case study based on quadrilateral

Class 9 Maths Case Study Questions of Chapter 8 Quadrilaterals PDF Download

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Class 9 Maths Case Study Questions Chapter 8  are very important to solve for your exam. Class 9 Maths Chapter 8 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving case study-based questions for Class 9 Maths Chapter 8 Quadrilaterals

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These case study questions challenge students to apply their knowledge of quadrilaterals in practical scenarios, enhancing their problem-solving abilities. This article provides the Class 9 Maths Case Study Questions of Chapter 8: Quadrilaterals, enabling students to practice and excel in their examinations.

Quadrilaterals Case Study Questions With Answers

Here, we have provided case-based/passage-based questions for Class 9 Maths Chapter 8 Quadrilaterals

Case Study/Passage-Based Questions

Case Study 1: Laveena’s class teacher gave students some colorful papers in the shape of quadrilaterals. She asked students to make a parallelogram from it using paper folding. Laveena made the following parallelogram.

How can a parallelogram be formed by using paper folding? (a) Joining the sides of a quadrilateral (b) Joining the mid-points of sides of a quadrilateral (c) Joining the various quadrilaterals (d) None of these

Answer: (b) Joining the mid-points of sides of quadrilateral

Which of the following is true? (a) PQ = BD (b) PQ = 1/2 BD (c) 3PQ = BD (d) PQ = 2BD

Answer: (b) PQ = 1/2 BD

Which of the following is correct combination? (a) 2RS = BD (b) RS = 1/3 BD (c) RS = BD (d) RS = 2BD

Answer: (a) 2RS = BD

Which of the following is correct? (a) SR = 2PQ (b) PQ = SR (c) SR = 3PQ (d) SR = 4PQ

Answer: (b) PQ = SR

Case Study/Passage Based Questions

Case Study 2: Anjali and Meena were trying to prove mid-point theorem. They draw a triangle ABC, where D and E are found to be the midpoints of AB and AC respectively. DE was joined and extended to F such that DE = EF and FC is also joined.

▲ADE and ▲CFE are congruent by which criterion? (a) SSS (b) SAS (c) RHS (d) ASA

Answer: (b) SAS

∠EFC is equal to which angle? (a) ∠DAE (b) ∠EDA (c) ∠AED (d) ∠DBC

Answer: (b)∠EDA

∠ECF is equal to which angle? (a) ∠EAD (b) ∠ADE (c) ∠AED (d) ∠B

Answer: (a) ∠EAD

CF is equal to (a) EC (b) BE (c) BC (d) AD

Answer: (d) AD

CF is parallel to (a) AE (b) CE (c) BD (d) AC

Answer: (c) BD

Case Study 3. A group of students is exploring different types of quadrilaterals. They encountered the following scenario:

Four friends, Aryan, Bhavana, Chetan, and Divya, participated in a geometry project. They constructed a figure with four sides and made the following observations:

• The opposite sides of the figure are parallel.
• The opposite angles of the figure are congruent.
• The figure has two pairs of congruent adjacent sides.
• The sum of the measures of the interior angles of the figure is 360 degrees.

Based on this information, the students were asked to analyze the properties of the quadrilateral they constructed. Let’s see if you can answer the questions correctly:

MCQ Questions:

Q1. The type of quadrilateral formed by their figure is: (a) Parallelogram (b) Rhombus (c) Rectangle (d) Square

Answer: (a) Parallelogram

Q2. The measure of each angle in the figure is: (a) 90 degrees (b) 120 degrees (c) 135 degrees (d) 180 degrees

Answer: (d) 180 degrees

Q3. The figure is an example of a quadrilateral that satisfies the: (a) Opposite sides are equal condition (b) Opposite angles are congruent condition (c) Diagonals bisect each other condition (d) None of the above

Answer: (b) Opposite angles are congruent condition

Q4. The sum of the measures of the exterior angles of the figure is: (a) 90 degrees (b) 180 degrees (c) 270 degrees (d) 360 degrees

Answer: (d) 360 degrees

Q5. The figure has rotational symmetry of: (a) Order 1 (b) Order 2 (c) Order 3 (d) Order 4

Answer: (a) Order 1

Hope the information shed above regarding Case Study and Passage Based Questions for Class 9 Mathematics Chapter 8 Quadrilaterals with Answers Pdf free download has been useful to an extent. If you have any other queries about CBSE Class 9 Maths Quadrilaterals Case Study and Passage Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible By Team Study Rate

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CBSE Case Study Questions for Class 9 Maths Quadrilaterals Free PDF

Mere Bacchon, you must practice the CBSE Case Study Questions Class 9 Maths Quadrilaterals  in order to fully complete your preparation . They are very very important from exam point of view. These tricky Case Study Based Questions can act as a villain in your heroic exams!

I have made sure the questions (along with the solutions) prepare you fully for the upcoming exams. To download the latest CBSE Case Study Questions , just click ‘ Download PDF ’.

CBSE Case Study Questions for Class 9 Maths Quadrilaterals PDF

Checkout our case study questions for other chapters.

• Chapter 6 Lines and Angles Case Study Questions
• Chapter 7 Triangles Case Study Questions
• Chapter 9 Areas of Parallelograms and Triangles Case Study Questions
• Chapter 10 Circles Case Study Questions

How should I study for my upcoming exams?

First, learn to sit for at least 2 hours at a stretch

Solve every question of NCERT by hand, without looking at the solution.

Solve NCERT Exemplar (if available)

Sit through chapter wise FULLY INVIGILATED TESTS

Practice MCQ Questions (Very Important)

Practice Assertion Reason & Case Study Based Questions

Sit through FULLY INVIGILATED TESTS involving MCQs. Assertion reason & Case Study Based Questions

After Completing everything mentioned above, Sit for atleast 6 full syllabus TESTS.

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CBSE Class 9 Mathematics Case Study Questions

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Significance of Mathematics in Class 9

Mathematics is an important subject for students of all ages. It helps students to develop problem-solving and critical-thinking skills, and to think logically and creatively. In addition, mathematics is essential for understanding and using many other subjects, such as science, engineering, and finance.

CBSE Class 9 is an important year for students, as it is the foundation year for the Class 10 board exams. In Class 9, students learn many important concepts in mathematics that will help them to succeed in their board exams and in their future studies. Therefore, it is essential for students to understand and master the concepts taught in Class 9 Mathematics .

Case studies in Class 9 Mathematics

A case study in mathematics is a detailed analysis of a particular mathematical problem or situation. Case studies are often used to examine the relationship between theory and practice, and to explore the connections between different areas of mathematics. Often, a case study will focus on a single problem or situation and will use a variety of methods to examine it. These methods may include algebraic, geometric, and/or statistical analysis.

Example of Case study questions in Class 9 Mathematics

The Central Board of Secondary Education (CBSE) has included case study questions in the Class 9 Mathematics paper. This means that Class 9 Mathematics students will have to solve questions based on real-life scenarios. This is a departure from the usual theoretical questions that are asked in Class 9 Mathematics exams.

The following are some examples of case study questions from Class 9 Mathematics:

Class 9 Mathematics Case study question 1

There is a square park ABCD in the middle of Saket colony in Delhi. Four children Deepak, Ashok, Arjun and Deepa went to play with their balls. The colour of the ball of Ashok, Deepak,  Arjun and Deepa are red, blue, yellow and green respectively. All four children roll their ball from centre point O in the direction of   XOY, X’OY, X’OY’ and XOY’ . Their balls stopped as shown in the above image.

Answer the following questions:

Answer Key:

Class 9 Mathematics Case study question 2

• Now he told Raju to draw another line CD as in the figure
• The teacher told Ajay to mark  ∠ AOD  as 2z
• Suraj was told to mark  ∠ AOC as 4y
• Clive Made and angle  ∠ COE = 60°
• Peter marked  ∠ BOE and  ∠ BOD as y and x respectively

Now answer the following questions:

• 2y + z = 90°
• 2y + z = 180°
• 4y + 2z = 120°
• (a) 2y + z = 90°

Class 9 Mathematics Case study question 3

• (a) 31.6 m²
• (c) 513.3 m³
• (b) 422.4 m²

Class 9 Mathematics Case study question 4

How to Answer Class 9 Mathematics Case study questions

To crack case study questions, Class 9 Mathematics students need to apply their mathematical knowledge to real-life situations. They should first read the question carefully and identify the key information. They should then identify the relevant mathematical concepts that can be applied to solve the question. Once they have done this, they can start solving the Class 9 Mathematics case study question.

Students need to be careful while solving the Class 9 Mathematics case study questions. They should not make any assumptions and should always check their answers. If they are stuck on a question, they should take a break and come back to it later. With some practice, the Class 9 Mathematics students will be able to crack case study questions with ease.

Class 9 Mathematics Curriculum at Glance

At the secondary level, the curriculum focuses on improving students’ ability to use Mathematics to solve real-world problems and to study the subject as a separate discipline. Students are expected to learn how to solve issues using algebraic approaches and how to apply their understanding of simple trigonometry to height and distance problems. Experimenting with numbers and geometric forms, making hypotheses, and validating them with more observations are all part of Math learning at this level.

The suggested curriculum covers number systems, algebra, geometry, trigonometry, mensuration, statistics, graphing, and coordinate geometry, among other topics. Math should be taught through activities that include the use of concrete materials, models, patterns, charts, photographs, posters, and other visual aids.

CBSE Class 9 Mathematics (Code No. 041)

I	NUMBER SYSTEMS	10
II	ALGEBRA	20
III	COORDINATE GEOMETRY	04
IV	GEOMETRY	27
V	MENSURATION	13
VI	STATISTICS & PROBABILITY	06

Class 9 Mathematics question paper design

The CBSE Class 9 mathematics question paper design is intended to measure students’ grasp of the subject’s fundamental ideas. The paper will put their problem-solving and analytical skills to the test. Class 9 mathematics students are advised to go through the question paper pattern thoroughly before they start preparing for their examinations. This will help them understand the paper better and enable them to score maximum marks. Refer to the given Class 9 Mathematics question paper design.

QUESTION PAPER DESIGN (CLASS 9 MATHEMATICS)

1.	Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.  Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas	43	54
2.	Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.	19	24
3.	Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions	18	22
		80	100

myCBSEguide: Blessing in disguise

Class 9 is an important milestone in a student’s life. It is the last year of high school and the last chance to score well in the CBSE board exams. myCBSEguide is the perfect platform for students to get started on their preparations for Class 9 Mathematics. myCBSEguide provides comprehensive study material for all subjects, including practice questions, sample papers, case study questions and mock tests. It also offers tips and tricks on how to score well in exams. myCBSEguide is the perfect door to enter for class 9 CBSE preparations.

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16 thoughts on “CBSE Class 9 Mathematics Case Study Questions”

This method is not easy for me

aarti and rashika are two classmates. due to exams approaching in some days both decided to study together. during revision hour both find difficulties and they solved each other’s problems. aarti explains simplification of 2+ ?2 by rationalising the denominator and rashika explains 4+ ?2 simplification of (v10-?5)(v10+ ?5) by using the identity (a – b)(a+b). based on above information, answer the following questions: 1) what is the rationalising factor of the denominator of 2+ ?2 a) 2-?2 b) 2?2 c) 2+ ?2 by rationalising the denominator of aarti got the answer d) a) 4+3?2 b) 3+?2 c) 3-?2 4+ ?2 2+ ?2 d) 2-?3 the identity applied to solve (?10-?5) (v10+ ?5) is a) (a+b)(a – b) = (a – b)² c) (a – b)(a+b) = a² – b² d) (a-b)(a+b)=2(a² + b²) ii) b) (a+b)(a – b) = (a + b

MATHS PAAGAL HAI

All questions was easy but search ? hard questions. These questions was not comparable with cbse. It was totally wastage of time.

Where is search ? bar

maths is love

Can I have more questions without downloading the app.

I love math

Hello l am Devanshu chahal and l am an entorpinior. I am started my card bord business and remanded all the existing things this all possible by math now my business is 120 crore and my business profit is 25 crore in a month. l find the worker team because my business is going well Thanks

I am Riddhi Shrivastava… These questions was very good.. That’s it.. ..

For challenging Mathematics Case Study Questions, seeking a writing elite service can significantly aid your research. These services provide expert guidance, ensuring your case study is well-researched, accurately analyzed, and professionally written. With their assistance, you can tackle complex mathematical problems with confidence, leading to high-quality academic work that meets rigorous standards.

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CBSE Case Study Questions Class 9 Maths Chapter 5 Introduction to Euclid’s Geometry PDF Download

Case Study Questions Class 9 Maths Chapter 5 Introduction to Euclid’s Geometry  is very important to solve for your exam. Class 9 Maths Chapter 5 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving  case study-based   questions for Class 9 Maths Chapter 5  Introduction to Euclid’s Geometry

CBSE Case Study Questions for Class 9 Maths Euclids Geometry PDF

Case study questions class 9 maths chapter 5.

Case Study 1: In a mathematics class, students were learning about Euclid’s Geometry and the properties of lines and angles. The teacher drew the following figure on the board:

Using this figure, the teacher presented some statements and asked the students to determine whether they were true or false. Let’s see how well you can answer these questions:

Q1. In triangle ABC, if AB = AC, then the triangle is: (a) Equilateral (b) Isosceles (c) Scalene (d) Right-angled

Answer: (b) Isosceles

Q2. If lines AB and AC are perpendicular to each other, then the measure of angle BAC is: (a) 45 degrees (b) 90 degrees (c) 180 degrees (d) It cannot be determined

Answer: (b) 90 degrees

Q3. In triangle ABC, if angle B = angle C, then the triangle is: (a) Equilateral (b) Isosceles (c) Scalene (d) Right-angled

Q4. In triangle ABC, if angle B = angle C = 60 degrees, then the triangle is: (a) Equilateral (b) Isosceles (c) Scalene (d) Right-angled

Answer: (a) Equilateral

Q5. In triangle ABC, if AB = BC, then the triangle is: (a) Equilateral (b) Isosceles (c) Scalene (d) Right-angled

Case Study 2. A group of students is studying geometrical shapes and their properties. They came across the following figure:

The students were given statements related to this figure and were asked to determine whether they were true or false. Let’s see if you can answer these questions:

Q1. In the given figure, line segment AB is perpendicular to line segment CD. True or False?

Answer: (b) False

Q2. In the given figure, angle CAB is supplementary to angle BCD. True or False?

Q3. In the given figure, angle CAD is complementary to angle BCD. True or False?

Q4. In the given figure, line segments AC and BD are parallel. True or False?

Answer: (a) True

Q5. In the given figure, angle CAD is equal to angle CDB. True or False?

Case Study 3. A group of students was learning about the properties of quadrilaterals. The teacher presented them with the following figure:

The teacher then asked the students to identify the type of quadrilateral based on its properties. Let’s see if you can answer the questions correctly:

Q1. In the given figure, if all four sides of the quadrilateral ABCD are equal, then it is a: (a) Rectangle (b) Rhombus (c) Square (d) Parallelogram

Answer: (b) Rhombus

Q2. In the given figure, if opposite sides of the quadrilateral ABCD are parallel, then it is a: (a) Rectangle (b) Rhombus (c) Square (d) Parallelogram

Answer: (d) Parallelogram

Q3. In the given figure, if opposite angles of the quadrilateral ABCD are equal, then it is a: (a) Rectangle (b) Rhombus (c) Square (d) Parallelogram

Q4. In the given figure, if all four angles of the quadrilateral ABCD are right angles, then it is a: (a) Rectangle (b) Rhombus (c) Square (d) Parallelogram

Answer: (a) Rectangle

Q5. In the given figure, if all four sides of the quadrilateral ABCD are equal and all four angles are right angles, then it is a: (a) Rectangle (b) Rhombus (c) Square (d) Parallelogram

Answer: (c) Square

Hope the information shed above regarding Case Study and Passage Based Questions for Case Study Questions Class 9 Maths Chapter 5 Introduction to Euclid’s Geometry with Answers Pdf free download has been useful to an extent. If you have any other queries about Case Study Questions Class 9 Maths Chapter 5 Introduction to Euclid’s Geometry and Passage-Based Questions with Answers, feel free to comment below so that we can revert back to us at the earliest possible.

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Test: Quadrilaterals- Case Based Type Questions- 2 - Class 9 MCQ

10 questions mcq test - test: quadrilaterals- case based type questions- 2, abcd is an area in the shape of rhombus in which ∠adc = 120°. samay and tarun lived at d and c and their school located at o. q. who can reach school early.

• C. Both will reach at same time
• D. Cannot say

Since, ∠CDO > ∠ DCO

(side opposite to greater angle is greater.)

⇒ Samay will reach school early.

ABCD is an area in the shape of rhombus in which ∠ADC = 120°. Samay and Tarun lived at D and C and their school located at O. Q. Measure of ∠CDO and ∠DCO are ______ and ______ respectively.

120°, 50°

30°, 60°

60°, 30°

120°, 60°

Diagonal of a rhombus bisects the angles is passing from.

∠CDO = 1/2 ∠CDA

= 1/2 (120)° = 60°

∠ADC + ∠DCB = 180°

120° + ∠DCB = 180°

⇒ ∠DCB = 180° – 120° = 60°

∠DCO = 1/2 ∠DCB

= 1/2 (60°) = 30°

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ABCD is an area in the shape of rhombus in which ∠ADC = 120°. Samay and Tarun lived at D and C and their school located at O. Q. Measure of ∠DCB is :

Thus, ∠CDA + ∠DCB = 180°

⇒ 120° + ∠DCB = 180°

⇒ ∠DCB = 180° – 120° = 60°

ABCD is an area in the shape of rhombus in which ∠ADC = 120°. Samay and Tarun lived at D and C and their school located at O.

Q. Which statement is incorrect?

• A. A rhombus has all the properties of a parallelogram.
• B. Diagonals of the rhombus are angle bisectors.
• C. Sum of consecutive angles of a rhombus is 180°.
• D. Diagonals of a rhombus are not perpendicular bisectors.

Diagonals of a rhombus are perpendicular bisectors.

Q. Measure of ∠BAC :

Thus, ∠BAC = ∠ DCA = 30° (alternate interior angles)

Maths teacher of class 9th gave students coloured paper in the shape of quadrilateral and then ask the students to make parallelogram from it by using paper folding.

Q. If S P = 3 cm, then RQ =

Q. If ∠RSP = 30°, then ∠RQP =

Q. How can a parallelogram be formed by using paper folding?

• A. By joining any two vertices
• B. By joining one pair of opposite vertices.
• C. By joining mid points of sides of a quadrilateral
• D. None of the above

Q. If ∠RSP = 50°, then ∠SPQ =

Thus, ∠RSP + ∠SPQ = 180°

50° + ∠SPQ = 180°

∠SPQ = 180° – 50°

Q. Which statement is incorrect about the parallelogram?

• A. Consecutive angles are supplementary
• B. Opposites sides are parallel
• C. Diagonal bisects each other
• D. Diagonals are equal in length.

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• Resources and Development Class 10 Case Study Social Science Geography Chapter 1

Last Updated on September 3, 2024 by XAM CONTENT

Hello students, we are providing case study questions for class 10 social science. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 10 social science. In this article, you will find case study for CBSE Class 10 Social Science Geography Chapter 1 Resources and Development. It is a part of Case Study Questions for CBSE Class 10 Social Science Series.

	Resources and Development
	Case Study Questions
	Competency Based Questions
	CBSE
	10
	Social Science – Geography
	Contemporary India-II
	Resources and Development
	Class 10 Studying Students
	Yes
	Mentioned

Table of Contents

Case Study Questions on Resources and Development Class 10

Read the following passage and answer the questions:

We have shared our land with the past generations and will have to do so with the future generations too. Ninety five per cent of our basic needs for food, shelter and clothing are obtained from land.

Human activities have not only brought about degradation of land but have also aggravated the pace of natural forces to cause damage to land. Some human activities such as deforestation, overgrazing, mining and quarrying too have contributed significantly in land degradation. Mining sites are abandoned, after excavation work is complete, leaving deep scars and traces of over burdening. In states like Jharkhand, Chhattisgarh, Madhya Pradesh and Odisha, deforestation due to mining have caused severe land degradation. In states like Gujarat, Rajasthan, Madhya Pradesh and Maharashtra, over-grazing is one of the main reasons for land degradation. In the states like Punjab, Haryana, Western Uttar Pradesh, over irrigation is responsible for land degradation due to water logging leading to increase in salinity and alkalinity in the soil.

Q 1. How does human activities have brought about land degradation? Ans. Human activities have brought about land degradation through the factors like deforestation, over-grazing, mining and quarrying.

Q 2. How is over irrigation responsible for land degradation? Ans. Over irrigation is responsible for land degradation due to water logging leading to increase in salinity in soil.

Q 3. Why is human considered as the main culprit for land degradation? Ans. Human is considered as the main culprit for land degradation due to the following reasons: (i) His excavation work at mining sites. (ii) His significant contribution to deforestation. (iii) He has aggravated the pace of natural forces causing damage to land. (Any two)

Planning is the widely accepted strategy for judicious use of resources. It has importance in a country like India, which has enormous diversity in the availability of resources. There are regions which are rich in certain types of resources but are deficient in some other resources. There are some regions which can be considered self-sufficient in terms of the availability of resources and there are some regions which have acute shortage of some vital resources. For example, the states of Jharkhand, Chhattisgarh and Madhya Pradesh are rich in minerals and coal deposits. Arunachal Pradesh has abundance of water resources but lacks in infrastructural development. The state of Rajasthan is very well endowed with solar and wind energy but lacks in water resources. The cold desert of Ladakh is relatively isolated from the rest of the country. It has very rich cultural heritage, but it is deficient in water, infrastructure and some vital minerals. This calls for balanced resource planning at the national, state, regional and local levels.

Q. 1. Which of the following statements correctly describes about resource planning? a. Identification and quantification of available resources. b. Development of available resources. c. Both a. and b. d. Uneven distribution of resources.

Ans. Option (c) is correct.

Q. 2. Resource planning is important in a country like India due to: a. enormous diversity in availability of resources b. deficiency in certain types of resources c. abundance of water resources d. rich cultural heritage

Ans. Option (a) is correct.

Q. 3. The state(s) which is/are rich in minerals and coal deposits is/are: a. Jharkhand b. Chhattisgarh c. Madhya Pradesh d. All of these

Ans. Option (d) is correct.

Q. 4. The states like Jharkhand, Madhya Pradesh are rich in coal and minerals but have less development in resources as: a. they are economically less developed b. they have rich cultural heritage c. they lack water resources d. they lack technological and institutional support

• Power Sharing Class 10 Case Study Social Science Political Science Chapter 1
• Forest and Wildlife Resources Class 10 Case Study Social Science Geography Chapter 2
• The Making of a Global World Class 10 Case Study Social Science History Chapter 3

Nationalism in India Class 10 Case Study Social Science History Chapter 2

The rise of nationalism in europe class 10 case study social science history chapter 1, topics from which case study questions may be asked.

• Types – natural and human
• Need for resource planning
• Natural resources
• Land as a resource
• Soil types and distribution
• Changing land-use pattern
• Land degradation and conservation measures.

Everything available in our environment which can be used to satisfy our needs, provided it is technologically accessible, economically feasible and culturally acceptable, can be termed as ‘resource’.

The first International Earth Summit held in Rio de Janeiro in 1992 endorsed global Forest Principles and adopted Agenda 21 for achieving sustainable development.

Frequently Asked Questions (FAQs) on Resources and Development Class 10 Case Study

Q1: what are case study questions.

A1: Case study questions are a type of question that presents a detailed scenario or a real-life situation related to a specific topic. Students are required to analyze the situation, apply their knowledge, and provide answers or solutions based on the information given in the case study. These questions help students develop critical thinking and problem-solving skills.

Q2: How should I approach case study questions in exams?

A2: To approach case study questions effectively, follow these steps: Read the case study carefully: Understand the scenario and identify the key points. Analyze the information: Look for clues and relevant details that will help you answer the questions. Apply your knowledge: Use what you have learned in your course to interpret the case study and answer the questions. Structure your answers: Write clear and concise responses, making sure to address all parts of the question.

Q3: What are the benefits of practicing case study questions from your website?

A3: Practicing case study questions from our website offers several benefits: Enhanced understanding: Our case studies are designed to deepen your understanding of historical events and concepts. Exam preparation: Regular practice helps you become familiar with the format and types of questions you might encounter in exams. Critical thinking: Analyzing case studies improves your ability to think critically and make connections between different historical events and ideas. Confidence: Practicing with our materials can boost your confidence and improve your performance in exams.

Q4: What are the important keywords in this chapter “Resources and Development”?

A4: Important keywords for CBSE Class 10 Resources and Development are given below: Land Use Pattern: Use of land for different purposes like forests, cultivation, fallow land, etc. Ecological Balance: The balance in our physical and cultural environment. Man’s activities cause disturbances in this balance. For example, two important aspects are balance of gases in air and balance of constituents in soil. Land Degradation: Depletion of the resources of the land through soil erosion, mining, deforestation, etc. Khadar: The new alluvium. Kankar: Substance now containing calcium carbonates. Laterite: Soils from which silicates have been leached out and iron and aluminium predominate. Bangar: The old alluvium. Conservation: Preservation and protection of natural or man-made resources. Regur: Black soil of extremely fine clayey material. Basin: A wide depression or an area drained by a river. Sub-soil: Part of the soil below the top layer, normally used for cultivation to the depth to which most plant roots grow. Fallow Land: Agricultural land left uncultivated after two-three crops to restore its natural fertility. Marginal Land: Land which is difficult to cultivate and yields little profit. Net Sown Area: The total land under crop production excluding wasteland or land left fallow. Soil: Top layer of earth containing humus.

Q5: When and why was the Rio-de-Janeiro Earth summit held?

A5: Rio-de-Janeiro summit was held in 1992 in Brazil. Earth Summit: To achieve sustainable development in order to combat environment damage, poverty and disease, it laid emphasis on global cooperation, mutual needs and shared responsibilities.

Q6: What type of soil is found in the river deltas of the eastern coast? Write three main features of this type of soil.

A6: Alluvial Soil: Its main features are: (i) Mostly these soils contain adequate proportion of potash and lime which are ideal for the growth of sugarcane, paddy, wheat, etc. (ii) Such a soil is the result of deposits of river. (iii) Very fertile soil

Q7: What do you mean by land use pattern? Name the factors that determine the use of land.

A7: Utilisation of land for various purposes, such as cultivation, grazing of animals, mining, construction of roads, etc. Factors that determine land use pattern are: (i) Topography (ii) Climate (iii) Human Factor (iv) Accessibility

Q8: What does the term ‘sustainable economic development’ mean? How can we eradicate irrational consumption and over-utilisation of resources?

A8: Sustainable economic development means ‘development should take place without damaging the environment’ and development in the present should not compromise with the needs of the future generations. We can eradicate irrational consumption and over-utilisation of resources through conservation of resources. Irrational consumption and over-exploitation of resources lead to many socioeconomic and environmental problems. To overcome these problems and to preserve resources for our future generation as well, proper management and conservation of resources is essential

Q9: What is resource planning? Write three phases of resource planning.

A9: Resource planning is a proper and judicious planning of resources. Resources are put to use according to availability and needs for development of the economy. Three processes which are involved in resource planning are: (a) Identification and inventory of resources across various regions of the country. It involves surveying, mapping, qualitative and quantitative estimation and measurement of the resources. (b) Evolving a planning structure, endowed with appropriate technological skill and institutional set up for implementing resource development plans. (c) Synchronizing the resource development with overall national development plans.

Q10: Explain the role of human in resource development

A10: Human is at the centre of resource development. Actually all resources become resources only when they are put to use by humans. It is human who makes natural things usable with the help of technology. Had no technology been there, development would not have been possible. There are regions where natural resources are in abundance but the regions are not developed, e.g., Africa. But if humans are developed, they make the region developed with technology, e.g., Japan.

Q11: Are there any online resources or tools available for practicing “ Resources and Development” case study questions?

A11: We provide case study questions for CBSE Class 10 Social Science on our  website . Students can visit the website and practice sufficient case study questions and prepare for their exams.

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First detections of ionospheric plasma density irregularities from goes geostationary gps observations during geomagnetic storms, 1. introduction, 2. materials and methods, 3. results and discussion, 3.1. case-study of geomagnetic storm on 7–8 september 2017, 3.2. case-study of geomagnetic storm on 25–26 august 2018, 4. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest.

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Cherniak, I.; Zakharenkova, I.; Gleason, S.; Hunt, D. First Detections of Ionospheric Plasma Density Irregularities from GOES Geostationary GPS Observations during Geomagnetic Storms. Atmosphere 2024 , 15 , 1065. https://doi.org/10.3390/atmos15091065

Cherniak I, Zakharenkova I, Gleason S, Hunt D. First Detections of Ionospheric Plasma Density Irregularities from GOES Geostationary GPS Observations during Geomagnetic Storms. Atmosphere . 2024; 15(9):1065. https://doi.org/10.3390/atmos15091065

Cherniak, Iurii, Irina Zakharenkova, Scott Gleason, and Douglas Hunt. 2024. "First Detections of Ionospheric Plasma Density Irregularities from GOES Geostationary GPS Observations during Geomagnetic Storms" Atmosphere 15, no. 9: 1065. https://doi.org/10.3390/atmos15091065

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Case Study Questions for Class 9 Maths Chapter 5 Introduction to Euclid’s Geometry

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