case study for computer science students pdf

2020 case study

• 1 Introduction
• 2 The case study
• 3 Every Term in the Case Study
• 4 Previous years case studies
• 5 References

Introduction [ edit ]

Higher-level students must write 3 papers. The case study is the third paper. Every year, the case study discusses a different topic. Students must become very very familiar with the case study . The IB recommends spending about a year studying this guide.

This page will help you organize and understand the 2020 case study .

The case study [ edit ]

Click here for the full pdf case study for 2021

Every Term in the Case Study [ edit ]

• Please visit our programming page to see a list of terms involved in blockchain .

Previous years case studies [ edit ]

• Click here for the 2019 case study
• Click here for the 2018 case study
• Click here for the 2017 case study
• Click here for the 2016 case study

References [ edit ]

• ↑ http://www.flaticon.com/

Devote time and attention to gaining knowledge of (an academic subject), especially by means of books

Give a sequence of brief answers with no explanation.

Automated Content Analysis: A Case Study of Computer Science Student Summaries

Yanjun Gao , Patricia M. Davies , Rebecca J. Passonneau

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[Automated Content Analysis: A Case Study of Computer Science Student Summaries](https://aclanthology.org/W18-0531) (Gao et al., BEA 2018)

• Automated Content Analysis: A Case Study of Computer Science Student Summaries (Gao et al., BEA 2018)
• Yanjun Gao, Patricia M. Davies, and Rebecca J. Passonneau. 2018. Automated Content Analysis: A Case Study of Computer Science Student Summaries . In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications , pages 264–272, New Orleans, Louisiana. Association for Computational Linguistics.

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Teach programming using task-driven case studies: pedagogical approach, guidelines, and implementation.

1. Introduction

1.1. task-driven teaching, 1.2. case studies, 1.3. task-driven case studies, 2. background, 2.1. problem-based learning, 2.2. case studies in teaching, 2.3. task-driven teaching methodology, 2.4. games in teaching and automatic feedback, 3. task-driven case studies’ pedagogical framework.

• Case study , a realistic project providing an opportunity to showcase most of the learned topics.
• Tasks defined in the context of the selected case study and corresponding to the learning objectives of the course.
• Written study guides , explaining the case study, leading students through the tasks, and providing enough context and explanation.

3.1. Reasons to Use Tasks

• We want to make sure that students are active during lessons. Both the teacher and the students are reminded that practical lessons should revolve around the students working and not the teacher lecturing.
• We want the student to use best practices while working. Finer-grained tasks help us to keep the student on the right track. In learning, the process is more important than the result.
• Instead of only showing the process and the students repeating after the teacher, we use task-driven case studies to make them try the process by themselves. Then it is harder to forget about the details.

3.2. Role of Written Study Guides

• A written form of the guide allows students to work at their own speed. If there is something unclear, they can get back to it anytime.
• Students can continue working at home without any impedance. If a student is unable to come to the lesson, he misses only individual consultations with a teacher. To a large degree, the lesson can be simulated by the study guide. This proved to be very useful during COVID restrictions.
• A study guide can be shared between universities or learning facilities.

3.3. Course and Case Study Relationship

3.4. task-driven case study lifecycle, 3.5. guidelines.

• Know the learning goals.
• Select a well-known domain.
• Find an interesting topic.
• Keep the project in industrial quality.
• Show the whole process.
• Prepare for incremental implementation.
• Support individual approach.
• Implement code first.
• Divide code into goals.
• Evaluate goals’ coverage.
• Find goal dependencies.
• Do the review.
• Always tell objectives.
• Describe the current state and expected increment.
• Show context and reasoning.
• Specify tasks clearly and precisely.
• Refine tasks with comments.
• Add supplementary tasks.
• Provide further reading.
• Use suitable software support.
• Verify continuity and consistency of the guide.
• Review the guide.
• Start with a minimal version and improve it.
• Monitor progress continuously.
• Favor individual achievements.
• Examine understanding.
• Get feedback from the “battlefield”.
• Update the case study.

4. Selection of the Case Study

4.1. know the learning goals.

• Students are familiar with Java language basics.
• Students can create a project and a class in the NetBeans IDE.
• Students understand the role of interfaces in object-oriented programming.
• Students can implement existing interfaces in Java.
• Students can create their own interfaces in the Java language.
• Students are familiar with the role and types of collections in the Java language.
• Students can work with the generic ArrayList collection.
• Students can use String class methods for working with strings.

4.2. Select a Well-Known Domain

• Example: You can imagine that, for example, the problem of luggage transport at an airport is not a very good choice. Most of the students never had to (or will never have to) deal with that problem, and some of them probably never even traveled by plane. That is the reason why we picked a Minesweeper game. Thanks to the Microsoft Windows operating system, it is one of the most known games. We could barely find a student in the Java technologies course who had never played Minesweeper.

4.3. Find an Interesting Topic

• Example: That is why we chose the Minesweeper game. In some of the other courses, games are used too. For example, we used the N-Puzzle game in the .NET programming course and Alien Breed clone in the object-oriented programming course.

4.4. Keep the Project in Industrial Quality

• Example: The solution to our Minesweeper case study is comparable to the professional Minesweeper game (see Figure 3 ). Students can see that they are able to implement a program comparable to the industry.

4.5. Show the Whole Process

• Example: In our Minesweeper case study, we chose the Minesweeper game because it is small enough to be implemented by a student in the time span of the course, and yet the result is a whole game that is comparable with industrial Minesweeper.

4.6. Prepare for Incremental Implementation

• Example: In the Minesweeper case study, the first case study lesson introduces the Minesweeper game. We are designing the game core together with students using standard UML notations. During this, they are led to our source code skeleton implementing best practices from object-oriented programming. In the next lesson, students implement the game logic—the game field and all its behavior. So far, their solution is not playable. However, we do not wait anymore, and in the third lesson, they start implementing a simple console user interface that would be able to present the current state of the field. Although, after the third lesson, they cannot play the game, they can already run the game and see whether their field generation works as it should. Since that moment, they are always able to run the game and see the increment they add during each particular lesson.

4.7. Support Individual Approach

• Example: In our Minesweeper case study, we suggest that students implement some additional features that the main project does not have. An example may be implementing the support for a simultaneous click of both mouse buttons to open also adjacent tiles and not merely the one that the mouse points to. We also support their own ideas on how to make the game even more interesting.

5. Solution Implementation

5.1. implement code first.

• Example: We implemented our own Minesweeper game before giving the case study to students. Before using the case study approach in the Java technologies course, the Minesweeper game was one of the examples that we used to show the students more complex examples implemented in Java. Then we decided to prepare a case study and reworked the old solution to incorporate all the topics of the course and to reflect our best knowledge.

5.2. Divide Code into Goals

• Example: To explicitly record implementation objectives in the code of the Minesweeper case study, TODO comments marked with the task identifiers were used. Each task represented an implementation objective. We started using TODO comments because of the tool support—see the automatically generated list of TODO comments in an IDE in Figure 4 . However, current IDEs have better support for source code annotations since they are first-class citizens of the language. The following code is an excerpt showing a TODO comment marking the getColumnCount() method as a part of the task identified as “getters” in the second module (lesson) of the course.
• //TODO: Task 2 - getters
• * Returns column count of the field.
• * @return column count.
• public int getColumnCount() { ...
• @Task(module = "02", id = "getters")

Click here to enlarge figure

5.3. Evaluate Goals’ Coverage

• Example: A simple help in checking the code coverage is, for example, the Action Items window in the NetBeans IDE (previously called the Tasks window). In  Figure 4 , there is a screenshot showing the list of tasks currently present in the Minesweeper teacher’s solution. It is easier to check the goals this way since the goals’ source code can be scattered throughout the whole project.    

5.4. Find Goal Dependencies

• Example: In the Java technologies course, the lectures are aligned with case study modules so that the students always have the theoretical knowledge that is needed for the current module of the case study. The alignment is depicted in Figure 6 .

5.5. Do the Review

6. writing study guide.

• Example: To get a better notion of how such a study guide looks, a specific example of one lesson from the Java technologies course can be found at https://kurzy.kpi.fei.tuke.sk/tjava-en/student/06.html (accessed on 30 August 2024).

6.1. Always Tell Objectives

• Example: Examples of learning goals are presented in Section 4 when we discussed making a list of the learning goals for the case study. However, there are also implementation objectives. These are specific to each case study. For example, in the following list, there are some implementation objectives from the Minesweeper case study.
• Students have to implement the generation of the game field.
• Students have to implement the presentation of the game field.
• Students have to implement a time-measuring feature for the game.
• Students have to implement the settings feature.
• Students have to implement a graphical user interface in Swing.

6.2. Describe the Current State and Expected Increment

• Example: We use class diagrams in each module to show the difference in the program structure before and after finishing the current lesson. In  Figure 8 , there is a class diagram of the Minesweeper case study in the fifth module. The yellow classes represent the current state, and the red ones are the increment for the fifth lesson. This helps the students to understand how the implementation goals will be projected into the program structure.

6.3. Show Context and Reasoning

• Example: In the Minesweeper case study, each step starts with an explanation of the current situation, the problem context, and the reasoning behind it. This part of the step is intertwined with the tasks that lead to solving the problem—each step of the module starts with the context and reasoning, and after that, the tasks follow.

6.4. Specify Tasks Clearly and Precisely

• Example: Following is an example of a task from our Minesweeper case study that tells the student to implement a method that will be a part of the Minesweeper marking tiles feature. This is one of the simpler tasks from earlier lessons of this introductory Java course.
• Task (id = markTile)
• Implement the void markTile(int row, int column) method in the Field class. This method allows marking/unmarking tiles specified by the row and column. In~case the tile is closed (Tile.CLOSED), its state will be marked (the state will change to Tile.MARKED). If~a tile is marked (Tile.MARKED), its state will be changed to closed (Tile.CLOSED). Rows and columns are numbered from 0.
• * Marks tile at specified indices.
• * @param row row number
• * @param column column number
• public void markTile(int row, int column) {
•     throw new UnsupportedOperationException("Method markTile not yet implemented");
•     final Tile tile = tiles[row][column];
•     if (tile.getState() == Tile.State.CLOSED) {
•         tile.setState(Tile.State.MARKED);
•     } else if (tile.getState() == Tile.State.MARKED) {
•         tile.setState(Tile.State.CLOSED);
• In the BestTimes class define a private void insertToDB(PlayerTime playerTime) method that will store a PlayTime object in the database.

6.5. Refine Tasks with Comments

• Example: The following is an example of a hint for the “markTile” task that was presented above. It advises using the implementation of the openTile(int row, int column) method for inspiration. The  openTile(int row, int column) method does a very similar job and is provided to students in the Minesweeper code skeleton at the beginning of the course. Most of the students should not have any serious problems in solving the task without this hint. However, below-average students or programming novices may struggle with it, and this hint should refer them to the right direction even before they will need to ask the teacher for help.
• When implementing the void markTile(int row, int column) method, you can use the implementation of void openTile(int row, int column) method as an inspiration.

6.6. Add Supplementary Tasks

• Example: In the Minesweeper case study, the implementation of new features is suggested, such as support for a new state in marking tile—using the question mark to signify that the user is not sure whether there is a mine or not.

6.7. Provide Further Reading

• Example: In the Java technologies course, we recommend the book Head First Java for further reading. For the advanced study, Effective Java is recommended. For particular topics, students are usually provided with links to specialized tutorials and blogs.

6.8. Use Suitable Software Support

• Example: At our university, we developed a specialized document generator for task-driven case study guides. This program transforms a set of Markdown files enriched with metadata representing the goals, tasks, etc. into a static website and possibly other formats, such as PDF. Utilizing custom software for this task also opens possibilities to check for inconsistencies, such as goals without any corresponding tasks.

6.9. Verify Continuity and Consistency of the Guide

6.10. review the guide, 6.11. start with a minimal version and improve it, 7. course execution, 7.1. monitor progress continuously, 7.2. favor individual achievements.

• Example: In the Java technologies course, we reward finishing the Minesweeper case study without any supplementary tasks by half of the maximum points available. The rest of the points can be obtained through additional tasks and custom features.

7.3. Examine Understanding

• Example: For our exams, an incomplete modified version of the Minesweeper solution is used. Students get to implement some missing part where they have to use the skills they should have acquired from the case study. The tasks are not the same as those in the case study, but they are similar in character. The following is an example of the exam task:
• Implement the processInput() method that will process input from the console using regular expressions. After~the implementation, the~game should be playable. After~each printing of the field, the~game would require typing some input. The~input is in the same format as in the case study: (X) EXIT, (MA1) MARK, (OB4) OPEN.

7.4. Get Feedback from the “Battlefield”

• Example: One of the important feedback entries we received from the students in the Java technologies course was the information that the task of implementing a method that counts adjacent mines to a tile is too difficult for many students (algorithmically). It did not look so difficult to us or our colleagues.

7.5. Update the Case Study

• Example: After finding out that the implementation of counting the adjacent mines is too difficult for the students, we decided to provide a hint to the task. If necessary, we could also include a note in the teachers’ version of the study guide about discussing the algorithm with students.

8. Experience

8.1. teachers’ view, 8.2. students’ view, 8.2.1. objective, 8.2.2. method, 8.2.3. results, 9. potential drawbacks, 10. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Porubän, J.; Nosál’, M.; Sulír, M.; Chodarev, S. Teach Programming Using Task-Driven Case Studies: Pedagogical Approach, Guidelines, and Implementation. Computers 2024 , 13 , 221. https://doi.org/10.3390/computers13090221

Porubän J, Nosál’ M, Sulír M, Chodarev S. Teach Programming Using Task-Driven Case Studies: Pedagogical Approach, Guidelines, and Implementation. Computers . 2024; 13(9):221. https://doi.org/10.3390/computers13090221

Porubän, Jaroslav, Milan Nosál’, Matúš Sulír, and Sergej Chodarev. 2024. "Teach Programming Using Task-Driven Case Studies: Pedagogical Approach, Guidelines, and Implementation" Computers 13, no. 9: 221. https://doi.org/10.3390/computers13090221

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A Case Study on Improving Problem Solving Skills of Undergraduate Computer Science Students

• N. Chaudhry , G. Rasool
• Published 2012
• Computer Science, Education

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Computer Science Education Week is an annual program (the first week in December) dedicated to inspiring K–12 students to take interest in computer science. Visit the organization’s website to explore resources for students and teachers.

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Background on ethical issues, and activities that illustrate these issues.

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Class 12 Computer Science Case Study Questions

Table of Contents

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You’ve come to the right site if you’re looking for diverse Class 12 Computer Science case study questions. We’ve put together a collection of Class 12 Computer Science case study questions for you on the myCBSEguide app and student dashboard .

As computer science becomes an increasingly popular field of study, more and more students are looking for resources to help them prepare for their exams. myCBSEguide is the only app that provides students with a variety of class 12 computer science case study questions. With over 1,000 questions to choose from, students can get the practice they need to ace their exams.

Significance of Class 12 Computer Science

Why is computer science so important? In a word, it’s because computers are everywhere. They are an integral part of our lives, and they are only going to become more so in the years to come. As such, it is essential that we understand how they work, and how to use them effectively.

Fascinating Subject

Computer science is a fascinating subject and one that can lead to a rewarding career in a variety of industries. So, if you’re considering CBSE class 12, be sure to give computer science a try.

Rapidly Growing Field

Computer science is the study of computational systems, their principles and their applications. It is a rapidly growing field that is constantly evolving, and as such, it is an essential part of any well-rounded education.

Critical Thinking and Problem-solving Skills

In CBSE class 12, computer science provides students with a strong foundation on which to build their future studies and careers. It equips them with the critical thinking and problem-solving skills they need to succeed in an increasingly digital world. Additionally, computer science is a great way to prepare for further study in fields such as engineering, business, and medicine.

Class 12 Computer Science

• Familiarize with the concepts of functions
• Become familiar with the creation and use of Python libraries.
• Become familiar with file management and using the file handling concept.
• Gain a basic understanding of the concept of efficiency in algorithms and computing.
• Capability to employ fundamental data structures such as stacks.
• Learn the fundamentals of computer networks, including the network stack, basic network hardware, basic protocols, and fundamental tools.
• Learn SQL aggregation functions by connecting a Python programme to a SQL database.

Case Study Questions in Class 12 Computer Science

There are several reasons why case study questions are included in class 12 computer science.

• First, class 12 computer science case study questions provide real-world examples of how computer science concepts can be applied in solving real-world problems.
• Second, they help students develop critical thinking and problem-solving skills. Third, they expose students to different computer science tools and techniques.
• Finally, case study questions help students understand the importance of collaboration and teamwork in computer science.

Class 12 Computer Science Case Study Questions Examples

The Central Board of Secondary Education (CBSE) has included case study questions in the class 12 computer science paper pattern. This move is in line with the board’s focus on practical and application-based learning. This move by the CBSE will help Class 12 Computer Science students to develop their analytical and problem-solving skills. It will also promote application-based learning, which is essential for Class 12 Computer Science students who want to pursue a career in computer science.

There are many apps out there that provide students with questions for their Class 12 computer science case study questions, but myCBSEguide is the only one that provides a variety of Class 12 Computer Science case study questions. Whether you’re a beginner or an expert, myCBSEguide has the perfect questions for you to practice with. With myCBSEguide, you can be sure that you’re getting the best possible preparation for your Class 12 computer science case studies. Here are a few examples of Class 12 computer science case study questions.

12 Computer Science case study question 1

Be Happy Corporation has set up its new centre at Noida, Uttar Pradesh for its office and web-based activities. It has 4 blocks of buildings.

The distance between the various blocks is as follows:

Numbers of computers in each block

(a) Suggest and draw the cable layout to efficiently connect various blocks of buildings within the Noida centre for connecting the digital devices.

(b) Suggest the placement of the following device with justification

(i) Repeater

(ii)Hub/Switch

Ans: Repeater: between C and D as the distance between them is 100 mts

Hub/ Switch : in each block as they help to share data packets within the devices of the network in each block

(c) Which kind of network (PAN/LAN/WAN) will be formed if the Noida office is connected to its head office in Mumbai?

(d) Which fast and very effective wireless transmission medium should preferably be used to connect the head office at Mumbai with the centre at Noida?

Ans: Satellite

12 Computer Science case study question 2

Rohit, a student of class 12th, is learning CSV File Module in Python. During examination, he has been assigned an incomplete python code (shown below) to create a CSV File ‘Student.csv’ (content shown below). Help him in completing the code which creates the desired CSV File.

1,AKSHAY,XII,A

2,ABHISHEK,XII,A

3,ARVIND,XII,A

4,RAVI,XII,A

5,ASHISH,XII,A

Incomplete Code

import_____ #Statement-1

fh = open(_____, _____, newline=”) #Statement-2

stuwriter = csv._____ #Statement-3

data.append(header)

for i in range(5):

roll_no = int(input(“Enter Roll Number : “))

name = input(“Enter Name : “)

Class = input(“Enter Class : “)

section = input(“Enter Section : “)

rec = [_____] #Statement-4

data.append(rec)

stuwriter. _____ (data) #Statement-5

• Identify the suitable code for blank space in line marked as Statement-1.
• a) csv file

Correct Answer : c) csv

• Identify the missing code for blank space in line marked as Statement-2?
• a) “School.csv”,”w”
• b) “Student.csv”,”w”
• c) “Student.csv”,”r”
• d) “School.csv”,”r”

Correct Answer : b) “Student.csv”,”w”

iii. Choose the function name (with argument) that should be used in the blank

space of line marked as Statement-3

• a) reader(fh)
• b) reader(MyFile)
• c) writer(fh)
• d) writer(MyFile)

Correct Answer : c) writer(fh)

• Identify the suitable code for blank space in line marked as Statement-4.
• a) ‘ROLL_NO’, ‘NAME’, ‘CLASS’, ‘SECTION’
• b) ROLL_NO, NAME, CLASS, SECTION
• c) ‘roll_no’,’name’,’Class’,’section’
• d) roll_no,name,Class,sectionc) co.connect()

Correct Answer : d) roll_no,name,Class,section

• Choose the function name that should be used in the blank space of line marked

as Statement-5 to create the desired CSV File?

• c) writerows()
• d) writerow()

Correct Answer : c) writerows()

12 Computer Science case study question 3

Krrishnav is looking for his dream job but has some restrictions. He loves Delhi and would take a job there if he is paid over Rs.40,000 a month. He hates Chennai and demands at least Rs. 1,00,000 to work there. In any another location he is willing to work for Rs. 60,000 a month. The following code shows his basic strategy for evaluating a job offer.

pay= _________

location= _________

if location == “Mumbai”:

print (“I’ll take it!”) #Statement 1

elif location == “Chennai”:

if pay < 100000:

print (“No way”) #Statement 2

print(“I am willing!”) #Statement 3

elif location == “Delhi” and pay > 40000:

print(“I am happy to join”) #Statement 4

elif pay > 60000:

print(“I accept the offer”) #Statement 5

print(“No thanks, I can find something

better”)#Statement 6

On the basis of the above code, choose the right statement which will be executed when different inputs for pay and location are given.

• Input: location = “Chennai”, pay = 50000
• Statement 1
• Statement 2
• Statement 3
• Statement 4

Correct Answer : ii. Statement 2

• Input: location = “Surat” ,pay = 50000
• Statement 5
• Statement 6

Correct Answer: d. Statement 6

iii. Input- location = “Any Other City”, pay = 1

a Statement 1

• Input location = “Delhi”, pay = 500000

Correct Answer: c. Statement 4

• Input- location = “Lucknow”, pay = 65000

iii. Statement 4

Correct Answer: d. Statement 5

Class 12 computer science case study examples provided above will help you to gain a better understanding. By working through the variety of Class 12 computer science case study examples, you will be able to see how the various concepts and techniques are applied in practice. This will give you a much better grasp of the material, and will enable you to apply the concepts to new problems.

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it is not good cause the questions are very wonted , yet easy to solve for a gay name Aditya kumari who resides in Numaligarh in Assam

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• The Human Eye and the Colourful World Class 10 Case Study Questions Science Chapter 11

Last Updated on August 30, 2024 by XAM CONTENT

Hello students, we are providing case study questions for class 10 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 science. In this article, you will find case study questions for cbse class 10 science chapter 11 The Human Eye and the Colourful World.

Table of Contents

Case Study Questions on The Human Eye and the Colourful World

Question 1:

Read the following and answer the questions given below:

Light of all the colour travel at the same speed in vacuum for all wavelengths. But in any transparent medium (glass or water), the light of different colours travel with different speeds for different wavelength that means that the refractive index of a particular medium is different for different wavelength. As there is a difference in their speeds, the light of different colour bend through different angles. The speed of violet colour is maximum and the speed of red colour is minimum in glass so, the red light deviates least and violet colour deviates most. Hence, higher the wavelength of a colour of light, smaller the refractive index and less is the bending of light.

λ r > λ v  and r n < v n . Also frequency, ν = c/λ.

(i) Which of the following statements is correct regarding the propagation of light of different colours of white light in air? (a) Red light moves fastest. (b) Blue light moves faster than green light. (c) All the colours of the white light move with the same speed. (d) Yellow light moves with the mean speed as that of the red and the violet light.

Difficulty Level: Medium

Ans. Option (c) is correct. Explanation: All the colours of the white light move with the same speed in air.

(ii) Which of the following is the correct order of wavelength? (a) Red > Green > Yellow (b) Red > Violet > Green (c) Yellow > Green > Violet (d) Red > Yellow > Orange

Difficulty Level: Easy

Ans. Option (c) is correct. Explanation: The increasing order of wavelength of visible spectrum is Violet < Indigo < Blue < Green < Yellow < Orange < Red So, the correct order is Yellow > Green > Violet

(iii) Which of the following is the correct order of speed of light in glass? (a) Red > Green > Blue (b) Blue > Green > Red (c) Violet > Red > Green (d) Green > Red > Blue

Ans. Option (b) is correct. Explanation: The more be the wavelength, more be the speed.

(iv) Which colour which has maximum frequency (a) Red (b) Violet (c) Blue (d) Green

Ans. Option (b) is correct. Explanation: Frequency is inversely proportional to the wavelength. Violet has minimum wavelength among all these colours, so violet has maximum frequency.

(v) Which of the following is the correct order of angle of deviation? (a) Red > Green > Blue (b) Blue > Yellow > Orange (c) Orange > Red > Green (d) Blue > Green > Violet

Ans. Option (b) is correct. Explanation: The angle of deviation is more for more refractive index.

Question 2:

The spreading of light by the air molecules is called scattering of light. The light having least wavelength scatters more. The sun appears red at sunrise and sunset, appearance of blue sky it is due to the scattering of light. The colour of the scattered light depends on the size of particles. The smaller the molecules in the atmosphere scatter smaller wavelengths of light. The amount of scattering of light depends on the wavelength of light. When light from sun enters the earth’s atmosphere, it gets scattered by the dust particles and air molecules present in the atmosphere. The path of sunlight entering in the dark room through a fine hole is seen because of scattering of the sun light by the dust particles present in its path inside the room.

(i) To an astronaut in a spaceship, the colour of earth appears (a) red (b) blue (c) white (d) black

Ans. Option (b) is correct. Explanation: Light is scattered by the air molecules present in atmosphere.

(ii) At the time of sunrise and sunset, the light from sun has to travel. (a) longest distance of atmosphere (c) both (a) and (b) (b) shortest distance of atmosphere (d) can’t say

Ans. Option (a) is correct. Explanation: As the distance between us and sun is more at the time of sunrise and sunset.

(iii) The colour of sky appears blue, it is due to the (a) refraction of light through the atmosphere (b) dispersion of light by air molecules (c) scattering of light by air molecules (d) all of these.

Ans. Option (c) is correct. Explanation: Due to the more scattering of blue colour by molecules of air.

(iv) At the time of sunrise and sunset (a) Blue colour scattered and red colour reaches our eye (b) Red colour scattered and blue colour reaches our eye (c) Green and blue scattered and orange reaches our eye (d) None of these

Ans. Option (a) is correct. Explanation: Red light being of largest wavelength blue scatter more, red scattered least.

(v) The danger signs made red in colour, because (a) the red light can be seen from farthest distance (b) the scattering of red light is least (c) both (a) and (b) (d) none of these

Ans. Option (c) is correct. Explanation: Scattering is least but velocity of red light is more.

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• Metals and Non-metals Class 10 Case Study Questions Science Chapter 3
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• Life Processes Class 10 Case Study Questions Science Chapter 6

Acids Bases and Salts Class 10 Case Study Questions Science Chapter 2

Chemical reactions and equations class 10 case study questions science chapter 1, topics from which case study questions may be asked.

• Structure of the Human Eye
• Functioning of the Eye
• Defects of Vision and Their Correction
• Prism and the Refractive Index
• Dispersion of Light
• Atmospheric Refraction
• Scattering of Light

Case study questions from the above topics may be asked.

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Frequently Asked Questions (FAQs) on The Human Eye and the Colourful World Case Study Questions

Q1: what are case study questions for cbse examinations.

A1: Case study questions in CBSE examinations typically involve scenarios or real-life examples, requiring students to apply their understanding of concepts to solve problems or analyze situations.

Q2: Why are case study questions important for understanding class 10 science chapters?

A2: Case study questions provide a practical context for students to apply theoretical knowledge to real-world situations, fostering deeper understanding and critical thinking skills.

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A3: Students should carefully read the case study, identify the key issues or problems presented, analyze the information provided, apply relevant concepts and principles of chemical reactions and equations, and formulate well-supported solutions or responses.

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A4: Yes, several educational websites offer case study questions for CBSE students preparing for science examinations. We also offer a collection of case study questions for all classes and subject on our website. Visit our  website  to access these questions and enhance your learning experience. If you need more case study questions for your preparation, then you visit Physics Gurukul website.

Q5: How can students effectively prepare for case study questions on The Human Eye and the Colourful World for CBSE exams?

A5: Effective preparation strategies include regular revision of concepts, solving practice questions, analyzing case studies from previous exams, seeking clarification on doubts, and consulting with teachers or peers for guidance and support.

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A6: Teachers can integrate case studies into lesson plans, group discussions, or interactive activities to engage students in active learning, promote problem-solving skills, and facilitate a deeper understanding of The Human Eye and the Colourful World.

Q7: What is the power of accommodation of a normal eye?

Ans. A normal eye has a power of accommodation which enables objects as far as infinity and as close as 25 cm to be focussed on the retina.

Q8: What is meant by spherical aberration of a lens?

A8: The inability of a lens to bring all the rays coming from a point object to focus at a single point is known as spherical aberration.

Q9: Is the focal length of our eye lens fixed?

Q10: what is astigmatism how is it corrected.

A10: It is that defect of the eye due to which the image of a distant point source of light is formed, not as a point but as a vertical or a horizontal line. It can be corrected by using cylindrical lenses.

Q11: White light consists of seven colours. Is the refractive index of glass same for all colours?

A11: The refractive index of glass is different for each of the colours.

Q12: When a monochromatic light passes through a prism, will it show dispersion?

A12: No, it will not show any dispersion but will show only deviation.

Q13: When does an object appear black?

A13: When it absorbs all the colours incident on it.

Q14: Why does a rose appear red in daylight?

A14: Because it reflects only red colour to our eye, out of all the seven colours of sun light falling on it.

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