PHYSICS BY Rajneesh Mutha(NWUPT IIT Kanpur,ALTOP IITK)

(Member Indian Association of Physics teachers)

Trained by Prof. H C Verma at IIT Kanpur







A briefing about our method
We will follow HCV point to point
The entire course is divided into 100 lectures
You will get a booklet with every lecture
A lecture booklet will contain the following
1 Theory,definitions,intext examples
2 One Sheet

There is a test every week
At the end of a chapter we will discuss all questions of
HCV NCERT,Bansal classes study material























A few words about JEE
The syllabus consist of six branches
1 Mechanics Chapter 1 to 14 HCV -30 to 35% questions are from this
2 Waves - Chapter 15,16- 15%
3 Heat and thermodynamics - Chapter 23-28 HCV-15 to 20%
4 Optics-Ch 18-22 -10 to 15%
5 Electricity and Magnetism Ch 29-40,30-35%
6 Moden Physics- Ch 41-47 -20%
In JEE 2012 Cut off was 10%
Somebody who scores 50% got a rank somewhere around 2000






















Chapter 2 Physics and Mathematics
LEC 1
1 Vectors and scalars
A quantity which needs direction and magnitude both to express itself is called a vector
examples are velocity,accerleration,force. We will represent a vector by a bold letter and
magnitude by ordinary letter.Thus F is a vector and F is its magnitude.
A quantity otherwise is called a scalar.
A vector is represented by an arrow whose length tells the magnitude and whose direction
is the direction of vector

2 Equality of vectors
If two vectors are parallel and have same magnitude they are equal. That is a vector is
glided parallel to itself.
3 Addition of vectors
Vectors are added by triangle law which is
For a+b glide a or b such that as head is in bs tail then vector joining as tail to bs head
gives R= a+b.R called the resultant of a and b .

a+b b
b
a a

Practicing tringle law in class
In the following find a+b, b+a

a a b a b a
b
b
a b a
a b
b

Formula and its derivation


Practicing formula in the class
1 Two vectors of magnitude 3 and 4 unit acts at 90

find the resultant.

2 Two vectors each of magnitude 5 N are acting at 120

find the resultant.

3 Two vectors 5N and 12N has 13N as their resultant find angle between them.
4 If two vectors of equal magnitude has there resultant equal to each of them find their
resultant.
5 If two vectors F and3/2 F act at 150

find the resultant.

Sheet
1 If three vectors of equal magnitude act at 120

each find the resultant.

2 What can be the maximum and minimum of resultant of two vectors.
3 If two vectors each of magnitude F acts at angle find their resultant by formula and
graphical method.
5 Five sides of a pentagon represent five vectors taken in order. Show their resultant is
zero.
6 In a and b, as magnitude is greater show that resultant will be tilted more towards a.
7 Can you divide a vector into two or three vectors using triangle law.
8 If all the sides and diagonal of a square are considered vectors and added what is the
resultant?
9 If for a triangle three sides taken in order and any median are represented by vectors
what is the relation between them


LEC 2 VECTORS
2.4 Multiplication of a scalar by a vector
Suppose there is a vector a if we multiply it by k its magnitude gets k times but its
direction remains same. The negative of a vector is a vector obtained by rotating the
original vector by 180

.
2.5 Subtraction of vectors
We simply write a-b=a+(-b)
Practicing vector subtraction in the class.
In the example given in LEC 1 for each pair find a-b and b-a
2.6 Resolution of vectors
It is simply dividing a vector into many vectors. Each of many vectors thus obtained are
called components of the original vectors. If all the components lie in one plane the
resolution is called two dimensional otherwise three dimensional


a
x
=a cos

in the above figure

is called the horizontal or x component of a where as a
y
=a
sin is called y or vertical component.
Find x and y components of the following vectors
5m
4m
30

45

60

45

5m
5m
Unit vectors,the i,j,k form
A unit vector means a vector of magnitude 1.
The unit vectors in the X,Y,Z directions are i,j,k.So a vector of magnitude 4 in X direction is
4i. It can also be written as a=a
x
i+a
y
j
Sheet 1
For the following six problems, draw the indicated vector and show the components into
which it is resolved. Calculate (after estimating) all answers.

1. A person walks 200 meters at 27 degrees North of East
2. A car moves 60 m/s at an angle of 35 degrees West of South
3. A magnet attracts a steel ball with a force of 220 newtons at 25 North of West
4. A rocket accelerates at 45 m/s at 65 degrees South of East
5. A cannonball is launched with a speed of 170 m/s at 40 above the horizontal
6. The momentum of an ocean liner is 3.75 x 10 N-s at 30 North of East
7 2.5 m/s, 45 deg and 5.0 m/s, 270 deg and 5.0 m/s, 330 deg
8 4.0 m/s, 90 deg and 2.0 m/s, 0 deg and 2.0 m/s, 210 deg
9 2.0 m/s, 315 deg+ 5.0 m/s, 180 deg+ 2.0 m/s, 60 deg= 2.61m/s, 173 deg
10 3.0 m/s, 45 deg and 5.0 m/s, 135 deg and 2.0 m/s, 60 deg
11 2.0 m/s, 150 deg and 4.0 m/s, 225 deg
12 8.0 m/s, 330 deg and 4.0 m/s, 45 deg

LEC 3
System for finding resultant by vector resolution method
1 Attatch a frame
2 Mark angles
3 Find components
4 Find H and V
5 Find R=H
2
+V
2
tan=V/H here is angle of resultant with x axis.
Classroom examples
Find the resultant in the following cases by vector resolution


5m 6m 10m 10m
45

60

30

5m 4m 10m


Sheet
1 Repeat all the classroom examples
2 Find resultant by resolution in the following cases
Q 7 to 12 of the previous sheet

LEC 4
2.6 Resolution of vectors
The i,j,k form- The i,j,k form is

In this a=a
x
2
+ b
x
2
+ c
x
2

Also if



And magnitude of resultant is


2.7 Dot product or scalar product
The dot product (also called scalar product) of two vectors a and b is defined as


(How)
2.8 Cross product or vector product






Cross product of i,j,k

The i,j,k cycle



Class room practice of cross product

Sheet
In the following pairs find AXB,A.B,A,B and angle between them
i+2j+k,i-j 3i+2j-7k,i-2j+k 7i+7j+7k,i+j+k i-8j,7j+j i-2j+k,i+j+k.

LEC 5
2.9 DIFFERENTIAL CALCULUS
The meaning of function and algebrical presentation.
The average rate of change and its calculation for some functions.
The instantaneous rate of change and derivative-Calculation of derivatives for some simple
functions
Formula of differentiation and its practice



Classroom examples




LEC 6
1 Graphical representation of functions
Some important graphs-linear function,quadratic
Finding average rate of chane by graph
Finding dy/dx by graph
2 Integration
Formulae


3 Practicing definite integration- Some classroom examples
4 Integration in graphs
f(x)dx a to b is area under f(x)-x curve from a to b
Some classroom examples
Sheet 1
1 Draw the graph of y=x
2
+7 and find average rate of change from x=2 to x=3.
2 In above find dy/dx at x=2,3 by graph and by formula.
3 In above graph integrate 2 to 3 also find this integral by formula.
4 Repeat q 1 to 3 for function y=1/x.
5 Repeat q1 t0 3 for y=2x-1
6 Repeat q1 to q3 for x=1/2 gt
2

Do the following integrations

LEC 7
2.12 Significant figures
Rules- 1 Zeroes in the beginning are never significant.
2 Zeroes are significant in the end only if they come after decimal.
2.13 Significant figures in calculations
1 In addition answer must contain minimum number of decimal places.
2 In multiplication and division answer must contain minimum number of decimal places.
3 Rules for rounding off.
2.14 Average value,absolute error,mean absolute error.
Types of errors
In general, the errors in measurement can be broadly classified as (a) systematic errors
and (b) random errors.
Systematic errors
The systematic errors are those errors that tend to be in one direction, either positive or
negative. Some of the sources of systematic errors are :
(a) Instrumental errors that arise from the errors due to imperfect design or calibration
of the measuring instrument, zero error in the instrument, etc. For example, the
temperature graduations of a thermometer may be inadequately calibrated (it may read
104 C at the boiling point of water at STP whereas it should read 100 C); in a vernier
callipers the zero mark of vernier scale may not coincide with the zero mark of the main
scale, or simply an ordinary metre scale may be worn off at one end.
(b) Imperfection in experimental technique or procedure
To determine the temperature of a human body, a thermometer placed under the armpit
will always give a temperature lower than the actual value of the body temperature. Other
external conditions (such as changes in temperature, humidity, wind velocity, etc.) during
the experiment may systematically affect themeasurement.
(c)Personal errors that arise due to an individuals bias, lack of proper setting of
the apparatus or individuals carelessness in taking observations without observing
proper precautions, etc. For example, if you,by habit, always hold your head a bit too far
to the right while reading the position of a needle on the scale, you will introduce an
error due to parallax. Systematic errors can be minimised by improving experimental
techniques, selecting better instruments and removing personal bias as far as possible. For
a given set-up, these errors may be estimated to a certain extent and the necessary
corrections may be applied to the readings.
The random errors are those errors, which occur irregularly and hence are random with
respect to sign and size.
Illustration of error,absolute error,mean absolute error by an example.
Combination of errors Proofs will be given in the class
1 In addition and subtraction errors are added.
2 In multiplication and division relative errors are added.
3 In dealing with powers before adding we must multiply them by their powers.
Sheet 1 and Sheet 2
All questions of HCV
LEC 8
Question for short answer and OB I HCV
LEC 9
OB II and Exercise HCV
LEC 10
Discussions on NCERT Solved examples and questions Chapter 2