, all quantities must be
correct formula. A few of them did not convert
converted to SI systems.
potential of the tube from kV to volt.
- Differences between continuous
(ii) Most of the candidates were unable to answer this
X rays and characteristic X rays must
question correctly. They wrote about hard X rays
be highlighted while teaching X rays.
and soft X rays.

MARKING SCHEME
Question 13
(a) n=4

n=3

n=2
Emission Spectrum
or
Balmer Series
(1) n=1
Absorption Spectrum
or
Lyman Series
(1)

(b) (i) 𝑒𝑒𝑒𝑒 1·6×10−19 ×66×103

v max = 𝑜𝑜𝑜𝑜
ℎ 6·6×10−34
v max =1·6×1019 Hz
Or any alternative correct method to calculate v max.
(ii) 1. Characteristic X rays are characteristic of the material of the target whereas
continuous X rays are not.
2. Characteristic X rays are fewer in number whereas continuous X rays are
infinite in number.
32
 3. Continuous X rays have lower intensities whereas characteristic X rays have
higher intensities.
4. λ min of continuous X rays depends on applied voltage whereas λ of characteristic
X-rays does not. (any one)

Question 14
(a) Obtain a relation between half life of a radioactive substance and decay constant (λ). [2]
𝟐𝟐𝟐𝟐 [3]
(b) Calculate mass defect and binding energy per nucleon of 𝑵𝑵𝑵𝑵, given
𝟏𝟏𝟏𝟏
𝟐𝟐𝟐𝟐
Mass of 𝑵𝑵𝑵𝑵 = 𝟏𝟏𝟏𝟏 · 𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗𝟗 𝒖𝒖
𝟏𝟏𝟏𝟏
𝟏𝟏
Mass of 𝑯𝑯 = 𝟏𝟏 · 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 u
𝟏𝟏
𝟏𝟏
Mass of 𝒏𝒏 = 𝟏𝟏 · 𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎𝟎 u
𝟎𝟎

Comments of Examiners
(a) Many candidates wrote t for half-life instead of t 1/2 or Suggestions for teachers
T. A few of them did not write: − Advise students to use standard
1
At t=T, N=2 N o symbols and notations. Teach them
the concept of half-life, mean life and
Some candidates wrote the final relation without disintegration constant and method to
giving the in between steps. obtain relations between them.
(b) Many candidates calculated binding energy but not − Adequate practise should be given to
binding energy per nucleon. Quite a few candidates did students in solving numerical
not know how to calculate mass defect (∆𝒎𝒎) and problems on mass defect, binding
binding energy. energy and binding energy per
nucleon.

MARKING SCHEME
Question 14
(a) 𝑵𝑵𝒕𝒕 = 𝑵𝑵𝒐𝒐 𝒆𝒆−𝝀𝝀𝝀𝝀
𝟏𝟏
When t = T, N = 𝟐𝟐 𝑵𝑵𝒐𝒐
𝒍𝒍𝒍𝒍𝒍𝒍 𝟎𝟎.𝟔𝟔𝟔𝟔𝟔𝟔
T= 𝝀𝝀
= 𝝀𝝀
(with working)

33
 (b) {∆𝒎𝒎 = 𝒁𝒁𝑴𝑴𝑯𝑯 + (𝑨𝑨 − 𝒁𝒁)𝑴𝑴𝑵𝑵 } − �𝑨𝑨 𝑿𝑿�
𝒁𝒁
= {10×1·007825+10×1·008665} – {19·992397}
= {10·07825 + 10·08665} – {19·992397}

∆𝒎𝒎 = 𝟎𝟎 · 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝒖𝒖 or 2.8635 x 𝟏𝟏𝟏𝟏−𝟐𝟐𝟐𝟐 kg

B.E. = ∆𝒎𝒎 × 𝟗𝟗𝟗𝟗𝟗𝟗 MeV

= 0·1725×931
= 160·6 MeV or 2.5696 x 𝟏𝟏𝟏𝟏−𝟏𝟏𝟏𝟏 J
B.E./nucleon
𝟏𝟏𝟏𝟏𝟏𝟏·𝟔𝟔
= 𝟐𝟐𝟐𝟐 or
= 8·03 MeV or 1.2848 x 𝟏𝟏𝟏𝟏−𝟏𝟏𝟏𝟏 J

Question 15
(a) With reference to a semi-conductor diode, what is meant by: [3]
(i) Forward bias
(ii) Reverse bias
(iii) Depletion region
(b) Draw a diagram to show how NAND gates can be combined to obtain an OR gate. (Truth [2]
table is not required).

Comments of Examiners
(a)(i) A few candidates were confused between forward bias
and reverse bias. Some candidates used incorrect Suggestions for teachers
terms like P type diode and N type diode.
(ii) Some candidates wrote incorrect statements e.g. “P − Ensure that students understand the
region is connected to positive terminal of the battery terms pertaining to semiconductor
in reverse bias” while some did not mention the N diode viz. potential barrier, depletion
region. region, drift current and diffusion
(iii) Many candidates could not write the meaning of current, forward bias and reverse bias
depletion region correctly or completely. etc. Tell them to practice drawing
(b) A few candidates used the incorrect symbol of NAND labelled diagrams.
gate. Some showed one input to the NAND gate. − Explain to students the Logic Gates
A few of them drew the complete diagram but forgot to and their combinations to obtain all
join the input terminals. basic gates.
Some candidates gave TRUTH Table, which was not
required.

34
 MARKING SCHEME
Question 15
(a) (i) Forward bias: It means p region is connected to positive terminal and n region is
connected to negative terminal of a cell / battery.
OR

P N

OR

(ii) Reverse bias: It means p region is connected to negative terminal and n region is
connected to positive terminal of a cell/battery OR
P N

OR

(iii) Depletion region is a charge free region between p and n regions of a semi-conductor
diode.

35
 It is a narrow space (region) between p and n regions which does not contain charge
carriers (i.e. electrons and holes).
(b)
•

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.

36
 Topics • Capacitors in series and parallel.
found • Derivation of electric potential at a point.
difficult by • Resistors in series and parallel.
candidates • Numerical problems on electric circuits, voltmeter, meter bridge,
etc.
• Angle of dip.
• Ampere circuital law: applications.
• Derivation of lens maker’s formula.
• Resolving power of a telescope.
• Energy level diagram of H atom.
• Depletion region

Concepts in
which
candidates • Kirchoff’s 1st law and II law.
got • Biot Savart’s law and Ampere’s circuital law.
confused • Spherical aberration and chromatic aberration.
• Lens formula and lens maker’s formula.
• Arranging electro-magnetic waves according to their frequencies.
• Emission spectrum and absorption spectrum of hydrogen atom.
• Characteristic X rays and continuous X rays.
• B.E and Binding Energy per nucleon.
• Forward bias and reverse bias of a junction diode.
• Frequency (f) and angular frequency (ω).

37
Suggestions • Study regularly.
for • Practise conversion of one system of unit to other system of unit.
candidates • Prepare a list of formulae, definitions, laws, derivations, etc from each
chapter.
• Learn the laws, principles, definitions, etc by heart. Focus on key words
and terminology.
• Learn all the formula with meaning of each and every term involved.
Learning with proper understanding is more important than just learning
by rote.
• Try to understand various concepts involved in Physics.
• Refer to different text books, encyclopaedia etc, for reference.
• Practise derivations and numerical problems regularly.
• Practise drawing diagrams, ray diagrams, circuit diagrams, etc regularly.
• Solve past years’ question papers and sample paper of ISC.
• During examination read every question carefully and answer to the point.
• Draw labelled diagrams. In Ray optics, don’t forget to put arrows to the
rays.
• While solving numerical, read the question carefully and write the given
data. Before substituting in a relevant formula, ensure that all the given
quantities are in SI units. Make proper conversions (if required). Be
careful with units like mm, cm, nm, A, µC and µF, electron volt etc. These
must be converted to SI units.
• Write complete answer with unit and direction (if it’s a vector quantity).
• Don’t spend too much time on any one question.
• Write only what is asked for. Write in brief and to the point, rather than
beating around the bush.

38