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CBSE Class 10 Maths: Case Study Questions of Chapter 3 Pair of Linear Equations in Two Variables PDF Download

Case study Questions in the Class 10 Mathematics Chapter 3  are very important to solve for your exam. Class 10 Maths Chapter 3 Case Study Questions have been prepared for the latest exam pattern. You can check your knowledge by solving case study-based   questions for Class 10 Maths Chapter 3  Pair of Linear Equations in Two Variables

In CBSE Class 10 Maths 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.

Pair of Linear Equations in Two Variables Case Study Questions With answers

Here, we have provided case-based/passage-based questions for Class 10 Maths  Chapter 3 Pair of Linear Equations in Two Variables

Case Study/Passage-Based Questions

Question 1:

(i) 1 st  situation can be represented algebraically as

Answer: (d) 2x+3y=46

(ii) 2 nd  situation can be represented algebraically as

Answer: (c) 3x + 5y = 74

(iii), Fare from Ben~aluru to Malleswaram is

Answer: (b) Rs 8

(iv) Fare from Bengaluru to Yeswanthpur is

Answer: (a) Rs 10

(v) The system oflinear equations represented by both situations has

Answer: (c) unique solution

Question 2:

The scissors which is so common in our daily life use, its blades represent the graph of linear equations.

Let the blades of a scissor are represented by the system of linear equations:

x + 3y = 6 and 2x – 3y = 12

(i) The pivot point (point of intersection) of the blades represented by the linear equation x + 3y = 6 and 2x – 3y = 12 of the scissor is (a) (2, 3) (b) (6, 0) (c) (3, 2) (d) (2, 6)

Answer: (b) (6, 0)

(ii) The points at which linear equations x + 3y = 6 and 2x – 3y = 12 intersect y – axis respectively are (a) (0, 2) and (0, 6) (b) (0, 2) and (6, 0) (c) (0, 2) and (0, –4) (d) (2, 0) and (0, –4)

Answer: (c) (0, 2) and (0, –4)

(iii) The number of solution of the system of linear equations x + 2y – 8 = 0 and 2x + 4y = 16 is (a) 0 (b) 1 (c) 2 (d) infinitely many

Answer: (d) infinitely many

(iv) If (1, 2) is the solution of linear equations ax + y = 3 and 2x + by = 12, then values of a and b are respectively (a) 1, 5 (b) 2, 3 (c) –1, 5 (d) 3, 5

Answer: (a) 1, 5

(v) If a pair of linear equations in two variables is consistent, then the lines represented by two equations are (a) intersecting (b) parallel (c) always coincident (d) intersecting or coincident

Answer: (d) intersecting or coincident

Hope the information shed above regarding Case Study and Passage Based Questions for Class 10 Maths Chapter 3 Pair of Linear Equations in Two Variables with Answers Pdf free download has been useful to an extent. If you have any other queries about CBSE Class 10 Maths Pair of Linear Equations in Two Variables 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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Case Study Class 10 Maths Questions and Answers (Download PDF)

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Case Study Class 10 Maths

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

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

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

Download Class 10 Maths Case Study Questions and Answers PDF (Passage Based)

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

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

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

Case Study Questions Class 10 Maths Chapter 1 Real Numbers

Case Study Questions Class 10 Maths Chapter 2 Polynomials

Case Study Questions Class 10 Maths Chapter 3 Pair of Equations in Two Variables

Case Study Questions Class 10 Maths Chapter 4 Quadratic Equations

Case Study Questions Class 10 Maths Chapter 5 Arithmetic Progressions

Case Study Questions Class 10 Maths Chapter 6 Triangles

Case Study Questions Class 10 Maths Chapter 7 Coordinate Geometry

Case Study Questions Class 10 Maths Chapter 8. Introduction to Trigonometry

Case Study Questions Class 10 Maths Chapter 9 Some Applications of Trigonometry

Case Study Questions Class 10 Maths Chapter 10 Circles

Case Study Questions Class 10 Maths Chapter 12 Areas Related to Circles

Case Study Questions Class 10 Maths Chapter 13 Surface Areas & Volumes

Case Study Questions Class 10 Maths Chapter 14 Statistics

Case Study Questions Class 10 Maths Chapter 15 Probability

How to Solve Case Study Based Questions Class 10 Maths?

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

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

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

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

Features Of Class 10 Maths Case Study Questions And Answers Pdf

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

• Accurate answers of all the Case-based questions given in the PDF.
• Case Study class 10 Maths solutions are prepared by subject experts referring to the CBSE Syllabus of class 10.
• Free to download in Portable Document Format (PDF) so that students can study without having access to the internet.

Benefits of Using CBSE Class 10 Maths Case Study Questions and Answers

Since, CBSE Class 10 Maths Case Study Questions and Answers are prepared by our maths experts referring to the CBSE Class 10 Syllabus, it provided benefits in various way:-

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

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Question 4 - Case Based Questions (MCQ) - Chapter 3 Class 10 Pair of Linear Equations in Two Variables

Last updated at April 16, 2024 by Teachoo

Places A and B are 100 km apart on a highway.  One car starts from A and another from B at the  same time. If the cars travel in the same direction at  different speeds, they meet in 5 hours. If they travel  towards each other, they meet in 1 hour.

This question is inspired from Ex 3.5, 4 (iv) - Chapter 3 Class 10 - Pair of Linear Equations in Two Variables

Assuming that the speed of first car and second car  be u km/h and v km/h respectively.  What is the relative speed of both cars while they  are travelling in the same direction?

(a) ( u + v ) km/hr  , (b) ( u – v ) km/hr, (c) ( u/v ) km/hr   , (d) ( uv ) km/hr.

What is the relative speed of both cars while they  are travelling towards each other?

(c) ( u/v ) km/hr  .

What is the actual speed of one car?

(a) 60 km/hr  , (b) 40 km/hr, (c) 100 km/hr  , (d) 20 km/hr.

This question is exactly same as Ex 3.5, 4 (iv) - Chapter 3 Class 10 , so we use the same solution

What is the actual speed of other car?

The given problem is based on which mathematical  concept

(a) pair of linear equations   , (b) quadratic equations , (c) polynomials   , (d) none of the above.

Question Places A and B are 100 km apart on a highway. One car starts from A and another from B at the same time. If the cars travel in the same direction at different speeds, they meet in 5 hours. If they travel towards each other, they meet in 1 hour. Question 1 Assuming that the speed of first car and second car be u km/h and v km/h respectively. What is the relative speed of both cars while they are travelling in the same direction? (a) (u + v) km/hr (b) (u – v) km/hr (c) (u/v) km/hr (d) (uv) km/hr Relative speed = Speed of first car − Speed of second car = (u – v) km/hr. So, the correct answer is (B) Question 2 What is the relative speed of both cars while they are travelling towards each other? (a) (u + v) km/hr (b) (u – v) km/hr (c) (u/v) km/hr (d) (uv) km/hr Relative speed = Speed of first car − Speed of second car = (u − (−v)) = (u + v) km/hr. So, the correct answer is (B) Question 3 What is the actual speed of one car? (a) 60 km/hr (b) 40 km/hr (c) 100 km/hr (d) 20 km/hr This question is exactly same as Ex 3.5, 4 (iv) https://www.teachoo.com/11663/502/Ex-3.5--4-iv/category/Ex-3.5/ So, we are just copy pasting the answer here Let Speed of first car be x km/hr & Speed of second car be y km/hr If travelling in same direction Distance travelled by 1st car = AC = AB + BC Distance travelled by 2nd car = BC Difference of distance travelled = (AB + BC) – BC = AB = 100 km Distance travelled by 1st car – Distance travelled by 2nd car = 100 km (Speed of first car × 5 hours) – (Speed of 2nd car × 5 hours) = 100 km 5x – 5y = 100 5(x – y) = 100 (x – y) = 100/5 x – y = 20 If travelling in opposite direction Distance travelled by 1st car = AD Distance travelled by 2nd car = BD Sum of distance travelled = AD + BD = AB = 100 km Distance travelled by 1st car + Distance travelled by 2nd car = 100 km (Speed of first car × 1 hours) + (Speed of 2nd car × 1 hours) = 100 km x + y = 100 So, our two equations are x – y = 20 …(1) x + y = 100 …(2) From (1) x – y = 20 x = y + 20 Putting value of x in (2) x + y = 100 (y + 20) + y = 100 2y + 20 = 100 2y = 100 – 20 2y = 80 y = 80/2 y = 40 Putting y = 40 in equation (1) x – y = 20 x – 40 = 20 x = 40 + 20 x = 60 Therefore x = 60, y = 40 is the solution Thus, Speed of first car = x km/hr = 60 km/hr Speed of second car = y km/hr = 40 km/hr So, the correct answer is (A) Question 4 What is the actual speed of other car? (a) 60 km/hr (b) 40 km/hr (c) 100 km/hr (d) 20 km/hr The speed of other car is 40 km/hr So, the correct answer is (B) Question 5 The given problem is based on which mathematical concept (a) Pair of linear equations (b) Quadratic equations (c) Polynomials (d) none of the above The given problem is based on pair of linear equations So, the correct answer is (A)

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Davneet Singh has done his B.Tech from Indian Institute of Technology, Kanpur. He has been teaching from the past 14 years. He provides courses for Maths, Science, Social Science, Physics, Chemistry, Computer Science at Teachoo.

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Case Study Questions Class 10 Maths with Solutions PDF Download

 case study questions class 10 maths pdf, case study questions class 10 maths with solutions, case study questions class 10 maths cbse chapter wise pdf download, how to solve case-based question in maths.

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Case Study Class 10 Maths Questions

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Now, CBSE will ask only subjective questions in class 10 Maths case studies. But if you search over the internet or even check many books, you will get only MCQs in the class 10 Maths case study in the session 2022-23. It is not the correct pattern. Just beware of such misleading websites and books.

We advise you to visit CBSE official website ( cbseacademic.nic.in ) and go through class 10 model question papers . You will find that CBSE is asking only subjective questions under case study in class 10 Maths. We at myCBSEguide helping CBSE students for the past 15 years and are committed to providing the most authentic study material to our students.

Here, myCBSEguide is the only application that has the most relevant and updated study material for CBSE students as per the official curriculum document 2022 – 2023. You can download updated sample papers for class 10 maths .

First of all, we would like to clarify that class 10 maths case study questions are subjective and CBSE will not ask multiple-choice questions in case studies. So, you must download the myCBSEguide app to get updated model question papers having new pattern subjective case study questions for class 10 the mathematics year 2022-23.

Class 10 Maths has the following chapters.

• Real Numbers Case Study Question
• Polynomials Case Study Question
• Pair of Linear Equations in Two Variables Case Study Question
• Quadratic Equations Case Study Question
• Arithmetic Progressions Case Study Question
• Triangles Case Study Question
• Coordinate Geometry Case Study Question
• Introduction to Trigonometry Case Study Question
• Some Applications of Trigonometry Case Study Question
• Circles Case Study Question
• Area Related to Circles Case Study Question
• Surface Areas and Volumes Case Study Question
• Statistics Case Study Question
• Probability Case Study Question

Format of Maths Case-Based Questions

CBSE Class 10 Maths Case Study Questions will have one passage and four questions. As you know, CBSE has introduced Case Study Questions in class 10 and class 12 this year, the annual examination will have case-based questions in almost all major subjects. This article will help you to find sample questions based on case studies and model question papers for CBSE class 10 Board Exams.

Maths Case Study Question Paper 2023

Here is the marks distribution of the CBSE class 10 maths board exam question paper. CBSE may ask case study questions from any of the following chapters. However, Mensuration, statistics, probability and Algebra are some important chapters in this regard.

Case Study Question in Mathematics

Here are some examples of case study-based questions for class 10 Mathematics. To get more questions and model question papers for the 2021 examination, download myCBSEguide Mobile App .

Case Study Question – 1

In the month of April to June 2022, the exports of passenger cars from India increased by 26% in the corresponding quarter of 2021–22, as per a report. A car manufacturing company planned to produce 1800 cars in 4th year and 2600 cars in 8th year. Assuming that the production increases uniformly by a fixed number every year.

• Find the production in the 1 st year.
• Find the production in the 12 th year.
• Find the total production in first 10 years. OR In which year the total production will reach to 15000 cars?

Case Study Question – 2

In a GPS, The lines that run east-west are known as lines of latitude, and the lines running north-south are known as lines of longitude. The latitude and the longitude of a place are its coordinates and the distance formula is used to find the distance between two places. The distance between two parallel lines is approximately 150 km. A family from Uttar Pradesh planned a round trip from Lucknow (L) to Puri (P) via Bhuj (B) and Nashik (N) as shown in the given figure below.

• Find the distance between Lucknow (L) to Bhuj(B).
• If Kota (K), internally divide the line segment joining Lucknow (L) to Bhuj (B) into 3 : 2 then find the coordinate of Kota (K).
• Name the type of triangle formed by the places Lucknow (L), Nashik (N) and Puri (P) OR Find a place (point) on the longitude (y-axis) which is equidistant from the points Lucknow (L) and Puri (P).

Case Study Question – 3

• Find the distance PA.
• Find the distance PB
• Find the width AB of the river. OR Find the height BQ if the angle of the elevation from P to Q be 30 o .

Case Study Question – 4

• What is the length of the line segment joining points B and F?
• The centre ‘Z’ of the figure will be the point of intersection of the diagonals of quadrilateral WXOP. Then what are the coordinates of Z?
• What are the coordinates of the point on y axis equidistant from A and G? OR What is the area of area of Trapezium AFGH?

Case Study Question – 5

The school auditorium was to be constructed to accommodate at least 1500 people. The chairs are to be placed in concentric circular arrangement in such a way that each succeeding circular row has 10 seats more than the previous one.

• If the first circular row has 30 seats, how many seats will be there in the 10th row?
• For 1500 seats in the auditorium, how many rows need to be there? OR If 1500 seats are to be arranged in the auditorium, how many seats are still left to be put after 10 th row?
• If there were 17 rows in the auditorium, how many seats will be there in the middle row?

Case Study Question – 6

• Draw a neat labelled figure to show the above situation diagrammatically.

• What is the speed of the plane in km/hr.

More Case Study Questions

We have class 10 maths case study questions in every chapter. You can download them as PDFs from the myCBSEguide App or from our free student dashboard .

As you know CBSE has reduced the syllabus this year, you should be careful while downloading these case study questions from the internet. You may get outdated or irrelevant questions there. It will not only be a waste of time but also lead to confusion.

Here, myCBSEguide is the most authentic learning app for CBSE students that is providing you up to date study material. You can download the myCBSEguide app and get access to 100+ case study questions for class 10 Maths.

How to Solve Case-Based Questions?

Questions based on a given case study are normally taken from real-life situations. These are certainly related to the concepts provided in the textbook but the plot of the question is always based on a day-to-day life problem. There will be all subjective-type questions in the case study. You should answer the case-based questions to the point.

What are Class 10 competency-based questions?

Competency-based questions are questions that are based on real-life situations. Case study questions are a type of competency-based questions. There may be multiple ways to assess the competencies. The case study is assumed to be one of the best methods to evaluate competencies. In class 10 maths, you will find 1-2 case study questions. We advise you to read the passage carefully before answering the questions.

Case Study Questions in Maths Question Paper

CBSE has released new model question papers for annual examinations. myCBSEguide App has also created many model papers based on the new format (reduced syllabus) for the current session and uploaded them to myCBSEguide App. We advise all the students to download the myCBSEguide app and practice case study questions for class 10 maths as much as possible.

Case Studies on CBSE’s Official Website

CBSE has uploaded many case study questions on class 10 maths. You can download them from CBSE Official Website for free. Here you will find around 40-50 case study questions in PDF format for CBSE 10th class.

10 Maths Case Studies in myCBSEguide App

You can also download chapter-wise case study questions for class 10 maths from the myCBSEguide app. These class 10 case-based questions are prepared by our team of expert teachers. We have kept the new reduced syllabus in mind while creating these case-based questions. So, you will get the updated questions only.

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Case Study Questions Class 10 Social Science Political Science Chapter 3 Gender, Religion and Caste

CBSE Class 10 Case Study Questions Social Science Political Science Gender, Religion and Caste. Important Case Study Questions for Class 10 Board Exam Students. Here we have arranged some Important Case Base Questions for students who are searching for Paragraph Based Questions Gender, Religion and Caste.

Case Study 1:

Q1) What do you understand by the term sexual division of labour? Mark1

Q2) What do you mean by the term feminist? Mark 1

Case Study 2:

Secularism is a foundational principle of the Indian Constitution, emphasizing the separation of religion and state. In India, this concept ensures that the government remains impartial and does not favor any particular religion, safeguarding the freedom of religious belief and practice for all citizens.

Answer The Constitution provides to all individuals and communities freedom to profess, practice and propagate any religion, or not to follow any.

Case Study 3:

Answer The caste system influences Indian politics through caste-based voting, candidate selection, and reservation policies. Political parties often align with specific castes to secure support. Reservation policies aim to address historical inequalities but can also accentuate caste divisions, making caste a significant factor in political dynamics.

Q2 ) Suggest some measures to break the caste hierarchy in India ? Mark 2

Social Integration: Foster inter-caste marriages and social interactions.

Case Study 4:

Historically, women like Indira Gandhi and Pratibha Patil have occupied the highest office in the land, breaking glass ceilings. Today, women hold crucial positions in various state governments and the central cabinet.

Case Study 5:

While India’s Constitution promotes secularism, religious identities often play a pivotal role in politics. Political parties may align themselves with particular religious groups to garner support. This can sometimes lead to polarization along religious lines, impacting national unity.

Furthermore, gender biases persist, affecting the representation and participation of women in politics. Women’s involvement in politics is frequently determined by societal norms and limited by traditional gender roles.

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Class 10 Maths Case Study Questions PDF Download

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Are you looking for a reliable source to download Class 10 Maths case study questions in PDF format? Look no further! In this article, we will provide you with a comprehensive collection of case study questions specifically designed for Class 10 Maths Case Study Questions . Whether you are a student or a teacher, these case study questions will prove to be a valuable resource in your preparation or teaching process.

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If you want to want to prepare all the tough, tricky & difficult questions for your upcoming exams, this is where you should hang out.  CBSE Case Study Questions for Class 10  will provide you with detailed, latest, comprehensive & confidence-inspiring solutions to the maximum number of Case Study Questions covering all the topics from your  NCERT Text Books !

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CBSE 10th Maths: Case Study Questions With Answers

Students taking the 10th board examinations will see new kinds of case study questions in class. The board initially incorporated case study questions into the board exam. The chapter-by-chapter case study question and answers are available here.

Chapterwise Case Study Questions for Class 10 Mathematics

Case study questions are an essential component of the Class 10 Mathematics curriculum. They provide students with real-world scenarios where they can apply mathematical concepts and problem-solving skills. By analyzing and solving these case study questions, students develop a deeper understanding of the subject and improve their critical thinking abilities.

The above  Case studies for Class 10 Maths  will help you to boost your scores as Case Study questions have been coming in your examinations. These CBSE Class 10 Mathematics Case Studies have been developed by experienced teachers of schools.studyrate.in for the benefit of Class 10 students.

• Class 10th Science Case Study Questions

Benefits of Case Study Questions for Class 10 Mathematics

Case study questions offer several benefits to both students and teachers. Here are some key advantages:

• Practical Application : Case study questions bridge the gap between theory and real-life situations, allowing students to apply mathematical concepts in practical scenarios.
• Analytical Thinking : By solving case study questions, students enhance their analytical thinking and problem-solving skills.
• Conceptual Clarity : Case study questions help reinforce the fundamental concepts of mathematics, leading to improved conceptual clarity.
• Exam Preparation : Practicing case study questions prepares students for their Class 10 Mathematics exams, as they become familiar with the question formats and types.
• Comprehensive Assessment : Teachers can use case study questions to assess students’ understanding of various mathematical concepts in a comprehensive manner.

How to Use Case Study Questions Effectively

To make the most out of the case study questions, follow these effective strategies:

• Read the question carefully : Understand the given scenario and identify the mathematical concepts involved.
• Analyze the problem : Break down the problem into smaller parts and determine the approach to solve it.
• Apply relevant formulas and concepts : Utilize your knowledge of the subject to solve the case study question.
• Show your working : Clearly demonstrate the steps and calculations involved in reaching the solution.
• Check your answer : Always verify if your solution aligns with the given problem and recheck calculations for accuracy.

Tips for Solving Case Study Questions

Here are some useful tips to excel in solving case study questions:

• Practice regularly : Regular practice will enhance your problem-solving skills and familiarity with different question formats.
• Understand the concepts: Ensure you have a strong foundation in the underlying mathematical concepts related to each chapter.
• Work on time management : Practice solving case study questions within a stipulated time to improve your speed and efficiency during exams.
• Seek clarification : If you encounter any doubts or difficulties, don’t hesitate to seek guidance from your teacher or peers.

Case study questions are an invaluable resource for Class 10 Mathematics students. They provide practical application opportunities and strengthen conceptual understanding. By utilizing the chapter-wise case study questions provided in this article, students can enhance their problem-solving skills, prepare effectively for exams, and develop a deeper appreciation for the subject.

FAQs on Class 10 Maths Case Study Questions

Q1: can i download the class 10 maths case study questions in pdf format.

Yes, you can download the Class 10 Maths case study questions in PDF format from our site free of cost.

Q2: Are the case study questions aligned with the latest curriculum?

Yes, the case study questions presented in this article are designed to align with the latest Class 10 Mathematics curriculum.

Q3: How can case study questions improve my exam preparation?

Case study questions help you understand the practical application of mathematical concepts, enabling you to approach exam questions with greater confidence and clarity.

Q5: Where can I find more resources for Class 10 Mathematics preparation?

Download more resources of Class 10th Maths from schools.studyrate.in, we offer additional resources and practice materials for Class 10 Mathematics.

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Case Study Questions for Class 10 Social Science Geography Chapter 3 Water Resources

• Last modified on: 11 months ago
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Here we are providing case study questions for Class 10 Social Science Geography Chapter 3 Water Resources

Case Study Question 1:

Read the source given below and answer the questions that follow:

RAINWATER HARVESTING

Many thought that given the disadvantages and rising resistance against the multi-purpose projects, water harvesting system was a viable alternative, both socio-economically and environmentally. In ancient India, along with the sophisticated hydraulic structures, there existed an extraordinary tradition of water harvesting system. People had in-depth knowledge of rainfall regimes and soil types and developed wide ranging techniques to harvest rainwater, groundwater, river water and flood water in keeping with the local ecological conditions and their water needs. In hill and mountainous regions, people built diversion channels like the ‘guls’ or ‘kuls’ of the Western Himalayas for agriculture. ‘Rooftop rainwater harvesting’ was commonly practised to store drinking water, particularly in Rajasthan. In the flood plains of Bengal, people developed inundation channels to irrigate their fields. In arid and semi-arid regions, agricultural fields were converted into rain fed storage structures that allowed the water to stand and moisten the soil like the ‘Khadins’ in Jaisalmer and ‘Johads’ in other parts of Rajasthan.

Q 1. Why is water harvesting system a viable alternative? Ans. Rainwater harvesting is comparatively more economical, environmentally viable, and socially acceptable alternative, as compared to the construction of dams.

Q 2. Describe the process of ‘rooftop rainwater harvesting’? Ans. Rooftop rainwater harvesting is the technique through which rainwater is captured from the roof catchments and stored in reservoirs. Harvested rainwater can be stored in subsurface groundwater reservoir by adopting artificial recharge techniques to meet the household needs through storage in tanks.

Q 3. Mention any two methods adopted by ancient India for water conservation. Ans. Methods adopted by ancient India for water conservation are: (i) Stepwells: Stepwells are examples of the many types of storages and irrigation tanks that were developed in India, mainly to cope with fluctuations in water availability. (ii) Tanks: Rainwater tanks collect stormwater runoff from impervious surfaces such as roofs, reducing the amount that enters our water ways.

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Tips to prepare for case study questions for class 10 social science.

Preparing for case study and passage-based questions in class 10 social science can be challenging, but it is important to remember that with the right approach, you can effectively tackle these types of questions. Here are some steps you can take to prepare for case study questions for class 10 social science:

• Understand the format of case study questions: Case study questions for class 10 social science usually require you to read a scenario or a passage and answer a set of questions based on it. These questions can be based on various topics like history, geography, economics, or civics.
• Read and analyze the case study or passage carefully: The first step in answering case study questions is to read the scenario or passage carefully. Try to identify the main idea or theme of the passage and note down any important details that you think are relevant. Pay attention to any maps, graphs, or charts that are included as they can be helpful in answering the questions.
• Identify the type of questions being asked: After reading the case study or passage, you should analyze the questions being asked. Try to identify the type of question, whether it is a factual question or an analytical question. Factual questions require you to provide specific details from the passage, while analytical questions require you to use your critical thinking skills to analyze the information presented in the passage.
• Use your textbook and notes: To prepare for case study questions for class 10 social science, it is important to have a thorough understanding of the topics covered in your textbook. Go through your notes and textbook to revise the relevant topics and concepts. This will help you to answer the questions more accurately.
• Practice sample questions: One of the best ways to prepare for case study questions is to practice answering sample questions. Try to find sample questions online or in your textbook and practice answering them. This will help you to get comfortable with the format of the questions and improve your speed and accuracy.

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CBSE NCERT Solutions

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Case Study Chapter 3 Metals and Non-Metals

Please refer to Chapter 3 Metals and Non-Metals Case Study Questions with answers provided below. We have provided Case Study Questions for Class 10 Science 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 10 Science Questions and answers to get more marks in examinations.

Case Study Questions Chapter 3 Metals and Non-Metals

Case/Passage – 1

Metals are electropositive elements. They can easily lose electrons to form ions. Metals show distinguished physical as well as chemical properties. Generally most of the metals are ductile and malleable with exception such as mercury. These properties make them valuable for commercial as well as domestic uses. Reaction of a metal with water is one of  important chemical property. Metals like sodium and potassium reacts with cold water while magnesium reacts with hot water. Metals like aluminium, zinc do not react with hot/cold water but they easily react with steam. When a metal react with hot/cold water the products are metal hydroxide and hydrogen,and when it react with steam, the product are metal oxide and hydrogen. Some metals like sodium, potassium react violently with water.

Question: When zinc reacts with steam it produces: (a) Zn(OH) 2 (b) ZnO (c) O 2 (d) ZnO 2   

Question: During the reaction of calcium with water, pieces of metal start floating due to the formation of: (a) Ca(OH) 2 (b) CO2 (c) H 2 (d) none of these 

Question: Consider the reactions: Na(s) + H 2 O (l) → NaOH (aq) + H2 (g) ……….(i) Ca(s) + H 2 O (l) → Ca(OH) 2 (aq) + H 2 (g) ………(ii) (a) Reaction (i) is endothermic reaction. (b) Reaction (ii) is endothermic reaction. (c) Reaction (ii) is more exothermic than reaction (i). (d) Reaction (i) is more exothermic than reaction (ii). 

Question: Most ductile metal among the following is: (a) Au (b) Ag (c) Cu (d) Al   

Question: Metals can be converted into thin sheet by hammering.This property is known as: (a) Ductility (b) Sonorous (c) Malleability (d) Both (a) and (c) 

Case/Passage – 2

Elements can be classified as metals or non-metals on the basis of their properties. The easiest way to start grouping substances is by comparing their physical properties. Metals,  in their pure state, have a shining surface. This property is called metallic luster. metals are generally hard. The hardness varies from metal to metal. some metals are used for making  cooking vessels.

Question: The most abundant metal in the earth’s crust is – (a) iron (b) copper (c) aluminium (d) mercury 

Question: The metal that reacts with cold water is – (a) mercury (b) sodium (c) zinc (d)tungsten 

Question: Metal present in chloroplast is (a) Iron (b) Copper (c) Magnesium (d) Cobalt 

Question: Metals generally are (a) reducing agents (b) oxidising agent (c) both oxidising and reducing agents (d) None of these   

Question: Which of the following metal(s) catch fire on reaction with water? (a) Sodium (b) Potassium (c) Magnesium (d) both (a) and (b)   

Case/Passage – 3

The huge annual loss due to corrosion is a national waste and should be minimized. Following are some methods which are helpful to prevent corrosion

(i) Coating the iron surface with paint or oil or grease prevents moist oxygen from coming in contact with the metal and thus effectively prevents rusting of iron.  (ii) Galvanisation : Iron is blasted with fine sand to make the surface rough dipped in molten zinc and then cooled. A thin layer of zinc forms on the iron surface. Since zinc is more reactive than iron, it acts as a sacrificial metal and is preferentially oxidised thus preventing oxidation of iron.  (iii) Electroplating with tin, nickel or chromium also prevents rusting. (iv) Alloying (mixing iron in its molten state with other metals) prevents rusting. Stainless steel is an alloy of iron with Cr or Ni.

Question: The most convenient method to protect the bottom of ship made of iron is : (a) coating it with red lead oxide. (b) white tin plating. (c) connecting it with Mg block. (d) connecting it with Pb block.   

Question: The best way to prevent rusting of iron is : (a) making it cathode (b) putting in saline water (c) both of these (d) none of these   

Question: The most durable metal plating on iron to protect against corrosion is : (a) nickel plating (b) copper plating (c) tin plating (d) zinc plating 

Case/Passage – 4

Some metals are chemically very reactive, whereas others are less reactive or unreactive. On the basis of vigourness of reactions of various metals with oxygen, water and acids, as well as displacement reactions, the metals have been arranged in a group or series according to their chemical reactivity. The arrangement of metals in a vertical column in the order of decreasing reactivities is called reactivity series of metals (or activity series of metals). In reactivity series, the most reactive metal is placed at the top whereas the least reactive metal is placed at the bottom. As we come down in the series, the chemical reactivity of metals decreases. Since the metals placed at the bottom of the reactivity series (like silver and gold) are less reactive, so they are usually found in free state (native state) in nature. 

Question: Copper sulphate solution can be safely kept in a container made of : (a) aluminium (b) lead (c) silver (d) zinc   

Question: When metal Z is added to dilute HCl solution, there is no evolution of gas. Metal is : (a) K (b) Na (c) Ag (d) Zn 

Question: Metal always found in free state is : (a) gold (b) silver (c) copper (d) sodium 

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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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CBSE 10th Standard Maths Subject Case Study Questions With Solution 2021 Part - II

By QB365 on 21 May, 2021

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

QB365 - Question Bank Software

10th Standard CBSE

Final Semester - June 2015

Case Study Questions

(ii) Proportional expense for each person is

(iii) The fixed (or constant) expense for the party is

(iv) If there would be 15 guests at the lunch party, then what amount Mr Jindal has to pay?

(v) The system of linear equations representing both the situations will have

(ii) Represent the situation faced by Suman, algebraically

(iii) The price of one Physics book is

(iv) The price of one Mathematics book is

(v) The system of linear equations represented by above situation, has

(ii) Represent algebraically the situation of day- II.

(iii) The linear equation represented by day-I, intersect the x axis at

(iv) The linear equation represented by day-II, intersect the y-axis at

(v) Linear equations represented by day-I and day -II situations, are

Amit is preparing for his upcoming semester exam. For this, he has to practice the chapter of Quadratic Equations. So he started with factorization method. Let two linear factors of  \(a x^{2}+b x+c \text { be }(p x+q) \text { and }(r x+s)\) \(\therefore a x^{2}+b x+c=(p x+q)(r x+s)=p r x^{2}+(p s+q r) x+q s .\) Now, factorize each of the following quadratic equations and find the roots. (i) 6x 2 + x - 2 = 0

(ii) 2x 2 -+ x - 300 = 0

(iii) x 2 -  8x + 16 = 0

(iv) 6x 2 -  13x + 5 = 0

(v) 100x 2 - 20x + 1 = 0

(ii) Difference of pairs of shoes in 17 th  row and 10 th row is

(iii) On next day, she arranges x pairs of shoes in 15 rows, then x =

(iv) Find the pairs of shoes in 30 th row.

(v) The total number of pairs of shoes in 5 th and 8 th row is

(ii) The number on first card is

(iii) What is the number on the 19 th card?

(iv) What is the number on the 23 rd card?

(v) The sum of numbers on the first 15 cards is 

A sequence is an ordered list of numbers. A sequence of numbers such that the difference between the consecutive terms is constant is said to be an arithmetic progression (A.P.). On the basis of above information, answer the following questions. (i) Which of the following sequence is an A.P.?

(ii) If x, y and z are in A.P., then

(iii) If a 1  a 2 , a 3  ..... , a n are in A.P., then which of the following is true?

(iv) If the n th term (n > 1) of an A.P. is smaller than the first term, then nature of its common difference (d) is

(v) Which of the following is incorrect about A.P.?

(ii) Find the radius of the core.

(iii) S 2 =

(iv) What is the diameter of roll when one tissue sheet is rolled over it?

(v) Find the thickness of each tissue sheet

(ii) Distance travelled by aeroplane towards west after   \(1 \frac{1}{2}\)   hr is

(iii) In the given figure, \(\angle\) POQ is 

(iv) Distance between aeroplanes after  \(1 \frac{1}{2}\)   hr is

(v) Area of \(\Delta\) POQ is

(ii) The value of x is

(iii) The value of PR is 

(iv) The value of RQ is 

(v) How much distance will be saved in reaching city Q after the construction of highway? 

(ii) Length of BC =

(iii) Length of AD =

(iv) Length of ED = 

(v) Length of AE = 

(ii) The value of x + y is 

(iii) Which of the following is true?

(iv) The ratio in which B divides AC is

(v) Which of the following equations is satisfied by the given points?

(ii) The value of x is equal to

(iii) If M is any point exactly in between city A and city B, then coordinates of M are

(iv) The ratio in which A divides the line segment joining the points O and M is

(v) If the person analyse the petrol at the point M(the mid point of AB), then what should be his decision?

(ii) The centre of circle is the

(iii) The radius of the circle is

(iv) The area of the circle is

(v) If  \(\left(1, \frac{\sqrt{7}}{3}\right)\)   is one of the ends of a diameter, then its other end is

(ii) The distance between A and Cis

(iii) If it is assumed that both buses have same speed, then by which bus do you want to travel from A to B?

(iv) If the fare for first bus is Rs10/km, then what will be the fare for total journey by that bus?

(v) If the fare for second bus is Rs 15/km, then what will be the fare to reach to the destination by this bus?

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Cbse 10th standard maths subject case study questions with solution 2021 part - ii answer keys.

(i) (a): 1 st situation can be represented as x + 7y = 650 ...(i) and 2 nd situation can be represented as x + 11y = 970 ...(ii) (ii) (b): Subtracting equations (i) from (ii), we get  \(4 y=320 \Rightarrow y=80\) \(\therefore\)  Proportional expense for each person is Rs 80. (iii) (c): Puttingy = 80 in equation (i), we get x + 7 x 80 = 650 \(\Rightarrow\) x = 650 - 560 = 90 \(\therefore\)  Fixed expense for the party is Rs 90 (iv) (d): If there will be 15 guests, then amount that Mr Jindal has to pay = Rs (90 + 15 x 80) = Rs 1290 (v) (a): We have a 1  = 1, b 1  = 7, c 1  = -650 and  \(a_{2}=1, b_{2}=11, c_{2}=-970 \) \(\therefore \frac{a_{1}}{a_{2}}=1, \frac{b_{1}}{b_{2}}=\frac{7}{11}, \frac{c_{1}}{c_{2}}=\frac{-650}{-970}=\frac{65}{97}\) \(\text { Here, } \frac{a_{1}}{a_{2}} \neq \frac{b_{1}}{b_{2}} \neq \frac{c_{1}}{c_{2}}\) Thus, system of linear equations has unique solution.

(i) (a): Situation faced by Sudhir can be represented algebraically as 2x + 3y = 850 (ii) (b): Situation faced by Suman can be represented algebraically as 3x + 2y = 900 (iii) (c) : We have 2x + 3y = 850 .........(i) and 3x + 2y = 900 .........(ii) Multiplying (i) by 3 and (ii) by 2 and subtracting, we get 5y = 750 \(\Rightarrow\)   Y = 150 Thus, price of one Physics book is Rs 150. (iv) (d): From equation (i) we have, 2x + 3 x 150 = 850 \(\Rightarrow\) 2x = 850 - 450 = 400 \(\Rightarrow\) x = 200 Hence, cost of one Mathematics book = Rs 200 (v) (a): From above, we have \(a_{1} =2, b_{1}=3, c_{1}=-850 \) \(\text { and } a_{2} =3, b_{2}=2, c_{2}=-900\) \(\therefore \quad \frac{a_{1}}{a_{2}}=\frac{2}{3}, \frac{b_{1}}{b_{2}}=\frac{3}{2}, \frac{c_{1}}{c_{2}}=\frac{-850}{-900}=\frac{17}{18} \Rightarrow \frac{a_{1}}{a_{2}} \neq \frac{b_{1}}{b_{2}} \neq \frac{c_{1}}{c_{2}}\) Thus system of linear equations has unique solution.

(i) (b): Algebraic representation of situation of day-I is 2x + y = 1600. (ii) (a): Algebraic representation of situation of day- II is 4x + 2y = 3000 \(\Rightarrow\) 2x + y = 1500. (iii) (c) : At x-axis, y = 0 \(\therefore\)   At y = 0, 2x + y = 1600 becomes 2x = 1600 \(\Rightarrow\) x = 800 \(\therefore\) Linear equation represented by day- I intersect the x-axis at (800, 0). (iv) (d) : At y-axis, x = 0 \(\therefore\) 2x + Y = 1500 \(\Rightarrow\)  y = 1500 \(\therefore\) Linear equation represented by day-II intersect the y-axis at (0, 1500). (v) (b): We have, 2x + y = 1600 and 2x + y = 1500 Since  \(\frac{a_{1}}{a_{2}}=\frac{b_{1}}{b_{2}} \neq \frac{c_{1}}{c_{2}} \text { i.e., } \frac{1}{1}=\frac{1}{1} \neq \frac{16}{15}\) \(\therefore\) System of equations have no solution. \(\therefore\) Lines are parallel.

(i) (b): We have  \(6 x^{2}+x-2=0\) \(\Rightarrow \quad 6 x^{2}-3 x+4 x-2=0 \) \(\Rightarrow \quad(3 x+2)(2 x-1)=0 \) \(\Rightarrow \quad x=\frac{1}{2}, \frac{-2}{3}\) (ii) (c):  \(2 x^{2}+x-300=0\) \(\Rightarrow \quad 2 x^{2}-24 x+25 x-300=0 \) \(\Rightarrow \quad(x-12)(2 x+25)=0 \) \(\Rightarrow \quad x=12, \frac{-25}{2}\) (iii) (d):   \(x^{2}-8 x+16=0\) \(\Rightarrow(x-4)^{2}=0 \Rightarrow(x-4)(x-4)=0 \Rightarrow x=4,4\) (iv) (d):   \(6 x^{2}-13 x+5=0\) \(\Rightarrow \quad 6 x^{2}-3 x-10 x+5=0 \) \(\Rightarrow \quad(2 x-1)(3 x-5)=0 \) \(\Rightarrow \quad x=\frac{1}{2}, \frac{5}{3}\) (v) (a):  \(100 x^{2}-20 x+1=0\) \(\Rightarrow(10 x-1)^{2}=0 \Rightarrow x=\frac{1}{10}, \frac{1}{10}\)  

Number of pairs of shoes in 1 st , 2 nd , 3 rd row, ... are 3,5,7, ... So, it forms an A.P. with first term a = 3, d = 5 - 3 = 2 (i) (d): Let n be the number of rows required. \(\therefore S_{n}=120 \) \(\Rightarrow \quad \frac{n}{2}[2(3)+(n-1) 2]=120 \) \(\Rightarrow \quad n^{2}+2 n-120=0 \Rightarrow n^{2}+12 n-10 n-120=0\) \(\Rightarrow \quad(n+12)(n-10)=0 \Rightarrow n=10\) So, 10 rows required to put 120 pairs. (ii) (b): No. of pairs in 1ih row = t 17 = 3 + 16(2) = 35 No. of pairs in 10th row = t 10  = 3 + 9(2) = 21 \(\therefore\) Required difference = 35 - 21 = 14 (iii) (c) : Here n = 15 \(\therefore\) t 15  = 3 + 14(2) = 3 + 28 = 31 (iv) (a): No. of pairs in 30 th row = t 30 = 3 +29(2) = 61 (v) (c): No. of pairs in 5 th row = t 5  = 3 + 4(2) = 11 No. of pairs in 8 th row = t 8  = 3 + 7(2) = 17 \(\therefore\) Required sum = 11 + 17 = 28

Let the numbers on the cards be a, a + d, a + Zd, ... According to question, We have (a + 5d) + (a + 13d) = -76 \(\Rightarrow\) 2a+18d = -76 \(\Rightarrow\) a + 9d= -38 ... (1) And (a + 7d) + (a + 15d) = -96 \(\Rightarrow\) 2a + 22d = -96 \(\Rightarrow\) a + 11d = -48 ...(2) From (1) and (2), we get 2d= -10 \(\Rightarrow\) d= -5 From (1), a + 9(-5) = -38 \(\Rightarrow\) a = 7 (i) (b): The difference between the numbers on any two consecutive cards = common difference of the A.P.=-5 (ii) (d): Number on first card = a = 7 (iii) (b): Number on 19th card = a + 18d = 7 + 18(-5) = -83 (iv) (a): Number on 23rd card = a + 22d = 7 + 22( -5) = -103 (v) (d):  \(S_{15}=\frac{15}{2}[2(7)+14(-5)]=-420\)

(i) (c) (ii) (c) (iii) (d) (iv) (b) (v) (c)

Here S n = 0.1n 2 + 7.9n (i) (c): S n -1 = 0.1(n - 1) 2 + 7.9(n - 1) = 0.1n 2 + 7.7n - 7.8 (ii) (b): S 1 = t 1  = a = 0.1(1) 2 + 7.9(1) = 8 cm = Diameter of core So, radius of the core = 4 cm (iii) (a): S 2 = 0.1(2) 2 + 7.9(2) = 16.2 (iv) (d): Required diameter = t 2 = S 2 - S 1 = 16.2 - 8 = 8.2 cm (v) (c): As d = t 2 - t 1  = 8.2 - 8 = 0.2 cm So, thickness of tissue = 0.2 \(\div\)   2 = 0.1 cm = 1 mm

(i) (a): Speed = 1200 km/hr \(\text { Time }=1 \frac{1}{2} \mathrm{hr}=\frac{3}{2} \mathrm{hr}\) \(\therefore\)  Required distance = Speed x Time \(=1200 \times \frac{3}{2}=1800 \mathrm{~km}\) (ii) (c): Speed = 1500 km/hr Time =  \(\frac{3}{2}\)  hr. \(\therefore\)  Required distance = Speed x Time \(=1500 \times \frac{3}{2}=2250 \mathrm{~km}\) (iii) (b): Clearly, directions are always perpendicular to each other. \(\therefore \quad \angle P O Q=90^{\circ}\) (iv) (a): Distance between aeroplanes after  \(1\frac{1}{2}\)   hour  \(\begin{array}{l} =\sqrt{(1800)^{2}+(2250)^{2}}=\sqrt{3240000+5062500} \\ =\sqrt{8302500}=450 \sqrt{41} \mathrm{~km} \end{array}\) (v) (d): Area of  \(\Delta\) POQ= \(\frac{1}{2}\) x base x height \(=\frac{1}{2} \times 2250 \times 1800=2250 \times 900=2025000 \mathrm{~km}^{2}\)

(i) (b) (ii) (c): Using Pythagoras theorem, we have PQ 2 = PR 2 + RQ 2 \(\Rightarrow(26)^{2}=(2 x)^{2}+(2(x+7))^{2} \Rightarrow 676=4 x^{2}+4(x+7)^{2} \) \(\Rightarrow 169=x^{2}+x^{2}+49+14 x \Rightarrow x^{2}+7 x-60=0\) \(\Rightarrow x^{2}+12 x-5 x-60=0 \) \(\Rightarrow x(x+12)-5(x+12)=0 \Rightarrow(x-5)(x+12)=0 \) \(\Rightarrow x=5, x=-12\) \(\therefore \quad x=5\)   [Since length can't be negative] (iii) (a) : PR = 2x = 2 x 5 = 10 km (iv) (b): RQ= 2(x + 7) = 2(5 + 7) = 24 km (v) (d): Since, PR + RQ = 10 + 24 = 34 km Saved distance = 34 - 26 = 8 km

(i) (b): If \(\Delta\) AED and \(\Delta\) BEC, are similar by SAS similarity rule, then their corresponding proportional sides are  \(\frac{B E}{A E}=\frac{C E}{D E}\) (ii) (c): By Pythagoras theorem, we have \(\begin{array}{l} B C=\sqrt{C E^{2}+E B^{2}}=\sqrt{4^{2}+3^{2}}=\sqrt{16+9} \\ =\sqrt{25}=5 \mathrm{~cm} \end{array}\) (iii) (a): Since \(\Delta\) ADE and \(\Delta\) BCE are similar. \(\therefore \quad \frac{\text { Perimeter of } \triangle A D E}{\text { Perimeter of } \Delta B C E}=\frac{A D}{B C} \) \(\Rightarrow \frac{2}{3}=\frac{A D}{5} \Rightarrow A D=\frac{5 \times 2}{3}=\frac{10}{3} \mathrm{~cm}\) (iv) (b): \(\frac{\text { Perimeter of } \triangle A D E}{\text { Perimeter of } \Delta B C E}=\frac{E D}{C E} \) \(\Rightarrow \frac{2}{3}=\frac{E D}{4} \Rightarrow E D=\frac{4 \times 2}{3}=\frac{8}{3} \mathrm{~cm}\) (v) (d) :   \(\frac{\text { Perimeter of } \Delta A D E}{\text { Perimeter of } \Delta B C E}=\frac{A E}{B E} \Rightarrow \frac{2}{3} B E=A E\) \(\Rightarrow A E=\frac{2}{3} \sqrt{B C^{2}-C E^{2}} \) \(\text { Also, in } \triangle A E D, A E=\sqrt{A D^{2}-D E^{2}}\)

(i) (a): We have, OA = 2 \(\sqrt{2}\) km \(\Rightarrow \sqrt{2^{2}+y^{2}}=2 \sqrt{2} \) \(\Rightarrow 4+y^{2}=8 \Rightarrow y^{2}=4 \) \(\Rightarrow y=2 \quad(\because y=-2 \text { is not possible })\) (ii) (c): We have OB = 8 \(\sqrt{2}\) \(\Rightarrow \sqrt{x^{2}+8^{2}}=8 \sqrt{2} \) \(\Rightarrow x^{2}+64=128 \Rightarrow x^{2}=64 \) \(\Rightarrow x=8 \quad(\because x=-8 \text { is not possible })\) (iii) (c) : Coordinates of A and Bare (2, 2) and (8, 8) respectively, therefore coordinates of point M are \(\left(\frac{2+8}{2}, \frac{2+8}{2}\right)\) i.e .,(5.5) (iv) (d): Let A divides OM in the ratio k: 1.Then \(2=\frac{5 k+0}{k+1} \Rightarrow 2 \mathrm{k}+2=5 k \Rightarrow 3 k=2 \Rightarrow k=\frac{2}{3}\) \(\therefore\) Required ratio = 2 : 3 (v) (b): Since M is the mid-point of A and B therefore AM = MB. Hence, he should try his luck moving towards B.

(i) (c): Required coordinates are  \(\left(0, \frac{4}{3}\right)\) (ii) (c) (iii) (a): Radius = Distance between (0,0) and  \(\left(\frac{4}{3}, 0\right)\) \(=\sqrt{\left(\frac{4}{3}\right)^{2}+0^{2}}=\frac{4}{3} \text { units }\) (iv) (b): Area of circle = \(\pi\) (radius) 2 \(=\pi\left(\frac{4}{3}\right)^{2}=\frac{16}{9} \pi \text { sq. units }\) (v) (d): Let the coordinates of the other end be (x,y). Then (0,0) will bethe mid-point of  \(\left(1, \frac{\sqrt{7}}{3}\right)\)  and (x, y). \(\therefore\left(\frac{1+x}{2}, \frac{\frac{\sqrt{7}}{3}+y}{2}\right)=(0,0) \) \(\Rightarrow \frac{1+x}{2}=0 \text { and } \frac{\frac{\sqrt{7}}{3}+y}{2}=0 \) \(\Rightarrow x=-1 \text { and } y=-\frac{\sqrt{7}}{3}\) Thus, the coordinates of other end be  \(\left(-1, \frac{-\sqrt{7}}{3}\right)\)

Coordinates of A, Band Care (-2, -3), (2, 3) and (3,2). (i) (d): Required distance  \(=\sqrt{(2+2)^{2}+(3+3)^{2}}\) \(=\sqrt{4^{2}+6^{2}}=\sqrt{16+36}=2 \sqrt{13} \mathrm{~km} \approx 7.2 \mathrm{~km}\) (ii) (d): Required distance  \(=\sqrt{(3+2)^{2}+(2+3)^{2}}\) \(=\sqrt{5^{2}+5^{2}}=5 \sqrt{2} \mathrm{~km}\) (iii) (b): Distance between Band C \(=\sqrt{(3-2)^{2}+(2-3)^{2}}=\sqrt{1+1}=\sqrt{2} \mathrm{~km}\) Thus, distance travelled by first bus to reach to B \(=A C+C B=5 \sqrt{2}+\sqrt{2}=6 \sqrt{2} \mathrm{~km} \approx 8.48 \mathrm{~km}\) and distance travelled by second bus to reach to B \(=A B=2 \sqrt{13} \mathrm{~km} \approx 7.2 \mathrm{~km}\) \(\therefore\)  Distance of first bus is greater than distance of the second bus, therefore second bus should be chosen. (iv) (d): Distance travelled by first bus = 8.48 km \(\therefore\) Total fare = 8.48 x 10 = Rs 84.80 (v) (b): Distance travelled by second bus = 7. 2 km \(\therefore\) Total fare = 7.2 x 15 = Rs 108  

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

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

Unseen Passage English 1: Comprehension Passage Reading and Questions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 Answers:

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

Download the Above Passage in PDF (Printable)

Unseen Passage English 2: Analyze and Answer

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

Covid-19 Cases till August 2020

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

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

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

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

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

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

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

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

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

Unseen Passage English 3: Reading Comprehension Exercise

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

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

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

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

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

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

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

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

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

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

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

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

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

Case Study-Based Comprehension Passage – 4

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

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

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

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

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

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

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

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

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

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

Unseen Passage English 5: Reading Comprehension Exercise

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

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

[ Source : Times of India )]

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

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

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

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

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

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

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

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

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

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

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Lightweight seamless lane-level positioning with the integration of BDS-3 PPP-B2b and VINS: a case study using smartphone

• Original Article
• Published: 23 August 2024
• Volume 28 , article number  185 , ( 2024 )

Cite this article

• Rui Shang 1 ,
• Chengfa Gao 1 ,
• Xiaolin Meng 2 ,
• Zhenhao Xu 1 ,
• Qianqian Chen 3 &
• Xiangdong An 4  

Ground-based Global Navigation Satellite Systems (GNSS) augmentation services such as real-time service (RTS) facilitate smartphones in achieving real-time lane-level precise point positioning (PPP). However, in mountainous areas and similar regions, ground-communication network blind spots are common, leading to GNSS-augmented positioning failures. Additionally, although the integration of GNSS and Visual-Inertial Navigation System (VINS) can maintain high precision and continuous positioning, VINS consumes excessive battery power. Therefore, this paper proposes a lightweight seamless lane-level positioning method for smartphones with the integration of PPP and VINS based on BeiDou navigation satellite system (BDS-3) PPP-B2b services. The You Only Look Once V5 (YOLOv5) algorithm is employed to recognize road signs. When structures like bridges or highway toll booths are recognized, the factor graph algorithm combines PPP-B2b/VINS to achieve positioning. The experimental findings reveal that real-time PPP-B2b achieves a horizontal positioning accuracy of 1.48 m in dynamic scenarios. Upon implementing the PPP-B2b/VINS model, this accuracy improves to 0.99 m. Moreover, in instances where the PPP-B2b positioning solution is unavailable, smartphone VINS demonstrates the capability to maintain a horizontal positioning accuracy of 1 m within 20-30 s. This symbiotic relationship between PPP-B2b and VINS establishes a lightweight and seamless solution ideal for applications requiring continuous and precise positioning of smartphone, such as highway navigation, and various lane-level services.

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Acknowledgements

This work was supported by “Research on Key Technologies for High-precision Navigation and Positioning through GNSS/INS/SLAM Multi-source Fusion” project granted by science and technology project of Jiangsu Market Supervision Administration (grant number KJ2023034) and “Outstanding Postdoctoral Program of Jiangsu Province in 2022” (2022ZB113). The authors would like to express their gratitude to Wuhan University (WHU) for providing the relevant products used in this study. We also thank the developers of the Google GNSS Logger application and VideoIMUCapture-Android for enabling the collection of GNSS and IMU/Camera data from smartphones. Special thanks to the VINS-Fusion team for their tool used in calculating visual-inertial odometry (VIO). Lastly, we extend our appreciation to the anonymous reviewers for their valuable, constructive, and timely feedback.

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Rui Shang, Chengfa Gao, Zhenhao Xu & Qi Liu

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Nanjing Institute of Measurement and Testing Technology, Nanjing, 210049, China

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Conceptualisation, R.S. and C.G.; methodology, R.S.; software, R.S. and Z.X.; validation, R.S. and Q.L.; formal analysis, R.S. and X.M.; investigation, R.S.; resources, R.S. and Q.C.; data curation, Q.L. and R.S.; writing—original draft preparation, R.S. and X.A.; writing—review and editing R.S., X.M. and X.A.; visualisation, R.S., Z.X. and Q.L.; supervision, X.A. and R.S.; project administration, C.G., R.S. and X.M.; funding acquisition, R.S. All authors have read and agreed to the published version of the manuscript.

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Shang, R., Gao, C., Meng, X. et al. Lightweight seamless lane-level positioning with the integration of BDS-3 PPP-B2b and VINS: a case study using smartphone. GPS Solut 28 , 185 (2024). https://doi.org/10.1007/s10291-024-01730-7

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• Published: 21 August 2024

Systematic identification of minor histocompatibility antigens predicts outcomes of allogeneic hematopoietic cell transplantation

• Nicoletta Cieri   ORCID: orcid.org/0000-0003-1340-6272 1 , 2 , 3 ,
• Nidhi Hookeri 1 , 2 , 4 ,
• Kari Stromhaug 1 , 2 ,
• Liang Li 2 ,
• Julia Keating 4 ,
• Paula Díaz-Fernández 5 ,
• Valle Gómez-García de Soria 6 ,
• Jonathan Stevens 7 ,
• Raphael Kfuri-Rubens   ORCID: orcid.org/0000-0003-3256-9640 1 , 2 ,
• Yiren Shao 1 , 2 , 4 ,
• Kameron A. Kooshesh 3 ,
• Kaila Powell 1 ,
• Helen Ji 1 ,
• Gabrielle M. Hernandez   ORCID: orcid.org/0009-0005-0494-0467 2 ,
• Jennifer Abelin 2 ,
• Susan Klaeger   ORCID: orcid.org/0000-0002-0074-5163 2   nAff17 ,
• Cleo Forman 1 , 4 ,
• Karl R. Clauser   ORCID: orcid.org/0000-0002-1052-9456 2 ,
• Siranush Sarkizova   ORCID: orcid.org/0000-0003-2530-8610 2 ,
• David A. Braun   ORCID: orcid.org/0000-0003-4543-5553 1 , 2 , 3 , 8   nAff18 ,
• Livius Penter   ORCID: orcid.org/0000-0002-9060-0207 1 , 2 , 3 , 9 ,
• Haesook T. Kim 4 ,
• William J. Lane   ORCID: orcid.org/0000-0002-1097-5229 3 , 7 ,
• Giacomo Oliveira   ORCID: orcid.org/0000-0001-7435-5603 1 , 2 , 3 ,
• Leslie S. Kean 3 , 10 ,
• Shuqiang Li   ORCID: orcid.org/0000-0001-9106-6141 1 , 11 ,
• Kenneth J. Livak   ORCID: orcid.org/0000-0001-9105-5856 1 , 11 ,
• Steven A. Carr   ORCID: orcid.org/0000-0002-7203-4299 2 ,
• Derin B. Keskin   ORCID: orcid.org/0000-0002-8496-6181 1 , 2 , 3 , 11 , 12 , 13 ,
• Cecilia Muñoz-Calleja 5 , 14 ,
• Vincent T. Ho 1 , 3 , 8 ,
• Jerome Ritz   ORCID: orcid.org/0000-0001-5526-4669 1 , 3 , 8 ,
• Robert J. Soiffer 1 , 3 , 8 ,
• Donna Neuberg   ORCID: orcid.org/0000-0003-2566-3145 4 ,
• Chip Stewart 2 ,
• Gad Getz   ORCID: orcid.org/0000-0002-0936-0753 2 , 3 , 15 , 16 &
• Catherine J. Wu   ORCID: orcid.org/0000-0002-3348-5054 1 , 2 , 3 , 8  

Nature Biotechnology ( 2024 ) Cite this article

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• Immunogenetics
• Immunotherapy
• Prognostic markers
• Translational research

T cell alloreactivity against minor histocompatibility antigens (mHAgs)—polymorphic peptides resulting from donor–recipient (D–R) disparity at sites of genetic polymorphisms—is at the core of the therapeutic effect of allogeneic hematopoietic cell transplantation (allo-HCT). Despite the crucial role of mHAgs in graft-versus-leukemia (GvL) and graft-versus-host disease (GvHD) reactions, it remains challenging to consistently link patient-specific mHAg repertoires to clinical outcomes. Here we devise an analytic framework to systematically identify mHAgs, including their detection on HLA class I ligandomes and functional verification of their immunogenicity. The method relies on the integration of polymorphism detection by whole-exome sequencing of germline DNA from D–R pairs with organ-specific transcriptional- and proteome-level expression. Application of this pipeline to 220 HLA-matched allo-HCT D–R pairs demonstrated that total and organ-specific mHAg load could independently predict the occurrence of acute GvHD and chronic pulmonary GvHD, respectively, and defined promising GvL targets, confirmed in a validation cohort of 58 D–R pairs, for the prevention or treatment of post-transplant disease recurrence.

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Data availability.

WES and RNA-seq data from the training HCT, DFCI-MRD and HP-MRD cohorts is available through the dbGaP portal (accession phs003394.v1.p1 ). The original mass spectra, PSMs and protein sequence databases used for searches have been deposited in the public proteomics repository MassIVE ( https://massive.ucsd.edu ) and are accessible at ftp://massive.ucsd.edu/v08/MSV000095025/ . Original mass spectrometry data for the previously published B721.221 monoallelic immunopeptidomes are accessible at ftp://massive.ucsd.edu/MSV000080527 . The GI GvHD scRNA-seq dataset is available from the corresponding author upon reasonable request. All external datasets used in this study (identified by reference number) are summarized in Supplementary Fig. 18 , and their accession numbers are as follows: GSE164403 (ref. 29 ); GSE124395 (ref. 30 ); GSE115469 (ref. 31 ); EGAS00001002649 (ref. 32 ); GSE123904 (ref. 33 ); GSE116222 (ref. 34 ); GSE125970 (ref. 35 ); GSE164241 (ref. 36 ); GSE164403 (ref. 37 ); GSE116256 (ref. 39 ); dbGAP study ID 30641 (ref. 40 ), accession ID phs001657.v1.p1 ; E-MTAB-8581 (ref. 62 ) accessed online through https://developmentcellatlas.ncl.ac.uk ; www.proteinatlas.org/about/download (ref. 43 ); GSE109093 (ref. 44 ); GSE113046 (ref. 45 ). GTEx data were accessed from https://gtexportal.org/home/ , IEDB from https://www.iedb.org/database_export_v3.php and 1000 Genomes project from https://www.internationalgenome.org/data . Additional databases/datasets used include Interferome ( www.interferome.org ), MutSigDB ( https://www.gsea-msigdb.org/gsea/msigdb/ ). Source data are provided with this paper.

Code availability

The source code and documentation for the mHAg pipeline are available under https://github.com/nidhih2/mhags ( https://doi.org/10.5281/zenodo.11658572 (ref. 97 ) for autosomal mHAg prediction and https://doi.org/10.5281/zenodo.11658599 (ref. 98 ) for Y mHAg prediction).

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Acknowledgements

We are grateful for expert assistance from S. Pollock, H. Lyon and F. Dao for their help in sample collection and management at the Broad Institute; K. Rizza and the OTTR team (DFCI Department of Cellular Therapy) for assistance with clinical databases; A. Gusev for fruitful discussion on correlative analysis design; D. Hearsey and the members of the DFCI Ted and Eileen Pasquarello Tissue Bank in Hematologic Malignancies for provision of samples; the patients who generously consented for the research use of these samples and all members of the Wu Laboratory for productive discussions. This research was supported by grants from the National Institutes of Health (NIH/NCI-P01 CA229092 and NIH/NHLBI P01 HL158505 to C.J.W. and NIH R01 HL157174 to D.B.K.) and from the Leukemia & Lymphoma Society (SCOR-22937-22 to C.J.W. and R.J.S.). Statistical analysis was supported by the DF/HCC Cancer Center Support Grant 5P30 CA006516. Mass spectrometry-based immunopeptidomics data acquisition and analysis was supported in part by NIH P01CA206978 (to S.A.C.), NCI Clinical Proteomic Tumor Analysis Consortium program U24CA270823 and U01CA271402 (to S.A.C.), as well as a grant from the Dr. Miriam and Sheldon G. Adelson Medical Research Foundation (to S.A.C.). N.C. was supported by the 2020 American Association for Cancer Research-Incyte Immuno-oncology Research Fellowship (20-40-46-CIER) and the Helen Gurley Brown Foundation. H.J. was supported by the NCI CaNCURE (grant 5R25CA174650). L.P. is a scholar of the American Society of Hematology (ASH), is a participant in the BIH Charité Digital Clinician Scientist Program funded by the DFG, the Charité—Universitätsmedizin Berlin and the Berlin Institute of Health at Charité (BIH) and is supported by the Max-Eder program of the German Cancer Aid (Deutsche Krebshifle), by the Else Kröner-Fresenius-Stiftung (2023_EKEA.102) and the DKMS John Hansen Research Grant. D.A.B. acknowledges support from the Department of Defense Early Career Investigator grant (KCRP AKCI-ECI and W81XWH-20-1-0882), the Louis Goodman and Alfred Gilman Yale Scholar Fund and the Yale Cancer Center (supported by NIH/NCI research grant P30CA016359). G.O. was supported by the Claudia Adams Barr Program for Innovative Cancer Research and by DF/HCC Kidney Cancer SPORE P50 CA101942. S.L. is supported by the NCI Research Specialist Award (R50CA251956). L.S.K. is supported by the NIH under grants NIH/NIAID U19 Al1051731, NIH/NHLBI R01 HL095791, NIH/NHLBI P01 HL158504, NIH/NHLBI P01 HL158505 and NIH/NIAID U19 AI174967. Visual elements in Fig. 1 were created with BioRender.com .

Author information

Susan Klaeger

Present address: Department of Proteomic and Genomic Technologies, Genentech Inc, South San Francisco, CA, USA

David A. Braun

Present address: Yale Cancer Center, Yale School of Medicine, New Haven, CT, USA

Authors and Affiliations

Department of Medical Oncology, Dana–Farber Cancer Institute, Boston, MA, USA

Nicoletta Cieri, Nidhi Hookeri, Kari Stromhaug, Raphael Kfuri-Rubens, Yiren Shao, Kaila Powell, Helen Ji, Cleo Forman, David A. Braun, Livius Penter, Giacomo Oliveira, Shuqiang Li, Kenneth J. Livak, Derin B. Keskin, Vincent T. Ho, Jerome Ritz, Robert J. Soiffer & Catherine J. Wu

Broad Institute of Massachusetts Institute of Technology and Harvard University, Cambridge, MA, USA

Nicoletta Cieri, Nidhi Hookeri, Kari Stromhaug, Liang Li, Raphael Kfuri-Rubens, Yiren Shao, Gabrielle M. Hernandez, Jennifer Abelin, Susan Klaeger, Karl R. Clauser, Siranush Sarkizova, David A. Braun, Livius Penter, Giacomo Oliveira, Steven A. Carr, Derin B. Keskin, Chip Stewart, Gad Getz & Catherine J. Wu

Harvard Medical School, Boston, MA, USA

Nicoletta Cieri, Kameron A. Kooshesh, David A. Braun, Livius Penter, William J. Lane, Giacomo Oliveira, Leslie S. Kean, Derin B. Keskin, Vincent T. Ho, Jerome Ritz, Robert J. Soiffer, Gad Getz & Catherine J. Wu

Department of Data Science, Dana–Farber Cancer Institute, Boston, MA, USA

Nidhi Hookeri, Julia Keating, Yiren Shao, Cleo Forman, Haesook T. Kim & Donna Neuberg

Department of Immunology, Instituto de Investigación Sanitaria Princesa (IIS-IP), Hospital Universitario de La Princesa, Madrid, Spain

Paula Díaz-Fernández & Cecilia Muñoz-Calleja

Department of Hematology, Instituto de Investigación Sanitaria Princesa (IIS-IP), Hospital Universitario de La Princesa, Madrid, Spain

Valle Gómez-García de Soria

Department of Pathology, Brigham and Women’s Hospital, Boston, MA, USA

Jonathan Stevens & William J. Lane

Department of Medicine, Brigham and Women’s Hospital, Boston, MA, USA

David A. Braun, Vincent T. Ho, Jerome Ritz, Robert J. Soiffer & Catherine J. Wu

Department of Hematology, Oncology, and Tumorimmunology, Campus Virchow Klinikum, Berlin, Charité—Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Berlin, Germany

Livius Penter

Division Hematology/Oncology, Dana–Farber/Boston Children’s Cancer and Blood Disorders Center, Boston, MA, USA

Leslie S. Kean

Translational Immunogenomics Lab, Dana–Farber Cancer Institute, Boston, MA, USA

Shuqiang Li, Kenneth J. Livak & Derin B. Keskin

Department of Computer Science, Metropolitan College, Boston University, Boston, MA, USA

Derin B. Keskin

Section for Bioinformatics, Department of Health Technology, Technical University of Denmark, Lyngby, Denmark

Department of Medicine, School of Medicine, Universidad Autónoma de Madrid, Madrid, Spain

Cecilia Muñoz-Calleja

Center for Cancer Research, Massachusetts General Hospital, Boston, MA, USA

Department of Pathology, Massachusetts General Hospital, Boston, MA, USA

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Contributions

N.C. and C.J.W. conceived the project and directed the overall study. N.C. designed and performed the experimental and data analysis together with H.J., K.P. and L.P. K.S. developed the computational pipeline under the supervision of N.C., C.J.W., C.S. and G.G. N.H. analyzed public single-cell datasets, docked the pipeline on Terra and applied it to the DFCI-MRD patient cohort. L.S.K. provided the allo-HCT GI single-cell libraries. Y.S. analyzed the GvHD single-cell dataset. R.K.-R. and Y.S. ran the pipeline on the HP-MRD cohort. S.L. and K.J.L. assisted with NGS preparation and analysis. N.C. curated the clinical annotation of the patient cohort with the help of K.A.K., H.T.K. and V.T.H J.S. and W.J.L. provided the DFCI-MRD cohort DNA samples. P.D.-F., V.G.-G.S. and C.M.-C. provided the samples and clinical annotation for the HP-MRD cohort. L.L. performed the 1000 Genomes simulation under the guidance of N.C., C.S. and G.G. J.K. and N.C. designed and performed the statistical analyses under the supervision of D.N. C.F. and S.S. curated AML cell line genomic and transcriptomic analysis. G.M.H., S.K., J.A., S.S., G.O., D.A.B., D.B.K., K.R.C. and S.A.C. generated and analyzed mass spectrometry results. G.O., R.J.S., J.R. and V.T.H. contributed to data discussion and interpretation. N.C. and C.J.W. wrote the manuscript. All authors discussed the results and read and approved the manuscript.

Corresponding author

Correspondence to Catherine J. Wu .

Ethics declarations

Competing interests.

C.J.W. holds equity in BioNTech and receives research support from Pharmacyclics. D.B.K is a scientific advisor for Immunitrack and Breakbio and owns equity in Affimed N.V., Agenus, Armata Pharmaceuticals, Breakbio, BioMarin Pharmaceutical, Celldex Therapeutics, Editas Medicine, Gilead Sciences, Immunitybio, IMV, Lexicon Pharmaceuticals and Neoleukin Therapeutics. BeiGene supported unrelated SARS-COV-2 research at Translational Immunogenomics Lab. R.J.S. consults or is on the advisory board of Kiadis, Juno Therapeutics, Gilead, Jasper, Jazz Pharmaceuticals, Precision Biosciences, Rheo Therapeutics, Takeda and NMDP—Be the Match. J.R. receives research funding from Kite/Gilead, Novartis and Oncternal and consults or is on advisory boards for Clade Therapeutics, Garuda Therapeutics, LifeVault Bio, Smart Immune and TriArm Bio. V.T.H. receives funding from Jazz Pharmaceuticals and consults or is on advisory boards for Jazz Pharmaceuticals, Janssen, Alexion Pharmaceuticals and Omeros. W.J.L. consults or is on the advisory board of CareDx, One Lambda and Thermo Fisher Scientific and receives royalty payments from Thermo Fisher Scientific. K.J.L. holds equity in Standard BioTools and is on the scientific advisory board for MBQ Pharma. S.A.C. is a member of the scientific advisory boards of PTM BioLabs, Kymera, Seer and PrognomIQ and holds equity in the latter three. D.A.B. reports honoraria from LM Education/Exchange Services; advisory board fees from Exelixis and AVEO; personal fees from Schlesinger Associates, Cancer Expert Now, Adnovate Strategies, MDedge, CancerNetwork, Catenion, OncLive, Cello Health BioConsulting, PWW Consulting, Haymarket Medical Network, Aptitude Health, ASCO Post/Harborside, Targeted Oncology, AbbVie, DLA Piper and Elephas; equity in CurIOS Therapeutics, Elephas and Fortress Biotech (subsidiary); research support from Exelixis (US) and AstraZeneca (UK), outside of the submitted work. G.O. is a consultant for Bicycle Therapeutics. L.S.K. is on the scientific advisory board for Mammoth Biosciences and HiFiBio; received research funding from Magenta Therapeutics, Tessera Therapeutics, Novartis, EMD Serono, Gilead Pharmaceuticals and Regeneron Pharmaceuticals; consulting fees from Vertex; grants/personal fees from Bristol Myers Squibb and royalties/partial funding for the current study from Bristol Myers Squibb. L.S.K.’s conflict of interest with Bristol Myers Squibb is managed under an agreement with Harvard Medical School. D.N. holds equity in Madrigal Pharmaceutics. G.G. receives research funds from Pharmacyclics, Ultima Genomics and IBM. G.G. receives research funds from Pharmacyclics, Bayer, Genentech, Ultima Genomics and IBM; is an inventor of patent applications related to MSMuTect, MSMutSig, MSIDetect, POLYSOLVER, SignatureAnalyzer-GPU and MinimuMM-seq; is a founder and consultant and holds privately held equity in Scorpion Therapeutics and is a founder and holds privately held equity in PreDICTA Biosciences. The other authors declare no competing interests.

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Extended data

Extended data fig. 1 pipeline details..

a , Detailed workflow for the prediction of autosomal (left) and Y-encoded (right) mHAgs. b , Pipeline outputs for the training AML cohort composed of 11 D–R pairs (see Supplementary Table 3 ). Shown are the median number (and interquartile range) of hits for each step of the pipeline for matched-related donor (MRD, blue; n  = 2) and unrelated donor (URD, orange; n  = 9) transplants. The number of discordant variants between donors and recipients was, as expected, higher in URD than in MRD transplants. Pie charts (on the right)—distribution of the types of discordant variants in MRD (top) and URD (bottom) D–R pairs, that is, SNPs, single-nucleotide polymorphisms; DEL, deletions; INS, insertions. GvHD, graft-versus-host disease; GvL, graft-versus-leukemia.

Extended Data Fig. 2 Single-cell data analysis to define the GvHD filter gene set.

a , Summary of the single-cell datasets used, related to the following organs target of GvHD: oral mucosa, lacrimal gland (eye), skin, liver, colon (GI) and lung. For each organ analyzed, the number of datasets and their accession numbers are shown, together with the total number of cells after standard single-cell data QC analysis, as well as after removal of immune cells. The ID of the second lung dataset has been abbreviated for ease of visualization, but the full identifier is reported in c legend. b , UMAP plots showing clustering of the resident cell types for each organ. Note that for ‘eye’, the dataset includes both primary cells and organoids (derived from ductal cells), which were both analyzed. c , Violin plots of lineage-defining markers for each cell type across the different organ datasets. d , UMAP plots showing the relative contribution of individual datasets, for those organs with 2 available. Vasc., vascular; Lymph., lymphatic; KC, keratinocyte; LSEC, liver sinusoidal endothelial cells; CT, crypt top.

Extended Data Fig. 3 Threshold definition for single-cell-based expression atlas.

a , To minimize the drop-out effect common in single-cell RNA-seq data, gene expression was analyzed in a pseudo-bulk fashion for each cluster. To define the threshold for positive expression having the best signal-to-noise ratio, the expression levels of lineage-specific markers such as MLANA (melanin, expressed only in melanocytes), SFTB (surfactant B, expressed only in the lung) and ALB (albumin, expressed only in the liver) were analyzed, using as control a pan-expressed gene, B2M . The dot plot shows the expression levels for all single-cell clusters (with the tiles next to their names indicating the organ of origin: green for ‘liver’, light blue for ‘lung’, yellow for ‘skin’, orange for ‘GI’, red for ‘oral mucosa’ and navy blue for ‘eye’). b , Comparison of the expression profile of fibroblasts from 2 independent single-cell datasets (oral mucosa and skin). Results of the linear regression analysis (R squared and p value) are reported and show a substantial transcriptional identity between fibroblasts across different anatomical sites and datasets. c , Comparison of the expression profile of fibroblasts derived from single-cell sequencing data versus bulk sequencing available through the GTEx repository. Fibroblasts were chosen as they were the only purified cell type available in both GTEx and single-cell datasets. Results of the linear regression analysis are reported, showing a significant transcriptional similarity across single-cell versus bulk RNA sequencing. Vasc., vascular; Lymph., lymphatic; KC, keratinocyte; LSEC, liver sinusoidal endothelial cells; CT, crypt top; CPM, counts per million; TPM, transcript per million.

Source data

Extended data fig. 4 gi single-cell rna-sequencing of allo-hct patients..

a , Schema depicting the patients included in the allo-HCT dataset and the analytic pipeline for the single-cell RNA-sequencing analysis. Briefly, single-cell RNA-sequencing data wre generated from the biopsies of 3 allo-HCT patients undergoing diagnostic colonoscopy for suspected GI GvHD at a median time from transplant of 90 days (range: 22–103). Upon standard processing and QC, viable cells were clustered and manually annotated (see Supplementary Fig. 2 ). Immune cell clusters were excluded, and remaining resident non-immune cells were merged and harmonized with the healthy subject GI dataset used for the generation of the GvHD filter. CPM, counts per million. b , UMAP showing cluster annotations from the merged Seurat object containing both allo-HCT and healthy subject-derived GI cells (top) and violin plots depicting the lineage-defining markers used for cluster annotation (bottom). c , UMAP depicting the clusters colored based on the dataset of origin. d , Venn diagram showing the number of genes that were present in the allo-HCT GI dataset vs. the GI healthy subject dataset. e , Venn diagram showing the overlap of the genes expressed in the allo-HCT GI dataset vs. the overall GvHD filter. f , Enrichment analysis of interferon-related signatures (ref. 88 ; MSigDB IFNa and IFNg 89 ) in the allo-HCT vs. GI healthy subject datasets ( p  < 0.0001, 2-tailed Mann–Whitney test).

Extended Data Fig. 5 GvL filter details.

a , Schematic depicting the generation of the 2 components of the GvL filter, that is, AML and Hematopoietic filters. For the ‘AML filter’, a single-cell-based classifier 39 was applied to bulk RNA-seq data from the Beat AML cohort 40 , to fully capture the AML transcriptional heterogeneity. For the ‘heme filter’, bulk RNA-seq from 18 purified mature hemopoietic cell types 43 as well as from hematopoietic stem and progenitor cells (HSPCs) 44 , 45 were the starting source. From the list of expressed genes (TPM > 2), all those with expression in adult non-hematopoietic tissues per the GTEx RNA and protein repositories were excluded to define a set of 650 genes with preferential expression in AML and/or hematopoietic cells. b , Gender-specificity of the GvL filters: the GTEx filtering step was performed in a gender-specific fashion, as genes expressed in the male reproductive organs are not filtered out if the patient is female, and vice versa genes expressed in the female reproductive organs are maintained if the patient is male. c , Histograms depicting the chromosomal location of the 650 genes comprising the ‘AML’ and ‘heme’ filters; below each bar, relative chromosome size is depicted. For the X chromosome, only the pseudo-autosomal regions have been included in the analysis. d , Subcellular localization of the genes in the ‘AML’ and ‘heme’ filters. e , Biological functions of the genes included in the filters. Biological functions (from GO and superpaths) have been manually clustered in macro-groups as specified in Supplementary Table 2 .

Extended Data Fig. 6 Y-encoded mHAg filter.

a , Schematic depicting the structure of the Y chromosome with a special focus on the genes in the male-specific region (MSY). Heatmap showing the expression pattern of the genes in the MSY across different healthy adult tissues: only the first 9 genes ( RPS4Y1 , DDX3Y , KDM5D , EIF1AY , ZFY , USP9Y , TMSB4Y , UTY and NLGN4Y ) have evidence of expression (≥1 TPM) in ≥1 adult tissue site of GvHD. PAR, pseudo-autosomal region. b , Stacked histograms showing the number of predicted Y epitopes across individual HLA-A, HLA-B and HLA-C alleles and divided based on the MSY gene of origin. c , Bubble plot showing the median number of predicted epitopes for each MSY gene grouped based on the HLA peptide-binding motif from ref. 28 .

Extended Data Fig. 7 Antigenicity and immunogenicity of Y mHAgs.

a , Correlation matrix showing the peptide-binding motifs of the HLA-A, HLA-B and HLA-C alleles from ref. 28 ; lateral panels display the individual HLA alleles belonging to each peptide-binding motif, whose corresponding monoallelic B721.221 immunopeptidomes have been analyzed in Fig. 2b . b , Hydrophobicity scores of the 410 Y mHAg peptides tested for immunogenicity, grouped by individual HLA restrictions: HLA-A0201 had the highest number of predicted binders with a score >0 (boxplots show min to max and median values; Kruskal–Wallis test with Dunn’s multiple comparisons test). c , Hydrophobicity scores of the 410 Y mHAgs grouped by HLA groups. Whiskers indicate min and max values, with all individual values shown (Kruskall–Wallis test with Dunn’s multiple comparisons test). d , Hydrophobicity scores of the predicted binders for each HLA allele, grouped based on the experimental evidence of T cell immunogenicity (per Fig. 2f ): only for HLA-A0101 and HLA-C0501 was hydrophobicity significantly associated with immunogenicity (assessed with 2-tailed unpaired t test). Whiskers indicate min and max values, with all individual values shown. e , UMAP showing cluster annotations of single-cell thymic epithelial cells (TECs) from ref. 62 (left), with feature plots of cluster-defining markers (middle); normalized expression of HLA-A, HLA-B and HLA-C genes per cluster (right).

Extended Data Fig. 8 Tracking of Y mHAg-specific T cells ex vivo .

a , Flow cytometry plots showing the percentage of circulating CD8 + T cells specific for the indicated Y mHAgs at the listed time points, including donor before allo-HCT in a patient transplanted from his HLA-identical sister and experiencing severe chronic GvHD. An irrelevant epitope from the EBV EBNA3A protein (HLA-B0702-restricted) was used as control, as both patient and donor were EBV seropositive. b , Timeline depicting the patient clinical course, highlighting the onset and course of the severe chronic GvHD, involving primarily skin and liver as shown by the liver function tests (ALT in red and total bilirubin in green). Triangles, peripheral blood samples used for Y mHAg-specific T cell tracking; diamonds, EBV reactivation. MMF, mycophenolate mofetil; tx: transplant. c , Quantification of ZFY-C0501-specific T cells in the leukapheresis (LK) products of additional 7 female donors to male patients (F to M), compared with T cells stained with a control C0501-dextramer. Boxplots show min to max and median values; significance was assessed with 2-tailed Wilcoxon paired t test.

Extended Data Fig. 9 Autosomal mHAgs and GvHD.

a , Normal distribution of the autosomal mHAg load in the DFCI-MRD cohort. b , Cumulative incidence of NIH moderate/severe chronic GvHD stratifying patients based on the overall autosomal mHAg load below (orange) or above (yellow) the median: no differences in 5-year cumulative incidences are observed: CIs are 42% (95% confidence interval: 33–52%) and 39% (95% confidence interval: 30–49%) for < median and > median, respectively, 2-sided p  = 0.8 (Gray’s test). c , Distribution of patients experiencing grade II–IV skin (left) and GI (right) acute GvHD across deciles of skin and GI mHAgs, respectively. d , Distribution of patients experiencing NIH moderate/severe organ-specific chronic GvHD across deciles of mHAgs expressed in the indicated GvHD target organs: from left to right—skin, GI, liver, eye and oral. e , Heatmap depicting the co-occurrence of the 7 SNPs associated with liver acute GvHD in: from left to right, patients with liver acute GvHD, patients experiencing acute GvHD without liver involvement and patients with chronic liver GvHD. f , Number of co-occurring driver liver mHAgs in the 3 patient groups outlined in e and defined with the same color code. Boxplots show min to max and median values (Kruskall–Wallis test with Dunn’s multiple comparison test). g , Promoter analysis of the genes harboring the SNPs associated with liver acute GvHD: 4 of 7 genes have interferon-responsive elements in their promoter region. Transcription factor binding site locations within 1500 base pairs (bp) upstream of the transcription start site (position 0) and the 5′ UTR are indicated.

Extended Data Fig. 10 Population coverage simulating a T cell-based immunotherapy approach targeting GRFS mHAgs.

a , Heatmap showing the donor–recipient pairs (DRPs) that are informative for the pool of 54 GRFS epitopes indicated in the columns. DRPs (rows) are grouped by population of origin of the simulated recipient, as shown in the inner right bar. The outer right bar shows the number of predicted epitopes per DRP. Gray histograms on the bottom indicate the number of informative DRPs for each epitope. b , Population coverage analysis for: from top to bottom, overall simulation cohort, EUR, EAS, SAS, AFR and AMR. The histogram bars denote the percentage of DRPs that are informative for the indicated number of epitope hits, while the open circles indicate the cumulative percentage of population coverage for each number of epitope hits. The percentage indicated in the top-right corner of each graph shows the % of population for which ≥1 GRFS epitope could be potentially targeted. The red line denotes the 90% threshold of population coverage, which is considered optimal.

Supplementary information

Supplementary information.

Supplementary Figs. 1–18.

Reporting Summary

Supplementary tables.

Supplementary Tables 1–7.

Supplementary Data

Code for correlative outcome analyses.

Source Data Fig. 2

Statistical source data for Fig. 2i.

Source Data Fig. 3

Statistical source data for Fig. 3.

Source Data Fig. 4

Statistical source data for Fig. 4c,g.

Source Data Fig. 5

Statistical source data for Fig. 5.

Source Data Extended Data Fig. 3

Statistical source data for Fig. 3b,c.

Source Data Extended Data Fig. 4

Statistical source data for Fig. 4f.

Source Data Extended Data Fig. 7

Statistical source data for Fig. 7b–d.

Source Data Extended Data Fig. 8

Statistical source data for Fig. 8c.

Source Data Extended Data Fig. 9

Statistical source data for Fig. 9f.

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Cieri, N., Hookeri, N., Stromhaug, K. et al. Systematic identification of minor histocompatibility antigens predicts outcomes of allogeneic hematopoietic cell transplantation. Nat Biotechnol (2024). https://doi.org/10.1038/s41587-024-02348-3

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Received : 10 July 2023

Accepted : 02 July 2024

Published : 21 August 2024

DOI : https://doi.org/10.1038/s41587-024-02348-3

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