Aga Khan University Examination Board

Notes from E-Marking Centre on HSSC II Physics Examination May 2012

Introduction
This document has been produced for the teachers and candidates of the HSSC Part II
(Class XII) course in Physics. It contains comments on candidates’ responses to the
2012 Higher Secondary School Certificate (HSSC) examination, indicating the quality
of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant Physics syllabus of NC (2006).

General comments

Teachers and candidates should be aware that examiners may ask questions that
address the students learning outcomes (SLOs) in a manner that requires candidates to
respond by integrating their knowledge, understanding and application skills. In some
questions previous knowledge is tested because that is integrated part of the SLOs.

Candidates should be aware that the marks allocated to the questions are related to the
answer space (which this is provided on the examination paper). This space is a guide
to the length of the required response. A longer response will not in itself lead to
higher marks. Writing far beyond the indicated space may reduce the time available
for answering other questions.

Candidates need to be familiar with the command words in the student learning
outcomes which contain terms commonly used in examination questions. However,
candidates should also be aware that not all questions will start with or contain one of
the key words. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be used.

Section I (CRQ):

Question 1:
In better responses, candidates gave an adequate statement about the electric dipole
and reasoned-out how dielectric molecules got polarized.

In average responses, they wrote about polarization of dielectric molecules but failed
to describe the electric dipole.

Question 2:
In better responses, candidates derived that power delivered to the load resistance is
ε2R
P= .
(R + r )2
ε
In average responses, they skipped the basic equation of current i.e. I = .
R+r

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Question 3:
In better responses, candidates derived the equation of a force on a moving charge in a
( )
uniform magnetic field with the formula, F = q v × B .

In poor responses, they made mistakes in some of the important steps of derivation.
For example, they escaped the following steps:
ΔQ
ΔQ = nALq , I= , I = nAqv
Δt

Question 4:
Better responses of candidates correctly identified the phenomenon given in the
ΔI p
question and derived the equation, ε s = − M .
Δt

In weaker responses, they correctly identified the phenomenon but failed to derive the
equation.

Question 5:
In better responses, candidates described the construction, principle, working and two
advantages of a three phase A.C supply.

In average responses, they failed to describe the principle and working of a three
phase A.C supply.

In weaker responses, they described one advantage of a three phase A.C supply only.

Question 6:
In better responses, candidates defined crystalline, amorphous and polymeric structure
of solids correctly and secured full marks.

In poor responses, they mixed up the concepts of crystalline, amorphous and

polymeric structure of solids.

Question 7:
In average responses, candidates defined analogue system with only one correct
example.

In poor responses, they were confused in defining the analogue system and provided
wrong examples like AVO meter, voltmeter, watches etc.

Question 8:
In better responses, candidates determined the correct value of speed of proton by
using the correct assumption (m′=3 × m) and formulae.

In poor responses, they failed to use the correct assumption; therefore, unable to
determine the correct value of speed of proton.

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Question 9:
In better responses, candidates calculated the correct value of wavelength and
frequency of an emitted photon of a hydrogen atom during its transition from level 2
to level 1shown in the question.

In average responses, they wrote the correct formula but failed to calculate the correct
values.

In poor responses, they failed to understand the diagram carefully and did not refer to
the electron jumping from n = 2 to n = 1.

Question 10:
In better responses, candidates discriminated the question very well with respect to
alpha and beta particles. Candidates solved this question with a variety of methods
and were successful in equating the correct values of atomic and mass number of the
final nucleus.

In average responses, they forgot to mention the number of alpha and beta decay and
thus were unable to get full marks.

In poor responses, they failed to score any mark because they did not have a clear
concept of radioactive decay and emission of particles and through these concepts
they were unable to calculate the atomic and mass number in the final nucleus.
Atomic number of the final nucleus was 82; whereas, mass number was 206.

Section II (ERQ):

Question 11:
a. In better responses, candidates calculated the correct values of effective
capacitance in the given diagram with series and parallel combinations.

In poor responses, they misinterpreted the formulae of effective capacitance in

series and parallel and secured zero mark.

b. In better responses, candidates defined Gaussian surface and explained in

detail the total flux through different surfaces in terms of different charge
number, radius, shape and location of charge.

In average responses, they defined Gauss’s law instead of Gaussian surface.

Question 12:
a. In better responses, candidates identified the phenomenon of electromagnetic
induction. They were successful in stating Faraday’s law with its explanation
and two applications correctly.

In average responses they wrote a wrong or repeated the applications of

Faraday’s law and scored average marks in this question.

In poor responses, they were confused between Faraday’s law and Lenz’s law.
They mixed up these concepts and wrote wrong applications of Faraday’s law.

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b. In average responses, candidates wrote the differences about the construction
of A.C and D.C generator rather than its applications and working.

In weaker responses, they wrote only one or two differences between

alternating and direct current generators correctly.

Question 13:
a. In better responses, candidates described the special theory of relativity and its
two postulates with a brief explanation.

In average responses, they described the special theory of relativity and its two
postulates but they failed to explain them.

In poor responses, they failed to describe the special theory of relativity and
wrote wrong postulates.

b. In better responses, candidates defined photocells and described their three

correct uses.

In average responses, they failed to describe any of the uses of photocell.

In poor responses, they neither defined photocells nor their uses.

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