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Programme title BTEC Higher National Diploma in Computing
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Unit 11 : Maths for Computing
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Importance of Maths in the Field of Computing
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Unit 11: Maths for Computing Assignment 1 page 2

Higher Nationals - Summative Assignment Feedback Form
Student Name/ID
Unit Title Unit 11 : Maths for Computing
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08/03/2019 Date Received 1st
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LO1 Use applied number theory in practical computing scenarios.
Pass, Merit & Distinction P1 P2 M1 D1

Descripts
LO2 Analyse events using probability theory and probability distributions

Descripts
LO3 Determine solutions of graphical examples using geometry and vector methods
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LO4 Evaluate problems concerning differential and integral calculus

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Pearson
Higher Nationals in
Computing
Unit 11 : Maths for Computing

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Assignment Brief
Student Name /ID Number
Unit Number and Title Unit 11 : Maths for Computing
Academic Year
Unit Tutor
Assignment Title Importance of Maths in the Field of Computing
Issue Date
Submission Date 08/03/2019
IV Name & Date
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Unit Learning Outcomes:

LO1 Use applied number theory in practical computing scenarios
LO2 Analyse events using probability theory and probability distributions
LO3 Determine solutions of graphical examples using geometry and vector Methods
LO4 Evaluate problems concerning differential and integral calculus.
Assignment Brief and Guidance:

Activity 01
Part 1
1. Mr.Steve has 120 pastel sticks and 30 pieces of paper to give to his students.
a) Find the largest number of students he can have in his class so that each student gets
equal number of pastel sticks and equal number of paper.
b) Briefly explain the technique you used to solve (a).
2. Maya is making a game board that is 16 inches by 24 inches. She wants to use square tiles. What
is the largest tile she can use?
Part 2
3. An auditorium has 40 rows of seats. There are 20 seats in the first row, 21 seats in the second
row, 22 seats in the third row, and so on. Using relevant theories, find how many seats are there
in all 40 rows?
4. Suppose you are training to run an 8km race. You plan to start your training by running 2km a
week, and then you plan to add a ½km more every week. At what week will you be running 8km?
5. Suppose you borrow 100,000 rupees from a bank that charges 15% interest. Using relevant
theories, determine how much you will owe the bank over a period of 5 years.
Part 3
6. Find the multiplicative inverse of 8 mod 11 while explaining the algorithm used.
Part 4
7. Produce a detailed written explanation of the importance of prime numbers within the field of
computing.
Activity 02

Part 1
1. Define ‘conditional probability’ with suitable examples.
2. A school which has 100 students in its sixth form, 50 students study mathematics, 29 study biology
and 13 study both subjects. Find the probability of the student studying mathematics given that the
student studies biology.
3. A certain medical disease occurs in 1% of the population. A simple screening procedure is available
and in 8 out of 10 cases where the patient has the disease, it produces a positive result. If the patient
does not have the disease there is still a 0.05 chance that the test will give a positive result. Find the
probability that a randomly selected individual:
(a) Does not have the disease but gives a positive result in the screening test
(b) Gives a positive result on the test
(c) Nilu has taken the test and her result is positive. Find the probability that she has the disease.
Let C represent the event “the patient has the disease” and S represent the event “the screening test
gives a positive result”.
4. In a certain group of 15 students, 5 have graphics calculators and 3 have a computer at home (one
student has both). Two of the students drive themselves to college each day and neither of them has
a graphics calculator nor a computer at home. A student is selected at random from the group.
(a) Find the probability that the student either drives to college or has a graphics calculator.
(b) Show that the events “the student has a graphics calculator” and “the student has a computer
at home” are independent.
Let G represent the event “the student has a graphics calculator”
H represent the event “the student has a computer at home”
D represent the event “the student drives to college each day”
Represent the information in this question by a Venn diagram. Use the above Venn diagram to
answer the questions.
5. A bag contains 6 blue balls, 5 green balls and 4 red balls. Three are selected at random without
replacement. Find the probability that
(a) they are all blue
(b)two are blue and one is green
(c) there is one of each colour

Part 2
6. Differentiate between ‘Discrete’ and ‘Continuous’ random variables.
7. Two fair cubical dice are thrown: one is red and one is blue. The random variable M represents the
score on the red die minus the score on the blue die.
(a) Find the distribution of M.
(b) Write down E(M).
(c) Find Var(M).
8. Two 10p coins are tossed. The random variable X represents the total value of each coin lands
heads up.
(a)Find E(X) and Var(X).
The random variables S and T are defined as follows:

S = X-10 and T = (1/2)X-5
(b)Show that E(S) = E(T).
(c)Find Var(S) and Var (T).
(d)
Susan and Thomas play a game using two 10p coins. The coins are tossed and Susan records her
score using the random variable S and Thomas uses the random variable T. After a large number of
tosses they compare their scores.
Comment on any likely differences or similarities.
9. A discrete random variable X has the following probability distribution:

x 1 2 3 4
P(X=x) 1/3 1/3 k 1/4
where k is a constant.
(a) Find the value of k.
(b) Find P(X ≤3).
Part 3
10. In a quality control analysis, the random variable X represents the number of defective
products per each batch of 100 products produced.
Defects (x) 0 1 2 3 4 5
Batches 95 113 87 64 13 8
(a) Use the frequency distribution above to construct a probability distribution for X.
(b) Find the mean of this probability distribution.
(c) Find the variance and standard deviation of this probability distribution.
11. A surgery has a success rate of 75%. Suppose that the surgery is performed on three

patients.
(a) What is the probability that the surgery is successful on exactly 2 patients?
(b) Let X be the number of successes. What are the possible values of X?
(c) Create a probability distribution for X.
(d) Graph the probability distribution for X using a histogram.
(e) Find the mean of X.
(f) Find the variance and standard deviation of X.
12. Colombo City typically has rain on about 16% of days in November.
(a) What is the probability that it will rain on exactly 5 days in November? 15 days?
(b) What is the mean number of days with rain in November?
(c) What is the variance and standard deviation of the number of days with rain in November?
13. From past records, a supermarket finds that 26% of people who enter the supermarket will make
a purchase. 18 people enter the supermarket during a one-hour period.
(a) What is the probability that exactly 10 customers, 18 customers and 3 customers make a
purchase?
(b) Find the expected number of customers who make a purchase.
(c) Find the variance and standard deviation of the number of customers who make a purchase.
14.On a recent math test, the mean score was 75 and the standard deviation was 5. Shan got 93.
Would his mark be considered an outlier if the marks were normally distributed? Explain.
15.For each question, construct a normal distribution curve and label the horizontal axis and answer
each question.
The shelf life of a dairy product is normally distributed with a mean of 12 days and a standard
deviation of 3 days.
(a) About what percent of the products last between 9 and 15 days?
(b) About what percent of the products last between 12 and 15 days?
(c) About what percent of the products last 6 days or less?
(d) About what percent of the products last 15 or more days?
16.Statistics held by the Road Safety Division of the Police shows that 78% of drivers being tested for
their licence pass at the first attempt.
If a group of 120 drivers are tested in one centre in a year, find the probability
that more than 99 pass at the first attempt, justifying the most appropriate distribution to be used
for this scenario.
Part 4
17.Evaluate probability theory to an example involving hashing and load balancing.

Activity 03
Part 1
1. If the Center of a circle is at (2, -7) and a point on the circle (5,6) find the formula of the circle.
2. What surfaces in R3 are represented by the following equations?

z=3
y=5
3. Find an equation of a sphere with radius r and center C(h, k, l).
4. Show that x2 + y2 + z2 + 4x – 6y + 2z + 6 = 0 is the equation of a sphere. Also, find its center and
radius.
Part 2
5. 3y= 2x-5 , 2y=2x+7 evaluate the x, y values using graphical method.
6.
a=(2i+3j) , b=(4i-2j) and c=(1i+4j) evaluate the volume of the shape.

Activity 04
Part 1
1. Find the function whose tangent has slope 4x + 1 for each value of x and whose graph passes
through the point (1, 2).
2. Find the function whose tangent has slope 3x2 + 6x − 2 for each value of x and whose graph
passes through the point (0, 6).
Part 2
3. It is estimated that t years from now the population of a certain lakeside community will be
changing at the rate of 0.6t 2 + 0.2t + 0.5 thousand people per year. Environmentalists have
found that the level of pollution in the lake increases at the rate of approximately 5 units per
1000 people. By how much will the pollution in the lake increase during the next 2 years?
4. An object is moving so that its speed after t minutes is v(t) = 1+4t+3t 2 meters per minute. How
far does the object travel during 3rd minute?
Part 3
5. Sketch the graph of f(x) = x − 3x 2/3 , indicating where the graph is increasing/decreasing, concave
up/down, and any asymptotic behavior.
6. Draw the graph of f(x)= 3x4-6X3+3x2 by using the extreme points from differentiation.
Part 4
7. For the function f(x) = cos 2x, 0.1 ≤ x ≤ 6, find the positions of any local minima or maxima and
distinguish between them.
8. Determine the local maxima and/or minima of the function y = x4 −1/3x3
9. By further differentiation, identify lines with minimum y = 12 x 2 − 2x, y = x 2 + 4x + 1,

y = 12x − 2x 2 , y = −3x 2 + 3x + 1.

Grading Rubric
Grading Criteria Achieved Feedback
LO1 : Use applied number theory in practical computing scenarios
P1 Calculate the greatest common divisor and least common multiple

of a given pair of numbers.
P2 Use relevant theory to sum arithmetic and geometric progressions.
M1 Identify multiplicative inverses in modular arithmetic.
D1 Produce a detailed written explanation of the importance of prime

numbers within the field of computing.
LO2 Analyse events using probability theory and
probability distributions
P3 Deduce the conditional probability of different events occurring

within independent trials.
P4 Identify the expectation of an event occurring from a discrete,
random variable.
M2 Calculate probabilities within both binomially distributed and

normally distributed random variables.
D2 Evaluate probability theory to an example involving hashing and

load balancing.
LO3 Determine solutions of graphical examples using

geometry and vector methods
P5 Identify simple shapes using co-ordinate geometry.
P6 Determine shape parameters using appropriate vector methods.
M3 Evaluate the coordinate system used in programming a simple

output device.
D3 Construct the scaling of simple shapes that are described by vector
coordinates.
LO4 Evaluate problems concerning differential and
integral calculus
P7 Determine the rate of change within an algebraic function.
P8 Use integral calculus to solve practical problems involving area.
M4 Analyse maxima and minima of increasing and decreasing

functions using higher order derivatives.
D4 Justify, by further differentiation, that a value is a minimum.

Maths for Computing
Assignment 1
Importance of Maths in The Field of
Computing
Esoft Metro Campus
Executive Summary
Mathematics is one of the oldest and most fundamental sciences. Mathematicians use
mathematical theory, computational techniques, algorithms, and the latest computer
technology to solve economic, scientific, engineering, and business problems. The work
of mathematicians falls into two broad classes: theoretical (pure) mathematics and applied
mathematics.
Theoretical mathematics is the study of abstract mathematical structures which form the
basic framework for the rest of the mathematical sciences.
Applied mathematicians use theories and techniques, such as mathematical modeling and
computational methods, to formulate and solve practical problems in business,
government, engineering, and the physical, life, and social sciences.
This assignment about Importance of Mathematics in the Field of Computing. Activities

included in this assignment are recover all four learning outcomes.
 Activity 1 - Use applied number theory in practical computing scenarios (LO1)
 Activity 2 - Analyze events using probability theory and probability distributions
(LO2)
 Activity 3 - Determine solutions of graphical examples using geometry and vector
methods (LO3)
 Activity 4 - Evaluate problems concerning differential and integral calculus (LO4)
Unit 11: Maths for Computing Assignment 1 page i

Acknowledgement
I would like to express my special thanks of gratitude to my lecturer Ms.Mahesha, who
gave me the golden opportunity to do this wonderful assignment of Importance of Maths
in the Field of Computing.
Who also helped me in completing my assignment. I came to know about so many new
things I am really thankful to them.
Finally, and most importantly, I would like to thank my parents for their love, support and
prayers. Thank you for believing in me.
Unit 11: Maths for Computing Assignment 1 page ii

Table of Contents
Activity 01..................................................................................................................................
Part 1................................................................................................................................1
Part 2................................................................................................................................4
Part 3................................................................................................................................6
Part 4................................................................................................................................8
Importance of Prime Numbers within the Field of Computing....................................8
Activity 2....................................................................................................................................
Part 1................................................................................................................................9
Part 2..............................................................................................................................17
Random variables.......................................................................................................17
Part 3..............................................................................................................................22
Part 4..............................................................................................................................35
Use of probability theory in hashing and load balancing...........................................35
Activity 3..................................................................................................................................
Part 1..............................................................................................................................38
Part 2..............................................................................................................................44
Activity 4..................................................................................................................................
Part 1..............................................................................................................................50
Part 2..............................................................................................................................51
Part 3..............................................................................................................................53
Part 4..............................................................................................................................58
Conclusion................................................................................................................................
References................................................................................................................................
Self-criticism............................................................................................................................
Strengths.........................................................................................................................65
Weaknesses....................................................................................................................65
Gantt chart................................................................................................................................
Unit 11: Maths for Computing Assignment 1 page iii

Table of Figures
Figure 1 - Activity 3; Part 1; Question 2; z = 3, a plane in R3...........................................41
Figure 2 - Activity 3; Part 1; Question 2; y = 5, a plane in R3...........................................41
List of Tables
Table 1 - Activity 1; Part 1; Question 1 (a); Arrange the factorizations in a table..............1
Table 2 - Activity 1; Part 1; Question 1 (b); Arrange the factorizations in a table..............2
Table 3 Activity 1; Part 1; Question 2; Arrange the factorizations in a table......................3
Table 4 - Activity 2; Part 2; Question 6; Differences between discrete and continuous
random variables................................................................................................................18
Table 5 - Activity 2; Part 2; Question 7; Possible outcomes of two fair dice....................19
Table 6 - Activity 2; Part 2; Question 7; Probability distribution table for random variable
M........................................................................................................................................19
Table 7 - Activity 2; Part 2; Question 8 (a); The distribution of X....................................20
Table 8 - Activity 2; Part 2; Question 9; The distribution of X.........................................21
Table 9 - Activity 2; Part 3; Question 10; The frequency distribution...............................22
Table 10 - Activity 2; Part 3; Question 10 (a); The probability distribution for X............22
Table 11 - Activity 2; Part 3; Question 10 (b); The mean of this probability distribution.22
Table 12 - Activity 2; Part 3; Question 10 (c); The variance and standard deviation........23
Table 13 - Activity 2; Part 3; Question 11 (c); The probability distribution for X............24
Table 14 - Activity 3; Part 2; Question 5; x, y coordinates for 3y= 2x-5..........................44
Table 15 - Activity 3; Part 2; Question 5; x, y coordinates for 2y=2x+7...........................45
List of Charts
Chart 1 – Activity 2; Part 3; Question 11 (d); Probability distribution for X....................25
Chart 2 - Activity 2; Part 3; Question 15 (a); The percentage of the products last between
9 and 15 days......................................................................................................................30
Chart 3 - Activity 2; Part 3; Question 15 (b); The percentage of the products last between
12 and 15 days....................................................................................................................31
Chart 4 - Activity 2; Part 3; Question 15 (c); The percentage of the products last 6 days or
less......................................................................................................................................32
Chart 5 - Activity 2; Part 3; Question 15 (d); The percentage of the products last 15 days
or more days.......................................................................................................................33
Chart 6 - Activity 2; Part 4; Question 17; The probability that at least two people in a
group of n share the same birthday....................................................................................36
Chart 7 - Activity 3; Part 2; Question 5; Graphs for 3y = 2x - 5 and 2y = 2x + 7.............46
Chart 8 - Activity 4; Part 3; Question 5; Sign chart...........................................................53
Chart 9 - Activity 4; Part 3; Question 5; The graph of f(x) = x – 3x2/3............................54
Chart 10 - Activity 4; Part 3; Question 6; The graph of 3𝑥4−6𝑥3+3𝑥2.............................57
Chart 11 - Activity 4; Part 4; Question 7; The graph of f(x) = cos 2x...............................58
Chart 12 - Activity 4; Part 4; Question 8; The graph of f(x) = x4 – 1/3x3..........................59
Unit 11: Maths for Computing Assignment 1 page iv

Activity 01
Part 1
Question 1
a) Applying GCF principle:
(a) 120
120 = 2 x 60
120 = 2 x 6 x 10
120 = 2 x 2 x 3 x 2 x 5
30
30 = 2 x 15
30 = 2 x 3 x 5
Prime 2 3 5
#
120 23 31 51
30 21 31 51
GCF 21 = 2 31 = 3 51 = 5
2 * 3 * 5 = 30
GCF (120, 30) = 30
Therefore, Mr. Steve could have 30 children in his class, each of whom will receive 1 piece of paper
and 4 pastel sticks.
Table 1 - Activity 1; Part 1; Question 1 (a); Arrange the factorizations in a table

b) The technique used to solve the problem in above (a) is as follows:
Greatest Common Divisor (GCF) is the largest common factor of two or more numbers.
Step1: Write the given numbers (120 and 30) using prime factorization.
120
120 = 2 x 60
120 = 2 x 6 x 10
120 = 2 x 2 x 3 x 2 x 5
30
30 = 2 x 15
30 = 2 x 3 x 5
Step 2: Arrange the factorizations in a table.

Prime 2 3 5
#
120 23 31 51
30 21 31 51
GCF 21 = 2 31 = 3 51 = 5
Step 3: The prime factors and multiplicities 120 are 30 have in common are:
2 * 3 * 5 = 30
GCF (120, 30) = 30
Table 2 - Activity 1; Part 1; Question 1 (b); Arrange the factorizations in a table

Question 2
Applying GCF principle:
Prime factorization of 16 and 24

16
16 = 8 x 2
16 = 2 x 4 x 2
16 = 2 x 2 x 2 x 2
24
24 = 8 x 3
24 = 2 x 4 x 3
24 = 2 x 2 x 2 x 3

Prime 2 3
#
16 24 30
24 23 31
GCF 23 = 8 30 = 1
GCF (16, 24) = 8

Therefore, the largest tile Maya can use is 8 inches by 8 inches.
Table 3 Activity 1; Part 1; Question 2; Arrange the factorizations in a table

Part 2
Question 3
Total number of rows of seats = 40
There are 20 seats in the first row and the seats are increasing progressively in the next two rows.
Therefore,
a1 (First term of the sequence) = 20
n (Number of terms in the sequence) = 40
d (Common difference) = (21 - 20) = 1
Using Arithmetic Rule,

an = a1 + (n - 1) d
an = 20 + (40 - 1) 1
an = 59
Using Arithmetic Series Formula,
Sn = [n (a1 + an)] / 2
S40 = [40 (20 + 59)] /2
S40 = (40 * 79) / 2
S40 = 1580
Hence, there are 1,580 seats in all 40 rows.

Question 4
Using Arithmetic Rule,
a1 (First term of the sequence) = 2
an (last term of the sequence) = 8
d (Common difference) = ½ = 0.5
n (Number of terms in the sequence) = Unknown
an = a1 + (n - 1) d
8 = 2 + (n - 1) 0.5
8 = 2 + 0.5n – 0.5
6.5 = 0.5n
6.5 / 0.5 = n
13 = n
Therefore, at week 13, 8 km will be run.
Question 5
Using Geometric Rule,

a1 (First term) = 100,000 rupees
r (Common ratio) = 115/100 = 1.15
n (Number of terms to be determined) = 5 years
an = a1 r (n-1)
a5 = 100000 x (1.15)4
a5 = 100000 x 1.74900625
a5 = 174,900.625
Therefore, 174,900.625 rupees will be owed to the bank over a period of 5 years.

Part 3
Question 6
Multiplicative inverse of 8 mod 11:
Using x * 1/x = 1,
8 mod 11 = 8 * 1/8 mod 11 ≡ 1
8x mod 11 ≡ 1
x=7
Therefore, the multiplicative inverse of 8 mod 11 = 7
The Euclidean algorithm comprises of a set of instructions for finding the greatest common divisor of any
two positive integers. It makes use of repeated use of integer division.
The Euclidean formula is a = bq + r where a and b are two positive integers, q is the quotient and r is the
remainder. It is assumed that 0 < r < b.
Repeated division is used until the remainder is zero, as follows:
a = bq1 + r1 where 0 < r1 < b

b = r1q2 + r2 where 0< r2 < r1
r 1 = r2q3 + r3 where 0 < r3 < r2
The following process continues until remainder is zero.
Therefore, gcd (a,b) = last non-zero remainder in the division process.
Hence, applying the Euclidean algorithm:
11 = 8 (1) + 3
8 = 3 (2) + 2
3 = 2 (1) + 1

2 = 1 (2)
Re-arranging the equations above:
3 = 11-8(1)
2 = 8-3(2)
1 = 3-2(1)
Gcd (8,11) = 1
If the above equations are reversed (using extended Euclidean algorithm):
1 = 3-2(1)
1 = 3-(8-3(2)) (1)
= 3-(8-(3(2))
= 3(3)-8
1 = (11-8(1)) (3)-8
= 11(3)-8(4)
= 11(3) +8(-4)
Therefore, 1 = 11(3) + 8(-4) which is 1 = 8(-4) mod 11

Multiplicative inverse would be 1=8(7) mod 11
Part 4
Question 7
Importance of Prime Numbers within the Field of Computing
Introduction
Prime numbers are viewed as being vital in the field of computing. This report gives a brief introduction of
what prime numbers are and their importance in computing.
Prime Numbers
An integer greater than one is called a prime number if its only positive divisors (factors) are one and itself.
For example, the prime divisors of 10 are 2 and 5: and the first few prime numbers are 2, 3, 5, 7, 11, 13, 17,
19, 23 and 29.
Importance of Prime Numbers
Cryptography and Encryption
Some practical applications is known as public key cryptography, widely used to protected electronic data.
These public-key encryption systems (RSA) take advantages of the fact that while it is easy to multiply two
huge prime numbers, there is no way to do the reverse quickly: separate a huge number into its prime
factors. The prime numbers are essential in computer security programs, very important today to perform
certain operations over the internet, payments with credit cards (Ashish, 2017).
Hash Codes
Prime numbers are also used in calculating hash codes in computing. Constructing a good hash code,
involves minimum number of collisions in the input sample, for a same number. So using prime numbers
reduces the count of collisions, since highly frequent number won’t have prime number as its multiple
(Desai, 2015).

Conclusion
Few people know is why these prime numbers are so important, and how the mathematical logic behind
them has resulted in vital applications in the modern world. Prime numbers are absolutely essential to
modern computer security.
Activity 2
Part 1
Question 1
The conditional probability of an event B is the probability that the event will occur given the knowledge
that an event A has already occurred. This probability is written P(B|A), notation for the probability of B
given A. In the case where events A and B are independent (where event A has no effect on the probability
of event B), the conditional probability of event B given event A is simply the probability of event B, that is
P(B).
If events A and B are not independent, then the probability of the intersection of A and B (the probability
that both events occur) is defined by P (A and B) = P(A)P(B|A).From this definition, the conditional
probability P(B|A) is easily obtained by dividing by P(A):
P ( A ∩ B)
P ( B| A ¿=
P( A)
(Maths is Fun, n.d.)
Examples:
I. What is the probability of two children being girls if we are told at least one is a girl?
Possibilities: GG, GB, BG, BB
A= Probability of two children being girls
B= Probability of at least one is a girl
P (A ∩ B) = 1/4

P (B) = 3/4
P ( A ∩ B) 1/4 1
P ( A|B ¿= = = ≈ 0.33
P(B) 3/4 3
Answer is 0.33
II. What is the probability of two girls being girls given that oldest is a girl?
A= Probability of being girls
B= Probability of being oldest girl
P (A ∩ B) = 1/4
P (B) = 1/2
P ( A ∩ B) 1/ 4 1
P ( A|B ¿= = = =0.5
P(B) 1/ 2 2
Answer is 0.5
Another important method for calculating conditional probabilities is given by Bayes' Theorem. Bayes’
Theorem describes the probability of an event, based on prior knowledge of conditions that might be related
to the event.
Example: If we have two event A and B, and if we given the conditional probability of A given B, we can
use Bayes’ Theorem to find probability of B given A.
P ( A ∩ B)
P ( A|B ¿=
P(B)
P (B ∩ A)
P ( B| A ¿=
P( A)
By using;
P ( A ∩ B )=P ( B ∩ A )

P ( A|B ¿=P ( B| A ¿ × P( A) ¿
P( B)
Examples:
I. What is the probability of two children being girls if we are told at least one is a girl?
Possibilities: GG, GB, BG, BB
A= Probability of two children being girls
B= Probability of at least one is a girl
P (B | A) = 1
P (A) = 1/4
P (B) = 3/4
P ( A|B ¿=P ( B| A ¿ × P( A) ¿ = 1× 1/4 = 1 ≈ 0.33

P(B) 3 /4 3
Answer is 0.33

Question 2
Using a Venn diagram:
Mathematics
Biology
37 13 16
34
n (S) = 100
P (M) = Probability that the student studies mathematics
P (B) = Probability that a student studies biology
P (M ∩ B) = Probability that the student studies both mathematics and biology
Therefore,
P (M) = 37/100
P (B) = 16/100
P (M ∩ B) = 13/100
Hence using Conditional Probability Theory:
P(M ∩B) 13/100 13

P ( M| B ¿= = = =0.8125
P( B) 16/100 16
Probability of the student studying mathematics given that the student studies biology = 0.8125

Question 3
If,
 C represents ‘Patient has disease’
 S represents ‘Screening test gives a positive result’
 C' represents ‘Patient does not have a disease’
 S' represents ‘Screening test does not give a positive result’
Then using a tree diagram:

0.8 S CS
C
0.01
0.2 S' CS'
0.05 S C'S
0.99 C'
0.95 S' C'S'
a) Probability of does not have the disease but gives a positive result in the screening test:
P (C' ∩ S) = 0.99 x 0.05 = 0.0495
b) Probability of gives a positive result on the test:

P (S) = P (C ∩ S) + P (C' ∩ S)
= (0.01 x 0.8) + (0.99 x 0.05)
= 0.008 + 0.0495
= 0.0575
c) Probability of Nilu has taken the test and her result is positive:
P (C | S) = P (C ∩ S) / P (S)

= 0.008 / 0.0575
= 0.139
Question 4
If,
 G = Event that the student has a graphics calculator
 H = Event that the student has a computer at home
 D = Event that the student drives to college everyday
This information can be displayed using a Venn diagram as follows:
D
G
2
4
1
2
H 6
By using Venn diagram:

G and D are mutually exclusive events hence P (G ∩ D) = 0
a) Probability that the student either drives to college or has a graphics calculator will be P (G ∪ D).
P (G ∪ D) = P (G) + P (D)
= 5/15 + 2/15
= 7/15 ≈ 0.467
b) From the Venn diagram above, it can be deduced that:

P (G ∩ H) = 1/15 ≈ 0.067
P (G) = 5/15 = 1/3 ≈ 0.333
P (H) = 3/15 = 1/5 = 0.2

Therefore, the events G and H are independent as P (G) x P (H) = P (G ∩ H)
Question 5
Question 5
Question 5
Question 5
Question 5
Question 5
Question 5
Question 5
Question 5
Question 5
Question 5
Question 5
Question 5
Then using a tree diagram:
Outcomes = (B1, B2, B3), (B1, B2, G3), (B1, B2, R3), (B1, G2, B3), (B1, G2, G3), (B1, G2, R3), (B1, R2, B3), (B1,
R2, G3), (B1, R2, R3), (G1, B2, B3), (G1, B2, G3), (G1, B2, R3), (G1, G2, B3), (G1, G2, G3), (G1, G2, R3), (G1, R2,
B3), (G1, R2, G3), (G1, R2, R3), (R1, B2, B3), (R1, B2, G3), (R1, B2, R3), (R1, G2, B3), (R1, G2, G3), (R1, G2, R3),
(R1, R2, B3), (R1, R2, G3), (R1, R2, R3)
a) Probability that they are all blue:

P (B1B2B3) = 6/15 * 5/14 * 4/13 = 4/91 = 0.0440
b) Probability that two are blue and one is green:

P (B1, B2, G3), (B1, G2, B3), (G1, B2, B3),
= (6/15 * 5/14 * 5/13) + (6/15 * 5/14 * 5/13) + (5/15 * 6/14 * 5/13)
= (5/91) + (5/91) + (5/91)

= 15/91
= 0.1648
c) Probability that there is one of each color:

P (B1, G2, R3), (B1, R2, G3), (G1, B2, R3), (G1, R2, B3), (R1, B2, G3), (R1, G2, B3)
= (6/15 * 5/14 * 4/13) + (6/15 * 4/14 * 5/13) + (5/15 * 6/14 * 4/13) + (5/15 * 4/14 * 6/13) + (4/15 * 6/14
* 5/13) + (4/15 * 5/14 * 6/13)
= (4/91) + (4/91) + (4/91) + (4/91) + (4/91) + (4/91)
= 24/91
= 0.2637

Part 2
Question 6
Random variables
A random variable usually written X, is a variable whose possible values are numerical outcomes of a
random phenomenon. There are two types of random variables, discrete and continuous.
Discrete Random Variables
A discrete random variable is one which may take on only a countable number of distinct values such as 0,
1, 2, 3, 4, ……… Discrete random variables are usually (but not necessarily) counts. If a random variable
can take only a finite number of distinct values, then it must be discrete.
Examples:
 Tossing a coin; S = {head, tail}
 Rolling a die; S = {1, 2, 3, 4, 5, 6}
 The number of children in a family
Continues Random Variables
A continues random variable is one which takes an infinite number of possible values. Continues random
variables are usually measurements.
Examples:
 Height
 Weight
 The amount of sugar in an orange
(Maths Insight, n.d.)
Differences between discrete and continuous random variables

Discrete random variables Continuous random variables

 A statistical variable that assumes a finite  A quantitative variable which takes on an
set of data and a countable number of infinite set of data and a uncountable
values. number of values.
 Non-overlapping or otherwise known as  Overlapping or say mutually exclusive
mutually inclusive classification, wherein classification, wherein the upper class-limit
the both the class limit are included. is excluded
 Discrete variables are the variables, wherein  Continuous variables are the random
the values can be obtained by counting. variables that measure something.
 Assumes independent values.  Assumes any value in a given range or
 Can be graphically represented by isolated continuum.
points.  Can be indicated on the graph with the help
of connected points.
Table 4 - Activity 2; Part 2; Question 6; Differences between discrete and continuous random variables
(Nouman, n.d.)
Conclusion
Both discrete and continuous variables can be qualitative and quantitative. However, these two statistical
terms are diametrically opposite to one another in the sense that the discrete variable is the variable with the
well-defined number of permitted values whereas a continuous variable is a variable that can contain all the
possible values between two numbers.
Question 7
M = the score on the red die minus the score on the blue die
Possible outcomes of two fair dice = 62 = 36

Blue die
1 2 3 4 5 6
1 0 -1 -2 -3 -4 -5
2 1 0 -1 -2 -3 -4
3 2 1 0 -1 -2 -3
Red die
4 3 2 1 0 -1 -2
5 4 3 2 1 0 -1
6 5 4 3 2 1 0
Table 5 - Activity 2; Part 2; Question 7; Possible outcomes of two fair dice
a) This is the probability distribution table for random variable M.

m -5 -4 -3 -2 -1 0 1 2 3 4 5
P
(
M 1 2 3 4 5 6 5 4 3 2 1
= 36 36 36 36 36 36 36 36 36 36 36
m
)
m
* -0.139 -0.222 -0.25 -0.222 -0.139 0 0.139 0.222 0.25 0.222 0.139
p
E
(
(-0.139) + (-0.222) + (-0.25) + (-0.222) + (-0.139) + 0.139 + 0.222 + 0.25 + 0.222 + 0.139 0
M
)
(
M
2
0.694 0.889 0.75 0.44 0.139 0 0.139 0.44 0.75 0.889 0.694
p
)
E 0.694 + 0.889 + 0.75 + 0.44 + 0.139 + 0 + 0.139 + 0.44 + 0.75 + 0.889 + 0.694 = 5.824

Table 7 - Activity 2; Part 2; Question 8 (a); The distribution of X
M
2
p
)
V
a
r
(
M
)
Table 6 - Activity 2; Part 2; Question 7; Probability distribution table for random variable M
b) E(M) = (-0.139) + (-0.22) + (-0.25) + (-0.22) + (-0.139) + 0.139 + 0.22 + 0.25 + 0.22 + 0.139 = 0
c) Var ( M )=Σm 2 p−μ2=5.824−0 2=5.824
Question 8
a) The distribution of X is:
X 0 10 20
P(X=x) 1/4 1/2 1/4
E (X) = 20 * ¼ + 10 * ½ + 0* ¼ = 10
Var (X) = E (X2) – (E (X))2
Var (X) = 02 * ¼ + 102 * ½ + 202 * ¼ - 102 = 50

b) E (S) = E (X-10) = E (X) – 10 = 10 – 10 = 0
E (T) = (1/2X - 5) = 1/2E (X) – 5 = ½ * 10 - 5 = 0
c) Var (S) = Var (X) = 50
Var (T) = (1/2)2 Var (X) = 50/4 = 12.5
d) Susan and Thomas play a game using two 10p coins. The coins are tossed and Susan records her score
using the random variable S and Thomas uses the random variable T. After a large number of tosses they
compare their scores. The similarity will be that each of their total scores should approximately be zero
and the difference is that Susan’s score should be more diverse than Thomas’s score.
Question 9
The probability distribution is given as:

x 1 2 3 4
P (X=x) 1/3 1/3 k 1/4
Table 8 - Activity 2; Part 2; Question 9; The distribution of X
a) Since ∑ P (X) = 1
Therefore, P (1) + P (2) + P (3) + P (4) = 1
P (1) + P (2) + P (3) + P (4) = 1
1/3 + 1/3 + k + ¼ = 1
k = 1 - 1/4 - 1/3 - 1/3

= 1 – 0.25 – 0.33 – 0.33
= 0.09
b) P (X ≤ 3) = P (1) + P (2) + P (3)

= 1/3 + 1/3 + 0.09
= 0.33 + 0.33 + 0.09
= 0.75
Table 9 - Activity 2; Part 3; Question 10; The frequency distribution
Part 3
Question 10
Defects (x) 0 1 2 3 4 5
Batches 95 113 87 64 13 8
a) Using the frequency distribution above, the probability distribution for X can be constructed as follows:
The total number of batches = 95 + 113 + 87 + 64 + 13 + 8 = 380
Therefore, the probability distribution for X is:
x 0 1 2 3 4 5
95/380 = 113/380 ≈ 87/380 ≈ 64/380 ≈ 13/380 ≈

P(x) 8/380 ≈ 0.02
0.25 0.30 0.23 0.17 0.03

Table 10 - Activity 2; Part 3; Question 10 (a); The probability distribution for X
b) The mean of this probability distribution can be calculated as follows
x P(x) x * P(x)
0 0.25 0.00
1 0.30 0.30
2 0.23 0.46
3 0.17 0.51
4 0.03 0.12
5 0.02 0.10
∑P(x) = 1 ∑xP(x) = 1.49

Table 11 - Activity 2; Part 3; Question 10 (b); The mean of this probability distribution
Therefore, mean µ = 1.49
c) The variance and standard deviation for this probability distribution can be calculated as follows:
x P(x) x2 x2 * P(x)
0 0.25 0 0.00
1 0.30 1 0.30
2 0.23 4 0.92
3 0.17 9 1.53
4 0.03 16 0.48
5 0.02 25 0.50
∑P(x) = 1 ∑x2P(x) = 3.73

Table 12 - Activity 2; Part 3; Question 10 (c); The variance and standard deviation
Therefore, variance σ2 = ∑x2P(x) - µ2

= 3.73 – (1.49)2
= 3.37 -2.12
= 1.51
Standard Deviation σ = √1.51 = 1.23
Question 11
a) The number of successful surgeries, X can be represented by a binomial distribution with n = 3 trials,
success probability p = 0.75 and failure probability q = 1− p = 0.25.
Therefore, P (2) = nC2p2qn−2
= 3C2(0.75)2(0.25)1
≈ 0.422
b) If X is the number of successes, then the possible values of X are 0,1,2,3
c) In order to calculate the probability distribution for X, P (0), P (1), P (2) and P (3) need to be calculated
as follows:
P (0) = nC0p0qn−0
= 3C0(0.75)0(0.25)3
= 1/64 ≈ 0.016

P (1) = nC1p1qn−1
0.45 =
0.422 0.422
3C1(0.75) (0.25)
1 2
0.4
= 9/64 ≈
0.35
0.141
0.3
P (2) = nC2p2qn−2
Probability, P(x)
0.25
= 3C2(0.75)2(0.25)1
0.2
0.15 0.141 = 27/64 ≈ 0.422
0.1 P (3) = nC3p3qn−3
0.05 =
0.016
3C3(0.75) (0.25)
3 0
0
Number of Success, x = 27/64 ≈ 0.422
Therefore, the
probability distribution for X is:
x 0 1 2 3
P(x) 1/64 ≈ 0.016 9/64 ≈ 0.141 27/64 ≈ 0.422 27/64 ≈ 0.422

Table 13 - Activity 2; Part 3; Question 11 (c); The probability distribution for X
d) Probability distribution for X using a histogram is as shown below:
e) Mean of X, µ = np
= 3 × 0.75
= 2.25
f) The variance and standard deviation of X are as follows:

Variance, σ2 = npq
= 30 × 75 × 0.25
= 0.5625
Standard Deviation, σ = √npq
Chart 1 – Activity 2; Part 3; Question 11 (d); Probability distribution for X

= √0.5625
= 0.75
Question 12
a) The number of rainy days, X can be represented by a binomial distribution with n = 30 trials (the number
of days in the month of November), success probability p = 0.16 (representing a rainy day) and failure
probability q = 1− p = 0.84. Although it is not quite true that the weather (rain or not) is independent
from day to day, we shall assume it is quite close to being independent, in order to use the binomial
distribution.
Therefore,
P (5) = nC5p5qn−5
= 30C5(0.16)5(0.84)25
≈ 0.191
P (15) = nC15p15qn−15
= 30C15(0.16)15(0.84)15
≈ 0.00001308
b) The mean number of days with rain in November is;

µ = np
= 30 × 0.16
= 4.8
c) The variance and standard deviation of the number of days with rain in November are:
Variance: σ2 = npq
= 30 × 0.16 × 0.84
= 4.03
Standard Deviation: σ = √npq

= √4.032
= 2.01
Question 13
a) The number of customers that make a purchase, X, can be represented by a binomial distribution with n
= 18 trials (the total number of customers), success probability p = 0.26 (representing a customer who
makes a purchase) and failure probability q = 1−p = 0.74.
Again, it is not quite true that the customers’ decisions to make a purchase are independent, as for example,
their conversations among each other or with the sales people may influence other customers around.
Nevertheless, we shall assume these decisions are quite close to being independent, in order to use the
binomial distribution.
Therefore:
P (10) = nC10p10qn−10
= 18C10(0.26)10(0.74)8
≈ 0.00555
P (18) = nC18p18qn−18
= 18C18(0.26)0(0.74)18
≈ 0.0000000000295
P (3) = nC3p3qn−3
= 18C3(0.26)3(0.74)15
≈ 0.157
b) The expected number of customers who make a purchase are:

µ = np

= 18 × 0.26
= 4.68
c) The variance and standard deviation of the number of customers who make a purchase are:
Variance, σ2 = npq
= 18 × 0.26 × 0.74
= 3.46
= √3.46
= 1.86
Question 14
The standardized score can be calculated as:
Raw score – mean
Standardized score=
Standard deviation
93−75
¿
5
¿ 3.6
Therefore, the score is 3.6 standard deviations above the mean indicating that Shan will in the 3%
outside the 3 standard deviations. Hence, it will be an outlier.

Question 15
Mean = 12 days
Standard deviation = 3 days
If the dataset is normally distributed, the bell curve will follow the below rules:
 The center of the bell curve is the mean of the data point (also the highest point in the bell curve).
 68.2% of the total data points lie in the range (Mean – Standard Deviation to Mean + Standard
Deviation).
 95.5% of the total data points lie in the range (Mean – 2*Standard Deviation to Mean + 2*Standard
Deviation)
 99.7% of the total data points lie in the range (Mean – 3*Standard Deviation to Mean + 3*Standard
Deviation)
Therefore, according to this scenario:
1. (Mean−standard deviation )∧(Mean +standard deviation)
( 12−3 )∧( 12+3 )
Between 9 and 15 days represent 68% of the total data points.

2. (Mean−( 2∗standard deviation ))∧( Mean+(2∗standard deviation))
( 12−(3∗2) ) ∧( 12+(3∗2) )
Between 6 and 18 days represent 95% of the total data points.
3. (Mean−(3∗standard deviation))∧(Mean+(3∗standard deviation))
( 12−(3∗3) )∧( 12+(3∗3) )

Between 3 and 21 days represent 97.7% of the total data points.

a) Therefore, below bell curve indicates the percentage of the products last between 9 and 15 days.
Y-Values
Y-Values P (9 < X < 15) =
0.14
0.14
68%
0.12
0.12 Like earlier
0.1
0.1 mentioned 9 and

0.08
0.06 34%
15 days represent
0.08
0.04
68% of the total
0.06 data points. Thus
0.02
34%
0
0.04 2 4 6 8 10 12 14 16 18 20 22
it is within 1
standard deviation
0.02
of the mean.
0
2 4 6 8 10 12 14 16 18 20 22
Chart 2 - Activity 2; Part 3; Question 15 (a); The percentage of the products last between 9 and 15
days.
b) Below bell curve indicates the percentage of the products last between 12 and 15 days.
P (12 < X < 15) = 34%

Like earlier mentioned 9 and 15 days represent 68% of the total data points. Thus 12 and 15 days are also
within 1 standard deviation of the mean. Therefore it is only half of it (12+3=15). 68%/2 = 34% of the
products last between 12 and 15 days.
34%
Chart 3 - Activity 2; Part 3; Question 15 (b); The percentage of the products last between 12 and 15
days

c) Below bell curve indicates the percentage of the products last 6 days or less.
Y-Values
Y-Values
0.14
0.14
0.12
0.12
0.1
0.1
0.08
0.08
0.06
0.06
0.04
0.04
0.02
0.02
2%
0
02 4 6 8 10 12 14 16 18 20 22
2 4 6 8 10 12 14 16 18 20 22
Chart 4 - Activity 2; Part 3; Question 15 (c); The percentage of the products last 6 days or less
(The value−Mean)
=How many standard deviation ¿ the mean
Standard deviation
(6−12) −6
= =−2
3 3
Therefore, 6 days are within the 95% of the total data points. 6 days and 12 days represent only half of it
(95% / 2 = 47.5%). Therefore, 47.5% of the area represents 12 days and 15 days from the mean. Since the
area needed to be shaded is 6 days or less. (50% - 47.5% = 2.5%) of the products last 6 days or less.
d) Below bell curve indicates the percentage of the products last 15 or more days.
(The value−Mean)
=How many standard deviation ¿ the mean
Standard deviation
(15−12) 3
= =1
3 3
16%
Therefore, 6 days are within the 68% of the total data points. 12 days and 15 days represent only half of it
(68% / 2 = 34%). Therefore, 34% of the area represents 12 days and 15 days from the mean. Since the area
needed to be shaded is 15 days or more. (50% - 34% = 16%) of the products last 15 days or more.
Question 16
Using binomial distribution, let the number of who pass the drivers’ test is X, then:
 Total number of drivers, n = 120
 Probability of passing the test, p = 0.78
 Probability of failing the test, q = 1 – p = 1-0.78 = 0.22
 Required = P (X > 99)
Hence using the binomial formula, the following will need to be calculated:
P(X=100) + P(X=101) +…. + P(X=120)
However, this is difficult to calculate as n is too large and p is not close to 0 or 1. Therefore, it would be
advisable to use the normal distribution.
Using the normal distribution, the mean and standard deviation can be calculated as follows:
Mean, µ = np
= 120 × 0.78
= 93.6

= √20.592
= 4.538

Part 4
Question 17
Use of probability theory in hashing and load balancing
Probability in Hashing
A popular method for storing a collection of items to support fast look-up is hashing them into a table.
Trouble starts when we attempt to store more than one item in the same slot. The efficiency of all hashing
algorithms depends on how often this happens.
Birthday paradox.
Consider a group of n people. Each person claims one particular day of the year as her birthday. For
simplicity, I assume that nobody claims February 29 and we talk about years consisting of k = 365 days
only. Assume also that each day is equally likely for each person. In other words:
P (individual i is born on day j) = 1/k
for all i and all j. Collecting the birthdays of the n people, we get a multiset of n days during the year. We
are interested in the event, A, that at least two people have the same birthday. Its probability is one minus
the probability that the n birthdays are distinct, that is:
P ( A )=1−P ( Ā )
k k −1 k −n+1
P ( A )=1− ∙ ………
k k k

k!
P ( A )=1−
( k −n ) ! k n
The probability of A surpasses one half when n exceeds 21, which is perhaps surprisingly early. See Figure
1 for a display how the probability grows with increasing n.
0 10 20 30 40 n
Chart 6 - Activity 2; Part 4; Question 17; The probability that at least two people in a group of n share the same birthday
(Science Buddies, 2012)
Hashing
Hashing is the transformation of a string of characters into a usually shorter fixed length value or key that
represents the original string. Hashing is used to index and retrieve items in a database because it is faster to
find the item using the shorter hashed key than to find it original value. It is also used in many encryption
algorithms.
The hashing algorithm is called the hash function. Hash function is best way of storing passwords. Steps of
hash function for storing password are:
 Calculate the hash of the password.

 Store the hash value of the password in the hash table.
 Once a user enters a password, calculate the hash of entered password.

 Check whether there are any matches in the hash table.
Hash Table (T)
Location to
store values
(n)
Keys are selected randomly to store in ‘T’.

If the largest number of keys that can be stored without a collision is ‘m’
Pr (Collision does not occur at m) > 1/2
(Techopedia, n.d.).
Probability in Load balancing
Load balancing is dividing the amount of work that a computer has to do between two or more computers so
that more work gets done in the same amount of the time and in general, all users get served faster. Load
balancing can be implemented with hardware, software or a combination of both. Typically, load balancing
is the main reason for computer server clustering (NGINX, n.d.).
As Load balancing is concerned with distributing tasks among multiple resources, it can be modelled as
tossing balls into bins. Balls can be considered as tasks and bins as resources.
Balls and Bins
Consider the process of tossing m balls into n bins. The tosses are uniformly at random and independent of
each other, implying that the probability that a ball falls into any given bin is 1/n.
If npi is the event that the ball i will fall into bin P and ∑ ij is the event that ball i and ball j collide. Then the
probability of any two balls falling into one bin or in other words the probability of the second ball falling
into bin P after the first ball has fallen into a particular bin P would be 1/n.
Also, the probability of a particular bin being empty and the expected number of bins would be as follows:

P (bin is empty) = (1-1/n) n
Therefore, the expected number of bins would be n/e using random variables.
(Kong and Zhang, 2007)
Activity 3
Part 1
Question 1
A circle is a set of points a given distance from one point called the center. The distance from the center is
called the radius.
Distance from
center
Center
Circle
If the circle is at the origin:
Y
r2 = (x - 0)2 + (y - 0)2
(x, y)
Therefore equation of circle is;
r
r is the radius
r2 = x2 + y 2
(0, 0) X

If the circle is not at the origin:
Y
(x, y)
r2 = (x - h)2 + (y -k)2 The center is at (h, k)
r
r = √(x - h)2 + (y - k)2

(h, k)
0
X
Therefore, if the center of the circle is (2, -7) and a point on the circle is (5, 6) as shown in the figure below,
the radius of the circle can be obtained as follows:
(5, 6) r2 = (x2 – x1)2 + (y2 – y1)2

r2 = (5 – 2)2 + (6 – (-7))2
r
r2 = 32 + 132
r = √ 9 + 169
(2, -7)
r = √ 178
r = 13.34
0 X

If the original equation of the circle is expanded, it would be as follows:
r = √ (x-h)2+(y-k)2
r2 = x2 – 2xh + h2 + y2 – 2yk + k2
If r and (h, k) are substituted into the equation, the formula of the circle can be obtained as follows:
r2 = x2 – 2xh + h2 + y2 – 2yk + k2
13.342 = x2 – 2 *(2) + 22 + y2 – 2y*(-7) + (-7)2
178 = x2 – 4x + 4 + y2 + 14y + 49
178 = x2 – 4x + y2 + 14y + 53
178 - 53 = x2 – 4x + y2 + 14y
Therefore, formula of the circle with center (2, -7) and a point on the circle (5, 6) will be:
x2 – 4x + y2 + 14y = 125

Question 2
The equation z = 3 represents the set {(x, y, z) | z = 3}, which is the set of all points in R 3 whose z-coordinate
is 3. This is the horizontal plane that is parallel to the xy-plane and three units above it as in figure 1.
0 y
x
Figure 1 - Activity 3; Part 1; Question 2; z = 3, a plane in R3
The equation y = 5 represents the set of all points in R3 whose y-coordinate is 5. This is vertical plane that is
parallel to the xz-plane and five units to the right of it as in figure 2.
0
x
5
Figure 2 - Activity 3; Part 1; Question 2; y = 5, a plane in R3

Question 3
Sphere is a set of points in space with equal distance from the point called center.
Y
Z
When center is (a, b, c) and r is the radius;
(a, b, c) Equation of this sphere:
r2 = (x - a)2 + (y - b)2 + (z - c)2

(x, y, z)
0 X
Therefore, equation of a sphere with radius (r) and center C(h, k, l) will be:
Y
Z
C ≡ (h, k, l)
r
(x, y, z)
0 X

r2 = (x – a)2 + (y – b)2 + (z – c)2
r2 = (x – h)2 + (y – k)2 + (z – l)2
Question 4
Using the equation of a sphere:
r2 = (x – a)2 + (y – b)2 + (z – c)2

x2 + y2 + z2 + 4x - 6y + 2z + 6 = 0
x2 + y2 + z2 + 4x - 6y + 2z = -6
x2 + 4x + 4 + y2 - 6y + 9 + z2 + 2z + 1 = -6 + 4 + 9 +1
(x2 + 4x + 4) + (y2 - 6y + 9) + (z2 + 2z + 1) = 8
(x + 2)2 + (y – 3)2 + (z + 1)2 = 8
Therefore, center of the sphere (x, y, z) = (-2, 3, -1)
Radius of the sphere, r = √8 = 2√2 ≈ 2.828

Part 2
Question 5
3y = 2x - 5
2y = 2x + 7
In the first equation, let x be 0. Replace x with 0, and solve the equation. This gives the value of y.
X= 0
3y = 2(0)-5
3y = -5
y = (-5)/3 = -1.67
Therefore, first coordinate is (0, -1.67)
Let y be 0. In the first equation, let y be 0 and solve the equation. This gives the value of x.
y= 0
3(0) = 2x-5
5 = 2x
5/2 = x
x =2.5
Therefore, the first coordinate is (2.25, 0)
x, y coordinates for 3y= 2x-5 mentioned below.
Point x y
A 0 -5/3
B 2.5 0
Table 14 - Activity 3; Part 2; Question 5; x, y coordinates for 3y= 2x-5
In the second equation, let x be 0. Replace x with 0, and solve the equation. This gives the value of y.
X= 0
2 y=2 x+7

2 y=2(0)+7
2 y=7
7
y= =3.5
2
Therefore, first coordinate is (0, 3.5)
Let y be 0. In the second equation, let y be 0 and solve the equation. This gives the value of x.
y= 0
2 y=2 x+7
2 ( 0 )=2 x +7
−7 =2x
−7
=x
2
x=−3.5
Therefore, the second coordinate is (−3.5, 0)
x, y coordinates for 2y=2x+7 mentioned below.
Point x y
C 0 3.5
D -3.5 0
Table 15 - Activity 3; Part 2; Question 5; x, y coordinates for 2y=2x+7

y 2y = 2x + 7
6
4
C ≡ (0, 3.5)
3y = 2x - 5
2
D ≡ (-3.5, 0)
B ≡ (2.5, 0)
-16 -14 -12 -10 -8 -6 -4 -2 0 2 4 6 x

A ≡ (0, -1.67)
-2
-4
-6
-8
-10
D ≡ (-15.5, -12) -12
Chart 7 - Activity 3; Part 2; Question 5; Graphs for 3y = 2x - 5 and 2y = 2x + 7
Point of intersection of 3y = 2x - 5 and 2y = 2x + 7
Where the two lines cross (3y = 2x - 5 and 2y = 2x + 7) is called point of intersection. Certainly this point
has (x, y) coordinates. It is same point for Line 1 (3y = 2x - 5) and Line 2 (2y = 2x + 7). So, at the point of
intersection the (x, y) coordinates for Line equal the (x, y) coordinates for Line 2.

Since at the point of intersection the two y-coordinates are equal, let’s set the y-coordinate from Line 1 (3y =
2x - 5) equal to the y-coordinate from Line 2 (2y = 2x + 7).
The y-coordinate for Line 1 is:

(3y = 2x – 5) * 2 = (6y = 4x - 10)
The y-coordinate for Line 1 is:
(2y = 2x + 7) * 3 = (6y = 6x + 21)
Setting the two y-coordinates equal:

4x – 10 = 6x + 21
The x-coordinate for the point of intersection:

4x – 10 = 6x + 21
4x – 6x = 21 + 10
-2x = 31
x = -31/2
x = -15.5
So, we have the x- coordinate for the point of intersection. It is x = -15.5. Now let’s find the y-coordinate.
The y-coordinate can be found by placing the x-coordinate, -15.5, into either of the equations for the lines
and solving for y.
3y = 2x – 5
3y = 2 * (-15.5) – 5
3y = -31 – 5
3y = -36
Y = -12
The point of intersection (C) for 3y = 2x - 5 and 2y = 2x + 7 is (-15.5, -12).

Question 6
The volume of a tetrahedron with a, b, c as co-terminal edges is obtained as follows:
1
Volume= × ( area of base ) ×(height)
3
Volume=
|(
1 1
3 2 )
|a ×b| c cos θ |
1
Volume= |( a× b ) . c|
6
If a=( 2i+3 j ) , b=( 4 i−2 j ) , c=( 1 i+ 4 j ) then
1
Volume=
6
|( a× b ) . c|
1
Volume= ( 2 i+3 j )( 4 i−2 j ) (1 i+4 j ) cos θ
6
1
Volume= ( 8−6 ) ( 1i + 4 j ) cos θ
6
1
Volume= ( 1i+ 4 j ) cos θ
3
Therefore, the expected volume of tetrahedron would be:
1
( 1 i+ 4 j ) cosθ
3

Three vector coordinates should be used to solve the issue in addition to i and j vectors, since this is 3D
object. Thus, it deals with three dimensions and it is called as a three scalar product. Therefore, it is
necessary to have three coordinates (i, j, k). When adding the third vector coordinate (k), the values of a, b
and c vary according to the respective k values.
However, the k co-ordinate is not included in a, b and c. Therefore, x, y and z are assumed to represent k
coordinates, then:
a = (2i + 3j + xk)
b = (4i – 2j + yk)
c = (1i + 4j + zk)
1
Volume=
6
|( a× b ) . c|
| |
i j k
1
Volume= ∙ 2 3 x ∙ ⟨1 , 4 , z ⟩
6
4 −2 y
1 3 x
Volume= ∙
6 −2 y |
i−
2
4 | | xy| j +|24 −23 |k ∙ ⟨ 1 , 4 , z ⟩
1
Volume= ∙ ⟨ (3 y +2 x ) , (−2 y +4 x ) ,(−16) ⟩ ∙ ⟨ 1, 4 , z ⟩
6
1
Volume= ∙|( 3 y+ 2 x ) , (−8 y+ 16 x ) ,(−16 z )|
6
1
Volume= ∙|2 x +16 x +3 y−8 y−16 z|
6
1
Volume= ∙|18 x−5 y−16 z|
6
1
Therefore , volume of tetrahedron= ∙|18 x −5 y−16 z|
6

Activity 4
Part 1
Question 1
The slope of the tangent is the derivative of f. Thus:
'
f ( x )=4 x+1
and so f(x) is the indefinite integral
f ( x )=∫ f ' ( x ) dx=∫ ( 4 x +1 ) dx
2
f ( x )=2 x + x+C
Using the fact that the graph of f passes through the point (1, 2):
2=2+1+C∨C=−1
Therefore, the desired function is f ( x )=2 x 2+ x−1
Question 2
The slope of the tangent is the derivative of f. Thus:

' 2
f ( x )=3 x + 6 x −2
and so f(x) is the indefinite integral
f ( x )=∫ f ' ( x ) dx=∫ ( 3 x +6 x−2 ) dx

2
f ( x )=x 3 +3 x 2−2 x +C
Using the fact that the graph of f passes through the point (0, 6):
C=6

Therefore, the desired function is f ( x )=x 3 +3 x 2−2 x +6
Part 2
Question 3
Let P (t) denote the population of the community t years from now. Then the rate of change of the
population with respect to time is the derivative.
dP
=P' ( t )=0.6 t 2 +0.2 t+0.5
dt
It follows that the population function P (t) is an antiderivative of 0.6t2 + 0 .2t + 0 .5. That is:
P ( t ) =∫ P ' ( t ) dt =∫ ( 0.6 t 2+ 0.2t +0.5 ) dt =0.2 t 2 +0.1 t 2+ 0.5t +C
For some constant C. During the next 2 years, the population will grow on behalf of:
P ( 2 )−P ( 0 )=0.2∙ 23+ 0.1∙ 22 +0.5 ∙2+C−C
P ( 2 )−P ( 0 )=1.6+ 0.4+1=3 thousand people
Hence, the pollution in the lake will increase on behalf of 5 * 3 = 15 units.

Question 4
Let s(t) denote the displacement of the car after t minutes.
da
Since v ( t )= =s '(t ) it follows that:
dt
s ( t ) =∫ v ( t ) dt =∫ ( 1+ 4 t+ 3t 2 ) dt =t+ 2t 2+ t 3 +C
During the 3rd minute, the object travels:
s ( 3 )−s ( 2 )=3+ 2∙ 9+27+ C−2−2 ∙ 4−8−C=30 meters
During the 3rd minute, the object travels 30 meters.

Part 3
Question 5
f ( x )=x−3 x 2 /3
Rather than making a sign chart for f(x), I will instead note all intercepts and let other aspects imply where
f(x) > 0 and where f(x) < 0.
x − 3x2/3 = 0 ⇐⇒ x2/3 (x1/3 −3) = 0 ⇐⇒ (x2/3 = 0) ∨ (x1/3 = 3) ⇐⇒ x ∈{0,27}
f (x)
Thus x-intercepts are (0, 0) and (27, 0), the former also being the y-intercept. Next I create a sign chart for
f''(x).
( )
2 −1 3
d x −2
f ' ( x )= 3
x−3 x =1−2 x = 1 3
dx
x3
Thus f''(x) = 0 ⇐⇒ x1/3 = 2 ⇐⇒ x = 8, while f''(x) does not exist ⇐⇒ x = 0. We need both points for our
sign chart. (Note: f(x) is continuous on all of R.)
' x 3 −2
f ( x )= 1
x3
factors:
○/○ ○/● ●/●
sign f'': ● 0 ○/○ 8 ●
graph behavior:
Chart 8 - Activity 4; Part 3; Question 5; Sign chart
 A local maximum at (0, f (0)) = (0, 0);

 A local minimum at (8, f (8)) = (8, 8 – 3 . 82/3) = (8, 8 – 3 . 4) = (8, -4)

While f'' (8) = 0 so the graph’s slope is horizontal there, f'' (0) does not exist so the graph is not smooth at x
= 0. In fact, the graph “approaches vertical” as x → 0, can be observed as follows:
lim ¿
'
x→ 0−¿f ( x ) = lim ¿¿ ¿
1
−¿
x −2 −2/0
3
x →0−¿ ∞¿
1
❑
x3
lim ¿
x→ 0+¿ f ( x ) =
'
lim ¿ ¿¿
1
+¿
x 3 −2 −2/0
x→ 0+¿ −∞ ¿
1
❑
x3
Concavity by computing f''' (x) and constructing its sign chart:
d
''
f ( x) = ( 1−2 x−1/ 3 )= 2 x−4 / 3= 2−4/ 3 = 2
dx 3 3x 3¿¿
This does not exist at x = 0, but x ≠ 0 ⇒ f'''(x) > 0, so this curve is concave up on any interval which does
not contain x = 0.
The graph of f(x) = x – 3x2/3 sketched as follows:
Therefore, the minimum point (8, -4), and the x-intercepts at x = 0, 27.
4 x – 3x2/3
-8 -4 4 8 12 16 24 28 32
20
-4
-8
Chart 9 - Activity 4; Part 3; Question 5; The graph of f(x) = x – 3x2/3

Question 6
f (x)=3 x 4 −6 x 3+ 3 x 2
By factorization, x intercepts:
2 2
f ( x)=3 x (x −2 x+1)
2 2 2
f ( x)=3 x (x −1)(x −1)
When y=0: X=0, x=1
Y intercepts: X=0, y=0
Maxima and minima

dy 3 2
=12 x −18 x +6 x
dx
By using factoring:
dy 2
=6 x (2 x −3 x +1)
dx
−b ± √b 2−4 ac
2a
−(−3) ± √(−3)2−4∗2∗1
2∗2
−(−3) ± √9−8
4
3± √ 1
4
3± 1
4
dy
When =0
dx
1
x=1 ¿ x= ¿ x=0 So we have max or min at approximately,
2
1 3
(1,0) ¿ ( , ) ¿ (0, 0)
2 16
To determine whether the points mentioned above are maximum or minimum, second derivative should be
calculated.

Second derivative
d2 x 2
2
=36 x −36 x+ 6
dx
If x = 1 y = 6
Y ’ ’> 0 , It is positive. Thus min at (1,0)
If x = ½ y = -3
1 3
Y ’ ’< 0 , It is negative. Thus max at ( , )
2 16
If x = 0 y = 6
Y ’’> 0 , It is positive. Thus min at (0 , 0)
Point of inflection
2
d x 2
2
=36 x −36 x+ 6
dx
Now,
−b ± √b 2−4 ac
2a
−(−36) ± √ (−36)2−4∗36∗6
2∗36
−(−36)± √1296−864
72
36 ± √ 432
72
3± 20.78
72
x=0.788∨x=0.211
Points of inflection = ( 0.211 , 0.577 )∧( 0.788 ,−0.577 )

0.2 3𝑥4−6𝑥3+3𝑥2
0.18
0.16
0.14
0.12
0.1
0.08
0.06
0.04
0.02
0
-0.4 -0.2 0 0.2 0.4 0.6 0.8 1 1.2 1.4
Chart 10 - Activity 4; Part 3; Question 6; The graph of 3𝑥4−6𝑥3+3𝑥2
The curve shown above is for typical quartic equation.

Part 4
Question 7
The first derivative and locate stationary points can be calculated as follows:
f ( x )=cos 2 x , 0.1≤ x ≤ 6
df
=−2 sin2 x
dx
Hence stationary points are at values of x in the range specified for which sin 2x = 0 (e.g. at 2x = π or
2x = 2π or 2x = 3π).
∴ Stationary points at x = π/2, x = π, x = 3π/2
The second derivative can be calculated as follows:

2
d f
2
=−4 cos 2 x
dx
The second derivative at each stationary points can be evaluated as follows:
d2 f
dx 2
∫ ¿−4 cos π=4> 0∴ x= π2 locates a local minimum .
π
x=
2
2
d f
dx 2
∫ ¿−4 cos 2 π =−4<0 ∴ x=π locates a local maximum .
x= π
d2 f 3π
dx 2
∫ ¿−4 cos 3 π =−4>0 ∴ x=
2
locates a local minimum .
3π
x=
2
f(x)
3π/2
0.1 π/4 π/2 3π/4 6 x
Chart 11 - Activity 4; Part 4; Question 7; The graph of f(x) = cos 2x

Question 8
The positions of the stationary points can be calculated as follows:
4 3
f ( x )=x −1/3 x
df 3 2 2
=4 x −x =x ( 4 x−1)
dx
df
=0 when x =0∨when x=1/ 4
dx
The value of the second derivatives at the stationary points can be calculated as follows:
2
d f 2
2
=12 x −2 x
dx
2
d f
dx
2 ∫ ¿ 0 , which isinconclusive .
x=0
2
d f
dx 2
∫ ¿ 12 1 1 1
− = > 0 Hence x= locates alocal minimum .
16 2 4 4
1
x=
4
Using this analysis we cannot decide whether the stationary point at x = 0 is a local maximum, minimum or
a point of inflection. However, just to the left of x = 0 the value of df/dx (which equals x 2 (4x − 1)) is
negative whilst just to the right of x = 0 the value of df/dx is negative again. Hence the stationary point at x
= 0 is a point of inflection. This is confirmed by sketching the curve as follows.
f(x)
1/4
-0.0013 x
Chart 12 - Activity 4; Part 4; Question 8; The graph of f(x) = x4 – 1/3x3

Question 9
y = 12 x 2 − 2x
d
By using the derivative slope is = 24 x−2
dx
By using factoring = 2(12 x−1)
By dividing all by 4 = (
12 x 1
−
12 12 )
1
Therefore critical points are x = 0, x =
12
d2 x
By using the second derivative = 24
d x2
When f(x) =0
Evaluate the second derivative at x=1/12. If the second derivative is positive, then this is a local minimum.
If it is negative, then this is a local maximum.
x=1/12 is a local minimum, because the value of the second derivative is positive. This is referred to as the
second derivative test.
Minimum at ( 121 ,− 121 )
y = x 2 + 4x + 1
d
By using the derivative slope is = 2 x+ 4
dx
By using factoring = 2(x +2)
Therefore, critical points are x = 0, x = -2
d2 x
By using the second derivative 2 = 2
dx
When f(x) =0
Evaluate the second derivative at x=-2. If the second derivative is positive, then this is a local minimum. If
it is negative, then this is a local maximum.
x=-2 is a local minimum, because the value of the second derivative is positive. This is referred to as the
Minimum (−2 ,−3 ¿

y = 12x − 2x 2
d
By using the derivative slope is = 12−4 x
dx
By using factoring = 4 (3−x)
Therefore, critical points are x = 0, x = 3

2
d x
By using the second derivative = −4
d x2
When f(x) =0
Evaluate the second derivative at x=3. If the second derivative is positive, then this is a local minimum. If it
is negative, then this is a local maximum.
x=3 is a local maximum because, the value of the second derivative is negative. This is referred to as the
Maximum (3 ,−54 ¿
y = −3x 2 + 3x + 1
dy
By using the derivative slope is = −6 x +3
dx
By using factoring = 3(−2 x +1)
By dividing all by 4 =( −2 x 1
+
−2 −2 )
1
Therefore, critical points are x = 0, x =
2
2
d x
By using the second derivative 2 = −6
dx
When f(x) =0
Evaluate the second derivative at x=1/2. If the second derivative is positive, then this is a local minimum. If
it is negative, then this is a local maximum.
x=1/2 is a local maximum because, the value of the second derivative is negative. This is referred to as the
Maximum at ( 12 , 74 )

By further differentiation, y = 12x 2 − 2x and y = x 2 + 4x + 1 can be identified as the lines with minimum.
Conclusion
Mathematics is about pattern and structure; it is about logical analysis, deduction, calculation within these
patterns and structures. When patterns are found, often in widely different areas of science and technology,
the mathematics of these patterns can be used to explain and control natural happenings and situations.
Mathematics has a pervasive influence on our everyday lives, and contributes to the wealth of the country.
The everyday use of arithmetic and the display of information by means of graphs, are an everyday
commonplace. These are the elementary aspects of mathematics. Advanced mathematics is widely used, but
often in an unseen and unadvertised way.
 The mathematics of error-correcting codes is applied to CD players and to computers.

 The stunning pictures of faraway planets sent by Voyager II could not have had their crispness and
quality without such mathematics.
 Voyager's journey to the planets could not have been calculated without the mathematics of
differential equations.
 Whenever it is said that advances are made with supercomputers, there has to be a mathematical
theory which instructs the computer what is to be done, so allowing it to apply its capacity for speed
and accuracy.
 The development of computers was initiated in this country by mathematicians and logicians, who
continue to make important contributions to the theory of computer science.
 The next generation of software requires the latest methods from what is called category theory, a
theory of mathematical structures which has given new perspectives on the foundations of
mathematics and on logic.
 The physical sciences (chemistry, physics, oceanography, astronomy) require mathematics for the
development of their theories.
 In ecology, mathematics is used when studying the laws of population change.
 Statistics provides the theory and methodology for the analysis of wide varieties of data.
 Travel by aero plane would not be possible without the mathematics of airflow and of control
systems.

These applications have often developed from the study of general ideas for their own sake: numbers,
symmetry, area and volume, rate of change, shape, dimension, randomness and many others. Mathematics
makes an especial contribution to the study of these ideas, namely the methods of
 Precise definitions;
 Careful and rigorous argument; representation of ideas by many methods, including symbols and
formulae, pictures and graphics;
 Means of calculation;
 And the obtaining of precise solutions to clearly stated problems, or clear statements of the limits of
knowledge.
These features allow mathematics to provide a solid foundation to many aspects of daily life, and to give a
comprehension of the complexities inherent in apparently quite simple situations.
In this assignment I am given brief description about Importance of Maths in the Field of Computing.
Mathematics is an important foundation for many science and engineering disciplines. Similarly, discrete
mathematics and logic are foundations for computer based disciplines such as computer science, software
engineering and information systems.
Complete documentation has done for this Maths for computing assignment. I have completed this
assignment using my best knowledge, which I have learnt during the Maths classes as well as while I was
doing the assignment, I have enjoyed and got more knowledge and gained more experience too.

References
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Techopedia (n.d.). What is Hashing?. Techopedia [online]. Available at <

https://www.techopedia.com/definition/14316/hashing > [Accessed on 14th August 2018].

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Unit 11: Maths for Computing Assignment 1 page 2

Unit Title Unit 11 : Maths for Computing

Assignment Number Assessor

LO1 Use applied number theory in practical computing scenarios.

Pass, Merit & Distinction P1 P2 M1 D1

Pass, Merit & Distinction P3 P4 M2 D2

Pass, Merit & Distinction P7 P8 M4 D4

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Unit 11: Maths for Computing Assignment 1 page 3

Unit 11: Maths for Computing Assignment 1 page 4

Word Processing Rules

Unit 11: Maths for Computing Assignment 1 page 5

1. I know that plagiarism is a punishable offence because it constitutes theft.

Unit 11: Maths for Computing Assignment 1 page 6

Unit Number and Title Unit 11 : Maths for Computing

Assignment Title Importance of Maths in the Field of Computing

Submission Date 08/03/2019

IV Name & Date

Unit Learning Outcomes:

LO2 Analyse events using probability theory and probability distributions

LO4 Evaluate problems concerning differential and integral calculus.

Assignment Brief and Guidance:

Unit 11: Maths for Computing Assignment 1 page 7

Unit 11: Maths for Computing Assignment 1 page 8

Unit 11: Maths for Computing Assignment 1 page 9

The random variables S and T are defined as follows:

9. A discrete random variable X has the following probability distribution:

Unit 11: Maths for Computing Assignment 1 page 10

17.Evaluate probability theory to an example involving hashing and load balancing.

Unit 11: Maths for Computing Assignment 1 page 11

2. What surfaces in R3 are represented by the following equations?

3. Find an equation of a sphere with radius r and center C(h, k, l).

5. 3y= 2x-5 , 2y=2x+7 evaluate the x, y values using graphical method.

a=(2i+3j) , b=(4i-2j) and c=(1i+4j) evaluate the volume of the shape.

Unit 11: Maths for Computing Assignment 1 page 12

8. Determine the local maxima and/or minima of the function y = x4 −1/3x3

9. By further differentiation, identify lines with minimum y = 12 x 2 − 2x, y = x 2 + 4x + 1,

Unit 11: Maths for Computing Assignment 1 page 13

LO1 : Use applied number theory in practical computing scenarios

P1 Calculate the greatest common divisor and least common multiple

P2 Use relevant theory to sum arithmetic and geometric progressions.

M1 Identify multiplicative inverses in modular arithmetic.

D1 Produce a detailed written explanation of the importance of prime

P3 Deduce the conditional probability of different events occurring

M2 Calculate probabilities within both binomially distributed and

D2 Evaluate probability theory to an example involving hashing and

LO3 Determine solutions of graphical examples using

P5 Identify simple shapes using co-ordinate geometry.

P6 Determine shape parameters using appropriate vector methods.

M3 Evaluate the coordinate system used in programming a simple

P7 Determine the rate of change within an algebraic function.