Step-by-Step Solutions For Class 11 Physics Chapter 2 In Hindi - Free PDF Download
FAQs on NCERT Solutions For Class 11 Physics Chapter 2 Units And Measurement in Hindi - 2025-26
1. What key topics are covered in the NCERT Solutions for Class 11 Physics Chapter 2, Units and Measurement?
The NCERT Solutions for Class 11 Physics Chapter 2 provide step-by-step guidance for all problems related to the following key topics as per the CBSE 2025-26 syllabus:
- The International System of Units (SI)
- Measurement of length, mass, and time
- Accuracy, precision of instruments, and errors in measurement
- Significant figures and their rules in calculations
- Dimensional analysis and its applications
- Solving problems using the parallax method for large distances
2. How do these NCERT Solutions help in solving the exercise problems for Chapter 2?
The NCERT Solutions for Chapter 2, Units and Measurement, are designed to help students master the correct problem-solving methodology. They offer:
- Step-by-step methods for every question, ensuring clarity on how to reach the final answer.
- Detailed explanations for complex topics like error propagation and dimensional analysis.
- Correct application of formulas and conversion of units as required by the CBSE pattern.
- Guidance on how to present answers with the appropriate number of significant figures.
3. What is the correct method to solve questions on unit conversion as shown in the Chapter 2 NCERT exercises?
To solve unit conversion problems, the NCERT Solutions follow a systematic approach. For example, to convert km/h to m/s (like in question 2.1), the method is:
- Identify the base units you need to convert (e.g., kilometres to meters, hours to seconds).
- Use the standard conversion factors (1 km = 1000 m; 1 hour = 3600 s).
- Multiply the original value by the conversion factor ratio. For 18 km/h, it is 18 × (1000m / 3600s), which simplifies to 18 × (5/18) m/s = 5 m/s.
This method ensures accuracy and is a fundamental skill demonstrated throughout the solutions.
4. How do the NCERT solutions for Chapter 2 explain the calculation of percentage error in physical quantities?
The solutions explain that to find the percentage error in a quantity P derived from a, b, c, and d using a formula like P = a³b² / (√c d), you must sum the relative errors of each variable, multiplied by their respective powers. The formula for percentage error is:
(ΔP/P) × 100 = [3(Δa/a) + 2(Δb/b) + (1/2)(Δc/c) + (Δd/d)] × 100
This shows how individual measurement errors contribute to the overall error in the final calculated result, a key concept covered in question 2.13.
5. When solving problems, how do the rules for significant figures differ for addition versus multiplication, as clarified in the NCERT solutions?
The NCERT solutions for problems like 2.11 and 2.12 clarify this key difference:
- For multiplication or division, the final result should have the same number of significant figures as the original number with the least number of significant figures.
- For addition or subtraction, the final result should have the same number of decimal places as the original number with the least number of decimal places.
Understanding this distinction is crucial for reporting results with the correct precision.
6. Why is it important to use dimensional analysis to check the correctness of a formula, a method frequently used in Chapter 2 solutions?
Dimensional analysis is a fundamental tool for verifying physical equations. Its importance, as demonstrated in the solutions for questions like 2.14, lies in the Principle of Homogeneity. This principle states that for an equation to be physically correct, the dimensions of all the terms on both sides of the equation must be the same. This method helps in:
- Identifying incorrect formulas at a glance.
- Ensuring consistency among physical units.
- Deriving relationships between different physical quantities.
7. How do the NCERT solutions apply the parallax method to calculate astronomical distances, and what are the key steps involved?
The NCERT solutions, particularly for problems like 2.19 and 2.20, show that the parallax method is used for measuring vast distances, such as to a star. The key steps are:
- Observe a distant object from two different positions (e.g., two points in Earth's orbit six months apart).
- The distance between these two observation points forms the 'basis' (b).
- The angle subtended at the star by this basis is the 'parallax angle' (θ).
- The distance to the star (D) is then calculated using the small-angle approximation formula: D = b / θ, where θ must be in radians.
8. What is the step-by-step method to determine the number of significant figures in a measurement, as required in NCERT question 2.10?
The NCERT solutions follow a set of clear rules to count significant figures:
- All non-zero digits are significant. (e.g., 2.64 has 3 significant figures).
- Zeros between two non-zero digits are significant. (e.g., 6.032 has 4 significant figures).
- For numbers less than 1, zeros to the right of the decimal and to the left of the first non-zero digit are not significant. (e.g., 0.007 has 1 significant figure).
- Trailing zeros in a number with a decimal point are significant. (e.g., 6.320 has 4 significant figures).
9. How do the NCERT Solutions for Chapter 2 solve the problem of finding the diameter of a planet like Jupiter using its angular diameter?
The solution for question 2.24 uses the relationship between distance, physical diameter, and angular diameter. The method is:
- Identify the given values: the distance to Jupiter (D) and its angular diameter (θ).
- Ensure the angular diameter (θ) is converted from arcseconds or degrees into radians, as the formula requires it.
- Apply the small-angle formula: Diameter (d) = Distance (D) × Angular Diameter (θ).
- Calculate the final value and express it in the required units (e.g., km or m) with the correct significant figures.
10. According to the NCERT Solutions, what is the conceptual difference between systematic and random errors in measurement?
The solutions implicitly guide students to understand this difference through various problems. Systematic errors are consistent and unidirectional, often arising from faulty instruments or flawed experimental setups. They can be minimised by improving the technique or calibrating the instrument. In contrast, random errors are unpredictable fluctuations in measurements, caused by unknown and uncontrollable factors. These errors can be reduced by taking the average of a large number of readings, as suggested in question 2.8c.























