case study questions of class 10 science

myCBSEguide

• Case Study Questions Class...

Case Study Questions Class 10 Science

Table of Contents

myCBSEguide App

Download the app to get CBSE Sample Papers 2023-24, NCERT Solutions (Revised), Most Important Questions, Previous Year Question Bank, Mock Tests, and Detailed Notes.

Download Case study questions for CBSE class 10 Science in PDF format from the myCBSEguide App . We have the new pattern case study-based questions for free download. Class 10 Science case study questions

This article will guide you through:

What are case study questions?

• Sample Papers with Case Study questions
• Class 10 Science Case Study question examples
• How to get case-based questions for free?
• How to attempt the case-based questions in Science?

Questions based on case studies are some real-life examples. The questions are asked based on a given paragraph i.e. Case Study.  Usually, 4-5 questions are asked on the basis of the given passage. In most cases, these are either MCQs or assertion & reason type questions. Let’s take an example to understand. There is one paragraph on how nitrogen is generated in the atmosphere. On the basis of this paragraph, the board asks a few objective-type questions. In other words, it is very similar to the unseen passages given in language papers. But the real cases may be different. So, read this article till the end to understand it thoroughly.

What is CBE?

CBSE stands for competency-based education. The case study questions are part of this CBE. The purpose of CBE is to demonstrate the learning outcomes and attain proficiency in particular competencies.

Questions on Real-life Situations

As discussed the case study questions are based on real-life situations. Especially for grade 10 science, it is very essential to have the practical knowledge to solve such questions. Here on the myCBSEguide app, we have given many such case study paragraphs that are directly related to real-life implications of the knowledge.

Sample Papers with Case Study Questions

Class 10 Science Sample Papers with case study questions are available in the myCBSEguide App . There are 4 such questions (Q.No.17 to 20) in the CBSE model question paper. If you analyze the format, you will find that the MCQs are very easy to answer. So, we suggest you, read the given paragraph carefully and then start answering the questions. In some cases, you will find that the question is not asked directly from the passage but is based on the concept that is discussed there. That’s why it is very much important to understand the background of the case study paragraph.

CBSE Case Study Sample Papers

You can download CBSE case study sample papers from the myCBSEguide App or Student Dashboard. Here is the direct link to access it.

Case Study Question Bank

As we mentioned that case study questions are coming in your exams for the last few years. You can get them in all previous year question papers issued by CBSE for class 1o Science. Here is the direct link to get them too.

Class 10 Science Case Study Question Examples

As you have already gone through the four questions provided in the CBSE model question paper , we are proving you with other examples of the case-based questions in the CBSE class 10 Science. If you wish to get similar questions, you can download the myCBSEguide App and access the Sample question papers with case study-type questions.

Case-based Question -1

Read the following and answer any four questions: Salt of a strong acid and strong base is neutral with a pH value of 7. NaCl common salt is formed by a combination of hydrochloride and sodium hydroxide solution. This is the salt that is used in food. Some salt is called rock salt bed of rack salt was formed when seas of bygone ages dried up. The common salt thus obtained is an important raw material for various materials of daily use, such as sodium hydroxide, baking soda, washing soda, and bleaching powder.

• Phosphoric acid
• Carbonic acid
• Hydrochloric acid
• Sulphuric acid
• Blue vitriol
• Washing soda
• Baking soda
• Bleaching powder

Case-based Question -2

• V 1  + V 2  + V 3
• V 1  – V 2  +V 2
• None of these
• same at every point of the circuit
• different at every point of the circuit
• can not be determined
• 20 3 Ω 203Ω
• 15 2 Ω 152Ω

Case-based Question -3

• pure strips
• impure copper
• refined copper
• none of these
• insoluble impurities
• soluble impurities
• impure metal
• bottom of cathode
• bottom of anode

How to Attempt the Case-Based Questions in Science?

Before answering this question, let’s read the text given in question number 17 of the CBSE Model Question Paper.

All living cells require energy for various activities. This energy is available by the breakdown of simple carbohydrates either using oxygen or without using oxygen.

See, there are only two sentences and CBSE is asking you 5 questions based on these two sentences. Now let’s check the first questions given there.

Energy in the case of higher plants and animals is obtained by a) Breathing b) Tissue respiration c) Organ respiration d) Digestion of food

Now let us know if you can relate the question to the paragraph directly. The two sentences are about energy and how it is obtained. But neither the question nor the options have any similar text in the paragraph.

So the conclusion is, in most cases, you will not get direct answers from the passage. You will get only an idea about the concept. If you know it, you can answer it but reading the paragraph even 100 times is not going to help you.

Test Generator

Create question paper PDF and online tests with your own name & logo in minutes.

Question Bank, Mock Tests, Exam Papers, NCERT Solutions, Sample Papers, Notes

Related Posts

• CBSE Practice Papers 2023
• Class 10 Science Sample Papers 2024
• Competency Based Learning in CBSE Schools
• Class 11 Physical Education Case Study Questions
• Class 11 Sociology Case Study Questions
• Class 12 Applied Mathematics Case Study Questions
• Class 11 Applied Mathematics Case Study Questions
• Class 11 Mathematics Case Study Questions

3 thoughts on “Case Study Questions Class 10 Science”

Where is the answer

Class 10 Science MCQ

Leave a Comment

Save my name, email, and website in this browser for the next time I comment.

• New QB365-SLMS
• 12th Standard Materials
• 11th Standard Materials
• 10th Standard Materials
• 9th Standard Materials
• 8th Standard Materials
• 7th Standard Materials
• 6th Standard Materials
• 12th Standard CBSE Materials
• 11th Standard CBSE Materials
• 10th Standard CBSE Materials
• 9th Standard CBSE Materials
• 8th Standard CBSE Materials
• 7th Standard CBSE Materials
• 6th Standard CBSE Materials
• Tamilnadu Stateboard
• Scholarship Exams
• Scholarships

CBSE 10th Standard Science Subject Case Study Questions

By QB365 on 21 May, 2021

QB365 Provides the updated CASE Study Questions for Class 10 , and also provide the detail solution for each and every case study questions . Case study questions are latest updated question pattern from NCERT, QB365 will helps to get  more marks in Exams 

QB365 - Question Bank Software

10th Standard CBSE

Final Semester - June 2015

Redox reactions are those reactions in which oxidation and reduction occur Simultaneously. A redox reaction is made up of two half reactions. In the first half reaction, oxidation takes place and in second half reaction, reduction occurs. Oxidation is a process in which a substance loses electrons and in reduction, a substance gains electrons. The substance which gains electrons is reduced and acts as an oxidising agent. On the other hand, a substance which loses electrons is oxidised and acts as a reducing agent. (i) Which of the following is a redox reaction?

(ii) Identify the reaction in which H2 02 is acting as a reducing agent.

(iii) For the following reactions, identify the one in which H 2 S acts as a reducing agent.

(iv) For the following reaction, identify the correct statement. \(\mathrm{ZnO}+\mathrm{CO} \longrightarrow \mathrm{Zn}+\mathrm{CO}_{2}\)

(v) In the following reaction, which substance is reduced? \(\mathrm{PbS}+4 \mathrm{H}_{2} \mathrm{O}_{2} \longrightarrow \mathrm{PbSO}_{4}+4 \mathrm{H}_{2} \mathrm{O}\)

(ii) If the pH of a solution is 8, then its [H + ] ion is

(iii) In terms of acidic strength, which one of the following is in the correct increasing order?

(iv) Which of the following compounds does not give H + ions in aqueous solution?

(v) Four solutions labelled as P, Q, Rand Shave pH values 1, 9, 3 and 13 respectively. Which of the following statements about the given solutions is incorrect?

Baking powder produces carbon dioxide on heating, so it is used in cooking to make the batter spongy. Although, baking soda also produces CO 2 on heating, but it is not used in cooking because on heating, baking soda produces sodium carbonate along with carbon dioxide. Sodium carbonate, thus, produced, makes the taste bitter. Baking powder is the mixture of baking soda and a mild edible acid. Generally, tartaric acid is mixed with baking soda to make baking powder. When baking powder is heated, NaHCO 3 decomposes to give CO 2 which makes bread and cake fluffy. Tartaric acid helps to remove bitter taste due to formation of sodium tartrate. \(2 \mathrm{NaHCO}_{3}+ \ \ \mathrm{C}_{4} \mathrm{H}_{6} \mathrm{O}_{6} \quad \longrightarrow \quad 2 \mathrm{CO}_{2}+2 \mathrm{H}_{2} \mathrm{O}+\mathrm{Na}_{2} \mathrm{C}_{4} \mathrm{H}_{4} \mathrm{O}_{6}\) Baking soda         Tartaric acid            Carbon dioxide               Sodium tartrate (i) On passing excess CO 2 gas in aqueous solution of sodium carbonate, the substance obtained is

(ii) When sodium hydrogen carbonate is added to acetic acid, it evolves a gas. Which of the following statements are true about the gas evolved? (I) It turns lime water milky (II) It extinguishes a burning splinter (III) It dissolves in a solution of sodium hydroxide (IV) It has a pungent odour

(iii) Select the correct statement regarding sodium hydrogen carbonate.

(iv) Acetic acid was added to a solid X kept in a test tube. A colourless and odourless gas was evolved. The gas was passed through lime water which turned milky. It was concluded that

(v) Which of the following statements are correct regarding baking soda? (I) Baking soda is sodium hydrogen carbonate (II) On heating, baking soda gives sodium carbonate (III) It is used for manufacture of soap (IV) It is an ingredient of baking powder

The chemical reactivity of an element depends upon its electronic configuration. All elements having less than eight electrons in the outermost shell show chemical reactivity. During chemical reactions, atoms of all elements tend to achieve a completely filled valence shell. Metals are electropositive in nature. They have tendency to lose one or more electrons present in the valence shell of their atoms to form cations and achieve nearest noble gas configuration. The compounds formed by the transfer of electrons from one element to other are known as ionic or electrovalent compounds. (i) The electronic configurations of three elements X, Y and Z are:             X : 2                  Y: 2, 8, 7                     Z : 2, 8, 2 Which of the following is correct regarding these elements?

(ii) Element X reacts with element Y to form a compound Z. During the formation of compound Z, atoms of X lose one electron each whereas atoms of Y gain one electron each. Which of the following properties is not shown by compound Z?

(iii) Which of the following is correct representation of formation of magnesium chloride?

(iv) The electronic configuration of sodium ion is

(v)Which of the following represents an electropositive element?

A hydrocarbon (P) has the molecular formula C 10 H 22 .A hydrocarbon (Q) has two carbon atoms less than (P) and belong to the same homologous series. A hydrocarbon (R) has two carbon atoms more than (P) and belong to the same homologous series. (i) What is the molecular formula of (Q) ?

(ii) To which homologous series do the compound (P), (Q) and (R) belong?

(iii) What is the molecular formula of (R) ?

(iv) Identify the correct statement about compounds (P), (Q) and (R) .

(v) Compounds (P), (Q) and (R) are

The recurrence of properties of the elements after a certain regular intervals, when they are arranged in the increasing order of their atomic numbers, is called periodicity. There are a number of physical properties such as atomic size, metallic and non -metallic character, etc. which show periodic variation. In periodic table, various properties vary differently from moving left to right in a period and going down in a group. In a period, properties vary because from moving left to right in a period, number of shells remain same but valence electron increases by one number hence nuclear charge increases. In a group, on going down, number of valence shells increases while number of valence electrons remains same. (i) From top to bottom in a group of the periodic table, the electropositive character of the element

(ii) Which element has the largest size in the second period?

(iii) Which of the following elements has three valence electrons?

(iv) In the periodic table, the metallic character of elements (a) decreases from left to right and decreases down the group (b) decreases from left to right and increases down the group (c) increases from left to right and increases down the group (d) increases from left to right and decreases down the group (v) Which of the following increases along the period?

The small intestine is the longest part of the alimentary canal. It is a narrow tube of about 6 metres which lies coiled in the abdomen. The length of small intestine varies in different animals depending on the type of food they eat. (i) Humans are not able to digest cellulose whereas they are able to digest starch due to

(iii) Butter cannot be digested in the stomach as lipase and bile are(a) released in small intestine

(iv) Which of the following is a correct statement? (a) Herbivores have shorter small intestine as they eat grasses (b) Carnivores have larger small intestine as they eat meat (c) Herbivores have larger small intestine as they eat grasses (d) None of these (v) Various types of movements are generated by the ______ layer of the small intestine.

(iii) Which of the following animals shows double circulatory pathway?

(v) Select the option which properly represents pulmonary circulation in humans. \(\text { (a) Left auricle } \frac{\text { Deoxygenated }}{\text { blood }}{\longrightarrow} \text { Lungs } \frac{\text { Oxygenated }}{\text { blood }} \text { Right ventricle }\) \(\text { (b) Left auricle } \frac{\text { Oxygenated }}{\text { blood }}{\longrightarrow} \text { Lungs } \frac{\text { Deoxygenated }}{\text { blood }}{\longrightarrow} \text { Right ventricle }\) \(\text { (c) Right ventricle } \frac{\text { Deoxygenated }}{\text { blood }}{\longrightarrow} \text { Lungs } \frac{\text { Oxygenated }}{\text { blood }} \rightarrow \text { Left auricle }\) \(\text { (d) Right ventricle } \frac{\text { Oxygenated }}{\text { blood }}>\text { Lungs } \frac{\text { Deoxygenated }}{\text { blood }} \gg \text { Left auricle }\)

Spore formation, method of asexual reproduction is used by unicellular as well as multicellular organisms.Spores are microscopic units which could be air borne or are present in soil, etc. (i) A slice of bread kept in open for sometime shows growing white cottony mass which later turns black. This happens because (a) bacterial spores present in air germinate on the surface of bread slice (b) fungal spores present in air germinate on the surface of bread slice (c) protozoan microbes start feeding on bread slice (d) none ef these. (ii) Spore formation can be seen in

(iii) Bulb like structure at top of erect hyphae where spores are produced is

Gregor Mendel conducted hybridisation experiments on garden peas for seven years and proposed the laws of inheritance in living organisms. He investigated characters in the garden pea plant that were manifested as two opposing traits, e.g., tall or dwarf plants, yellow and green seeds, etc. (i) Among the seven pairs of contrasting traits in pea plant as studied by Mendel, the number of traits related to flower, pod and seed respectively were

(ii) The colour based contrasting traits in seven contrasting pairs, studied by Mendel in pea plant were

(iii) Refer to the given table of contrasting traits in pea plants studied by Mendel.

Which of the given traits is correctly placed? (a) (i), (ii) and (iii) only (b) (ii), (iii) and (iv) only (c) (ii) and (iii) only (d) (i), (ii), (iii) and (iv) (iv) Some of the dominant traits studied by Mendel were (a) round seed shape, green seed colour and axial flower position (b) terminal flower position, green pod colour and inflated pod shape (c) violet flower colour, green pod colour and round seed shape (d) wrinkled seed shape, yellow pod colour and axial flower position. (v) Which of the following characters was not chosen by Mendel?

(ii) The angle between the incident ray and the emergent ray is called

(iii) When a ray is refracted through a prism, then

(iv) The angle of deviation depends on

(v) The rectangular surfaces of a prism are known as

Some harmful non-biodegradable chemicals, i.e., pesticides (e.g., DDT) and heavy metals (e.g., mercury, arsenic cadmium, etc.) enter the bodies of organism through the food chain and go on concentrating at each trophic level. This phenomenon is called bio-magnification or biological magnification. (i) Refer to the given food chain Phytoplankton  \(\longrightarrow\) Zooplankton \(\longrightarrow\) Small fish \(\longrightarrow\)  Large fish \(\longrightarrow\) Fish eating birds If concentration of DDT in small fish is estimated to be 0.5 ppm, then amount of DDT in zooplankton and large fish would respectively be

(ii) Refer to the given table.

According to the given data. The correct order in a food chain will be

(iv) Higher amount of DDT disturb calcium metabolism of birds. This results in

(v) When animals are sprayed with poisons, they may die immediately, but their bodies still contain the poison. The poison in their bodies will then be passed on to the animals which eat them. What would be the consequence of a mass poisoning of the rabbit population in a grazing food chain and why? (a) Plants would die quickly as they are eaten by rabbits (b) Grasshopper would die quickly as all the animals in the food web would be affected (c) Western rattlesnakes would quickly become poisoned as they eat rabbits (d) Hawk would become poisoned as they feed on rabbits

(v) Greenhouse effect is due to

Energy flow is the key function of an ecosystem. It is determined by the two basic laws of thermodynamics. Flow of energy in our ecosystem is unidirectional. Green plants capture approximately about 1% of the solar energy incident on the earth to carry out the process of photosynthesis. In an ecosystem, transfer of energy follows 10 percent law, i.e., only 10% energy is transferred from one trophic level to another and remaining 90% of energy is lost in respiration. (i) Read the given statements and select the incorrect one(s). I. At each trophic level organisms utilise energy in respiration. II. Only 10 percent of the solar radiations that fall on earth is used by green plants. III. Green plants are the ultimate source of entire energy as most of the food chain begin with them. IV. A food chain usually consist of 3-4 trophic levels.

(ii) Refer to the given flow chart. Plants \(\rightarrow\)  Rat \(\rightarrow\)  Snake 20 units   2 units   0.2 unit The given flow chart states that (a) flow of energy in an ecosystem is unidirectional (b) as we move along in a food chain the number of individuals at each trophic level decreases (c) only 10% of the total energy becomes available to next trophic level (d) both (a) and (c). (iii) Nearly 90% of the energy is wasted while moving from one trophic level to other. This energy is used in

(v) Which of the following correctly states the processes involved in energy transfer between the trophic levels?

*****************************************

Cbse 10th standard science subject case study questions answer keys.

(I) (b) : H 2 is oxidised to HCI while Cl 2 is reduced to HCl. (ii) (c) \((iii) (c): 2 \mathrm{Fe} \mathrm{Cl}_{3}+\mathrm{H}_{2} \mathrm{~S} \longrightarrow 2 \mathrm{FeCl}_{2}+2 \mathrm{HCl}+\mathrm{s}\) H 2 Sitself gets oxidised to Sand reduces FeCl 3 to FeCI 2 (iv) (a ): ZnO is reduced to Zn and CO is oxidised to CO 2 (v) (b) : H 2 O 2 is reduced to water by removal of oxygen.

(i) (c): As the pH value increases from 7 to 14, it represents decrease in H+ ion concentration in the solution. (ii)  (c) : pH = -log l0  [H + ] = 8 log l0  [H + ] =-8 [H + ] = 10 - 8 mol/L (iii) (a) (iv) (b): C 2 H 5 OH is not an ionic compound, it is a covalent compound and hence does not give H + ions in aqueous solution. (v) (c) : (a) Lower the pH of the solution, more acidic is the solution and higher is the [H + ] ions Thus, solution P (pH = 1) has higher [H + ] ions than solution R (pH = 3). (b) Higher the pH of the solution, more basic is the solution and higher is the [OH - ] ions Thus, solution Q (pH = 9) has lower [OH - ] ions than solution S (pH = l3). (c) Solution P (pH = 1) is acidic which turns blue litmus solution red whereas solution Q (pH = 9) is basic which turns red litmus solution blue. (d) Solution P (pH = 1) is highly acidic while solution S (pH = l3) is highly basic and solution Q (pH = 9) is weakly basic.

\({ (i) }(\mathrm{b}): \mathrm{Na}_{2} \mathrm{CO}_{3}+\mathrm{H}_{2} \mathrm{O}+\mathrm{CO}_{2} \longrightarrow 2 \mathrm{NaHCO}_{3}\)   (ii) (b) :  \(\mathrm{NaHCO}_{3}+\mathrm{CH}_{3} \mathrm{COOH} \longrightarrow \mathrm{CH}_{3} \mathrm{COONa}\)   \(+\mathrm{CO}_{2} \uparrow+\mathrm{H}_{2} \mathrm{O}\) Carbon dioxide gas is evolved which turns limewater milky. It extinguishes a burning splinter since it is not a supporter of combustion. It dissolves in sodium hydroxide solution and it is an odourless gas. \({ (iii) }(\mathrm{c}): 2 \mathrm{NaHCO}_{3} \stackrel{\text { Heat }}{\longrightarrow} \mathrm{Na}_{2} \mathrm{CO}_{3}+\mathrm{H}_{2} \mathrm{O}+\mathrm{CO}_{2}\) NaHCO 3 is soluble in water. \({ (iv) }(\mathbf{b}): \mathrm{NaHCO}_{3}+\mathrm{CH}_{3} \mathrm{COOH} \longrightarrow\)   \(\mathrm{CH}_{3} \mathrm{COONa}+\mathrm{CO}_{2}+\mathrm{H}_{2} \mathrm{O}\) (v) (c): It is not used in manufacture of soap .

(i) (d) (Ii) (b): '2' is an ionic compound \({ (iii) }(\mathrm{a}): \mathrm{Mg} \longrightarrow \mathrm{Mg}^{2+}+2 e^{-}\)    \(\mathrm{Cl}+e^{-} \longrightarrow \mathrm{Cl}^{-}\)    \(\mathrm{Mg}^{2+}+2 \mathrm{Cl}^{-} \longrightarrow \mathrm{MgCl}_{2}\)              2,8,2           2,8                    2,8,7                    2,8,8  \((\text { iv })(\mathrm{d}): \mathrm{Na} \longrightarrow \mathrm{Na}^{+}+e^{-}\)                 2,8,1        2,8 (v) (c): (a) and (d) represent electronegative elements and (b) represents a noble gas.

(i) (c) : Molecular formula of (Q) is CSH1Sas it has two carbon atoms less than (P). (ii) (c): Compounds (P), (Q) and (R) are alkanes having general formula C n H 2n+2 . (iii) (a): Molecular formula of (R) is C 12 H 26  as it has two carbon atoms more than (P) (iv) (b): Compound (P), (Q) and (R) belong to same homologous series so they have different physical properties but similar chemical properties. They have same general formula C n H 2n+2 .They . differ by 2 carbon atoms and 4 hydrogen atoms. (v) (a)

(i) (a): As the size of the atom increases down the group, electropositive character increases. (ii) (c): Li is the first element of the second period. As the size decreases in the period from left to right, therefore, Li is the largest atom in the period. (iii) (c): Al (Z = 13) : 2, 8, 3 (iv) (b): Metallic character of elements decreases from left to right and increases down the group. (v) (a): As we move from left to right along a period, the number of valence electrons increases from 1 to 8.

(i) (a): In human, cellulose is indigestible as it cannot be broken into smaller molecules due to absence of cellulase enzyme. (ii) (b): Finger-like projections that come out from mucosa of intestine form villi. Cells lining the villi produce numerous microscopic projections called microvilli giving a brush border appearance which increase the surface area for absorption enormously. Villi has a good supply of capillaries and a large lymph vessel for absorption of nutrients. If the inner lining of the small intestine will be smooth, the surface for absorption will be reduced. (iii) (a) (iv) (c) (v) (b)

(i) (c): A- Artery: Carries blood from heart to different body parts. It is thick-walled and elastic. It acts as a "pressure reservoir" for maintaining the blood flow. B - Capillary : Nutrients, hormones, gases, etc. can diffuse into tissue cells through capillaries and vice versa. It is thin-walled, and only one cell layer thick resting on basement membrane. C - Vein: Brings blood from different body parts to the heart. It is thin-walled and act as low-resistance conduct for blood flow. D - Pulmonary vein: Two pulmonary veins from each lung transport the oxygenated blood to the left atrium. (ii) (d): In amphibians, the left atrium receives oxygenated blood from the gills/lungs/skin and the right atrium gets the deoxygenated blood from other body parts. However, they get mixed up in the single ventricle which pumps out mixed blood i.e., incomplete double circulation (iii) (d): Whale is a mammal and in mammals, two separate circulatory pathways are found - systemic circulation and pulmonary circulation. Oxygenated and deoxygenated bloods received by the left and right atria respectively pass on to the left and right ventricles. Thus, oxygenated and deoxygenated bloods are not mixed. This is referred to as double circulation. (iv) (a) (v) (c): Pulmonary circulation is the movement of blood between heart and lungs. During this pathway deoxygenated blood entering the right atrium, moves into the right ventricle. From here it moves through the pulmonary arch into the lungs for oxygenation. Then from lungs the oxygenated blood moves into the left atrium through pulmonary veins.

(i) (b): The tiny spores of bread mould (Rhizopus) are always present in air. On coming in contact with moist surface of bread slice they settle on it and germinate to form new fungal hyphae which first look like white cottony mass and later turns black. (ii) (a): Mucor (fungus) reproduces asexually through spore formation. (iii) (d) (iv) (c) : Bacteria produce endospore which is a dormant and tough structure that enables bacteria to remain dormant for extended periods under unfavorable conditions. (v) (d)

(i) (a) : Characters studied by Mendel are as follows:

(i) (a): The angle between the two refracting surfaces of a prism is called angle of prism. (ii) (b): The angle between the incident ray and the emergent ray is called angle of deviation. (iii) (d): As the ray of light enters from rarer medium (air) to denser medium (glass), the angle of incidence is more than angle of refraction. (iv) (c): More be the refractive index, more be the angle of deviation and it also depends on the refractive index of prism. (v) (c): The refraction of light takes place through rectangular surfaces.

(i) (c): No two magnetic field lines are found to cross each other. If two field lines crossed each other, it would mean that at the point of intersection, the compass needle would point in two directions at the same time, which is not possible. (ii) (d): The magnetic field and hence the magnetic line of force exist in all the planes all around the magnet. (iii) (d): The relative strength of the magnetic field is shown by the degree of closeness of the field lines and the direction of the magnetic field is obtained by tangent to the field lines at the point of intersect. (iv) (d): The magnetic field lines due to a bar magnet are closed continuous curves directed from N to S outside the magnet and directed from S to N inside the magnet. Hence option (d) is correct. v) (d): Inside a bar magnet, the direction of field lines is from south pole to north pole

(i) (a): Due to bio-rnagnification, the concentration of DDT will always be less in zooplanktons than large fish (ii) (c) (iii) (b) : Due to bio-rnagnification the nonbio-degradable chemicals such as DDT accumulate and go on concentrating at each trophic level. (iv) (d) : Higher amounts of DDT disturb calcium metabolism of birds resulting in thinning of egg shells and their prematllre breaking that kills the embryos. (v) (d)

( i) (b) : In the given pie chart, gases P, Q, Rand S respectively are CO 2 , CH 4 , CFCs and N 2 O. Methane is produced by incomplete combustion of biomass. (ii) (c): Methane (gas Q) is produced by incomplete biomass combustion and incomplete decomposition mostly by anaerobic methanogens. Flooded paddy fields, marshes and cattles are the major source of this gas. (iii) (c) : CO 2 is the principal greenhouse gas that helps to keep the earth warm. (iv) (d) (v) (c)

(i) (b): 1% of solar radiation is captured by plants. Sun is the ultimate source of all energy. (ii) (d) (iii) (d) (iv) (d): The given pyramid is pyramid of energy that shows the two basic laws of thermodynamics. (v) (c): Light energy from the sun is converted to chemical energy in producers via photosynthesis. This chemical energy is then transferred to primary consumer, then subsequently to secondary consumer via feeding.

Related 10th Standard CBSE Science Materials

10th standard cbse syllabus & materials, cbse 10th maths probability chapter case study question with answers, cbse 10th maths statistics chapter case study question with answers, cbse 10th maths surface areas and volumes chapter case study question with answers, cbse 10th maths areas related to circles chapter case study question with answers, cbse 10th maths circles chapter case study question with answers, cbse 10th maths some applications of trigonometry chapter case study question with answers, cbse 10th maths introduction to trigonometry chapter case study question with answers, cbse 10th maths coordinate geometry chapter case study question with answers, cbse 10th maths triangles chapter case study question with answers, cbse 10th maths arithmetic progressions chapter case study questions with answers, cbse 10th maths quadratic equations chapter case study questions with answers, cbse 10th social science the making of a global world chapter case study question with answers, cbse 10th social science nationalism in india chapter case study question with answers, cbse 10th social science the rise of nationalism in europe chapter case study question with answers, cbse 10th maths pair of linear equation in two variables chapter case study question with answers.

Class VI to XII

Tn state board / cbse, 3000+ q&a's per subject, score high marks.

10th Standard CBSE Study Materials

10th Standard CBSE Subjects

• CBSE Class 10 Study Material

CBSE Class 10 Science Case Study Questions for Term 2 Exam 2022 (with Answers): Best for Last Minute Revision

Check case study questions curated by experts for cbse class 10 science to prepare for the term 2 exam 2022. download chapter-wise questions in pdf and practice to score high marks in the exam..

Check some of the important case study questions below:

Q. Read the following carefully and answer the questions .

In covalent compounds atoms share valence electrons to satisfy the octet. Each atom shares one pair or two pairs or three pairs of electrons depending on their combining capacity. In electron dot structures only number of valence electrons are shown around the symbols of constituent atoms. Carbon using its valency of four can make either single, double or triple bonds with other carbon atoms or any other atoms. Carbons self-linking property is called catenation. In hydrocarbons carbon makes aliphatic or cyclic molecules they are either saturated or unsaturated. Based on these facts Read the following paragraph and answer the questions given below.

An element X combines with Y to form a colourless odourless gas, Z which turns lime water milky is the major constituent of all organic molecules. Five X atoms combines with hydrogens to form a cyclic saturated hydrocarbon J and aliphatic unsaturated hydrocarbon Q. Q is used in gas welding.

(1) Identify compound Z and draw its electron dot structure.

(2) Write the chemical formula and IUPAC name of compound Q

(3) What is the common name of Q

(4) How many single covalent bonds are present in compound J?

1) Z is CO 2 its electron dot structure is

2) C 2 H 2 , ethyne

3) Acetylene

Q. Read the following carefully and answer the questions.

Atoms of eight elements A, B, C, D, E, F, G and H have the same number of shells but different number of electrons in their outermost shell. It was found that elements A and G combine to form an ionic compound. This compound is added in a small amount to almost all vegetable dishes during cooking. Oxides of elements A and B are basic in nature while those of E and F are acidic. The oxide of D is almost neutral.

Based on the above information answer the following questions:

(1) To which group or period of the Periodic Table do the listed elements belong?

(2) What would be the nature of compound formed by a combination of elements B and F?

(3) Which two of these elements could definitely be metals?

(4) If the number of electrons in the outermost shell of elements C and G be 3 and 7 respectively, write the formula of the compound formed by the combination of C and G.

1. A and B belong to group 1 and 2 because they form basic oxides.

C belongs to group 13 as it has 3 valence electrons.

D belongs to group 14 as it forms almost neutral oxide.

E and F belong to group 15 and 16 as they form acidic oxides,

G belongs to group 17 as it has 7 valence electrons and

H belongs to group 18.

They belong to 3rd period of the Periodic Table because AG is NaCl, added in a small amount to almost all vegetable dishes during cooking and Na and Cl belong to 3rd period.

2. Ionic compounds will be formed because ‘B’ is metal and ‘F’ is non-metal. ‘B’ can lose two electrons and ‘F’ can gain two electrons.

3. A and B are definitely metals as they form basic oxides.

4. CG3 is the formula of the compound formed by combination of C and G.

Get here latest School , CBSE and Govt Jobs notification and articles in English and Hindi for Sarkari Naukari , Sarkari Result and Exam Preparation . Download the Jagran Josh Sarkari Naukri App .

• India Post GDS Merit List 2024
• India Post GDS Result 2024
• UP Police Constable Admit Card 2024
• UGC NET Exam Analysis 2024
• UPSC Calendar 2025
• India GDS Merit List 2024 PDF
• UP Police Exam Analysis 2024 Live Updates
• Happy Janmashtami Wishes
• Sri Krishna
• Janmashtami Wishes in Hindi
• Education News
• CBSE Study Material
• CBSE Class 10

Latest Education News

Janmashtami Quotes, Wishes in Hindi 2024: इस श्री कृष्ण जन्माष्टमी अपनों को भेजें ये प्रेम और आस्था से भरे हार्दिक शुभकामनाएं संदेश

क्यों चर्चाओं में हैं BHISHM क्यूब्स, जानें

UPSC CDS 2024 Last Week Revision Tips: Check Subject-wise Strategy and Preparation

SSC Stenographer Previous Year Question Paper, Download PDF

Optical Illusion: Only 2% with high IQ can spot the number 79 in 5 seconds!

UPUMS Recruitment 2024 Notification for 82 Non Teaching Group C Vacancies

उत्तर प्रदेश के किस जिले में है रजा लाइब्रेरी, जानें

NABARD Grade A Admit Card 2024 Out at nabard.org: Download Assistant Manager Call Letter

ICC Women’s T20 World Cup 2024: किसका बदला कप्तान, कौन हुआ बाहर, सभी टीमों की फुल स्क्वॉड यहां देखें

Difference Between North Pole and South Pole

Maharashtra Becomes First State to Adopt Unified Pension Scheme: Who Will Benefit From This Decision?

Top 5 Govt Jobs of the Day-Aug 26, 2024: Apply Online for 1050+ Assistant Manager, Engineer, Faculty, Peon and other Jobs

MHT CET Counselling 2024 CAP Round 2 Provisional Allotment Out, Download at cetcell.mahacet.org

NBA Summer League 2024: Full Schedule, TV Broadcast Schedule, Live Streaming and More

Inland Waterways IWAI Recruitment 2024 Out, Apply Online for 37 Various Posts

JKSSB Patwari Admit Card 2024 OUT at jkssb.nic.in: Download SSBJK Call Letter

TNDALU Admission 2024: TNDALU LLM Seat Allotment Result Out at tndalu.ac.in; Check Fee Structure

NCERT Books for Class 10 Social Science PDF (2024-2025)

CBSE Class 10 Science Syllabus 2024-25 with Exam Pattern: Download PDF Here

CBSE Class 10 Maths Syllabus 2024-2025 with Weightage Distribution and Question Paper Design; Download PDF

CBSE Expert

Class 10 Science: Case Study Chapter 10 Light Reflection and Refraction PDF Download

In CBSE Class 10 Science Paper, Students will have to answer some questions based on  Assertion and Reason . There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given.

Here we are providing you with Class 10 Science Chapter 10 Light Reflection and Refraction Case Study Questions, by practicing these Case Study and Passage Based Questions will help you in your Class 10th Board Exam.

Case Study Chapter 10 Light Reflection and Refraction

Here, we have provided case-based/passage-based questions for Class 10 Science  Chapter 10 Light Reflection and Refraction

Case Study/Passage-Based Questions

Question 1:

The spherical mirror forms different types of images when the object is placed at different locations. When the image is formed on the screen, the image is real and when the image does not form on-screen, the image is virtual. When the two reflected rays meet actually, the image is real and when they appear to meet, the image is virtual. A concave mirror always forms a real and inverted image for different positions of the object. But if the object is placed between the focus and pole, the image formed is virtual and erect. A convex mirror always forms a virtual, erect, and diminished image. A concave mirror is used as a doctor’s head mirror to focus light on body parts like eyes, ears, nose, etc., to be examined because it can form erect and magnified images of the object. The convex mirror is used as a rear view mirror in automobiles because it can form a small and erect image of an object.

(i) When an object is placed at the center of curvature of a concave mirror, the image formed is

Answer: (c) same size as that of the object

(ii) No matter how far you stand from a mirror, your image appears erect. The mirror is likely to be

Answer: (d): The image is erect in a plane mirror and also in a convex mirror, for all positions of the object.

(iii) A child is standing in front of a magic mirror. She finds the image of her head bigger, the middle portion of her body of the same size and that of the legs smaller. The following is the order of combinations for the magic mirror from the top.

Answer: (c) : As the image of head is bigger, the upper portion of magic mirror is concave. The middle portion of the image is of same size, so, middle portion of magic mirror is plane. Now, the image of legs looks smaller, therefore, the lower portion of magic mirror is convex.

(iv) To get an image larger than the object, one can use (a) convex mirror but not a concave mirror (b) a concave mirror but not a convex mirror (c) either a convex mirror or a concave mirror (d) a plane mirror.

Answer: (b) a concave mirror but not a convex mirror

(v) A convex mirror has wider field of view because (a) the image formed is much smaller than the object and large number of images can be seen (b) the image formed is much closer to the mirror (c) both (a) and (b) (d) none of these.

Answer: (c) both (a) and (b)

Question 2:

The lenses form different types of images when objects are placed at different locations. When a ray is incident parallel to the principal axis, then after refraction, it passes through the focus or appears to come from the focus.

When a ray goes through the optical center of the lens, it passes without any deviation. If the object is placed between the focus and the optical center of the convex lens, an erect and magnified image is formed.

As the object is brought closer to the convex lens from infinity to focus, the image moves away from the convex lens from focus to infinity. Also, the size of the image goes on increasing and the image is always real and inverted.

A concave lens always gives a virtual, erect, and diminished image irrespective of the position of the object.

(i) The location of image formed by a convex lens when the object is placed at infinity is (a) at focus (b) at 2F (c) at optical center (d) between Fand 2F

Answer: (a) at focus

(ii) When the object is placed at the focus of concave lens, the image formed is (a) real and smaller (b) virtual and inverted (c) virtual and smaller (d) real and erect

Answer: (b) virtual and inverted

(iii) The size of image formed by a convex lens when the object is placed at the focus of convex lens is (a) small (b) point in size (c) highly magnified (d) same as that of object

Answer: (c) highly magnified

(iv) When the object is placed at 2F in front of convex lens, the location of image is (a) at F (b) at 2 F on the other side (c) at infinity (d) between F and optical center

Answer: (b) at 2 F on the other side

(v) At which location of object in front of concave lens, the image between focus and optical centre is formed (a) anywhere between centre and infinity (b) at F (c) at 2F (d) infinity

Answer: (a) anywhere between centre and infinity

You can also practice  Class 10 Science MCQ Questions  for Board Exams.

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Download India's best Exam Preparation App Now.

Key Features

• Revision Notes
• Important Questions
• Previous Years Questions
• Case-Based Questions
• Assertion and Reason Questions

No thanks, I’m not interested!

Case Study Question for Class 10 Science (CBSE Board)

Case Study Question Class 10 Science for CBSE Board: Understudies can discover the chapter astute vital questions for course 10th Science within the table underneath. These imperative questions incorporate questions that are regularly inquired in a long time. Moreover, arrangements are to give for these questions, with extraordinary accentuation on ease-of-study. Tap on the joins underneath to begin investigating.

Case Study Question for Class 10 Science Ch. 1 to 16

Case study: 1.

Ans. Traits like ‘T’ are called dominant traits, while those that behave like ‘t’ are called recessive traits./Alternatively accept the definition of dominant and recessive traits with examples of T and t respectively /Alternatively accept the law of Dominance with examples of T and t.

When F1 plants were cross – pollinated with plants having tt genes, a total of 800 plants were produced. How many of these would be tall, medium height or short plants? Give the genotype of F 2 generation.

Case Study: 2 Question Class 10 Science

2) Ansari Sir was demonstrating an experiment in his class with the setup as shown in the figure below. (CBSE Sample Paper 2022)

c.) Consider the situation where the Magnet goes in and out of the coil. State two changes which could be made to increase the deflection in the galvanometer.

This is due to changing magnetic field /flux associated with the coil as the magnet moves in and out.

Case Based Questions Class 10 Science Chapter-wise:

Leave a Reply Cancel reply

We have a strong team of experienced teachers who are here to solve all your exam preparation doubts, dav class 5 math solutions chapter 2 operations on large numbers, ncert solutions class 6 math ganita prakash, ncert solutions class 6 math ganita prakash chapter 5 prime time, ncert solutions class 6 math ganita prakash chapter 10 the other side of zero.

Case Study Questions Class 10 Science Chapter 8 How Do Organisms Reproduce

• Post author: studyrate
• Post published:
• Post category: class 10th
• Post comments: 0 Comments

Case study Questions Class 10 Science Chapter 8  are very important to solve for your exam. Class 10 Science Chapter 8 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving case study-based questions for Class 10 Science Chapter 8 How Do Organisms Reproduce

Join our Telegram Channel, there you will get various e-books for CBSE 2024 Boards exams for Class 9th, 10th, 11th, and 12th.

In CBSE Class 10 Science Paper, Students will have to answer some questions based on  Assertion and Reason . There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

How Do Organisms Reproduce Case Study Questions With Answers

Here, we have provided case-based/passage-based questions for Class 10 Science  Chapter 8 How Do Organisms Reproduce

Case Study/Passage-Based Questions

Question 1:

The male reproductive system consists of portions that produce the germ cells and other portions that deliver the germ cells to the site of fertilization. Testes are located outside the abdominal cavity in the scrotum because sperm formation requires a lower temperature than normal body temperature. It also has a role of secretion of male sex hormone which brings changes in appearance seen in boys at the time of puberty. Vas deferens unites with a tube coming from the urinary bladder. The urethra is a common passage for sperms and urine. The prostate gland and seminal vesicles add their secretions so that sperms are now in a fluid.

(i) Name the sex hormone associated with males. (a) Testosterone (b) Progesterone (c) Oestrogen (d) None of these

Answer: (a) Testosterone

(ii) Which of the following statements is incorrect ? (a) Sperms are present in a fluid (b) Fluid provides nutrition to sperms (c) Fluid makes easier transportation of sperms (d) Fluid helps to bind the sperms together

(iii) Testes are located outside the abdominal cavity in scrotum because (a) sperms formation requires higher temperature than body temperature (b) sperms formation requires lower temperature than body temperature (c) it is easier to transport sperms from the scrotum (d) None of these

Answer: (b) sperms formation requires lower temperature than body temperature

(iv) Which of the following statement is incorrect? (a) Sperms and urine has a common passage from urethra.

(b) Sperms have long tail that helps them to move forward. (c) Sperms contain genetic material. (d) Sperms formation requires 1–3°C higher temperature than normal body temperature.

Answer: (d) Sperms formation requires 1–3°C higher temperature than normal body temperature.

(v) What is the nature of semen? (a) slightly acidic (b) Neutral (c) Slightly basic (d) Strongly basic

Answer: (c) Slightly basic

Question 2:

Rohit collected some pond water which was dark green in color in a test tube. She took out green-colored mass from it and separated its filaments by using needles. She broke some filaments into small fragments and put them in a Petri dish containing clean water. She observed that after a few days the small fragments gave rise to complete filaments.

2.1) What do you think the mass of green filament was ?  (a) It was a mass of Spirogyra filament. (b) It was a colony of Volvox algae. (c) It was large brown algae. (d) It was a mass of fungal filaments

Answer:(a) It was a mass of Spirogyra filament. ​

2.2) Organisms that reproduces in similar ways as Spirogyra is : (a) yeast (b) hydra (c) Planaria (d) Sea anemone

Answer: (d) Sea anemone ​

2.3) The small fragment gave rise to new filament. What does it indicate  ? (a) Spirogyra reproduces asexually through budding. (b) Spirogyra reproduces asexually through spore formation. (c) Spirogyra reproduces asexually through fragmentation. (d) Spirogyra reproduces asexually through fission

Answer: (c) Spirogyra reproduces asexually through fragmentation. ​

2.4) Which among the following organisms do not reproduce by fragmentation ? (a) Riccia  (b) Selaginella (c) Aurelia (d) Marchantia

Answer: (c) Aurelia. ​

2.5) Select the correct statement from the following. (a) Only multicellular organisms can undergo fragmentation. (b) Both unicellular and multicellular organisms can undergo fragmentation. (c) Fragmentation is sexual mode of reproduction. (d) Fragmentation is found only in algae

Answer: (a) Only multicellular organisms can undergo fragmentation ​

Question 3:

In humans, if the egg is not fertilized, it lives for about one day. Since the ovary releases one egg every month, the uterus also prepares itself every month to receive a fertilized egg. Thus its lining becomes thick and spongy. This would be required for nourishing the embryo if fertilization had taken place. Now, however, this lining is not needed any longer. So, the lining slowly breaks and comes out through the vagina as blood and mucous. This cycle takes place roughly every month and is known as menstruation. It usually lasts for about two to eight days.

3.1) What is the sexual cycle in human female that takes place every 28 days and marked by bleeding ? (a) Sexual cycle (b) Reproductive cycle (c) Menstrual cycle (d) Blood cycle

Answer: (c) Menstrual cycle ​

3.2) If fertilisation takes place, it results in the formation of : (a) an embryo (b) a zygote (c) a foetus (d) a placenta

Answer: (b) a zygote ​​

3.3) Why does vaginal bleeding occur in human females on attaining puberty ? (a) Unfertilised egg along with thick uterus lining come out of vagina in form of bleeding. (b) In human females, ovaries start releasing egg or ovum once every 28 days from the age of puberty. (c)  If fertilisation does not occur then menstrual flow occurs at the end of cycle. (d) All of these 

Answer: (d) All of these  ​​​

3.4) In what conditions vaginal bleeding will not occur in a human female who has attained puberty ? (a) If the ovum is fertilised (b) If the ovum is not fertilised (c) If there is some hormonal imbalance in female (d) Both (a) and (b)

Answer: (d) Both (a) and (b)  ​​​

3.5) Mark one change from the following associated with sexual maturation in boys ? (a) loss of milk teeth (b) weight gain (c) increase in height  (d) cracking of voice

Answer: (d) cracking of voice ​​​

Question 4: A newly married couple does not want have children for few years. They consulted a doctor who advised them barrier method and chemical method of birth control. Yet another couple who already have two children and are middle aged also consulted doctor for some permanent solution to avoid unwanted pregnancy. Doctor advised them surgical method of birth control.

Another category of contraceptives acts by changing the hormonal balance of the body so that eggs are not released and fertilisation cannot occur. These drugs commonly need to be taken orally as pills. However, since they change hormonal balances, they can cause side-effects too. Other contraceptive devices such as the loop or the copper-T are placed in the uterus to prevent pregnancy. Again, they can cause side effects due to irritation of the uterus.

4.1) What are the barrier methods of birth control ? (a) Condoms (b) Oral pills (c) Surgery (d) Both (a) and (c)

Answer: (a) Condoms ​​​

4.2) How physical barrier prevent pregnancy ? (a) They kill the sperms. (b) They kill the ovum. (c) They prevent intercourse. (d) They prevent fertilisation

Answer: (d) They prevent fertilisation. ​​​

4.3) How chemical methods prevent pregnancy ? (a) Vaginal pills contain chemical called spermicides which kill the sperms.  (b) Oral pills prevent ovulation so there will be no fertilisation. (c) Oral pills stop menstruation in females. (d) Both (a) and (b) 

Answer: (d) Both (a) and (b) ​​​

4.4) Select the correct statement regarding surgical method of birth control.  (a) It involves termination of pregnancies in women particularly after eight weeks of conception. (b) Small portion of sperm duct or vas deferences in males is removed by surgical operation and both cut ends are ligated properly. (c) Small portion of oviducts in females is removed by surgical operation and cut ends are ligated.  (d) Both (b) and (c) 

Answer: (d) Both (b) and (c) ​​​

4.5) Select the correct statement regarding birth control methods. (a) Barrier method of birth control also protects the couple from sexually transmitted diseases. (b) Some women experience unpleasant side effects on taking oral pills because of change in hormonal balance in body. (c) Surgical method in males is called vasectomy and in females is called tubectomy. (d) All of these

Answer: (d) All of these ​​​

Hope the information shed above regarding Case Study and Passage Based Questions for Class 10 Science Chapter 8 How do Organisms Reproduce with Answers Pdf free download has been useful to an extent. If you have any other queries of CBSE Class 10 Science How do Organisms Reproduce Case Study and Passage Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible. By Team Study Rate

You Might Also Like

Case study questions class 10 civics – political parties, (2024) class 10 science handwritten notes pdf download, case study questions class 10 science chapter 13 magnetic effects of electric current, leave a reply cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Gurukul of Excellence

Classes for Physics, Chemistry and Mathematics by IITians

Category: Case Study Questions for Class 10 Science

Join our Telegram Channel for Free PDF Download

Case Study Questions for Class 10 Science Chapter 7 Control and Coordination

Case study questions for class 10 science chapter 15 our environment, case study questions for class 10 science chapter 13 magnetic effect of electric current, case study questions for class 10 science chapter 12 electricity, case study and passage based questions for class 10 science chapter 8 how do organisms reproduce, case study and passage based questions for class 10 science chapter 5 periodic classification of elements, case study and passage based questions for class 10 science chapter 10 light reflection and refraction, case study and passage based questions for class 10 science chapter 3 metals and non metals, case study and passage based questions for class 10 science chapter 6 life processes, case study and passage based questions for class 10 science chapter 11 the human eye and the colourful world, case study and passage based questions for class 10 science chapter 4 carbon and its compounds, case study and passage based questions for class 10 science chapter 9 heredity and evolution, case study and passage based questions for class 10 science chapter 2 acids, bases and salts, case study and passage based questions for class 10 science chapter 1 chemical reactions and equations.

Editable Study Materials for Your Institute - CBSE, ICSE, State Boards (Maharashtra & Karnataka), JEE, NEET, FOUNDATION, OLYMPIADS, PPTs

Information

• Author Services

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

Original Submission Date Received: .

• Active Journals
• Find a Journal
• Proceedings Series
• For Authors
• For Reviewers
• For Editors
• For Librarians
• For Publishers
• For Societies
• For Conference Organizers
• Open Access Policy
• Institutional Open Access Program
• Special Issues Guidelines
• Editorial Process
• Research and Publication Ethics
• Article Processing Charges
• Testimonials
• Preprints.org
• SciProfiles
• Encyclopedia

Article Menu

• Subscribe SciFeed
• Google Scholar
• on Google Scholar
• Table of Contents

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

“curious is as curious does”: fostering question-asking in a sino-foreign engineering school—a case study.

1. Introduction

2. literature review, 2.1. curiosity, 2.2. question-asking, curiosity, and stem, 2.3. question-asking: culture and gender, 2.4. research questions.

• What are students’ perceptions about question-asking and curiosity in research following a project-based learning intervention in a communications course, and what role does gender play in this process?

3. Materials and Methods

3.1. participants and context, 3.2. procedure and analysis, 4.1. curiosity and question-asking.

“During the whole process, we learned a lot about the history of the Nobel prize, the life and research experiences of each prize winner. The solid knowledge foundation and a strong sense of curiosity motivated this successful research, which also inspire me to work harder and be more curious to find some questions rises from life (author’s emphasis). We got an insight of the timeline of its discovery and were excited by the indefatigable spirit of exploration” .

“During this project, finding sparks is a very interesting entry point for me to understanding better. The Nobel Prize is an ambitious project, but no matter how ambitious the study was also started by an original spark, a small idea (author’s emphasis). I think it’s very inspiring: grab some sparks and keep working on them, never give up, maybe you can also be the next Nobel winner” .

“[The discovery of graphene by isolating it from chemical waste] “Actually it was totally strange behavior for a scientist since chemical waste is always useless and dangerous. But Geim acted from curiosity, and with this strange behavior he created a legend. Probably, I should put more curiosity into everything around me.” Geim impressed another student as well, “…I have a lot of new understanding of science from Andre Geim. He won both the Ig Noble prize awarded to research that makes people laugh and the 2010 Nobel Prize. I think the source of success is curiosity. He always has strange ideas which can achieve very amazing results…. So, I think in my study I need to keep curious all the time. The strange ideas are not bad. Sometimes they may be the source to success” .

“I also saw that winning the Nobel Prize is actually a consequent result of his [Dr. Honjo] extraordinary traits of perseverance and curiosity. The project acts as a powerful tool to show us how these qualities matter in our life.” Also, “From Dr. Feynman’s life I know that curiosity is not only important, but also makes life interesting and that being proficient and focused on one’s own profession is almost the best gift to life” .

“I also learned that scientists who won the Nobel Prize are not always excellent and untouchable. They would be distressed about finishing their undergraduate studies. But he [Yoshinori] also had one of the qualities that all successful scientists almost invariably have, which is a constant curiosity and thirst for knowledge. All these will affect my future study” .

4.2. Gender and Change in Attitude towards Question-Asking

“I learned [from Frances Arnold] good scientific spirit. She is a feminist and showed me that women can be powerful too” .

“It was surprising to see how few female Nobel Prize winners there were, which made me think more about gender inequality in science” .

“We marveled at her [Frances Arnold] experience and were impressed by her perseverance. At the same time, all the members of group saw ourselves as new age women. We are convinced that setbacks cannot stop is, that the future is created by us, that the core of scientific discovery lies in discovering “no man’s land”, and we must dare to discover and innovate!”

“In the process of preparing the speech, we studied the whole procedure of the discovery, and we also had a deeper understanding of the Nobel prize itself. I highly appreciate the laureates’ love for science, meticulous attitude towards research projects, and perseverance in the face of difficulties. Their deeds inspired me to study and work harder in the future, trying to change the situation that there are far fewer female winners than male winners (author’s emphasis)” .

“I am really shy to present my ideas, but this project helped me become more confident in asking questions and participating” . (Female student)

“Curiosity drives us to find the facts, and this project reinforced my ability to ask questions and engage with the material” . (Male)

“I feel more confident now, but I still find it challenging to ask questions in front of the whole class” . (Female)

“Asking questions has always been something I enjoy, and this project made me even more confident in doing so” . (Male)

4.3. Learning from Researchers’ Biographies: Failure and Perseverance

“But in this project, through step by step understanding of Nobel Prize winners. I also slowly discovered that these legendary geniuses are actually just ordinary people like us, who make mistakes and fail. It’s just that they work harder than us, have a solid academic foundation, and have more perseverance” .

“During the whole process, we learned a lot about the history of Nobel prize, the life and research experiences of each prize winner. The solid knowledge foundation and a strong sense of curiosity motivated this successful research, which also inspire me to work harder and be more curious to find some questions rises from life. We got an insight of the timeline of its discovery and were excited by the indefatigable spirit of exploration” .

“By learning about the biographies of the three winners, I found that they have several things in common: 1. they all have their own teams; 2. none of the research processes are smooth (author’s emphasis); 3. the research results among the three complement each other” .

5. Discussion

6. limitations and conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

• Ciechanover, A.; Shalev, E. Special Issue: Introductory Note (Adv. Funct. Mater. 18/2020). Adv. Funct. Mater. 2020 , 30 , 2070112. [ Google Scholar ] [ CrossRef ]
• Eizenberg, M. Research at GTIIT: The Birth of Guangdong Technion–Israel Institute of Technology: Innovative and Sophisticated Education and Research in China (Adv. Funct. Mater. 18/2020). Adv. Funct. Mater. 2020 , 30 , 2070117. [ Google Scholar ] [ CrossRef ]
• Li, Y.; Emin, M.; Zhou, Q.; Zhang, J.; Hu, W. The relationship between epistemic curiosity and creativity: Research status and educational implications. Future Educ. Res. 2023 , 1 , 115–128. [ Google Scholar ] [ CrossRef ]
• Simonton, D.K. Foresight, insight, oversight, and hindsight in scientific discovery: How sighted were Galileo’s telescopic sightings? Psychol. Aesthet. Creat. Arts 2012 , 6 , 243–254. [ Google Scholar ] [ CrossRef ]
• Eliyahu, E.B.; Assaraf, O.B.Z.; Lederman, J.S.; Eliyahu, E.B.; Assaraf, O.B.Z.; Lederman, J.S. Do Not Just Do Science Inquiry, Understand It! The Views of Scientific Inquiry of Israeli Middle School Students Enrolled in a Scientific Reserve Course. Res. Sci. Educ. 2021 , 51 , 1073–1091. [ Google Scholar ] [ CrossRef ]
• Jirout, J.J.; Zumbrunn, S.; Evans, N.S.; Vitiello, V.E. Development and Testing of the Curiosity in Classrooms Framework and Coding Protocol. Front. Psychol. 2022 , 13 , 875161. [ Google Scholar ] [ CrossRef ]
• Grossnickle, E.M. Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts. Educ. Psychol. Rev. 2016 , 28 , 23–60. [ Google Scholar ] [ CrossRef ]
• Ryan, R.M. The Oxford Handbook of Human Motivation ; Oxford University Press: Oxford, UK, 2012. [ Google Scholar ]
• Hwang, A.; Ang, S.; Marie Francesco, A. The Silent Chinese: The Influence of Face and Kiasuism on Student Feedback-Seeking Behaviors. J. Manag. Educ. 2002 , 26 , 70–98. [ Google Scholar ] [ CrossRef ]
• Rao, Z. Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System 2002 , 30 , 85–105. [ Google Scholar ] [ CrossRef ]
• Ma, Y.; Wang, T.; Wang, J.; La, A.; Chen, R.; Yan, X. A comparative study on scientific inquiry activities of Chinese science textbooks in high schools. Res. Sci. Educ. 2021 , 51 , 407–427. [ Google Scholar ] [ CrossRef ]
• Teng, W.; Ma, C.; Pahlevansharif, S.; Turner, J.J. Graduate readiness for the employment market of the 4th industrial revolution The development of soft employability skills. Educ. Train. 2019 , 61 , 590–604. [ Google Scholar ] [ CrossRef ]
• Zhang, X. Exploring the Interaction of EFL Student Writers with SFL-based Teaching and Teacher-written Feedback. Rev. Signos 2021 , 54 , 465–486. [ Google Scholar ] [ CrossRef ]
• Feldman, B. The Nobel Prize: A History of Genius, Controversy, and Prestige ; Arcade Publishing: New York, NY, USA, 2000. [ Google Scholar ]
• Zheng, X.; Zhou, W.; Ni, C.; Wang, C. The influencing mechanism of research training on Chinese STEM Ph.D. students’ career interests. Asia Pac. Educ. Rev. 2022 , 1–17. [ Google Scholar ] [ CrossRef ]
• Dickman, N.E. The Challenge of Asking Engaging Questions. Curr. Teach. Learn. 2009 , 2 , 3–16. [ Google Scholar ]
• Niva, A.; Markkula, J.; Annanperä, E. Junior Software Engineers’ International Communication and Collaboration Competences. IEEE Access 2023 , 11 , 139039–139068. [ Google Scholar ] [ CrossRef ]
• Smekalova, L.; Chaloupkova, P.; Nemejc, K.; Ny, V. Satisfaction with acquired transferable competences among university students in Cambodia. Asia Pac. Educ. Rev. 2024 , 25 , 19–29. [ Google Scholar ] [ CrossRef ]
• Litman, J. Curiosity and the pleasures of learning: Wanting and liking new information. Cogn. Emot. 2005 , 19 , 793–814. [ Google Scholar ] [ CrossRef ]
• Berlyne, D.E. A theory of human curiosity. Br. J. Psychol. 1954 , 45 , 180–191. [ Google Scholar ] [ CrossRef ]
• Kashdan, T.B.; Rose, P.; Fincham, F.D. Curiosity and Exploration: Facilitating Positive Subjective Experiences and Personal Growth Opportunities. J. Pers. Assess. 2004 , 82 , 291–305. [ Google Scholar ] [ CrossRef ]
• Bergmark, U. Teachers’ professional learning when building a research-based education: Context-specific, collaborative and teacher-driven professional development. Prof. Dev. Educ. 2023 , 49 , 210–224. [ Google Scholar ] [ CrossRef ]
• Chin, C.; Kayalvizhi, G. Posing Problems for Open Investigations: What Questions Do Pupils Ask? Res. Sci. Technol. Educ. 2002 , 20 , 269–287. [ Google Scholar ] [ CrossRef ]
• Dori, Y.J.; Herscovitz, O. Question-Posing Capability as an Alternative Evaluation Method: Analysis of an Environmental Case Study. J. Res. Sci. Teach. 1999 , 36 , 411–430. [ Google Scholar ] [ CrossRef ]
• Eshach, H.; Dor-Ziderman, Y.; Yefroimsky, Y. Question Asking in the Science Classroom: Teacher Attitudes and Practices. J. Sci. Educ. Technol. 2014 , 23 , 67–81. [ Google Scholar ] [ CrossRef ]
• Watts, M.; Gould, G.; Alsop, S. Questions of Understanding: Categorising Pupils’ Questions in Science. Sch. Sci. Rev. 1997 , 79 , 57–63. [ Google Scholar ]
• Brill, G.; Yarden, A. Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students. Cell Biol. Educ. 2003 , 2 , 266–274. [ Google Scholar ] [ CrossRef ]
• Orr, H.A. An Evolutionary Dead End? Science 1999 , 285 , 343–344. [ Google Scholar ] [ CrossRef ]
• Chin, C. Students’ questions: Fostering a culture of inquisitiveness in science classrooms. Sch. Sci. Rev. 2004 , 314 , 107–112. [ Google Scholar ]
• Chin, C.; Osborne, J. Students’ questions: A potential resource for teaching and learning science. Stud. Sci. Educ. 2008 , 44 , 1–39. [ Google Scholar ] [ CrossRef ]
• Zoller, U. From Algorithmic Science Teaching to “Know” to Research-Based Transformative Inter-Transdisciplinary Learning to “Think”: Problem Solving in the STES/STEM and Sustainability Contexts. Contrib. Sci. Educ. Res. 2016 , 2 , 153–168. [ Google Scholar ] [ CrossRef ]
• Soysal, Y.; Soysal, S. The Art of Asking Good Questions in the Classroom: A Phenomenographic Study of Teacher Educators’ Recommendations. ECNU Rev. Educ. 2023 . [ Google Scholar ] [ CrossRef ]
• Yerdelen-Damar, S.; Eryılmaz, A.; Yerdelen-Damar, S.; Eryılmaz, A. Questions About Physics: The Case of a Turkish “Ask a Scientist” Website. Res Sci Educ 2010 , 40 , 223–238. [ Google Scholar ] [ CrossRef ]
• Downing, V.R.; Cooper, K.M.; Cala, J.M.; Gin, L.E.; Brownell, S.E. Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses. CBE—Life Sci. Educ. 2020 , 19 . [ Google Scholar ] [ CrossRef ]
• Woodward, C. Raising and answering questions in primary science: Some considerations. Eval. Res. Educ. 1992 , 6 , 145–153. [ Google Scholar ] [ CrossRef ]
• Suwono, H.; Dewi, E.K. Problem-based learning blended with online interaction to improve motivation, scientific communication and higher order thinking skills of high school students. AIP Conf. Proc. 2019 , 2081 , 030003. [ Google Scholar ] [ CrossRef ]
• King, A. Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain. Am. Educ. Res. J. 2016 , 31 , 338–368. [ Google Scholar ] [ CrossRef ]
• Chin, C.; Chia, L.-G. Problem-based learning: Using students’ questions to drive knowledge construction. Sci. Educ. 2004 , 88 , 707–727. [ Google Scholar ] [ CrossRef ]
• Dogan, F.; Yucel-Toy, B. Students’ question asking process: A model based on the perceptions of elementary school students and teachers. Asia Pac. J. Educ. 2021 , 42 , 786–801. [ Google Scholar ] [ CrossRef ]
• Watts, M.; Pedrosa De Jesus, H. The Cause and Affect of Asking Questions: Reflective Case Studies from Undergraduate Sciences. Can. J. Sci. Math. Technol. Educ. 2005 , 5 , 437–452. [ Google Scholar ] [ CrossRef ]
• Bosman, L. From Doing to Thinking: Developing the Entrepreneurial Mindset through Scaffold Assignments and Self-Regulated Learning Reflection. Open Educ. Stud. 2019 , 1 , 106–121. [ Google Scholar ] [ CrossRef ]
• DeWaters, J.; Kotla, B. Using an open-ended socio-technical design challenge for entrepreneurship education in a first-year engineering course. Front. Educ. 2023 , 8 , 1198161. [ Google Scholar ] [ CrossRef ]
• Richter, T.; Kjellgren, B. Engineers of the future: Student perspectives on integrating global competence in their education. Eur. J. Eng. Educ. 2024 , 49 , 474–491. [ Google Scholar ] [ CrossRef ]
• Chin, C.; Brown, D.E.; Bruce, B. Student-generated questions: A meaningful aspect of learning in science. Int. J. Sci. Educ. 2002 , 24 , 521–549. [ Google Scholar ] [ CrossRef ]
• Biddulph, F.; Symington, D.; Osborne, R. The Place of Children’s Questions in Primary Science Education. Res. Sci. Technol. Educ. 1986 , 4 , 77–88. [ Google Scholar ] [ CrossRef ]
• Dkeidek, I.; Mamlok-Naaman, R.; Hofstein, A. Effect of culture on high-school students’ question-asking ability resulting from an inquiry-oriented chemistry laboratory. Int. J. Sci. Math. Educ. 2010 , 9 , 1305–1331. [ Google Scholar ] [ CrossRef ]
• Huang, X.; Lederman, N.G.; Cai, C. Improving Chinese junior high school students’ ability to ask critical questions. J. Res. Sci. Teach. 2017 , 54 , 963–987. [ Google Scholar ] [ CrossRef ]
• Jia, L.; Li, X. Why Don’t You Speak Up?: East Asian Students’ Participation Patterns in American and Chinese ESL Classrooms. Intercult. Commun. Stud. 2006 , 15 , 192–206. [ Google Scholar ]
• Jackson, J. Reticence in second language case discussions: Anxiety and aspirations. System 2002 , 30 , 65–84. [ Google Scholar ] [ CrossRef ]
• Zhu, H.; O’Sullivan, H. Shhhh! Chinese students are studying quietly in the UK. Innov. Educ. Teach. Int. 2022 , 59 , 275–284. [ Google Scholar ] [ CrossRef ]
• Girardelli, D.; Patel, V.K. The Theory of Planned Behavior and Chinese ESL Students’ In-class Participation. J. Lang. Teach. Res. 2016 , 7 , 31–41. [ Google Scholar ] [ CrossRef ]
• Peng, J.E. Towards an ecological understanding of willingness to communicate in EFL classrooms in China. System 2012 , 40 , 203–213. [ Google Scholar ] [ CrossRef ]
• Tang, X.; Wang, Y.; Wong, D. Learning to be silent: Examining Chinese elementary students’ stories about why they do not speak in class. Lang. Cult. Curric. 2020 , 33 , 384–401. [ Google Scholar ] [ CrossRef ]
• Ma, J. Developing Joint R&D Institutes between Chinese Universities and International Enterprises in China’s Innovation System: A Case at Tsinghua University. Sustainability 2019 , 11 , 7133. [ Google Scholar ] [ CrossRef ]
• Senor, D.; Singer, S. Start-Up Nation: The Story of Israel’s Economic Miracle ; McClelland & Stewart: Toronto, ON, Canada, 2011. [ Google Scholar ]
• Hinsley, A.; Sutherland, W.J.; Johnston, A. Men ask more questions than women at a scientific conference. PLoS ONE 2017 , 12 , e0185534. [ Google Scholar ] [ CrossRef ]
• Moazzam, S.; Onstad, L.; O’Leary, H.; Marshall, A.; Osunkwo, I.; Du, E.; Dunn, T.; Dunlap, J.; Reed, B.; Luger, S.; et al. Gender differences in question-asking at the 2019 American Society of Hematology Annual Meeting. Blood Adv. 2020 , 4 , 5473–5479. [ Google Scholar ] [ CrossRef ]
• Cheng, L.T.; Smith, T.J.; Hong, Z.R.; Lin, H.S. Gender and STEM background as predictors of college students’ competencies in forming research questions and designing experiments in inquiry activities. Int. J. Sci. Educ. 2021 , 43 , 2866–2883. [ Google Scholar ] [ CrossRef ]
• Savery, J.R. Overview of problem-based learning: Definitions and distinctions. In Essential Readings in Problem-Based Learning ; Walker, A.E., Leary, H., Hmelo-Silver, C.E., Ertmer, P.A., Eds.; Purdue University: West Lafayette, IN, USA, 2015; Volume 9, pp. 5–15. [ Google Scholar ]
• Deep, S.; Ahmed, A.; Suleman, N.; Abbas, M.Z.; Nazar, U.; Shaheen, H.; Razzaq, A. The Problem-Based Learning Approach towards Developing Soft Skills: A Systematic Review. Qual. Rep. 2020 , 25 , 4029–4054. [ Google Scholar ] [ CrossRef ]
• Gargac, J.A. Building Entrepreneurial Mindset: Motivating Curiosity, Connections, and Creating Value in an Assistive-Device Design Project. J. Biomech. Eng. 2024 , 146 , 054501. [ Google Scholar ] [ CrossRef ]
• Rakedzon, T.; Van Horne, C. Don’t stop questioning: Developing curiosity in engineering students in China though project based learning. In Proceedings of the ICERI2021 Proceedings, Yogyakarta, Indonesia, 10–11 November 2021; pp. 3447–3452. [ Google Scholar ] [ CrossRef ]
• Schutte, N.S.; Malouff, J.M. Increasing curiosity through autonomy of choice. Motiv. Emot. 2019 , 43 , 563–570. [ Google Scholar ] [ CrossRef ]
• Gülbahar, Y.; Tinmaz, H. Implementing Project-Based Learning And E-Portfolio Assessment In an Undergraduate Course. J. Res. Technol. Educ. 2014 , 38 , 309–327. [ Google Scholar ] [ CrossRef ]
• Movahedzadeh, F.; Patwell, R.; Rieker, J.E.; Gonzalez, T. Project-Based Learning to Promote Effective Learning in Biotechnology Courses. Educ. Res. Int. 2012 , 2012 , 536024. [ Google Scholar ] [ CrossRef ]
• Wurdinger, S.; Qureshi, M. Enhancing College Students’ Life Skills through Project Based Learning. Innov. High. Educ. 2014 , 40 , 279–286. [ Google Scholar ] [ CrossRef ]
• Coffelt, T.A.; Baker, M.J.; Corey, R.C. Business Communication Practices from Employers’ Perspectives. Bus. Prof. Commun. Q. 2016 , 79 , 300–316. [ Google Scholar ] [ CrossRef ]
• Braun, V.; Clarke, V. Using thematic analysis in psychology. Qual. Res. Psychol. 2006 , 3 , 77–101. [ Google Scholar ] [ CrossRef ]
• Thomas, D.R. A General Inductive Approach for Analyzing Qualitative Evaluation Data. Am. J. Eval. 2006 , 27 , 237–246. [ Google Scholar ] [ CrossRef ]
• Bradley, E.H.; Curry, L.A.; Devers, K.J. Qualitative Data Analysis for Health Services Research: Developing Taxonomy, Themes, and Theory. Health Serv. Res. 2007 , 42 , 1758–1772. [ Google Scholar ] [ CrossRef ]
• Azungah, T. Qualitative research: Deductive and inductive approaches to data analysis. Qual. Res. J. 2018 , 18 , 383–400. [ Google Scholar ] [ CrossRef ]
• Yang, X.; Gao, C. Missing Women in STEM in China: An Empirical Study from the Viewpoint of Achievement Motivation and Gender Socialization. Res. Sci. Educ. 2019 , 51 , 1705–1723. [ Google Scholar ] [ CrossRef ]
• Cummings, J.B.; Blatherwick, M.L. Creative Dimensions of Teaching and Learning in the 21st Century ; Springer: Berlin/Heidelberg, Germany, 2017; Available online: https://books.google.com.lb/books?hl=en&lr=&id=DWA1DwAAQBAJ&oi=fnd&pg=PR5&dq=73.%09Cummings,+J.B.%3B+Blatherwick,+M.L.+Creative+Dimensions+of+Teaching+and+Learning+in+the+21st+Century%3B+Springer&ots=-mdYEpWgtZ&sig=5qXt7OSgNXFRXRjexnnanOTy9So&redir_esc=y#v=onepage&q&f=false (accessed on 18 August 2024).
• Nobel Prize Awarded Women. NobelPrize.org. Available online: https://www.nobelprize.org/prizes/lists/nobel-prize-awarded-women (accessed on 18 August 2024).
• Loyalka, P.; Liu, O.L.; Li, G.; Kardanova, E.; Chirikov, I.; Hu, S.; Yu, N.; Ma, L.; Guo, F.; Beteille, T.; et al. Skill levels and gains in university STEM education in China, India, Russia and the United States. Nat. Hum. Behav. 2021 , 5 , 892–904. [ Google Scholar ] [ CrossRef ]

Share and Cite

Rakedzon, T.; Van Horne, C. “Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study. Sustainability 2024 , 16 , 7308. https://doi.org/10.3390/su16177308

Rakedzon T, Van Horne C. “Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study. Sustainability . 2024; 16(17):7308. https://doi.org/10.3390/su16177308

Rakedzon, Tzipora, and Constance Van Horne. 2024. "“Curious Is as Curious Does”: Fostering Question-Asking in a Sino-Foreign Engineering School—A Case Study" Sustainability 16, no. 17: 7308. https://doi.org/10.3390/su16177308

Article Metrics

Article access statistics, further information, mdpi initiatives, follow mdpi.

Subscribe to receive issue release notifications and newsletters from MDPI journals

• Andhra Pradesh
• Chhattisgarh
• West Bengal
• Madhya Pradesh
• Maharashtra
• Jammu & Kashmir
• NCERT Books 2022-23
• NCERT Solutions
• NCERT Notes
• NCERT Exemplar Books
• NCERT Exemplar Solution
• States UT Book
• School Kits & Lab Manual
• NCERT Books 2021-22
• NCERT Books 2020-21
• NCERT Book 2019-2020
• NCERT Book 2015-2016
• RD Sharma Solution
• TS Grewal Solution
• TR Jain Solution
• Selina Solution
• Frank Solution
• Lakhmir Singh and Manjit Kaur Solution
• I.E.Irodov solutions
• ICSE - Goyal Brothers Park
• ICSE - Dorothy M. Noronhe
• Micheal Vaz Solution
• S.S. Krotov Solution
• Evergreen Science
• KC Sinha Solution
• ICSE - ISC Jayanti Sengupta, Oxford
• ICSE Focus on History
• ICSE GeoGraphy Voyage
• ICSE Hindi Solution
• ICSE Treasure Trove Solution
• Thomas & Finney Solution
• SL Loney Solution
• SB Mathur Solution
• P Bahadur Solution
• Narendra Awasthi Solution
• MS Chauhan Solution
• LA Sena Solution
• Integral Calculus Amit Agarwal Solution
• IA Maron Solution
• Hall & Knight Solution
• Errorless Solution
• Pradeep's KL Gogia Solution
• OP Tandon Solutions
• Sample Papers
• Previous Year Question Paper
• Important Question
• Value Based Questions
• CBSE Syllabus
• CBSE MCQs PDF
• Assertion & Reason
• New Revision Notes
• Revision Notes
• Question Bank
• Marks Wise Question
• Toppers Answer Sheets
• Exam Paper Aalysis
• Concept Map
• CBSE Text Book
• Additional Practice Questions
• Vocational Book
• CBSE - Concept
• KVS NCERT CBSE Worksheets
• Formula Class Wise
• Formula Chapter Wise
• JEE Previous Year Paper
• JEE Mock Test
• JEE Crash Course
• JEE Sample Papers
• Important Info
• SRM-JEEE Previous Year Paper
• SRM-JEEE Mock Test
• VITEEE Previous Year Paper
• VITEEE Mock Test
• BITSAT Previous Year Paper
• BITSAT Mock Test
• Manipal Previous Year Paper
• Manipal Engineering Mock Test
• AP EAMCET Previous Year Paper
• AP EAMCET Mock Test
• COMEDK Previous Year Paper
• COMEDK Mock Test
• GUJCET Previous Year Paper
• GUJCET Mock Test
• KCET Previous Year Paper
• KCET Mock Test
• KEAM Previous Year Paper
• KEAM Mock Test
• MHT CET Previous Year Paper
• MHT CET Mock Test
• TS EAMCET Previous Year Paper
• TS EAMCET Mock Test
• WBJEE Previous Year Paper
• WBJEE Mock Test
• AMU Previous Year Paper
• AMU Mock Test
• CUSAT Previous Year Paper
• CUSAT Mock Test
• AEEE Previous Year Paper
• AEEE Mock Test
• UPSEE Previous Year Paper
• UPSEE Mock Test
• CGPET Previous Year Paper
• Crash Course
• Previous Year Paper
• NCERT Based Short Notes
• NCERT Based Tests
• NEET Sample Paper
• Previous Year Papers
• Quantitative Aptitude
• Numerical Aptitude Data Interpretation
• General Knowledge
• Mathematics
• Agriculture
• Accountancy
• Business Studies
• Political science
• Enviromental Studies
• Mass Media Communication
• Teaching Aptitude
• Verbal Ability & Reading Comprehension
• Logical Reasoning & Data Interpretation
• CAT Mock Test
• CAT Important Question
• CAT Vocabulary
• CAT English Grammar
• MBA General Knowledge
• CAT Mind Map
• CAT Study Planner
• CMAT Mock Test
• SRCC GBO Mock Test
• SRCC GBO PYQs
• XAT Mock Test
• SNAP Mock Test
• IIFT Mock Test
• MAT Mock Test
• CUET PG Mock Test
• CUET PG PYQs
• MAH CET Mock Test
• MAH CET PYQs
• NAVODAYA VIDYALAYA
• SAINIK SCHOOL (AISSEE)
• Mechanical Engineering
• Electrical Engineering
• Electronics & Communication Engineering
• Civil Engineering
• Computer Science Engineering
• CBSE Board News
• Scholarship Olympiad
• School Admissions
• Entrance Exams
• All Board Updates
• Miscellaneous
• State Wise Books
• Engineering Exam

CBSE Class 10th 2022-23 : Science 50 Most Important Case Study Questions with Answers; Download PDF

SHARING IS CARING If our Website helped you a little, then kindly spread our voice using Social Networks. Spread our word to your readers, friends, teachers, students & all those close ones who deserve to know what you know now.

CBSE Class 10 Science exam 2022-23 will have a set of questions based on case studies in the form of MCQs. CBSE Class 10 Science Question Bank on Case Studies given in this article can be very helpful in understanding the new format of questions. Each question has five sub-questions, each followed by four options and one correct answer. Students can easily download these questions in PDF format and refer to it for exam preparation. A set of 5-5 Case Study Questions is given inside each set.

CBSE Class 10 Study Material

• NCERT Solutions for Class 12 Maths
• NCERT Solutions for Class 10 Maths
• CBSE Syllabus 2023-24
• Social Media Channels
• Login Customize Your Notification Preferences
• CBSE Announces Online Marks Verification for Class 10 Supplementary Exams; Apply Online Beginning August 9 6 August, 2024, 10:45 am
• CBSE 10th Compartment Result 2024 Out: CBSE Class 10 Supplementary Results Released, Direct Link Here 5 August, 2024, 3:50 pm
• CBSE 10th Compartment Result 2024: CBSE to Release Class 10 Compartment Results Soon; Check Details Here 5 August, 2024, 3:28 pm
• When to Expect CBSE Class 10 Supplementary Results 2024? 3 August, 2024, 10:50 am
• CBSE 10th Exam 2024-25 : Mathematics (Volume-4) Official Competency Focused Practice Questions released by CBSE 1 August, 2024, 6:31 pm
• CBSE Class 10 Results 2024 : CBSE Class 10 Answer Book Photocopy Applications Open 4 June, 2024, 6:17 pm
• CBSE 10th 2024-25 : Social Science Official Competency Focused Practice Questions released by CBSE 28 May, 2024, 4:12 pm
• CBSE Class 10 Revaluation Application 2024 Process Begins : How to Apply, Fees, Direct Link & Step-by-Step Guide 21 May, 2024, 4:02 pm
• CBSE Class 10 Result 2024 Latest Update : Verification of Marks, Revaluation & Photocopy of Answer Sheet; Check Complete Process 14 May, 2024, 11:55 am

CBSE Announces Online Marks Verification for Class 10 Supplementary Exams; Apply Online Beginning August 9

CBSE has announced the Class 10 supplementary exam results on August 5, 2024. Students can check results and download mark sheets from the official CBSE website. Dissatisfied students can apply for mark verification online from August 9 to August 10, 2024. Note that marks may decrease after re-evaluation, and the board’s decision is final. CBSE Class 10 main exam results showed a 93.12% pass rate.

• Second click on the toggle icon

Provide prime members with unlimited access to all study materials in PDF format.

Allow prime members to attempt MCQ tests multiple times to enhance their learning and understanding.

Provide prime users with access to exclusive PDF study materials that are not available to regular users.