Question 1

A car accelerates uniformly from 18 km/h to 72 km/h in 5 seconds. What is the magnitude of its acceleration in m/s^2?

Accepted Answer

Introduction / Context: Uniform acceleration problems involving speed changes are very common in basic kinematics. This question asks you to find the acceleration of a car that speeds up from a lower speed to a higher speed over a known time interval. Since the speeds are given in kilometres per hour, an important part of the solution is converting them correctly into metres per second, which is the standard unit used in most physics formulas. Understanding how to perform this conversion and then apply the acceleration formula is essential for solving motion problems in examinations and practical scenarios such as vehicle dynamics. Given Data / Assumptions: • Initial speed u = 18 km/h. • Final speed v = 72 km/h. • Time interval t = 5 s. • Motion is along a straight line with uniform acceleration. • Air resistance and friction are neglected for this calculation. Concept / Approach: Acceleration is defined as the rate of change of velocity with respect to time. For uniform acceleration, we use the simple relation a = (v - u) / t. However, the velocities in this problem are given in km/h, while time is in seconds and acceleration is asked in m/s^2. Therefore, before applying the formula, we need to convert the speeds from km/h to m/s using the standard conversion factor 1 km/h = 5 / 18 m/s. After converting both initial and final speeds into m/s, we substitute them into the acceleration formula and simplify. Step-by-Step Solution: Step 1: Convert the initial speed to m/s. Step 2: u = 18 km/h = 18 * (5 / 18) m/s = 5 m/s. Step 3: Convert the final speed to m/s. Step 4: v = 72 km/h = 72 * (5 / 18) m/s = 20 m/s. Step 5: Use the formula for uniform acceleration a = (v - u) / t. Step 6: Substitute v = 20 m/s, u = 5 m/s, t = 5 s to get a = (20 - 5) / 5 = 15 / 5 = 3 m/s^2. Verification / Alternative check: We can quickly verify the reasonableness of the answer. The speed change is from 5 m/s to 20 m/s, a difference of 15 m/s. If this change happens evenly over 5 s, then the car gains 3 m/s of speed every second. This is a moderate, realistic acceleration for a car that is speeding up on a road. The magnitude is neither extremely small nor unreasonably large, so 3 m/s^2 is a plausible and consistent value. Why Other Options Are Wrong: Option b (5 m/s^2): This corresponds to a much larger change in speed than actually occurs and does not match the detailed calculation. Option c (6 m/s^2): This would require a speed change of 30 m/s over 5 s, which is double the actual change. Option d (7 m/s^2): This implies an even greater acceleration and is not compatible with the given speeds and time. Option e (2 m/s^2): This would correspond to a total speed change of only 10 m/s in 5 s, which is smaller than the actual 15 m/s change. Common Pitfalls: A frequent mistake is forgetting to convert from km/h to m/s and directly substituting the values into formulas, which leads to wrong units for acceleration. Another error is converting only one of the speeds instead of both. Sometimes students also misapply the formula and use t in minutes or hours instead of seconds. Always ensure that speeds are in m/s, time is in seconds, and acceleration is in m/s^2. Carefully check unit conversions and subtraction order (v minus u, not u minus v) to avoid sign errors. Final Answer: The acceleration of the car is 3 m/s^2.

Question 2

In basic optics, the bending of light rays when they pass from a rarer medium to a denser medium is known as which phenomenon?

Accepted Answer

Introduction / Context: When light travels from one transparent medium to another, such as from air to water or from air to glass, it often changes direction at the boundary. This change in direction is responsible for many familiar optical effects like apparent bending of a stick in water and the working of lenses in spectacles, cameras, and microscopes. The question asks for the correct name of this phenomenon when a light ray bends while entering a denser optical medium from a rarer medium. Recognising the correct term is fundamental to understanding optical instruments and visual illusions. Given Data / Assumptions: • A light ray travels from a rarer medium to a denser medium. • At the interface between the two media, the direction of the light ray changes. • The question focuses only on naming the phenomenon, not on quantitative laws or angles. Concept / Approach: The basic phenomena involving light at a boundary between two media include reflection, refraction, dispersion, diffraction, and scattering. Reflection is the process where light bounces back into the same medium. Refraction is the change in direction of a light ray as it passes from one medium to another with a different optical density, due to a change in speed. Dispersion is the splitting of white light into its component colours, typically by a prism. Diffraction is the bending and spreading of light around obstacles or through narrow openings. Deflection is a more general term that does not refer to a specific standard wave phenomenon. For a light ray changing direction at the interface between media of different refractive indices, the correct term is refraction. Step-by-Step Solution: Step 1: Identify that the light ray is passing from one medium into another (rarer to denser). Step 2: Recognise that the ray bends at the interface when its speed changes in the new medium. Step 3: Recall that this change in direction due to a change in speed in different media is defined as refraction. Step 4: Conclude that the bending of light rays in a denser medium is called refraction. Verification / Alternative check: Every school level physics textbook describes Snell law, which relates the angles of incidence and refraction when light passes between media with different refractive indices. The very word refractive index is derived from refraction. Lenses work by refraction of light at curved surfaces. Apparent depth of objects in water is explained by refraction. All these examples involve a light ray entering a medium where its speed changes and its path bends. Therefore, the phenomenon described in the question clearly matches refraction and not the other effects. Why Other Options Are Wrong: Option a (Reflection): Reflection occurs when light bounces back into the original medium instead of entering the second medium. Option b (Dispersion): Dispersion refers to the splitting of white light into its component colours due to different refractive indices for different wavelengths. Option d (Deflection): Deflection is a generic word for change in direction but is not the standard physical term for this specific optical process. Option e (Diffraction): Diffraction is the bending and spreading of waves around obstacles or through narrow slits, especially visible when slit width is comparable to the wavelength. Common Pitfalls: Students sometimes confuse refraction with dispersion because prisms cause both a change in direction and splitting of colours. It is important to remember that refraction refers to bending of light due to a change in medium, while dispersion is about the separation of colours. Another mistake is to use the word reflection whenever a light ray changes direction, forgetting that reflection keeps the ray in the same medium. To avoid confusion, always consider whether the ray enters a new medium or stays in the original one. Final Answer: The bending of light rays in a denser medium is called Refraction.

Question 3

A constant horizontal force acts on an object of mass 8 kg for 3 seconds, increasing its velocity uniformly from 4 m/s to 6 m/s. What is the magnitude of this applied force?

Accepted Answer

Introduction / Context: Newton second law of motion provides a relation between force, mass, and acceleration. Whenever a constant resultant force acts on a mass, it produces uniform acceleration and changes the velocity of the object. This question asks you to determine the magnitude of such a force when the mass, initial velocity, final velocity, and time interval are known. This is a standard type of problem in mechanics and is directly based on the formula F = m * a, along with the definition of acceleration as change in velocity per unit time. Given Data / Assumptions: • Mass of the object m = 8 kg. • Initial velocity u = 4 m/s. • Final velocity v = 6 m/s. • Time interval t = 3 s. • The applied force is constant, so acceleration is uniform. • Motion is taken along a straight line and only one significant horizontal force is considered. Concept / Approach: First, we calculate the acceleration using the kinematic relation a = (v - u) / t. Once we know the acceleration, we apply Newton second law in the form F = m * a to find the magnitude of the net force acting on the object. The problem does not ask for direction or sign; it simply needs the numerical magnitude, so we will work with positive values. Accurate substitution of data and careful handling of fractions are important to obtain the correct decimal value. Step-by-Step Solution: Step 1: Use the definition of acceleration a = (v - u) / t. Step 2: Substitute v = 6 m/s, u = 4 m/s, and t = 3 s. Step 3: Compute a = (6 - 4) / 3 = 2 / 3 m/s^2. Step 4: Apply Newton second law, F = m * a. Step 5: Substitute m = 8 kg and a = 2 / 3 m/s^2. Step 6: Calculate F = 8 * (2 / 3) = 16 / 3 N. Step 7: Convert 16 / 3 into decimal form: 16 / 3 ≈ 5.33 N. Verification / Alternative check: We can check the order of magnitude. An acceleration of roughly 0.67 m/s^2 acting on 8 kg should give a force slightly greater than 5 N because 8 * 0.5 is 4 and 8 * 1 is 8, so 8 * 0.67 should be between 4 and 8. The calculated value 5.33 N fits well within this range. Also, the small change in velocity of only 2 m/s over 3 seconds suggests a modest acceleration, so a modest force is expected, which agrees with the answer. Why Other Options Are Wrong: Option b (4.33 N): This value is smaller than 16 / 3 N and arises if someone uses an incorrect acceleration or miscalculates the product. Option c (6.33 N): This is larger than the correct answer and may result from taking a = 3 / 2 instead of 2 / 3 or from a numerical error. Option d (3.33 N): This corresponds to using a smaller acceleration, such as 1 / 3 m/s^2, which does not match the speed change given. Option e (2.67 N): This is about half of the correct value and may come from incorrectly using half of the actual mass or other algebraic mistakes. Common Pitfalls: Learners sometimes mix up the formula for acceleration, writing (u - v) / t instead of (v - u) / t, which changes the sign. Others may forget that the time is 3 seconds and mistakenly divide by a different number. Rounding errors can also lead to answers like 5.3 N or 5.4 N, which may not exactly match the given options. To avoid mistakes, always compute the difference in velocities carefully, divide correctly by time, and then multiply by mass with attention to fraction handling. Final Answer: The magnitude of the applied force is 5.33 N.

Question 4

An object of mass 10 kg is moving in a straight line with a speed of 2 m/s. What is the kinetic energy of this object?

Accepted Answer

Introduction / Context: Kinetic energy is the energy that a body possesses due to its motion. In mechanics, calculating kinetic energy is one of the most basic tasks and forms the foundation for more advanced topics such as work energy theorem and conservation of energy. This question gives the mass and speed of an object moving in a straight line and asks for the kinetic energy, which directly tests your understanding of the kinetic energy formula and correct substitution of values. Given Data / Assumptions: • Mass of the object m = 10 kg. • Speed of the object v = 2 m/s. • Motion is straight line translational motion. • No rotational motion is considered, so only translational kinetic energy is relevant. Concept / Approach: The translational kinetic energy of a body of mass m moving with speed v is given by the formula KE = (1 / 2) * m * v^2. This formula shows that kinetic energy depends linearly on the mass and on the square of the speed. As speed doubles, kinetic energy increases by a factor of four. To solve the problem, we simply substitute the given mass and speed into this formula and compute the numerical value. Step-by-Step Solution: Step 1: Recall the formula KE = (1 / 2) * m * v^2. Step 2: Substitute m = 10 kg and v = 2 m/s. Step 3: Compute v^2 = 2^2 = 4. Step 4: Calculate KE = (1 / 2) * 10 * 4. Step 5: Simplify KE = 5 * 4 = 20 J. Step 6: Thus the kinetic energy of the object is 20 joules. Verification / Alternative check: We can check the result by estimating. For a mass of 10 kg moving at a modest speed of 2 m/s, we expect a kinetic energy that is not extremely large. Because the formula has a factor of 1 / 2, we can think of 10 * 4 = 40 and then half of that is 20. The arithmetic is straightforward and there are no unit conversions, so the result of 20 J is reasonable and consistent. Why Other Options Are Wrong: Option b (25 J): This would require either a different mass or speed value and does not match the exact formula calculation. Option c (10 J): This is half of the correct answer and may result from forgetting to square the speed (using v instead of v^2). Option d (40 J): This is the value of m * v^2 without the factor of 1 / 2, which is a common mistake when applying the formula. Option e (5 J): This is one quarter of the correct answer and has no physical basis in the given data. Common Pitfalls: A very common error is to forget the square on the velocity and calculate KE as (1 / 2) * m * v, which leads to wrong values. Another mistake is to misplace the 1 / 2 factor and calculate m * v^2 instead. Learners may also become confused with units, but here mass is in kilograms and speed in metres per second, so energy naturally comes out in joules. To avoid mistakes, always write the formula carefully, check that the speed is squared, and perform multiplication in small steps. Final Answer: The kinetic energy of the object is 20 J.

Question 5

In basic physics, an object that has the capability to do work is said to possess which physical quantity?

Accepted Answer

Introduction / Context: The concept of work and energy is central to all branches of physics. Work is done when a force causes displacement, and any system that can perform work is considered to have energy. This question asks you to recall the fundamental definition of energy as the capacity or capability to do work. Recognising this definition helps in understanding many later topics such as potential energy, kinetic energy, thermal energy, and conservation of energy in physical processes. Given Data / Assumptions: • The question refers to the general capability of an object to do work. • No specific type of energy (such as kinetic or potential) is mentioned. • Several physical quantities are listed as options: inertia, force, pressure, energy, and momentum. Concept / Approach: In physics, energy is formally defined as the capacity to do work. If an object or system can bring about change, cause movement, or exert a force over a distance, it is said to have energy. For example, a lifted weight has gravitational potential energy, a moving car has kinetic energy, a compressed spring has elastic potential energy, and a charged battery has chemical energy. None of the other listed quantities (inertia, force, pressure, momentum) match the exact definition of capacity to do work. Therefore, the correct choice is energy. Step-by-Step Solution: Step 1: Recall that work in physics is defined as force multiplied by displacement in the direction of force. Step 2: Recognise that any object capable of doing work must be able to cause displacement by exerting a force. Step 3: Remember the standard textbook definition: energy is the capacity to do work. Step 4: Compare this definition with the wording in the question and identify the matching term. Step 5: Conclude that the quantity describing the capability to do work is energy. Verification / Alternative check: Consider examples from everyday life. A charged battery can run an electric device, a stretched bow can shoot an arrow, and a moving vehicle can push another object. In each case, the system possesses energy and therefore has the ability to do work on something else. When the energy is transferred or transformed, work is done. This practical understanding aligns perfectly with the formal definition, confirming that the word energy is the correct choice. Why Other Options Are Wrong: Option a (Inertia): Inertia is the tendency of a body to resist changes in its state of motion, not its capacity to do work. Option b (Force): Force is an interaction that can cause acceleration, but by itself it is not described as a stored capability; energy is the stored capacity. Option c (Pressure): Pressure is force per unit area and describes how force is distributed, not the ability to perform work. Option e (Momentum): Momentum is the product of mass and velocity and relates to motion and impulse, not directly to the capacity to do work. Common Pitfalls: Students sometimes confuse force and energy because both appear in the definition of work. However, force is an instantaneous interaction, whereas energy represents stored capability. Another common misconception is to think of momentum as energy because both increase with speed, but they have different definitions and units. To avoid confusion, remember that when you see the phrase capacity or capability to do work, the precise physics term is always energy. Final Answer: An object that can do work is said to possess Energy.

Question 6

One kilowatt hour (1 kWh) of electrical energy is equal to how many joules (J)?

Accepted Answer

Introduction / Context: In electricity and power consumption, the kilowatt hour (kWh) is a commonly used unit of energy on electricity bills and in practical applications. However, in physics, the standard SI unit of energy is the joule (J). Being able to convert between kilowatt hours and joules is important for solving numerical problems related to electrical energy, power ratings of appliances, and cost of electricity usage. This question directly tests the standard conversion factor between 1 kWh and joules. Given Data / Assumptions: • We are given the energy unit 1 kWh. • We know that 1 kilowatt (kW) = 1000 watts (W). • We know that 1 hour = 3600 seconds. • We recall that 1 watt is equal to 1 joule per second. Concept / Approach: A kilowatt hour represents the energy consumed when a device with a power rating of 1 kilowatt operates for 1 hour. Power is defined as rate of doing work or rate of energy consumption, P = E / t, which means that E = P * t. To convert 1 kWh to joules, we convert kilowatts to watts and hours to seconds, then multiply power in watts by time in seconds. Because 1 W = 1 J/s, the product of watts and seconds directly gives energy in joules. Step-by-Step Solution: Step 1: Start from the definition: 1 kWh = 1 kilowatt of power used for 1 hour. Step 2: Convert kilowatts to watts: 1 kW = 1000 W. Step 3: Convert hours to seconds: 1 hour = 3600 s. Step 4: Use the relation E = P * t, where P = 1000 W and t = 3600 s. Step 5: Calculate E = 1000 * 3600 = 3 600 000 J. Step 6: Express this in scientific notation: 3 600 000 J = 3.6 * 10^6 J. Verification / Alternative check: We can double check by estimating. 1000 is 10^3 and 3600 is approximately 3.6 * 10^3. Multiplying 10^3 by 3.6 * 10^3 gives 3.6 * 10^6, which matches the earlier calculation. This confirms that the conversion factor is consistent and widely used in textbooks, energy calculators, and electricity billing. Therefore, 1 kWh is equal to 3.6 * 10^6 joules. Why Other Options Are Wrong: Option a (3.6 * 10^-8 J): This is extremely small and completely inconsistent with the energy consumed by a 1 kW device running for an hour. Option b (3.6 * 10^-6 J): This is also a very tiny amount of energy and does not match the unit conversions. Option c (3.6 * 10^8 J): This would be 100 times larger than the correct value and does not follow from the correct multiplication. Option e (3.6 * 10^4 J): This is only 36 000 J, which is far less than the energy for 1 kW over 3600 seconds. Common Pitfalls: The most common mistake is to forget either the factor of 1000 when converting kilowatts to watts or the factor of 3600 when converting hours to seconds. Another error is mishandling powers of ten when expressing the final answer in scientific notation. Students sometimes write 3.6 * 10^5 or 3.6 * 10^7 by mistake. To avoid errors, always break the conversion into clear steps, multiply 1000 by 3600 explicitly, and then convert the final number into proper scientific notation. Final Answer: One kilowatt hour is equal to 3.6 * 10^6 J.

Question 7

An optical fiber used in communication systems works on which basic principle of light?

Accepted Answer

Introduction / Context: Optical fibers are very important components in modern telecommunication systems, medical instruments, and high speed data networks. They guide light over long distances with very low loss. The basic physical principle that allows light to remain trapped within the core of an optical fiber, even when the fiber is bent gently, is not ordinary refraction but a special case known as total internal reflection. This question checks your understanding of which phenomenon is responsible for signal transmission in optical fibers. Given Data / Assumptions: • The context is light propagation inside an optical fiber. • Optical fibers consist of a core surrounded by cladding with lower refractive index. • The aim is to identify the key physical principle that keeps light confined in the core. Concept / Approach: When light travels from a denser medium to a rarer medium, if the angle of incidence at the interface exceeds a certain critical angle, the light is not refracted into the second medium but is entirely reflected back into the denser medium. This phenomenon is called total internal reflection. In an optical fiber, the core has higher refractive index than the cladding. Light entering the core at suitable angles undergoes total internal reflection repeatedly along the interface between core and cladding, allowing it to travel long distances with minimal loss. This is different from simple refraction, diffusion, scattering, or polarization. Step-by-Step Solution: Step 1: Recall that optical fibers are designed with a high refractive index core and a lower refractive index cladding. Step 2: Light is launched into the core at an angle such that it strikes the core cladding interface above the critical angle. Step 3: At each such incidence, instead of refracting out, the light is completely reflected back inside the core. Step 4: This repeated complete reflection is called total internal reflection. Step 5: Therefore, optical fibers work on the principle of total internal reflection. Verification / Alternative check: Textbooks often illustrate optical fibers with zigzag paths of light rays bouncing inside the fiber. These diagrams label the reflections at the core cladding boundary as total internal reflections. If ordinary refraction were responsible, the light would exit the core into the cladding after a few interactions, and long distance communication would not be possible. Experimental demonstrations using water jets or glass rods also show light trapped inside by total internal reflection, confirming that this is the relevant phenomenon. Why Other Options Are Wrong: Option a (Diffusion): Diffusion is associated with the spreading of particles or molecules, not guided light propagation in fibers. Option c (Scattering): Scattering is the redirection of light in many directions due to irregularities or particles; inside a fiber this would cause signal loss, not efficient transmission. Option d (Refraction): Refraction does occur when light first enters the fiber, but long distance guiding relies on repeated total internal reflections rather than simple refraction. Option e (Polarization): Polarization describes the orientation of the electric field of light, not the mechanism that traps light in the fiber. Common Pitfalls: Many learners loosely say that optical fibers work by refraction because light enters the fiber from air. However, the crucial guiding mechanism inside the fiber is total internal reflection, not the initial bending at entry. Another misconception is to confuse scattering with the signal transmission itself, when in reality scattering is a loss mechanism. Always remember that for efficient confinement of light inside a higher index medium surrounded by lower index material, total internal reflection is the key principle. Final Answer: An optical fiber works on the principle of Total internal reflection.

Question 8

A tank is partially filled with a liquid and is given a uniform horizontal acceleration. How does the free surface of the liquid adjust itself inside the tank?

Accepted Answer

Introduction / Context: When a container with liquid is accelerated horizontally, the free surface of the liquid does not remain horizontal. Instead, it tilts because each fluid element experiences an effective acceleration that is the vector sum of gravitational acceleration and the imposed horizontal acceleration. This question from fluid mechanics tests your understanding of how the free surface adjusts under uniform horizontal acceleration. Knowing this behaviour is important for analysing liquid levels in moving vehicles, tanks on trucks, and many engineering applications. Given Data / Assumptions: • The tank is partially filled with a liquid. • The tank experiences a uniform horizontal acceleration. • The acceleration is in a fixed horizontal direction, which we call the forward direction of motion. • The liquid is considered incompressible and has a free surface open to the atmosphere. Concept / Approach: In a non accelerating frame, the free surface of a liquid at rest is always horizontal because pressure at any depth is hydrostatic and depends only on vertical depth. When the container is accelerated horizontally with acceleration a, an observer moving with the container can treat the situation as if there is an additional pseudo acceleration acting on the fluid in the opposite direction. The effective acceleration is the vector sum of gravity g acting downward and this horizontal acceleration a. The free surface of the liquid aligns itself perpendicular to the direction of the resultant acceleration. Because the resultant acceleration tilts backward relative to the direction of motion, the free surface tilts such that it falls at the front (direction of acceleration) and rises at the back. Step-by-Step Solution: Step 1: Consider the tank accelerating horizontally to the right with acceleration a. Step 2: In the accelerating frame of reference attached to the tank, the liquid experiences gravity g downward and an equivalent pseudo acceleration a to the left. Step 3: The resultant of g and a points downward and backward relative to the direction of motion. Step 4: The free surface of a liquid is always perpendicular to the resultant acceleration vector. Step 5: Therefore, the free surface tilts so that it is higher at the back side and lower at the front side in the direction of motion. Verification / Alternative check: A simple everyday observation can confirm this behaviour. If you hold a cup of water and suddenly accelerate forward, the water appears to slosh backward and rise more near the rear side of the cup while becoming lower at the front. This is consistent with the concept of effective acceleration. In engineering textbooks, the slope of the free surface is often given by tan(theta) = a / g, where theta is the angle that the free surface makes with the horizontal. The sign of this slope clearly shows that the surface drops in the direction of motion and rises on the opposite side, matching the description in the correct option. Why Other Options Are Wrong: Option b: The liquid surface does not fall only at the center; instead it forms a tilted plane surface, not a dip at the center. Option c: The free surface cannot remain perfectly horizontal under horizontal acceleration because pressure distribution is no longer purely hydrostatic. Option d: This reverses the correct behaviour, claiming that the surface rises on the forward side and falls on the back side, which contradicts both theory and observation. Option e: A vertical plane surface would imply an infinite slope, which does not occur in this situation. Common Pitfalls: Many learners incorrectly imagine the liquid lagging behind and think the surface rises at the front, but this intuition ignores the direction of the effective acceleration. Another confusion comes from mixing frames of reference. It is easier to analyse the problem in the accelerating frame and imagine a pseudo acceleration acting opposite to the motion. Remember that the free surface must always be perpendicular to the net acceleration vector acting on the fluid. Drawing a simple vector diagram of g and a helps avoid conceptual errors. Final Answer: The free surface falls on the forward side and rises on the back side, so the correct statement is: The liquid surface falls on the forward side in the direction of motion and rises on the back side of the tank.

Question 9

A sound wave has wavelength 4 m and travels through a medium with speed 500 m/s. What is the time period of this wave, in seconds?

Accepted Answer

Introduction / Context: Waves are described by several related quantities, including wavelength, frequency, speed, and time period. The time period is the time taken for one complete oscillation of the wave at a fixed point, and it is closely related to the wavelength and speed. This question focuses on a simple numerical relationship between these quantities for a sound wave. Knowing how to link speed, wavelength, and time period is essential in acoustics and general wave mechanics. Given Data / Assumptions: • Wavelength of the sound wave lambda = 4 m. • Speed of the wave v = 500 m/s. • The wave is travelling in a uniform medium where speed remains constant. • We are asked to find the time period T in seconds. Concept / Approach: The fundamental relation linking wave speed v, wavelength lambda, and frequency f is v = f * lambda. The time period T is the reciprocal of the frequency, T = 1 / f. Combining these two relations gives T = lambda / v. This means that the time period equals the distance of one wavelength divided by the speed of the wave. By substituting the given values of wavelength and speed, we can compute the time period directly. Step-by-Step Solution: Step 1: Use the formula for time period in terms of wavelength and speed: T = lambda / v. Step 2: Substitute lambda = 4 m and v = 500 m/s. Step 3: Compute T = 4 / 500 s. Step 4: Simplify 4 / 500 = 0.008 s. Step 5: Therefore, the time period of the wave is 0.008 seconds. Verification / Alternative check: Another way is to first find the frequency. Using v = f * lambda, we get f = v / lambda = 500 / 4 = 125 Hz. The time period is the reciprocal of frequency, so T = 1 / f = 1 / 125 s. Performing the division 1 / 125 gives 0.008 s, which matches the earlier calculation. This confirms that our method and result are consistent and correct. Why Other Options Are Wrong: Option a (2000 s) and option c (1000 s): These values are extremely large and physically unrealistic for a sound wave with such a short wavelength and high speed. Option b (0.016 s): This is double the correct time period and would correspond to a frequency of about 62.5 Hz, which does not match v = 500 m/s and lambda = 4 m. Option e (0.004 s): This is half of the correct value and would require a wavelength of 2 m for the same speed, not 4 m. Common Pitfalls: Some learners mistakenly use T = v / lambda instead of T = lambda / v, which inverts the answer. Others may confuse time period with frequency and directly choose a value that would be more appropriate as frequency rather than time. It is also easy to make arithmetic errors when dealing with decimals. To avoid mistakes, always start from v = f * lambda, solve for the quantity you need, and carefully check units and decimal placement. Final Answer: The time period of the sound wave is 0.008 s.

Question 10

Propagation of sound in a medium can be visualised as the propagation of which type of variations within that medium?

Accepted Answer

Introduction / Context: Sound is a mechanical wave that travels through a medium such as air, water, or solids. It involves the transfer of energy through vibrations of particles. Understanding what exactly varies as a sound wave passes is important for visualising compressions and rarefactions, wave diagrams, and acoustic phenomena. This question asks which property of the medium varies as sound propagates, focusing on the correct physical picture of sound waves. Given Data / Assumptions: • The context is propagation of sound through a material medium. • The medium can be a gas like air, a liquid like water, or a solid bar. • We are asked to identify the type of variations that represent the sound wave. Concept / Approach: In a sound wave, particles of the medium oscillate about their mean positions and create regions of compression (higher density and pressure) and rarefaction (lower density and pressure). Therefore, sound propagation can be described as propagation of pressure variations and, equivalently, density variations in the medium. While properties such as elasticity and viscosity influence how sound travels, they are not themselves the oscillating quantity that forms the wave. Porosity and colour are unrelated to the basic mechanical nature of sound. Step-by-Step Solution: Step 1: Recall that sound is a longitudinal wave in most media, where particles oscillate parallel to the direction of wave travel. Step 2: These oscillations create alternating compressions and rarefactions in the medium. Step 3: In compressions, particle spacing decreases, so density and pressure increase. Step 4: In rarefactions, particle spacing increases, so density and pressure decrease. Step 5: Therefore, we can visualise sound propagation as the movement of regions with varying density through the medium. Verification / Alternative check: Standard wave diagrams for sound show regions where particles are crowded together and regions where they are spread apart. These diagrams are often labelled as regions of high and low density. The equation of a plane sound wave in physics describes fluctuations in density and pressure as functions of position and time. This mathematical treatment confirms that density variations are an appropriate and accurate way to represent a sound wave moving through a medium. Why Other Options Are Wrong: Option a (Elasticity variations): Elasticity affects the speed of sound because it relates to how strongly particles restore to their original positions, but it is not the quantity that oscillates with the wave. Option b (Viscosity variations): Viscosity represents internal friction in the medium and contributes to energy loss, not the main varying quantity of the wave. Option d (Porosity variations): Porosity relates to void spaces in materials and does not describe the standard representation of sound waves. Option e (Colour variations): Colour is a property associated with light and perception and has no direct connection to mechanical sound waves. Common Pitfalls: Learners sometimes confuse properties that influence wave speed, such as elasticity and density, with the actual oscillating pattern of the wave. Another misconception is to describe sound as vibrations of the medium only in terms of displacement, forgetting that displacement leads directly to pressure and density changes. To build a clear mental picture, always think of sound in a gas as successive regions of crowding and thinning of particles, which is equivalent to density variations moving through the medium. Final Answer: Propagation of sound can be visualised as the propagation of Density variations in the medium.

Question 11

The temperature of distant luminous bodies such as stars can be determined by using which type of thermometer or device?

Accepted Answer

Introduction / Context: Measuring the temperature of very hot and distant luminous objects, such as stars or the surface of the sun, cannot be done with ordinary contact thermometers. Instead, we use instruments that infer temperature from the radiation emitted by those bodies. One such instrument is a pyrometer, which is designed to measure high temperatures from a distance by analysing thermal radiation. This question tests your knowledge of which device is appropriate for such purposes. Given Data / Assumptions: • The objects considered are distant and luminous, for example stars. • It is not practical or possible to touch them with a physical thermometer. • We require a non contact method based on radiation. Concept / Approach: Hot bodies emit electromagnetic radiation, and the spectral distribution and intensity of this radiation depend on the temperature of the body, as described by black body radiation laws. A pyrometer is an instrument that estimates temperature from this emitted radiation without making physical contact. Astronomers and physicists use similar principles when they apply Wien displacement law and Stefan Boltzmann law to starlight to estimate surface temperatures. Ordinary thermometers like mercury thermometers and clinical thermometers work only over limited temperature ranges and require direct contact, making them unsuitable for distant luminous bodies. Step-by-Step Solution: Step 1: Recognise that for distant luminous bodies, only the radiation reaching us can be used for measurement. Step 2: Recall that pyrometers are specifically designed to measure temperature based on thermal radiation, especially at high temperatures. Step 3: Note that mercury and gas thermometers must be in contact with the object and have limited temperature ranges. Step 4: Conclude that the correct instrument for determining the temperature of distant luminous bodies is a pyrometer. Verification / Alternative check: In many textbooks, the temperature of the sun surface is stated to be about 5800 kelvin, found using analysis of its spectrum and radiation laws. This type of non contact measurement falls under the general category of pyrometric methods. Industrial radiation pyrometers are similarly used to measure furnace and molten metal temperatures without inserting a physical probe. These examples confirm that the term pyrometer is associated with radiation based temperature measurement. Why Other Options Are Wrong: Option a (Mercury thermometer): This requires contact with the object and operates over a relatively small temperature range, making it unsuitable for stars. Option b (Gas thermometer): Although very accurate for laboratory use, it still requires direct contact and controlled conditions. Option d (Colour thermometer): This phrase is sometimes used informally but is not the standard instrument name used in physics and engineering. Option e (Clinical thermometer): This is designed specifically for human body temperature and cannot measure extremely high or distant temperatures. Common Pitfalls: Some learners may be tempted by terms that mention colour or light because stars appear coloured. However, the formal and widely accepted instrument class for radiation based temperature measurement is pyrometers. Another confusion is to think about the general category of thermometers and forget that contact methods are impossible at astronomical distances. Always remember that distant high temperature measurements rely on radiation and therefore instruments like pyrometers are appropriate. Final Answer: The temperature of distant luminous bodies can be determined using a Pyrometer.

Question 12

Sir C. V. Raman received the Nobel Prize in Physics for his work related to which phenomenon of radiation?

Accepted Answer

Introduction / Context: Sir C V Raman was a famous Indian physicist whose experimental work on the scattering of light in transparent media led to the discovery of what is now called the Raman effect. For this pioneering work, he was awarded the Nobel Prize in Physics in 1930. This question focuses on recalling which specific phenomenon of radiation is associated with his Nobel Prize winning research. Knowing this is an important part of general knowledge and the history of science. Given Data / Assumptions: • The scientist is Sir C V Raman. • The context is the Nobel Prize in Physics. • The work is related to a phenomenon of radiation in transparent media. Concept / Approach: The Raman effect involves a change in the wavelength of light when it is scattered by molecules in a medium. Most photons are elastically scattered (Rayleigh scattering) with no change in wavelength, but a small fraction undergoes inelastic scattering, leading to shifts in frequency. This inelastic scattering is characteristic of the Raman effect. Raman and his collaborators observed new spectral lines displaced from the incident frequency, thereby confirming this new form of scattering. Among the options diffraction, interference, and polarization are other wave phenomena, and the photoelectric effect was studied in a different context, but the specific Nobel Prize for Raman was for work on scattering. Step-by-Step Solution: Step 1: Recall that the Raman effect is associated with light scattering in molecules. Step 2: Remember that Sir C V Raman discovered this effect and studied the change in frequency of scattered light. Step 3: Note that the Nobel Prize committee recognised his work on this new type of scattering of light. Step 4: Among the given options, the term that directly matches this work is scattering. Verification / Alternative check: Historical records state that the citation for Raman Nobel Prize mentions his work on the scattering of light and the discovery of the effect named after him. Physics textbooks in optics chapters often discuss Raman scattering and emphasise that it earned him the Nobel Prize. This consistent reference across reliable sources confirms that scattering is the correct phenomenon in this context. Why Other Options Are Wrong: Option b (Diffraction): Diffraction involves the bending and spreading of waves around obstacles and apertures and is not the main subject of Raman Nobel Prize work. Option c (Interference): Interference refers to the superposition of waves leading to patterns of maxima and minima, studied extensively by other scientists. Option d (Polarization): Polarization is about the direction of the electric field vector in a wave, not the frequency shift in scattered light that Raman discovered. Option e (Photoelectric effect): The photoelectric effect deals with emission of electrons from metal surfaces when light shines on them and is associated with work by Einstein, not Raman. Common Pitfalls: Students sometimes confuse different optical phenomena and famous experiments. For example, diffraction, interference, and polarization are also classic topics in wave optics, but they are associated with different historical figures and experiments. The easiest way to remember is that Raman discovered a new aspect of scattering of light and that the term Raman scattering is itself widely used in spectroscopy and material analysis. Final Answer: Sir C. V. Raman received the Nobel Prize for his work on Scattering of light, specifically the Raman effect.

Question 13

In atmospheric science and space communication, communication satellites are generally said to be located in which layer of the Earth atmosphere?

Accepted Answer

Introduction / Context: The Earth atmosphere is divided into several layers, each with characteristic properties and roles in weather, climate, and communication. For general knowledge and many competitive examinations, questions often ask which atmospheric layer is associated with particular phenomena such as weather, ozone concentration, or communication signals. This question asks about communication satellites, which are linked with radio wave propagation and long distance communication. The commonly expected answer in standard general knowledge is the ionosphere. Given Data / Assumptions: • The context is communication satellites and long distance communication. • The atmosphere has named layers: troposphere, stratosphere, mesosphere, ionosphere, and exosphere. • The question follows the convention used in many GK books and examination syllabi. Concept / Approach: The ionosphere is a region of the upper atmosphere that contains a high concentration of ions and free electrons. It plays a crucial role in the propagation of radio waves around the Earth by reflecting or refracting them back to the surface. Many textbooks and GK sources associate long distance radio communication and communication satellites with this region, even though satellites actually orbit at very high altitudes often extending into the exosphere. For the purposes of standard exam questions, however, the ionosphere is taken as the correct answer because of its strong connection with radio communication and signal transmission. Step-by-Step Solution: Step 1: Recall the roles of different layers of the atmosphere. Step 2: Troposphere is where most weather phenomena occur. Step 3: Stratosphere contains the ozone layer and is above the troposphere. Step 4: Mesosphere is above the stratosphere and is less commonly associated with communication. Step 5: Ionosphere is a region with ionised gases that reflect radio waves and support communication systems. Step 6: Therefore, in the common exam convention, communication satellites are linked with the ionosphere. Verification / Alternative check: Many competitive exam guides and school level geography texts explicitly state that the ionosphere is the layer of the atmosphere that makes long distance radio communication possible. They often mention communication satellites in the same context because signals to and from satellites interact with this ionised region. While higher orbits extend beyond the strict boundaries of the ionosphere, the association used in standard GK questions remains the ionosphere. Why Other Options Are Wrong: Option a (Stratosphere): This layer contains the ozone layer and is important for blocking ultraviolet radiation but is not primarily associated with communication satellites in exam oriented material. Option c (Troposphere): Weather phenomena such as clouds and rainfall occur here, but satellite communication is not tied to this region. Option d (Mesosphere): This layer lies above the stratosphere and is known for meteors burning up, not for communication satellites. Option e (Exosphere): While some satellites do orbit in regions that overlap with the exosphere, this option is typically not the answer expected in standard general knowledge questions that emphasise ionospheric influence. Common Pitfalls: A careful physics or astronomy student may argue that many satellites orbit well above the ionosphere and that exosphere would be more accurate scientifically. However, in the context of basic GK and school level questions, ionosphere remains the conventional answer because of its role in radio communication. It is important in exams to follow the convention used in the syllabus and standard books, while still understanding the more detailed scientific picture. Final Answer: Communication satellites are generally associated with the Ionosphere in standard general knowledge questions.

Question 14

A body is initially moving with velocity 5 m/s and then undergoes a uniform acceleration of 2 m/s^2 for 4 seconds. What is the displacement of this body during these 4 seconds, in metres?

Accepted Answer

Introduction / Context: Uniformly accelerated motion is a central topic in mechanics. When an object experiences constant acceleration, its displacement over a time interval can be calculated using standard kinematic equations. This question provides an initial velocity, a constant acceleration, and a time period, and asks for the displacement. Understanding how to select and apply the correct kinematic formula is essential for solving a wide variety of problems in one dimensional motion. Given Data / Assumptions: • Initial velocity u = 5 m/s. • Acceleration a = 2 m/s^2. • Time interval t = 4 s. • Motion is along a straight line with constant acceleration. • We are asked to find displacement s in metres. Concept / Approach: For uniformly accelerated motion, one useful equation for displacement is s = u * t + (1 / 2) * a * t^2. This formula combines the effect of initial velocity with the extra distance covered due to acceleration. By substituting the known values of u, a, and t into this equation, we can directly calculate the displacement. All given quantities are already in SI units, so no unit conversion is needed. Step-by-Step Solution: Step 1: Write the displacement formula s = u * t + (1 / 2) * a * t^2. Step 2: Substitute u = 5 m/s, a = 2 m/s^2, and t = 4 s. Step 3: Compute u * t = 5 * 4 = 20 m. Step 4: Compute t^2 = 4^2 = 16. Step 5: Compute (1 / 2) * a * t^2 = (1 / 2) * 2 * 16 = 1 * 16 = 16 m. Step 6: Add the two parts: s = 20 + 16 = 36 m. Verification / Alternative check: We can check consistency by first finding the final velocity and then using average velocity. Final velocity v after time t is given by v = u + a * t = 5 + 2 * 4 = 13 m/s. For uniform acceleration, the average velocity over the interval is (u + v) / 2 = (5 + 13) / 2 = 18 / 2 = 9 m/s. Displacement is average velocity times time, so s = 9 * 4 = 36 m. This matches the previous result, confirming that the calculation is correct. Why Other Options Are Wrong: Option a (4 m): This is far too small and would correspond to using only the acceleration part incorrectly or confusing displacement with some other quantity. Option b (72 m): This is double the correct value and may arise from forgetting the factor of 1 / 2 in the acceleration term. Option d (8 m): This again is too small and does not match either of the standard methods for calculating displacement. Option e (20 m): This is only the contribution from the initial velocity term u * t and ignores the additional displacement due to acceleration. Common Pitfalls: Some learners forget to include the (1 / 2) factor in the a * t^2 term, leading to an overestimated displacement. Others may mistakenly square the initial velocity or use the wrong kinematic equation. Confusing displacement with distance travelled in problems where direction changes can also cause errors, but here motion is in a single direction with positive acceleration. To avoid mistakes, always write the chosen formula clearly, substitute values step by step, and if possible verify using an alternative method. Final Answer: The displacement of the body in 4 seconds is 36 m.

Question 15

If the velocity of a moving body is reduced to half of its initial value while mass remains the same, how does its kinetic energy change?

Accepted Answer

Introduction / Context: Kinetic energy depends on both the mass of a body and the square of its velocity. This question tests conceptual understanding of how kinetic energy changes when the velocity of a body changes, especially when the velocity is scaled by a factor. Recognising the square relationship between speed and kinetic energy is important for reasoning about collisions, braking distances, and safety considerations in everyday life and engineering. Given Data / Assumptions: • The mass of the body remains constant. • The initial velocity is some value v. • The new velocity is v / 2, that is half the original. • We are asked how the kinetic energy changes relative to its initial value. Concept / Approach: The formula for kinetic energy is KE = (1 / 2) * m * v^2. If we denote the initial kinetic energy by KE_initial and the new kinetic energy by KE_new, we can write KE_initial = (1 / 2) * m * v^2 and KE_new = (1 / 2) * m * (v / 2)^2. By taking the ratio KE_new / KE_initial, we can see directly how kinetic energy scales when velocity is halved. This is a simple algebraic manipulation that clearly illustrates the square dependence on velocity. Step-by-Step Solution: Step 1: Write the initial kinetic energy KE_initial = (1 / 2) * m * v^2. Step 2: Write the new velocity as v / 2. Step 3: Compute the new kinetic energy KE_new = (1 / 2) * m * (v / 2)^2. Step 4: Simplify (v / 2)^2 = v^2 / 4. Step 5: Substitute into KE_new: KE_new = (1 / 2) * m * (v^2 / 4) = (1 / 2) * (1 / 4) * m * v^2 = (1 / 8) * m * v^2. Step 6: Compare KE_new with KE_initial = (1 / 2) * m * v^2. The ratio KE_new / KE_initial = (1 / 8) / (1 / 2) = (1 / 8) * 2 = 1 / 4. Step 7: Therefore, the new kinetic energy is one quarter of the original kinetic energy. Verification / Alternative check: We can verify with simple numbers. Assume m = 1 kg and initial velocity v = 4 m/s. Then KE_initial = (1 / 2) * 1 * 16 = 8 J. Halving the velocity gives v / 2 = 2 m/s. Then KE_new = (1 / 2) * 1 * 4 = 2 J. The ratio 2 / 8 is 1 / 4, confirming that the kinetic energy becomes one quarter when velocity is halved. This numerical example matches the algebraic result. Why Other Options Are Wrong: Option a (It becomes 4 times): This would correspond to doubling the velocity, not halving it, because kinetic energy is proportional to v^2. Option c (It is also doubled): There is no mathematical reason for doubling when velocity is halved. Option d (It becomes half): This would be true for a linear dependence on velocity, but kinetic energy depends on the square of velocity, so half speed gives one quarter energy. Option e (It remains unchanged): This would only be true if kinetic energy were independent of velocity, which is not correct. Common Pitfalls: Learners sometimes think in linear terms and assume that if velocity is halved, kinetic energy is also halved. This mistake comes from forgetting the square in the kinetic energy formula. Another error is manipulating fractions incorrectly when squaring v / 2. To avoid these problems, always write the expression for kinetic energy with v^2, do the algebra step by step, and if needed test with simple numeric values to see the effect. Final Answer: When the velocity is halved, the kinetic energy becomes 1/4 of its initial value.

Question 16

In basic electronics, which one of the following components is commonly used as an amplifying device in circuits?

Accepted Answer

Introduction / Context: Electronic circuits often need to amplify small signals to larger levels so that they can drive speakers, display devices, or other stages in a system. The device primarily responsible for amplification in most modern circuits is the transistor. Understanding which component performs amplification is essential for grasping the basic roles of components in amplifiers, oscillators, and logic circuits. Given Data / Assumptions: • The question asks for a component used as an amplifying device. • Common electronic components listed include transformer, diode, capacitor, transistor, and resistor. • We assume simple low frequency or audio frequency electronic circuits as context. Concept / Approach: A transistor is a three terminal semiconductor device that can control a large current flowing between two terminals (collector and emitter in a bipolar transistor or drain and source in a field effect transistor) using a much smaller current or voltage at the third terminal (base or gate). This property allows the transistor to amplify signals, because a small input variation produces a larger output variation. Other components on the list have different roles: transformers change voltage levels in alternating current circuits, diodes allow current to flow mainly in one direction, capacitors store charge and block direct current, and resistors limit current. None of these alone function primarily as amplifiers. Step-by-Step Solution: Step 1: Identify the device that can control a large current using a small input signal. Step 2: Recall that transistors are widely used in amplifier circuits such as audio amplifiers and radio receivers. Step 3: Recognise that transformers, diodes, capacitors, and resistors have other primary functions and are not used as active amplifying elements. Step 4: Conclude that the component used as an amplifying device is the transistor. Verification / Alternative check: In practical electronics, almost every amplifier stage in radios, televisions, and audio equipment uses transistors or integrated circuits built from many transistors. The invention of the transistor replaced vacuum tube amplifiers in most applications because transistors are smaller, more reliable, and require less power. This historical and practical fact confirms that the transistor is the standard amplifying device in modern electronics. Why Other Options Are Wrong: Option a (Transformer): A transformer changes voltage and current levels in AC circuits based on the turns ratio, but it does not amplify power; it mainly transfers energy from one coil to another. Option b (Diode): A diode conducts current primarily in one direction and is used for rectification, switching, and protection, not for signal amplification. Option c (Capacitor): A capacitor stores electrical energy in an electric field, smooths voltages, and couples or decouples signals but does not amplify. Option e (Resistor): A resistor opposes current flow and is used to set bias levels and limit currents, but it cannot increase signal power. Common Pitfalls: Some learners mistakenly think that a transformer amplifies because it can increase voltage. However, power is ideally conserved in a transformer (ignoring losses), so it does not function as an amplifier. Others confuse diodes used in detector circuits with amplifiers. To remember correctly, focus on the idea that an amplifier requires an active device capable of controlling a large output with a small input, which is exactly the role of a transistor. Final Answer: The component used as an amplifying device is the Transistor.

Question 17

In acoustics and environmental physics, what is the standard unit used for measuring the intensity level of sound or noise?

Accepted Answer

Introduction / Context: Noise levels in our environment are often described in terms of sound intensity level, especially when discussing noise pollution, workplace safety, and audio engineering. The standard unit used for this purpose is the decibel, which is a logarithmic unit. This question tests your knowledge of which unit corresponds to sound intensity level, distinguishing it from other physical quantities and terms related to sound. Given Data / Assumptions: • The context is measurement of noise or sound intensity level. • The options include decibel, hertz, amplifier, acoustics, and newton. • We assume standard SI related units and commonly used terminology. Concept / Approach: Sound intensity level is typically measured in decibels (dB). The decibel scale is logarithmic because the human ear can perceive a very wide range of sound intensities, and a logarithmic scale compresses this range into manageable numbers. Hertz (Hz) is the unit of frequency, measuring how many cycles per second a sound wave has. Amplifier refers to a device, not a unit, and acoustics is the branch of physics that studies sound. Newton is the SI unit of force. Therefore, among the options, decibel is the correct unit for measuring sound intensity level. Step-by-Step Solution: Step 1: Recall the association between decibels and sound intensity level from environmental noise limits and audio equipment specifications. Step 2: Recognise that hertz is used to describe frequency such as 50 Hz mains frequency or 440 Hz musical notes. Step 3: Note that amplifier and acoustics are not units at all, and newton measures mechanical force. Step 4: Conclude that the appropriate unit for noise level is the decibel. Verification / Alternative check: Typical noise regulations specify limits like 70 dB in residential areas or 85 dB for workplace exposure. Audio devices are often rated by how many decibels of gain they provide. These real world examples reinforce that decibel is the standard unit for expressing sound intensity level. No other option among those given appears in such contexts as a unit for noise measurement. Why Other Options Are Wrong: Option b (Hertz): This measures frequency, not intensity level. For example, 1000 Hz describes pitch, not loudness. Option c (Amplifier): This is an electronic device that increases signal amplitude, not a unit of measurement. Option d (Acoustics): This is a field of study concerning sound, not a unit. Option e (Newton): This is the SI unit of force and has no direct role in specifying sound intensity levels. Common Pitfalls: Sometimes learners confuse decibels with hertz because both commonly appear in discussions of sound. Remember that hertz relates to frequency and pitch, while decibels relate to loudness or sound level. Another confusion can arise from seeing the word acoustics and assuming it must be a measurement term, but it is actually a discipline of physics. Always connect decibels with sound levels and noise regulations. Final Answer: The unit used to measure the intensity level of sound or noise is the Decibel.

Question 18

In electronics, the abbreviation IC commonly stands for which of the following terms?

Accepted Answer

Introduction / Context: In modern electronics, many functions that once required multiple separate components are now implemented within a single small chip. Such devices are known as integrated circuits, abbreviated as ICs. They are found in computers, mobile phones, televisions, and almost every digital or analog electronic gadget. This question asks you to recall the full form of the abbreviation IC in this context. Given Data / Assumptions: • The context is electronics and electronic components. • The abbreviation given is IC. • Several possible expansions of IC are listed as options. Concept / Approach: An integrated circuit is an arrangement where numerous electronic components such as transistors, diodes, resistors, and capacitors are formed together on a single thin semiconductor substrate, usually silicon. Because these elements are fabricated as a single unit, the device is called an integrated circuit. The term integrated reflects that many functions are integrated into one package. This matches the widely used expansion of IC in electronics. Other suggested phrases like internal circuit or independent circuit are not standard terminology in this field. Step-by-Step Solution: Step 1: Recall common phrases used in electronics textbooks and datasheets, such as IC chips and integrated circuit design. Step 2: Recognise that IC refers to devices where several circuit elements are integrated together. Step 3: Compare the given options and identify integrated circuit as the correct standard term. Step 4: Confirm that no other option is a widely accepted expansion of IC in electronics. Verification / Alternative check: Labels on electronic chips and component catalogues frequently mention IC followed by a number, and documentation explains these parts as integrated circuits, such as operational amplifier ICs, timer ICs, and logic ICs. There is no widespread usage of IC to mean internal circuit or independent circuit. Therefore, integrated circuit is clearly the correct and conventional expansion. Why Other Options Are Wrong: Option a (Internal circuit): This phrase can describe part of a circuit inside a device but is not a standard expansion of IC. Option b (Independent circuit): This is not a common technical term in basic electronics. Option d (Inbuilt circuit): While integrated circuits are indeed inbuilt into chips, this phrase is not the standard accepted full form. Option e (Input circuit): This refers only to the part of a circuit that accepts inputs and is not a general name for IC devices. Common Pitfalls: Learners new to electronics might guess based on English meaning of the options instead of recalling standard terminology. To avoid confusion, remember that IC and chip are almost interchangeable terms in casual discussion, and chip design is an engineering field that designs integrated circuits. Once you link IC with chip and integration of many components, the phrase integrated circuit becomes easy to remember. Final Answer: In electronics, IC stands for Integrated circuit.

Question 19

In meteorology and weather observation, an anemometer is an instrument used specifically for measuring which physical quantity of moving air?

Accepted Answer

Introduction / Context: Anemometers are standard instruments in meteorology, aviation, marine navigation, and wind energy studies. They are commonly seen on weather stations as small cups or blades spinning at the top of a mast. This question checks whether you know exactly which physical quantity an anemometer is designed to measure in moving air. Understanding this helps you correctly associate instruments with the quantities they measure, a frequent theme in general science and competitive exams. Given Data / Assumptions: The instrument mentioned is an anemometer. It is used in meteorology and weather observation. The context is moving air, often referred to as wind. Options mention speed, velocity of currents, pressure, and temperature related ideas. Concept / Approach: The word anemos comes from Greek and means wind. An anemometer is therefore literally a wind measurer. In practice, anemometers are calibrated to show how fast the wind is moving past the instrument at a given location and height. They do not directly measure direction, temperature, or pressure, although combined weather stations may include separate sensors for those quantities. The key physical quantity is the wind speed, usually expressed in metres per second or kilometres per hour. Other devices such as barometers and thermometers are used for air pressure and temperature, not anemometers. Step-by-Step Solution: Step 1: Recognise that the term anemometer is associated with wind in meteorology.Step 2: Recall that typical cup or propeller anemometers spin faster when the wind blows stronger and more slowly when the wind is gentle.Step 3: These instruments are calibrated in units of speed, such as metres per second or kilometres per hour, to indicate how fast the air is moving.Step 4: Note that ocean currents require different oceanographic instruments, and air pressure is measured by a barometer, not an anemometer.Step 5: Conclude that the primary physical quantity measured by an anemometer is the speed of the wind. Verification / Alternative check: Weather reports often mention wind speed together with direction, for example, 20 kilometres per hour from the west. The speed is usually obtained from anemometer readings, while the direction is obtained from a wind vane. Technical manuals and meteorology textbooks also describe anemometers as instruments that measure wind speed. This consistent use of terminology across applications confirms that wind speed is the correct answer and rules out other quantities such as temperature or pressure for this particular device. Why Other Options Are Wrong: Velocity of ocean currents is related to water movement, not air, and is measured using current meters in oceans and rivers, so option B is incorrect. Air pressure near the ground is measured by barometers or pressure sensors, not by anemometers, so option C is wrong. Temperature of the atmosphere is measured by thermometers, not by wind measuring instruments, making option D incorrect. Only option A correctly identifies speed of the wind as the quantity measured by an anemometer. Common Pitfalls: Students sometimes confuse wind speed and wind direction and assume that an anemometer might measure both. In reality, a separate wind vane is generally used for direction. Another pitfall is to think that any weather instrument might measure pressure or temperature, because those are common weather data. To avoid confusion, remember a simple mapping: barometer for pressure, thermometer for temperature, hygrometer for humidity, and anemometer for wind speed. Fixing these associations in your memory will help in many instrument based questions. Final Answer: Speed of the wind

Question 20

In mechanics, a spring balance measures the weight or force acting on it based on which fundamental law relating the extension of a spring to the applied load?

Accepted Answer

Introduction / Context: A spring balance is a simple device commonly used in laboratories and shops to measure weight or force. Inside, it contains a spring that extends when a load is attached. The question asks which fundamental physical law explains how the extension of the spring is related to the applied force. This concept belongs to the study of elasticity and is crucial for understanding how many measuring devices and mechanical systems work. Given Data / Assumptions: The instrument is a spring balance used to measure weight or force. The balance contains a coil spring that stretches when a load is applied. The question lists several physical laws: Boyle's law, Hooke's law, Bernoulli's principle, and Pascal's law. We assume small extensions within the elastic limit of the spring. Concept / Approach: Hooke's law is the fundamental law of elasticity for springs. It states that, within the elastic limit, the extension x of a spring is directly proportional to the applied force F, so F = k * x, where k is the spring constant. A spring balance is calibrated based on this relationship so that equal increments of extension correspond to equal increments of force or weight. Boyle's law relates pressure and volume of a gas, Bernoulli's principle deals with energy in flowing fluids, and Pascal's law concerns transmission of pressure in enclosed fluids. None of these gas or fluid laws govern the stretching of a solid spring. Step-by-Step Solution: Step 1: Identify the main physical effect in a spring balance: a spring stretches when a weight is attached.Step 2: Recall Hooke's law, which states that extension is proportional to the applied force up to the elastic limit.Step 3: Recognise that the scale markings on a spring balance assume a linear relationship between force and extension.Step 4: Compare this with Boyle's law, Bernoulli's principle, and Pascal's law, which all deal with gases or fluids, not springs.Step 5: Conclude that Hooke's law is the correct principle behind the working of a spring balance. Verification / Alternative check: If you hang different known weights on a spring and measure the extension, plotting force on the vertical axis and extension on the horizontal axis gives a straight line passing through the origin for small deformations. This linear graph is experimental evidence of Hooke's law. Spring balances are calibrated in the factory using this relation. If a different law such as Boyle's law or Bernoulli's principle were relevant, you would expect the device to involve gases or flowing fluids, which is not the case. These observations confirm that Hooke's law explains the operation of a spring balance. Why Other Options Are Wrong: Boyle's law, option A, describes how pressure and volume of a gas are related at constant temperature and does not involve springs, so it is irrelevant here. Bernoulli's principle, option C, deals with pressure, kinetic, and potential energy in flowing fluids and cannot explain a spring's extension. Pascal's law, option D, is about how pressure is transmitted in confined fluids and applies to hydraulic machines, not to spring balances. Only option B, Hooke's law relating force and extension of a spring, correctly describes the principle used by a spring balance. Common Pitfalls: A common mistake is to confuse different physical laws because they are all frequently mentioned in physics. Students might recall Pascal's law or Bernoulli's principle when thinking about pressure or forces without carefully considering the type of system involved. To avoid confusion, always connect the law to its characteristic system: springs with Hooke's law, gases in a cylinder with Boyle's law, fluid flow in pipes and airfoils with Bernoulli's principle, and hydraulic presses with Pascal's law. This mental mapping helps you quickly select the correct principle in instrument based questions. Final Answer: Hooke's law relating force and extension of a spring

Physics Questions