ICSE

ANALYSIS OF PUPIL
PERFORMANCE

October 2025

PHYSICS

Research Development and Curriculum Division

Council for the Indian School Certificate Examinations
New Delhi
OCTOBER 2025
____________________________________________________________________________________________

© Copyright, Council for the Indian School Certificate Examinations

All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for the Indian
School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or
stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate
Examinations.
Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
 FOREWORD
The Council for the Indian School Certificate Examination has endeavoured to sincerely take forward
the vision of NEP 2020 in enhancing pedagogy and assessments through systemic reforms. In
alignment with this vision, the CISCE also remains committed to ensuring that learning is
meaningful, and that assessment practices are utilised as tools for growth, reflection, and continuous
improvement rather than as an exercise in mere evaluation.

The ISC and ICSE examinations have long served as the cornerstone of the CISCE’s academic
framework, especially in shaping the educational journeys and futures of countless CISCE students.
In this context, the Analysis of Pupils’ Performance documents have played a significant role in
strengthening the CISCE’s assessment culture. These reports have, over the years, supported students
in understanding subject-wise expectations and in preparing effectively for the Board examinations.

Our heartfelt appreciation is extended to the Research Development and Curriculum Division
(RDCD) of the CISCE for their dedicated efforts in preparing this detailed document for the benefit
of students. Our sincere appreciation and gratitude to the subject-matter experts at School of
Continuing Education and University Resource Centre, Azim Premji University (APU) for their
comprehensive and thoughtful analysis of select ICSE subject documents. We also express our
gratitude to the examiners for their meticulous evaluation and insightful feedback on candidates’
performance, as well as for recommending pedagogical strategies to help teachers address common
areas of difficulty.

We are confident that students, teachers, and parents will make the best use of this document by
engaging with its various sections in depth and by implementing the learnings to ensure enhanced
and successful performance in the forthcoming examinations.

October 2025 Dr. Joseph Emmanuel

Chief Executive & Secretary
CISCE
 PREFACE
The Analysis of Pupil Performance document is a standing legacy of the Council for Indian School
Certificate Examinations (CISCE) that aims at capturing performance trends of CISCE candidates in
the annually conducted ICSE and ISC examinations. Over the years, these user-friendly and
accessible reports have helped CISCE schools analyse patterns in candidates’ responses to board
examination papers, while also providing valuable pedagogical insights and suggestions for teachers.
Each year, CISCE undertakes this exercise of a detailed analysis of the performance of candidates
for selected subjects at both the ICSE and ISC examinations. Each subject document includes the
questions from the board examination along with the marking scheme for each question, enabling
teachers and students to better understand the scope of the question and the appropriate approach to
answering it. It also presents an infographic presentation of statistical analysis and contextualised
commentaries on candidate performance with detailed insights and remedies on the errors. Towards
the end of the document, a comprehensive summary highlights the topics revealing gaps in conceptual
understanding, areas that candidates found confusing, and tailored suggestions to help students
approach examinations more effectively.
The uniqueness of this document lies in its micro-analysis of items in board examination papers
where suggested pedagogical strategies are tied to each common errors identified from candidates’
answers, a strategy that CISCE believes is rudimentary in driving improvements rather than merely
sharing a broad stroke macro analysis of candidate performance. While these reports are grounded in
real candidate data, they also lend themselves to seamlessly to classroom action.
The Analysis of Pupil Performance document for ICSE for the Examination Year 2025 covers the
following subjects - English Language, Literature in English, Hindi, History and Civics, Geography,
Mathematics, Physics, Chemistry, Biology, Commercial Studies, Economics, Computer
Applications, Economic Applications, Commercial Applications, Environmental Science and Home
Science. In addition to the comments by CISCE examiners, the document has also included insights
and pedagogical suggestions from experts at School of Continuing Education and University
Resource Centre, Azim Premji University (APU).
The subjects covered in the ISC Analysis of Pupil Performance document for the Year 2025 are -
Accounts, English Language, Literature in English, Hindi, Economics, Commerce, Business Studies,
Mathematics, Physics, Chemistry, Biology, Elective English, History, Political Science, Geography,
Psychology, Sociology, Computer Science, Environmental Science, Home Science and Legal
Studies.
I extend my heartfelt gratitude to all the ICSE and ISC examiners who have shared their valuable
comments on each question. My sincerest appreciation and gratitude to subject matter experts at Azim
Premji University (APU) for their detailed analysis of the documents for ICSE subjects. I also
acknowledge the efforts of the RDCD team of Dr. Manika Sharma, Ms. Parul Kohli, Ms. Lyimee
Saikia, Ms. Mansi Guleria, Ms. Gunjan Khurana, Ms. Madhusree Chatterjee and Ms. Aakriti Agrawal
for their commitment to ensuring the compilation of the comments and data into its current form.
We hope that the document is successful in its intended mission of better assisting our teachers in
identifying areas that require focused intervention and allowing them to better support CISCE
students. At the same time, we also hope that it guides our students in developing a roadmap of
effective study methods for their examinations.

October 2025 Dr. Bhawna Taragi

Deputy Head
RDCD, CISCE
QUANTITATIVE ANALYSIS

Physics (Science Paper-1)

Number of
Candidates Appeared Maximum Marks 100
225672
Highest Marks Lowest Marks

Boys Girls Average Marks

120386 105286 100

62

Overall Performance (Mean Marks)

8
61.8

Performance by Gender

62.4 Gender Mean SE t-value

61.1

Region-wise Performance Girls 61.1 0.05

(Mean Marks) -18.4*
Boys 62.4 0.05
60.5 68.6
*Significant at 0.05 level

Top 5 Perfoming States/UTs

59.1 61.7 69.4 67.6 (Mean Marks)
Eastern Western
Goa 74
59.4 63.4

Foreign 70
59.7 59.1 63.5 63.2
Northern Southern Maharashtra 69.4

70
Chandigarh 69.4

72.1 67.4
Puducherry 67.6
Foreign

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 Performance State-wise and Foreign (Mean Marks)
Boys Girls Overall

49.2
ANDAMAN AND NICOBAR ISLANDS 40.1
44.1
58.2
ANDHRA PRADESH 56.2
57.2
43.9
ARUNACHAL PRADESH 44.6
44.2
67.7
ASSAM 64.0
66.0
61.5
BIHAR 59.1
60.4
56.8
CHHATTISGARH 55.0
55.9
69.2
CHANDIGARH 69.7
69.4
62.3
NEW DELHI 55.9
59.8
74.9
GOA 73.0
74.0
63.3
GUJARAT 62.9
63.1
65.7
HARYANA 66.5
66.1
58.6
HIMACHAL PRADESH 59.3
58.9
58.8
JHARKHAND 56.7
57.8
49.1
JAMMU AND KASHMIR 49.7
49.3
64.2
KARNATAKA 64.1
64.2
65.7
KERALA 65.4
65.6
70.4
MAHARASHTRA 68.3
69.4
58.6
MEGHALAYA 54.9
56.4
59.2
MANIPUR 61.3
59.7
57.2
MADHYA PRADESH 55.5
56.4
55.6
NAGALAND 52.8
54.3
59.5
ODISHA 57.7
58.6
69.8
PUDUCHERRY 64.7
67.6
53.9
PUNJAB 57.7
55.8
65.5
RAJASTHAN 62.4
63.9
54.8
SIKKIM 53.9
54.4
63.9
TAMIL NADU 64.3
64.1
59.4
TRIPURA 54.6
57.1
61.4
TELANGANA 61.5
61.4
61.1
UTTAR PRADESH 59.2
60.3
62.4
UTTARAKHAND 61.2
61.9
63.8
WEST BENGAL 61.1
62.6
72.1
FOREIGN 67.4
70.0

0 20 40 60 80

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QUALITATIVE ANALYSIS
SECTION A (40 Marks)
(Attempt all questions from this Section.)
Question 1 [15]
Choose the correct answers to the questions from the given options.
(Do not copy the questions, write the correct answers only.)
(i) A body is acted upon by two equal and opposite forces, that are NOT along the same
straight line. The body will:

(a) remain stationary

(b) have only rotational motion

(c) have only rectilinear motion

(d) have both rectilinear and rotational motion

(ii) Which among the following is a vector quantity?

(a) work

(b) power

(c) energy

(d) moment of couple

(iii) What is the correct energy transformation during burning of a candle?

(a) heat  kinetic + potential

(b) heat  chemical + light

(c) chemical  heat + light

(d) mechanical  chemical + heat

(iv) When a ray of light passes from one optical medium to another, which of the
following physical quantities does NOT change?

(a) Amplitude of the wave

(b) Frequency of the wave

(c) Wavelength of the wave

(d) Speed of the wave

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(v) Which one of the following combinations is the correct ascending order of
electromagnetic waves in terms of wavelength?

(a) gamma-rays, visible light, microwaves

(b) microwaves, visible light, gamma-rays

(c) gamma-rays, microwaves, visible light

(d) microwaves, gamma-rays, visible light

(vi) For a lever, a graph is plotted with load on Y-axis and effort on X-axis. Which of the
following represents the slope of the graph?

(a) Mechanical advantage

(b) Velocity ratio

(c) 1 / Velocity ratio

(d) 1 / Mechanical advantage

(vii) For a real image formed by a convex lens, the ratio of I: O = 2 : 5, then the object is:
(I is the height of the image and O is the height of the object)

(a) between O and F

(b) beyond 2F

(c) at F

(d) between F and 2F

(viii) A ray of light is incident normally on a face of an equilateral prism. The ray gets
totally reflected at the second refracting surface. The total deviation produced in the
path of the ray is:

(a) 30°

(b) 60°

(c) 90°

(d) 120°
(ix) In a closed circuit containing a bulb and a cell, the electromotive force (𝜺𝜺) and the
terminal voltage (V) is related as.
(Given I is current and r is internal resistance.)

(a) V = 𝜀𝜀 + Ir

(b) V = 𝜀𝜀 – Ir

(c) V = 𝜀𝜀 ÷ Ir

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(d) V = 𝜀𝜀 x Ir
(x) A metal piece of mass 5 g has thermal capacity 2.5 JK-1. If the mass of the metal is
tripled, then its specific heat capacity will be:

(a) 7.5 JK-1

(b) 2.5 JK-1

(c) 1.5 Jg-1K-1

(d) 0.5 Jg-1K-1

(xi) Assertion (A): As the level of water in a tall measuring cylinder kept under running
tap rises, the pitch of sound gradually increases.
Reason (R): Frequency of sound is inversly proportional to the length of the water
column.

(a) Both (A) and (R) are true and (R) is correct explanation of (A).

(b) Both (A) and (R) are true and (R) is not the correct explanation of (A).

(c) (A) is true but (R) is false.

(d) (A) is false but (R) is true.

(xii) In the given circuits Y and Z, the resistors, R1 and R2, are connected in:

Y Z

(a) series in both the circuits

(b) parallel in both the circuits

(c) parallel in Y and series in Z

(d) series in Y and parallel in Z

(xiii) A radioactive element P emits one α-particle and transforms to a new element Q.
What will be the position of the element Q in the periodic table?

(a) One group to the left of P

(b) One group to the right of P

(c) Two groups to the right of P

(d) Two groups to the left of P

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(xiv) Each of the substances given below is supplied with same amount of heat. Which one
will attain the highest temperature if all have equal masses?

Substance Lead Aluminium Copper Iron

Specific heat
capacity (cal/g oC) 0.031 0.21 0.095 0.115

(a) Aluminium

(b) Copper

(c) Iron

(d) Lead

(xv) The following figure shows a small bar magnet falling freely through a copper ring.
For the observer at A, the direction of the induced current will be:

Copper ring

(a) clockwise when magnet is above and below the ring

(b) anticlockwise when magnet is above and below the ring

(c) anticlockwise when magnet is above the ring and clockwise when the magnet is
below the ring

(d) clockwise when magnet is above the ring and anticlockwise when the magnet is
below the ring

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MARKING SCHEME
(i) (b) have only rotational motion

(ii) (d) moment of couple

(iii) (c) chemical  heat + light

(iv) (b) Frequency of the wave

(v) (a) gamma-rays, visible light, microwaves

(vi) (a) Mechanical advantage

(vii) (b) beyond 2F

(viii) (b) 60°

(ix) (b) V = ε – Ir

(x) (d) 0.5 Jg-1K-1

(xi) (c) (A) is true but (R) is false.

(xii) (b) parallel in both the circuits

(xiii) (d) Two groups to the left of P

(xiv) (d) lead

(c) anticlockwise when magnet is above the ring and clockwise when the magnet is
(xv)
below the ring

Comments of Examiners Suggestions for teachers

(i) • A notable proportion of candidates − Explain the concept of torque.
answered the question incorrectly. − Highlight that two equal and opposite forces
• The concept of opposite forces was acting on a body will always cancel each
not clear to many candidates. other, resulting in no linear displacement
• The most frequent error observed but their torque on the body will be
was that the balanced opposite forces cancelled only if the two forces act along the
would result in a stationary position same line.
of the object. − Emphasise the distinction between net force
• Some candidates suggested both and net torque.
linear and rotational movement, as − Conduct a simple demonstration to show
pivot was not mentioned. that non-pivoted object can also rotate.
Example - rotating a pen to show how a net
torque can cause rotation even without a
fixed pivot.
− Emphasise that the opposite forces are
necessarily parallel to form a couple.

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Comments of Examiners Suggestions for teachers

(ii) • Many candidates answered it − Insist on learning the difference between a
correctly. scalar and a vector quantity.
• Some candidates inaccurately chose − Provide relevant examples to explain that
one of the other three options due to the product of two vectors is not always a
lack of clarity regarding the vector.
fundamentals of vectors and scalars.
(iii) • Many candidates got this question − Encourage students to distinguish between
correct. energy states before and after a process.
• Some candidates selected heat to − Discuss different examples in the class that
chemical, and light. Perhaps, lead to the same energy conversions.
candidates assumed that the initial − Use the demonstration in class to show
application of heat to light the candle energy transformations. Example- rubbing
is the primary energy input. both hands together converts mechanical
• A few candidates also selected heat energy to heat energy.
to kinetic and potential as linking it − Provide worksheet related to energy
to energy changes during phase conversion for practice.
transitions and temperature increase.
(iv) • Most of the candidates answered it − Explain the concept of refraction by
correctly. demonstrating how a pencil placed in a
• Many candidates answered it glass of water appears to be bent.
incorrectly, either due to guesswork − Clearly mention the physical quantities that
or lack of conceptual clarity. change and remain unchanged when light
undergoes refraction.
(v) • Many candidates answered it − Ensure that the students must know the
correctly as ‘option a’, however, electromagnetic spectrum in the increasing
some candidates marked the or decreasing order of the wavelength and
incorrect options also. frequency.
− Use the mnemonics (Gamma) GIANT (X-
rays) XYLOPHONES (UV) USUALLY
(Visible) VISIBLE (IR) IN (Microwaves)
MUSIC (Radio waves) ROOMS to
memorise the correct order.
(vi) • Most of the candidates answered it − Provide a thorough explanation of the
correctly as ‘M.A.’ Some candidates concept of finding the slope of a graph,
carelessly applied the formula of along with its significance.
∆X
slope as ∆Y instead of the correct − Lay stress on the name of the physical
∆Y quantity that is derived from the slope of a
formula ∆X and answered ‘option d’. graph.
− Reinforce the importance of axis
identification by providing examples.

(vii) • Majority of the candidates found this − Discuss various cases of image formation in
question difficult. a convex lens with the help of suitable ray
diagrams.
− Elucidate the concept of magnification.
− Highlight the importance of characteristics
of the image in lens diagrams.

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Comments of Examiners Suggestions for teachers

(viii) • Many candidates could not perform − Help students visualise concept of total
well in this question as the basic internal reflection and demonstrate it with
concept of angle of deviation was not the help of a glass of water and laser light in
clear. a dark room.
− Emphasise that angle of deviation is angle
• Some candidates misinterpreted the
between the original path of an incident ray
meaning of total deviation and
and its final emergent path after passing
answered it incorrectly.
through prism.
• The idea of total deviation, − Instruct students to explicitly show and label
especially when there is a significant the angle of deviation in the ray diagram
change in the light rays direction wherever possible.
w.r.t the incident ray, needs more − Focus on the idea of normal incidence and its
clarity. implications on the trajectory of the ray.
(ix) • Most of the candidates answered it − Help students understand the relationship
correctly as option ‘b’. However, and derive the formula rather than
some candidates got confused memorising it.
between + and – sign and wrote
− Emphasise the distinction between
option ‘a’.
electromotive force (ε) and terminal voltage
• Some candidates did guess work and (V), explaining the conditions under which
wrote option ‘c’ or ‘d’. they are equal or different (i.e. the role of
internal resistance).
(x) • Only a few candidates provided the − Explain the difference between heat capacity
correct answer. and specific heat capacity by taking suitable
examples like water is used as a coolant in
• The prevalent incorrect answer was
car radiator etc.
7.5, suggesting a misunderstanding
where the given value was directly − Reiterate that specific heat capacity being
multiplied by 3, corresponding to the intrinsic property does not depend on the
tripled mass. mass of the substance.
• Some candidates were not clear with
difference between heat capacity and
specific heat capacity.
• Other incorrect options were
randomly chosen.
(xi) • Many candidates wrote the wrong − Focus on the difference between role of air
answers. column and water column in deciding the
characteristics and propagation of sound.
• Some candidates lost marks as the
question was not read carefully. − Emphasise that frequency is inversely
proportional to the length of the air column,
• The candidates lack conceptual
not the length of the water column.
clarity related to the dependence of
frequency of sound on air column. − Instruct students to evaluate both the
assertion and the reason individually before
determining if the reason correctly explains
the assertion or not.

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Comments of Examiners Suggestions for teachers

(xii) • A significant number of candidates − Teach students to analyse the circuit diagram
did not answer this question carefully for series and parallel connections.
correctly.
− Clearly state the resistors that share the same
• Some candidates got confused due to potential difference at both ends are
the change in the orientation of the connected in parallel combination.
diagram. Candidates seems to be not
− Provide practice of the circuit diagrams
clear about circuit connections which
involving identification of connections of
deviates from the traditional
resistors.
representation.
(xiii) • Many candidates attempted this − Emphasise the change in atomic and mass
question correctly. number of an element after alpha and beta
emission and identity its position in the
• Some candidates could not relate the
periodic table.
change in atomic number with alpha
emission to the change in position of − Provide explanation of the change in the
the element in the periodic table. number of protons and neutrons in the
daughter nucleus after emission of the
• A few candidates misinterpreted the
nuclear radiations through suitable
left and right side of the periodic
explanation.
table.
(xiv) • Candidates who correctly answered − Emphasise inverse relationship that is for a
the question focused on the given amount of heat energy supplied, the
conceptual analysis and identified rise in temperature is inversely proportional
the inverse relation between the to the specific heat capacity of the substance.
specific heat capacity and rise in
temperature.
(xv) • Many candidates failed to − Stress that the direction of the induced
comprehend this question. current (clockwise or anticlockwise) is
always defined relative to the point of
• Some candidates applied Lenz’s law
observation. The same current loop might
correctly but failed to notice the side
appear clockwise from one side and
from which the current was
anticlockwise from the other.
observed.
− Use visual examples and demonstrations to
• Some candidates could not apply illustrate different scenarios of changing
Lenz’s law at all. magnetic flux and the resulting induced
current direction.
− Give diagram-based practice questions to
apply Lenz’s law for identifying the direction
of the induced current.
Overall:
− Clarity in visualization of various ideas
related to light and sound should be given to
the students based on multiple
demonstrations and by giving experience of
analysing diverse ray diagrams.
− The tendency toward rote memorization and
mere learning of formulas by heart can be
minimized through repeated discussions of
case-based questions related to these

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Comments of Examiners Suggestions for teachers

concepts. Students can be assigned such
cases or real-life scenarios in groups and
asked to deduce variable relationships on
their own.

Question 2
(i) Complete the following by choosing the correct answers from the bracket: [6]

(a) In uniform circular motion the centrifugal force acts __________ [towards the
centre / away from the centre / along the tangential direction].

(b) Refractive index of a medium is independent of __________ [temperature /

angle of incidence / wavelength of light].

(c) Heat absorbed during change of phase depends on __________ [mass / change
in temperature / specific heat capacity] of the substance.

(d) Emf of a cell is ___________ [greater than / less than / equal to] the terminal
voltage when the cell is in open circuit.

(e) In a step-up transformer the turns ratio is ___________ [more than 1 / less than
1 / equal to 1].

(f) The nuclear radiation with lowest ionizing power is __________ [α / β / γ].

(ii) A non-uniform kite is hanging freely from the branch of a tree as shown. Study the [2]
figure and answer the following:

Branch
of a tree

(a) Fill in the blank.

__________ (P, Q, R or S) is the most probable position of its centre of gravity.

(b) Support your answer to (a) with a reason.

(iii) The displacement-time graph of a sound wave produced by a vibrating wire is shown [2]
below.

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(a) How will you adjust the tension in the wire, to reduce the length of PR?

(b) Which characteristic of sound is affected by the reduction in the length of PR?

MARKING SCHEME
(i) (a) away from the centre
(b) angle of incidence
(c) mass
(d) equal to
(e) more than 1
(f) γ radiation
(ii) (a) R
(b) When a body is in equilibrium the Centre of Gravity will lie vertically below the point
of suspension / vertical line through R or plumb line through R passes through the
point of support/ about the line of support /suspension the algebraic sum of the
moments is zero
(iii) (a) Increase the tension
(b) Pitch / frequency

Comments of Examiners Suggestions for teachers

2 (i)(a) • Many candidates answered it - Emphasise that centripetal force is a real
correctly. force directed towards the centre of the
circular path.
• An equal number of candidates
incorrectly answered, ‘towards the - Clearly explain that centrifugal force is an
centre’, indicating confusion apparent force experienced by an object
between ‘centripetal’ and moving in a circular path, directed
‘centrifugal’ force. outwards from the centre.
• Few candidates incorrectly - Demonstration method must be used to
answered, ‘along the tangential make students understand the concept with
direction’, possibly due to a simple objects like a toy, or a tennis ball on
misunderstanding of the velocity a string.
direction.

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Comments of Examiners Suggestions for teachers

2 (i)(b) • Most candidates answered it - Stress that the angle of incidence is a
correctly. variable that influences the angle of
refraction according to Snell's Law, but it
• Some candidates made errors in
does not determine the refractive index of a
answering it. material itself.
sin i
• Since μ = sin r, few candidates - Highlight that μ is a characteristic property
thought that μ depends on the of a medium related to its optical density
angle of incidence, hence which depends on the temperature of the
answered it incorrectly. medium, colour / wavelength of light
travelling through it.

2(i)(c) • Many candidates were able to - Instruct students to read the question
answer it correctly. carefully specially the words given in bold.
• Several candidates misinterpreted - Explain the concept of latent heat and
‘heat absorbed’ and related it to highlight that the heat absorbed during a
‘specific heat capacity’ without phase change does not cause a rise in
considering ‘change in state’. temperature.
• Some candidates did guesswork in
answering.

2(i)(d) • Many candidates answered it - Elucidate the concept of e.m.f., terminal

correctly, several candidates could voltage, and potential drop.
not answer it as well. - Explain the concept of internal resistance.
• Some candidates were not clear
with the concept of potential
difference across the terminal of a
cell in an open circuit is same as
e.m.f. of a cell.
2 (i) (e) • Most candidates wrote the correct - Elucidate the difference between the step-
answer. up and step-down transformer with the help
of a model and explain the turn ratio.
• Some vague answers were also
observed.

2 (i) (f) • Most candidates answered it - Teach the differences between the
correctly as γ radiations. properties of nuclear radiations with the
help of a comparison chart.
• Some candidates wrote ‘beta’ and
‘alpha’ radiations that clearly - Relate the concepts to everyday
indicates lack of clarity in experiences. For example:
understanding the properties of  Alpha particles are like heavy bowling
radioactive radiations. balls.
 Beta particles are like fast-moving
marbles.
 Gamma rays are like powerful light
beams.

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Comments of Examiners Suggestions for teachers

2 (ii)(a) • Most incorrect option chosen was - Explain the principle of finding C.G. of an
‘Q’ instead of the correct answer irregular object.
‘R’. - Perform an activity using simple 3 d
• Many candidates did not take into models or simuations can be helpful for
consideration that in a non- better clarity on physical quantities and
uniform mass distribution, how they influence various physical
position of C.G. is affected. system.
• Very few candidates could relate to
idea that ‘the Centre of Gravity
will lie vertically below the point
of suspension’ instead many of
them might have assumed the
geometrical centre as the COG.

(ii)(b) • Many candidates who selected R - Emphasise that the algebraic sum of the
as the answer failed to give a moments of the molecules is always zero
correct reason, indicating a lack of about C.G. but when the body is suspended
conceptual clarity. freely then the sum of the molecular
moments needs to be zero about the point
• Some candidates wrote that the
of suspension and that happens when the
algebraic sum of the molecular
C.G. is vertically below the point of
moments of C.G. is zero as a
suspension.
reason but could not write the
algebraic sum of the moments of
the point of support is zero when
C.G. lies vertically below the
support.
• Very few candidates got this part
of the question correct.
(iii) (a) • Many candidates could not - Elaborate the fundamental characteristics
comprehend it correctly and failed of waves (e.g. frequency, wavelength,
to relate the length QR with the velocity, amplitude, tension for the waves
wavelength. on a string).
• A considerable number of - Explain the displacement time graph of a
candidates commonly suggested sound wave produced by a vibrating wire
physically tightening the wire or and indicate the wavelength, amplitude,
increasing the weight applied to it and frequency on the graph.
instead of tension of the wire. - Provide rigorous practice of identifying and
• Some candidates incorrectly stated labelling the graph.
that the wavelength should be
reduced to achieve the desired
outcome.

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Comments of Examiners Suggestions for teachers

(iii)(b) • Many candidates answered this - Clearly explain that subjective properties of
part correctly. sound are the characteristics of a sound as
perceived by a listener.
• Certain candidates were not clear
that the characteristic of sound - Connect subjective properties to their
asked in the question was pitch, objective physical factors that influence the
which is not the same as latter.
frequency. - Demonstrate the characteristics of a sound
• Some candidates incorrectly wrote with the help of a musical instrument to
the answer as frequency or provide conceptual clarity.
wavelength.

Question 3
(i) A ray of light enters a rectangular glass slab submerged in water at an angle of [2]
incidence 55°. Does this ray undergo total internal reflection when it moves from
water to glass? Justify your answer. (The critical angle for glass-water interface is
54°.)

(ii) According to the NEW colour convention which colour of wire is connected to: [2]

(a) the metal body of the appliance

(b) the switch of the appliance?

(iii) (a) Which of the two, alternating current or direct current, produces a varying [2]
magnetic field when it flows through a conductor?

(b) State the frequency of the alternating current supply in India.

(iv) Calcuate the amount of heat absorbed by 200 g of paraffin wax to melt completely at [2]
its melting point.
[Specific latent heat of fusion of paraffin wax = 146 Jg-1]
Copper wire is wound around a steel bar FT. Current is allowed to pass through the [2]
(v)
coil for some time and then the bar is removed.

(a) Draw only the magnetised bar FT and mark its poles.

(b) Trace two magnetic lines of force around FT clearly indicating the direction.

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 2025 ICSE- Physics

(vi) A current flows through a metallic conductor for a long period of time. State the [2]
change you would expect in its:

(a) Resistance

(b) Resistivity

(vii) 96𝐶𝐶𝐶𝐶 named in honour of Madam [3]

Curium is a radioactive element with the symbol 247
Curie. The graph of number of protons vs number of neutrons for some elements
are shown below:

(a) Which point on the graph indicates the element Cm?

(b) Which point on the graph indicates daughter nucleus after Cm undergoes
radioactive decay of 1 α followed by 2 β?

(c) State the mass number of the daughter nucleus.

MARKING SCHEME
(i) No
Total Internal Reflection don’t take place when light travels from a rarer to a denser medium
(ii) (a) Green or Yellow
(b) Brown/ Red
(iii) (a) AC/alternating current
(b) 50 Hz
(iv) H = ml = 200 x 146
= 29200 J

(v)

Or Or

(vi) (a) Resistance  Increases

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 2025 ICSE- Physics

(b) Resistivity  Increases

(vii) (a) P
(b) R
(c) 243

Comments of Examiners Suggestions for teachers

3(i) • Most of the candidates answered it - Teach the concept of TIR with examples
incorrectly. along with the conditions for it to take
place.
• Many candidates failed to recognise
that the light ray was travelling from - Include practice problems that involve
a rarer to a denser medium and light travelling both from rarer to denser
concluded with the wrong answer. and denser to rarer medium.
• Some candidates answered this - Give practice worksheets having variety
question correctly. of diagram-based questions involving the
phenomenon of total internal reflection.

3 • A significant number of candidates - Thoroughly explain the standard colour

(ii)(a) correctly answered this direct coding for electrical wires.
question. - Use visual aids like actual wires or
• The primary source of error was diagrams with clear labelling.
confusion regarding the colour - Emphasise the function and safety
coding of electrical wires. implications of each colour.
3(ii) (b) • A small fraction of candidates - Reiterate to learn both old and new
incorrectly identified wire colour-coding of the wires and the
connected to the metal body and the functions of the wires in the household
switch. electric circuit.

3 (iii) • Most of the candidates answered it - Clearly state that varying current
(a) correctly. produces varying magnetic field around
the conductor and constant current
• A variety of incorrect options, like
produces constant magnetic field around
‘alternate’ and ‘altering’ were used
the conductor.
instead of the word ‘alternating
current’ that was clearly mentioned
in the question.

3(iii) • Many candidates answered it - Encourage students to learn the value of

(b) correctly as ‘50 Hz’ but many other frequency of alternating current and
candidates wrote the value ‘220 V’. potential difference for household circuit.
• Some candidates wrote magnitude - Emphasise on the standard values along
correctly but made a mistake in unit. with its significance and implications on
the practical systems.
• A confusion between the
specifications of voltage and
frequency has been repeatedly
observed among candidates over the

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

years. They tend to memorize ‘220’
and ‘50’ as values associated with
domestic AC supply but fail to
identify them distinctly as voltage
and frequency.

3(iv) • Most of the candidates answered it - Make the students aware to substitute all
correctly. the physical quantities in the same system
of units in the formula.
• The common errors observed were:
- The equations, relationships and
 Missed or used the incorrect characteristics should not be encouraged
unit. to be reproduced as such, instead multiple
 Unnecessary mathematical contextual examples and solving them
conversions. should be the focus.
 Conversion of only one physical
quantity.
3(v) (a) • Almost equal number of correct and - Teach the clock rule with the help of
incorrect answers were observed. demonstration in class.
• Some candidates changed the - Guide the students not to change the
orientation of the bar magnet, but orientation of the figure given in the
the labelling was correct. question.
• Some candidates were unaware of
the clock rule, so wrote the wrong
polarity.
3(v) (b) The following variations were observed - Provide sufficient practice to students to
in the answers- draw diagrams with correct polarities and
correct direction of magnetic field.
• Correct polarities with correct
direction of the magnetic field - Stress on drawing the correct direction of
outside the magnet. magnetic field from north to south
especially below the bar magnet.
• Incorrect direction of the magnetic
field outside the magnet.
• Direction of the magnetic field
along the axis correctly and some of
them made a mistake.
• Direction of magnetic field above
the bar magnet was marked
correctly from north to south &
below the magnet was marked
incorrectly from south to north.

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Comments of Examiners Suggestions for teachers

3(vi) (a) • Many candidates answered it - Explain the heating effect of current by
correctly. giving examples from daily life.
• Some candidates could not relate - Relate the effect of rise in temperature
that longer time of the flow of with increase in resistance by using
current is related to the increase in kinetic theory of the molecules.
the temperature and therefore
results in increase in resistance.
3(vi) (b) • Many candidates did not pay - Clearly explain the difference between
attention to the word ‘long period of resistance and resistivity.
time’ . - Emphasise the factors that affect
• Students have the tendency to resistance and resistivity.
associate resistivity as a constant - Provide practice problems and
and hence need not vary. They also worksheets to reinforce understanding.
might be familiar with the table
showing constant value of
resistivity for different materials.
The emphasis of long period of time
indicating Joule’s heating effect and
there by temperature variation of
resistivity is missed out by many
candidates.
3(vii) • Many candidates answered it - Encourage students to practice
(a) correctly. interpreting graphs presented in specimen
papers and competency -focused
• Some candidates could not analyse
questions (CFQs).
and interpret the graph.
- Explain how to calculate of number of
neutrons from atomic number and mass
number
3(vii) • This part was correctly answered by - Encourage students to formulate an
(b) the candidates who got part (a) of equation to solve the problem.
this question right. - Provide practice questions, involving
• Some candidates failed to read the alpha and beta emission including reverse
questions thoroughly. Instead of calculation of mass number (A) and
number of ‘protons’ and ‘neutrons’, atomic number (Z) in form of graphical
they considered them as ‘atomic data.
number’ and ‘mass number’. - Clearly state that one alpha emission and
• Some candidates who answered it as two beta emissions produce an isotope of
‘S’ considered the change in atomic the parent nucleus with mass number less
number due to alpha emission. by 4.
- Make it clear to the students that in this
case the total reduction in the number of
neutrons in the daughter nucleus is 4.

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Comments of Examiners Suggestions for teachers

3(vii) The following errors were observed: - Instruct students to thoroughly examine
(c) the graph before drawing conclusions.
 Misidentified axis for the number
of neutrons by mass number. - Emphasise that the axes are key to
understand the graph's meaning.
 Represented the mass number of
the daughter nucleus as alpha and - Ensure sufficient practice of completing
beta decay reactions. the nuclear equations.
 Wrote mass number with the units.

SECTION B (40 Marks)

(Attempt any four questions from this Section.)
Question 4
(i) [3]

(a) Out of the three rays (I, J, H) shown in the diagram, which ray will suffer Total
Internal Reflection while inside the prism? (Critical angle of the prism is 42o.)

(b) Copy the diagram to complete the path of the ray which you have named in (a)
till it comes out of the prism.

(ii) A rectangular glass block of refractive index 1.5 has an air bubble trapped inside it [3]
as shown in the diagram. When seen from the surface AB, it appears to be 4 cm
deep.

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 2025 ICSE- Physics

(a) Calculate the actual depth of the air bubble from the surface AB.

(b) For which colour of light, blue or yellow, the apparent depth will be greater?

(c) Turning the glass block upside down, DOES NOT change the apparent depth of
the air bubble. State True or False.

(iii) (a) An object is placed at 2F position of a convex lens. Draw a ray diagram showing [4]
the formation of the image.

(b) How will the size of the image change if we, ONLY replace the lens in the above
arrangement with another lens of a greater focal length?

MARKING SCHEME
(i)
(a) J J
(b)

(ii) 𝑅𝑅𝑅𝑅 𝑅𝑅𝑅𝑅

(a) 𝜇𝜇 = ∴ 1.5 = ∴ 𝑅𝑅𝑅𝑅 = 6 𝑐𝑐𝑐𝑐
𝐴𝐴𝐴𝐴 4
(b) Yellow/ Y
(c) False / F
(iii) (a)

(b) Magnified / same size

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

4 (i) • Majority of the candidates - Teach and explain the method on how to
(a) accurately identified the ray ‘J’. complete the path of the rays by
calculating the angle of incidence at the
• Some candidates got confused
inner surface using basic geometry.
between ray ‘J’ and ‘I’.
- Give practice of completion of path of the
• Some candidates drew the correct ray by taking triangular glass prism with
ray diagram instead of naming the interior angles as - 42°,48°,
ray. 90°/44°,46°,90° etc.
- Encourage students to draw the diagrams
neatly.
- Prisms of different angles and light rays
entering and leaving the surface with
clarity in different angles (incident,
reflection, refraction etc.) can be given to
the students.
4 (i)(b) • Some candidates drew the diagram - Insist upon marking the arrows in the ray
correctly; however, some made it diagram.
partially correct. - Provide rigorous practice in drawing a
wide variety of ray diagrams related to
• Some common errors that were
TIR and critical angle to enhance
observed -
confidence and understanding among
 Forgot to draw arrows on the students.
ray. - Help students to complete the path of the
 Not mentioned angle of ray of light by calculating the angle of
incidence at the new surface. incidence at every new surface using basic
geometry when the ray strikes the surface.
 Mentioned angle of incidence
with the surface of the prism
instead of normal.
• Most of the candidates could do this - Explain the difference between real depth
4(ii)(a) question correctly. and apparent depth along with the shift in
the position of the image.
• Some candidates lost marks due to
incorrect unit. - Demonstrate real and apparent depth with
the help of a glass slab or a coin placed in
a glass of water.
- Include questions where observer is in a
denser medium and observing an object in
a rarer medium.
4 Some candidates made mistakes as they - Encourage students to learn the relation
(ii)(b) did not keep in mind that the question between refractive index and the
was in terms of apparent depth and wavelength of light.
bending while some other candidates - Ensure that learning formulas and
relied on guesswork. equations should not be a mechanical
Majority of the students can learn the process, students should be able to
formulae and substitute it. But when it interpret those relations, for instance the
comes to the extension of the familiar idea of real depth and apparent depth in
scenario, as in this case where the different contexts should be demonstrated
candidates could not connect it to through diagrams, simulations, videos etc.

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Comments of Examiners Suggestions for teachers

change in real and apparent depth, the and students should solve various
gap in conceptual clarity becomes problems situated in these variety of
evident. scenarios.

4(ii)(c) • Many candidates answered it - Reinforce the concept of real and apparent
correctly. depth by taking real life examples.
• Some candidates could not - Create and provide practice of situation-
comprehend the meaning of based questions to the students.
‘turning the glass upside down’ and - Clearly state that the ratio between real
made mistakes. depth and apparent depth is constant
therefore, when real depth changes,
apparent depth also changes.
4 Majority of candidates missed full - Reinforce the rules for drawing ray
(iii)(a) marks due to : diagrams by repeating them during
practice of ray diagrams.
• imperfections in the drawing.
- Instruct students not to use arrow for
• indication of direction of light with
virtual rays.
arrows.
- Demonstrate different cases of an object
• not maintaining a uniform scale on placed at various positions in front of the
both sides of the lens. convex lens in lab.
• object not drawn at 2F. - Insist on drawing continuous lines for real
• dotted lines used for a ray of light. rays/image and dotted lines for virtual
rays/image.
- Provide practical opportunities to
manipulate various optical systems using
lens and its combinations.
4 • Several candidates were unable to - Include the explanation of factors that
(iii)(b) answer this part correctly due to affect the size of the image formed by the
lack of analysis of the question and lens.
missed the hints given in bold. - Perform an activity in the classroom
• Some candidates incorrectly where students observe the size of the
changed the position of the object. image formed when focal length of the
lens is changed.

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 2025 ICSE- Physics

Question 5
(i) An object is placed in front of a concave lens at a distance of 45 cm from it. If its [3]
image is formed at a distance of 30 cm from the lens, calculate the focal length of the
lens.

(ii) Two rays PQ and RS are incident on a rectangular glass block as shown in the [3]
diagram. Observe the diagram and answer the questions that follow.

Which of these two rays will:

(a) have greater lateral displacement on emerging out of the block?

(b) travel with greater speed in the block?

(c) scatter more in the atmosphere?

(iii) (a) Name the radiations: [4]

1. for which a quartz prism is used to study the spectrum.
2. which are used in remote sensing devices.
3. which are used in traffic signals in India.

(b) Name one property common to all electromagnetic radiations.

MARKING SCHEME
(i) u = –45 cm, v = –30 cm
1 1 1 1 1 1
= − ∴ = +
𝑓𝑓 𝑣𝑣 𝑢𝑢 𝑓𝑓 −30 45
1 −3 + 2 1
∴ = =− ∴ 𝑓𝑓 = −90 𝑐𝑐𝑐𝑐
𝑓𝑓 90 90
(ii) (a) RS/ only R /only S / second ray
(b) PQ / only P /only Q/ first ray
(c) RS/ only R /only S / second ray

(iii) (a) 1. Ultra-violet radiations/UV rays

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 2025 ICSE- Physics

2. Infra-Red radiations/ IR radiations / micro Waves / radio Waves

3. Visible radiations/light /Any colour (R, G, Y, O, amber)
(b) No medium required, or all can refract / reflect or travel with same speed in vacuum
/ air

Comments of Examiners Suggestions for teachers

5 (i) Many candidates got this numerical - Explain the rules and sign convention for
correct. However, following errors were numericals based on lens formula.
observed: - Guide students to apply sign convention at
• Inability to identify the object and the time of substitution to avoid
image distance properly. calculation errors.
• Applied the wrong sign convention/ - Insist on learning the correct position and
substitution. the characteristics of the image formation.
• Used the incorrect formula. - Provide practice questions related to lens
formula.

5 • Many candidates could not relate - Encourage students to minutely observe

(ii)(a) the angle of refraction to the lateral the diagram and draw conclusions from it.
displacement of the ray of light. - Insist on breaking down the given
• Some candidates answered it question into smaller, manageable parts,
correctly. each relating to one of the identified core
concepts.
• Some candidates failed to notice the
extent of refraction of the refracted - Encourage students to answer these sub-
rays for the same angle of incidence. questions individually before trying to
connect them.
(ii)(b) • Many candidates failed to
understand that more bending
corresponds to more decrease in the
speed of light in that medium.
• Only some of the candidates
managed to give the correct answer.
(ii)(c) Some candidates answered it correctly,
but some could not identify that the ray
which bends more has a shorter
wavelength and therefore scatters more.
(iii)(a) • Most candidates gave the correct - Encourage students to learn the
answers. applications and uses of infrared and
ultraviolet radiations.
• Some candidates were confused
between ‘ultra-violet’ and - Conduct regular quizzes to revise the uses.
‘ultrasonic’ in part 1. - Ensure to include the type of prism used
• Some confused ‘infrared’ with for obtaining the spectrum of infrared and
‘infrasonic waves’ in part 2. ultraviolet radiations along with proper
reasoning.

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

(iii)(b) • Most of the candidates answered this - Lay stress on learning the common
question correctly. properties of electromagnetic radiations.
• A few candidates got confused
between the properties of
‘electromagnetic’ and ‘radioactive
radiations.

Question 6
(i) Akash takes a uniform meter scale and suspends a weight of 2 N at one end 'X' and [3]
a weight of 5 N on the other end 'Y'. He then balances the ruler horizontally on a
knife edge placed at 70 cm from X. Draw a diagram of the arrangement and calculate
the weight of the ruler.

(ii) Three levers X, Y, Z of equal lengths are shown in the diagram. [3]

(a) Which class of lever do these belong to?

(b) Among these (X, Y or Z) which one will give the maximum mechanical
advantage? Justify your answer.

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 2025 ICSE- Physics

(iii) [4]

Q
Ground

Richa weighing 40 kgf leaves point P on her skateboard and reaches point Q on the
ground with velocity 10 ms-1. Calculate:

(a) the kinetic energy of Richa at point Q.

(b) the vertical height of point P above the ground. (Use g as 10 m/s2 and neglect
friction)

(c) the kinetic energy of Richa at point R. (While moving from Q to R, she loses
500 J of energy against friction.)

MARKING SCHEME
(i)

By pr. of moments
(2 x 70) + (W x 20) = 5 x 30
⸫ 20 W = 150 – 140
20 W = 10
⸫ W = 10/20 = 0.5 N

(ii) (a) First Class lever / I

(b) Lever X
EA > LA

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 2025 ICSE- Physics

(iii) (a) K = ½ mv2 = ½ x 40 x 100 = 2000 J

(b) ½ mv2 = mgh⸫ 100/2 = 10 x h ∴ h = 5 m
Or
2000
𝑚𝑚𝑚𝑚ℎ = 2000 ∴ 40 × 10 × ℎ = 2000 ∴ℎ= 400
= 5𝑚𝑚 Or (using formula v2 = 2gh]
(c) U = mgh = 40 x 10 x 3 = 1200 J
K at R = 2000 – 500 – (1200 or 40 × 10 × 3) = 300 J

Comments of Examiners Suggestions for teachers

6 (i) Candidates show a lack of conceptual - Emphasise drawing the diagram with the
understanding on principle of moments. numerical for better understanding.
A variety of errors were seen in the - Clearly highlight taking perpendicular
answers- distance from the fulcrum for the
• Failed to comprehend the question. calculation of moment of force.
• Could not draw forces at the end of - Explain the position of fulcrum and
the scale. identification of C.G. point.
• Incorrectly marked the position of
the fulcrum. - Clearly state the position of the centre of
• Lacked clarity about the fulcrum gravity to be taken in the centre if the
being closer to a larger weight and metre rule is uniform.
away from the smaller weight for - Provide hands-on experience to students
the ruler to be in equilibrium. to try balancing scales using different
• Neglected to include the moment of masses and fulcrum positioning. They can
force due to the weight of the ruler try to do a comparative study of their
while formulating the equations for observation and the theoretical
clockwise and anticlockwise calculations using the equation of
moments. moments. Further discuss CG, principle
of moments, distribution of masses etc.

(ii)(a) • Majority of the candidates answered - Use real-life examples to explain the
it correctly. kinds of levers with respect to the position
of the fulcrum, load, and effort.
• A significant number of candidates
failed to depict that all three
diagrams belonged to same class of
lever.
(ii)(b) • Some candidates answered it as - Clearly explain the term mechanical
highest effort arm, but the advantage of a lever using relevant
comparison was needed between examples.
effort arm and load arm of the same - Give sufficient questions related to M.A.
lever. in terms of load arm and effort arm.

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

(iii)(a) • Many candidates calculated K.E. - Lay stress on the importance of
correctly. converting the non-SI units to SI units.
• Errors were observed due to: - Instruct students to note the numeric
values carefully from the question.
− Incorrect conversion of
kilogram-force (kgf) to newton
(N).
− Erroneous conversion of
kilogram-force (kgf) to gram
(g).
− Calculation mistakes.
(iii)(b) • Many candidates could calculate the - Discuss common errors in the class and
height by using the principle of encourage them to analyse their own
conservation of energy. errors and correct them.
- Provide hand holding in the
• Some candidates made a calculation
conceptualization of the given scenario
error in the previous part, so the
and connecting it to the principle of
answer for this part was incorrect,
conservation of energy. For this, multiple
though the concepts were clear.
such scenarios from real life and other
• Some of them made errors in examples should be discussed.
substituting the incorrect values that
were due to the wrong
interconversion of the units.
(iii)(c) • Many candidates were not able to - Provide more practice of diagram-based
reach the final answer due to a lack problems in the class so that students can
of clarity of the concept of ‘energy apply the concept of the law of
conservation’. conservation of energy without any
ambiguity.
• Some candidates calculated U at
point R and subtracted it from total - Reiterate that the total mechanical energy
K at Q, but failed to subtract the loss remains constant only in the absence of
of energy to arrive at the correct friction.
answer.
• Many candidates equated U and K
at R and made a mistake in
calculation.

Question 7
(i) Draw a block and tackle system of pulleys with velocity ratio equal to 3. [3]

(ii) A submarine in the sea, sends ultrasonic ping and a stopwatch is started [3]
simultaneously. The stopwatch stops on receiving the reflected wave from an obstacle
and reads 1 minute 40 seconds. Calculate the distance of the obstacle from the
submarine. (Speed of sound in water 1500 ms-1.)

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 2025 ICSE- Physics

(iii) The diagrams given below show two sound boxes A and B with wires of the same [4]
material and same length (l) and tension (10 kgf) but different cross-sectional areas.
Simultaneously, vibrating tuning forks of frequency 300 Hz are placed on the boxes
A and B. The paper rider falls off in case of B but not in case of A.

(a) Name and explain the phenomenon responsible for the falling off of the paper
rider in B.

(b) The wire A resonates with a tuning fork of frequency ‘f’. Is ‘f’ greater than, less
than or equal to 300 Hz? Justify your answer.

MARKING SCHEME
(i)

(ii) 𝑉𝑉 =
2𝑑𝑑
∴ 1500 =
2𝑑𝑑
.
𝑡𝑡 100

∴ 𝑑𝑑 = 1500 × 50 = 75000 𝑚𝑚(= 75 𝑘𝑘𝑘𝑘)

(iii) (a) Resonance
Frequency of tuning fork matches with natural frequency of wire on B /increases its
amplitude.
(b) f is less than 300 Hz. This is because mass per unit length of wire A is greater than
1
mass per unit length of B and 𝑓𝑓 ∝ .
�𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑝𝑝𝑝𝑝𝑝𝑝 𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ

30
 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

7 (i) • Very few candidates could draw the - Explain the relation between V.R. value and
diagram correctly. the number of pulleys in a block and tackle
system.
• The following errors were
observed: - Highlight that if V.R. is even, the number of
pulleys in fixed and movable pulleys are
 Fixed and movable blocks were same. And if V.R. is odd, the number of
not clear. pulleys in the upper fixed block is one more
 Pulleys in the fixed block were than the lower movable block.
not connected. - Guide the students to draw arrows to
 Pulleys and hooks were indicate tension in each strand.
connected from the rim. - Provide sufficient practice to draw the
 Loose strands were drawn. block and tackle system with different
values of V.R.
 Main support was not drawn.
- The concept of velocity ratio should not be
 Either L, E, or T was not
limited to its formula. While teaching this
marked or, in some cases, was
wrongly marked. concept, multiple scenarios using diagrams
and simple models should be used to
 Marked tension as T1, T2 &T3 transact the idea of the distance travelled by
without understanding that the effort and load.
tension in all strands of a single
tackle was the same.
7 (ii) • Many candidates did the numerical - Emphasise the importance of unit
correctly. conversion for obtaining the correct
answer.
• However, some errors were
observed- - Guide students to read the question
carefully in terms of reflection of sound and
 Conversion of minutes to
use the formula accordingly.
seconds.
 Not considered reflection of - Encourage students to recheck their answer
sound during calculation. while performing mathematical
 Common calculation errors. calculations.
 Incorrect unit.
7 • Most of the candidates answered it - Clearly differentiate between the driving
(iii)(a) correctly as ‘resonance’ but failed frequency (of the tuning fork or external
to explain the phenomenon force) and the natural frequency.
correctly. - Explain the term resonance by giving
• Many candidates missed the examples from daily life.
crucial detail about the equality of - Explicitly address the common errors of
specific frequencies. equating the tuning fork’s frequency to the
• Some of the common errors paper rider or wooden box.
included were:
 Stating that the frequency of the
tuning fork is equal to the
frequency of the paper rider.
 Mentioning the frequency of
the tuning fork is equal to the
frequency of the wooden box.

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

7 • Most of the candidates answered it - Provide practice of diagram-based
(iii)(b) incorrectly. questions.
• Many candidates failed to notice - Explain the factors affecting the frequency
the different thickness of the strings of the string with the help of a
in the diagram. demonstration.
- Demonstrate how the frequency of a rubber
band changes when it is stretched to
different extent.

Question 8
(i) The diagram shows wiring in a meter room of a building. [3]

(a) What is the current rating of device X?

(b) What is the difference between the switch Z shown in the diagram and the
switches you use to operate different appliances at home?

(c) What is the unit of the physical quantity displayed in Y?

(ii) Study the diagram given below and answer the questions that follow: [3]

3Y

(a) Name the process depicted in the diagram.

(b) What is the value of X?

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 2025 ICSE- Physics

(c) Identify Y, the missing product of the reaction.

(iii) [4]

Three identical bulbs B1, B2, and B3 each of power rating 18 W, 12 V are connected
to a battery of 12 V.

(a) Calculate:
1. the resistance of each bulb
2. the current drawn from the cell

(b) If the bulb B3 is removed from the circuit, then will the brightness of the bulb
B1 increase, decrease, or remain the same?

MARKING SCHEME
(i) (a) 50 A
(b) Switch Z is present in live as well as neutral wire / double pole switch whereas the
switch in the house is present only in live/ single pole switch.
(c) kWh/ kilowatt hour
(ii) (a) (Nuclear) fission
(b) 236
(c) (3) neutrons / n / 01n

(iii) 𝑉𝑉 2 12 × 12
(𝑎𝑎) 1. 𝑅𝑅 = = =8Ω
𝑃𝑃 18
8×8
2. 𝑅𝑅𝑃𝑃 = = 4 Ω ∴ 𝑅𝑅 = 4 + 8 = 12Ω
8+8
12
𝑉𝑉 = 𝐼𝐼𝐼𝐼 ∴ 12 = 𝐼𝐼 × 12 ∴ 𝐼𝐼 = = 1 𝐴𝐴
12
(b) Decrease / less

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

8(i) (a) • A few candidates answered it - The students should be asked to observe
correctly. the meter room and difference in the
ratings at various stages of supply should
• A variety of random answers were
be discussed.
observed.
- Explain the connections by cable from
• Some candidates wrote rating of the electric pole to distribution box with the
main fuse of the ring distribution help of a model or a video.
system instead of the rating of the
company’s fuse. - Clearly mention that the rating of the fuse
depends on the load.
- Highlight that the main switch is a double
pole switch.
- Provide practice of variety of diagram-
based questions and mention the common
mistakes made by students in them.
Involve problems that combine multiple
concepts.
8(i)(b) • A significant number of candidates - Explain the difference between a double-
correctly identified the switch. pole switch and a dual control switch and
their functions.
• Many candidates only described
switch Z and missed out the - Use clear diagrams illustrating the
explanation for the single-pole internal mechanisms and wiring of both a
switch. single-pole switch and a double-pole
switch.
• Some candidates incorrectly
considered Z as a ‘dual control - Encourage students to find the key
switch’, indicating a possible differences between a double-pole switch
misunderstanding of the specific and a single-pole switch with the help of
terminology. a physical model.
• Some of the candidates even took it
as a ‘MCB’.
8(i)(c) • Majority of candidates provided the - Clearly distinguish between power
correct unit, which is kilowatt hour (measured in kW) and energy (measured
(kWh). in kWh) along with their units.
• Some candidates could not interpret - Integrate the reading of actual electric
the diagram correctly. meters into classroom activities.
• Some candidates even mentioned - Provide varied examples and practice
the incorrect units. problems where students must determine
both the power consumption and the
energy used for various appliances over
different time intervals.

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

8(ii) (a) • Many candidates answered it - Explain the difference between nuclear
correctly. fission and fusion reactions with the help
of a comparative chart.
• Some candidates named the process
incorrectly as ‘nuclear fusion’ and
‘radioactive reaction’ while some
wrote ‘chain reaction’ that was an
incomplete answer.

(ii)(b) • Majority of candidates correctly - Provide sufficient examples and practice

identified the mass number of the of finding the atomic and mass number of
intermediate ‘uranium’ isotope. an element with the help of nuclear
reactions.
• However, some candidates
incorrectly wrote the value of X as - Highlight that the law of conservation of
‘235’, since they missed adding the mass is obeyed in a nuclear reaction.
mass of a neutron. - Review the process of neutron
• Due to the lack of knowledge of bombardment step-by-step.
balancing the nuclear equation, the - Emphasise that when a nucleus captures a
value of mass number was written neutron, its mass number increases by
wrongly. one, but its atomic number remains the
same.
(ii) (c) • Majority of candidates correctly - Utilise clear and distinct diagrams
determined the unknown particle as illustrating both nuclear fission and
a neutron. radioactive decay processes.
• However, some candidates - Emphasise the input (e.g., neutron for
incorrectly identified the missing fission) and the output particles for
particle as either an ‘alpha’ (α) or a nuclear fission and nuclear fusion
‘beta’ (β) particle or even ‘gamma’ reactions.
(γ), suggesting a confusion with
radioactive decay emissions.
• Some of the candidates identified a
neutron but used the wrong notation
to represent it.
(iii)(a1) • Majority of the candidates answered - Ensure that students understand the
this subpart correctly. However, interconnectedness of power, voltage,
some candidates failed to use the current, and resistance through the
relation R= V2/P and used the other fundamental formulas (P=IV, V=IR).
alternatives. - Give practice in finding the resistance of
• Some candidates could not resistors in series and parallel.
comprehend it properly and made
incorrect calculations.

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

(iii)(a2) • Many candidates were confused in - Clearly state that when the supplied
understanding the series and parallel voltage is different from the rated voltage,
combination of resistors. then current and power change, but the
resistance of the appliance remains the
• Several candidates wrote an
same.
incorrect expression. Hence, in the
last step, the mathematical result - Encourage the students to understand and
was incorrect. learn the formulas.
• Some candidates got confused with
the current rating and the current in
the circuit, while some other
candidates directly used the value in
the formula.
(iii)(b) • Many candidates could not answer it - Explain Ohm’s Law and verify it
correctly. They were not aware that experimentally.
removing one of the resistances - Demonstrate relation between the
from the parallel combination resistance of the bulb and its brightness in
resulted in net increase in resistance. laboratory.
- Students should be given opportunity to
• Very few candidates could answer it
analyze multiple real circuits practically,
correctly that on removing a bulb in through virtual labs and through
this circuit configuration would lead diagrams.
to decrease in the brightness of the - They should be asked to design circuits
remaining bulbs.
to meet various voltage and current
requirements through combination of
resistors.

Question 9
(i) 30 g of ice at 0°C is used to bring down the temperature of a certain mass of water at [3]
70℃ to 20℃. Find the mass of water.[Specific heat capacity of water = 4.2 Jg-1°C-1
and specific latent heat of ice = 336 Jg-1.]

(ii) (a) A certain amount of heat will warm 1 g of material X by 10°C and 1 g of material [3]
Y by 40°C. Which material has higher specific heat capacity?

(b) Which material, X or Y, would you select to make a calorimeter?

(c) The specific heat capacity of a substance remains the same when it changes its
state from solid to liquid. State True or False.

(iii) A copper rod PQ carrying current is kept in a magnetic field as shown in the diagram. [4]

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 2025 ICSE- Physics

(a) The copper rod PQ will move towards C. State True or False.

(b) Name the law used to determine the direction of motion of PQ.

(c) What will be the effect on the force experienced, if the rod PQ is replaced by
another copper rod of same length but of greater cross-sectional area?

(d) Justify your answer in (c).

MARKING SCHEME
(i) By pr. of mixtures
ml + mc Δ t = mc Δ t
30(336 + 4.2 x 20) = m x 4.2 x 50
⸫ 30 x 4.2(80 + 20) = 4.2 x 50 x m
⸫ 30 x 100 = 50 x m
⸫ m = 60 g
(ii) (a) X
(b) Y
(c) False /F
(iii) (a) True / T
(b) (Fleming’s) Left-hand rule/ right hand palm rule
(c) Force increases
(d) As resistance decreases / current increases

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

(i) • Many candidates calculated it - Clarify that even if c and l are
correctly. substituted in SI and mass in CGS unit
the answer will be correct because
• Some common errors were observed - conversion factor from both sides get
 Considered wrong equation that is cancelled but conceptually it is wrong
mc∆t = ml or mc∆t = mc∆t. and can result in loss of marks.
 Converted the values of c and l in - Formulation of equations with the
SI unit while leaving mass in CGS accurate RHS and LHS should be done
unit. in context of multiple systems before
getting into substitution and result along
 Errors in calculations.
with the significance of each term in the
equation.
(ii)(a) • Most candidates answered it correctly - Explain clearly that low specific heat
as ‘X’. However, some answered as ‘Y’ capacity material will result in a greater
due to the lack of clarity of the concept. rise in temperature and vice versa if
mass remains constant.
• Some candidates misinterpreted the
relationship and considered that a - Include problems where students need
material exhibiting a greater rise in to compare the temperature changes of
temperature has a higher specific heat different materials, given that the heat
capacity. input and masses are same.
- Explicitly state the common
misconception (higher temperature rise
means higher SHC) by referring to the
formula and the concept of specific heat
capacity.
(ii)(b) • Most of the candidates could answer - Emphasise that a substance with low
this part correctly. specific heat capacity shows a rapid and
high rise in temperature and reinforce
• Some candidates who got it wrong
the concept by giving suitable examples.
misunderstood the inverse relationship
between rise in temperature and
specific heat capacity for a given heat
input.
(ii)(c) • Many candidates answered it correctly. - Explain the concept by using kinetic
theory of molecules with the help of
conversion of ice into water.

(iii)(a) • Many candidates correctly answered - Give practice problem based on finding
this question by successfully applying the force experienced by a current
‘Fleming's Left-Hand Rule’. carrying conductor when placed in a
magnetic field.
• A significant number of candidates
answered this question incorrectly - Acquaint students with the concept by
showing lack of clarity of the rule. changing the orientation of the diagram.
(iii)(b) • Many could identify the name - Clearly explain the difference between
correctly, but some candidates gave the the Fleming’s right hand rule and
incorrect answers. Fleming’s left hand rule and when to use
them.

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 2025 ICSE- Physics

Comments of Examiners Suggestions for teachers

• Some of the incorrect names written - Provide and discuss variety of questions
were- based on Fleming’s left hand rule.
- Encourage students to make a list of
 Fleming’s right hand rule.
laws used in electromagnetism and
 Right hand rule.
tabulate them with their application for
 Thumb rule.
revision.
 Faraday’s law.
 Lenz’s law.
(iii)(c) • Most candidates were unable to - Encourage step-by-step analysis in
understand the concept correctly. solving a problem.
• Some candidates applied the formula - Explain that the effect of physical
F = BIlsinθ , and answered ‘no effect’ quantities that may not explicitly
as the expression does not include area present in a mathematical expression
of cross-section. can indirectly influence the outcome.
• Only a few candidates were able to - Discuss the factors that influence the
answer it correctly. Most of them force experienced by a conductor when
could not connect to the idea of more placed in a magnetic field.
current with increased cross section - Make the students aware of the
and hence more force. interconnection between various
(iii)(d) • Many candidates failed to answer this concepts and bring this connection
part of the question correctly. while discussing magnetism through
different examples.
• As the concept was not clear, the
candidates only verified the factors
such as magnetic field, current and the
length of the conductor that are given in
the expression.

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2025 ICSE- Physics

GENERAL COMMENTS

• Centre of gravity of an irregular lamina.

• Application of law of conservation of energy in numerical.
• Change of resistivity with temperature.
• Resistance of a circuit when one bulb is removed.
Topics found • Numerical on moment of force.
• Application of Lenz’s law.
difficult by • Applications of total internal reflection.
candidates • Diagram of block and tackle.
• Graphical representation of emission of alpha and beta
particles.
• Current rating of a pole fuse.
• Direction of magnetic field lines.
• Drawing ray-diagrams based on total internal reflection.
• Resonance of sound.

• Colour coding of wires.

• Analysing condition for total internal reflection.
• Application of Lenz’s law.
• Energy conversion.
Concepts in which
• Graphical representations.
candidates got • Resistance and Resistivity.
confused • Series and parallel combination.
• Position of element in the periodic table after alpha emission.
• Position of centre of gravity.
• Direction of magnetic field lines inside and outside the magnet.
• Identifying poles of a magnet.
• Relation between e.m.f. and terminal volage of an electrical
cell.

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2025 ICSE- Physics

• Practice examples, derivations, and proofs, and try to explain

concepts in your own words.
• Solve a wide variety of problems, from basic to challenging,
to strengthen your understanding of fundamental principles
and develop problem-solving skills.
• Focus on understanding the ‘why’ behind formulas and
concepts, not just memorising them.
• Relate concepts to real-world situations for better
understanding.
• Practice numerical problems regularly from the textbook
and other resources provided by the CISCE to reinforce
concepts and become familiar with the types of questions
asked.
• Solve competency-focused practice questions, previous
years’ board papers, and the specimen paper issued by
CISCE.
• Pay attention to writing correct units for all physical
quantities.
Suggestions for • Learn principles, laws, rules, and definitions accurately.
candidates • Practice ray diagrams regularly to improve precision and
clarity.
• Draw neat diagrams while solving numerical problems on
moments of force and heat to ensure step-by-step
understanding.
• Recheck all calculations carefully after solving each
problem.
• Review previous years’ Pupil Performance Analysis to
understand common mistakes made by candidates.
• Take practice tests under timed conditions to simulate the
exam environment.
• Read the question paper carefully during the first fifteen
minutes of reading time.
• Keep your handwriting neat and legible.
• Always draw arrows on rays when attempting questions that
require ray diagrams.
• Attempt the questions in the same order as given in the
question paper.
• Manage your time effectively while writing the paper.
• Recheck your calculations and steps before submitting your
answer sheet.

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2025 ICSE- Physics

• Discussion of theories, principles and mathematical

formulation in physics should be planned around strategies
that enhance the Capacity for Scientific inquiry in the
students.
• It is important to be creative when it comes to designing
diverse scenarios connected to real life (as far as possible) to
discuss various concepts in physics.
Suggestions for • Alternate trajectories to approach and solve problems should
Teachers be addressed and encouraged among the students.
• Mathematical formulation and substitution are the usual
factors of fear while considering physics as a subject; rather
than dictating steps, the students should be given time to
discuss in groups and find the rationale for the equations and
mathematical steps involved in various concepts.
• Connections across concepts should be emphasized wherever
possible to give better clarity and utility of certain ideas.
Encourage students to build on their previous ideas and not
approach concepts in isolation.

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