There will be one paper of two hours duration carrying 80 marks and an Internal Assessment of practical work carrying 20 marks.
The paper will be divided into two sections, Section I (40 marks) and Section II (40 marks).
Section I (compulsory) will contain short answer questions on the entire syllabus.
Section II will contain six questions. Candidates will be required to answer any four of these six questions.
Note: Unless otherwise specified, only SI Units are to be used while teaching and learning, as well as for answering questions.
1. Measurements and Experimentation
(i) International System of Units, the required SI units with correct symbols are given at the end of this syllabus. Another commonly used system of units-fps and cgs.
(ii) Simple pendulum
Simple pendulum: time period, frequency, the graph of length l versus T22
2. Motion in One Dimension
Scalar and vector quantities, distance, speed, velocity, acceleration; equations of uniformly accelerated motion without derivations.
Examples of Scalar and vector quantities only, rest and motion in one dimension; distance and displacement; speed and velocity; acceleration and retardation [Non-uniform acceleration excluded].
Equations to be learned: v = u + at; S = ut + ½ at2; S = ½ (u + v)t; v2 = u2 + 2aS.
[Equation for Sn that is not included]. Simple numerical problems.
3. Laws of Motion
(i) Contact and non-contact forces; cgs & SI units.
Examples of contact forces (are frictional force, normal reaction force, tension force as applied through strings, and force exerted during a collision) and non-contact forces (gravitational, electric, and magnetic). General properties of non-contact forces. cgs and SI units of force and their relation with Gravitational units.
(ii) Newton’s First Law of Motion (qualitative discussion) introduction of the idea of inertia, mass, and force.
Newton's first law; statement and qualitative discussion; definitions of inertia and force from the first law, examples of inertia as an illustration of the first law. (Inertial mass not included).
(iii) Newton’s Second Law of Motion (including F = ma); weight and mass.
Detailed study of the second law. Linear momentum, p = mv; change in momentum Delta p = Delta (mv) = m Delta-v for mass remaining constant, rate of change of momentum; Simple numerical problems combining F = Delta p/ Delta t = ma and equations of motion.
Units of force - only cgs and SI.
(iv) Newton’s Third Law of Motion (qualitative discussion only); simple examples.
Statement with qualitative discussion; examples of action-reaction pairs, (FBA and FAB); action and reaction always act on different bodies.
(v) Gravitation
Universal Law of Gravitation. (Statement and equation) and its importance. Gravity, acceleration due to gravity, free fall. Weight and mass, Weight as a force of gravity comparison of mass and weight; gravitational units of force, (Simple numerical problems), (problems on the variation of gravity excluded)
4. Fluids
(i) Change of pressure with depth (including the formula p = h rho g); Transmission of pressure in liquids; atmospheric pressure.
Thrust and Pressure and their units; the pressure exerted by a liquid column p = h rho g; simple daily life examples, (i) broadness of the base of a dam, (ii) Diver’s suit, etc. some consequences of p = h rho g; transmission of pressure in liquids; Pascal's law; atmospheric pressure; common manifestation and consequences. Variations of pressure with altitude, (qualitative only); applications such as weather forecasting and altimeter. (Simple numerical problems including Pascal’s law)
(ii) Buoyancy, Archimedes’ Principle; floatation; relationship with density; relative density; determination of relative density of a solid using water only.
Buoyancy, upthrust (FB); definition; different cases, FB>, = or < weight W of the body immersed; characteristic properties of upthrust; Archimedes’ principle; explanation of cases where bodies with density rho >, = or < the density rho' of the fluid in which it is immersed.
Relative Density (RD) and Archimedes’ principle, determination of RD of a solid denser than water using water and RD of liquid. Floatation: the principle of floatation; the relation between the density of a floating body, the density of the liquid in which it is floating and the fraction of volume of the body immersed; (rho1/rho2 = V2 / V1); the apparent weight of the floating object; application to ship, submarine, iceberg, balloons, etc. Simple numerical problems involving Archimedes’ principle, buoyancy, and floatation.
5. Heat and Energy
(i) Concepts of heat and temperature.
Heat as energy, SI unit – joule, 1 cal = 4.186 J exactly.
(ii) Anomalous expansion of water
Graphs showing the variation of volume and density of water with temperature in the 0 to 100
(iii) Global warming and Green House effect.
Scientific definitions of the above.
6. Light
(i) Reflection of light; images formed by a pair of parallel and perpendicular plane mirrors;
Laws of reflection; experimental verification; characteristics of images formed in a pair of mirrors, (a) parallel and (b) perpendicular to each other; uses of plane mirrors.
(ii) Spherical mirrors; characteristics of the image formed by these mirrors. Uses of concave and convex mirrors. (Only simple direct ray diagrams are required).
Brief introduction to spherical mirrors - concave and convex mirrors, center and radius of curvature, pole and principal axis, focus and focal length; location of images from ray diagram for various positions of a small linear object on the principal axis of concave and convex mirrors; characteristics of images.
Uses of spherical mirrors.
Scale drawing or graphical representation of ray diagrams is not required.
7. Sound
(i) Nature of Sound waves. Requirement of a medium for sound waves to travel; propagation and speed in different media; comparison with the speed of light.
Sound propagation, terms – frequency (f), wavelength (lambda), velocity (V), relation V = f lambda (Simple numerical problems) effect of different factors on the speed of sound; comparison of the speed of sound with the speed of light; consequences of the large difference in these speeds in the air; thunder and lightning.
(ii) Infrasonic, sonic, and ultrasonic frequencies, and their applications.
Elementary ideas and simple applications only. Difference between ultrasonic and supersonic.
8. Electricity and Magnetism
(i) Simple electric circuit using an electric cell and a bulb to introduce the idea of current (including its relationship to charge); potential difference; insulators and conductors; closed and open circuits; direction of current (electron flow and conventional)
Current Electricity: brief introduction of sources of direct current - cells, accumulators (construction, working and equations excluded); Electric current as the rate of flow of electric charge (direction of current - conventional and electronic), symbols used in circuit diagrams. Detection of current by Galvanometer or ammeter (functioning of the meters not to be introduced). The idea of an electric circuit by using a cell, key, resistance wire/resistance box/rheostat, qualitatively.; elementary idea about work done in transferring charge through a conductor wire; potential difference V = W/q.
(No derivation of formula) simple numerical problems.
Social initiatives: Improving the efficiency of existing technologies and introducing new eco-friendly technologies. Creating awareness and building trends of sensitive use of resources and products, e.g. reduced use of electricity.
(ii) Induced magnetism, the Magnetic field of the earth. Neutral points in magnetic fields.
Magnetism: magnetism induced by bar magnets on magnetic materials; induction precedes attraction; lines of magnetic field and their properties; evidence of the existence of earth’s magnetic field, magnetic compass. Uniform magnetic field of earth and non-uniform field of a bar magnet placed along magnetic north-south; neutral point; properties of magnetic field lines.
INTERNAL ASSESSMENT OF PRACTICAL WORK
Candidates will be asked to carry out experiments for which instructions are given. The experiments may be based on topics that are not included in the syllabus but theoretical knowledge will not be required. A candidate will be expected to be able to follow simple instructions, take suitable readings, and present these readings in a systematic form. He/she may be required to exhibit his/her data graphically. Candidates will be expected to appreciate and use the concepts of least count, significant figures, and elementary error handling.
A set of 5 to 7 experiments may be designed as given below or as found most suitable by the teacher. Students should be encouraged to record their observations systematically in a neat tabular form - in columns with column heads including units or in numbered rows as necessary. The final result or conclusion may be recorded for each experiment. Some of the experiments may be demonstrated (with the help of students) if these cannot be given to each student as lab experiments.
1. Determine the least count of the Vernier calipers and measure the length and diameter of a small cylinder (average of three sets) - maybe a metal rod of length 2 to 3 cm and diameter 1 to 2 cm.
2. Determine the pitch and least count of the given screw gauge and measure the mean radius of the given wire, taking three sets of readings in perpendicular directions.
3. Measure the length, breadth, and thickness of a glass block using a meter rule (each reading correct to an mm), taking the mean of three readings in each case. Calculate the volume of the block in cm3 and m3. Determine the mass (not weight) of the block using any convenient balance in g and kg. Calculate the density of glass in cgs and SI units using mass and volume in the respective units. Obtain the relation between the two density units.
4. Measure the volume of a metal bob (the one used in simple pendulum experiments) from the readings of water level in a measuring cylinder using the displacement method. Also, calculate the same volume from the radius measured using Vernier calipers. Comment on the accuracies.
5. Obtain five sets of readings of the time taken for 20 oscillations of a simple pendulum of lengths about 70, 80, 90, 100, and 110 cm; calculate the time periods (T) and their squares (T2 ) for each length (l). Plot a graph of l vs. T2. Draw the best - fit straight - line graph. Also, obtain its slope. Calculate the value of g in the laboratory. It is 4 (pi)2 x slope.
6. Take a beaker of water. Place it on the wire gauze on a tripod stand. Suspend two thermometers - one with Celsius and the other with Fahrenheit scale. Record the thermometer readings at 5 to 7 different temperatures. You may start with ice-cold water, then allow it to warm up, and then heat it slowly taking the temperature (at regular intervals) as high as possible. Plot a graph of TF vs. TC. Obtain the slope. Compare with the theoretical value. Read the intercept on the TF axis for TC = 0.
7. Using a plane mirror strip mounted vertically on a board, obtain the reflected rays for three rays incident at different angles. Measure the angles of incidence and angles of reflection. See if these angles are equal.
8. Place three object pins at different distances on a line perpendicular to a plane mirror fixed vertically on a board. Obtain two reflected rays (for each pin) fixing two pins in line with the image. Obtain the positions of the images in each case by extending backward (using dashed lines), the lines representing reflected rays. Measure the object distances and image distances in the three cases. Tabulate. Are they equal? Generalize the result.
9. Obtain the focal length of a concave mirror (a) by distant object method, focusing its real image on a screen or wall, and (b) by one needle method removing parallax or focusing the image of the illuminated wire gauze attached to a ray box. One could also improvise with a candle and a screen. Enter your observations in numbered rows.
10. Connect a suitable dc source (two dry cells or an acid cell), a key, and a bulb (maybe a small one used in torches) in series. Close the circuit by inserting the plug in the key. Observe the bulb as it lights up. Now open the circuit, and connect another identical bulb in between the first bulb and the cell so that the two bulbs are in series. Close the key. Observe the lighted bulbs. How does the light from any one bulb compare with that in the first case when you had only one bulb? Disconnect the second bulb. Reconnect the circuit as in the first experiment. Now connect the second bulb across the first bulb. The two bulbs are connected in parallel. Observe the brightness of any one bulb. Compare with previous results. Draw your own conclusions regarding the current and resistance in the three cases.
11. Plot the magnetic field lines of the earth (without any magnet nearby) using a small compass needle. On another sheet of paper, place a bar magnet with its axis parallel to the magnetic lines of the earth, i.e. along the magnetic meridian or magnetic north-south. Plot the magnetic field in the region around the magnet. Identify the regions where the combined magnetic field of the magnet and the earth is (a) strongest, (b) very weak but not zero, and (c) zero. Why is the neutral point, so-called?
12. Using a spring balance obtain the weight (in N) of a metal ball in the air and then completely immersed it in water in a measuring cylinder. Note the volume of the ball from the volume of the water displaced. Calculate the upthrust from the first two weights. Also, calculate the mass and then the weight of the water displaced by the bob M = V. rho, W = mg). Use the above result to verify Archimedes' principle.
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