Notes from E-Marking Centre on HSSC-I Physics Annual Examinations 2024

Introduction
This document has been produced for the teachers and candidates of Higher Secondary School
Certificate (HSSC) Part I Physics. It contains comments on candidates’ responses to the 2024
HSSC-I 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 that 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
Student 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
Most candidates achieved success in constructing good responses, especially in the questions
related to the concepts of uncertainty in the measurement, projectile motion, rotational motion,
fluid dynamics, work-energy theorem and thermodynamics. However, some of the candidates
struggled with questions, based on vectors, oscillation, absolute energy and word problems.
Nonetheless, it is essential for teachers to concentrate on the following content and provide
candidates with more drills and practice to foster a solid understanding.
• Recognise the importance of unit conversion and extracting data from the question.
• Identify the demand of the question and application of correct formula with correct
substitution and calculations.
• Understand the key words and command words used in the question.

Note: Candidates’ responses shown in this report have not been corrected for
grammar, spelling, format, or information.
 DETAILED COMMENTS
Constructed Response Questions (CRQs)
Question No. 1
Question Text The weight of a student on a certain weighing scale measures about 55 kg.

If the least count of the machine is 0.5 kg, then calculate the percentage uncertainty in the
measurement.
SLO No. 1.3.2
SLO Text Solve word problems related to the uncertainty in the derived quantity;
Max Marks 03
Cognitive A*
Level
Checking 1 mark for writing the correct formula of uncertainty
Hints 1 mark for substituting the correct values in the formula
1 mark for calculating the correct percentage uncertainty
Overall The overall performance of the cohort on this question was highly commendable. The
Performance majority of candidates demonstrated a clear understanding of the question’s requirements,
showcasing their understanding of absolute and percentage uncertainty. This level of
competence indicates a solid grasp of the concepts and their implications, showcasing
candidates’ proficiency in the subject matter. Moreover, their ability to apply these
principles to different scenarios highlights their analytical skills.
Description of Better responses were observed, reflecting candidates’ proficiency in extracting relevant
Better data from the question and utilising the correct formula for calculating percentage
Responses uncertainty in the measurement of weight.
𝑎𝑏𝑠𝑜𝑙𝑢𝑡𝑒 𝑢𝑛𝑐𝑒𝑟𝑡𝑎𝑖𝑛𝑡𝑦
% 𝑢𝑛𝑐𝑒𝑟𝑡𝑎𝑖𝑛𝑐𝑦 = ∗ 100
𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡
Moreover, these candidates correctly recognised that the given least count of an instrument
represents absolute uncertainty, and they applied this understanding to the scenario,
representing their measurements in the appropriate standard form.
Image of
Better
Response

Description of In weaker responses, most of the candidates struggled to differentiate between absolute and
Weaker relative uncertainty. They used incorrect formulas in terms of placing the denominator into
Responses the numerator and vice versa and made incorrect substitutions, which resulted in inaccurate
answers.
 Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy** Assessment Strategies

Achievement Used for this SLO
• Identify the expectation of • Story Board • Past paper questions
command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is • Concept Mapping powered by Knowledge Platform
taught at the relevant • Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
• Identify necessary content • Think, Pair and Share
required (skills + • Knowledge Platform
concepts) videos
• Review past paper • Questioning
questions on the concept Technique (Socratic
• Utilise the resource guide approach)
for additional materials • Practical
Demonstration

** For description of each

Pedagogy, refer to
Annexure A
Any Additional Suggestion:

• Subject teachers are encouraged to discuss the concepts of uncertainty in the measurement and explain
the choice of instrument, with different least counts, can affect the uncertainty.
• An activity can be performed to understand the importance of least count by measuring the length of
the same object with different instruments like a ruler, vernier calliper and screw gauge. By comparing
the measurements, students can calculate uncertainty and able to comment about the better choice of
the instrument.

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

 Question No. 2
Question Text Write any TWO physical quantities that exemplify each of the following.
S. S.
Scalar Product Vector Product
No. No.

1 1

2 2

SLO No. 2.4.2

SLO Text Exemplify the scalar product of two vectors in terms of angle between them.
Max Marks 02
Cognitive U
Level
Checking 1 mark for writing TWO examples of the scalar product
Hints 1 mark for writing TWO examples of the vector product
Overall The overall performance on this question was positive. However, some candidates struggled
Performance to understand the question’s requirements, resulting in less effective responses. Many
candidates missed key details and, instead of providing examples of dot and cross products,
incorrectly gave examples of scalar and vector quantities.
Description of In better responses, candidates effectively addressed the question’s requirements. Their
Better responses demonstrated a clear understanding of dot and cross products, as they not only
Responses provided examples of physical quantities defined by these operations but also correctly
stated the associated formulas.
Images of
Better
Responses

Description of In weaker responses, candidates misunderstood the question’s requirements or did not read
Weaker it carefully, resulting in incorrect examples. Their responses focused solely on the terms
Responses scalar and vector, leading them to provide examples of scalars and vectors instead of the
correct examples of dot and cross products.
Images of
Weaker
Responses
Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
• Identify the expectation of • Story Board • Past paper questions
command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is • Concept Mapping powered by Knowledge Platform
taught at the relevant • Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
• Identify necessary content • Think, Pair and Share
required (skills + concepts) • Knowledge Platform
• Review past paper videos
questions on the concept • Questioning
• Utilise the resource guide Technique (Socratic
for additional materials approach)
• Practical
Demonstration

Any Additional Suggestion:

• Teachers are encouraged to create practice questions with varied requirements to ensure that students
read the questions carefully. Emphasising command words and providing complete, accurate answers
will help students improve their attention to detail.
• Subject teachers must practice their students to read the question carefully and identify the demand of
the question.

Question No. 3
Question Text During a practice session of long jump, a coach trains an athlete to take off the jump at an
angle of 45o.

Derive a mathematical expression for the maximum range of the athlete.

SLO No. 3.6.3
SLO Text Derive the relation for a. time of flight, b. maximum height, c. horizontal range of a
projectile.
Max Marks 03
Cognitive A
Level
Checking 1 mark for writing each highlighted mathematical statement/ equation (3 required)
Hints
Overall The overall performance on this question was commendable. Candidates showed a strong
Performance ability to identify and analyse the given situation. Additionally, most recognised that the
optimal angle of projection for achieving maximum range is 45°, demonstrating a solid
understanding of projectile motion principles and effective application of their knowledge.
Their proficiency in pinpointing key factors in projectile motion highlights their strong
analytical skills.
 Description of Better responses reflected candidates’ proficiency in gathering the correct components
Better needed to establish a mathematical relationship for maximum range. They effectively used
Responses the projectile’s horizontal motion to derive the formula for range. By applying their
understanding of how to maximise this relationship, they successfully developed the correct
formula for the maximum range.
Image of
Better
Response

Description of In weaker responses, candidates were misled by the word ‘maximum’ and ended up
Weaker deriving the formula for maximum height instead of maximum range. Some candidates
Responses correctly identified the requirement of the question but mistakenly employed the formula
for the time to reach the maximum height instead of the correct formula for the total time
of flight, leading to errors in their derivation. Other responses correctly established the
relationship for range but struggled to apply the condition for maximum range in their
calculations.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
• Identify the expectation • Story Board • Past paper questions
of command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is • Concept Mapping powered by Knowledge Platform
taught at the relevant • Audio Visual Resources https://akueb.knowledgeplatform.com/login
cognitive level • Think, Pair and Share
• Identify necessary • Knowledge Platform
content required (skills + videos
concepts) • Questioning Technique
• Review past paper (Socratic approach)
questions on the concept • Practical Demonstration
• Utilise the resource guide
for additional materials
Any Additional Suggestion:

• It is advised to the subject teachers that the motion of the projectile can be demonstrated and discussed
its horizontal and vertical motion separately, giving clear knowledge about the application of gravitation
force and its role in the motion of a projectile.
• Teachers may connect the concept of projectile motion to practical applications and compare their
motion with the motion in the absence of air resistance.
• Subject teachers may engage their students in activities like launching projectiles at different angles and
velocities.
• Teachers are encouraged to continue practicing and applying concepts in different contexts will further
enhance their mathematical approach towards problem-solving abilities and ensure continued success
in similar scenarios.

Question No. 4
Question Text A solid disc with 0.125 kg.m2 of moment of inertia is rotating about its central axis with an
angular velocity of 10 rad/s.

Calculate the rotational kinetic energy of the disc.

SLO No. 5.5.2
SLO Text Derive an expression for rotational kinetic energy and use this expression for solving word
problems.
Max Marks 02
Cognitive A
Level
Checking 1 mark for using the correct formula/ substituting values
Hints 1 mark for the correct answer
Overall The overall performance on this question was commendable. Most of the candidates
Performance performed well in calculating the rotational kinetic energy of the solid disc. They
demonstrated a clear understanding of the question and applied the correct methods to arrive
at accurate answers. Their responses were clear, reflecting a strong grasp of the topic and
effective problem-solving skills. However, some candidates focused solely on kinetic
energy and instead of adapting the data to rotational motion, incorrectly identified the
moment of inertia as mass and rotational velocity as linear velocity, leading to calculations
for linear kinetic energy rather than the required rotational kinetic energy.
Description of In better responses, candidates correctly identified and used the moment of inertia and
Better angular velocity for a solid disc to calculate the rotational kinetic energy. These well-
Responses executed calculations demonstrate their solid understanding of mathematical concepts and
their ability to effectively apply theoretical knowledge to practical situations.
Image of
Better
Response

Description of In weaker responses, candidates faced challenges in correctly writing the formula for the
Weaker rotational kinetic energy of a solid disc and mixed up the formula of rotational kinetic
Responses energy and linear kinetic energy. Moreover, some candidates overcomplicated the moment
of inertia of the solid disc and ignored crucial information and established relation
1
𝐾. 𝐸 = 4 𝑚𝑟 2 𝜔2 which was not needed in the given scenario.
 Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Pedagogy Used for that Assessment Strategies

Achievement SLO
• Identify the expectation • Story Board • Past paper questions
of command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is • Concept Mapping powered by Knowledge Platform
taught at the relevant • Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
• Identify necessary • Think, Pair and Share
content required (skills + • Knowledge Platform
concepts) videos
• Review past paper • Questioning Technique
questions on the concept (Socratic approach)
• Utilise the resource • Practical
guide for additional Demonstration
materials
Any Additional Suggestion:

Teachers are advised to practice their students to focus on reviewing and understanding the appropriate
formulas and given conditions in the question by providing them with different worksheets and assignments.

Question No. 5
Question Text State any THREE conditions for the generation of turbulent flow.
SLO No. 6.1.2
SLO Text State the conditions required for turbulent flow.
Max Marks 03
Cognitive K
Level
Checking 1 mark for writing each condition (Any 3 required)
Hints
Overall The cohort performed exceptionally well on this question, demonstrating a strong ability to
Performance identify the requirements of the question. Most of the candidates precisely wrote the
conditions. Such well-attempted responses indicate a solid grasp of relevant concepts.
 Description of The cohort accurately distinguished between laminar and turbulent flow, demonstrating
Better precision in their answers. Some of the conditions written by candidates are as follows.
Responses 1. Lower fluid viscosity: Fluids with lower viscosity are more prone to transitioning to
turbulent flow.
2. Presence of irregularities: Rough or irregular surfaces can cause turbulence in the
flow.
3. Disruptions or obstacles: Disturbances in the flow path, such as obstacles or abrupt
changes, can trigger turbulence by disturbing the smooth flow of the fluid.
4. High flow rates: Turbulence is more likely to occur in situations with high flow
rates.
5. High Reynold number: A High Reynold number typically over 4000 signifies the
turbulent flow of fluid in a pipe.
Image of
Better
Response

Description of Weaker responses revealed instances of incorrect identification, some responses

Weaker demonstrated a deviation from the specified command words, resulting in inaccuracies in
Responses writing conditions. Some candidates wrote about the conditions for laminar flow, while
others discussed both laminar and turbulent flow, detailing their differences. However, they
struggled to specify the conditions that characterise turbulent flow.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
• Identify the expectation • Story Board • Past paper questions
of command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is • Concept Mapping powered by Knowledge Platform
taught at the relevant • Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
• Identify necessary • Think, Pair and Share
content required (skills + • Knowledge Platform
concepts) videos
• Review past paper • Questioning Technique
questions on the concept (Socratic approach)
• Utilise the resource guide • Practical Demonstration
for additional materials
Any Additional Suggestion:

• Teachers can play a crucial role in helping their students to enhance their focus on the requirement of
the question, explain the importance of understanding what the question is asking before attempting
an answer.
• Encourage candidates to make an experimental setup to demonstrate different conditions that cause
turbulent in the flow of fluids.
• Encouraging candidates to closely examine the content asked in the question and consider their
distinguishing attributes can prevent such errors.

Question No. 6
Question Text Rameen observes a simple pendulum oscillating between P and Q, over the mean position
O as shown in the given diagram.

She claims that in one complete vibration, the distance covered by the bob is 2x units.
Do you agree with Rameen’s claim? Justify your stance with a reason.
SLO No. 7.5.1
SLO Text Show the motion of a simple pendulum is SHM.
Max Marks 02
Cognitive U
Level
Checking 1 mark for writing the stance
Hints 1 mark for writing the correct reason
Overall The candidates’ overall performance on this question was generally satisfactory,
Performance demonstrating a sound grasp of the key features of oscillation. However, some responses
lacked clarity in their reasoning, offered weak justifications, misunderstood the diagram and
made wrong assumptions.
Description of Better responses demonstrated strong knowledge of vibrational motion, noting that
Better vibration is always divided into four segments. Candidates effectively identified the
Responses amplitude of vibration from the provided diagram and paid close attention to the command
words. They not only challenged the claim but also provided well-reasoned justifications
that one complete vibration, the distance covered by the bob is 2x units for their position
and accurately calculated the total distance as 4x rather than 2x.
Image of
Better
Response
 Description of Candidates’ responses to this question varied, with some agreeing but offering illogical
Weaker explanations related to the vibration, often misled by the diagram and mistakenly treating
Responses half of a vibration as a full one. Other candidates confused distance with displacement and
incorrectly justified that the distance is zero because the pendulum bob returns to its original
position.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
• Identify the expectation • Story Board • Past paper questions
of command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is • Concept Mapping powered by Knowledge Platform
taught at the relevant • Audio Visual Resources https://akueb.knowledgeplatform.com/login
cognitive level • Think, Pair and Share
• Identify necessary • Knowledge Platform
content required (skills videos
+ concepts) • Questioning Technique
• Review past paper (Socratic approach)
questions on the concept • Practical Demonstration
• Utilise the resource *K =
guide for additional
materials

Any Additional Suggestion:

Subject teachers are suggested to make the understanding of their students, the correct application of relevant
concepts used in these types of questions.

Question No. 7
Question Text Explain how stationary waves are produced in an air column organ pipes.
SLO No. 8.4.5
SLO Text Identify the formation of stationary waves in a vibrating air column.
Max Marks 03
Cognitive U
Level
Checking 1 mark for each point (3 required)
Hints
Overall The overall performance of the cohort on this question was positive. Candidates showed a
Performance solid understanding of standing waves, with most providing accurate explanations of how
standing waves are produced in an air column. However, some candidates struggled to grasp
the specific requirements and instead wrote formulas related to fundamental frequency and
harmonics.
 Description of Better responses excelled in providing a clear and comprehensive explanation of how the
Better standing waves are produced in the air column. Candidates effectively described how sound
Responses waves travel through vibrations in the pipe, mentioned the phase reversal of the wave upon
reflection and explained that the superposition of incoming and reflected waves along the
pipe leads to the formation of standing waves.
Image of
Better
Response

Description of In weaker responses, some candidates gave answers that lacked proper support or were
Weaker based on incorrect concepts. For instance, some candidates explained the production of
Responses standing waves in a string rather than in an air column. Others discussed constructive and
destructive interference and the principle of superposition but did not specifically address
standing waves in organ pipes.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Pedagogy Used for that Assessment Strategies

Achievement SLO
• Identify the expectation of • Story Board • Past paper questions
command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is • Concept Mapping powered by Knowledge Platform
taught at the relevant • Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
• Identify necessary content • Think, Pair and Share
required (skills + • Knowledge Platform
concepts) videos
• Review past paper • Questioning Technique
questions on the concept (Socratic approach)
• Utilise the resource guide • Practical
for additional materials Demonstration
 Any Additional Suggestion:

• Teachers are encouraged to incorporate visual diagrams and animations of the production of stationary
waves in a sting and pipe that is open from both ends and closed from one end during their classroom
teaching.
• Encourage candidates to make an experimental setup to demonstrate the formation of standing waves
in their physics laboratory.
• Teachers are suggested to practice their students to pay attention to the wording of the question can
help avoid misunderstandings and enhance accuracy in future assessments.
• Subject teachers should enhance their students’ understanding of standing waves in both organ pipes
and strings to better differentiate the formation of standing waves in various scenarios.

Question No. 8
Question Text The wavelength of light in the air is 4.0 x 10–4 m that is incident perpendicularly on a double
slit and passes through the slits. The distance between the slits is 2.0 x 10–2 m and bright
and dark fringes are observed on a screen 2 m away from the slits.

Calculate the distance between the two adjacent bright fringes on the screen.
SLO No. 9.2.5
SLO Text Derive relation for fringe spacing and use the relation in solving word problems.
Max Marks 03
Cognitive A
Level
Checking 1 mark for writing the correct formula
Hints 1 mark for substituting the correct values
1 mark for writing the correct answer with SI unit
Overall The overall performance on this question was exceptionally well demonstrating a strong
Performance ability to identify the word problem as being related to Young’s double-slit experiment. Their
adept recognition of the context and specific experiment showcased a commendable
understanding of the topic. Such well-attempted responses indicate a solid grasp of relevant
concepts and principles.
Description of In better responses, candidates exhibited a good command over the subject, accurately
Better extracting data from the question. They used the correct formula (Y = λL/d) to calculate the
Responses answer and presented it in standard form. This accurate approach showcases their proficiency
in handling calculations related to the interference of light.
Images of
Better
Responses

Description of In weaker responses, candidates struggled to grasp the question’s requirements, leading to
Weaker errors in calculations and formula applications. Some even used inappropriate formulas and
Responses relations from Michelson interferometer, diffraction grating and Bragg’s law.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
• Identify the expectation of • Story Board • Past paper questions
command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is taught • Concept Mapping powered by Knowledge Platform
at the relevant cognitive • Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
• Identify necessary content • Think, Pair and
required (skills + concepts) Share
• Review past paper questions • Knowledge
on the concept Platform videos
• Utilise the resource guide for • Questioning
additional materials Technique (Socratic
approach)
• Practical
Demonstration
Any Additional Suggestion:

• Teachers are encouraged to create similar practice questions to help candidates improve their problem-
solving skills and provide complete and accurate answers.
• Candidates are encouraged to thoroughly understand the question and identify the correct formulas for
interference of light.
• Candidates should be guided by their teachers to provide appropriate application of relevant formulas
which can support their development in this topic, resulting in more accurate responses in future
assessments.
 Extended Response Questions (ERQs)
Extended response questions offered a choice between parts ‘a’ and ‘b’
Question No. 9a
Question Text Derive an expression for the energy required to escape a body from the Earth’s gravitational
field.
SLO No. 4.6.2
SLO Text Derive an expression for absolute potential energy (PE).
Max Marks 07
Cognitive U
Level
Checking 1 mark for each highlighted mathematical step (7 required)
Hints
Overall The majority of the candidates attempted this part of the question; however, their performance
Performance was below the desired level. Many candidates were distracted by the term ‘escape’ and
derived the escape velocity formula instead of addressing the energy required to escape a
body from Earth’s gravitational field (absolute potential energy), as the question demanded.
A few responses used irrelevant formulas and made incorrect statements. Candidates who
correctly identified the question as relating to escape velocity provided the appropriate escape
velocity formula, while those who accurately recognised the need for absolute energy
formulated the correct relation. Overall, the responses indicate that while candidates
generally have a good grasp of the content, misunderstandings of the question led to weaker
performance.
Description of In better responses, candidates accurately identified the requirements of the question. They
Better demonstrated a clear understanding of the concept by explaining that work done by a variable
Responses force requires dividing the path into small segments and calculating the work for each
segment separately. Additionally, they correctly considered the upper point to be at infinity
when determining the absolute energy.
Images of
Better
Responses
Description of In weaker responses, most candidates were misled by the word ‘escape’ and focused on
Weaker deriving escape velocity. Some responses involved calculating work done but were
Responses accompanied by unsupported statements.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
• Identify the expectation of • Story Board • Past paper questions
command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is taught • Concept Mapping powered by Knowledge Platform
at the relevant cognitive • Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
• Identify necessary content • Think, Pair and
required (skills + concepts) Share
• Review past paper questions • Knowledge
on the concept Platform videos
• Utilise the resource guide for • Questioning
additional materials Technique (Socratic
approach)
• Practical
Demonstration
 Any Additional Suggestion:

Encouraging candidates to closely examine the content asked in the question, recall their understanding made
during classroom teaching and consider their distinguishing attributes can prevent such errors.

Question No. 9b
Question Text When a net force acts on an object, the work done on the object equals the change in its
kinetic energy.

Based on the given principle, derive work-energy equation in the presence of friction.
SLO No. 4.5.1
SLO Text Deduce the relationship between energy and work a. when friction is present, b. when friction
is not present.
Max Marks 07
Cognitive U
Level
Checking 1 mark for each mathematical step (7 required)
Hints
Overall The overall performance of candidates on this question was generally good. Most candidates
Performance effectively derived the work-energy theorem in the presence of friction. However, some
responses reflected a misunderstanding of the question, with candidates explaining the law
of conservation of energy instead.
Description of In better responses, candidates demonstrated a solid understanding of the work-energy
Better theorem. They provided a clear explanation of how frictional forces affect kinetic energy. By
Responses applying the equations of motion and Newton’s second law of motion, these candidates
effectively explained the given statement and established the work-energy equation in the
presence of frictional forces.
Images of
Better
Responses
Description of In weaker responses, candidates provided unsupported answers and used irrelevant formulas
Weaker to justify the given statement. Many of these responses incorrectly focused on explaining the
Responses law of conservation of energy or describing the gravitational field as conservative.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
• Identify the expectation of • Story Board • Past paper questions
command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is taught • Concept Mapping powered by Knowledge Platform
at the relevant cognitive • Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
• Identify necessary content • Think, Pair and
required (skills + concepts) Share
• Review past paper questions • Knowledge
on the concept Platform videos
• Utilise the resource guide for • Questioning
additional materials Technique (Socratic
approach)
• Practical
Demonstration
Any Additional Suggestion:

Subject teachers must encourage their students to provide a mathematical explanation that demonstrates a
clear understanding of how a statement can be justified using relevant formulas.
 Question No. 10a
Question Text In a steel industry, 50 J of heat energy was transferred into the oven. The oven converted
25 J of heat energy into work done. At a later stage, the oven transferred 20 J of heat energy
to its surrounding and received 10 J of workdone on the oven by its surrounding.

Based on the given information, calculate the total change in internal energy of the oven.
SLO No. 10.4.3
SLO Text Solve word problems related to the work done in thermodynamics system during a volume
change.
Max Marks 07
Cognitive A
Level
Checking 1 mark for writing each highlighted mathematical step (7 required)
Hints
Overall Overall, the majority of the candidates attempted this part of the question. Most responses
Performance clearly outlined the distinctions between heat energy and work done and correctly applied the
sign conversion in the first law of thermodynamics. However, some responses contained
errors in calculating the net change in internal energy.
Description of In better responses, candidates exhibited a good command over the subject, accurately
Better extracting data from the question and using appropriate sign conversion for the heat input,
Responses heat output and work done on the system and by the system. They appropriately used the first
law of thermodynamics to calculate the change in internal energy for each stage and
determined the net change effectively.
Images of
Better
Responses

Description of In weaker responses, candidates struggled to differentiate between heat energy input and
Weaker output, as well as work done on and by the system. While some candidates made attempts,
Responses their efforts were often inaccurate. Additionally, some used incorrect formulas by placing the
wrong position of variables at the wrong location.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
• Identify the expectation of • Story Board • Past paper questions
command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is taught • Concept Mapping powered by Knowledge Platform
at the relevant cognitive • Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
• Identify necessary content • Think, Pair and
required (skills + concepts) Share
• Review past paper questions • Knowledge
on the concept Platform videos
• Utilise the resource guide for • Questioning
additional materials Technique (Socratic
approach)
• Practical
Demonstration
Any Additional Suggestion:
• Teachers are advised to develop similar practice questions to help candidates enhance their problem-
solving skills and provide complete and accurate answers.
• Constructive feedback and targeted practice will guide candidates towards accurate differentiation,
nurturing improved performance. Acknowledging their efforts while gently guiding them toward
precision will enrich their overall learning journey.
 Question No. 10b
Question Text A cold reservoir of a Carnot engine is at 10oC with an efficiency of 30%. To increase the
efficiency of the engine to 50%, calculate the change in the temperature of the cold reservoir.
SLO No. 10.9.3
SLO Text Derive the formula for efficiency of Carnot engine and use it in solving word problems\;
Max Marks 07
Cognitive A
Level
Checking 1 mark for converting centigrade into kelvin
Hints 1 mark for each highlighted mathematical step (6 required)
Overall The overall performance of the cohort on this question was strong. Candidates showed a solid
Performance understanding by accurately identifying the given quantities and relating them to the second
law of thermodynamics and the Carnot Engine. Their responses demonstrated a strong grasp
of the relevant mathematical concepts.
Description of In better responses, candidates effectively extracted relevant data, identified the topic
Better accurately and employed the correct formula along with appropriate substitutions, resulting
Responses in accurate outcomes presented in proper units. Their adept execution of calculations
demonstrated a strong command of the subject matter.
Images of
Better
Responses
Description of In weaker responses, candidates provided inconsistent answers. Some correctly identified the
Weaker concept and applied the appropriate formula but overlooked critical information provided in
Responses the question. Other candidates solved the problem but incorrectly interpreted the provided
temperature as that of the hot reservoir. Additionally, some responses contained calculation
errors in arranging the equations.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
• Identify the expectation of • Story Board • Past paper questions
command words (use • Cause and Effect • Discussion on E-Marking Notes
Command Word Guide) • Fish and Bone • AKU-EB Digital Learning Solution
• Ensure the content is taught • Concept Mapping powered by Knowledge Platform
at the relevant cognitive • Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
• Identify necessary content • Think, Pair and
required (skills + concepts) Share
• Review past paper questions • Knowledge
on the concept Platform videos
• Utilise the resource guide for • Questioning
additional materials Technique (Socratic
approach)
• Practical
Demonstration
Any Additional Suggestion:

• Teachers are encouraged to create similar practice questions to help candidates improve their problem-
solving skills and provide complete and accurate answers.
• Encouraging candidates to continue honing their problem-solving skills and ensuring precise
application of formulas and units will further enhance their performance in similar scenarios.
• Regular practice of problems related to the efficiency of heat engines will enhance candidates’
problem-solving skills, leading to more accurate responses in similar situations.
 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 HSSC-I 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 Saib Ahmed Khan, Lecturer, Govt. Degree Science and Commerce
College, Orangi Township, 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:
• Dur Nasab, Associate, Curriculum Development, 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 Naveed Yousuf, CEO, AKU-EB