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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

Also Check:

CBSE Case Study Questions for Class 10 Maths - All Chapters

Tips to Solve Case Study Based Questions Accurately

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Case Studies

Chapter 1: Case Study

Aerospace canada corporation project selection .

You work as a Human Resources Manager for Aerospace Canada Corporation (ACC).  Your company is a Canadian nonprofit corporation that operates federally funded research and development.  You provide technical advice on space missions to the Canadian military. You work closely with the ARC Space Force and the National Space Office.  You provide technical analysis and assessments for space programs that serves Canada’s interests.

The company has 5 Chief Executive Officers, 10 Board of Trustees,  8 Research and Development employees, 20 Space Systems employees, 15 Performance Engineers, 20 Classified IT Design Engineers,  10 Electrical engineers, 7 Information Systems Security Officers, 5 Technical Software Engineers, 14 Cyber Systems Engineers, 10 Buyers, 5 Systems Directors, 12 Program Assistants, 8 Quality Assurance Engineers, 4 Remote Sensing Scientists, 20 Project Leaders, 12 Human Resources Specialists, 5 Administrative Accounting Specialists, 32 Administrative Support employees.

ACC has over 400 projects that are funding each year.  They have used several models in the past for project selection to meet their goals and respecting their budgets and resource constraints, and minimizing risk. The business development and research team are responsible for reviewing all the projects and selecting the optimal portfolio for the upcoming year. In the past, the focus has always been on maximum returns on the budget and to remain at or above the market norms.   These decisions reflected a priority based on sales only.

ACC is looking to implement a new strategy for project selection. It has been discussed that the business development and research team should not be involved with the project selection.  However, no one knows exactly who should be involved, how to set up a new system, or who should be making these important decisions for ACC.

You are the Human Resources Manager of ACC.  You have been privy to the information that has been shared at the executive level.  You believe that you can have an impact on the project selection that will support the goals of honouring sales, while providing growth, reducing risk, and maximizing profits.

• Who would you speak to at ACC to show your interest?
• How would you go about marketing your HR department to help with this task?
• What would be included in your proposal to spear head this plan?
• Who would you involve in the project selection process?

Chapter 1: Case Study Copyright © 2022 by Debra Patterson. All Rights Reserved.

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Chapter 1 – Introdcution to Marketing Case Studies

Marketing case studies are the verbal representations of any organisation or its specific component based on real-life scenarios, sometimes with a bit of disguise of identities of persons, corporations, and physical areas.

As a management student, you are often thrown with several case studies in every course, including marketing. The dilemma that I feel the students often faced is how to approach a particular marketing case study. In this chapter, I will give a small overview of how to solve or analyse any given marketing case study.

Let us start by understanding what are marketing case studies and what are the elements of marketing case study. I will also discuss different types of marketing case studies and provide an overview of the marketing case analysis structure.

What are marketing case studies?

A case is a verbal representation of any organisation or a specific component. The possibilities are typically based on real-life situations and occurrences, sometimes with a bit of disguise of identities of persons, corporations, and physical areas.

Any case scenario revolves around an issue that a company/industry is facing. While solving a case, you will be placed in a situation where you must determine whether or not to perform market research, what type of research to conduct, and how to evaluate the results.

The basic idea of a case study is to allow students like you to take on the position of CEO (or, in some instances, consultant), make the appropriate judgments, and defend his/her suggestions.

Elements of Marketing Case Study

Let us now focus on what are the elements of a marketing case study. A case study is typically a detailed study of the success of a tool, approach, or strategy in marketing. It emphasises measurable objectives such as increased revenue, visits, or production hours.

The elements of the marketing case study are shown below.

Types of Marketing Case Studies

There are different types of marketing case studies that are usually discussed or asked in the interviews. However, we can categorise them broadly into three broad groups based on the case structure.

Now, let us look at each of these groups in detail.

• Third-person/Client Case Study: These case studies showcase a specific client's experience working with or using your product.
• Explanatory Case Studies: These case studies examine the effects of phenomena or approaches, such as a company's marketing strategy and how it influenced its growth. It's based on observation and inference rather than first-hand experience in this situation.
• Implementation Case Studies: An implementation case study goes a step farther than a typical client case study, concentrating on and detailing the actual implementation.

Marketing Case Study Analysis

You must be wondering why do we even need to analyse marketing case studies or why is analysing a marketing case study challenging. Refer to the e-book to further learn about marketing case studies.

A marketing case study analysis do not have a fixed framework or strategy. However, a structured approach will always help you systematically analyse any marketing case study. Below are some of the points that I will recommend for systematically approaching any marketing case:

Now that you have got an overview of what are marketing case studies and what are the elements of marketing case study. We have also discussed the different types of marketing case studies in brief.

In the next two chapters, we will focus on how do you approach a marketing case study and how do you answer a marketing case study. In the later stages of this block, we will discuss the marketing case analysis structure in detail and which kind of analysis or framework might help in certain situations while presenting any case. Lastly, we will conclude by analysing a few marketing case study examples.

Case Studies in Cross-Asset, Multi-Objective Resource Allocation (2019)

Chapter: chapter 1 - introduction.

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

1 Background Transportation agencies face a complex set of challenges as they make cross-asset resource allocation decisions. Such decisions entail deciding how much to invest in an agency’s roads, bridges, intelligent transportation systems (ITS), and other traffic and safety assets to achieve a variety of competing objectives, such as improving pavement and bridge conditions, increasing mobility, and enhancing safety. An agency must consider a number of factors in making decisions about specific projects to fund across different investment objectives and asset categories, including, but not limited to, what funds are available, what candidate projects may be performed, and the impacts different projects may have on system performance. A number of stakeholders—agency staff, legislators; private citizens; metropolitan planning organizations (MPOs); and other local, state and federal agencies—may participate in the decision-making process. Making resource allocation decisions that satisfy all stakeholders is inherently complicated and is made even more difficult when coupled with the challenges of constrained resources, aging infrastructure, and increasing traffic. Increasingly transportation agencies are embracing the use of data-driven and performance- based approaches for allocating funds across asset and investment categories considering multiple objectives. Using a structured approach to making decisions about investments has a number of potential benefits. Primarily, it can guide an agency to make investments that best support their goals and objectives and that make the best use of available funds. Also, a structured approach is repeatable and can be readily documented, providing increased transparency to investment decisions and enhancing agency credibility. Recognizing these benefits, a number of transporta- tion agencies have implemented, or are in the process of implementing, structured approaches for making cross-asset, multi-objective investment decisions. Two prior National Cooperative Highway Research Program (NCHRP) research efforts have explored the topic of cross-asset resource allocation. NCHRP Report 545: Analytical Tools for Asset Management (1), completed in 2005, reviews available resource allocation tools and approaches. More recently, NCHRP Report 806: Guide to Cross-Asset Resource Allocation and the Impact on Transportation System Performance (2), published in 2015, presents a framework and guidance for cross-asset resource allocation and includes a prototype spreadsheet tool illustrat- ing the approach detailed in the guidance. Research Objective This report details the results of NCHRP Project 08-103. This project was undertaken to implement and extend the results of NCHRP Report 806. The project focused on performing a set of case studies of transportation agencies implementing cross-asset, multi-objective C H A P T E R 1 Introduction

2 Case Studies in Implementing Cross-Asset, Multi-Objective Resource Allocation decision-making approaches. In some instances, the case studies utilized an updated version of the NCHRP Report 806 tool, while in other cases they used a variety of different agency- developed and commercial-off-the-shelf (COTS) software tools. The case studies were intended to help illustrate key issues in implementing a cross-asset resource allocation approach. These lessons were then used to improve the guidance and tools developed previously for NCHRP Report 806. Research Approach The research detailed in this report was performed in two phases: design and execution. In the design phase, the research team performed a literature review and detailed the case study approach to be executed in the second phase. Also in this phase, the research team conducted an “alpha test” with the Utah Department of Transportation (UDOT) to guide the development of the case studies. The alpha test provided valuable feedback on the case study format and lessons learned in implementing decision support software. This helped define the approach for the execution phase of the research. In the execution phase of the research, the team conducted case studies with four agencies: • Arizona Department of Transportation (ADOT), • California Department of Transportation (Caltrans), • Delaware Valley Regional Planning Commission (DVRPC), and • Maryland Department of Transportation (MDOT) and State Highway Administration (MDOT SHA) While the activities for each case study varied slightly, generally all the case studies involved walking through the process of implementing a cross-asset resource allocation approach for the first time or documenting work the agency had done in the past. This also involved implement- ing the spreadsheet tool developed in NCHRP Report 806. Using the lessons learned from these case studies, several improvements were made to the spreadsheet tool to make it more easily accessible and useful for the user. In addition, a web tool was developed to enable the use of Data Envelopment Analysis (DEA) in the optimization step of the implementation process and to demonstrate use of a web service transportation agencies can use in their own web applications to automate DEA analyses. This technique is described in the Appendix and was explored in two of the case studies. Finally, the case studies helped inform the development of guidance on implementing a cross-asset resource allocation approach that builds on the initial guidance detailed in NCHRP Report 806. Report Organization The remainder of this document is organized into the following chapters: • Chapter 2 provides an overview of cross-asset resource allocation. • Chapter 3 describes the four case studies performed for the project: ADOT, Caltrans, DVRPC, and MDOT/MDOT SHA. • Chapter 4 details step-by-step guidance on implementing a cross-asset resource allocation approach at a state DOT or local transportation agency. • Chapter 5 provides documentation of the spreadsheet tool and web tool developed to aid in implementing cross-asset resource allocation. • Chapter 6 presents the conclusions of the research and recommends areas for further research. • The Appendix provides an overview of DEA.

Introduction 3 Note that this report is intended as a companion to NCHRP Report 806. The reader should refer to this earlier report for additional information, including an overview of cross-asset resource allocation, discussion of the benefits of a cross-asset resource allocation approach, and the data required to support cross-asset resource allocation. References 1. Cambridge Systematics, Inc., PB Consult, and System Metrics Group, Inc. NCHRP Report 545: Analytical Tools for Asset Management. Transportation Research Board of the National Academies, Washington, D.C., 2005. 2. Maggiore, M., K. Ford, High Street Consulting Group, and Burns & McDonnell. NCHRP Report 806: Guide to Cross-Asset Resource Allocation and the Impact on Transportation System Performance. Transportation Research Board of the National Academies, Washington, D.C., 2015.

Transportation agencies face a complex set of challenges as they make cross-asset resource allocation decisions. Such decisions entail deciding how much to invest in an agency’s roads, bridges, intelligent transportation systems (ITS), and other traffic and safety assets to achieve a variety of competing objectives, such as improving pavement and bridge conditions, increasing mobility, and enhancing safety.

The TRB National Cooperative Highway Research Program's NCHRP Research Report 921: Case Studies in Cross-Asset, Multi-Objective Resource Allocation extends and implements the results of NCHRP Report 806: Cross-AssetResource Allocation and the Impact on System Performance . Case studies were used to illustrate key issues in implementing a cross-asset resource allocation approach, and the lessons learned were then used to improve the guidance and tools developed in NCHRP Report 806.

In addition, a web tool was developed to enable the use of Data Envelopment Analysis (DEA) in the optimization step of the implementation process and to demonstrate use of a web service that transportation agencies can use in their own web applications to automate DEA analysis.

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O'Mathúna D, Iphofen R, editors. Ethics, Integrity and Policymaking: The Value of the Case Study [Internet]. Cham (CH): Springer; 2022. doi: 10.1007/978-3-031-15746-2_1

Ethics, Integrity and Policymaking: The Value of the Case Study [Internet].

Chapter 1 making a case for the case: an introduction.

Dónal O’Mathúna and Ron Iphofen .

Affiliations

Published online: November 3, 2022.

This chapter agues for the importance of case studies in generating evidence to guide and/or support policymaking across a variety of fields. Case studies can offer the kind of depth and detail vital to the nuances of context, which may be important in securing effective policies that take account of influences not easily identified in more generalised studies. Case studies can be written in a variety of ways which are overviewed in this chapter, and can also be written with different purposes in mind. At the same time, case studies have limitations, particularly when evidence of causation is sought. Understanding these can help to ensure that case studies are appropriately used to assist in policymaking. This chapter also provides an overview of the types of case studies found in the rest of this volume, and briefly summarises the themes and topics addressed in each of the other chapters.

1.1. Judging the Ethics of Research

When asked to judge the ethical issues involved in research or any evidence-gathering activity, any research ethicist worth their salt will (or should) reply, at least initially: ‘It depends’. This is neither sophistry nor evasive legalism. Instead, it is a specific form of casuistry used in ethics in which general ethical principles are applied to the specifics of actual cases and inferences made through analogy. It is valued as a structured yet flexible approach to real-world ethical challenges. Case study methods recognise the complexities of depth and detail involved in assessing research activities. Another way of putting this is to say: ‘Don’t ask me to make a judgement about a piece of research until I have the details of the project and the context in which it will or did take place.’ Understanding and fully explicating a context is vital as far as ethical research (and evidence-gathering) is concerned, along with taking account of the complex interrelationship between context and method (Miller and Dingwall 1997 ).

This rationale lies behind this collection of case studies which is one outcome from the EU-funded PRO-RES Project. 1 One aim of this project was to establish the virtues, values, principles and standards most commonly held as supportive of ethical practice by researchers, scientists and evidence-generators and users. The project team conducted desk research, workshops and consulted throughout the project with a wide range of stakeholders (PRO-RES 2021a ). The resulting Scientific, Trustworthy, and Ethical evidence for Policy (STEP) ACCORD was devised, which all stakeholders could sign up to and endorse in the interests of ensuring any policies which are the outcome of research findings are based upon ethical evidence (PRO-RES 2021b ).

By ‘ethical evidence’ we mean results and findings that have been generated by research and other activities during which the standards of research ethics and integrity have been upheld (Iphofen and O’Mathúna 2022 ). The first statement of the STEP ACCORD is that policy should be evidence-based, meaning that it is underpinned by high-quality research, analysis and evidence (PRO-RES 2021b ). While our topic could be said to be research ethics, we have chosen to refer more broadly to evidence-generating activities. Much debate has occurred over the precise definition of research under the apparent assumption that ‘non-research projects’ fall outside the purview of requirements to obtain ethics approval from an ethics review body. This debate is more about the regulation of research than the ethics of research and has contributed to an unbalanced approach to the ethics of research (O’Mathúna 2018 ). Research and evidence-generating activities raise many ethical concerns, some similar and some distinct. When the focus is primarily on which projects need to obtain what sort of ethics approval from which type of committee, the ethical issues raised by those activities themselves can receive insufficient attention. This can leave everyone involved with these activities either struggling to figure out how to manage complex and challenging ethical dilemmas or pushing ahead with those activities confident that their approval letter means they have fulfilled all their ethical responsibilities. Unfortunately, this can lead to a view that research ethics is an impediment and burden that must be overcome so that the important work in the research itself can get going.

The alternative perspective advocated by PRO-RES, and the authors of the chapters in this volume, is that ethics underpins all phases of research, from when the idea for a project is conceived, all the way through its design and implementation, and on to how its findings are disseminated and put into practice in individual decisions or in policy. Given the range of activities involved in all these phases, multiple types of ethical issues can arise. Each occurs in its own context of time and place, and this must be taken into account. While ethical principles and theories have important contributions to make at each of these points, case studies are also very important. These allow for the normative effects of various assumptions and declarations to be judged in context. We therefore asked the authors of this volume’s chapters to identify various case studies which would demonstrate the ethical challenges entailed in various types of research and evidence-generating activities. These illustrative case studies explore various innovative topics and fields that raise challenges requiring ethical reflection and careful policymaking responses. The cases highlight diverse ethical issues and provide lessons for the various options available for policymaking (see Sect.  1.6 . below). Cases are drawn from many fields, including artificial intelligence, space science, energy, data protection, professional research practice and pandemic planning. The issues are examined in different locations, including Europe, India, Africa and in global contexts. Each case is examined in detail and also helps to anticipate lessons that could be learned and applied in other situations where ethical evidence is needed to inform evidence-based policymaking.

1.2. The Case for Cases

Case studies have increasingly been used, particularly in social science (Exworthy and Powell 2012 ). Many reasons underlie this trend, one being the movement towards evidence-based practice. Case studies provide a methodology by which a detailed study can be conducted of a social unit, whether that unit is a person, an organization, a policy or a larger group or system (Exworthy and Powell 2012 ). The case study is amenable to various methodologies, mostly qualitative, which allow investigations via documentary analyses, interviews, focus groups, observations, and more.

At the same time, consensus is lacking over the precise nature of a case study. Various definitions have been offered, but Yin ( 2017 ) provides a widely cited definition with two parts. One is that a case study is an in-depth inquiry into a real-life phenomenon where the context is highly pertinent. The second part of Yin’s definition addresses the many variables involved in the case, the multiple sources of evidence explored, and the inclusion of theoretical propositions to guide the analysis. While Yin’s emphasis is on the case study as a research method, he identifies important elements of broader relevance that point to the particular value of the case study for examining ethical issues.

Other definitions of case studies emphasize their story or narrative aspects (Gwee 2018 ). These stories frequently highlight a dilemma in contextually rich ways, with an emphasis on how decisions can be or need to be made. Case studies are particularly helpful with ethical issues to provide crucial context and explore (and evaluate) how ethical decisions have been made or need to be made. Classic cases include the Tuskegee public health syphilis study, the Henrietta Lacks human cell line case, the Milgram and Zimbardo psychology cases, the Tea Room Trade case, and the Belfast Project in oral history research (examined here in Chap. 10 ). Cases exemplify core ethical principles, and how they were applied or misapplied; in addition, they examine how policies have worked well or not (Chaps. 2 , 3 and 5 ). Cases can examine ethics in long-standing issues (like research misconduct (Chap. 7 ), energy production (Chap. 8 ), or Chap. 11 ’s consideration of researchers breaking the law), or with innovations in need of further ethical reflection because of their novelty (like extended space flight (Chap. 9 ) and AI (Chaps. 13 and 14 ), with the latter looking at automation in legal systems). These case studies help to situate the innovations within the context of widely regarded ethical principles and theories, and allow comparisons to be made with other technologies or practices where ethical positions have been developed. In doing so, these case studies offer pointers and suggestions for policymakers given that they are the ones who will develop applicable policies.

1.3. Research Design and Causal Inference

Not everyone is convinced of the value of the case study. It must be admitted that they have limitations, which we will reflect on shortly. Yet we believe that others go too far in their criticisms, revealing instead some prejudices against the value of the case (Yin 2017 ). In what has become a classic text for research design, Campbell and Stanley ( 1963 ) have few good words for what they call the ‘One Shot Case Study.’ They rank it below two other ‘pre-experimental’ designs—the One-Group Pretest–Posttest and the Static-Group Comparison—and conclude that case studies “have such a total absence of control to be of almost no scientific value” (Campbell and Stanley 1963 , 6). The other designs have, in turn, a baseline and outcome measure and some degree of comparative analysis which provides them some validity. Such a criticism is legitimate if one prioritises the experimental method as the most superior in terms of effectiveness evidence and, as for Campbell and Stanley, one is striving to assess the effectiveness of educational interventions.

What is missing from that assessment is that different methodologies are more appropriate for different kinds of questions. Questions of causation and whether a particular treatment, policy or educational strategy is more effective than another are best answered by experimental methods. While experimental designs are better suited to explore causal relationships, case studies are more suited to explore “how” and “why” questions (Yin 2017 ). It can be more productive to view different methodologies as complementing one another, rather than examining them in hierarchical terms.

The case study approach draws on a long tradition in ethnography and anthropology: “It stresses the importance of holistic perspectives and so has more of a ‘humanistic’ emphasis. It recognises that there are multiple influences on any single individual or group and that most other methods neglect the thorough understanding of this range of influences. They usually focus on a chosen variable or variables which are tested in terms of their influence. A case study tends to make no initial assumptions about which are the key variables—preferring to allow the case to ‘speak for itself’” (Iphofen et al. 2009 , 275). This tradition has sometimes discouraged people from conducting or using case studies on the assumption that they take massive amounts of time and lead to huge reports. This is the case with ethnography, but the case study method can be applied in more limited settings and can lead to high-quality, concise reports.

Another criticism of case studies is that they cannot be used to make generalizations. Certainly, there are limits to their generalisability, but the same is true of experimental studies. One randomized controlled trial cannot be generalised to the whole population without ensuring that its details are evaluated in the context of how it was conducted.

Similarly, it should not be assumed that generalisability can adequately guide practice or policy when it comes to the specifics of an individual case. A case study should not be used to support statistical generalizations (that the same percentage found in the case will be found in the general public). But a case study can be used to expand and generalize theories and thus have much usefulness. It affords a method of examining the specific (complex) interactions occurring in a case which can only be known from the details. Such an analysis can be carried out for individuals, policies or interventions.

The current COVID-19 pandemic demonstrates the dangers of generalising in the wrong context. Some people have very mild cases of COVID-19 or are asymptomatic. Others get seriously ill and even die. Sometimes people generalise from cases they know and assume they will have mild symptoms. Then they refuse to take the COVID-19 vaccine, basically generalising from similar cases. Mass vaccination is recommended for the sake of the health of the public (generalised health) and to limit the spread of a deadly virus. Cases are reported of people having adverse reactions to COVID-19 vaccines, and some people generalise from these that they will not take whatever risks might be involved in receiving the vaccine themselves. It might be theoretically possible to discover which individuals WILL react adversely to immunisation on a population level. But it is highly complex and expensive to do so, and takes an extensive period of time. Given the urgency of benefitting the health of ‘the public’, policymakers have decided that the risks to a sub-group are warranted. Only after the emergence of epidemiological data disclosing negative effects of some vaccines on some individuals will it become more clear which characteristics typify those cases which are likely to experience the adverse effects, and more accurately quantify the risks of experiencing those effects.

Much literature now points to the advantages and disadvantages of case studies (Gomm et al. 2000 ), and how to use them and conduct them with adequate rigour to ensure the validity of the evidence generated (Schell 1992 ; Yin 2011 , 2017 ). At the same time, legitimate critiques have been made of some case studies because they have been conducted without adequate rigor, in unsystematic ways, or in ways that allowed bias to have more influence than evidence (Hammersley 2001 ). Part of the problem here is similar to interviewing, where some will assume that since interviews are a form of conversation, anyone can do it. Case studies have some similarities to stories, but that doesn’t mean they are quick and easy ways to report on events. That view can lead to the situation where “most people feel that they can prepare a case study, and nearly all of us believe we can understand one. Since neither view is well founded, the case study receives a lot of approbation it does not deserve” (Hoaglin et al., cited in Yin 2017 , 16).

Case studies can be conducted and used in a wide range of ways (Gwee 2018 ). Case studies can be used as a research method, as a teaching tool, as a way of recording events so that learning can be applied to practice, and to facilitate practical problem-solving skills (Luck et al. 2006 ). Significant differences exist between a case study that was developed and used in research compared to one used for teaching (Yin 2017 ). A valid rationale for studying a ‘case’ should be provided so that it is clear that the proposed method is suitable to the topic and subject being studied. The unit of study for a case could be an individual person, social group, community, or society. Sometimes that specific case alone will constitute the actual research project. Thus, the study could be of one individual’s experience, with insights and understanding gained of the individual’s situation which could be of use to understand others’ experiences. Often there will be attempts made at a comparison between cases—one organisation being compared to another, with both being studied in some detail, and in terms of the same or similar criteria. Given this variety, it is important to use cases in ways appropriate to how they were generated.

The case study continues to be an important piece of evidence in clinical decision-making in medicine and healthcare. Here, case studies do not demonstrate causation or effectiveness, but are used as an important step in understanding the experiences of patients, particularly with a new or confusing set of symptoms. This was clearly seen as clinicians published case studies describing a new respiratory infection which the world now knows to be COVID-19. Only as case studies were generated, and the patterns brought together in larger collections of cases, did the characteristics of the illness come to inform those seeking to diagnose at the bedside (Borges do Nascimento et al. 2020 ). Indeed case studies are frequently favoured in nursing, healthcare and social work research where professional missions require a focus on the care of the individual and where cases facilitate making use of the range of research paradigms (Galatzer-Levy et al. 2000 ; Mattaini 1996 ; Gray 1998 ; Luck et al. 2006 ).

1.4. Devil’s in the Detail

Our main concern in this collection is not with case study aetiology but rather to draw on the advantages of the method to highlight key ethical issues related to the use of evidence in influencing policy. Thus, we make no claim to causal ‘generalisation’ on the basis of these reports—but instead we seek to help elucidate ethics issues, if even theoretical, and anticipate responses and obstacles in similar situations and contexts that might help decision-making in novel circumstances. A key strength of case studies is their capacity to connect abstract theoretical concepts to the complex realities of practice and the real world (Luck et al. 2006 ). Ethics cases clearly fit this description and allow the contextual details of issues and dilemmas to be included in discussions of how ethical principles apply as policy is being developed.

Since cases are highly focussed on the specifics of the situation, more time can be given over to data gathering which may be of both qualitative and quantitative natures. Given the many variables involved in the ‘real life’ setting, increased methodological flexibility is required (Yin 2017 ). This means seeking to maximise the data sources—such as archives (personal and public), records (such as personal diaries), observations (participant and covert) and interviews (face-to-face and online)—and revisiting all sources when necessary and as case participants and time allows.

1.5. Cases and Policymaking

Case studies allow researchers and practitioners to learn from the specifics of a situation and apply that learning in similar situations. Ethics case studies allow such reflection to facilitate the development of ethical decision-making skills. This volume has major interests in ethics and evidence-generation (research), but also in a third area: policymaking. Cases can influence policymaking, such as how one case can receive widespread attention and become the impetus to create policy that aims to prevent similar cases. For example, the US federal Brady Law was enacted in 1993 to require background checks on people before they purchase a gun (ATF 2021 ). The law was named for White House Press Secretary James Brady, and his case became widely known in the US. He was shot and paralyzed during John Hinckley, Jr.’s 1981 assassination attempt on President Ronald Reagan. Another example, this time in a research context, was how the Tuskegee Syphilis Study led, after its public exposure in 1971, to the US Department of Health, Education and Welfare appointing an expert panel to examine the ethics of that case. This resulted in federal policymakers enacting the National Research Act in 1974, which included setting up a national commission that published the Belmont Report in 1976. This report continues to strongly influence research ethics practice around the world. These examples highlight the power of a case study to influence policymaking.

One of the challenges for policymakers, though, is that compelling cases can often be provided for opposite sides of an issue. Also, while the Belmont Report has been praised for articulating a small number of key ethical principles, how those principles should be applied in specific instances of research remains an ongoing challenge and a point of much discussion. This is particularly relevant for innovative techniques and technologies. Hence the importance of cases interacting with general principles and leading to ongoing reflection and debate over the applicable cases. At the same time, new areas of research and evidence generation activities will lead to questions about how existing ethical principles and values apply. New case studies can help to facilitate that reflection, which can then allow policymakers to consider whether existing policy should be adapted or whether whole new areas of policy are needed.

Case studies also can play an important role in learning from and evaluating policy. Policymakers tend to focus on practical, day-to-day concerns and with the introduction of new programmes (Exworthy and Peckam 2012 ). Time and resources may be scant when it comes to evaluating how well existing policies are performing or reflecting on how policies can be adapted to overcome shortcomings (Hunter 2003 ). Effective policies may exist elsewhere (historically or geographically) and be more easily adapted to a new context instead of starting policymaking from scratch. Case studies can permit learning from past policies (or situations where policies did not exist), and they can illuminate various factors that should be explored in more detail in the context of the current issue or situation. Chaps. 2 , 3 and 5 in this volume are examples of this type of case study.

1.6. The Moral Gain

This volume reflects the ambiguity of ethical dilemmas in contemporary policymaking. Analyses will reflect current debates where consensus has not been achieved yet. These cases illustrate key points made throughout the PRO-RES project: that ethical decision-making is a fluid enterprise, where values, principles and standards must constantly be applied to new situations, new events and new research developments. The cases illustrate how no ‘one point’ exists in the research process where judgements about ethics can be regarded as ‘final.’ Case studies provide excellent ways for readers to develop important decision-making skills.

Research produces novel products and processes which can have broad implications for society, the environment and relationships. Research methods themselves are modified or applied in new ways and places, requiring further ethical reflection. New topics and whole fields of research develop and require careful evaluation and thoughtful responses. New case studies are needed because research constantly generates new issues and new ethics questions for policymaking.

The cases found in this volume address a wide range of topics and involve several disciplines. The cases were selected by the parameters of the PRO-RES project and the Horizon 2020 funding call to which it responded. First, the call was concerned with both research ethics and scientific integrity and each of the cases addresses one or both of these areas. The call sought projects that addressed non-medical research, and the cases here address disciplines such as social sciences, engineering, artificial intelligence and One Health. The call also sought particular attention be given to (a) covert research, (b) working in dangerous areas/conflict zones and (c) behavioral research collecting data from social media/internet sources. Hence, we included cases that addressed each of these areas. Finally, while an EU-funded project can be expected to have a European focus, the issues addressed have global implications. Therefore, we wanted to include cases studies from outside Europe and did so by involving authors from India and Africa to reflect on the volume’s areas of interest.

The first case study offered in this volume (Chap. 2 ) examines a significant policy approach taken by the European Union to address ethics and integrity in research and innovation: Responsible Research and Innovation (RRI). This chapter examines the lessons that can be learned from RRI in a European context. Chapter 3 elaborates on this topic with another policy learning case study, but this time examining RRI in India. One of the critiques made of RRI is that it can be Euro-centric. This case study examines this claim, and also describes how a distinctively Indian concept, Scientific Temper, can add to and contextualise RRI. Chapter 4 takes a different approach in being a case study of the development of research ethics guidance in the United Kingdom (UK). It explores the history underlying the research ethics framework commissioned by the UK Research Integrity Office (UKRIO) and the Association of Research Managers and Administrators (ARMA), and points to lessons that can be learned about the policy-development process itself.

While staying focused on policy related to research ethics, the chapters that follow include case studies that address more targeted concerns. Chapter 5 examines the impact of the European Union’s (EU) General Data Protection Regulation (GDPR) in the Republic of Croatia. Research data collected in Croatia is used to explore the handling of personal data before and after the introduction of GDPR. This case study aims to provide lessons learned that could contribute to research ethics policies and procedures in other European Member States.

Chapter 6 moves from policy itself to the role of policy advisors in policymaking. This case study explores the distinct responsibilities of those elevated to the role of “policy advisor,” especially given the current lack of policy to regulate this field or how its advice is used by policymakers. Next, Chap. 7 straddles the previous chapters’ focus on policy and its evaluation while introducing the focus of the next section on historical case studies. This chapter uses the so-called “race for the superconductor” as a case study by which the PRO-RES ethics framework is used to explore specific ethical dilemmas (PRO-RES 2021b ). This case study is especially useful for policymakers because of how it reveals the multiple difficulties in balancing economic, political, institutional and professional requirements and values.

The next case study continues the use of historical cases, but here to explore the challenges facing innovative research into unorthodox energy technology that has the potential to displace traditional energy suppliers. The wave power case in Chap. 8 highlights how conducting research with integrity can have serious consequences and come with considerable cost. The case also points to the importance of transparency in how evidence is used in policymaking so that trust in science and scientists is promoted at the same time as science is used in the public interest. Another area of cutting-edge scientific innovation is explored in Chap. 9 , but this time looking to the future. This case study examines space exploration, and specifically the ethical issues around establishing safe exposure standards for astronauts embarking on extended duration spaceflights. This case highlights the ethical challenges in policymaking focused on an elite group of people (astronauts) who embark on extremely risky activities in the name of science and humanity.

Chapter 10 moves from the physical sciences to the social sciences. The Belfast Project provides a case study to explore the ethical challenges of conducting research after violent conflict. In this case, researchers promised anonymity and confidentiality to research participants, yet that was overturned through legal proceedings which highlighted the limits of confidentiality in research. This case points to the difficulty of balancing the value of research archives in understanding conflict against the value of providing juridical evidence to promote justice. Another social science case is examined in Chap. 11 , this time in ethnography. This so-called ‘urban explorer’ case study explores the justifications that might exist for undertaking covert research where researchers break the law (in this case by trespassing) in order to investigate a topic that would remain otherwise poorly understood. This case raises a number of important questions for policymakers around: the freedoms that researchers should be given to act in the public interest; when researchers are justified in breaking the law; and what responsibilities and consequences researchers should accept if they believe they are justified in doing so.

Further complexity in research and evidence generation is introduced in Chap. 12 . A case study in One Health is used to explore ethical issues at the intersection of animal, human and environmental ethics. The pertinence of such studies has been highlighted by COVID-19, yet policies lag behind in recognising the urgency and complexity of initiating investigations into novel outbreaks, such as the one discussed here that occurred among animals in Ethiopia. Chapter 13 retains the COVID-19 setting, but returns the attention to technological innovation. Artificial intelligence (AI) is the focus of these two chapters in the volume, here examining the ethical challenges arising from the emergency authorisation of using AI to respond to the public health needs created by the COVID-19 pandemic. Chapter 14 addresses a longer term use of AI in addressing problems and challenges in the legal system. Using the so-called Robodebt case, the chapter explores the reasons why legal systems are turning to AI and other automated procedures. The Robodebt case highlights problems when AI algorithms are built on inaccurate assumptions and implemented with little human oversight. This case shows the massive problems for hundreds of thousands of Australians who became victims of poorly conceived AI and makes recommendations to assist policymakers to avoid similar debacles. The last chapter (Chap. 15 ) draws some general conclusions from all the cases that are relevant when using case studies.

1.7. Into the Future

This volume focuses on ethics in research and professional integrity and how we can be clear about the lessons that can be drawn to assist policymakers. The cases provided cover a wide range of situations, settings, and disciplines. They cover international, national, organisational, group and individual levels of concern. Each case raises distinct issues, yet also points to some general features of research, evidence-generation, ethics and policymaking. All the studies illustrate the difficulties of drawing clear ‘boundaries’ between the research and the context. All these case studies show how in real situations dynamic judgements have to be made about many different issues. Guidelines and policies do help and are needed. But at the same time, researchers, policymakers and everyone else involved in evidence generation and evidence implementation need to embody the virtues that are central to good research. Judgments will need to be made in many areas, for example, about how much transparency can be allowed, or is ethically justified; how much risk can be taken, both with participants’ safety and also with the researchers’ safety; how much information can be disclosed to or withheld from participants in their own interests and for the benefit of the ‘science’; and many others. All of these point to just how difficult it can be to apply common standards across disciplines, professions, cultures and countries. That difficulty must be acknowledged and lead to open discussions with the aim of improving practice. The cases presented here point to efforts that have been made towards this. None of them is perfect. Lessons must be learned from all of them, towards which Chap. 15 aims to be a starting point. Only by openly discussing and reflecting on past practice can lessons be learned that can inform policymaking that aims to improve future practice. In this way, ethical progress can become an essential aspect of innovation in research and evidence-generation.

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PRO-RES is a European Commission-funded project aiming to PROmote ethics and integrity in non-medical RESearch by building a supported guidance framework for all non-medical sciences and humanities disciplines adopting social science methodologies. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 788352. Open access fees for this volume were paid for through the PRO-RES funding.

Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/ ), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

• Cite this Page O’Mathúna D, Iphofen R. Making a Case for the Case: An Introduction. 2022 Nov 3. In: O'Mathúna D, Iphofen R, editors. Ethics, Integrity and Policymaking: The Value of the Case Study [Internet]. Cham (CH): Springer; 2022. Chapter 1. doi: 10.1007/978-3-031-15746-2_1
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In this Page

• Judging the Ethics of Research
• The Case for Cases
• Research Design and Causal Inference
• Devil’s in the Detail
• Cases and Policymaking
• The Moral Gain
• Into the Future

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Case Study Chapter 1 Nature and Significance of Management

Please refer to Chapter 1 Nature and Significance of Management Case Study Questions with answers provided below. We have provided Case Study Questions for Class 12 Business Studies for all chapters as per CBSE, NCERT and KVS examination guidelines. These case based questions are expected to come in your exams this year. Please practise these case study based Class 12 Business Studies Questions and answers to get more marks in examinations.

Case Study Questions Chapter 1 Nature and Significance of Management

Read the source given below and answer the following questions : A business organisation attains top position only because of the quality of management. Successful organisations do not achieve their goals by chance but by following deliberate process called management. On the other hand, lack of proper management results in wastage of time, money and efforts. Most of businesses fail due to poor management. Management is a life-giving element in every business. Without it, the resources of production will remain resources and shall never become production.

Questions :

Question. Good manager not only focuses on prosperity of management but he also focuses on prosperity of employees. This is related to which importance of management?      (a) Management helps in achieving organisational’s goal. (b) Management creates dynamic organisation. (c) Management improves efficiency. (d) Management helps in achieving personal goals.

Question. Management is called a process because        (a) it involves coordination. (b) it involves series of functions. (c) it involves achieving multiple objectives. (d) none of the above

Question. In absence of management, resources:      (a) never become production (b) can not be used effectively (c) can not be used efficiently (d) all of the above

Question. A successful organisation achieves its goal not by chance but by following a process called:    (a) Coordination (b) Planning (c) Management (d) Controlling

Read the source given below and answer the following questions : Coordination, therefore, involves synchronisation of different actions or efforts of the various units of an organisation . It ensures planned objectives are achieved with minimum cost. After analysing the above features we can say that coordination is not a simple function of management but it is the essence of management or in other words we can say that all the functions are flowers and coordination is a thread that ties these flowers to form the garland of organisation.

Question. Coordination acts as a thread to tie different functions of management. This is related to which feature of coordination? (a) Coordination integrates group efforts. (b) Continuous process (c) Coordination is a pervasive function. (d) Coordination is a deliberate function.

Question. Synchronisation of different actions is called :      (a) Coordination (b) Management (c) Planning (d) Organising

Question. Coordination is a :        (a) function of management (b) essence of management (c) feature of management (d) none of the above

Question. Coordination ensures planned objectives are      (a) communicated to everyone. (b) set up accurately. (c) achieved with minimum cost. (d) none of the above

Read the source given below and answer the following questions : Management consists of a series of interrelated functions that are performed by all managers, for examples, managers have to plan the objective of the firm, organise resources to achieve that objective, recruit and select employees who can implement these objectives. Giving directions, communicating and motivating these employees to achieve objectives effectively and efficiently and ultimately checking whether everything is going as per plan or not.

Question. By communicating and motivating, the manager performs which function of management ?      (a) Planning (b) Organising (c) Staffing (d) Directing

Question. By setting up of objective, management performs which function?        (a) Planning (b) Organising (c) Staffing (d) Directing

Question. By recruiting and selecting of employees for implementing the objectives, Manager performs which function?      (a) Planning (b) Organising (c) Staffing (d) Directing

Question. “Ultimately checking whether everything is going as per plan or not”, this line indicates which function of management? (a) Planning (b) Organising (c) Staffing (d) Controlling

Read the source given below and answer the following questions : Anil is a Managing director in a toy manufacturing company. He decided to set up a new manufacturing unit of his company in a rural area of Bihar where job opportunities are very less. He believes in using environmental friendly methods of production and aims at giving employment opportunities to the disadvantaged  section of the community As a manager he aims at reducing costs and increasing productivity through better planning, organizing, directing staffing and controlling the activities of the organization. Anil considers human resources as the greatest asset of any organization. Getting work done through others is a major task of a manager as per the views of Anil. As a manager Anil believes that his task is to make workers work towards achieving the organizations’ goals. 

Question. Identify the objective of management discussed in the given case (Choose the correct alternative) (a) Economic objective (b) Organizational objective (c) Social objective (d) Personal objective

Question. Identify the level of management at which Anil is working. (a) Top level management (b) Middle level management (c) Lower level management (d) Supervisory level management

Question. “Getting work done through others is a major task of a manager as per the views of Anil”. Which dimension of management is reflected by Anil’s view? (Choose the correct alternative) (a) Management of people (b) Management of work (c) Management of operations (d) Management of resources

Question. “As a manager, he aims at reducing costs and increasing productivity”. Name the importance of management highlighted in the given statement. (Choose the correct alternative) (a) Management helps in achieving group goals. (b) Management creates a dynamic organization. (c) Management increases efficiency. (d) Management helps in achieving personal objectives.

Read the source given below and answer the following questions : XOLO Power Ltd. set up a factory for manufacturing solar lanterns in a remote village as there was no reliable supply of electricity in rural areas. The revenue earned by the company was sufficient to cover the costs and the risks. As the demand of lanterns was increasing day by day, the company decided to increase production to generate higher sales. For this they decided to employ people from a nearby village as very few job opportunities were available in that area. The company also decided to open schools and creches for the children of its employees The General Manager of the company, Nishant believes that an organization should provide  good quality products and services, create employment opportunities and adapt new technology for the greater good of the people. According to him, in order to be successful, an organization must change itself and its goals according to the needs of the environment. As per Nishant’s viewpoint, in order to ensure success a  business needs to add to its prospects in the long run. He firmly believes that in order to remain in the industry, management must exploit fully the given resources.

Question. Which set of managerial objectives are mentioned in the given case. (Choose the correct alternative) (a) Personal objectives and social objectives (b) Social objectives and group objectives (c) Organizational objectives and social objectives (d) Organizational objectives and personal objectives

Question. Which organizational objective is mentioned in the given case. (Choose the correct alternative) (a) Survival (b) Growth (c) Profit (d) Operational efficiency

Question. “An organization must change itself and its goals according to the needs of the environment”. Identify, from the following alternatives, the characteristic of management discussed in the given statement. (Choose the correct alternative) (a) Management is multidimensional (b) Management is a goal oriented process (c) Management is a group activity (d) Management is a dynamic function

Question. “Nishant believes that an organization should provide good quality goods and services, create employment opportunities and adapt new technology for the greater good of the people”. Identify the importance of management mentioned in the given statement. (Choose the correct alternative) (a) Management increases efficiency (b) Management creates a dynamic organization (c) Management helps in the development of society (d) Management helps in achieving group goals

Read the source given below and answer the following questions : An organization is a collection of diverse individuals with different needs. Every member of the group has a different purpose of joining the organization but as members of the organization they work towards fulfilling the common organizational goal. Bhagwati Enterprises is also such an organization. The firm deals in manufacturing of shoes. The company’s margins are under pressure and the profits and market share are declining. The production department blames marketing for not meeting sales targets and marketing blames production department for producing goods, which are not of good quality meeting customers’ expectations. The finance department blames both production and marketing for declining returns on investment and poor marketing. On investigation the CEO of the company Mr. Gopal Rao found that the organization was lacking an important quality of management. This managerial quality aims at securing unity of action in the realization of the common purpose. It acts as the binding  force between the departments and ensures that all action is aimed at achieving the goals of the organization. 

Question. Identify the characteristic of managerial quality (identified in part (i)). Which is discussed in the given paragraph. (Choose the correct alternative) (a) It integrates group efforts (b) It ensures unity of action (c) It is an all pervasive function (d) It is the responsibility of all the managers

Question. According to you, which characteristic of management is lacking in Bhagwati Enterprises? (Choose the correct alternative) (a) Management is multidimensional (b) Management is a continuous process (c) Management is an intangible force (d) Management is a group activity

Question. “This managerial quality aims at securing unity of action in the realization of the common purpose”. Which managerial quality is being talked about in the given statement? (Choose the correct alternative) (a) Cooperation (b) Coordination (c) Effectiveness (d) Efficiency

Question.  Which one of the following functions is not performed by Mr. Gopal Rao as the CEO of the company. (a) Coordinating the activities of different departments. (b) Ensuring welfare and survival of the organization. (c) Assigning necessary duties and responsibilities to the workers. (d) Formulating overall organizational goals and strategies for their achievement.

Read the source given below and answer the following questions : Shilpa is working as a marketing head in an insurance company. She has been holding this position for long. She is an experienced manager who believes that organisations are  made up of people who have different personalities , backgrounds, experiences and objectives. According to her, people become part of the organization to satisfy their diverse needs.Shilpa is of the view that all organisations have to function in an environment that is constantly  changing. Hence, during the spread of Corona virus pandemic, she came up with new insurance products, which were designed as per the present needs and requirements of the customers. Soon the insurance products developed by Shilpa became a hit and the organization was able to achieve its goals. The goal of the organization  which Shilpa wanted to achieve acted as a vital incentive for the continued successful operation of the enterprise. Before developing the new products, Shilpa determined in advance what isto be done and who is to do it. She set goals in advance and developed a way of achieving them efficiently and effectively. 

Question.  Which importance of management is mentioned in the given case. (Choose the correct alternative) (a) Management increases efficiency (b) Management creates a dynamic organization (c) Management helps in the development of society. (d) Management helps in achieving group goals

Question.  “Before developing the new product, Shilpa determined in advance what is to be done and who is to do it. She set goals in advance and developed a way of achieving them efficiently and effectively”. Which managerial function is achieved by Shilpa here? (Choose the correct alternative) (a) Planning (b) Organizing (c) Directing (d) Controlling

Question. During the spread of coronavirus pandemic, Shilpa came up with new insurance products to ensure ____________ of the company in the long run. (a) Growth (b) Survival (c) Welfare (d) Profit

Question. “The goal of the organization which Shilpa wanted to achieve acted as a vital incentive for the continued successful operation of the enterprise”. Which goal of the organization Shilpa wanted to achieve? (a) Growth (b) Survival (c) Profit (d) Efficiency 

Read the source given below and answer the following questions : Sameer is a foreman in a factory. He directs all the members under him to follow the targets and advises them to put their efforts in the direction of the achievement of these targets. He leads, influences and motivates the workers to perform the tasks assigned to them. He encourages the employees to do their best. Sameer was assigned a target of 1,000 units in the month of July. For this he and his team had to operate on double shifts. Sameer was able to achieve the production target but at a higher production cost.  

Question. Name the function of management Sameer is performing in the above paragraph.(Choose the correct alternative) (a) Planning (b) Organisaing (c) Directing (d) Controlling

Question. Which of the following functions is performed by Sameer as a foreman. (a) Interpreting the policies formed by top management (b) Assigning necessary duties and responsibilities to the workers. (c) Directly overseeing the efforts of the workers (d) Coordinating the activities of different departments.

Question. With reference to the above case, Sameer believes in motivation, teamwork , communication and achievement of objectives. Sameer in the given case is ………………….. . (Fill in the blank with the correct alternative) (a) Effective (b) Efficient (c) Cooperative (d) Goal oriented 

Question. At which level of management, Sameer is working . (Choose the correct alternative) (a) Top level management (b) Middle level management (c) Lower level management (d) None of the above 

Read the source given below and answer the following questions : Sana is the branch manager of ABC Handicrafts Pvt. Ltd. The company’s objective is to promote the sales of Indian handloom and handicraft products. It sells fabrics, furnishings, readymades and household items made out of  traditional Indian fabrics. Sana decides quantities, variety, colour and texture of all the above items and then allocates resources for their purchase from different suppliers. She appoints a team of designers and crafts people in the company, who developed some prints for bed covers in bright colours on silk. Although the products looked very attractive and impressive, they were relatively expensive on the front of affordability for an average customer. Sana suggested that they should keep the silk bed covers for special festive occasions and offer the cotton bed covers on a regular basis to keep costs under control. 

Question. With reference to the above case, at which level of management Sana is working? (a) Lower level (b) Top level (c) Middle level (d) Shop floor

Question. “She appoints a team of designers and crafts people in the company, who developed some prints for bed covers in bright colour on silk.” Which function of management is highlighted in this context? (a) Controlling (b) Staffing (c) Planning (d) Directing 

Question. In the above case “company’s objective is to promote the sales of Indian handloom and handicraft products.” The above line focuses on which feature of management? (a) Management is an intangible force (b) Management is a goal oriented process (c) Management is pervasive in nature (d) Management is a continuous process 

Question. “Sana suggested that they should keep the silk bed covers for special festive occasions and offer the cotton bed covers on a regular basis to keep costs under control”. Which function of management is highlighted in this context?  (a) Controlling (b) Staffing (c) Organizing (d) Planning 

Read the source given below and answer the following questions : Alcargo Ltd is a operating its business on large scale. Co. realizes that human resources are the most important assets of its business, So HRM Department is set up to show a developmental path to the employees through proper training modules and joben richment. Time to time incentives and awards are given to employees which was based on their performance, which keeps the employees highly motivated. Ravi , just a graduate inhumanities is appointed as the Plant superintendent in the company. Ravi knew that there are certain theories and principles of management based on deep observation and experimentation. So, he studied various theories and principles of management before joining the Company. Ravi is very energetic and he likes to deal with severe situations.On August 20th, He informed his boss that the goal he had been assigned had been achieved and the quality was also very good. The best part is that there is one day left for the deadline ,which is August 21.However,his boss was dissatisfied because the expenses incurred by his team to complete the project exceeded the upper limit (norms).

Question. Which objective of management is pursued by management of Alcargo Ltd.: (a) Organizational objectives (b) Social objectives (c) Personal objectives (d) None of these 

Question. Identify the feature of profession which is not applicable here – “Ravi, just a graduate in humanities is appointed as the Plant superintendent in the company.’ (a) Well defined body of knowledge (b)Restricted Entry (c)Ethical code of conduct (d)Service Motive 

Question. Which aspect of management is violated by Ravi in above case? (a) Planning (b) Efficiency (c) Effectiveness (d) Controlling 

Question. Identify the nature of management highlighted inthisline-“Ravi knew that there are certain theories and principles of management based on deep observation and experimentation.” (a) Management as Profession (b) Management as Science (c) Management as an Art (d)None of the above 

Question. Which aspect of management is followed by Ravi in above case? (a) Planning (b) Efficiency (c) Effectiveness (d) Controlling 

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Class 9 Science Case Study Questions Chapter 1 Matter in our Surroundings

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Case study Questions in Class 9 Science Chapter 1 are very important to solve for your exam. Class 9 Science Chapter 1 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving Class 9 Science Case Study Questions  Chapter 1 Matter in our Surroundings

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

In CBSE Class 9 Science Paper, Students will have to answer some questions based on Assertion and Reason. There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

Matter in our Surroundings Case Study Questions With Answers

Here, we have provided case-based/passage-based questions for Class 9 Science  Chapter 1 Matter in our Surroundings

Case Study/Passage-Based Questions

Case Study 1: There are three states of matter – solid, liquid, and gas.

Solids  have a definite shape, distinct boundaries, and fixed volumes, that is, have negligible compressibility. Solids have a tendency to maintain their shape when subjected to outside force. Solids may break under force but it is difficult to change their shape, so they are rigid.

Liquids  have no fixed shape but have a fixed volume. They take up the shape of the container in which they are kept. Liquids flow and change shape, so they are not rigid but can be called fluid.

Gas  has an indefinite shape and no fixed volume. Gas gets the shape and volume of the container.Gas has a very low density and hence is light. Gas can flow easily and hence is called fluid.

i.) Which of the following state of matter takes the shape of the container in which it is filled?

d.) Both b and c

Answer: d.) Both b and c

ii.) Distance between particles of matter least in

d.) None of these

Answer: a.) Solid

iii.) Compressibility is least in case of

Case Study 2: Matter is anything that occupies space and has mass. It exists in various forms, such as solid, liquid, and gas. The physical properties of matter, such as shape, size, and state, can be observed and measured. The particles that makeup matter are constantly in motion, and their motion determines the state of matter. In a solid, the particles are tightly packed and have a fixed shape and volume. In a liquid, the particles are close together but can move past each other, giving the substance a fixed volume but no fixed shape. In a gas, the particles are far apart and move freely, allowing the substance to occupy any volume and shape. Matter can undergo changes in its state through the processes of evaporation, condensation, melting, and freezing. Understanding the properties and behavior of matter is essential for studying various scientific phenomena and practical applications in our daily lives.

What is matter? a) Anything that occupies space and has mass b) Anything that is visible to the naked eye c) Anything that is in a solid state d) Anything that is in a gaseous state Answer: a) Anything that occupies space and has mass

What determines the state of matter? a) Physical properties b) Chemical properties c) The motion of particles d) The color of the substance Answer: c) The motion of particles

How are particles arranged in a solid? a) Far apart and move freely b) Close together but can move past each other c) Tightly packed and have a fixed shape d) Tightly packed but have no fixed shape Answer: c) Tightly packed and have a fixed shape

What is the behavior of particles in a gas? a) They are far apart and move freely b) They are close together but can move past each other c) They are tightly packed and have a fixed shape d) They are tightly packed but have no fixed shape Answer: a) They are far apart and move freely

What processes can matter undergo to change its state? a) Evaporation, condensation, melting, and freezing b) Dissolution, combustion, sublimation, and oxidation c) Fermentation, photosynthesis, respiration, and digestion d) Oxidation, reduction, precipitation, and ionization Answer: a) Evaporation, condensation, melting, and freezing

Hope the information shed above regarding Case Study and Passage Based Questions for Class 9 Science Chapter 1 Matter in our Surroundings with Answers Pdf free download has been useful to an extent. If you have any other queries about CBSE Class 9 Science Matter in our Surroundings 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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Class 11 Chemistry Case Study Questions Chapter 1 Some Basic Concepts of Chemistry

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In Class 11 Final Exams there will be Case studies and Passage Based Questions will be asked, So practice these types of questions. Study Rate is always there to help you. Free PDF Downloads of CBSE Class 11 Chemistry Chapter 1 Case Study and Passage-Based Questions with Answers were Prepared Based on the Latest Exam Pattern. Students can solve Class 11 Chemistry Case Study Questions Some Basic Concepts of Chemistry to know their preparation level.

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

In CBSE Class 11 Chemistry Paper, There will be a few questions based on case studies and passage-based as well. In that, a paragraph will be given, and then the MCQ questions based on it will be asked.

Some Basic Concepts of Chemistry Case Study Questions With Answers

Here, we have provided case-based/passage-based questions for Class 11 Chemistry  Chapter 1 Some Basic Concepts of Chemistry

Case Study/Passage-Based Questions

Case Study 1: The uncertainty in the experimental or the calculated values is indicated by mentioning the number of significant figures. Significant figures are meaningful digits that are known with certainty plus one which is estimated or uncertain. The uncertainty is indicated by writing the certain digits and the last uncertain digit. there are certain rules for determining the number of significant figures. These are stated below:

• All non-zero digits are significant. For Example in 285 cm, there are three Significant figures and in 0.25 mL, there are two significant figures.
• Zeros preceding to first non-zero digit are not significant. such zero indicates the position of the decimal point. thus, 0.03 has one significant figure and 0.0052 has two significant figures.
• Zeros between two non-zero digits are significant. thus, 2.005 has four Significant figures.
• Zeros at the end or right of a number are significant, provided they are on the right side of the decimal point. For example, 0.200 g has three significant figures. But, if otherwise, the terminal zeros are not significant if there is no decimal point.

Precision refers to the closeness of various measurements for the same quantity. However, accuracy is the agreement of a particular value to the true value of the result.

LAWS OF CHEMICALCOMBINATIONS- The combination of elements to form compounds is governed by the following five basic laws.

1) Law of Conservation of Mass-This law was put forth by Antoine Lavoisier in 1789. He performed careful experimental studies for combustion reactions and reached the conclusion that in all physical and chemical changes, there is no net change in mass during the process. Hence, he reached the conclusion that matter can neither be created nor destroyed. This is called the ‘Law of Conservation of Mass’.

2) Law of Definite Proportions-This law was given by, a French chemist, Joseph Proust. He stated that a given compound always contains exactly the same proportion of elements by weight.

3) Law of Multiple Proportions-This law was proposed by John Dalton. According to this law, if two elements can combine to form more than one compound, the masses of one element that combine with a fixed mass of the other element, are in the ratio of small whole numbers. For example, hydrogen combines with oxygen to form two compounds, namely, water and hydrogen peroxide.

Hydrogen + Oxygen→ Water

    2g                  16g       18g

Hydrogen + Oxygen → Hydrogen Peroxide

    2g                  32g        34g

Here, the masses of oxygen (i.e., 16 g and 32 g), which combine with a fixed mass of hydrogen (2g) bear a simple ratio, i.e., 16:32 or 1:2.

4) Gay Lussac’s Law of Gaseous Volumes-This law was given by Gay Lussac in 1808. He observed that when gases combine or are produced in a chemical reaction they do so in a simple ratio by volume, provided all gases are at the same temperature and pressure.

5) Avogadro’s Law – In 1811, Avogadro proposed that equal volumes of all gases at the same temperature and pressure should contain an equal number of molecules.

In 1808, Dalton published ‘A New System of Chemical Philosophy, in which he proposed the following :

1.) Matter consists of indivisible atoms.

2.) All atoms of a given element have identical properties, including identical mass. Atoms of different elements differ in mass.

3.) Compounds are formed when atoms of different elements combine in a fixed ratio.

4.) Chemical reactions involve the reorganization of atoms. These are neither created nor destroyed in a chemical reaction.

[A[ Multiple Choice Question

1) … refers to the closeness of various measurements for the same quantity.

• a) Accuracy
• b) Reliability
• c) Precision
• d) Uncertainty

Ans – c) Precision

2) Law of Conservation of mass was put forth by ….in 1789.

• a) Joseph Proust
• b) Antoine Lavoisier
• c) Joseph Louis
• d) Gay Lussac

Ans – b) Antoine Lavoisier

3) Which of the following number has two significant figures.

Ans – d) 0.0052

4) … is the agreement of a particular value to the true value of the result.

Ans – a) Accuracy

5) Law of Multiple Proportions proposed by.

• d) John Dalton

Ans – d) John Dalton

Case Study 2: The identity of a substance is defined not only by the types of atoms or ions it contains but by the quantity of each type of atom or ion. The experimental approach required the introduction of a new unit for the number of substances, the mole, which remains indispensable in modern chemical science. A mole is an amount unit similar to familiar units like pair, dozen, gross, etc. It provides a specific measure of the number of atoms or molecules in a bulk sample of matter. A mole is defined as the amount of substance containing the same number of discrete entities (atoms, molecules, ions, etc.) as the number of atoms in a sample of pure 12C weighing exactly 12g. One Latin connotation for the word “mole” is “large mass” or “bulk,” which is consistent with its use as the name for this unit. The mole provides a link between an easily measured macroscopic property, bulk mass, and an extremely important fundamental property, the number of atoms, molecules, and so forth. The number of entities composing a mole has been experimentally determined to be 6.02214179 × 10 23 .

6.02214179 × 10 23 , a fundamental constant named Avogadro’s number (NA ) or the Avogadro constant in honor of Italian scientist Amedeo Avogadro. This constant is properly reported with an explicit unit of “per mole,” a conveniently rounded version being 6.022×10 23 /mol. Consistent with its definition as an amount unit, 1 mole of any element contains the same number of atoms as 1 mole of any other element. The masses of 1 mole of different elements, however, are different, since the masses of the individual atoms are drastically different. The molar mass of an element (or compound) is the mass in grams of 1 mole of that substance, a property expressed in units of grams per mole (g/mol).

(i) A sample of copper sulfate pentahydrate contains 8.64 g of oxygen. How many grams of Cu is present in the sample? (a) 0.952g (b) 3.816g (c) 3.782g (d) 8.64g

Answer: (b) 3.816g

(ii) A gas mixture contains 50% helium and 50% methane by volume. What is the percent by \ weight of methane in the mixture? (a) 19.97% (b) 20.05% (c) 50% (d) 80.03%

Answer: (d) 80.03%

(iii) The mass of oxygen gas which occupies 5.6 liters at STP could be (a) gram atomic mass of oxygen (b) one-fourth of the gram atomic mass of oxygen (c) double the gram atomic mass of oxygen (d) half of the gram atomic mass of oxygen

Answer: (b) one fourth of the gram atomic mass of oxygen

(iv) What is the mass of one molecule of yellow phosphorus? (Atomic mass of phosphorus = 30) (a)1.993 x 10 -22  mg (b)1.993 x 10 -19  mg (c) 4.983 x 10 -20  mg (d) 4.983 x 10 -23  mg

Answer: (d) 4.983 x 10-23 mg

(v) The number of moles of oxygen in 1L of air containing 21% oxygen by volume, in standard conditions is (a) 0.186 mol (b) 0.21 mol (c) 2.10 mol (d) 0.0093 mol

Answer: (d) 0.0093 mol

Case Study 3: Chemistry plays an important role in human needs for food, health care products, and improving life. Cis platin and taxol are used in chemotherapy, and AZT (Azidothymidine) is used for AIDS. SI units are international units of measurement. The matter is classified into elements, compounds, and mixtures, which can be homogeneous as well as heterogeneous. A mixture can be separated by physical methods, compounds can be separated by chemical methods only. Atomic mass is the average of masses of isotopes depending upon their natural abundance. The empirical formula is calculated with the help of the percentage composition of elements in a compound and molecular mass helps to calculate the molecular formula. A chemical equation must be balanced so as to follow the laws of chemical combination.

Which of the following are used in chemotherapy? A) Taxol B) AZT C) Cis platin D) A and C E) A, B, and C

What are SI units? A) Chemical formulas B) Units of time C) International units of measurement D) Isotopes

How can a compound be separated? A) Physical methods B) Chemical methods C) Both physical and chemical methods D) None of the above

What does the atomic mass of an element represent? A) Mass of a single atom B) Mass of all isotopes combined C) Average mass of isotopes based on natural abundance D) Mass of the most common isotope

Which of the following statements is true regarding a chemical equation? A) It does not need to be balanced B) It must be balanced according to the laws of chemical combination C) It represents only the physical states of the reactants D) It includes only empirical formulas

Hope the information shed above regarding Case Study and Passage Based Questions for Class 11 Chemistry Chapter 1 Some Basic Concepts of Chemistry with Answers Pdf free download has been useful to an extent. If you have any other queries about CBSE Class 11 Chemistry Some Basic Concepts of Chemistry 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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Class 11 Business Studies Case Study Questions

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CBSE Class 11 Business Studies Case Study Questions are available on myCBSEguide App . You can also download them from our student dashboard .

For students appearing for grade 11 CBSE exams from the Commerce stream, Business Studies is a fundamental subject. Business Studies is considered to be quite interesting as well as an occupying subject as compared to all other core subjects of the CBSE class 11 commerce stream. To ace this CBSE exam, students are not only required to work hard but they ought to learn to do smart work too.

Among all the other core subjects of the Commerce stream i.e accountancy, economics and business studies, Business Studies is the one that is purely theoretical. It is termed to be comparatively easier and more scoring than the other mandatory subjects of the commerce stream. Many students who opt for the commerce stream after their 10-grade exams desire to learn in-depth about the business organizations and their work, for them the subject is of utmost importance. Business Studies is an essential component of the class 11 commerce stream curriculum.

In order to ace the subject the student needs to have conceptual clarity. CBSE has designed the syllabus for class 11 Business Studies so as to provide students with a basic understanding of the various principles prevalent in the Business organizations as well as their interaction with their corresponding environment.   

Case Study Questions in class 11 (Business Studies)

Case-based questions have always been an integral part of the Business Studies question paper for many years in the past. The case studies have always been considered to be challenging for the students, for such questions demand the application of their knowledge of the fundamental business concepts and principles. Last year i.e-  2021 CBSE introduced a few changes in the Business Studies question paper pattern to enhance and develop analytical and reasoning skills among students.

It was decided that the questions would be based on real-life scenarios encountered by the students.CBSE not only changed the way case-based questions were formulated but also incremented their weightage in the Business Studies question paper. The sole purpose of increasing the weightage of case-based questions in the class 11 curriculum by CBSE was to drift from rote learning to competency and situation-based learning.

What is a case study question? (Business Studies)

In Business Studies, a case study is more like a real-world test of how the implementation works. It is majorly a report of an organization’s implementation of anything, such as a practice,a product, a system, or a service. The questions would be based on the NCERT textbook for class 11 Business Studies. Case-based questions will definitely carry a substantial weightage in the class 11 Business Studies question paper. questions.

A hypothetical text will be provided on the basis of which the student is expected to solve the given case-based question asked in the Business Studies class 11 exam. Initially, the newly introduced case-based questions appeared to be confusing for both the students and the teachers. Perhaps, they were reluctant to experiment with something new but now a lot more clarity is there that has made the question paper quite student-friendly.

Case study questions could be based on any chapter or concept present in the NCERT textbook. Thus, it is expected from the students to thoroughly revise and memorize the key business fundamentals. 

Business Studies syllabus of class 11 CBSE   

The entire Business Studies course is divided into 2 parts:

• Part A, Foundation of Business
• Part B, Finance and Trade

The class 11 Business Studies exam is for a total of 100 marks, 80 marks are for the theory and the remaining 20 for the project. Most of the questions are based on the exercises from the NCERT textbook. It is recommended to rigorously go through the contents of the book. A single textbook has been published by NCERT for Class 11 Business studies. There are a total of 10 chapters in this book divided into 2 parts. 

CBSE Class – 11

Business Studies (Code No. 054)

Theory: 80 Marks Time: 3 Hours Project: 20 Marks

Case Study Passage (Business Studies class)

As part of these questions, the students would be provided with a hypothetical situation or text, based on which analytical questions will have to be answered by them. It is a must for the students to read the passage in depth before attempting the questions. In the coming examination cycle (2022-23), case-based questions have a weightage of around 30%. These questions can be based on each chapter in the NCERT book for Business Studies, grade 11.

Students must prepare well for the case-based questions before appearing for their Business Studies exam as these questions demand complete knowledge of the various concepts in their syllabus. CBSE plans to increase the weightage of such questions in the upcoming years.

Sample case-based Questions in Business Studies

Business Studies as a subject provides a way of perceiving and interacting with the business ecosystem. It is a core subject of the commerce stream that is purely theoretical and relevantly easier than the other compulsory subjects of the stream. Class 11 Business Studies syllabus is closely related to trade and commerce. The subject cannot be ignored as it is the foundation of many concepts and theories which are studied at an advanced level in class 12.

The case-based questions asked in the CBSE Business Studies question paper for class 11 are of two types:

As per the latest circular issued by CBSE on Assessment and Evaluation practices of the board for the session 2022-23, CBSE has clearly mentioned that competency-based questions including case studies will be different from subjective questions.  

The questions can also be categorized on their difficulty level:

• Direct: such questions can be easily solved. Their answer is visible in the given passage itself.
• Indirect/ Analytical: such questions are confusing and tricky. These can be solved by the application of the theory or principle that is highlighted in the provided text. 

How To Prepare For Case-based Questions? (Business Studies grade 11)

Students need to prepare well for the case-based questions before appearing for their class 11 Business Studies exam. Here are some tips which will help the student to solve the case-based questions at ease:

• Read the provided text carefully
• Try to comprehend the situation and focus on the question asked
• Analyze and carefully answer the question asked
• In general, the passage given would be lengthy in Business Studies case-based questions but their solutions are comparatively short and simple
• One can significantly save time if they follow a reversal pattern, that is going through the questions before reading the comprehensive case study passage.
• Answer in a concise manner
• One should concentrate on solidifying key fundamental principles/theories
• Go through the NCERT textbook in depth. The language used is crisp and simple.
• While providing solutions to the case-based question, pick the keyword/keyline based on which you are driving insights.

 In order to excel in the Business Studies class 11 exam, one needs to ignore the shortcut techniques and get to read the NCERT textbook rigorously. Case studies can be easily solved if your key fundamentals are strong and clear. The best part of having these questions is that the asked question itself projects a hint of its answer. These simple points if kept in mind will definitely help the students to fetch good marks in case study questions, class 11 Business Studies. 

Case study question examples in Business Studies

Here a re some given case study questions for CBSE class 11 Business Studies. If you wish to get more case study questions and other study material, download the myCBSEguide app now. You can also access it through our student dashboard.

Business Studies Case Study 1

Read the hypothetical text given and answer the following questions:

Manish, Rahul and Madhav live in the same locality. They used to meet and discuss their ideas. After discussing the recent fire breakout in their area, they decided to take fire insurance for their house or work area. Manish gets his house insured against fire for ₹1 lakh and during the policy period, his house gets damaged due to fire and the actual loss amounts to ₹2.5 lakh. The insurance company acquired the burning material and approved his claim. Rahul gets his godown insured against fire for ₹1 lakh but does not take enough precautions to minimize the chances of fire like installing fire extinguishers in the factory. During the policy, a fire takes place in his godown and he does not take any preventive steps like throwing water and calling the employees from the fire fighting department to control the fire. He suffered a loss of ₹1,20,000. Madhav took a fire insurance policy of ₹20 lakh for his factory at an annual payment of ₹24,000. In order to reduce the annual premium, he did not disclose that highly explosive chemicals are being manufactured in his factory. Due to a fire, his factory gets severely damaged. The insurance company refused to make payment for the claim as it became aware of the highly explosive chemicals.

How much can Manish claim from the insurance company?

• None of the above

How much compensation can Rahul get from the insurance company?

Which principle is violated in the case of Rahul?

• Insurable Interest
• Utmost Good Faith

How much amount is the insurance company liable to pay to Madhav if he files a case against it?

• Insufficient information

Which principle of Insurance is violated by Madhav?

• Insurable interest
• Subrogation
• Proximate Cause

The insurance company acquired the burnt material and approved his claim. Which principle of Insurance is highlighted in the given statement.

• (a) Mitigation
• (a) Utmost Good Faith
• (d) Subrogation

Business Studies Case Study 2

 Sarthak Electronics Ltd. has a loss of Rs 15,00,000 to pay. They are short of funds so they are trying to find means to arrange funds. Their manager suggested a claim from the insurance company against stock lost due to fire in the warehouse. He actually meant that they can put their warehouse on fire and claim from insurance companies against stock insured. They will use the claim money to pay the loan.

• Will the company receive a claim if the surveyor from the insurance company comes to know the real cause of fire?
• Write any two Values which the company ignores while planning to arrange money from false claims.
• State any three elements of fire insurance

Business Studies Case Study 3

OLX and qickr are examples of well-known websites used to conduct business. Tarasha’s sofa set got spoiled in the rain. Her friend suggested that she should change the fabric so that it looks new and put it for sale on Olx. Tarasha followed her friend’s advice and got her sofa repaired so that it looked better and uploaded nicely clicked pictures on the website without disclosing the fact that it was damaged from the inside. She found a buyer and sold it for Rs 10,000. After five days the buyer found the real state of the sofa set and called Tarasha but she did not answer any of the calls.

• identify the type of business highlighted in the above case.
• Identify any two values which are overlooked by Tarasha.
• Explain any two benefits and limitations of e-business.

Advantages of case study questions in Business Studies

Class 11 Business Studies syllabus is not very vast but has to be focussed upon as it forms the base for your 12th grade Business Studies syllabus. Students are supposed to prepare themselves thoroughly from the NCERT textbook. The Case-based questions prominently focus on the real and current scenarios of the Business world. Approximately 30% of the question paper will comprise case study questions that demand high-order thinking and reasoning skills from the students. The students ought to practice class 11 Business Studies case-based questions from the various options available to them, so as to excel in the subject.

• Enhance the qualitative and quantitative analysis skills of students
• Provides an in-depth understanding of the key Business theories/concepts
• Inculcate intellectual capabilities in students
• Help students retain knowledge for a longer period of time
• The questions would help to discard the concept of rote learning
• Case studies promote and strengthen practical learning.

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Case Study Questions for Class 12 Business Studies Chapter 1 Nature and Significance of Management

• Last modified on: 7 months ago
• Reading Time: 15 Minutes

Here you will find Case Study Questions for CBSE Class 12 Business Studies (BST) Chapter 1 Nature and Significance of Management .

Case Study Question 1:

Read the following text and answer question no. 14-16 on the basis of the same:

Ganesh Electronics Ltd. Manufactures washing machines, microwave oven and air conditioners. The company is facing a lot of problem these days. The company’s margin is under pressure and the profits and market share are declining. The production department blames marketing for not meeting sales targets and marketing department blames production department for producing goods which are not of good quality meeting customers’ expectations. The finance blames both production and marketing department declining return on investment and bad marketing.

(i) What quality of management do you think company is lacking? a) Planning b) controlling c) directing d) Coordination

(ii) Which of the following characteristics of management is not fulfilled by the company? a) Management is goal oriented process b) Management is group activity c) Management is an intangible force d) Management is all pervasive

(iii) Why do these kinds of inter-departmental conflicts arise in organisation? a) All the departments may have their own objectives, policies, and own style of working. b) Each department is performing activity in isolation. c) Barriers between departments becoming more rigid. d) Both b and c

Ans. (i) d (ii) b (iii) d

Case Study Question 2:

Hema is one of the most successful managers of her company, ‘Kobe Ltd’. She uses her creativity and initiative in handling challenging situations at work. The knowledge gained by her during her student days at a renowned management institute as well as through her observation and experience over the years is applied by Hema in a skilful manner in the context of the realities of a given situation. She often reads books and other literature in various fields of management to keep her knowledge updated.

(i) An aspect of the nature of management is being highlighted in the above description. Identify the aspect.

(ii) Explain any three features of the aspect identified in part (i).

(i) Management as an art. (ii) Three features that establish it as an art are: (a) Existence of theoretical knowledge. As in art, in management too, there is a lot of literature available in various areas of management which the manager has to specialise in. (b) Personalised application Like in any art, in management too, a manager applies his acquired knowledge in a personalised and unique manner. This gives rise to different styles of management. (c) Based on practice and creativity Management satisfies this criterion as a manager gains experience through regular practice and becomes more effective.

Case Study Question 3:

Q2. Das is the Managing Director of ‘Gamut Ltd. ‘manufacturing different varieties of cheese. He has an efficient team working under him consisting of Rajat- the Production manager, Vinay – the Marketing manager and Adit – the Finance manager. They understand and interpret the policies made by Das, ensure that their departments have adequate manpower, assign them the necessary duties and motivate them to achieve the desired objectives.

State one more function other than those mentioned above, that this team may perform at the level they are working

Ans. The team is working at middle level and the function the team may perform other than those mentioned is- Co-operate with other departments for smooth functioning of the organization.

Q3. Rishitosh Mukerjee has recently joined AMV Ltd, a company manufacturing refrigerators. He found that his department was under-staffed and other departments were not cooperating with his department for smooth functioning of the organization. Therefore, he ensured that his department has the required number of employees and its cooperation with other departments is improved. (a) Identify the level at which Rishitosh Mukerjee was working. (b) Also, state three more functions required to be performed by Rishitosh Mukerjee at this level.

(a) Middle level (b) Functions required to be performed by Rishitosh Mukerjee:

• To interpret the policies framed by the top management.
• To ensure that their department has the necessary personnel.
• To assign necessary duties and responsibilities to the employees of their respective departments for implementation of the plan.
• To motivate employees of their respective departments to achieve the desired objectives.
• To co-operate with other departments for smooth functioning of the organization.

Units and Chapter List:

Unit 1 – Nature and Significance of Management, Principles of Management and Business Environment

Chapter 1: Nature and Significance of Management Case Studies Chapter 2: Principles of Management Case Studies Chapter 3: Business Environment Case Studies

Unit 2 – Planning and Organising

Chapter 4: Planning Case Studies Chapter 5: Organising Case Studies

Unit 3 – Staffing, Directing and Controlling

Chapter 6: Staffing Case Studies Chapter 7: Directing Case Studies Chapter 8: Controlling Case Studies

Unit 4 – Financial Management and Financial Market

Chapter 9: Financial Management Case Studies Chapter 10: Financial Market Case Studies

Unit 5 – Marketing and Consumer Protection

Chapter 11: Marketing Case Studies Chapter 12: Consumer Protection Case Studies

How to Tackle Business Studies Case Studies in Exams

Here’s a tip on how to approach and answer case study questions for Class 12 BST (Business Studies) exams:

1. Understand the Format:

• Case study questions are designed to test your ability to analyze and apply your knowledge to real-world situations.
• These questions are usually longer in length, but your answers should be concise and to the point.

2. Careful Reading:

• Begin by carefully reading the entire case study. Don’t rush; understand the context and details provided.
• Pay attention to any data, statistics, or specific information presented in the case.

3. Examine the Question:

• Before diving into the case study, read the question(s) associated with it. This will help you focus on what to look for while reading the case.
• Identify the key concepts or issues the question is addressing.

4. Highlight Key Information:

• While reading the case, underline or highlight important facts, figures, or statements that seem relevant to the question.
• Make notes if necessary to organize your thoughts.

5. Analyze the Situation:

• Once you have a good grasp of the case and its details, analyze the situation. Consider the cause-and-effect relationships, potential solutions, and any ethical or business principles involved.

6. Structure Your Answer:

• Start your answer with a brief introduction, summarizing the main problem or situation presented in the case.
• Organize your response logically. You can use bullet points or numbered lists for clarity.
• Present your analysis, providing relevant business theories or concepts as appropriate.
• Offer solutions or recommendations based on your analysis. Be clear and concise in your suggestions.

7. Use Simple Language:

• Write your answers in clear and simple language. Avoid unnecessary jargon or complex vocabulary.
• Ensure your answers are easy to understand for the examiner.

8. Practice with Sample Papers:

• Practice case study questions from sample papers and previous year papers to get a feel for the format and types of questions that may be asked.
• Writing practice answers will help you refine your approach.

Remember to practice, and you’ll become more proficient at tackling case study questions effectively.

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