Aga Khan University Examination Board

Notes from E-Marking Centre on SSC-II Physics Annual Examination 2023

Introduction
This document has been produced for the teachers and candidates of Secondary School Certificate
(SSC) Part II Physics. It contains comments on candidates’ responses to the 2023 SSC Part II
Examination, indicating the quality of the responses and highlighting their relative strengths and
weaknesses.

E-Marking Notes
This includes overall comments on candidates’ performance on every question and some specific
examples of candidates’ responses which support the mentioned comments. Please note that the
descriptive comments represent an overall perception of the better and weaker responses as
gathered from the e-marking session. However, the candidates’ responses shared in this document
represent some specific example(s) of the mentioned 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 knowledge, understanding and application skills they have developed during the course
of study. Candidates are advised to read and comprehend each question carefully before writing
the response to fulfil the demand of the question.

Candidates need to be aware that the marks allocated to the questions are related to the answer
space provided on the examination paper as a guide to the length of the required response. A longer
response will not in itself lead to higher marks. Candidates need to be familiar with the command
words in the SLOs 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 command
words. Words such as ‘how’, ‘why’ or ‘what’ may also be used.

General Observations
This year, candidates performed well on questions related to refraction light through different
media, current electricity, information handling, sound and word problems related to the simple
harmonic motion. Whereas low-scoring candidates struggled in questions based on magnetism,
nuclear physics and Simple Harmonic Motion.

Note: Candidates’ responses shown in this report have not been corrected for grammar,
spelling, format or factual information.
 Detailed Comments

Constructed Response Questions (CRQs)

Question No. 1
Question Text Draw a labelled diagram that demonstrates the passage of a light ray passing through a
glass slab from air.
SLO No. 12.3.3
SLO Text Demonstrate the passage of light ray through parallel-sided transparent material
(Glass slab).
Max Marks 3
Cognitive Level *A
Checking Hints 1 mark for making glass slab and mentioning ‘air’ and ‘glass’/ drawing ‘normal’.
1 mark for drawing and labelling (or putting correct arrows) the incident ray and
refracted ray.
1 mark for drawing and labelling (or putting correct arrows) the emergent ray.
Overall The majority of the candidates demonstrated a strong understanding of the question’s
Performance requirements, resulting in excellent performance. The use of arrows to indicate the path
of light rays in the ray diagram was essential for gaining full marks. To achieve higher
scores, candidates are encouraged to thoroughly comprehend question prompts and
consistently apply all necessary components, ensuring clear and accurate visual
representation in their responses.
Description of It was observed in better responses that candidates accurately depicted the deviation of
Better Responses light rays when transitioning from a rarer medium to a denser medium (bending
towards the normal) and vice versa (bending away from the normal). These responses
demonstrated proficiency in labelling key elements within the diagram, such as
arrowheads, air, the glass slab, the normal, incidence ray, refracted ray, and emergent
ray, leading to high scores. The cohort’s collective understanding of these concepts is
praiseworthy, reflecting their grasp of the topic.
Image of Better
Response

Description of It was observed in weaker responses that the candidates struggled to comprehend the
Weaker question’s requirements and omitted the essential arrows on the rays. Consequently,
Responses these candidates received lower marks, ranging from zero to one, for their labelling.
Furthermore, several candidates used inappropriate diagrams, such as mirrors, prisms,
convex lenses, or drinking water glasses, instead of the designated glass slab.
 Image of Weaker
Response

Suggestions for improvement (Tick all that apply)

How to Approach SLO Pedagogy** Used for Assessment Strategies
that SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource ** For description of each
guide for extra pedagogy, refer to
resources Annexure A
Any Additional Suggestion:
Candidates are encouraged to develop a habit of marking the arrows on the rays of light in all ray diagrams
during the teaching and learning process. There must be an appropriate and clear bending in ray of light
when it enters from one medium to another.

*K = Knowledge U = Understanding A = Application and other higher-order cognitive skills

 Question No. 2
Question Text a. State TWO conditions that must be fulfilled for a charge to experience magnetic
force when it is placed in a magnetic field.
b. State any ONE factor which causes the magnetic force to vary in terms of a charge
particle.
SLO No. 15.2.1
SLO Text Describe that a force acts on a current carrying conductor placed in a magnetic field as
long as the conductor is not parallel to the magnetic field.
Max Marks 03
Cognitive *K
Level
Checking 1 mark for EACH condition. (3 required)
Hints
Overall The overall performance of the cohort on the question was average, reflecting moderate
Performance difficulty. While some candidates demonstrated accurate understanding of the conditions
and factors, resulting in full marks, others exhibited partial comprehension. Notably,
certain candidates correctly identified the conditions, but failed to accurately articulate the
corresponding factors, while others correctly identified the factors but struggled with
specifying the associated conditions. Encouraging further clarity and precision in
connecting conditions and factors would assist candidates in achieving full marks in future
assessments.
Description of Candidates who obtained full marks demonstrated a clear understanding of the topic by
Better accurately identifying the two essential conditions. They skilfully used “perpendicular” or
Responses “90 degrees” to indicate the magnetic field’s orientation and recognised the necessity of
the charge being in motion rather than stationary. Furthermore, they recognised the
significance of the interaction between the charge’s magnetic field and an external
magnetic field. To enhance performance, encouraging students to further refine their
explanations and emphasise the relationship between the identified conditions and factors
would be beneficial.
Image of a.
Better
Response

b.

Description of Some responses displayed irrelevant wording and phrasing, indicating a need for better
Weaker understanding of the question’s requirements. It is important to note that the question
Responses specifically addressed the force on a charge, not a conductor. Consequently, factors
mentioned such as the number of turns in a coil, distance, and area were unrelated and did
not contribute to the marks. Encouraging students to focus on the specific factors relevant
to the force on a charge would enhance their comprehension and accuracy in future
assessments.
 Image of a.
Weaker
Response

b.

Suggestions for improvement (Tick all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning
• Look at the cognitive • Concept Mapping Solution powered by Knowledge
level • Audio Visual Platform
• Identify the content that resources https://akueb.knowledgeplatform.com/logi
is required to answer • Think, Pair and n
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic approach)
required like analysing • Practical
or evaluating) Demonstration
• Go through the past
paper questions on that
particular concept
• Refer to the resource
guide for extra resources
Any Additional Suggestion:
Teachers can use the formula of force on a charge in a magnetic field (F = q v B sinθ) so that candidates can
easily understand the factors affecting the force on a charge.
 Question No. 3
Question Text Explain any TWO uses of electron gun as a source of electron beam.
SLO No. 16.2.1
SLO Text Describe the simple construction and use of an electron gun as a source of electron beam.
Max Marks 02
Cognitive *U
Level
Checking 1 mark for each use of electron gun. (2 required)
Hints
Overall The performance of the cohort on the question was generally commendable. The majority
Performance of candidates demonstrated a strong understanding of the question and provided correct
explanations, earning full marks. Some candidates mistakenly applied principles of
electrostatics, which led to inaccurate responses. To enhance performance, it is
recommended to emphasise the distinction between these two concepts and reinforce the
specific context of electromagnetism, enabling candidates to provide more precise and
accurate explanations in future assessments.
Description The cohort demonstrated strong performance on the question, which was categorisd as
of Better easy. Most candidates effectively utilised the concept of the electron gun by writing the
Responses correct uses like used in computer and television monitors, used to ionise particles by
adding electrons to, or removing electrons from an atom, used for welding, metal coating,
3D metal printers, metal powder production and vacuum furnaces and used in medical
applications to produce X-rays using a linear accelerator earning full marks. This indicates
a good understanding of the topic among most candidates. Overall, the cohort displayed
commendable competence in addressing the question’s requirements. Encouraging further
engagement and exploration of related concepts would allow for even more comprehensive
and nuanced responses in future assessments.
Image of
Better
Response

Description Weaker responses stated irrelevant uses and made references to fission or fusion reactions,
of Weaker which were not applicable. Furthermore, some candidates merely restated the question
Responses without providing substantive content. Additionally, including unnecessary information
about the construction of the electron gun resulted in lost marks. Encouraging students to
focus on relevant concepts and provide concise, accurate responses directly addressing the
question’s requirements will enhance their performance. Constructive feedback can help
students refine their understanding and approach to similar questions.
Image of
Weaker
Response
Suggestions for improvement (Tick all that apply)
How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
Candidates are advised to make sure they fully grasp the question and then respond in a way that directly
addresses what is being asked.

Question No. 4
Question Text Write any TWO uses of e-mails.
SLO No. 17.3.2
SLO Text State the purpose of using e-mails and internet.
Max Marks 02
Cognitive K
Level
Checking 1 mark for writing each purpose. (Any 2 required)
Hints
Overall The question’s overall performance was exemplary as most candidates successfully
Performance obtained full marks by accurately providing two correct uses. However, it is important to
note that candidates who repeated the same use in both points received one mark, as their
response was treated as a single use. To further enhance performance, candidates could be
encouraged to provide distinct and diverse uses, showcasing a deeper understanding of the
topic and expanding their range of knowledge. Constructive feedback can guide students
towards more comprehensive responses in future assessments.
 Description Most of the candidates easily secured full marks by providing two correct uses like sending
of Better source of documented evidence, cost effective mode of communication, fast delivery of
Responses messages anywhere in the world, pictures or other files can also be sent through email, used
to disseminate information to large audience at a time and communicate with our friends and
institutions with more ease. Their understanding of the topic was evident in their ability to
accurately identify and articulate the uses. This demonstrates a strong grasp of the subject
matter. The cohort’s overall performance on this question reflects their proficiency and
aptitude in addressing the requirements effectively.
Image of
Better
Response

Description Weaker responses were observed when candidates repeated similar concepts in both points.
of Weaker Encouraging candidates to utilise accurate terminology, such as email address, and
Responses emphasising the importance of providing distinct uses or ideas would enhance their responses.
To improve their performance in future assessments, candidates should focus on clarifying
these specific points.
Image of
Weaker
Response

Suggestions for improvement (Tick all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
Teachers are kindly asked to emphasis this topic more. While it is related to computer science, some aspects
are fundamental and were covered in earlier grades.
 Question No. 5
Question Text Is it possible that fusion between two small nuclei occur without a collision at extremely
high energy?
Justify your answer in THREE points.
SLO No. 18.7.1
SLO Text Describe the processes and practical applications of fission and fusion.
Max Marks 03
Cognitive U
Level
Checking 1 mark for each point. (3 required)
Hints
Overall The overall performance of the cohort can be characterised as average, considering the
Performance higher difficulty level of the question. Given the challenging nature of the question, it is
understandable that candidates encountered some difficulty in providing accurate
responses. They felt difficulty in comprehending the concept of fission and fusion of two
nuclei of an element and the energy required to undergo these two nuclear processes.
Description of The better responses effectively explained that an increase in the strength or magnitude of
Better the force between nuclei requires a higher energy input to overcome the resulting repulsive
Responses force. These candidates displayed clarity and coherence in their explanations, showcasing
their comprehensive understanding. Encouraging further exploration and critical thinking
would further enhance their ability to provide insightful responses in future assessments.
Image of
Better
Response

Description of Weaker responses displayed irrelevance by discussing unrelated topics such as radiation,
Weaker its protection, and definitions of fission and fusion. Some weaker responses were awarded
Responses one mark if they stated “No” but failed to provide the correct reason. To enhance
performance, it is recommended to guide candidates towards focusing on relevant
concepts and providing accurate reasoning, enabling them to effectively address similar
questions in future assessments.
Image of
Weaker
Response
Suggestions for improvement (Tick all that apply)
How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
Subject teachers may encourage their students to become familiar with the idea of attractive and repulsive
forces between similar and dissimilar nuclei so that they can easily explain the reason why huge or high
energy is required for the mentioned nuclear process.

Extended Response Questions (ERQs)

These questions offered a choice between part a and b.
Question No. 6a
Question Text Calculate the length of a simple pendulum if its frequency is 1.5 Hz.
(Note: Take the acceleration due to gravity as 10 m/s2.)
SLO No. 10.1.5
SLO Text Solve word problems related to time period of a simple pendulum.
Max Marks 06
Cognitive A
Level
Checking 1 mark for each mathematical step. (6 required)
Hints
Overall Majority of the candidates attempted this part of the questions and several candidates
Performance attained full marks by demonstrating a sound understanding of the reciprocal relationship
between frequency and time period. Well-responded answers showcased proficiency in
presenting all necessary steps for numerical-based questions, encompassing data, accurate
formulas, appropriate substitutions, and SI units. However, candidates lacking
comprehension of the frequency-time period relationship employed incorrect formulas or
substitutions, leading to zero marks. Some candidates lost one or two marks for not
mentioning the formula. Encouraging a deeper understanding of the concepts and
emphasising meticulous step presentation will enhance performance in subsequent
assessments.
Description The better responses accurately presented the given data, employed relevant formulas, and
of Better performed correct calculations, resulting in accurate answers. Furthermore, these responses
Responses included the appropriate units for the required quantities, showcasing a comprehensive
understanding of dimensional analysis. As a result, these candidates easily obtained full
marks by effectively addressing all aspects of the question. Their thoroughness and
attention to detail were evident in their well-structured and precise responses, reflecting a
strong grasp of the topic. Overall, the cohort excelled in numerical-based problem-solving,
demonstrating their knowledge of the subject matter.
Image of
Better
Response

Description The weaker responses inaccurately presented the given data, employed irrelevant formulas,
of Weaker and performed incorrect calculations, resulting in loss of marks. Furthermore, these
Responses responses included the inappropriate units for the required quantities, showcasing their lack
of understanding of dimensional analysis.
Image of
Weaker
Response
Suggestions for improvement (Tick all that apply)
How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning
• Look at the cognitive • Concept Mapping Solution powered by Knowledge
level • Audio Visual Platform
• Identify the content that resources https://akueb.knowledgeplatform.com/logi
is required to answer • Think, Pair and n
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic approach)
required like analysing • Practical
or evaluating) Demonstration
• Go through the past
paper questions on that
particular concept
• Refer to the resource
guide for extra resources
Any Additional Suggestion:
• Candidates must be careful when taking square on both sides and at the time of division and
multiplication.
• Candidates must be well versed in writing the correct and most suitable formula and SI unit(s) of
quantities as well.

Question No. 6b
Question Text i. Define the terms, ‘pitch’ and ‘loudness’ of sound.
ii. The intensity of a source of sound is 10−6 W/m2 and the intensity of faintest audible
sound is 10−12 W/m2.
Calculate the sound level of the source.
SLO No. 11.2.1, 11.2.5
SLO Text Define the terms pitch, loudness, and quality of sound.
Solve word problems related to the intensity level of sound.
Max Marks 06
Cognitive A
Level
Checking 1 mark for each definition (2 required).
Hints 1 mark for writing the correct formula.
1 mark for writing the correct substitution.
1 mark for taking the correct logarithm.
1 mark for writing the correct answer.
Overall The question proved to be challenging for the candidates, for instance, while calculating
Performance sound level of the source, they were unable to take logarithm and anti-logarithm of the
values. However, many candidates demonstrated a strong performance on the question by
providing accurate definitions and correct calculations, resulting in full marks. Conversely,
candidates with weaker understanding of exponents and logarithm rules, coupled with
unfamiliarity with the correct formula, did not score any marks. To enhance overall
performance, reinforcing the concepts of exponents and logarithms and emphasising the
application of appropriate formulas would be beneficial. Constructive feedback is essential
for their continued progress.
Description Better responses showcased a strong understanding, providing accurate definitions for both
of Better terms and correct calculations regarding the sound level of the source, supported by
Responses appropriate data. Well-responded responses demonstrated proficiency in solving the
logarithmic term using the power law of logarithms, resulting in precise outcomes and
earning full marks. The cohort’s ability to exhibit clarity and accuracy in explanations
reflects their comprehensive grasp of concepts and adept application of relevant
mathematical principles. Encouraging continued practice and understanding of logarithmic
principles will further enhance their performance in similar assessments.
Image of
Better
Response

Description Weaker responses highlighted inaccurate definitions, with some candidates interchanging
of Weaker the definitions of pitch and loudness. Others omitted the definitions altogether, resulting in
Responses lost marks. Additionally, some candidates incorrectly applied the formula and performed
logarithmic calculations, leading to zero marks. To enhance overall performance,
candidates should focus on understanding and accurately defining the terms. Emphasising
the correct application of formulas and providing more practice opportunities will aid in
their comprehension and lead to improved performance in similar assessments.
 Image of
Weaker
Response

Suggestions for improvement (Tick all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
To help students gain a good understanding of exponent and logarithm rules that are useful in this type of
question, a teacher can provide a clear and simple explanation of what exponents and logarithms are, use
real-life examples to make the concepts more relatable, visual aids like diagrams, charts, and graphs can
help illustrate the principles of exponents and logarithms and give students plenty of practice problems that
start with basic concepts and gradually become more complex. This helps reinforce their understanding.
 Question No. 7a
Question Text Calculate the equivalent capacitance of three capacitors 3 μF, 6 μF and 9 μF in a circuit if
they are connected in
i. series combination.
ii. parallel combination.
SLO No. 13.8.4
SLO Text Apply the concept of the effective/ equivalent capacitance of a number of capacitors
connected in series and in parallel to solve related word problems.
Max Marks 06
Cognitive A
Level
Checking 1 mark for each mathematical step used in the calculation (5 required).
Hints 1 mark for writing the correct SI unit.
Overall It was observed that several candidates attempted 7A instead of 7B, securing full marks.
Performance During series combination, some candidates failed to complete the final step of finding Ce,
stopping their calculation at 1/Ce and resulting in a one-mark deduction. Encouraging
candidates to thoroughly execute all steps in their calculations will enhance performance.
The majority performed well, but providing extra guidance on the entire process will assist
those who overlooked the final step, leading to better performance on the concept of
capacitance. Constructive feedback will aid their progress and understanding.
Description Better responses accurately provided the formulas for series and parallel combinations,
of Better effectively substituted values, and obtained precise answers, while also mentioning the
Responses appropriate SI units. Some candidates who omitted writing the formula but performed
accurate substitutions received good marks, though not full. To further enhance
performance, encouraging all candidates to include relevant formulas in their responses will
reinforce their understanding and presentation skills. Acknowledging their adept
substitution skills while emphasizing the significance of presenting complete solutions will
contribute to improved scores in similar assessments. Constructive feedback will support
their continued progress.
Image of
Better
Response
 Description Weaker responses lacked relevant information about series or parallel combination
of Weaker properties, and some included irrelevant wording, resulting in zero marks. To improve,
Responses candidates should focus on accurately presenting the properties of series and parallel
combinations while avoiding unrelated content. Providing clearer instructions and
examples will enhance their understanding and enable more effective responses in future
assessments. Constructive feedback can guide candidates towards more relevant and
coherent answers, supporting their progress and demonstrating their knowledge more
effectively.
Image of
Weaker
Response

Suggestions for improvement (Tick all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning
• Look at the cognitive • Concept Mapping Solution powered by Knowledge
level • Audio Visual Platform
• Identify the content that resources https://akueb.knowledgeplatform.com/logi
is required to answer • Think, Pair and n
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic approach)
required like analysing • Practical
or evaluating) Demonstration
• Go through the past
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
Subject teachers may effectively teach the differences between series and parallel combinations of capacitors
and resistances by providing a straightforward explanation of what series and parallel combinations are in
the context of capacitors and resistances, use diagrams, schematics, or interactive simulations to illustrate
the concepts of series and parallel combinations. If possible, conduct hands-on demonstrations in the
classroom to physically show how series and parallel combinations work. This can include setting up circuits
with real capacitors and resistors and assign homework and practice problems that require students to apply
their knowledge of series and parallel combinations. Provide feedback and review solutions in class.

Question No. 7b
Question Text Calculate the total resistance in the given circuit, where R1 = 5 Ω, R2 = 10 Ω and
R3 = 15 Ω.
R1

+
– R2 R3

(Note: Please remember that R2 and R3 are in parallel combination and R1 is in series
combination of their product.)
SLO No. 14.4.4
SLO Text Solve word problems related to simple series and parallel combinations of resistors.
Max Marks 06
Cognitive A
Level:
Checking 1 mark for each mathematical step. (5 required)
Hints 1 mark for writing the correct SI unit.
Overall In this part of the question, candidates accurately provided the formulas for series and
Performance parallel combinations, effectively substituted values, and obtained precise answers, while
also mentioning the appropriate SI units. Some candidates who omitted writing the formula
but performed accurate substitutions received good marks, though not full. To further
enhance performance, encouraging all candidates to include relevant formulas in their
responses will reinforce their understanding and presentation skills. Acknowledging their
adept substitution skills while emphasising the significance of presenting complete
solutions will contribute to improved scores in similar assessments. Constructive feedback
will support their continued progress.
Better responses showcased a clear understanding by effectively utilising the formulas for
Description parallel and series combinations, accompanied by accurate calculations and appropriate SI
of Better units, earning full marks. Some candidates who did not explicitly mention the formulas but
Responses
demonstrated adept substitution skills and obtained accurate answers received good marks,
though not full. Encouraging all candidates to include relevant formulas in their responses
will further enhance their understanding of the concept. Emphasizing the importance of
providing complete solutions will lead to improved scores in similar assessments.
Image of
Better
Response

Description In weaker responses, candidates attempted to derive the formulas for series and parallel
of Weaker combinations, which resulted in errors and incorrect results. Some candidates used
Responses improper mathematical operations or made calculation mistakes, leading to inaccurate
answers. Additionally, a few responses lacked seriousness or provided irrelevant content,
leading to a zero score. To improve, candidates should focus on applying the correct
formulas directly rather than deriving them. Practicing problem-solving techniques and
conducting careful calculations will help avoid errors and secure higher marks in future
assessments. Encouraging them to approach questions seriously will also enhance their
performance.
Image of
Weaker
Response
Suggestions for improvement (Tick all that apply)
How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
Teachers can guide their students to effectively extract the correct data, use the right formula, and include
SI units when solving word problems by explaining the problem-solving process step by step, emphasising
the importance of identifying given data and required information, provide plenty of example problems,
both in class and as homework, where students practice identifying relevant data and applying the
appropriate formula, teach students how to read and analyse word problems carefully, encourage them to
underline or highlight key information and clearly state what is given and what is needed, ensure students
are familiar with the relevant formulas and equations, encourage critical thinking by asking follow-up
questions that require students to justify their choices of data, formulas, and units.
 Annexure A: Pedagogies Used for Teaching the SLOs
Pedagogy: Storyboard
Description: A visual pedagogy that uses a series of illustrated panels to present a narrative,
encouraging creativity and critical thinking. It helps learners organise ideas, sequence events, and
comprehend complex concepts through storytelling.
Example: In a Literature class, students are tasked with creating storyboards to visually retell a
novel. They draw key scenes, write captions, and present their stories to the class, enhancing their
reading comprehension and fostering their imagination.
Pedagogy: Cause and Effect
Description: This pedagogy explores the relationships between actions and consequences. By
analysing cause-and-effect relationships, learners develop a deeper understanding of how events
are interconnected and how one action can lead to various outcomes.
Example: In a History class, students study the causes and effects of the Industrial Revolution.
They research and discuss how technological advancements in manufacturing led to significant
societal changes, such as urbanisation and labour reform movements.
Pedagogy: Fish and Bone
Description: A method that breaks down complex topics into main ideas (the fish) and supporting
details (the bones). This visual approach enhances comprehension by highlighting essential
concepts and their relevant explanations.
Example: During a Biology class on human anatomy, the teacher uses the fish and bone technique
to teach about the human skeletal system. Teacher presents the main components of the human
skeleton (fish) and elaborates on each bone’s structure and function (bones).
Pedagogy: Concept Mapping
Description: An effective way to visually represent relationships between ideas. Learners create
diagrams connecting key concepts, aiding in understanding the overall structure of a subject and
fostering retention.
Example: In a Psychology assignment, students use concept mapping to explore the various
theories of personality. They interlink different theories, such as Freud’s psychoanalysis, Jung’s
analytical psychology, and Bandura’s social-cognitive theory, to see how they relate to each other.
Pedagogy: Audio Visual Resources
Description: Incorporating multimedia elements like videos, images, and audio into lessons. This
approach caters to different learning styles, making educational content more engaging and
memorable.
Example: In a General Science class, the teacher uses a documentary-style video to teach about
the solar system. The video includes stunning visual animations of the planets, interviews with
astronomers, and background music, enhancing students’ interest and understanding of space.
Pedagogy: Think, Pair, and Share
Description: A collaborative learning technique where students ponder a question or problem
individually, then discuss their thoughts in pairs or small groups before sharing with the entire
class. It fosters active participation, communication skills, and diverse perspectives.
Example: In a Literature in English class, the teacher poses a thought-provoking question about
a novel’s moral dilemma. Students first reflect individually, then pair up to exchange their
opinions, and finally participate in a lively class discussion to explore different viewpoints.
Pedagogy: Questioning Technique (Socratic Approach)
Description: Based on Socratic dialogue, this method stimulates critical thinking by posing
thought-provoking questions. It encourages learners to explore ideas, justify their reasoning, and
discover knowledge through a process of inquiry.
Example: In an Ethics class, the instructor uses the Socratic approach to lead a discussion on the
meaning of justice. By asking a series of probing questions, the students engage in a deeper
exploration of ethical principles and societal values.
Pedagogy: Practical Demonstration
Description: A hands-on approach where learners observe real-life applications of theories or
skills. Practical demonstrations enhance comprehension, skill acquisition, and problem-solving
abilities by bridging theoretical concepts with real-world scenarios.
Example: In a Food and Nutrition class, the instructor demonstrates the proper technique for
filleting a fish. Students observe and then practice the skill themselves, learning the practical
application of knife skills and culinary precision.

(Note: The examples provided in this annexure serve as illustrations of various pedagogies. It is
important to understand that these pedagogies are versatile and can be applied across subjects in
numerous ways. Feel free to adapt and explore these techniques creatively to enhance learning
outcomes in your specific context.)
Acknowledgements

The Aga Khan University Examination Board (AKU-EB) acknowledges with gratitude the
invaluable contributions of all the dedicated individuals who have played a pivotal role in the
development of the Physics SSC-II E-Marking Notes.
We extend our sincere appreciation to Mr Kashif Hussain, Lead Specialist in Physics at AKU-EB,
for taking subject lead during the entire process of e-marking.
We particularly thank to Mr Israr ul Haq, Principal Marker, The Mama Parsi Girls’ Secondary
School, Karachi, for evaluating each question’s performances, delineating strengths and
weaknesses in candidates’ responses, and highlighting instructional approaches along with
recommendations for better performance.
Additionally, we express our gratitude to the esteemed team of reviewers for their constructive
feedback on overall performance, better and weaker responses, and validating teaching pedagogies
along with suggestions for improvement.
These contributors include:
• Dr Sumera Anjum, Lead Specialist, Curriculum and Examination Development, AKU-EB
• Rabia Nisar, Specialist, Assessment, AKU-EB
• Sania Iqbal Siddiqui, Specialist, Curriculum and Examination Development, AKU-EB
• Dur Nasab, Associate, Curriculum Development, AKU-EB
• Munira Muhammad, Lead Specialist, Assessment, AKU-EB
• Zain Muluk, Manager, Examination Development, AKU-EB
• Raabia Hirani, Manager, Curriculum Development, AKU-EB
• Ali Aslam Bijani, Manager, Teacher Support, AKU-EB
• Dr Shehzad Jeeva, CEO, AKU-EB