CBSE Class 12 Physics Exam Analysis: What was the difficulty level of the 2026 question paper?

The Central Board of Secondary Education (CBSE) on February 20 held the physics paper for Class 12. The paper was conducted for 70 marks, and students got three hours to complete the paper. The CBSE Class 12 physics examination, as per students and teachers, was easy to moderate in difficulty and well within the prescribed syllabus. The CBSE Class 12 Physics question paper had 33 compulsory questions, divided into five sections: A, B, C, D, and E. Section A comprised multiple-choice questions (MCQs) and assertion-reasoning questions of one mark each. Section B had two-mark each five questions with internal choice in a few questions. Section C comprised three-mark questions with an internal choice in one question. Section D had case study-based questions of 4 marks each. Section E had long answer questions of 5 marks each, with internal choice in a few questions. No overall choice was available, and only one choice had to be attempted in questions with internal options. ## CBSE Class 12 Physics Exam Analysis: Overall According to Meenakshi Tyagi, PGT Physics, Silverline Prestige School, all the three sets of the paper were well-structured, balanced, and good in standard. The paper was a balanced mix of competency-based, moderate, and direct questions, with straightforward numerics and derivations, Tyagi said, adding that the MCQs were average, and the overall level was medium, effectively assessing concept understanding and application. Aligned with NCERT and CBSE patterns, the paper was lengthy but completable within time, leaving students satisfied, she added. Students including Prisha Tomar and Utkarsh Pant from Seth Anandram Jaipuria School, Ghaziabad, felt the paper was moderate, with above-average students finding it manageable. However, some found it lengthy and time-consuming, with numerical questions in Section C posing a challenge. Two MCQ questions were tricky, they added. As per Thilak M, PGT Physics, JAIN International Residential School (JIRS), Bengaluru, the paper was balanced and gave students ample opportunity to score, while also testing conceptual understanding in selected areas. According to Priya Roy, PGT – Physics, Modern English School, Kahilipara, Guwahati, Assam: “The CBSE Class 12 Physics examination was well-balanced and largely moderate in difficulty, aligning with the expected application-based pattern. The language of the paper, as per Anup Karda, physics teacher at Witty International School, Udaipur, was clear and straightforward rather than complex. The numerical problems were direct and approachable, making them easier to solve. Each section carried a good weightage of derivations, which added to the length but effectively tested students’ understanding, he added. ## CBSE Class 12 physics section-wise analysis The MCQs, according to Thilak, were balanced. Some were direct and memory-based, while others tested conceptual clarity. Overall, this section was moderate and manageable. As per Roy, the MCQs were moderate, with a few being direct and others based on application and analysis, aimed at testing students’ analytical understanding. The assertion and reason-based questions were moderate and based on conceptual clarity, which will help students score well. The two-mark questions, Thilak said, came from Nuclei, Dual Nature, and Wave Optics and were easy and expected. “However, the question from Moving Charges involving torque might have been slightly tricky for below-average students,” he added. The two-mark questions included direct questions from semiconductor electronics and nuclei, while others consisted of numerical evaluating students’ conceptual understanding and problem-solving abilities, Roy added. Section C had a mix of theory and numericals. Questions such as Gauss’s Law application for a plane sheet, Wheatstone network, dielectric insertion into a capacitor, p–n junction diode formation, and Ray diagram of optical instruments were easy and expected. “Students who practiced previous year questions could answer them confidently,” Thilak said, adding that numericals from electrostatic potential, semiconductor diode circuit, and total internal reflection (TIR) were multi-step and required good analytical and problem-solving skills. These questions effectively tested students’ application ability. The three-mark questions, Roy said, were moderate and manageable, with 6–7 marks allotted to numerical, allowing students to apply concepts with clarity. Case-based questions were moderately application-oriented and analytical, Roy added, saying that the five-mark questions also maintained a moderate level, focusing on analytical and application-based thinking, with around 6 marks dedicated to numerical. > Case-study questions from the galvanometer and photoelectric effect tested conceptual understanding rather than memorisation. Well-prepared students would have found these manageable. The questions required interpretation and application of theory, but they were not unexpected – JIRS Bengaluru teacher.Story continues below this ad Case-study questions from the galvanometer and photoelectric effect tested conceptual understanding rather than memorisation. Well-prepared students would have found these manageable. The questions required interpretation and application of theory, but they were not unexpected – JIRS Bengaluru teacher. Section E, the JIRS Bengaluru teacher said, was clearly a scoring section. Important and expected derivations were asked from electrostatics, ray optics, and EMI and AC, which came as a big relief to students. > Those who had practiced standard derivations from previous years would have found this section comfortable and high-scoring. Those who had practiced standard derivations from previous years would have found this section comfortable and high-scoring. Overall, the paper reflected a fair distribution of questions, with approximately 25–30 marks comprising direct questions and the rest involving arithmetic and numerical components, comfortably within a moderate range, the Guwahati teacher added. Pawan Choudhary, HOD Physics, Lancers Army Schools, while analysing the physics paper said that a significant portion of the paper focused on direct theory and standard derivations. It allowed students who prepared sincerely and worked consistently through the syllabus to secure stable marks. > The paper’s overall level was above moderate, requiring both conceptual understanding and composure under pressure. While most questions were manageable, a few needed careful reading, and small mistakes like missed requirements or sign errors might have impacted performance, especially for top scorers. Minor errors should not discourage students – the paper was syllabus-bound, and consistent preparation is key. The paper’s overall level was above moderate, requiring both conceptual understanding and composure under pressure. While most questions were manageable, a few needed careful reading, and small mistakes like missed requirements or sign errors might have impacted performance, especially for top scorers. Minor errors should not discourage students – the paper was syllabus-bound, and consistent preparation is key. Abhishek Sharma, director of academics at Newton School of Technology, echoed that the paper was moderately difficult, balanced, and syllabus-bound. About a third of the questions were purely conceptual, helping students strong on concepts but weaker on maths. “The paper bridged school and undergraduate science/engineering, with real-world questions on electronics and optics. Case-study questions could spark physics interest. A minor error was noted in Q23b’s unit. Overall, difficulty level was moderate,” he added. The CBSE Class 12 Physics (Theory) examination was balanced and concept-oriented, closely aligned with the NCERT syllabus. The overall difficulty level was moderate, combining direct, formula-based questions with analytical and reasoning-based problems. > “Overall, the examination appeared fair, syllabus-bound and competency-focused, rewarding students with strong conceptual preparation and adequate practice of NCERT exemplars and previous-year questions,” said Neha Vasudev, Principal, VIBGYOR Roots and Rise, Malad West. “Overall, the examination appeared fair, syllabus-bound and competency-focused, rewarding students with strong conceptual preparation and adequate practice of NCERT exemplars and previous-year questions,” said Neha Vasudev, Principal, VIBGYOR Roots and Rise, Malad West. Objective and Assertion–Reason items tested conceptual clarity, while short- and long-answer sections ensured wide syllabus coverage, including numericals and derivations. Case-study questions required careful interpretation and multi-step reasoning, making time management important due to calculation-intensive sections. ## CBSE Class 12 Physics: Section-wise distribution Saurabh Shukla, PGT Physics, Global Indian International School, Noida, said that the paper was slightly lengthy, adding that a few were application-oriented and required careful interpretation. The weightage of numericals was lower compared to last year, whereas derivation-based questions carried relatively higher weightage. The MCQs were moderate in difficulty and largely straightforward for well-prepared students. In terms of section-wise distribution, electrostatics and current electricity together accounted for 17 marks, magnetism and matter along with EMI and AC carried 17 marks, optics had the highest weightage at 21 marks, modern physics comprised 12 marks, and semiconductor electronics accounted for seven marks. The paper assessed students’ understanding of core concepts rather than rote memorisation, Dr Nisha Sharma, Physics Educator, KIIT World School, Gurugram, said while analysing the paper. Questions required logical reasoning, analytical thinking, and consistent preparation throughout the year. Numerical problems were standard in nature but demanded careful interpretation and accuracy. The structure followed the prescribed examination pattern, incorporating a healthy mix of competency-based, case-study, and numerical questions. Students who had developed strong conceptual foundations were able to attempt the paper with confidence.