Higher Nationals -

Internal verification of assessment decisions – BTEC (RQF)

INTERNAL VERIFICATION – ASSESSMENT DECISIONS
Programme title BTEC Higher National Diploma in Computing

Assessor Mr.Rajith Karunarathne Internal Verifier

Unit(s) Unit 11 : Maths for Computing

Assignment title Importance of Maths in the Field of Computing

Student’s name W.M.Supun Anjana Jayasinghe

List which assessment Pass Merit Distinction
criteria the Assessor
has awarded.
INTERNAL VERIFIER CHECKLIST
Do the assessment criteria
awarded match those shown in the Y/N
assignment brief?

Is the Pass/Merit/Distinction grade

awarded justified by the assessor’s Y/N
comments on the student work?
Has the work been assessed Y/N
accurately?
Is the feedback to the student:
Give details:
• Constructive?
Y/N
• Linked to relevant assessment
criteria? Y/N

• Identifying opportunities Y/N

for improved performance?
Y/N
• Agreeing actions?
Does the assessment decision need Y/N
amending?
Assessor signature Date
Internal Verifier signature Date
Programme Leader signature
Date
(if required)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 I|Page

Confirm action completed
Remedial action taken
Give details:

Assessor signature Date

Internal
Date
Verifier
Programme Leader
Date
signature (if

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

II | P a g e
Higher Nationals – Summative Assignment Feedback Form

Student Name/ID
Unit Title Unit 11 : Maths for Computing

Assignment Number 1 Assessor

Date Received
Submission Date
1st submission
Date Received 2nd
Re-submission Date
submission
Assessor Feedback:
LO1 Use applied number theory in practical computing scenarios.
Pass, Merit & P1 P2 M1 D1
Distinction Descripts
LO2 Analyse events using probability theory and probability distributions.

Pass, Merit & P3 P4 M2 D2

Distinction Descripts

LO3 Determine solutions of graphical examples using geometry and vector methods.
Pass, Merit & P5 P6 M3 D3
Distinction Descripts
LO4 Evaluate problems concerning differential and integral calculus.

Pass, Merit & P7 P8 M4 D4

Distinction Descripts

Grade: Assessor Signature: Date:

Resubmission Feedback:

Grade: Assessor Signature: Date:

Internal Verifier’s Comments:

Signature & Date:

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

III | P a g e
* Please note that grade decisions are provisional. They are only confirmed
once internal and external moderation has taken place and grades
decisions have been agreed at the assessment board.

General Guidelines

1. A Cover page or title page – You should always attach a title page to your assignment.
Use previous page as your cover sheet and make sure all the details are accurately
filled.
2. Attach this brief as the first section of your assignment.
3. All the assignments should be prepared using a word processing software.
4. All the assignments should be printed on A4 sized papers. Use single side printing.
5. Allow 1” for top, bottom , right margins and 1.25” for the left margin of each page.

Word Processing Rules

1. The font size should be 12 point, and should be in the style of Time New Roman.
2. Use 1.5 line spacing. Left justify all paragraphs.
3. Ensure that all the headings are consistent in terms of the font size and font style.
4. Use footer function in the word processor to insert Your Name, Subject,
Assignment No, and Page Number on each page. This is useful if individual sheets
become detached for any reason.
5. Use word processing application spell check and grammar check function to help
editing your assignment.

Important Points:

1. It is strictly prohibited to use textboxes to add texts in the assignments, except for the
compulsory information. eg: Figures, tables of comparison etc. Adding text boxes in
the body except for the before mentioned compulsory information will result in
rejection of your work.
2. Avoid using page borders in your assignment body.
3. Carefully check the hand in date and the instructions given in the assignment. Late
submissions will not be accepted.
4. Ensure that you give yourself enough time to complete the assignment by the due date.
5. Excuses of any nature will not be accepted for failure to hand in the work on time.
6. You must take responsibility for managing your own time effectively.
7. If you are unable to hand in your assignment on time and have valid reasons such as
illness, you may apply (in writing) for an extension.
8. Failure to achieve at least PASS criteria will result in a REFERRAL grade .
9. Non-submission of work without valid reasons will lead to an automatic RE FERRAL.
You will then be asked to complete an alternative assignment.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

IV | P a g e
 10. If you use other people’s work or ideas in your assignment, reference
them properly using HARVARD referencing system to avoid
plagiarism. You have to provide both in-text citation and a reference list.
11. If you are proven to be guilty of plagiarism or any academic misconduct, your grade
could be reduced to A REFERRAL or at worst you could be expelled from the course.

Student Declaration

I hereby, declare that I know what plagiarism entails, namely, to use another’s work and to
present it as my own without attributing the sources in the correct way. I further understand
what it means to copy another’s work.

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

2. I understand the plagiarism and copying policy of the Edexcel UK.
3. I know what the consequences will be if I plagiaries or copy another’s work in any of
the assignments for this program.
4. I declare therefore that all work presented by me for every aspects of my program, will
be my own, and where I have made use of another’s work, I will attribute the source in
the correct way.
5. I acknowledge that the attachment of this document signed or not, constitutes a binding
agreement between myself and Edexcel UK.
6. I understand that my assignment will not be considered as submitted if this document
is not attached to the attached.

Student’s Signature: Date:

(Provide E-mail ID) (Provide Submission
Date)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

V|Page
Feedback Form

Formative Feedback : Assessor to Student

Action Plan

Summative feedback

Feedback: Student to Assessor.

Assessor’s
Date
Signature

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

VI | P a g e
 Student’s
Signature Date

Assignment Brief

Student Name /ID Number

Unit Number and Title Unit 11 : Maths for Computing

Academic Year 2021/2022

Unit Tutor

Assignment Title Importance of Maths in the Field of Computing

Issue Date

Submission Date

IV Name & Date

Submission Format:
This assignment should be submitted at the end of your lesson, on the week stated at the front of this
brief. The assignment can either be word-processed or completed in legible handwriting.

If the tasks are completed over multiple pages, ensure that your name and student number are present on
each sheet of paper.

Unit Learning Outcomes:

LO1 Use applied number theory in practical computing scenarios.

LO2 Analyse events using probability theory and probability distributions.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

VII | P a g e
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. A tailor wants to make square shaped towels. The required squared pieces of cloth will
be cut from a ream of cloth which is 20 meters in length and 16 meters in width.
a) Find the minimum number of squared pieces that can be cut from the ream of cloth
without wasting any cloth.
b) Briefly explain the technique you used to solve (a).

2. On the first day of the month, 4 customers come to a restaurant. Afterwards, those 4
customers come to the same restaurant once in 2,4,6 and 8 days respectively.
a) On which day of the month, will all the four customers come back to the restaurant
together?
b) Briefly explain the technique you used to solve (a).
Part 2

3. Logs are stacked in a pile with 24 logs on the bottom row and 10 on the top row. There
are 15 rows in all with each row having one more log than the one above it.
a) How many logs are in the stack?
b) Briefly explain the technique you used to solve (a).

4. A company is offering a job with a salary of Rs. 50,000.00 for the first year and a 4%
raise each year after that. If that 4% raise continues every year,
a) Find the total amount of money an employee would earn in a 10-years career.
b) Briefly explain the technique you used to solve (a).

Part 3

5. Define the multiplicative inverse in modular arithmetic and identify the multiplicative
inverse of 6 mod 13 while explaining the algorithm used.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

VIII | P a g e
 6. Prime numbers are important to many fields. In the computing field also prime numbers
are applied. Provide examples and in detail explain how prime numbers are important in
the field of computing.

Activity 02

Part 1

1. Define ‘Conditional Probability’ with a suitable example.

2. The manager of a supermarket collected the data of 25 customers on a certain date. Out
of them 5 purchased Biscuits, 10 purchased Milk, 8 purchased Fruits, 6 purchased both
Milk and Fruits.
Let B represents the randomly selected customer purchased Biscuits, M represents
the randomly selected customer purchased Milk and F represents the randomly
selected customer purchased Fruits.
Represent the given information in a Venn diagram. Use that Venn diagram to answer
the following questions.
a) Find the probability that a randomly selected customer either purchased Biscuits
or Milk.
b) Show that the events “The randomly selected customer purchased Milk” and
“The randomly selected customer purchased Fruits” are independent.

3. Suppose a voter poll is taken in three states. Of the total population of the three states,
45% live in state A, 20% live in state B, and 35% live in state C. In state A, 40% of
voters support the liberal candidate, in state B, 30% of the voters support the liberal
candidate, and in state C, 60% of the voters support the liberal candidate.
Let A represents the event that voter is from state A, B represents the event that voter
is from state B and C represents the event that voter is from state C. Let L represents
the event that a voter supports the liberal candidate.
a) Find the probability that a randomly selected voter does not support the liberal
candidate and lives in state A.
b) Find the probability that a randomly selected voter supports the liberal candidate.
c) Given that a randomly selected voter supports the liberal candidate, find the
probability that the selected voter is from state B.

4. In a box, there are 4 types [Hearts, Clubs, Diamonds, Scorpions] of cards. There are 6

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

IX | P a g e
 Hearts cards, 7 Clubs cards, 8 Diamonds cards and 5 Scorpions cards in the box. Two
cards are selected randomly without replacement.
a) Find the probability that the both selected cards are Hearts.
b) Find the probability that one card is Clubs and the other card is Diamonds.
c) Find the probability that the both selected cards are from the same type.

Part 2

5. Differentiate between ‘Discrete Random Variable’ and ‘Continuous Random

Variable”.

6. Two fair cubes are rolled. The random variable X represents the difference between the
values of the two cubes.

a) Find the mean of this probability distribution. (i.e. Find E[X] )

b) Find the variance and standard deviation of this probability distribution.
(i.e. Find V[X] and SD[X])
The random variables A and B are defined as follows:
A = X-10 and B = [(1/2)X]-5
c) Show that E[A] and E[B].
d) Find V[A] and V[B].
e) Arnold and Brian play a game using two fair cubes. The cubes are rolled, and
Arnold records his score using the random variable A and Brian uses the random
variable B. They repeat this for a large number of times and compare their scores.
Comment on any likely differences or similarities of their scores.

7. A discrete random variable Y has the following probability distribution.

Y=y 1 2 3 4 5
P(Y=y) 1/3 1/6 1/4 k 1/6
where k is a constant.
a) Find the value of k.
b) Find P(Y≤3).
c) Find P(Y>2).

Part 3

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

X|Page
 10. The “Titans” cricket team has a winning rate of 75%. The team is planning to play 10
matches in the next season.

a) Let X be the number of matches that will be won by the team. What are the
possible values of X?
b) What is the probability that the team will win exactly 6 matches?
c) What is the probability that the team will lose 2 or less matches?
d) What is the mean number of matches that the team will win?
e) What are the variance and the standard deviation of the number of matches that
the team will win?

11. In a boys’ school, there are 45 students in grade 10. The height of the students was
measured. The mean height of the students was 154 cm and the standard deviation was
2 cm. Alex’s height was 163 cm. Would his height be considered an outlier, if the
height of the students were normally distributed? Explain your answer.

12. The battery life of a certain battery is normally distributed with a mean of 90 days and
a standard deviation of 3 days.
For each of the following questions, construct a normal distribution curve and provide
the answer.
a) About what percent of the products last between 87 and 93 days?
b) About what percent of the products last 84 or less days?
For each of the following questions, use the standard normal table and provide the
answer.
c) About what percent of the products last between 89 and 94 days?
d) About what percent of the products last 95 or more days?

13. In the computing field, there are many applications of Probability theories. Hashing
and Load Balancing are also included to those. Provide an example for an application
of Probability in Hashing and an example for an application of Probability in Load
Balancing. Then, evaluate in detail how Probability is used for each application while
assessing the importance of using Probability to those applications.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

XI | P a g e
Activity 03

Part 1

1. Find the equation (formula) of a circle with radius r and center C(h,k) and if the Center
of a circle is at (3,-1) and a point on the circle is (-2,1) find the formula of the circle.

2. Find the equation (formula) of a sphere with radius r and center C(h, k, l) and show that
x2 + y2 + z2 - 6x + 2y + 8z - 4 = 0 is an equation of a sphere. Also, find its center and
radius.

3. Following figure shows a Parallelogram.

If a=(i+3j-k) , b=(7i-2j+4k), find the area of the Parallelogram.

Part 2

4. If 2x - 4y =3, 5y = (-3)x + 10 are two functions. Evaluate the x, y values using

graphical method.

5. Evaluate the surfaces in R 3 that are represented by the following equations.

i. y = 4

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

XII | P a g e
 ii. z = 5

6. Following figure shows a Tetrahedron.

Construct an equation to find the volume of the given Tetrahedron using vector methods
and if the vectors of the Tetrahedron are a=(i+4j-2k) , b=(3i-5j+k) and c=(-4i+3j+6k),
find the volume of the Tetrahedron using the above constructed equation..

Activity 04

Part 1
1. Determine the slope of the following functions.
i. f(x) = 2x – 3x4 + 5x + 8
ii. f(x) = cos(2x) + 4x2 – 3

2. Let the displacement function of a moving object is S(t) = 5t 3 – 3t2 + 6t. What is the
function for the velocity of the object at time t.
Part 2

3. Find the area between the two curves f(x) = 2x2 + 1 and g(x) = 8 – 2x on the interval
(-2) ≤ x ≤ 1 .

4. It is estimated that t years from now the tree plantation of a certain forest will be
increasing at the rate of 3t 2 + 5t + 6 hundred trees per year. Environmentalists have
found that the level of Oxygen in the forest increases at the rate of approximately 4
units per 100 trees. By how much will the Oxygen level in the forest increase during the
next 3 years?

Part 3

5. Sketch the graph of f(x) = x5- 6x3 + 3 by applying differentiation methods for analyzing
where the graph is increasing/decreasing, local maximum/minimum points [Using the

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

XIII | P a g e
 second derivative test], concave up/down intervals with inflection points.

6. Identify the maximum and minimum points of the function f(x)= 2x 3 - 4x4 + 5x2 by
further differentiation. [i.e Justify your answer using both first derivative test and
second derivative test.]

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40

XIV | P a g e
Grading Rubric

Grading Criteria Achievement Feedback

(Yes/No)
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.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 XV | P a g e

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.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 XVI | P a g e

Contents
Activity 01..................................................................................................................................2
Part 1..............................................................................................................................................................2
1).................................................................................................................................................................2
2).................................................................................................................................................................2
Part 2..............................................................................................................................................................3
3).................................................................................................................................................................3
4).................................................................................................................................................................3
Part 3..............................................................................................................................................................4
5).................................................................................................................................................................4
6).................................................................................................................................................................4
Activity 2....................................................................................................................................5
Part 1..............................................................................................................................................................5
1).................................................................................................................................................................5
2).................................................................................................................................................................6
3).................................................................................................................................................................7
4).................................................................................................................................................................7
Part 2..............................................................................................................................................................8
5).................................................................................................................................................................8
6)...............................................................................................................................................................10
7)...............................................................................................................................................................15
Part 3............................................................................................................................................................17
10).............................................................................................................................................................17
11).............................................................................................................................................................18
12).............................................................................................................................................................19
13).............................................................................................................................................................21
Activity 3.......................................................................................................................................................26
Part1.............................................................................................................................................................26
1)...............................................................................................................................................................26
2)...............................................................................................................................................................27
3)...............................................................................................................................................................28
Part 2............................................................................................................................................................29

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 1|Page

 4)...............................................................................................................................................................29
5)...............................................................................................................................................................32
6)...............................................................................................................................................................34
activity 04.................................................................................................................................35
part 1............................................................................................................................................................35
1)...............................................................................................................................................................35
2)...............................................................................................................................................................35
Part 2............................................................................................................................................................35
3)...............................................................................................................................................................35
4)...............................................................................................................................................................37
Part 3............................................................................................................................................................38
5)...............................................................................................................................................................38
6)...............................................................................................................................................................40

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 2|Page

Figures

Figure 1 Venn diagram(Author developed).......................................................................................................8

Figure 2 Empirical rule diagram.......................................................................................................................21
Figure 3 Hash Function.....................................................................................................................................23
Figure 4 Load balancing....................................................................................................................................25
Figure 5 Circle Formula.....................................................................................................................................28
Figure 6 Sphere formula...................................................................................................................................29
Figure 7 Parallelogram.....................................................................................................................................30
Figure 8 Graph table(Author developed).........................................................................................................32
Figure 9 graph(Author developed)...................................................................................................................33
Figure 10 y=4 surface(Author developed).......................................................................................................35
Figure 11 z=5 surface(Author developed)........................................................................................................36
Figure 12 graph table(Author developed)........................................................................................................39
Figure 13 graph(Author developed).................................................................................................................40
Figure 14 graph table(Author developed)........................................................................................................43
Figure 15 Graph(Author developed)................................................................................................................43
Figure 16 Graph table(Author developed).......................................................................................................45
Figure 17 graph(Author developed).................................................................................................................45

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 3|Page

Activity 01
Part 1

1)
a) length = 20 m width = 16 m
square shape towel area = 20 m x 16 m
= 320 m2

Great common factor(20) = 2 x 2 x 5 = 20

Great common factor(16) = 2 x 2 x 2 x 2 = 16
Great common factor(20 and 16) = 4

Square pieces area = 4 x 4

= 16 m2
Minimum number of squares = 320 = 20
16

B) The largest number, which is the factor of two or more number is called the Greatest Common Factor
(GCF). It is the largest number (factor) that divide them resulting in a Natural number. Once all the factors
of the number are found, there are few factors which are common in both. The largest number that is found
in the common factors is called the greatest common factor. The GCF is also known as the Highest
Common Factor (HCF)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 4|Page

2)
a) first customer second customer third customer fourth customer
2 4 6 8
21 22 21 x 31 23

Small common multiplier = 23 x 31

= 24

After 25 days……..

b) The least common multiple, or LCM, is another number that's useful in solving many math problems.
Let's find the LCM of 30 and 45. One way to find the least common multiple of two numbers is to first list
the prime factors of each number.
30 = 2 × 3 × 5
45 = 3 × 3 × 5
Then multiply each factor the greatest number of times it occurs in either number. If the same factor occurs
more than once in both numbers, you multiply the factor the greatest number of times it occurs.

2: one occurrence
3: two occurrences
5: one occurrence
2 × 3 × 3 × 5 = 90 <— LCM
After you've calculated a least common multiple, always check to be sure your answer can be divided
evenly by both numbers.

Part 2
3)
a) bottom row = 24 top row = 10 all rows = 15

Sn = ( n / 2 ) ( a + l ) n = all rows a = top row l = bottom row

= ( 15 / 2 ) ( 10 + 24 )
= ( 7.5 ) ( 34 )
= 255

b) In mathematics, the term “graded” has a number of meanings, mostly related: In abstract algebra, it
refers to a family of concepts: An algebraic structure is said to be -graded for an index set if it has a
gradation or grading, i.e. a decomposition into a direct sum of structures; the elements of.

4)
a) The first year A1 = 50000.00
The growth factor :

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 5|Page

 r= 4%
= 4
100

= 0.04
A1 , A1( 1 + r ) , A1 ( 1 + r)2 , …………….

S10 = A1 ( 1 – ( 1 + r )10 )
1–(1+r)

= A1 [ ( 1 + r )10 ] - 1
r

= 50000 [ ( 1 + 0.4 )10 ] - 1

0.4

= RS.600405.36

b) In mathematics, a growth factor is a multiplier that grows as some independent variable increases. One
of most common examples is the growth of savings interest over time. If one deposits A dollars in a bank
account with a savings interest rate i, the value of the deposit will be A(1+i) over the first period, A(1+i)^2
over two periods, and so on. After n periods, the value of the deposit will be A(1+i)^n. In this example,
(1+i)^n is the growth factor.
Banks usually quote annual interest rates, but they often compound interest more often than annually. If a
bank offers an annual interest rate I compounded quarterly, then the true interest period is three months and
the true interest rate is i=I/4. If a bank has N compounding periods in a year, the true interest rate is i=I/N,
and the growth factor after n periods is (1+I/N)^n, where n is the number compounding periods after the
deposit was made. Every year, there will be N compounding periods. After Y nears, there will have been
n=YN compounding periods, so the growth factor in terms of Y and N is (1+I/N)^(YN) or (1+i)^(1/i)(YI).
If the bank compounded interest continuously (1+i)^(1/i) would be e, the base of natural logarithms, and
the growth factor would be e^(YI) (Anon., n.d.).

Part 3

5) Step 1
Forward part of Euclidean algorithm
13 = 6(2) + 1 ----(1) here 2 is quotas, 1 is reminder
H.C.F (6,13) = 1 so 6 & 13 are relatively prime
Multiplicative inverse of 6 mod 13 exists
Step 2
Backward part of the Euclidean algorithm
From equation
1 = 13 – 6(2)
1 = 13(1) – 6(2)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 6|Page

 So, 1 = 6(-2) mod 13
1 = 6(11) mod 13
Multiplicative inverse of 6 mod 13 is 11

6) Prime numbers

A prime number is a number greater than 1 with only two factors – themselves and 1.
A prime number cannot be divided by any other numbers without leaving a remainder.
An example of a prime number is 13. It can only be divided by 1 and 13. Dividing a prime number by
another number results in numbers left over e.g. 13 ÷ 6 = 2 remainder 1.
15 is not an example of a prime number because it can be divided by 5 and 3 as well as by itself and 1.

Importance prime numbers

Prime number is important and used mostly for the cryptography in computer security field. Take a look at
an algorithm called RSA (Rivest, Shamir, Adleman). RSA algorithm works by utilising the fact that prime
number factorisation is a hard computing problem. RSA utilising very big prime numbers that takes
considerable amount of time (practically impossible with current computng power and limited time) to
complete factorisation.

This makes RSA algorithm so unique. The concept is very simple, whereby we compute the product of two
very large prime numbers, which can easily be done. However, when people gain access to the one of the
numbers (public key), it is very hard to factor back to get the other number (private key).

Activity 2
Part 1
1)
Conditional probability is defined as the likelihood of an event or outcome occurring, based on the
occurrence of a previous event or outcome. Conditional probability is calculated by multiplying the
probability of the preceding event by the updated probability of the succeeding, or conditional, event.
For example:

1) Event A is that an individual applying for college will be accepted. There is an 80% chance that
this individual will be accepted to college.

2) Event B is that this individual will be given dormitory housing. Dormitory housing will only be
provided for 60% of all of the accepted students.

3) P (Accepted and dormitory housing) = P (Dormitory Housing | Accepted) P (Accepted) =

(0.60)*(0.80) = 0.48.

A conditional probability would look at these two events in relationship with one another, such as the
probability that you are both accepted to college, and you are provided with dormitory housing.
W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 7|Page
 Conditional probability can be contrasted with unconditional probability. Unconditional probability
refers to the likelihood that an event will take place irrespective of whether any other events have
taken place or any other conditions are present.

KEY TAKEAWAYS

 Conditional probability refers to the chances that some outcome occurs given that another event has
also occurred.
 It is often stated as the probability of B given A and is written as P(B|A), where the probability of B
depends on that of A happening.
 Conditional probability can be contrasted with unconditional probability (Anon., n.d.).

2)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 8|Page

 Figure 1 Venn diagram(Author developed)

N ( M ) = 10
N(F)=8
N(B)=5
N(M∩F)=6
N ( ɛ ) = 25

a)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 9|Page

 5+10
p(BUM)=
25
3
=
5
= 0.6

b)
8
p(F)=
25
10 2
p(M)= =
25 5
2 8
p(M).p(F)= ×
5 25
16
=
125
BUT
6 16
P(M∩F)= ≠
25 125

‫؞‬P(M∩F)≠P(M).P(F)
The events “ The randomly selected customer purchased Milk “ and “ The randomly selected customer
purchased Fruits “ are independent.

3)
45 40
P(A)= = 0.45 P(L|A)= = 0.4
100 100
20 30
P(B)= = 0.2 P(L|B)= = 0.3
100 100
35 60
P(C)= = 0.35 P(L|C)= = 0.6
100 100

a)
P ( L'/A ) = 1 - P ( L | A )
= 1 – 0.4
= 0.6

b)
P(L)=P(L|A).P(A).+P(L|B).P(B)+P(L|C).P(C)
= 0.4 × 0.45 + 0.3 × 0.2 + 0.6 × 0.35
= 0.45
c)
W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 10 | P a g e
P(B|L).P(L) = P(L|B).P(B)
¿
P ( B | L ) = P ( L| B ¿ . P (B) P( L)
0.3 ×0.2
=
0.45
= 0.13

4)
a)

P ( Both are hearts ) = P ( First card is hearts ) × P ( Second cards is a heart )

6
P ( First card is a heart ) =
26
3
=
13

There are 5 hearts in the box if one is pulled and not replaced , and 25 total cards remaining
5
P ( Second card is heart ) =
25
1
=
5

3 1
P ( Both are hearts ) = ×
13 5
3
=
65
= 0.046

b) P (one club card and one diamond card) = P (1st Diamond) * P (2nd Club) + P (1st club) * P (2nd
Diamond)
8 7 7 8
¿ × + ×
26 25 26 25
56 56
¿ +
650 650
112
¿
650
P (one club card and one diamond card) = 0.172

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 11 | P a g e

 c)

P ( Both are same ) = P ( both are hearts ) + P ( both are clubs ) + P ( both are diamonds ) +
P ( both are scorpions )

6 5 7 6 8 7 5 4
P ( Both are same ) = × + × + × + ×
26 25 26 25 26 25 26 25
148
=
650
74
=
325
= 0.228

Part 2
5)
Discrete and Continuous Random Variables:
 
A probability distribution is a formula or a table used to assign probabilities to each possible value of a
random variable X. A probability distribution may be either discrete or continuous. A discrete distribution
means that X can assume one of a countable (usually finite) number of values, while a continuous
distribution means that X can assume one of an infinite (uncountable) number of different values. 

Discrete probability distributions

Several specialized discrete probability distributions are useful for specific applications. For business
applications, three frequently used discrete distributions are:
 Binomial

 Geometric

 Poisson

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 12 | P a g e

You use the binomial distribution to compute probabilities for a process where only one of two possible
outcomes may occur on each trial. The geometric distribution is related to the binomial distribution; you
use the geometric distribution to determine the probability that a specified number of trials will take place
before the first success occurs. You can use the Poisson distribution to measure the probability that a given
number of events will occur during a given time frame.
Continuous probability distributions
Many continuous distributions may be used for business applications; two of the most widely used are:
 Uniform

 Normal

The uniform distribution is useful because it represents variables that are evenly distributed over a given
interval. For example, if the length of time until the next defective part arrives on an assembly line is
equally likely to be any value between one and ten minutes, then you may use the uniform distribution to
compute probabilities for the time until the next defective part arrives.

A discrete variable is a variable whose value is obtained by counting.

 Examples:     number of students present
                                    number of red marbles in a jar
                                    number of heads when flipping three coins
                                    students’ grade level
 A continuous variable is a variable whose value is obtained by measuring.
 Examples:     height of students in class
                        weight of students in class
                        time it takes to get to school
                        distance traveled between classes
 
A random variable is a variable whose value is a numerical outcome of a random phenomenon.
 
▪         A random variable is denoted with a capital letter
▪         The probability distribution of a random variable X tells what the possible values of X are
and how probabilities are assigned to those values

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 13 | P a g e

 ▪         A random variable can be discrete or continuous
(Anon., n.d.)

6)
Distances here

1 2 3 4 5 6 ➊
1 0 1 2 3 4 5
2 1 0 1 2 3 4
3 2 1 0 1 2 3
4 3 2 1 0 1 2
5 4 3 2 1 0 1
6 5 4 3 2 1 0

Final count
0 6
1  10
2 8

➋ 3 6

4 4
5 2
All are = 36

a)
6 10 8 6 4 2 0
E(x)=(0× )+(1× )+(2× )+(3× )+(4× )+(5× )+(6× )
36 36 36 36 36 36 36
10 16 18 16 10
= 0+ + + + + +0
36 36 36 36 36
70
=
36
35
=
18
= 1.9444

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 14 | P a g e

b)
condition = X
variation here
V ( x ) = E ( X – E ( X ))2
E ( X2 – 2X . E ( X ) + [ E ( X ) ]2)
E ( X2 ) – 2E ( X ) . E ( X ) + [ E ( X ) ]2
E ( X2 ) – [ E ( X ) ]2
Ʃ [ x2 . P ( X = x ) ] – { Ʃ [ x . P ( X = x ) ] } 2

E(X)
6 10 8 6 4 2 0
V ( X ) = ( 02 × ) + ( 12 × ) + ( 22 × ) + ( 32 × ) + ( 42 × ) + ( 52 × ) + ( 62 × ) - [E
36 36 36 36 36 36 36
( X ) ]2
10 32 54 64 50 70 2
=0+ + + + + +0–( )
36 36 36 36 36 36
210 70 ×70
= -
36 36 ×36
210× 36−4900
=
36× 36
7560−4900
=
1296
2660 1330 665
= = =
1296 648 324
= 2.056

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 15 | P a g e

SD2 = ( V ( x ) )
SD = √ V (x)
SD = √ 665/324
SD = 1.4326

c)
A = x – 10
A values are here
0  -10
1  -9
2  -8
3  -7
4  -6
5  -5

Equation is here
6 10 8 6 4 2
E ( A ) = ( -10 × ) + ( -9 × ) + ( -8 × ) + ( -7 × ) + ( -6 × ) + ( -5 × )
36 36 36 36 36 36
−60 −90 −64 −42 −24 −10
= + + + + +
36 36 36 36 36 36
−290 −145
= =
36 18
= -8.055
1
B=( X)–5
2
B values are here
0  -5
1  -4.5
2  -5
3  -3.5
W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 16 | P a g e
 4  -3
5  -2.5
Equation here
6 10 8 6 4 2
E ( B ) = ( -5× ) + ( -4.5 × ) + ( -5 × ) + ( -3.5 × ) + ( -3 × ) + ( -2.5 × )
36 36 36 36 36 36
−30 −45 −40 −21 −12 −5
= + + + + +
36 36 36 36 36 36
−153 −51
= =
36 12
= -4.25

d)
6 10 8 6 4 2
V(A)=( (-10)2 × ) + ( (-9)2 × ) + ( (-8)2 × ) + ( (-7)2 × ) + ( (-6)2 × ) + ( (-5)2 × ) - [E ( A ) ]2
36 36 36 36 36 36
100× 6 81× 10 64 ×8 49 ×6 36 ×4 25× 2 −290 2
= + + + + + –( )
36 36 36 36 36 36 36
600 810 512 294 144 50 −290 ×−290
= + + + + + -
36 36 36 36 36 36 36 × 36
2410 84100
= -
36 36 ×36
86760−84100
=
36 × 36
2660 1330 665
= = =
1296 648 324

V[A] = 2.056

SD [ A ]= √V [ A ] =1.434

6 10 8 6 4 2
V(B)=((-5)2 × ) + ((-4.5)2 × ) + ((-5)2 × ) + ((-3.5)2 × ) + ((-3)2 × ) + ((-2.5)2 × ) -[E ( B ) ]2
36 36 36 36 36 36
25× 6 20.25× 10 25× 8 12.25× 6 9 ×4 6.25× 2 −153 2
= + + + + + –( )
36 36 36 36 36 36 36

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 17 | P a g e

 150 202.5 200 73.5 36 12.5 −153×−153
= + + + + + -
36 36 36 36 36 36 36 × 36
674.5 23409
= -
36 36 ×36
24282−23409
=
36 ×36
873 291
= =
1296 432

= 0.514

SD [B] = √ V [ B ] = √ 0.514

SD [B] =0.717

E)

The mean of Brian's score is half that of Amold's. The Brian score has a variance of one-
quarter that of the Amold score. Brian's score has a quality deviation that is half that of the
Amold score.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 18 | P a g e

7)
Y=1,2,3,4,5
1 1 1 1
P(Y=y)= , , ,k,
3 6 4 6
The sum of all probability is 1
So,
a)
P(Y=1)+P(Y=2)+P(Y=3)+P(Y=4)+P(Y=5)=1
1 + 1 + 1 +k+ 1 =1
3 6 4 6

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 19 | P a g e

 4+ 2+ 3+2
+k=1
12
11
+k=1
12
1
K=
12
1
P(Y=4)=
12
= 0.0833

b)
P(Y≤3)=P(Y=1)+P(Y=2)+P(Y=3)
1 1 1
P(Y≤3)= + +
3 6 4
4+ 2+ 3
=
12
9 3
= =
12 4
= 0.75

c)
P(Y>2)=P(Y=3)+P(Y=4)+P(Y=5)
1 1
P(Y>2)= +k+
4 6
1 1 1
= + +
4 12 6
3+1+2
=
12
6 1
= =
12 2
= 0.5
Part 3
10)
P ( titans win the game = 75% = 75/100 = 0.75

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 20 | P a g e

a)

X = 1,2,3,4,5,6,7,8,9,10

b)

10
P(b)= C6 ( 0.75)6 ( 1 – 0.75)10 – 6
10
= C6 ( 0.75)6 ( 0.25)4
10 !
= ( 0.75)6 ( 0.25)4
( 10−6 ) ! 6 !
10× 9 ×8 ×7 × 6 !
= ( 0.75)6 ( 0.25)4
4 ! ×6 !
10× 9 ×8 ×7
= × 0.18 × 0.004
4 × 3× 2× 1
= 210 × 0.18 × 0.004
= 0.1512

c)

Loss – 2  8 win
Loss – 1  9 win
Loss – 0  10 win
= 10C8 ( 0.75 )8 ( 1 – 0.75 )10 – 8 + 10C9 ( 0.75 )9 ( 1 – 0.75 )10 – 9 + 10C10 ( 0.75 )10 ( 1 – 0.75 )10 – 10
10 × 9× 8 ! 10× 9 ! 10 !
= ( 0.75 )8 ( 0.25 )2 + ( 0.75 )9 ( 0.25 )1 + ( 0.75 )10( 0.25 )0
(10−8)!× 8 ! (10−9)! × 9 ! ( 10−10 ) ! ×10 !
90
= × 0.1 × 0.0625 + 10 × 0.075 × 0.25 + 1 × 0.056 × 1
2
= 0.28125 + 0.1875 + 0.056

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 21 | P a g e

 = 0.52475

d)

µ = np
= 10 × 0.75
= 7.5
e)

SD2 = V ( x ) = np ( 1 - p )
= 7.5 × 0.25
= 1.875
SD = √ V (x)
SD = √ 1.875
= 1.369

11)

µ = 154 SD = 2
154  µ - 3σ
= 154 – 3 × 2
= 154 – 6
= 148

µ ± 3σ
= 154 + 6
= 160

There are 163 outliers (extreme points) under the Empirical rule.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 22 | P a g e

Another way to solve this questions;

163−154
Alex's z-score: z = =4.5.
2

A standard cut-off value for finding outliers are Z-scores of +/-3 or further from zero.
Since 4.5>3, the Alex's height is an outlier.

12)

Figure 2 Empirical rule diagram

Empirical rule gives us information about the percentage of data that lies within one, two, and three
deviation of the mean.

µ = 90 standard deviation = 3

a)

87 & 93

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 23 | P a g e

 µ-σ µ+σ
= 90 – 3 = 90 + 3
= 87 = 93

According to the empirical rule that the area under the normal curve between µ - σ & µ + σ is 68% the
probability is 0.68
Percentage is 68.2%
b)
84  µ - 2σ
= 90 – ( 2 × 3)
= 84
According to the empirical rule that the area under normal curve less than µ - 2σ is 2.1% + 0.1%
Therefore the percent of the products last 84 or less days
= 0.021 + 0.001
= 0.022
Percent is 2.2%
c)
x−µ
z=
σ
89−90
=
3
= - 0.33  P ( -0.33 ) = 0.37070

x−µ
z=
σ
94−90
=
3
= 1.33  P ( 1.33 ) = 0.90824
The percent of the products last between 89 and 94 days
P ( 1.33 ) – P ( -0.33 )
= 0.90824 – 0.37070
= 0.53754

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 24 | P a g e

Percent is 53.8%
d)
95−90
1–P( )
3
= 1 – P ( 1.67 )
= 1 – 0.95254
= 0.04746
Percent is 4.7%

13)
Families of Hash Functions

Figure 3 Hash Function

to emphasize which specific properties of hash functions are important for a given application, we start by
introducing an abstraction: a hash function is just some computable function that accepts strings as input
and produces numbers between 1 and n as output. We call the set of allowed inputs U (for “Universe”). A
family of hash functions is just a set of possible hash functions to choose from. We’ll use a scripty \
mathscr{H} for our family, and so every hash function h in \mathscr{H} is a function h : U \to \{ 1, \dots,
n \}.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 25 | P a g e

 You can use a single hash function h to maintain an unordered set of objects in a computer. The reason this
is a problem that needs solving is because if you were to store items sequentially in a list, and if you want
to determine if a specific item is already in the list, you need to potentially check every item in the list (or
do something fancier). In any event, without hashing you have to spend some non-negligible amount of
time searching. With hashing, you can choose the location of an element x \in U based on the value of its
hash h(x). If you pick your hash function well, then you’ll have very few collisions and can deal with them
efficiently. The relevant section on Wikipedia has more about the various techniques to deal with collisions
in hash tables specifically, but we want to move beyond that in this post.

Here we have a family of random hash functions. So what’s the use of having many hash functions? You
can pick a hash randomly from a “good” family of hash functions. While this doesn’t seem so magical, it
has the informal property that it makes arbitrary data “random enough,” so that an algorithm which you
designed to work with truly random data will also work with the hashes of arbitrary data. Moreover, even
if an adversary knows \mathscr{H} and knows that you’re picking a hash function at random, there’s no
way for the adversary to manufacture problems by feeding bad data. With overwhelming probability the
worst-case scenario will not occur (Anon., n.d.).

Load balancing

Figure 4 Load balancing

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 26 | P a g e

You can imagine load balancing in two ways, concretely and mathematically. In the concrete version you
have a public-facing server that accepts requests from users, and forwards them to a back-end server which
processes them and sends a response to the user. When you have a billion users and a million servers, you
want to forward the requests in such a way that no server gets too many requests, or else the users will
experience delays. Moreover, you’re worried that the League of Tanzanian Hackers is trying to take down
your website by sending you requests in a carefully chosen order so as to screw up your load balancing
algorithm.

The mathematical version of this problem usually goes with the metaphor of balls and bins. You have some
collection of m balls and n bins in which to put the balls, and you want to put the balls into the bins. But
there’s a twist: an adversary is throwing balls at you, and you have to put them into the bins before the next
ball comes, so you don’t have time to remember (or count) how many balls are in each bin already. You
only have time to do a small bit of mental arithmetic, sending ball i to bin f(i) where f is some simple
function. Moreover, whatever rule you pick for distributing the balls in the bins, the adversary knows it and
will throw balls at you in the worst order possible.

Hashing examples
1) In schools, the teacher assigns a unique roll number to each student. Later, the teacher uses that roll
number to retrieve information about that student.
2) A library has an infinite number of books. The librarian assigns a unique number to each book. This
unique number helps in identifying the position of the books on the bookshelf.
Load balancing examples
1) Workload Distribution  Distribution of workloads to resources such as services, servers
or platforms. This is the core functionality provided by a load balancer and has several
common variations.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 27 | P a g e

Host – based Distributing requests based on the
requested host name
Path – based Using the entire URL to distribute
requests as opposed to just the
hostname
Content - based Inspecting the message content of a
request. This allows distribution based
on content such as the value of a
parameter

Autoscaling  starting up and shouting down resources in response to demand condition. For
example , a cloud load balancer that starts new computing instances in response to peak traffic and
releases the instances when traffic subsides.

Load balancing importance

Because of the characteristics mentioned earlier, load balancers are highly beneficial to cloud
environments, where massive workloads can easily overwhelm a single server and high levels of service
availability and response times are critical to certain business processes or mandated by SLAs.

Load balancing also plays a key role in a cloud’s scalability. By nature, cloud infrastructures are supposed
to easily scale up to accommodate any uptick or surge in traffic. When a cloud “scales up”, it typically
spins up multiple virtual servers and runs multiple application instances. The main network component
responsible for distributing traffic across these new instances is/are the load balancer(s).

Without load balancers, newly spun virtual servers wouldn’t be able to receive the incoming traffic in a
coordinated fashion or if at all. Some virtual servers might even be left handling zero traffic while others
became overloaded.

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 28 | P a g e

Load balancers are also capable of detecting unavailable servers and redirecting traffic to those still
operational. If you subscribe to one of the large cloud service providers (like AWS) and enabled the
required feature, your cloud infrastructure can span multiple geographical regions.

Thus, if one region becomes inoperational due to a natural calamity like a catastrophic earthquake, flood,
or tsunami, load balancers can direct traffic to regions that haven’t been affected by the calamity.

Depending on the load balancing algorithms they support, load balancers may even be able to determine if
a certain server (or set of servers) is likely to get overloaded more quickly and redirect traffic to other
nodes that are deemed healthier. Proactive capabilities like this can significantly reduce the chances of
your cloud services becoming unavailable.

Hashing importance

1) Hashing gives a more secure and adjustable method of retrieving data compared to any other data
structure. It is quicker than searching for lists and arrays. In the very range, Hashing can recover data
in 1.5 probes, anything that is saved in a tree. Hashing, unlike other data structures, doesn’t define
the speed. A balance between time and space has to be maintained while hashing. There are two
ways of maintaining this balance.
a. Controlling speed by selecting the space to be allocated for the hash table
b. Controlling space by choosing a speed of recovery
2) Hashed passwords cannot be modified, stolen, or jeopardized. No well-recognized and efficient key
or encryption scheme exists that can be misused. Also, there is no need to worry if a hash code is
stolen since it cannot be applied anywhere else.
3) Two files can be compared for equality easily through hashing. There is no need to open the two
documents individually. Hashing compares them word-by-word and the computed hash value
instantly tells if they are distinct. This advantage can be used for verification of a file after it has been
shifted to a new place. It is an example of SyncBack which is a file backup program (Anon., n.d.).

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 29 | P a g e

Activity 3
Part1

1)

Figure 5 Circle Formula

√ ( y−k ) + ( x −h )
2 2
= r
2 2
( y−k ) + ( x−h ) = r2
If center is ( 3 , -1 ) and a point on a circle is ( -2 , 1 )
r =√ ( 3 — (−2) ) + (−1−1 )2
2

= √ ( 5 )2 + (−2 )2
= √ 29
Then formula of the circle is:
( y + 1 )2 + ( x – 3 )2 = ¿)2
( y + 1 )2 + ( x – 3 )2 = 29
Y2 + x2 + 2y – 6x – 19 = 0

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 30 | P a g e

2)

Figure 6 Sphere formula

By definition , a sphere is the set of all points p ( x , y , z ) whose distance from c is ;

| pc | = r

√ ( x−h ) +( y−k ) + ( z−l )

2 2 2
= r
2 2 2
(x–h) +(y–k) +(z–l) = r2

Then let,,,

X2 + y2 + z2 – 6x + 2y + 8z - 4 = 0
X2 – 6x + y2 + 2y + z2 + 8z – 4 =0
( x – 3 )2 – 9 + (y + 1)2 – 1 + (z + 4)2 – 16 – 4 =0
( x – 3 )2 + (y – (-1))2 + (z – (-4))2 = ( √ 30)2

Then,,the equation is an equation of a sphere ;;

C = ( 3 , -1 , -4 )
R = √ 30

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 31 | P a g e

3)

Figure 7 Parallelogram

Here

a = ( I + 3j – k ) ; b = ( 7i – 2j + 4k )
I j k
1 3 -1 10 I – 11 j – 23 k
7 -2 4

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 32 | P a g e

| a × b | = √ (10)2 +(−11)2 +(−23)2

= 27. 39

1
Hence area of parallelogram = |a × b |
2
1
= × 27. 39
2
= 13. 695

Part 2
4)

Table is here

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 33 | P a g e

Figure 8 Graph table(Author developed)

Graph is here

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 34 | P a g e

Another way to solve this problem…..;
2x – 4y = 3 ---------------------- ⓵
5y = -3x + 10
−3 x+10
Y= --------------------- ⓶
5
From ⓶ to ⓵
−3 x+10
2x – 4 × = 3
5
4 (−3 x+10)
2x - = 3
5
2x × 5 – 4 ( - 3x + 10 ) = 3 × 5
10x + 12x – 40 = 15
10x + 12x = 15 + 40
22x = 55
X = 55/22
X = 2.5

From ⓶

¿
Y = −3 ×2.5+10 ¿ 5
¿
Y = −7.5+10 ¿ 5
2.5
Y=
5
Y = ½ = 0.5

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 35 | P a g e

5)
i) In ℝ3, the equation y = 4
represent the set of all points
{( x , y , z ) | x , z ε ℝ , y = 4 }
Each point ( x , 4 , z ) in this set lies 4 units above the xz- plane
So this set of point is the vertical plane that is parallel to the xz- plane and is 4 units to its right

Figure 10 y=4 surface(Author developed)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 36 | P a g e

ii) similarly , in ℝ3 the equation z = 5 represents the set of all points
{( x , y , z ) | x , y ε ℝ , z = 5 }
This set contains infinitely many points
However , each point ( x , y , 5 ) in this set has a common property;
Each point lies 5 units above the xy – plane. That is horizontal plane parallel to the xy- plane and is 5 units
above it.

Figure 11 z=5 surface(Author developed)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 37 | P a g e

6)

a = ( I + 4j – 2k )
b = ( 3i – 5j + k )
c = ( -4i + 3j + 6k )
1
Tetrahedron formula is ∨( a × b ) . c∨¿
6
(a×b)= I j k
1 4 -2
3 -5 1

= I (4 – 10 ) – j ( 1 + 6 ) + k (-5 – 12 )
= - 6 I – 7 j – 17 k
| ( a ×b ) .c | is ;
| ( - 6 I – 7 j – 17 k ) . ( -4i + 3j + 6k )|

= 24 + (-21) + (-102)
= 24 – 123
= -99
= | - 99 |
= 99

1
formula is ∨( a × b ) . c∨¿
6
= 99/6
= 16.5

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 38 | P a g e

activity 04
part 1
1) I) 𝑓 ′ (𝑥) = 2 – 12x3 + 5 + 0
= 7 – 12x3

ii) 𝑓 ′ (𝑥) = -2 sin(2x) + 8x

= 8x – 2sin(2x)
2)S ( t ) = 5t3 – 3t2 + 6t

D s(t) = 15t2 - 6t + 6
dt
velocity = 15t2 - 6t + 6
Part 2
3)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 39 | P a g e

Figure 13 graph(Author developed)

1 1

Area = | ∫ ( 8−2 x ) dx - ∫ (2 x ¿¿ 2+1)dx ¿ |

−2 −2

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 40 | P a g e

 x2 1 x3 1
= | 8 [ x ]1-2 – 2 [ ] -2 - 2 [ ] -2 – [ x ]1-2 |
2 3
2
= | 8 ( 1 – (-2) ) – ( 12 – ( -2 )2 ) - ( 13 – ( -2 )3 ) – ( 1 – ( -2 ) ) |
3
=|8×3+3–6–3|
= unit 18
4)
For the first year
When t = 1

3 t2 + 5 t + 6
3 . 12 + 5 . 1 + 6
14 hundred trees

For the second year

When t = 2

3 t2 + 5 t + 6
3 . 22 + 5 . 2 + 6
28 hundred trees

For the third year

When t = 3

3 t2 + 5 t + 6
3 . 32 + 5 . 3 + 6
48 hundred trees

Total number of trees

= ( 14 + 28 + 48 ) hundred trees
= 90 hundred trees
= 9000 trees

Increase of oxygen level is

4
9000 ×
100
= 360 units

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 41 | P a g e

Part 3
5)
f ( x ) = x5 – 6x3 + 3
f ' ( x ) = 5x4 – 18x2
= x2 ( 5x2 – 18 )
If the function has fixed points then dy/dx (f '(x) )= 0.
X = 0 or ( 5x2 – 18 ) = 0
5x2 – 18 = 0
5x2 = 18
X2 = 18/5
X= +¿−¿ 18/ 5 ¿
√¿

second derivative test

f '' ( x )= 20x3 – 36x √ ¿ = 1.9
+¿18 /5 ¿

= 20 × 6.859 – 36 × 1.9
= 137.18 – 68.4
= 68.78

X=0 f'(x)=0
Inflection point at n = 0
f '' ( x ) =0

x = +¿18 /5√¿ ¿ = 1.9 f'(x) =0

Local Minimum
f '' ( x ) = 68.78 > 0

x = −¿18 /5√¿ ¿ = -1.9 f'(x) =0

Local Maximum
f '' ( x ) = -68.78 < 0

x=0 , f'(x)=3 ( 0, 3 ) inflection

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 42 | P a g e

f ( x ) = x5 – 6x3 + 3
6 3
f ( x ) = x5 ( 1 - 2 + 5 )
x x
lim f (x) = ∞
x→ ∞

lim f ( x) = x5 ( 1 - 6 + 3 )
x→−∞ x2 x5
lim f ( x) = −∞
x→−∞

f ( x )  +∞ , x  3
f ( x )  −∞ , x  -3

Figure 14 graph
table(Author developed)

Figure 15 Graph(Author developed)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 43 | P a g e

6)
f ( x ) = 2x3 + 4x4 + 5x2
f ' ( x ) = 6x2 – 16x3 + 10x
f ' ( x ) = – 16x3 + 6x2 + 10x
f '' ( x ) = -48x2 + 12x + 10
If the function has fixed points then dy/dx (f '(x) )= 0.
6x2 – 16x3 + 10x = 0
X ( -16x2 + 6x + 10 ) = 0

So;
X = 0 or ( -16x2 + 6x + 10 ) = 0
-2 ( 8x2 – 3x – 5 ) = 0
8x2 – 3x – 5 =0
Then;
−(−3) ± √(−3) −4 ×8 ×(−5)
2
x=
2× 8
+3 ± √ 9+160
x=
16
3+13 3−13
X= or x =
16 16
−10 −5
X = 1 or x = =
16 8

So;

−5
X=1 , x= , x=0
8
X=1,f(x)=3 f'(x)=0
Local Maximum at ( 1 , 3 )
f '' ( x ) = -26 < 0

−5
x= , f'(x)=0
8 Local Maximum
f '' ( x ) = -1.25 < 0

x=0 f'(x)=0
Local Minimum
W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 44 | P a g e
 f '' ( x ) = 10 > 0

Table here

Figure 16 Graph table(Author developed)

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 45 | P a g e

 Figure 17 graph(Author developed)

References
Anon., n.d. [Online]
Available at: https://www.quora.com/What-is-a-growth-factor-in-math

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 46 | P a g e

Anon., n.d. [Online]
Available at: https://www.investopedia.com/terms/c/conditional_probability.asp
Anon., n.d. [Online]
Available at: https://www.dummies.com/education/math/business-statistics/differentiate-between-
discrete-and-continuous-probability-distributions/
Anon., n.d. [Online]
Available at: https://jeremykun.com/2015/12/28/load-balancing-and-the-power-of-hashing/
Anon., n.d. [Online]
Available at: https://www.geeksforgeeks.org/importance-of-hashing/

W.M.S.A.Jayasinghe Maths Unit – 11 Batch – 40 47 | P a g e