Chapter One

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”.

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 Exemplar Problems–Physics

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.

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 Introduction

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.
1
http://www. math.cornell.edu/~ maria/mathfest_education preprint.pdf
2
http://www.oberlin.edu/physics/dstyer/SolvingProblems.html

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 Exemplar Problems–Physics

(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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