Artham

Resource Material
For Revised Syllabus Session 2024-25

EXEMPLAR
SOLUTIONS
PHYSICS
Class
11

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 Chapter -1
INTRODUCTION

The National Curriculum Framework (NCF) – 2005 initiated a new phase of

curriculum revision . First, new syllabi for Science and Mathematics for all
stages of school education were developed . Based on these syllabi , new
textbooks were developed . As a part of this effort , Physics textbooks for
Classes XI and XII were published in 2006 and 2007, respectively.
One of the major concerns expressed in NCF–2005 is regarding
Examination Reform.
According to NCF –2005 , “A good evaluation and examination
system can become an integral part of the learning process and benefit
both the learners themselves and the educational system by giving
credible feedback”.
It further notes that,
“Education is concerned with preparing citizens for a meaningful
and productive life , and evaluation should be a way of providing
credible feedback on the extent to which we have been successful in
imparting such an education . Seen from this perspective , current
processes of evaluation, which measure and assess a very limited range
of faculties , are highly inadequate and do not provide a complete
picture of an individual ’s abilitiy or progress towards fulfilling the
aims of education”.
 The purpose of assessment is to determine the extent to which learning has
taken , on the one hand and to improve the teaching -learning process and
instructional materials , on the other. It should inter alia be able to review the
objectives that have been identified for different school stages by gauging the
extent to which the capabilities of learners have been developed. Tests should
be so designed that we must be able to gauge what children have learnt , and
their ability to use this knowledge for problem -solving and application in the
real world. In addition, they must also be able to test the processes of thinking
to gauge if the learner has also learnt where to find information, how to use new
information, and to analyse and evaluate the same. The types of questions that
are set for assessment need to go beyond what is given in the book . Often
children’s learning is restricted as teachers do not accept their answers if they
are different from what is presented in the guidebooks . Designing good test
items and questions is an art, and teachers should spend time thinking about
and devising such questions.
Observing on the current practices of the different boards of school
education in the country, the National Focus Group paper on Examination
Reform says:
“...Because the quality of question papers is low, they usually call for
rote memorisation and fail to test higher -order skills like reasoning and
analysis, let alone lateral thinking, creativity and judgement”.
It further advocates the inclusion of Multiple Choice Questions (MCQ)- a type
of question that has great untapped potential . It also notes the limitation of
testing through MCQ’s only. “While MCQ can more deeply probe the level of
conceptual understanding of students and gauge a student ’s mastery of
subtleties , it cannot be the only kind of question in any examination . MCQs
work best in conjunction with some open-ended essay questions in the second
part of the paper , which tests expression and the ability to formulate an
argument using relevant facts.”
In order to address to the problem, the Department of Education in Science and
Mathematics undertook a programme, Development of Exemplar Problems in
Physics for Class XI during 2007-08. Problems based on different chapters in
textbook of Physics for Class XI published by the NCERT has been developed.
Problems have been classified broadly into five categories:
1. Multiple Choice Questions I (MCQ I): only one correct answer.
2. Multiple Choice Questions II (MCQII): may have one or more than one
correct answer.
3. Very Short Answer Questions (VSA): may be answered in one/two sentences
.
4. Short Answer Questions (SA): require some analytical/numerical work.
5. Long Answer Questions (LA): require detailed analytical/numerical solution.
Though most of the questions given in a particular chapter are
based on concepts covered in that chapter , some questions have
been developed which are based on concepts covered in more than
one chapter.
One of the major objectives of involving learners in solving
problems in teaching -learning process is to promote a more
active learning environment , improve student learning and also
support young teachers in their professional development during
their early formative teaching experiences. For this to be achieved,
problem -solving based on good question should form an integral
part of teaching-learning process. Good questions engage students
in progressively deeper levels of thinking and reasoning . It is
envisaged that the questions presented through this book would
motivate teachers to design good questions. What makes a question
good? According to Robyn L. Miller et al.1
Some characteristics of a good question are:
• stimulates students’ interest and curiosity.
• helps students monitor their understanding.
• offers students frequent opportunities to make conjectures and
argue about their validity.
• draws on students’ prior knowledge, understanding, and/or
misunderstanding.
• provides teachers a tool for frequent formative assessments of
what their students are learning.
• supports teachers’ efforts to foster an active learning
environment.
A NOTE TO STUDENTS
A good number of problems have been provided in this book .
Some are easy , some are of average difficult level , some difficult
and some problems will challenge even the best amongst you. It
is advised that you first master the concepts covered in your
textbook , solve the examples and exercises provided in your
textbook and then attempt to solve the problems given in this
book . There is no single prescription which can help you in
solving each and every problem in physics but still researches in
physics education show that most of the problems can be
attempted if you follow certain steps in a sequence. The following
prescription due to Dan Styer2 presents one such set of steps :
1. Strategy design
(a) Classify the problem by its method of solution.
(b) Summarise the situation with a diagram.
(c) Keep the goal in sight (perhaps by writing it down).
2. Execution tactics
(a) Work with symbols.
(b) Keep packets of related variables together.
(c) Be neat and organised.
(d) Keep it simple. 3.
Answer checking
(a) Dimensionally consistent?
(b) Numerically reasonable (including sign)?
(c) Algebraically possible? (Example: no imaginary or
infinite answers)
(d) Functionally reasonable? (Example: greater range with
greater initial speed)
(e) Check special cases and symmetry.
(f) Report numbers with units specified and with
reasonable significant figures.
We would like to emphasise that the problems in this book
should be used to improve the quality of teaching -learning
process of physics . Some can be directly adopted for
evaluation purpose but most of them should be suitably
adapted according to the time/marks assigned . Most of the
problems included under SA and LA can be used to generate
more problems of VSA or SA categories, respectively.
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CLASS 11: PHYSICS (ALL CHAPTERS)
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