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PART II
TEXTBOOK FOR CLASS XI

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ISBN 81-7450-508-3 (Part-I)

ISBN 81-7450-566-0 (Part-II)
First Edition
April 2006 Chaitra 1928
ALL RIGHTS RESERVED
Reprinted No part of this publication may be reproduced, stored in a retrieval
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mechanical, photocopying, recording or otherwise without the prior
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January 2009 Magha 1930 This book is sold subject to the condition that it shall not, by way of
January 2010 Magha 1931 trade, be lent, re-sold, hired out or otherwise disposed of without the
publishers consent, in any form of binding or cover other than that in
January 2012 Magha 1932 which it is published.
January 2013 Magha 1933 The correct price of this publication is the price printed on this page,
January 2014 Magha 1935 Any revised price indicated by a rubber stamp or by a sticker or by any
other means is incorrect and should be unacceptable.
January 2015 Magha 1936

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FOREWORD

The National Curriculum Framework (NCF), 2005 recommends that childrens life
at school must be linked to their life outside the school. This principle marks a
departure from the legacy of bookish learning which continues to shape our system
and causes a gap between the school, home and community. The syllabi and
textbooks developed on the basis of NCF signify an attempt to implement this basic
idea. They also attempt to discourage rote learning and the maintenance of sharp
boundaries between different subject areas. We hope these measures will take us
significantly further in the direction of a child-centred system of education outlined
in the National Policy on Education (1986).
The success of this effort depends on the steps that school principals and teachers
will take to encourage children to reflect on their own learning and to pursue
imaginative activities and questions. We must recognise that, given space, time and
freedom, children generate new knowledge by engaging with the information passed
on to them by adults. Treating the prescribed textbook as the sole basis of examination
is one of the key reasons why other resources and sites of learning are ignored.
Inculcating creativity and initiative is possible if we perceive and treat children as
participants in learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change is school routines and mode of functioning.
Flexibility in the daily time-table is as necessary as rigour in implementing the annual
calendar so that the required number of teaching days are actually devoted to
teaching. The methods used for teaching and evaluation will also determine how
effective this textbook proves for making childrens life at school a happy experience,
rather than a source of stress or boredom. Syllabus designers have tried to address
the problem of curricular burden by restructuring and reorienting knowledge at
different stages with greater consideration for child psychology and the time available
for teaching. The textbook attempts to enhance this endeavour by giving higher
priority and space to opportunities for contemplation and wondering, discussion in
small groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT) appreciates
the hard work done by the textbook development committee responsible for this
book. We wish to thank the Chairperson of the advisory group in science
and mathematics, Professor J.V. Narlikar and the Chief Advisor for this book,
Professor A.W. Joshi for guiding the work of this committee. Several teachers
contributed to the development of this textbook; we are grateful to their principals
for making this possible. We are indebted to the institutions and organisations
which have generously permitted us to draw upon their resources, material and
personnel. We are especially grateful to the members of the National Monitoring
Committee, appointed by the Department of Secondary and Higher Education,
Ministry of Human Resource Development under the Chairpersonship of Professor
Mrinal Miri and Professor G.P. Deshpande, for their valuable time and contribution.
As an organisation committed to systemic reform and continuous improvement in
the quality of its products, NCERT welcomes comments and suggestions which will
enable us to undertake further revision and refinement.

Director
New Delhi National Council of Educational
20 December 2005 Research and Training

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TEXTBOOK DEVELOPMENT COMMITTEE

CHAIRPERSON, ADVISORY GROUP FOR TEXTBOOKS IN SCIENCE AND MATHEMATICS

J.V. Narlikar, Emeritus Professor, Chairman, Advisory Committee, Inter University
Centre for Astronomy and Astrophysics (IUCCA), Ganeshbhind, Pune University, Pune

CHIEF ADVISOR
A.W. Joshi, Professor, Honorary Visiting Scientist, NCRA, Pune (Formerly at
Department of Physics, University of Pune)

MEMBERS
Anuradha Mathur, PGT , Modern School, Vasant Vihar, New Delhi
Chitra Goel, PGT, Rajkiya Pratibha Vikas Vidyalaya, Tyagraj Nagar, Lodhi Road,
New Delhi
Gagan Gupta, Reader, DESM, NCERT, New Delhi
H.C. Pradhan, Professor, Homi Bhabha Centre of Science Education, Tata Institute
of Fundamental Research, V.N. Purav Marg, Mankhurd, Mumbai
N. Panchapakesan, Professor (Retd.), Department of Physics and Astrophysics,
University of Delhi, Delhi
P.K. Srivastava, Professor (Retd.), Director, CSEC, University of Delhi, Delhi
P.K. Mohanty, PGT, Sainik School, Bhubaneswar
P.C. Agarwal, Reader, Regional Institute of Education, NCERT, Sachivalaya Marg,
Bhubaneswar
R. Joshi, Lecturer (S.G.), DESM, NCERT, New Delhi
S. Rai Choudhary, Professor, Department of Physics and Astrophysics, University of
Delhi, Delhi
S.K. Dash, Reader, DESM, NCERT, New Delhi
Sher Singh, PGT, Lodhi Road, New Delhi
S.N. Prabhakara, PGT, DM School, Regional Institute of Education, NCERT, Mysore
Thiyam Jekendra Singh, Professor, Department of Physics, University of Manipur, Imphal
V.P. Srivastava, Reader, DESM, NCERT, New Delhi

MEMBER-COORDINATOR
B.K. Sharma, Professor, DESM, NCERT, New Delhi

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ACKNOWLEDGEMENTS

The National Council of Educational Research and Training acknowledges the

valuable contribution of the individuals and organisations involved in the
development of Physics textbook for Class XI. The Council also acknowledges
the valuable contribution of the following academics for reviewing and refining
the manuscripts of this book: Deepak Kumar, Professor, School of Physical
Sciences, Jawaharlal Nehru University, New Delhi; Pankaj Sharan, Professor,
Jamia Millia Islamia, New Delhi; Ajoy Ghatak, Emeritus Professor, Indian Institute
of Technology, New Delhi; V. Sundara Raja, Professor, Sri Venkateswara
University, Tirupati, Andhra Pradesh; C.S. Adgaonkar, Reader (Retd), Institute
of Science, Nagpur, Maharashtra; D.A. Desai, Lecturer (Retd), Ruparel College,
Mumbai, Maharashtra; F.I. Surve, Lecturer, Nowrosjee Wadia College, Pune,
Maharashtra; Atul Mody, Lecturer (SG), VES College of Arts, Science and
Commerce, Chembur, Mumbai, Maharashtra; A.K. Das, PGT, St. Xaviers Senior
Secondary School, Delhi; Suresh Kumar, PGT, Delhi Public School, Dwarka,
New Delhi; Yashu Kumar, PGT, Kulachi Hansraj Model School, Ashok Vihar,
Delhi; K.S. Upadhyay, PGT, Jawahar Navodaya Vidyalaya, Muzaffar Nagar (U.P.);
I.K. Gogia, PGT, Kendriya Vidyalaya, Gole Market, New Delhi; Vijay Sharma,
PGT, Vasant Valley School, Vasant Kunj, New Delhi; R.S. Dass, Vice Principal
(Retd), Balwant Ray Mehta Vidya Bhawan, Lajpat Nagar, New Delhi and
Parthasarthi Panigrahi, PGT, D.V. CLW Girls School, Chittranjan, West Bengal.
The Council also gratefully acknowledges the valuable contribution of
the following academics for the editing and finalisation of this book: A.S. Mahajan,
Professor (Retd), Indian Institute of Technology, Mumbai, Maharashtra;
D.A. Desai, Lecturer (Retd), Ruparel College, Mumbai, Maharashtra;
V.H. Raybagkar, Reader, Nowrosjee Wadia College, Pune, Maharashtra and
Atul Mody, Lecturer (SG), VES College of Arts, Science and Commerce, Chembur,
Mumbai, Maharashtra.
Special thanks are due to M. Chandra, Professor and Head, DESM, NCERT
for her support.
The Council also acknowledges the efforts of Deepak Kapoor, Incharge,
Computer Station, Inder Kumar, DTP Operator; Saswati Banerjee,
Copy Editor; Abhimanu Mohanty and Anuradha, Proof Readers in shaping
this book.
The contributions of the Publication Department in bringing out this book
are also duly acknowledged.

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PREFACE

More than a decade ago, based on National Policy of Education (NPE-1986),

National Council of Educational Research and Training published physics
textbooks for Classes XI and XII, prepared under the chairmanship of
Professor T. V. Ramakrishnan, F.R.S., with the help of a team of learned co-authors.
The books were well received by the teachers and students alike. The books, in
fact, proved to be milestones and trend-setters. However, the development of
textbooks, particularly science books, is a dynamic process in view of the changing
perceptions, needs, feedback and the experiences of the students, educators and
the society. Another version of the physics books, which was the result of the
revised syllabus based on National Curriculum Framework for School Education-2000
(NCFSE-2000), was brought out under the guidance of Professor Suresh Chandra,
which continued up to now. Recently the NCERT brought out the National Curriculum
Framework-2005 (NCF-2005), and the syllabus was accordingly revised during a
curriculum renewal process at school level. The higher secondary stage syllabus
(NCERT, 2005) has been developed accordingly. The Class XI textbook contains
fifteen chapters in two parts. Part I contains first eight chapters while Part II contains
next seven chapters. This book is the result of the renewed efforts of the present
Textbook Development Team with the hope that the students will appreciate the
beauty and logic of physics. The students may or may not continue to study physics
beyond the higher secondary stage, but we feel that they will find the thought
process of physics useful in any other branch they may like to pursue, be it finance,
administration, social sciences, environment, engineering, technology, biology or
medicine. For those who pursue physics beyond this stage, the matter developed
in these books will certainly provide a sound base.
Physics is basic to the understanding of almost all the branches of science and
technology. It is interesting to note that the ideas and concepts of physics are
increasingly being used in other branches such as economics and commerce, and
behavioural sciences too. We are conscious of the fact that some of the underlying
simple basic physics principles are often conceptually quite intricate. In this book,
we have tried to bring in a conceptual coherence. The pedagogy and the use of
easily understandable language are at the core of our effort without sacrificing the
rigour of the subject. The nature of the subject of physics is such that a certain
minimum use of mathematics is a must. We have tried to develop the mathematical
formulations in a logical fashion, as far as possible.
Students and teachers of physics must realise that physics is a branch which
needs to be understood, not necessarily memorised. As one goes from secondary to
higher secondary stage and beyond, physics involves mainly four components,
(a) large amount of mathematical base, (b) technical words and terms, whose
normal English meanings could be quite different, (c) new intricate concepts,
and (d) experimental foundation. Physics needs mathematics because we wish
to develop objective description of the world around us and express our observations
in terms of measurable quantities. Physics discovers new properties of particles
and wants to create a name for each one. The words are picked up normally from
common English or Latin or Greek, but gives entirely different meanings to these
words. It would be illuminating to look up words like energy, force, power, charge,
spin, and several others, in any standard English dictionary, and compare their

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meanings with their physics meanings. Physics develops intricate and often weird-
looking concepts to explain the behaviour of particles. Finally, it must be
remembered that entire physics is based on observations and experiments, without
which a theory does not get acceptance into the domain of physics.
This book has some features which, we earnestly hope, will enhance its
usefulness for the students. Each chapter is provided with a Summary at its end
for a quick overview of the contents of the chapter. This is followed by Points to
Ponder which points out the likely misconceptions arising in the minds of students,
hidden implications of certain statements/principles given in the chapter and
cautions needed in applying the knowledge gained from the chapter. They also
raise some thought-provoking questions which would make a student think about
life beyond physics. Students will find it interesting to think and apply their mind
on these points. Further, a large number of solved examples are included in the
text in order to clarify the concepts and/or to illustrate the application of these
concepts in everyday real-life situations. Occasionally, historical perspective has
been included to share the excitement of sequential development of the subject of
physics. Some Boxed items are introduced in many chapters either for this purpose
or to highlight some special features of the contents requiring additional attention
of the learners. Finally, a Subject Index has been added at the end of the book for
ease in locating keywords in the book.
The special nature of physics demands, apart from conceptual understanding,
the knowledge of certain conventions, basic mathematical tools, numerical values
of important physical constants, and systems of measurement units covering a
vast range from microscopic to galactic levels. In order to equip the students, we
have included the necessary tools and database in the form of Appendices A-1 to
A-9 at the end of the book. There are also some other appendices at the end of
some chapters giving additional information or applications of matter discussed in
that chapter.
Special attention has been paid for providing illustrative figures. To increase
the clarity, the figures are drawn in two colours. A large number of Exercises are
given at the end of each chapter. Some of these are from real-life situations. Students
are urged to solve these and in doing so, they may find them very educative. Moreover,
some Additional Exercises are given which are more challenging. Answers and
hints to solve some of these are also included. In the entire book, SI units have been
used. A comprehensive account of units and measurement is given in Chapter 2 as a
part of prescribed syllabus/curriculum as well as a help in their pursuit of physics.
A box-item in this chapter brings out the difficulty in measuring as simple a thing as
the length of a long curved line. Tables of SI base units and other related units are
given here merely to indicate the presently accepted definitions and to indicate the
high degree of accuracy with which measurements are possible today. The numbers
given here are not to be memorised or asked in examinations.
There is a perception among students, teachers, as well as the general public
that there is a steep gradient between secondary and higher secondary stages.
But a little thought shows that it is bound to be there in the present scenario of
education. Education up to secondary stage is general education where a student
has to learn several subjects sciences, social sciences, mathematics, languages,
at an elementary level. Education at the higher secondary stage and beyond, borders
on acquiring professional competence, in some chosen fields of endeavour. You
may like to compare this with the following situation. Children play cricket or
badminton in lanes and small spaces outside (or inside) their homes. But then

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some of them want to make it to the school team, then district team, then State
team and then the National team. At every stage, there is bound to be a steep
gradient. Hard work would have to be put in whether students want to pursue
their education in the area of sciences, humanities, languages, music, fine arts,
commerce, finance, architecture, or if they want to become sportspersons or fashion
designers.
Completing this book has only been possible because of the spontaneous
and continuous support of many people. The Textbook Development Team is
thankful to Dr. V. H. Raybagkar for allowing us to use his box item in Chapter
4 and to Dr. F. I. Surve for allowing us to use two of his box items in Chapter 15.
We express also our gratitude to the Director, NCERT, for entrusting us with
the task of preparing this textbook as a part of national effort for improving
science education. The Head, Department of Education in Science and
Mathematics, NCERT, was always willing to help us in our endeavour in every
possible way.
The previous text got excellent academic inputs from teachers, students and
experts who sincerely suggested improvement during the past few years. We are
thankful to all those who conveyed these inputs to NCERT. We are also thankful to
the members of the Review Workshop and Editing Workshop organised to discuss
and refine the first draft. We thank the Chairmen and their teams of authors for
the text written by them in 1988, which provided the base and reference for
developing the 2002 version as well as the present version of the textbook.
Occasionally, substantial portions from the earlier versions, particularly those
appreciated by students/teachers, have been adopted/adapted and retained in
the present book for the benefit of coming generation of learners.
We welcome suggestions and comments from our valued users, especially
students and teachers. We wish our young readers a happy journey to the exciting
realm of physics.

A. W. JOSHI
Chief Advisor
Textbook Development Committee

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A NOTE FOR THE TEACHERS

To make the curriculum learner-centred, students should be made to participate

and interact in the learning process directly. Once a week or one out of every six
classes would be a good periodicity for such seminars and mutual interaction.
Some suggestions for making the discussion participatory are given below, with
reference to some specific topics in this book.
Students may be divided into groups of five to six. The membership of these
groups may be rotated during the year, if felt necessary.
The topic for discussion can be presented on the board or on slips of paper.
Students should be asked to write their reactions or answers to questions, whichever
is asked, on the given sheets. They should then discuss in their groups and add
modifications or comments in those sheets. These should be discussed either in
the same or in a different class. The sheets may also be evaluated.
We suggest here three possible topics from the book. The first two topics
suggested are, in fact, very general and refer to the development of science over the
past four centuries or more. Students and teachers may think of more such topics
for each seminar.

1. Ideas that changed civilisation

Suppose human beings are becoming extinct. A message has to be left for future
generations or alien visitors. Eminent physicist R P Feynmann wanted the following
message left for future beings, if any.
Matter is made up of atoms
A lady student and teacher of literature, wanted the following message left:
Water existed, so human beings could happen.
Another person thought it should be: Idea of wheel for motion
Write down what message each one of you would like to leave for future
generations. Then discuss it in your group and add or modify, if you want to change
your mind. Give it to your teacher and join in any discussion that follows.

2. Reductionism
Kinetic Theory of Gases relates the Big to the Small, the Macro to the Micro. A gas
as a system is related to its components, the molecules. This way of describing a
system as a result of the properties of its components is usually called
Reductionism. It explains the behaviour of the group by the simpler and predictable
behaviour of individuals. Macroscopic observations and microscopic properties have
a mutual interdependence in this approach. Is this method useful?
This way of understanding has its limitations outside physics and chemistry,
may be even in these subjects. A painting cannot be discussed as a collection of
the properties of chemicals used in making the canvas and the painting. What
emerges is more than the sum of its components.
Question: Can you think of other areas where such an approach is used?
Describe briefly a system which is fully describable in terms of its components.
Describe one which is not. Discuss with other members of the group and write your
views. Give it to your teacher and join in any discussion that may follow.

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CONTENTS OF PHYSICS PART I

CHAPTER 1
PHYSICAL WORLD 1

CHAPTER 2
UNITS AND MEASUREMENTS 16

CHAPTER 3
MOTION IN A STRAIGHT LINE 39

CHAPTER 4
MOTION IN A PLANE 65

CHAPTER 5
LAWS OF MOTION 89

CHAPTER 6
WORK, ENERGY AND POWER 114

CHAPTER 7
SYSTEM OF PARTICLES AND ROTATIONAL MOTION 141

CHAPTER 8
GRAVITATION 183

APPENDICES 203

ANSWERS 219

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CONTENTS

FOREWORD iii
PREFACE vii
A NOTE FOR THE TEACHERS x

C H A P T E R 9
MECHANICAL PROPERTIES OF SOLIDS
9.1 Introduction 231
9.2 Elastic behaviour of solids 232
9.3 Stress and strain 232
9.4 Hookes law 234
9.5 Stress-strain curve 234
9.6 Elastic moduli 235
9.7 Applications of elastic behaviour of materials 240

C H A P T E R 10
MECHANICAL PROPERTIES OF FLUIDS
10.1 Introduction 246
10.2 Pressure 246
10.3 Streamline flow 253
10.4 Bernoullis principle 254
10.5 Viscosity 258
10.6 Reynolds number 260
10.7 Surface tension 261

C H A P T E R 11
THERMAL PROPERTIES OF MATTER
11.1 Introduction 274
11.2 Temperature and heat 274
11.3 Measurement of temperature 275
11.4 Ideal-gas equation and absolute temperature 275
11.5 Thermal expansion 276
11.6 Specific heat capacity 280
11.7 Calorimetry 281
11.8 Change of state 282
11.9 Heat transfer 286
11.10 Newtons law of cooling 290

C H A P T E R 12
THERMODYNAMICS
12.1 Introduction 298
12.2 Thermal equilibrium 299

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12.3 Zeroth law of thermodynamics 300

12.4 Heat, internal energy and work 300
12.5 First law of thermodynamics 302
12.6 Specific heat capacity 303
12.7 Thermodynamic state variables and equation of state 304
12.8 Thermodynamic processes 305
12.9 Heat engines 308
12.10 Refrigerators and heat pumps 308
12.11 Second law of thermodynamics 309
12.12 Reversible and irreversible processes 310
12.13 Carnot engine 311

C H A P T E R 13
KINETIC THEORY
13.1 Introduction 318
13.2 Molecular nature of matter 318
13.3 Behaviour of gases 320
13.4 Kinetic theory of an ideal gas 323
13.5 Law of equipartition of energy 327
13.6 Specific heat capacity 328
13.7 Mean free path 330

C H A P T E R 14
OSCILLATIONS
14.1 Introduction 336
14.2 Periodic and oscilatory motions 337
14.3 Simple harmonic motion 339
14.4 Simple harmonic motion and uniform circular motion 341
14.5 Velocity and acceleration in simple harmonic motion 343
14.6 Force law for simple harmonic motion 344
14.7 Energy in simple harmonic motion 345
14.8 Some systems executing Simple Harmonic Motion 347
14.9 Damped simple harmonic motion 350
14.10 Forced oscillations and resonance 352

C H A P T E R 15
WAVES
15.1 Introduction 363
15.2 Transverse and longitudinal waves 365
15.3 Displacement relation in a progressive wave 366
15.4 The speed of a travelling wave 369
15.5 The principle of superposition of waves 372
15.6 Reflection of waves 374

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15.7 Beats 378

15.8 Doppler effect 380

ANSWERS 391

BIBLIOGRAPHY 401

INDEX 403

SUPPLEMENTARY MATERIAL 408

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COVER DESIGN
(Adapted from the website of the Nobel Foundation
http://www.nobelprize.org)

The strong nuclear force binds protons and

neutrons in a nucleus and is the strongest of
natures four fundamental forces. A mystery
surrounding the strong nuclear force has been
solved. The three quarks within the proton can
sometimes appear to be free, although no free
quarks have ever been observed. The quarks
have a quantum mechanical property called
colour and interact with each other through
the exchange of particles called gluons
nature glue.

BACK COVER
(Adapted from the website of the ISRO
http://www.isro.org)

CARTOSAT-1 is a state-of-the-art Remote

Sensing Satellite, being eleventh one in the
Indian Remote Sensing (IRS) Satellite Series,
built by ISRO. CARTOSAT-1, having mass of
156 kg at lift off, has been launched into a
618 km high polar Sun Synchronous Orbit (SSO)
by ISROs Polar Satellite Launch Vehicle,
PSLV-C6. It is mainly intended for cartographic
applications.

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