case study in english class 10

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CBSE 10th Standard English Subject Case Study Questions with Solutions

By QB365 on 20 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

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Case Based (Factual) Unseen Passages: Practice English Grammar for School Classes

• Post last modified: 17 September 2022
• Post category: Grammar Exercises / School Grammar

What are Case Based (Factual Passages)? Simply put, factual passages are those passages, which let the readers imagine and feel the factual qualities of a topic as mentioned in the passage. The topic can be about a place, person, thing or event. A factual passage tells the reader about the consecutive things related to the topic in detail, occurring in an orderly manner.

Case Based (Factual) Passages

1. read the passage given below: [cbse set 2, 2021-22] .

• Milkha Singh, also known as The Flying Sikh, was an Indian track and field sprinter who was introduced to the sport while serving in the Indian Army. He is the only athlete to win gold in 400 metres at the Asian Games as well as the Commonwealth Games. He also won gold medals in the 1958 and 1962 Asian Games. He represented India in the 1956 Summer Olympics in Melbourne, the 1960 Summer Olympics in Rome and the 1964 Summer Olympics in Tokyo) He was awarded the Padma Shri, India’s fourth-highest civilian honour, in recognition of his sporting achievements 
• The race for which Singh is best remembered is his fourth-place finish in the 400 metres final at the 1960 Olympic Games. He led the race till the 200 m mark before easing off, allowing others to pass him. Singh’s fourth-place time of 45.73 seconds was the Indian national record for almost 40 years. 
• From beginnings that saw him orphaned and displaced during the partition of India, Singh became a sporting icon in the country. In 2008, journalist Rohit Baijnath described Singh as “the finest athlete India has ever produced”. 
• He was disappointed with his debut performance at the 1956 Melbourne Olympics. *1 returned to India, chastened by my poor performance in Melbourne. I had been so excited by the prospects of being part of the Indian Olympics team, but, hadn’t realized how strong and professional the competition would be. My success in India had filled me with a false sense of pride and it was only when I was on the track that I saw how inconsequential my talents were when pitted against superbly fit and seasoned athletes. It was then that I understood what competition actually meant, and that if I wanted to succeed on the international arena, I must be prepared to test my mettle against the best athletes in the world.” 
• Then he decided to make sprinting the sole focus of his life. “Running had thus become my God, my religion and my beloved”. My life during those two years was governed by strict rules and regulations and a self-imposed penance. Every morning I would rise at the crack of dawn, get into my sports kit and dash off to the track, where I would run two or three miles cross-country in the company of my coach.” 
• On how he pushed himself through the tough days of vigorous training. “I practiced so strenuously that often I was drained of all energy, and there were times when I would increase my speed to such an extent that after my rounds, I would vomit blood or drop-down down unconscious through sheer exercise. My doctors and coaches warned me, asked me to slow down to maintain my health and equilibrium but my determination was too strong to give up. My only focus was to become the best athlete in the world. But then images of    a    packed    stadium    filled    with    cheering    spectators, wildly applauding me as I crossed the finishing line, would flash across my mind and I would start again, encouraged by visions of victory.” 

Based on your reading answer any five questions from the six given below: 1×5=5  

(i) What is Milka Singh known as? What realization did Milkha Singh have when he was on the track during the Melbourne Olympics?  

(ii) List any two of Milkha Singh’s achievements.  

(iii)  What strict rules and regulations did Milkha Singh follow?  

(iv)  State two consequences of his hard and strenuous practice.  

(v)  What motivated Milkha Singh to become the best athlete in the world?  

(vi)  Explain the phrase ‘I would start again’ in the last sentence. 

1. Milkha Singh was known as ‘The Flying Sikh’. 

He realised how inconsequential his talents were when pitied against superbly fit seasoned athletes. He also realised that he needed to prepare well to test his mettle against the best athletes in the world. 

2. (i) The only athlete to win 400 meters at the Asian Games as well as Commonwealth Games. 

(ii) Won gold in 1958 and 1962 Asian Games. His national record stood unbroken for 40 years. 

(iii) He was awarded Padam Shiri for his sporting achievements. 

3. Every morning he would rise at the crack of the dawn, get into his sports kit and dash off to the track, where he would run two or three miles cross-country with his coach. 

4. ( i) He was drained of all energy. 

(ii) He would vomit blood or drop-down unconscious through sheer exercise. 

5. He was motivated by his vision of victory at a packed stadium with spectators cheering and applauding him as he crossed the finishing line. 

6. ‘I would start again’ means here that he was encouraged to shun any complacency and start again with the double energy and determination to become the best athlete. 

Q. Read the following excerpt from a Case Study. J.K. Rowling – A Journey. [CBSE SET 2, 2022] 

The story of Joanne Kathleen Rowling’s near magical rise to fame is almost as well known as the characters she creates. 

Rowling was constantly writing and telling stories to her younger sister Dianne. “The first story I ever wrote down was about a rabbit called Rabbit.” Rowling said in an interview. “He got the measles and was visited by his friends including a giant bee called Miss Bee. And ever since Rabbit and Miss Bee, I have always wanted to be a writer, though I rarely told anyone so. 

However, my parents, both of whom come from impoverished backgrounds and neither of whom had been to college, took the view that my overactive imagination was an amusing personal quirk that would never pay a mortgage or secure a pension. 

A writer from the age of six, with two unpublished novels in the * drawer, she was stuck on a train when Harry walked into her mind fully formed. She spent the next five years constructing the plots of seven books, one for every year of his secondary school life. 

Rowling says she started writing the first book, Harry’ Potter and the Sorcerer’s Stone, in Portugal, where she was teaching English. 

At first nobody wanted to publish Harry Potter.  She was told that plot was too complex. Refusing to compromise, she found a publisher. 

n 1997 Rowling received her first royalty cheque. By book three, she had sky rocketed to the top of the publishing world. A row of zeroes appeared on the author’s bank balance and her life was turned upside down. Day and night she had journalists knocking on the unanswered door of her flat. 

Rowling’s quality control has become legendary, as her obsession with accuracy. She’s thrilled with Stephen Fry’s taped version of the books and outraged that an Italian dust jacket showed Harry minus his glasses. “Don’t they understand that the glasses are the clue to his vulnerability.” 

Annual earnings of J.K. Rowling from 2010 to 2019 

On the basis of your understanding of the passage answer any five of the six questions given below. 1×5=5 

(i) Explain J.K. Rowling’s ‘near magical rise to fame’. 

(ii) What reason did the publishers give for rejecting Rowling’s book?  

(iii) What was the drawback of achieving fame? 

(iv) Why was Rowling outraged with the Italian dust jacket? 

(v)  Find a word in the last para that means the same as ‘insecure/helpless. 

(vi) According to the graph, how many years did it take Rowling to become very successful?

(i) Jk Rowling’s near magical rise to fame is well known as the character she creates I.e. her popular characters led her to magical fame. She was on top of the world of publishing house after the book three was published and her bank balance increased tremendously.  

(ii) She was told that her plot of Harry Potter was too complex. 

(iii) The draw back was that she was approached day and night by journalists knocking at the door of her flat. It was becoming a nuisance and she did not respond all of them. 

(iv) She was obsessed with quality and accuracy and therefore was outraged at an Italian just Jacket for showing Harry without glasses. 

(v) vulnerability 

(v) It took around 6 years for Rowlings to become very successful.

Q. Read the passage and answer the questions that follow:

India Covid-19 numbers explained

1. With novel Coronavirus spreading rapidly all over the country, there are only three states right now, Meghalaya, Sikkim and Andaman and Nicobar Islands, that have less than 1,000 people infected with the disease.

2. Lakshadweep, of course, still hasn’t reported even a single case till now, the only region in India entirely free of the epidemic.

3. Otherwise, even the relatively smaller states now have significantly large spread of the disease. Goa, for example, has seen more than 7,000 of its people infected by the virus till now. Tripura has over 5,500 cases, while Manipur has more than 3,000, and Nagaland a little less than 2,500. Puducherry has more than 4,000 cases, while even Daman and Diu has over 1,300 people infected.

4. And in each of these states, the numbers are rising at a fast pace, at a rate higher than the national level. The infections had initially reached these states in the first and second week of May, when the lockdown was relaxed for the first time to enable people stuck in different parts of the country to return to their native places.

5. After a period of very slow growth, the number of cases have begun to rise rapidly in the last one month. In Goa, for example, the total number of infected people has nearly doubled in the last 15 days. Same has happened in Puducherry, as well.

6. Tuesday was one of those rare occasions when the number of active cases in the country, those who are yet to recover from the disease, went down compared to the previous day. That is because the number of recoveries, combined with the number of deaths, exceeded the new cases that were detected on Tuesday.

7. With over 52,500 new cases detected in the country, the total number of infections crossed 19 lakh, out of `which 12.82 lakh people have recovered from the disease. The number of dead is now close to 40,000.

8. The number of recoveries on Tuesday was the highest-ever for a single day. More than 51,700 people were declared to have been recovered. Three days earlier, the number of recoveries had crossed 50,000 for the first time, but in the next two days the number had fallen to much lower levels.

Choose the correct option to answer the questions based on the above passage and graphics. Do any ten.

(a) How are these three states – Meghalaya, Sikkim and Andaman and Nicobar Islands – different from the rest of India? (i) they are the only states to have less than 1,000 people infected with novel coronavirus (ii) they are three of the five states to have less than 1,000 people infected with novel coronavirus (iii) they are the only states to have less than 2,000 people infected with novel coronavirus (iv) none of these

(b) __________ is the only region in India which is entirely free of the epidemic. (i) Andaman and Nicobar Islands (ii) Maharashtra (iii) Lakshadweep (iv) Tripura

(c) What is common among Goa, Tripura, Manipur, Nagaland, Puducherry and Daman and Diu? (i) the numbers are rising at a fast pace at rates lower than the national level (ii) the numbers are falling at a fast pace at rates equal than the national level (iii) the numbers are rising at a fast pace at rates higher than the national level (iv) none of these

(d) Based on your understanding of the passage, choose the option that lists the inherent qualities of climate in the present times. (i) 1 and 4 (ii) 2 and 6 (iii) 1 and 3 (iv) 3 and 5

(e) Which date in the graph shows the highest jump of detected cases in a day? (i) July 30 (ii) July 31 (iii) August 1 (iv) August 2

(f) Of the 19 lakh infected cases, how many have recovered? (i) 11.82 lakh (ii) 13.82 lakh (iii) 12.81 lakh (iv) 12.82 lakh

(g) More than 51,700 people were declared to have been recovered on _______. (i) Wednesday (ii) Sunday (iii) Tuesday (iv) Monday

(h) When had the number of recoveries crossed 50,000 for the first time? (i) two days earlier (ii) Tuesday (iii) three days earlier than Tuesday (iv) none of these

(i) Which word in the passage means the same as “quickly”? (i) rapidly (ii) significantly (iii) native (iv) rare

(j) Which word in the passage is opposite in meaning to “indigenous”? (i) rapidly (ii) significantly (iii) native (iv) rare

Answers: (a) (i) they are the only states to have less than 1,000 people infected with novel coronavirus (b) (iii) Lakshadweep (c) (iii) the numbers are rising at a fast pace at rates higher than the national level (d) (iii) 1 and 3 (e) (ii) July 31 (f) (iv) 12.82 lakh (g) (iii) Tuesday (h) (iii) three days earlier than Tuesday (i) (i) rapidly (j) (iii) native

Australia’s 2019-2020 Bushfire Season was not Normal

• Data from satellite sources assembled by the United Nations Environment Programme’s (UNEP) World Environment Situation Room confirms that the wildfires in Australia in the last two months of 2019 and the first six weeks of 2020 were far from normal. 2019 was the second hottest year on record since 1880, and Australia recorded its warmest temperatures ever in December 2019.
• “Rising temperatures continue to melt records. The past decade was the hottest on record. Scientists tell us that ocean temperatures are now rising at the equivalent of five Hiroshima bombs a second. One million species are in near-term danger of extinction. Our planet is burning,” says United Nations Secretary-General António Guterres.
• “The trend is very clear: 37 of the last 40 years were the warmest recorded since 1880, and the six warmest years recorded were the last six years,” says Pascal Peduzzi, Director of UNEP’s Global Resource Information Database in Geneva. “For those who think Australia is always burning, graphs clearly show that these fires were exceptional.”
• “This service, accessible via the UNEP’s World Environment Situation Room, is provided for all countries at national and provincial levels. It identifies trends in wildfire activity since 2003, when the data first became available and monitoring began. We have sliced and diced the satellite-based data on wildfires worldwide from 2009 to the present day. We analyse the wildfires’ data by month, type of land cover, protected area, province and nation to produce information products,” Peduzzi adds. (Source: UN Environment)

(a) What do the reports confirm about the 2019-20 Australian fires? (i) the fires were not normal (ii) the fires were normal (iii) the fires were natural (iv) data inconclusive

(b) What was the difference in the recorded temperatures in 2019 from the 1880s? (i) 2019 recorded the wettest temperatures since 1880s (ii) 2019 recorded the hottest temperatures ever (iii) 2019 recorded the cooler temperatures than 1880s (iv) 2019 recorded the warmest temperatures since 1880s

(c) What comparison has been made between the rising sea temperatures and Hiroshima? (i) ocean temperatures are rising at the equivalent of three Hiroshima bombs a second (ii) ocean temperatures are rising at the equivalent of five Hiroshima bombs a second (iii) ocean temperatures are rising at the equivalent of five Hiroshima bombs an hour (iv) none of these

(d) Choose the option that lists the CORRECT answers for the following:

“Rising temperatures continue to melt records. The past decade was the hottest on record. Scientists tell us that ocean temperatures are now rising at the equivalent of five Hiroshima bombs a second”. Whose statement is this?

“The trend is very clear: 37 of the last 40 years were the warmest recorded since 1880, and the six warmest years recorded were the last six years.” Whose statement is this?

(i) (1) is from United Nations Secretary and (2) is from the UN President (ii) (1) is from the UN President and (2) is from the UN General Secretary (iii) (1) is from United Nations Secretary and (2) is from the Director of UNEP (iv) (1) is from the UN General Secretary and (2) is from the UN President

(e) Based on your understanding of the passage, choose the option that lists the inherent qualities of climate in the present times. (i) 1 and 3 (ii) 2 and 6 (iii) 3 and 4 (iv) 5 and 6

(f) Which of the following independent data source is NOT PRESENT in the given graph? (i) NASA (ii) NOAA (iii) ISRO (iv) JMA

(g) Choose the option that lists the CORRECT statement. (i) Pascal Peduzzi is the Director of UNEP’s Global Renaissance Information Database (ii) Pascal Peduzzi is the Director of UNO’s Global Resource Information Database (iii) Pascal Peduzzi is the Manager of UNEP’s Global Resource Information Database (iv) Pascal Peduzzi is the Director of UNEP’s Global Resource Information Database

(h) How can you say that the UN is concerned about the rising numbers of coal plants? (i) UNDP Secretary General António Guterres is calling for curbs on new plants (ii) UN Secretary General António Guterres is calling for curbs on new plants (iii) UN Executive Secretary António Guterres is calling for curbs on new plants (iv) UN Secretary General Antony Guterres is calling for curbs on new plants

(i) UNEP’s World Environment Situation Room has been tracking the world temperatures since. (i) 2003 (ii) 2013 (iii) 2000 (iv) 2001

(j) The graph compiled with data from four different sources shows that the global surface temperatures have been _ . (i) steady (ii) falling (iii) on the rise (iv) none of these

(k) Which word in the passage means the same as “collect”? (i) assembled (ii) extinction (iii) exceptional (iv) provincial

(l) Which word in the passage is opposite to the meaning of ‘vague/murky’? (i) assembled (ii) clear (iii) extinction (iv) provincial

(a) (i) the fires were not normal (b) (iv) 2019 recorded the warmest temperatures since 1880s (c) (ii) ocean temperatures are rising at the equivalent of five Hiroshima bombs a second (d) (iii) (1) is from United Nations Secretary and (2) is from the Director of UNEP (e) (i) 1 and 3 (f) (iii) ISRO (g) (iv) Pascal Peduzzi is the Director of UNEP’s Global Resource Information Database (h) (ii) UN secretary general António Guterres is calling for curbs on new plants (i) (i) 2003 (j) (iii) on the rise (k) (i) assembled (l) (ii) clear

Q. Read the passage given below and answer the questions that follow: [CBSE, 2019]

Hyderabad — The City of Nizams GOLCONDA

1. In the 16th century, when Golconda was the capital of Qutb Shahi Kingdom, it is believed that a shepherd boy came across an idol on the hill. It was then that the Kakatiya dynasty’s ruler built the fort, which is 120 m high. After it was captured by Aurangzeb, the Mughal emperor, the fort fell into ruins.

2. The beautiful ruins of the fort have a story to tell. They make you wonder how the fort may have looked in its days of glory and grandeur. The fort also organises a sound and light show every day and the history of this fort is narrated in such an interesting manner that even a child can understand and enjoy it. The climb to the fort is a difficult one and unless you are physically fit, you should avoid the climb and relax in the gardens below. The view from the top is breath-taking.

3. The next place is Charminar. The literal meaning of the monument is ‘four minarets’. There is a mosque on the second floor. It is said that when the state was hit by severe plague, Sultan Muhammad Quli Qutb Shah, the fifth ruler of the Qutb Shahi dynasty, prayed to end the plague and promised to build a mosque in the very place where he was praying. Thus, Charminar came into being!

4. The walk from the bottom to the top of the monument is a little frightening, owing to the narrowness of the pathway and the steepness of the steps. Once you reach the top, the view of the crowds moving below will surely lift your spirits.

5. Make sure you visit the nearby Laad Bazaar, where there are rows of shops selling the famous Hyderabadi glass bangles and lac bangles.

SALAR JUNG MUSEUM

6. The Salar Jung Museum is the third largest museum in the country and boasts of owning the biggest one-man collection of antiques in the world. A visit to the Salar Jung Museum is a must even if you are not a fan of antique stuff. You can view the Nizam’s collection of textiles, arms, metalware, ivory carvings, Indian bronzes and carpets.

7. The main attraction is definitely the Musical Clock, made by Cook and Kelvy of England. Inside the clock is a timekeeper. Every hour, he comes out and beats a gong as many times as the time indicates. Another attraction of the museum is the Veiled Rebecca, an amazing sculpture made by the Italian sculptor, Giovanni Maria Benzoni.

On the basis of your understanding of the above passage, answer any ten of the following questions: (any eight) (a) What led to the construction of the Golconda Fort? (b) What led to the destruction of the Golconda Fort? (c) How is the interest in the Fort kept alive? (d) What does the word ‘breath-taking’ in para 2 mean? (e) Why did Quli Qutb Shah build a mosque? (f) How does one feel after reaching the top of Charminar? (g) What is unique about the Salar Jung Museum? (h) What else can one find in this museum apart from antiques? (i) Name the two attractions of the Salar Jung Museum.

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Unseen Passage English: 5 case study-based comprehension passage Reading for Class 10

Here you will find our collection of case study-based comprehension passage English exercises, a new addition to the CBSE curriculum designed to improve your comprehension passage reading skills.

Unseen Passage English 1: Comprehension Passage Reading and Questions

1. The UN’s 2017 International Year tells that sustainable tourism is an important tool for development , most importantly in poor communities and countries. Today sustainability — environmental, social, and economic – is increasingly recognised as the benchmark for all tourism business. As noted by the UN World Tourism Organisation, 57% of international tourist arrivals will be in emerging economies, by 2030. The various ‘Tourism Terms’ are defined as follows:

1.Based on data collected by a survey by Travel Bureau, the following market profile of an ecotourist was constructed:

Age: 35 – 54 years old, although age varied with activity and other factors such as cost. Gender: 50% female and 50% male, although clear differences based on activity were found. Education: 82% were college graduates, a shift in interest in ecotourism from those who have high levels of education to those with less education was also found, indicating an expansion into mainstream markets. Household composition: No major differences were found between general tourists and experienced ecotourists. Party composition: A majority (60%) of experienced ecotourism respondents stated they prefer to travel as a couple, with only 15% stating they preferred to travel with their families, and 13% preferring to travel alone. (experienced ecotourists = Tourists that had been on at least one “ecotourism” oriented trip.) Trip duration: The largest group of experienced ecotourists— (50%) preferred trips lasting 8-14 days. Expenditure: Experienced ecotourists were willing to spend more than general tourists, the largest group (26%). Important elements of trip: Experienced ecotourists top three responses were: (a) wilderness setting, (b) wildlife viewing, (c) hiking/trekking. Motivations for taking next trip: Experienced ecotourists top two responses were (a) enjoy scenery/ nature, (b) new experiences/places.

After reading the comprehension passage, proceed to the questions that test your understanding.

(i) In the line “……….. recognised as the benchmark”, the word “benchmark” does not refer to: (a) a basis for something. (b) the criterion required. (c) the ability to launch something new. (d) a standard point of reference.

(ii) The World Tourism Organisation of the UN, in an observation, shared that: (a) emerging economies of the world will gain 57% of their annual profits from international tourists. (b) countries with upcoming economies shall see maximum tourist footfall from all over the world in the next decade. (c) many international tourists in 2030 will be from developing countries. (d) barely any tourist in the next decade shall travel from an economically strong nation to a weak one.

(iii) Choose the option that lists the correct answers for the following: 1. Asha Mathew, an NRI, loves animals and wishes to travel to places that safeguard their rights and inculcate awareness of their rights. What kind of tourist is she? 2. Gurdeep Singh from UK is an environmental scientist and has always chosen to travel to places that are examples of a symbiotic relationship between man and nature. What kind of tourist is he? (a) (1) is an ecotourist and (2) is a geotourist. (b) (1) is an ethical tourist and (2) is a geotourist. (c) (1) is a sustainable tourist and (2) is a pro-poor tourist. (d) (1) is a geotourist and (2) is a responsible tourist.

(iv) Based on your understanding of the passage, choose the option that lists the inherent qualities of geotourism.

(a) 1 and 2 (b) 5 and 6 (c) 2 and 4 (d) 3 and 5

(v) In the market profile of an ecotourist, the information on gender indicates that: (a) female ecotourists were more than the male ecotourists. (b) the activity preferences were varied in females and males. (c) the choice of things to do on a trip were quite similar for both the genders. (d) male ecotourists were frequent travellers.

(vi) According to the survey, one of the most powerful driving forces leading experienced ecotourism to invest in new trips was: (a) setting up work stations in new places. (b) the chance to go camping in the wild. (c) competing with other ecotourists as frequent travellers. (d) the opportunity to travel to new places.

(vii) Choose the option that lists statement that is NOT TRUE. (a) Economically backward countries will benefit from sustainable tourism. (b) The tourism business currently recognises sustainability as an important factor. (c) Emerging economies will receive negligible international tourists in the near future. (d) The sustainability factor in tourism is a significant means for development.

(viii) The survey clearly showed that the age range of ecotourists: (a) remained the same for the choice of tourist attractions to visit. (b) changed with the monetary requirements for the trip. (c) fluctuated due to male-female ratio. (d) was constant across various features of the trip.

(ix) The education aspect in the market profile of the ecotourist revealed that ecotourism was no more limited to the small group of highly educated travellers. (True/False) (x) According to the survey conducted by the Travel Bureau, the total percentage of experienced ecotourist who did not prefer to travel was………….

 Answers:

(i)(c) the ability to launch something new. (ii) (b) countries with upcoming economies shall see maximum tourist footfall from all over the world in the next decade. (iii)(b) (1) is an ethical tourist and (2) is a geotourist. (iv) (c) 2 and 4 (v) (b) the activity preferences were varied in females and males. (vi) (d) the opportunity to travel to new places. (vii) (c) Emerging economies will receive negligible international tourists in the near future. (viii) (b) changed with the monetary requirements for the trip. (ix) True (x) 75%

Download the Above Passage in PDF (Printable)

Unseen Passage English 2: Analyze and Answer

1. More than 87,000 healthcare workers have been infected with Covid-19, with just six states – Maharashtra, Karnataka, Tamil Nadu, Delhi, West Bengal and Gujarat – accounting for three-fourths (around 74%) of the case burden and over 86% of the 573 deaths due to the infection, official data showed. Maharashtra alone, with the highest number of over 7.3 lakh confirmed Covid cases so far, accounts for around 28% of the infected healthcare workers and over 60% of the total deaths, according to the data. 2. While Maharashtra, Karnataka and Tamil Nadu had tested over one lakh healthcare workers each till August 28, Karnataka reported only 12,260 infected healthcare workers – almost half the burden in Maharashtra. Tamil Nadu reported 11,169 cases that included doctors, nurses and Asha workers. The three states together accounted for 55% of the total cases among health workers. Risk to frontline workers can jeopardise India’s Covid fight – The three states also reported the highest number of deaths in healthcare professionals, though with a wide gap between Maharashtra and the other two. While Maharashtra reported 292 deaths among healthcare workers, Karnataka and Tamil Nadu had 46 and 49 deaths, respectively.

Covid-19 Cases till August 2020

3. A large number of infections and even deaths of healthcare workers in particular states is being viewed with concern by officials and public health experts, who say risks to frontline workers can jeopardise India’s fight against the pandemic. The issue, discussed in a review meeting headed by the cabinet secretary on Thursday, saw the Centre cautioning states about the need to protect a crucial resource. The possible factors responsible for high infections, officials said, were lax infection control in hospitals and the need for stringent containment measures in areas where health professionals reside to safeguard them. 4. Despite the high number of cases, the government has received only 143 claims since April under the 50 lakh Covid-19 insurance scheme for healthcare workers engaged in Covid mitigation activities. Official sources said the wide gap between the number of deaths and claims could be because all the casualties may not be eligible under the scheme. Besides, the claims are a bit slow in coming as families of the dead take time to apply and do the required paperwork.  5. ‘Solidarity with health workers cannot be met with mere words of encouragement but by concerted efforts to strengthen the health workforce. Safety net for their families should be provided including a term insurance cover of overt 2 crore, with the government as sole guarantee,’ said Giridhar Babu, epidemiologist at the Public Health Foundation of India. ‘Protecting healthcare workers is of paramount importance to make sure we have a large enough force to take care of patients who need their services’ said Dr H Sudarshan Ballal, chairman, Manipal Hospitals, who said such workers may be at risk because of a large number of asymptomatic patients and lack of proper use of PPEs.                                    ( Source : The Times of India/health Ministry)

(i) In the line “… risks to frontline workers”, the term ‘frontline workers’ does NOT refer to: (a) healthcare workers (b) police (c) cleanliness workers (d) teachers

(ii) Which state of India was on the top in terms of confirmed COVID-19 cases? (a) Karnataka (b) Tamil Nadu (c) Delhi (d) Maharashtra

(iii) Based on your understanding of the passage, choose the option that lists the factors responsible for high infection in healthcare professionals. 1. Careless infection control in hospital  2. Negligency by healthcare professionals  3. Lack of stringest containment measure  4. The lack of healthcare professionals  (a) 1 and 2 (b) 2 and 4 (c) 1 and 3 (d) 3 and 4

(iv) How many healthcare workers, infected with COVID-19, were there in Karnataka till August 2020? (a) 11,169 (b) 12,260 (c) 1,07,100 (d) 15,213

(v) Choose the option that lists statement that is NOT TRUE. (a) Maharashtra was the worst sufferer of Covid-19. (b) Karnataka had less number of Covid-19 cases as compared to Maharashtra and Tamil Nadu. (c) The deaths of healthcare workers are disregarded by officials. (d) Most of the families of deceased healthcare workers received रु50 lakh under Covid-19 insurance scheme.

(vi) How many claims has the government received since April 2020 under the ? 50 lakh COVID-19 insurance scheme for healthcare workers engaged in COVID-19 alleviation activities? (a) 49 claims (b) 51 claims (c) 46 claims (d) 143 claims

(vii) ‘Healthcare workers’ refers to………….  (viii) On how many healthcare workers have COVID-19 tests been conducted in Punjab? (ix) Lax infection control in hospitals is the main reason for high infection among healthcare workers. (True/False)                                                                    (x) What does the term ‘concerted efforts’ in pars 5 mean?

(i)(d) teachers (ii) (d) Maharashtra (iii)(c) 1 and 3 (iv) (b) 12,260 (v) (c) The deaths of healthcare workers are disregarded by officials. (vi) (d) 143 claims (vii) doctors, nurses, Asha workers, etc. (viii) On 13,141 healthcare workers COVID-19 tests have been conducted in Punjab. (ix) True (x) The term ‘concerted efforts’ means ‘collective efforts’.

Unseen Passage English 3: Reading Comprehension Exercise

1. Natural calamities generally bring death and disaster on a large scale. Tsunami waves, earthquakes, floods, droughts and epidemics have taken a heavy toll of human lives, particularly the children. The children who survive these disasters suffer the most. They are condemned to lead a life full of misery, insecurity, want and fear. Only the concerted efforts of the Government and the agencies involved in disaster management can help them lead normal lives again.

2. The natural calamities have tragically affected the lives of about 15000 children in recent years in India. The tsunami waves and earthquakes created havoc on a large scale. About 5430 children became homeless due to the tsunami and 5438 were the victims of the earthquakes. Floods displaced 2602 and droughts affected 2036 children. Epidemics affected 1313 children. Out of these figures, 1093 children live constantly in general fear; 110 children have withdrawn socially; 20 children have become deaf and 16 of them can’t speak any more. More than 450 children can’t sleep at night while 1164 can’t concentrate on anything. The tragedy is that 21 of them have become blind, 43 asthmatic and 276 are still in shock. 566 suffer from frequent headache and stomachache. About 850 children fear water and sound and 117 have refused to go to school.

3. Disaster management programmes have not Epidemic proved up to the mark and up to the task. The Government and the concerned agencies should provide comprehensive aids and help to the survivors, particularly the children. They must provide nutritious food, clothes, shelters and medical aids to them. MI efforts should be made to wipe out the scars left by these disasters.

(i) Based on your understanding of the passage, choose the option that lists the statements that are TRUE.

(a) 1 and 2 (b) 2 and 5 (c) 1 and 3 (d) 2 and 4

(ii) What can make the lives of the children , affected with various disasters, normal? (a) The concerted efforts of the government. (b) The concerted efforts of the agencies involved in disaster management. (c) Both (a) and (b) (d) Neither (a) nor (b)

(iii) As per the histogram, the most disastrous natural calamity for children is: (a) Earthquake (b) Tsunami (c) Flood (d) Drought

(iv) The number of children suffering from frequent headache and stomach ache is: (a) 839 (b) 1,164 (c) 110 (d) 566

(v) Who should be responsible for providing the disaster affected children with nutritious food , clothes, shelters and medical aids? (a) The Government (b) The concerned agencies (c) Both (a) and (b) (d) Neither (a) nor (b)

(vi) Which of these are the examples of natural calamities? (a) Floods (b) Tsunamis (c) Earthquakes (d) All of these

(vii) Who among the following are the worst sufferers of natural calamities? (a) Elderly people (b) Youth (c) Children (d) Adults

(viii) Natural calamities generally cause ………. on a large scale. (ix) The role of Disaster Management Programmes in resolving the problems of natural calamities is very bad. (True/False) (x) The antonym of ‘occasional’ in pare 2 is………… .

(i)(b) 2 and 5 (ii) (c) Both (a) and (b) (iii)(b) Tsunami (iv) (d) 566 (v) (c) Both (a) and (b) (vi) (d) All of these (vii) (c) Children (viii) death and disaster (ix) False (x) Frequent

Case Study-Based Comprehension Passage – 4

1. Over 80% of fatalities in road accidents in India happened due to speeding and dangerous or driving a comparative analysis of National Crime Records Bureau (NCRB) data since 2014 shows. While this careless corroborates the popular perception of how people drive on the road in a country where getting a driving licence is often said to b . be too easy. Experts said most of the fatal accidents are recorded by police under speeding and dangerous driving categories in the FIR as there are no other provisions in the Indian Penal Code (IPC) for such offences. 2. According to the latest NCRB report on accidental deaths, 83.2% of road fatalities were on account of these two types of violations and the rest 16.8% of fatalities were due to reasons including drunk driving, bad weather conditions and mechanical defect. In 2014, when such causes of fatal crashes were first compiled, 89.4% of the deaths were due to speeding and dangerous or careless driving as per the police records and this was the highest ever. 3. “We face a host of challenges ranging from poor system of issuing driving licences to almost zero scientific investigation of fatal crashes, which are provided in the law. Most of our national highways and state highways, which pass through villages, have no pedestrian crossings. On the top of this, in all fatal cases, police automatically registers them under section 279 (negligent driving resulting death) of the IPC,” said mad safety expert Rohit Baluja, who has been a regular guest faculty at Indian Police Academy, Hyderabad. 4. Confirming this, traffic adviser in Punjab, government, Navdeep Asija said in case of all fatal accidents, the provisions of IPC are slapped. “In IPC, any crime or offence has to be lodged against a human being and hence there cannot be any charge against a road, vehicle or any other object. That’s why police data may not indicate the exact reason of crashes. But it is also a fact that violation of traffic rules is rampant on roads and only electronic surveillance can put a check on them,” he added.

5.Baluja said there is a need to define what is dangerous driving and the norms for fixing speed limits. “In Delhi, the speed limit is same across major roads, Year residential areas and markets during day lean time and at night as well. No authorities are held responsible for deficiencies on their part,” he pointed out. Though the amended Motor Vehicle Act has included a provision to hold road owning agencies, contractors and consultants in case of fatal accidents due to faulty road construction or design, the government is yet to notify the process for this.                                                  ( Source: Times of India)

(i) Based on your understanding of the passage, choose the option that lists accurate speed limit rules authorised in Delhi. 1. Different speed limits for major roads and residential areas. 2. Same speed limit for major roads and residential areas. 3. Same speed limit during day time and at night as well. (a) Only 1 (b) Both 1 and 2 (c) Both 2 and 3 (d) Only 2

(ii) According to the latest NCRB report, what percentage of total fatal road accidents occur due to high speed driving and rash driving? (a) 16.8% (b) 32.3% (c) 27.5% (d) 83.2%

(iii) Choose the option that lists statement that is NOT TURE. (a) Police data may not indicate the exact reason of crashes. (b) Fatal accidents may occur due to faulty road construction. (c) Violation of traffic rules is hardly observed on roads. (d) IPC stands for Indian Penal Code.

(iv) In the line “……… the norms for fixing speed”, the word “norm” DOES NOT refer to: (a) a model (b) a standard (c) usual (d) exception

(v) As per the amended Motor Vehicle Act, who among these are also held responsible for fatal road accidents? (a) Road contractors (b) Road consultants (c) Both (a) and (b) (d) Neither (a) nor (b)

(vi) According to NCRB, which of these factors is/ are responsible for fatal road accidents? (a) High speed driving (b) Rash driving (c) Both (a) and (b) (d) Neither (a) nor (b)

(vii) In which year were the causes of fatal crashes first compiled? (viii) According to the traffic adviser in Punjab government, any crime of offence must be lodged against………..  (ix) The data displays that the largest number of road accidents took place in 2016. (True/False) (x) Which word in para 4 is similar in meaning to ‘observation’?

(i)(c) Both 2 and 3 (ii) (d) 83.2% (iii)(c) Violation of traffic rules is hardly observed on roads. (iv) (d) exception (v) (c) Both (a) and (b) (vi) (c) Both (a) and (b) (vii) The causes of fatal crashes first compiled in 2014. (viii) human being only (ix) False (x) Surveillance

Unseen Passage English 5: Reading Comprehension Exercise

1. There are visible signs of economic rejuvenation since the second half of May, with the second wave of the pandemic abating in most parts of the country and state governments lifting restrictions in phases, a finance ministry report said on 10 August 2021 while calling for sustaining the vaccination progress and the need for Covid-appropriate behaviour. “The receding of India’s second wave, along with rapid progress in vaccination, has set the stage to further accelerate economic recovery. The movement of high frequency indicators in July clearly point towards a broad-based economic revival,” said the finance ministry’s monthly economic report for July, adding that these signs resonate with the fact that the economic impact of the second wave is expected to be muted. 2. It said PMI manufacturing sharply rebounded to be in expansionary zone across output and input sub-components of the index. Marking swift economic recovery, GST collection has reclaimed its ‘ 1 lakh crore-plus territory in July, signifying increased business and consumer activity. Rail freight at 112.7 MT in July hit a record for the month and registered 18.3% growth (year-on-year) and 13.2% rise compared to pre-Covid July 2019. The surge in economic activity is further corroborated by trends in Kharif sowing, fertiliser sales, power consumption, vehicle registrations, highway toll collections, e-way bills and digital transactions, said the report. “Latest available data on growth of eight core industries, auto sales, tractor sales, port traffic, air passenger traffic, also indicate sequential improvement from the contraction induced by the second wave,” it further added.

3. “At this juncture, the economy and society are at a crucial inflection point where sustenance of economic recovery, vaccination progress and Covid-19 appropriate behavioural strategies are needed in close synergy with each other.” It said that having antibodies reduces the probability of acquiring serious illnesses, as is borne by studies. So, any subsequent waves are expected to be mild in terms of severity of disease.

[ Source : Times of India )]

(i) Why do you think the Indian economy is reviving now? (a) The second wave of pandemic is coming down. (b) Restrictions imposed due to Covid-19 are gradually lifted. (c) Both (a) and (b) (d) Neither (a) nor (b)

(ii) In order to control and prevent Covid-19 cases, which of these is must? (a) Strictly following Covid-19 protocols (b) maintaining the vaccination progress (c) both (a) and (b) (d) neither (a) nor (b)

(iii)  The term ‘Covid-appropriate behaviour’ refers to: (a) maintaining appropriate social distancing (b) wearing mask when going out of home (c) washing hands with soap and water and applying sanitizer frequently (d) all of the above

(iv) What does the line “… the economic impact of the second wave is expected to be muted” mean? (a) The impact of the second wave Covid-19 pandemic on economy would be very disastrous. (b) The adverse impact of the second wave Covid-19 pandemic on economy would be to a very less extent. (c) The impact of the second wave Covid-19 pandemic on economy would be to a large extent. (d) The consequence of the second wave Covid-19 pandemic would be positive for economy.

(v) Based on the passage, what would be the impact of imminent wave Covid-19 pandemic in terms of severity of disease? (a) very serious (b) enormous (c) mild (d) deadly

(vi) What does the GST collection of rupees 1 lakh crore plus territory in July 2021 reflect? (a) Nominal business and consumer activity were done in July 2021. (b) The condition of business and consumer activity was very bad in July 2021. (c) Decreased business and consumer activity took place in July 2021. (d) Increased business and consumer activity took place in July 2021.

(vii) Which one of these is an example of the term ‘year-on-year’? (a) In March 2016, Aditi had received his electricity bill of 1540 and in May 2017, he received his electricity bill of रु450. (b) In February 2020, I had earned 220,000, but in March 2020, I earned रु 15,000. (c) In June 2020, Aryan had received his electricity bill of रु 1450 and in June 2021, he received the same supposed amount of his electricity bill. (d) In May 2020, Sneha had spent 225,000 on household expenditure but in August 2020, she spent रु 30,000 on household expenditure.

(viii) Kiaan was vaccinated twice against Covid-19 virus. Which of the following statements is TRUE regarding Kiaan according to the passage? (a) Covid-19 virus cannot affect him at all now. (b) He may even acquire serious illness if he is infected by Covid-19 virus. (c) If he is infected by Covid-19, he may become ill but his illness cannot be very serious. (d) If he is infected by Covid-19, he may even die of it.

(ix) According to the Bar graph, approximately on the area of 600 lakh hectares the work of Kharif sowing was done altogether by 6 August 2021 in our country. (True/False) (x) Which word in pare 3 is the synonym of ‘ensuing’?

(i)(c) Both (a) and (b) (ii) (c) both (a) and (b) (iii)(d) all of the above (iv) (b) The adverse impact of the second wave Covid-19 pandemic on economy would be to a very less extent. (v) (c) mild (vi) (d) Increased business and consumer activity took place in July 2021. (vii) (c) In June 2020, Aryan had received his electricity bill of 21450 and in June 2021, he received the same supposed amount of his electricity bill. (viii) (c) If he is infected by Covid-19, he may become ill but his illness cannot be very serious. (ix) False (x) Subsequent

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Case Based Factual Passage for Class 10

Table of Contents

In this post, I’m sharing with you a “ Case Based Factual Passage for Class 10 ” that’s often found in the CBSE Class 10th Board Exam. If you want to do well in English, you should practise this part a lot. It’s crucial for the upcoming CBSE board exam in 2023-24. Writing skills is very important for board exams.

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Read the passage given below.

1. There are innumerable villages in India which have fewer than 500 residents. Many people from the other cities in India head to one of these sanctuaries to wash away all the hardships of an ultramodern life.

2. With a population of just 289, the tribal village of Ha is the smallest named place in the country which is located at an altitude of 4,780 ft. in the Kurung Kumey district of Arunachal Pradesh. The village is known for its brilliant natural beauty and the Menga caves which are dedicated to Lord Shiva.

3. Located about 27 km from Keylong in Himachal Pradesh, the village of Shansha has a population of 320 people in 72 houses. The hamlet is located close to the Tandi Kishtwar road which is generally a pit stop for those adventure-seeking individuals who ride through this dangerous route. The hamlet of Shansha is home to a greenhouse which is located at a height of 10,000 ft. and provides aid to the locals living and working in this highly challenging terrain.

Factual Passage for Class 10

4. One might think the entire state of Goa is filled with a bunch of beaches and shacks, but there is another side of the tiny state which is known for its isolated villages. Xelpem, also known as Shelpem, is an example of one such place which is located on the banks of Salaulim river and has a population of just 255.

5. The village of Sankri in Uttarakhand is the base camp of many treks and is well known for being the last village which has a market on the way to the Har ki Dun Trek, Kedarkantha. The hamlet has just 77 homes out of which three are small guest houses and has a population of about 270 people. Most families welcome the trekkers to stay at their homes as well.

6. One amongst the most scenic and hidden gems of Nagaland is the village of Nitoi. The village has a population of about 402 people and boasts of an 80% literacy rate even in its small population. The small hamlet can be reached from Kiphire which is an 8-hour drive from Kohima.

• Important Passage for 10 CBSE Board

Case Based Factual Passage for Class 10 mcq

On the basis of your reading of the passage given above, answer the following questions.

(1) The purpose of this passage is to provide awareness regarding the _____. Choose the correct option. (a) tiny towns and cities in India (b) small villages and hamlets in India (c) small hamlets and cities in India (d) isolated tribes in India

(2) Select the option that is true for the two statements given below. (i) Shansha has a population of 320 people in 72 houses. (ii) The hamlet of Shansha is home to a greenhouse. (a) (i) contradicts (ii). (b) (ii) is the reason for (i). (c) (i) is independent of (ii). (d) (ii) is the result of (i).

(3) Select the option that gives the correct meaning of the following statement. “Most families welcome the trekkers to stay at their homes as well.” (a) The hamlet consists of only guest houses for trekkers. (b) People from Sankri village aren’t fond of any visitors. (c) The hamlet has just 77 homes with a population of about 270 people. (d) People from Sankri village keep their doors open for guests.

(4) According to the passage, the greenhouse in Shansha is essential for the people because______. (a) it provides aid to the trekkers living and working in this highly challenging terrain. (b) it is the only source of food in the mountains. (c) it provides aid to the locals at a height of 10,000 ft. in this highly challenging terrain. (d) it is a major tourist attraction of that village.

(5) Select the option listing what the given sentence refers to. ‘The village has a population of about 402 people and boasts of an 80% literacy rate even in its small population.’ (i) The village has a population of 402 literate people. (ii) The population of the village is 80% illiterate. (iii) The 80% of the population is not illiterate. (iv) The population of the village is limited to 402 individuals. (v) The village boasts high literacy rate even in its small population. (a) (i), (ii) and (v) (b) (ii), (iv) and (v) (c) (i), (ii) and (iii) (d) (iii), (iv) and (v)

(6) The Menga caves from the village of Ha in Arunachal Pradesh are dedicated to which deity? (a) Lord Shiva (b) Lord Krishna (c) Lord Ganesha (d) Lord Vishnu

• Unseen Passage for Class 10

Factual Passage for Class 10 with Answers

(7) This passage lists an example of the tiny villages in India where _______. Select the correct option. (a) people come for good business opportunities (b) people come to wash away all their sins in the holy pilgrimage sites (c) people come to escape all the hardships of an ultra-modern life (d) people have just discovered their existence and are not yet listed on maps

(8) Choose the correct option to answer the following: According to paragraph 4, ‘One might think the entire state of Goa is filled with a bunch of beaches and shacks.’ This is so because: (a) Goa is famous for its small naturally scenic villages. (b) Goa is generally advertised as such in popular media. (c) not much is known about the beaches and shacks of Goa. (d) people don’t care about the natural diversity in Goa.

(9) The tribal village of Ha, the smallest named place in the country, is located at an altitude of…… (a) 4,280 ft. (b) 4,580 ft. (c) 4,780 ft. (d) 4,980 ft.

(10) The village of Nitoi is described as_______ (a) scenic and hidden gem of Himachal. (b) filled with a bunch of beaches and shacks. (c) a pit stop for adventure-seeking individuals. (d) scenic and hidden gem of Nagaland.

(11) Which word in the passage means ‘distress’? (a) dangerous (b) hardships (c) innumerable (d) isolated

(12) Which word in the passage is opposite to the meaning of ‘unstimulating’? (a) working (b) literacy (c) sanctuaries (d) challenging

Factual Passage with Answer & Explanation

1. Ans. (b) small villages and hamlets in India 2. Ans. (c) (1) is independent of (2). 3. Ans. (d) People from Sankri village keep their doors open for guests. 4. Ans. (c) it provides aid to the locals at a height of 10,000 ft. in this highly challenging terrain. 5. Ans. (d) (3), (4) and (5) 6. Ans. (a) Lord Shiva 7. Ans. (c) people come to escape all the hardships of an ultra-modern life 8. Ans. (b) Goa is generally advertised as such in popular media. 9. Ans. (c) 4,780 ft. 10. Ans. (d) scenic and hidden gem of Nagaland. 11. Ans. (b) hardships 12. Ans. (d) challenging

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• English Language and Literature

Reading - Case Study Passage

There will be following questions in this section. Qs 1-2. This section will have two unseen passages of a total length of 700-750. The arrangement within the reading section is as follows: Q. 1: A Factual passage of 300-350 words with eight very short answer type questions. (8 marks) Q. 2: A Discursive passage of 350-400 words with four short answer type questions to test inference,evaluation and analysis and four MCQs to test vocabulary. (12 marks)

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CBSE MCQ for Class 10 English Case Based Factual Passage Free PDF

The CBSE MCQ for Class 10 English Case Based Factual Passage  are provided below, in detailed and free to download PDF format. The solutions are latest , comprehensive , confidence inspiring , with easy to understand explanation . To download CBSE MCQ for Class 10 English Grammar PDF for Free, just click ‘ Download pdf ’ button.

CBSE MCQ for Class 10 English Case Based Factual Passage PDF

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Case Study Class 10 English

If you are looking for the CBSE Case Study class 10 English in PDF, then you are in the right place. CBSE 10th Class Case Study for the English Subject is available here on this website. These Case studies can help the students to solve the different types of questions that are based on the case study or passage.

CBSE Board will be asking case study questions based on English subjects in the upcoming board exams. Thus, it becomes an essential resource to study. 

The Case Study Class 10 English Questions cover a wide range of chapters from the subject. Students willing to score good marks in their board exams can use it to practice questions during the exam preparation. The questions are highly interactive and it allows students to use their thoughts and skills to solve the given Case study questions.

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Download links of class 10 English Case Study questions and answers pdf is given on this website. Students can download them for free of cost because it is going to help them to practice a variety of questions from the exam perspective.

Case Study questions class 10 English include all chapters wise questions. A few passages are given in the case study PDF of English. Students can download them to read and solve the relevant questions that are given in the passage.

Students are advised to access Case Study questions class 10 English CBSE chapter wise PDF and learn how to easily solve questions. For gaining the basic knowledge students can refer to the NCERT Class 10th Textbooks. After gaining the basic information students can easily solve the Case Study class 10 English questions.

How to Solve Case Study Based Questions Class 10 English?

In order to solve the Case Study Based Questions Class 10 English students are needed to observe or analyse the given information or data. Students willing to solve Case Study Based Questions are required to read the passage carefully and then solve them. 

While solving the class 10 English Case Study questions, the ideal way is to highlight the key information or given data. Because, later it will ease them to write the final answers. 

Case Study class 10 English consists of 4 to 5 questions that should be answered in MCQ manner. While answering the MCQs of Case Study, students are required to read the paragraph as they can get some clue in between related to the topics discussed.

Also, before solving the Case study type questions it is ideal to use the CBSE Syllabus to brush up the previous learnings.

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Students referring to the Class 10 English Case Study Questions And Answers Pdf from Selfstudys will find these features:-

• Accurate answers of all the Case-based questions given in the PDF.
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• Case study class 10 English helps in exam preparation since, CBSE Class 10 Question Papers contain case-based questions.
• It allows students to utilise their learning to solve real life problems.
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• Those students who solve Case Study Class 10 English on a regular basis become extremely good at answering normal formula based English questions.
• By using class 10 English Case Study questions and answers pdf, students focus more on Selfstudys instead of wasting their valuable time.
• With the help of given solutions students learn to solve all Case Study questions class 10 English CBSE chapter wise pdf regardless of its difficulty level.

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Staub. Tropfen. Stöße. Extremes Wetter. Was auch immer die Herausforderung ist, TOUGHBOOK ist für dauerhafte Leistung gebaut. Das TOUGHBOOK-Sortiment umfasst Laptops, Tablets und Zubehör, das von Fahrzeugdocks und Halterungen bis hin zu Barcode-Scannern, Smartcard-Readern und Hot-Swap-Batterien reicht. TOUGHBOOK setzt den Industriestandard für robuste Geräte, die an die Bedürfnisse Ihrer mobilen Mitarbeiter angepasst werden können. Bewährt für den Einsatz in extremen Umgebungen, damit das Wetter für Ihre mobilen Teams kein Problem darstellt.

Von der Automotive Branche bis zur Verteidigung, vom Außendienst bis zum Rettungsdienst: widerstandsfähige TOUGHBOOK Lösungen werden für den effizienten professionellen Einsatz entwickelt. Mit kundenspezifischer , bedarfsgerechter Erweiterungsmöglichkeiten und modularer Konstruktion bieten wir ausfallsichere Lösungen für jede Branche, jede Umgebung und jede Aufgabe.

TOUGHBOOK G2

Toughbook 40, toughbook 55, toughbook 33, pro services, produktion & fertigung, öffentliche sicherheit, verteidigung, häfen & intermodaler verkehr, technischer service & versorgung, gabelstapler, transport & logistik, lebenswichtige sekunden sparen mit toughbook g2.

Entdecken Sie die Funktionalitäten der MobiMed-Lösung von Ortivus mit dem TOUGHBOOK-Tablet, das für den robusten Einsatz konzipiert wurde. Diese Lösung zielt darauf ab, die Patientenversorgung durch die effektive Überwachung von Vitalparametern zu verbessern und so zu einer optimierten Gesundheitsversorgung beizutragen. Sehen Sie sich das Fallstudienvideo an, um mehr über die Fortschritte in der medizinischen Innovation zu erfahren.

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TOUGHBOOK Blog

Bleiben Sie auf dem Laufenden mit marktführendem Fachwissen, Nachrichten und Einblicken, die Sie brauchen, um der Zeit voraus zu sein.

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Fibo Bau Case Study - Deutsch

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CBSE Class 10 Maths Case Study Questions for Class 10 Maths Chapter 1 - Real Numbers (Published by CBSE)

Cbse class 10 maths cased study question bank for chapter 1 - real numbers is available here. this question bank is very useful to prepare for the class 10 maths exam 2021-2022..

The Central Board of Secondary Education has introduced the case study questions in class 10 exam pattern 2021-2022. The CBSE Class 10 questions papers of Board Exam 2022 will have questions based on case study. Therefore, students should get familiarised with these questions to do well in their board exam.

We have provided here case study questions for Class 10 Maths Chapter 1 - Real Numbers. These questions have been published by the CBSE board itself. Students must solve all these questions at the same time they finish with the chapter - Real numbers. 

Case Study Questions for Class 10 Maths Chapter 1 - Real Numbers

To enhance the reading skills of grade X students, the school nominates you and two of your friends to set up a class library. There are two sections- section A and section B of grade X. There are 32 students in section A and 36 students in section B.

1. What is the minimum number of books you will acquire for the class library, so that they can be distributed equally among students of Section A or Section B?

Answer: c) 288

2. If the product of two positive integers is equal to the product of their HCF and LCM is true then, the HCF (32 , 36) is

Answer: b) 4

3. 36 can be expressed as a product of its primes as

a) 2 2 × 3 2

b) 2 1 × 3 3

c) 2 3 × 3 1

d) 2 0 × 3 0

Answer: a) 2 2 × 3 2

4. 7 × 11 × 13 × 15 + 15 is a

a) Prime number

b) Composite number

c) Neither prime nor composite

d) None of the above

Answer: b) Composite number

5. If p and q are positive integers such that p = ab 2 and q= a 2 b, where a , b are prime numbers, then the LCM (p, q) is

Answer: b) a 2 b 2

CASE STUDY 2:

A seminar is being conducted by an Educational Organisation, where the participants will be educators of different subjects. The number of participants in Hindi, English and Mathematics are 60, 84 and 108 respectively.

1. In each room the same number of participants are to be seated and all of them being in the same subject, hence maximum number participants that can accommodated in each room are

Answer: b) 12

2. What is the minimum number of rooms required during the event?

Answer: d) 21

3. The LCM of 60, 84 and 108 is

Answer: a) 3780

4. The product of HCF and LCM of 60,84 and 108 is

Answer: d) 45360

5. 108 can be expressed as a product of its primes as

a) 2 3 × 3 2

b) 2 3 × 3 3

c) 2 2 × 3 2

d) 2 2 × 3 3

Answer: d) 2 2 × 3 3

CASE STUDY 3:

A Mathematics Exhibition is being conducted in your School and one of your friends is making a model of a factor tree. He has some difficulty and asks for your help in completing a quiz for the audience.

Observe the following factor tree and answer the following:

1. What will be the value of x?

Answer: b) 13915

2. What will be the value of y?

Answer: c) 11

3. What will be the value of z?

Answer: b) 23

4. According to Fundamental Theorem of Arithmetic 13915 is a

a) Composite number

b) Prime number

d) Even number

Answer: a) Composite number

5. The prime factorisation of 13915 is

a) 5 × 11 3 × 13 2

b) 5 × 11 3 × 23 2

c) 5 × 11 2 × 23

d) 5 × 11 2 × 13 2

Answer: c) 5 × 11 2 × 23

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Ncert solutions for class 10 english, ncert solutions for class 10 english chapter-wise – download free pdf (updated for 2023-24).

NCERT Solutions for Class 10 English include a variety of units containing prose lessons and poems with exercise questions, as per the NCERT Class 10 English syllabus. Every question from the NCERT Class 10 English textbooks – First Flight (Main Book) and Footprints without Feet (Supplementary Book) has been covered in these solutions. The NCERT Solutions for Class 10 English have been solved by our subject-matter experts in a comprehensive manner and in accordance with the latest CBSE syllabus.

Considering the uber-competitive era, it’s extremely important for Class 10 students to prepare themselves for their exams and face this challenging task with confidence. To score good marks, students need to focus on important questions for Class 10 English NCERT and prepare well and have a thorough understanding of different concepts mentioned in all the textbook lessons. Here, we bring you the most reliable BYJU’S NCERT Solutions for Class 10 English that will help students create an in-depth knowledge of key concepts and ace their exams without a hitch.

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NCERT Solutions of Class 10 English

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First Flight Textbook Solutions:

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The following are the chapters that have been removed from the NCERT Class 10 English First Flight textbook 2023-24.

Chapter 5 –

The Hundred Dresses–I

Chapter 6 –

The Hundred Dresses–II

Supplementary Textbook, Footprints without Feet Solutions:

There are 10 chapters present in the NCERT Solutions for Class 10 English Footprints without Feet . The solutions are prepared in a straightforward and concise manner highlighting the points which are important in each chapter. The subject experts prepare these solutions with the aim of providing a detailed summary and analysis of the chapters. You can get the chapter-wise solutions in both online and offline formats by clicking on the links provided here.

The following are the chapters that have been removed from the NCERT Class 10 English Footprints Without Feet textbook 2023-24.

The Hack Driver

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NCERT Solutions for Class 10 English are designed comprehensively by our panel of expert teachers. Class 10 students would have an enjoyable learning experience while referring to our solutions, and this would definitely help them prepare to write the exams competently. The answers to the different questions in the textbook are given in detail to ensure better understanding among students. NCERT Solutions for Class 10 English in PDF format can be downloaded by the students from the links updated below and practise these questions before the exams, to stay ahead of their peers in class.

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• The chapters present in the  NCERT Class 10 English textbook are extensively covered.
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CBSE Class 10 English Marks Weightage (2023-24)

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There are 10 chapters present in the NCERT Class 10 English Supplementary textbook. A Triumph of Surgery, The Thief’s Story, The Midnight Visitor, A Question of Trust, Footprints without Feet, The Making of a Scientist, The Necklace, The Hack Driver, Bholi, The Book That Saved the Earth.

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• Open access
• Published: 24 May 2024

Integration of case-based learning and three-dimensional printing for tetralogy of fallot instruction in clinical medical undergraduates: a randomized controlled trial

• Jian Zhao 1   na1 ,
• Xin Gong 1   na1 ,
• Jian Ding 1 ,
• Kepin Xiong 2 ,
• Kangle Zhuang 3 ,
• Rui Huang 1 ,
• Shu Li 4 &
• Huachun Miao 1  

BMC Medical Education volume  24 , Article number:  571 ( 2024 ) Cite this article

288 Accesses

Metrics details

Case-based learning (CBL) methods have gained prominence in medical education, proving especially effective for preclinical training in undergraduate medical education. Tetralogy of Fallot (TOF) is a congenital heart disease characterized by four malformations, presenting a challenge in medical education due to the complexity of its anatomical pathology. Three-dimensional printing (3DP), generating physical replicas from data, offers a valuable tool for illustrating intricate anatomical structures and spatial relationships in the classroom. This study explores the integration of 3DP with CBL teaching for clinical medical undergraduates.

Sixty senior clinical medical undergraduates were randomly assigned to the CBL group and the CBL-3DP group. Computed tomography imaging data from a typical TOF case were exported, processed, and utilized to create four TOF models with a color 3D printer. The CBL group employed CBL teaching methods, while the CBL-3DP group combined CBL with 3D-printed models. Post-class exams and questionnaires assessed the teaching effectiveness of both groups.

The CBL-3DP group exhibited improved performance in post-class examinations, particularly in pathological anatomy and TOF imaging data analysis ( P  < 0.05). Questionnaire responses from the CBL-3DP group indicated enhanced satisfaction with teaching mode, promotion of diagnostic skills, bolstering of self-assurance in managing TOF cases, and cultivation of critical thinking and clinical reasoning abilities ( P  < 0.05). These findings underscore the potential of 3D printed models to augment the effectiveness of CBL, aiding students in mastering instructional content and bolstering their interest and self-confidence in learning.

The fusion of CBL with 3D printing models is feasible and effective in TOF instruction to clinical medical undergraduates, and worthy of popularization and application in medical education, especially for courses involving intricate anatomical components.

Peer Review reports

Tetralogy of Fallot (TOF) is the most common cyanotic congenital heart disease(CHD) [ 1 ]. Characterized by four structural anomalies: ventricular septal defect (VSD), pulmonary stenosis (PS), right ventricular hypertrophy (RVH), and overriding aorta (OA), TOF is a focal point and challenge in medical education. Understanding anatomical spatial structures is pivotal for learning and mastering TOF [ 2 ]. Given the constraints of course duration, medical school educators aim to provide students with a comprehensive and intuitive understanding of the disease within a limited timeframe [ 3 ].

The case-based learning (CBL) teaching model incorporates a case-based instructional approach that emphasizes typical clinical cases as a guide in student-centered and teacher-facilitated group discussions [ 4 ]. The CBL instructional methods have garnered widespread attention in medical education as they are particularly appropriate for preclinical training in undergraduate medical education [ 5 , 6 ]. The collection of case data, including medical records and examination results, is essential for case construction [ 7 ]. The anatomical and hemodynamic consequences of TOF can be determined using ultrasonography, computed tomography (CT), and magnetic resonance imaging techniques. However, understanding the anatomical structures from imaging data is a slow and challenging psychological reconstruction process for undergraduate medical students [ 8 ]. Three-dimensional (3D) visualization is valuable for depicting anatomical structures [ 9 ]. 3D printing (3DP), which creates physical replicas based on data, facilitates the demonstration of complex anatomical structures and spatial relationships in the classroom [ 10 ].

During the classroom session, 3D-printed models offer a convenient means for hands-on demonstration and communication, similar to facing a patient, enhancing the efficiency and specificity of intra-team communication and discussion [ 11 ]. In this study, we printed TOF models based on case imaging data, integrated them into CBL teaching, and assessed the effectiveness of classroom instruction.

Research participants

The study employed a prospective, randomized controlled design which received approval from the institutional ethics committee. Senior undergraduate students majoring in clinical medicine at Wannan Medical College were recruited for participation based on predefined inclusion criteria. The researchers implemented recruitment according to the recruitment criteria by contacting the class leaders of the target classes they had previously taught. Notably, these students were in their third year of medical education, with anticipation of progressing to clinical courses in the fourth year, encompassing Internal Medicine, Surgery, Obstetrics, Gynecology, and Pediatrics. Inclusion criteria for participants encompassed the following: (1) proficient communication and comprehension abilities, (2) consistent attendance without absenteeism or truancy, (3) absence of failing grades in prior examinations, and (4) capability to conscientiously fulfill assigned learning tasks. Exclusion criteria were (1) absence from lectures, (2) failure to complete pre-and post-tests, and (3) inadequate completion of questionnaires. For their participation in the study, Students were provided access to the e-book “Localized Anatomy,” authored by the investigators, as an incentive for their participation. Voluntary and anonymous participation was emphasized, with participants retaining the right to withdraw from the study at any time without providing a reason.

The study was conducted between May 1st, 2023, and June 30, 2023, from recruitment to completion of data collection. Drawing upon insights gained from a previous analogous investigation which yielded an effect size of 0.95 [ 10 ]. Sample size was computed, guided by a statistical consultant, with the aim of 0.85 power value, predicated on an effect size of 0.8 and a margin of error set at 0.05. A minimum of 30 participants per group was calculated using G*Power software (latest ver. 3.1.9.7; Heinrich-Heine-Universität Düsseldorf, Düsseldorf, Germany), resulting in the recruitment of a total of 60 undergraduate students. Each participant was assigned an identification number, with codes placed in boxes. Codes drawn from the boxes determined allocation to either the CBL group or the CBL-3DP group. Subsequently, participants were randomly assigned to either the CBL group, receiving instruction utilizing the CBL methodology, or the CBL-3DP group, which received instruction integrating both CBL and 3D Printed models.

Printing of TOF models

Figure  1 A shows the printing flowchart of the TOF models. A typical TOF case was collected from the Yijishan Hospital of Wannan Medical College. The CT angiography imaging data of the case was exported. Mimics Research 20.0 software (Mimics Innovation Suite version 20, Materialize, Belgium) was used for data processing. The cardiovascular module of the CT-Heart tool was employed to adjust the threshold range, independently obtain the cardiac chambers and vessels, post-process the chambers and vessels to generate a hollow blood pool, and merge it with the myocardial volume to construct a complete heart model. The file was imported into Magics 24.0 software (version 24.0; Materialize, Belgium) for correction using the Shell tool page. After repairs, the model entered the smoothing page, where tools such as triangular surface simplification, local smoothing, refinement and smoothing, subdivision of components, and mesh painting were utilized to achieve varying degrees of smoothness. Finally, optimized data were obtained and exported as stereolithography (STL) files. An experienced cardiothoracic surgeon validated the anatomical accuracy of the digital model.

The STL files were imported into a 3D printer (J401Pro; Sailner 3D Technology, China) for model printing. This printer can produce full-color medical models using different materials. The models were fabricated using two distinct materials: rigid and flexible. Both materials are suitable for the observational discussion of the teaching objectives outlined in our study. From the perspective of observing pathological changes in the TOF, there is no significant difference between the two materials.

Experimental flow chart of this study. A TOF model printing flow chart. B The instructional framework

Teaching implementation

Figure  1 B illustrates the instructional framework employed in this study. One week preceding the class session, all the students were tasked with a 30-minute self-study session, focusing on the theoretical content related to TOF as outlined in the Pediatrics and Surgery textbooks, along with a review of pertinent academic literature. Both groups received co-supervision from two basic medicine lecturers boasting over a decade of teaching experience, alongside a senior cardiothoracic surgeon. Teaching conditions remained consistent across groups, encompassing uniform assessment criteria and adherence to predefined teaching time frames, all conducted in a Project-Based Learning (PBL) classroom at Wannan Medical College. Additionally, a pre-course examination was administered to gauge students’ preparedness for self-study.

In adherence to the curriculum guidelines, the teaching objectives aimed to empower students to master TOF’s clinical manifestations, diagnostic modalities, and differential diagnoses, while acquainting them with treatment principles and surgical methodologies. Additionally, the objectives sought to cultivate students’ clinical reasoning abilities and problem-solving skills. the duration of instruction for the TOF theory session was standardized to 25 min. The didactic content was integrated with the TOF case study to construct a coherent pedagogical structure.

During the instructional session, both groups underwent teaching utilizing the CBL methodology. Clinical manifestations and case details of TOF cases were presented to stimulate students’ interest and curiosity. Subsequently, the theory of TOF, including its etiology, pathogenesis, pathologic anatomy, clinical manifestations, diagnostic methods, and therapeutic interventions, was briefly elucidated. Emphasis was then placed on the case, wherein selected typical TOF cases were explained, guiding students in analysis and discussion. Students were organized into four teams under the instructors’ supervision, fostering cooperative learning and communication, thereby deepening their understanding of the disease through continuous inquiry and exploration (Fig.  2 L). In the routinely equipped PBL classroom with standard heart models (Fig.  2 J, K), all students had prior exposure to human anatomy and were familiar with these models. Both groups were provided with four standard heart models for reference, while the CBL-3DP group received additional four 3D-printed models depicting TOF anomalies, enriching their learning experience (Fig.  2 D, G). After the lesson, summarization, and feedback sessions were conducted to consolidate group discussions’ outcomes, evaluate teaching effectiveness, and assess learning outcomes.

Heart models utilized in instructional sessions. A External perspective of 3D digital models. B, C Cross-sectional views following trans-septal sagittal dissection of the 3D digital model (PS: Pulmonary Stenosis; OA: Overriding Aorta; VSD: Ventricular Septal Defect; RVH: Right Ventricular Hypertrophy). D External depiction of rigid 3D printed model. E, F Sagittal sections of the rigid 3D printed model. G External portrayal of flexible 3D printed model. H, I Sagittal sections of the flexible 3D printed model. J, K The normal heart model employed in the instruction of the CBL group. L Ongoing classroom session

Teaching effectiveness assessment

Following the instructional session, participants from the two groups underwent a theoretical examination to assess their comprehension of the taught material. This assessment covered domains such as pathological anatomy, clinical manifestations, imaging data interpretation, diagnosis, and treatment relevant to TOF. Additionally, structured questionnaires were administered to evaluate the efficacy of the pedagogical approach employed. The questionnaire consisted of six questions designed to gauge participants’ understanding of the teaching content, enhancement of diagnostic skills, cultivation of critical thinking and clinical reasoning abilities, bolstering of confidence in managing TOF cases, satisfaction with the teaching mode, and satisfaction with the CBL methodology.

The questionnaire employed a 5-point Likert scale to gauge responses, with 5 indicating “strongly satisfied/agree,” 4 for “satisfied/agree,” 3 denoting “neutral,” 2 reflecting “dissatisfied/disagree,” and 1 indicating “strongly dissatisfied/disagree.” It comprised six questions, with the initial two probing participants’ knowledge acquisition, questions 3 and 4 exploring satisfaction regarding enhanced competence, and the final two assessing satisfaction with teaching methods and modes. Additionally, participants were encouraged to provide suggestions at the end of the questionnaire. To ensure the questionnaire’s validity, five esteemed lecturers in basic medical sciences with more than 10 years of experience verified its content and assessed its Content Validity Ratio and Content Validity Index to ensure alignment with the study’s objectives.

Statistical analysis

Statistical analyses were conducted utilizing GraphPad Prism 9.0 software. Aggregate score data for both groups were presented as mean ± standard deviation (x ± s). The gender comparisons were analyzed with the chi-square (χ2) test, while the other variables were compared using the Mann-Whitney U test. The threshold for determining statistical significance was set at P  < 0.05.

Three-dimensional printing models

After configuring the structural colors of each component (Fig.  2 A, B, C), we printed four color TOF models using both rigid and flexible materials, resulting in four life-sized TOF models. Two color TOF models were created using rigid materials (Fig.  2 D, E, F). These models, exhibiting resistance to deformation, and with a firm texture, smooth and glossy surface, and good transparency, allowing visibility of the internal structures, were deemed conducive to teaching and observation. We also fabricated two color TOF models using flexible materials (Fig.  2 G, H, I), characterized by soft texture, opacity, and deformability, allowing for easy manipulation and cutting. It has potential utility beyond observational purposes. It can serve as a valuable tool for simulating surgical interventions and may be employed to create tomographic anatomical specimens. In this study, both material models were suitable for observation in the classroom. The participants were able to discern the four pathological changes characteristic of TOF from surface examination or cross-sectional analysis.

Baseline characteristics of the students

In total, 60 students were included in this study. The CBL group comprised 30 students (14 males and 16 females), with an average age of (21.20 ± 0.76) years. The CBL-3DP group consisted of 30 students (17 males and 13 females) with an average age of 20.96 years. All the students completed the study procedures. There were no significant differences in age, sex ratio, or pre-class exam scores between the two groups ( P  > 0.05), indicating that the baseline scores between the two groups were comparable (Table  1 ).

Theoretical examination results

All students completed the research procedures as planned. The post-class theoretical examination encompassed assessment of pathological anatomy, clinical presentations, imaging data interpretation, diagnosis, and treatment pertinent to TOF. Notably, no statistically significant disparities were observed in the scores on clinical manifestations, diagnosis and treatment components between the cohorts, as delineated in Table  2 . Conversely, discernible distinctions were evident whereby the CBL-3DP group outperformed the CBL group notably in pathological anatomy, imaging data interpretation, and overall aggregate scores ( P  < 0.05).

Results of the questionnaires

All the 60 participants submitted the questionnaire. Comparing the CBL and CBL-3DP groups, the scores from the CBL-3DP group showed significant improvements in many areas. This included satisfaction with the teaching mode, promotion of diagnostic skills, bolstering of self-assurance in managing TOF cases, and cultivation of critical thinking and clinical reasoning abilities (Fig.  3 B, C, D, E). All of which improved significantly ( P  < 0.05 for the first aspects and P  < 0.01 for the rest). However, the two groups were not comparable ( P  > 0.05) in terms of understanding of the teaching content and Satisfaction with the CBL methodology (Fig.  3 A, F).

Upon completion of the questionnaires, participants were invited to proffer recommendations. Notably, in the CBL group, seven students expressed challenges in comprehending TOF and indicated a need for additional time for consolidation to enhance understanding. Conversely, within the CBL-3DP group, twelve students advocated for the augmentation of model repertoire and the expansion of disease-related data collection to bolster pedagogical efficacy across other didactic domains.

Five-point Likert scores of students’ attitudes in CBL ( n  = 30) and CBL-3DP ( n  = 30) groups. A Understanding of teaching content. B Promotion of diagnostic skills. C Cultivation of critical thinking and clinical reasoning abilities. D Bolstering of self-assurance in managing TOF cases. E Satisfaction with the teaching mode. F Satisfaction with the CBL methodology. ns No significant difference, * p  < 0.05, ** p  < 0.01, *** p  < 0.001

TOF presents a significant challenge in clinical practice, necessitating a comprehensive understanding for effective diagnosis and treatment [ 12 ]. Traditional teaching methods in medical schools have relied on conventional resources such as textbooks, 2D illustrations, cadaver dissections, and radiographic materials to impart knowledge about complex conditions like TOF [ 13 ]. However, the limitations of these methods in fully engaging students and bridging the gap between theoretical knowledge and practical application have prompted a need for innovative instructional approaches.

CBL has emerged as a valuable tool in medical education, offering students opportunities to engage with authentic clinical cases through group discussions and inquiry-based learning [ 14 ]. By actively involving students in problem-solving and decision-making processes, CBL facilitates the application of theoretical knowledge to real-world scenarios, thus better-preparing students for future clinical practice [ 15 ]. Our investigation revealed that both groups of students exhibited comparable levels of satisfaction with the CBL methodology, devoid of discernible disparities.

CHD presents a formidable challenge due to the intricate nature of anatomical anomalies, the diverse spectrum of conditions, and individual variations [ 16 ]. Utilizing 3D-printed physical models, derived from patient imaging data, can significantly enhance comprehension of complex anatomical structures [ 17 ]. These models have proven invaluable in guiding surgical planning, providing training for junior or inexperienced pediatric residents, and educating healthcare professionals and parents of patients [ 18 ]. Studies indicate that as much as 50% of pediatric surgical decisions can be influenced by the insights gained from 3D printed models [ 19 ]. By providing tangible, anatomically accurate models, 3D printing offers a unique opportunity for people to visualize complex structures and enhance their understanding of anatomical intricacies. Our study utilized full-color, to-scale 3D printed models to illustrate the structural abnormalities associated with TOF, thereby enriching classroom sessions and facilitating a deeper comprehension of the condition.

Comparative analysis between the CBL-3DP group and the CBL group revealed significant improvements in post-test performance, particularly in pathological anatomy and imaging data interpretation. Additionally, questionnaire responses indicated higher levels of satisfaction and confidence among students in the CBL-3DP group, highlighting the positive impact of incorporating 3D printed models into the learning environment, improving the effectiveness of CBL classroom instruction. Despite the merits, our study has limitations. Primarily, participants were exclusively drawn from the same grade level within a single college, possibly engendering bias owing to shared learning backgrounds. Future research could further strengthen these findings by expanding the sample size and including long-term follow-up to assess the retention of knowledge and skills. Additionally, the influence of the 3D models depicting a normal heart on the learning process and its potential to introduce bias into the results warrants consideration, highlighting a need for scrutiny in subsequent studies.

As medical science continues to advance, the need for effective teaching methods becomes increasingly paramount. Our study underscores the potential of combining active learning approaches like CBL with innovative technologies such as 3D printing to enhance teaching effectiveness, improve knowledge acquisition, and foster students’ confidence and enthusiasm in pursuing clinical careers. Moving forward, further research and integration of such methodologies are essential for meeting the evolving demands of medical education, especially in areas involving complex anatomical understanding.

Conclusions

Integrating 3D-printed models with the CBL method is feasible and effective in TOF instruction. The demonstrated success of this method warrants broad implementation in medical education, particularly for complex anatomical topics.

Data availability

All data supporting the conclusions of this research are available upon reasonable request from the corresponding author.

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Acknowledgements

We extend our sincere appreciation to the instructors and students whose invaluable participated in this study.

This paper received support from the Education Department of Anhui Province, China (Grant Numbers 2022jyxm1693, 2022jyxm1694, 2022xskc103, 2018jyxm1280).

Author information

Jian Zhao and Xin Gong are joint first authors.

Authors and Affiliations

Department of Human Anatomy, Wannan Medical College, No.22 West Wenchang Road, Wuhu, 241002, China

Jian Zhao, Xin Gong, Jian Ding, Rui Huang & Huachun Miao

Department of Cardio-Thoracic Surgery, Yijishan Hospital of Wannan Medical College, Wuhu, China

Kepin Xiong

Zhuhai Sailner 3D Technology Co., Ltd., Zhuhai, China

Kangle Zhuang

School of Basic Medical Sciences, Wannan Medical College, Wuhu, China

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Contributions

Jian Zhao and Huachun Miao designed the research. Jian Zhao, Xin Gong, Jian Ding, Kepin Xiong designed the tests and questionnaires. Kangle Zhuang processed the imaging data and printed the models. Xing Gong and Kepin Xiong implemented the teaching. Jian Zhao and Rui Huang collected the data and performed the statistical analysis. Jian Zhao and Huachun Miao prepared the manuscript. Shu Li and Huachun Miao revised the manuscript. Shu Li provided the Funding acquisition. All authors reviewed and approved the final manuscript.

Corresponding authors

Correspondence to Shu Li or Huachun Miao .

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Ethics approval and consent to participate.

This investigation received ethical approval from the Ethical Committee of School of Basic Medical Sciences, Wannan Medical College (ECBMSWMC2022-1-12). All methodologies adhered strictly to established protocols and guidelines. Written informed consent was obtained from the study participants to take part in the study.

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Written informed consent was obtained from the individuals for the publication of any potentially identifiable images or data included in this article.

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The authors declare no competing interests.

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Zhao, J., Gong, X., Ding, J. et al. Integration of case-based learning and three-dimensional printing for tetralogy of fallot instruction in clinical medical undergraduates: a randomized controlled trial. BMC Med Educ 24 , 571 (2024). https://doi.org/10.1186/s12909-024-05583-z

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Received : 03 March 2024

Accepted : 21 May 2024

Published : 24 May 2024

DOI : https://doi.org/10.1186/s12909-024-05583-z

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• Medical education
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