Beruflich Dokumente
Kultur Dokumente
Guidelines
Version 9.4
September 2016
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Table of Contents
Common Guidelines ................................................................ 4
What is a Chegg solution? ............................................................................................4
1. Parts of a solution...............................................................................................5
2. How a step-by-step solution appears on the Chegg website ..............................6
3. MS Word file settings ........................................................................................7
4. Title ....................................................................................................................9
5. Solution steps ...................................................................................................11
6. Delimiters .........................................................................................................12
7. Content guidelines: text and equations ............................................................13
8. Content guidelines: diagrams, graphs, and tables ............................................18
9. Creating instructional solutions .......................................................................21
10. Units and Notations ..........................................................................................24
11. How much explanation? How many steps? ....................................................28
12. Copyright and Plagiarism.................................................................................29
13. Examples of common solution types ...............................................................30
Subject-specific Guidelines ...................................................36
Physics ........................................................................................................................36
Chemistry ....................................................................................................................43
Biology........................................................................................................................49
Mathematics ................................................................................................................51
Statistics ......................................................................................................................64
Mechanical Engineering .............................................................................................68
Electrical Engineering.................................................................................................76
Computer Science .......................................................................................................84
Economics ...................................................................................................................92
Accounting ................................................................................................................100
Finance ......................................................................................................................112
Business ....................................................................................................................117
Example Solutions ...............................................................121
Physics ......................................................................................................................121
Chemistry ..................................................................................................................133
Biology......................................................................................................................146
Mathematics ..............................................................................................................156
Statistics ....................................................................................................................177
Mechanical Engineering ...........................................................................................194
Electrical Engineering...............................................................................................210
Computer Science .....................................................................................................234
Economics .................................................................................................................249
Accounting ................................................................................................................261
Finance ......................................................................................................................273
Business ....................................................................................................................283
Troubleshooting and Tips ...................................................289
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List of changes made over Version 9.1
1. Added section 4.4 under Delimiters……………………………………………Page no.10
2. Modified section 7.1.5………………..………………………………………………Page no. 13
3. Details regarding one tab space in 7.2.1 has been removed……….Page no. 15
4. Second bullet point has been removed and modified 3rd and
4th bullet points in the section 7.2.6 of previous version…………...Page no. 17
5. Fifth bullet point is added in section 7.2.6 of previous
version…………………………………………………………………………………….…..Page no. 17
6. Modified Section 8.1.7 ……………………….………………………………………Page no. 19
7. Added Section 8.1.9……….. ……………………….…………………………………Page no. 19
8. Modified section 10.2.10 …………………………………………………………….Page no. 26
9. Modified section 12.2 …………………………………….……..…………..……… Page no.29
10. Modified content and MCQ type example in section 13.3……..……Page no.30, 31
11. Modified content in section 13.4………..…………………………....………...Page no.31
List of changes made over Version 9.2
1. Modified the content in 5. Solution steps………..………………..…….Page no.11
2. One delimiter added to the screen shot given in section 9.5…...Page no.21
3. Modified Content in sections 13.2 to 13.5…………………...……Page no.30 – 32
4. Added section 13.6 Very Short Answer Type……………………….….…Page no.32
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What is a Chegg solution?
A typical Chegg solution is a step-by-step answer, created in an Microsoft Word document,
which includes all the necessary explanation, diagrams, graphs, and tables. While authoring
a Chegg solution, an expert may reference outside sources of content when stuck or needs a
refresher in the subject. However, all parts of a Chegg solution must be original work.
Plagiarized work will not be accepted, and will be ground for immediate termination from
solution authoring without pay.
These Solutions Authoring Guidelines exist to ensure that the submitted solutions meet the
following broad objectives:
The solution should appear well-formatted when uploaded on Chegg’s live website
(www.chegg.com).
The solution should help the students to understand how to solve a problem at hand,
and should serve them as a guide in solving similar problems.
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1. Parts of a solution
The following screenshot shows the structure of a typical solution along with the possible
labeling of data objects. The contents of the screenshot have been deliberately blurred.
Title
Graph
Delimiters
Steps
Equations
Table
Figure 1
Navigate to the following sections for detailed guidelines on each part of the solution:
Title: Section 4
Steps: Section 5
Delimiter: Section 6
Equation: Section 7.2
Diagram: Section 8.2
Graph: Section 8.3
Table: Section 8.4
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2. How a step-by-step solution appears on the Chegg
website
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3. MS Word file settings
3.1 Version
We prefer to use MS Word 2010. However, we understand that you may have an
older version of Word installed. We accept Word files that are saved with .docx
extension only.
3.2 Filename
Each solution file should be typed in a separate Word file and named using the
following notation:
<Book ID>-<chapter number>.<section number>-<problem number>
For example: 1738-5.4-35P
Here,
1738 is the book ID. Every textbook has a unique numerical Book ID,
assigned by Chegg, for ease of reference
5.4 indicates chapter 5, section 4 of the textbook
35P is the problem number
Some textbooks have chapters that are not sub-divided into sections—the list of
solutions sent by the territory manager will make it clear if the book has sub-sections
or not. For textbooks without sub-sections in chapters, Word files should be named
using the following notation:
<Book ID>-<chapter number>-<problem number>
The earlier example would then become: 1738-5-35P.
Important note: Do not prefix zeros to single-digit chapter numbers and problem
numbers.
Example:
Incorrect: 1738-05-03P
Correct: 1738-5-3P (See Figure-2)
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a. Page Height: 21” (inches)
b. Page Width: 8.5” (inches)
3.4 Margins
Set the page margins (File -> Page Setup -> Margins) as follows:
a. Top and Bottom: 1”
b. Left and Right: 1.25”
3.6 Orientation
Set the orientation of the page to ‘Portrait’.
3.8 Alignment
Set the default alignment option to “Justify (Ctrl+J)”.
3.9 Language
The default language setting should be English (United States).
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4. Title
The title is the topmost part on the first page of a solution. Please note that the title
should NOT be placed in a header section. Instead, the title should appear in the
first line of the body of the Word document. The title has the following parts:
1. Filename: This is the same as the name that was given to the Word file as per
guideline 2.2 (above).
2. AID: Author’s ID is a unique identification number that is used to identify the
subject expert who has developed the solution.
3. Vertical bar “|” (press SHIFT + “\”): The vertical bar is used to separate the
AID and the Date of Creation.
4. Date of creation: It is the date on which the solution is created. If the solution
is being resubmitted, use the resubmission date. Use dd/mm/yyyy format.
5. Delimiter: This is a horizontal line that demarcates the end of the title
portion.
Procedure of creating delimiter:
After entering the date of creation in the given format, hit ENTER Button
twice.
Now, hit the dash button three times “---”, and then click ENTER once.
Now, click ENTER once more to create blank line.
This procedure creates blank lines above and below the delimiter. Follow the
same procedure for creating delimiter anywhere in the solution.
During HTML conversion, information within the delimiters is considered as a
single logical step. Delimiters created using any other method will be
rejected in HTML conversion process. The Delimiter appears on the word
document as shown below:
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4.1 As illustrated in Figure-2, the first line of the title should contain parts 1-4.
Filename must be placed to the extreme left
The AID and Date of creation at the extreme right, separated by the Vertical
bar and a space on each side of the vertical bar.
4.2 Place a delimiter. The delimiter marks the end of the title portion, and the start of the
first step of the solution.
4.3 Do not use macros enabled option for repeating the title section in word documents.
Instead, write the title section separately for every document.
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5. Solution steps
Solutions primarily consist of multiple steps – aim to have at least two steps in every
solution. A step is a collection of closely related sentences or calculations that
generally cover a single concept, and aid in learning.
A step should always begin with sentences. In addition to sentences, a step may have
equations, diagrams, graphs or charts. If equations, diagrams, graphs or charts are
required, experts should re-create them on their own. If equations, diagrams, graphs,
or charts are scanned or copied from the textbook or any external source, they will be
considered as plagiarized and rejected.
5.1 After the blank line is created, begin typing first step of a solution.
5.2 Insert a delimiter to mark the end of the first step and the start of the second step.
Follow the procedure of creating delimiter given in section 4. Title (point 5).
5.3 Continue using delimiters to separate subsequent steps until the last step. Do not
insert a delimiter after the last step of a solution.
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6. Delimiters
6.1 A delimiter is a horizontal line that spans the entire text width on the page.
6.1.1 A delimiter separates the title section from the first step, and also separates the
steps in a solution.
6.1.2 If a question consists of multiple parts or sub-questions (e.g., (a), (b), (c) …),
then separate each part of the solution using a delimiters.
(See Figure-3)
6.1.3 Steps within a single part or sub-question should be separated
with delimiters.
6.1.4 Follow the procedure of creating delimiter given in section 4. Title (point 5).
Note that there should be single blank line above and below the delimiter.
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7. Content guidelines: text and equations
7.1 Text
Chegg Solution is explained in the form of text to make it more learnable for the
student.
7.1.1 Every step in a solution must start with a sentence. Sentences should restate
the relevant facts used in the step and outline what will be accomplished
within the step.
7.1.2 Sentences should be short, grammatically correct, and easy to understand.
Phrases should not be used in place of sentences.
7.1.3 Sentences should be conversational and direct in tone. For example, “Add
the values” has a conversational and direct tone, while “One should take the
summation of all the values” is neither conversational nor direct.
7.1.4 If there are a number of consecutive sentences, group them into paragraphs,
each containing not more than three, preferably short sentences.
7.1.5 Colored, italics, bold text, highlighter, or bullet points should be used to
emphasis important points. Note that regular text should be black in color. In
order to emphasize the text with color, use MathType to color the text.
Otherwise, color of the text would not appear after HTML conversion.
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7.1.6 Labeling of Subparts:
If a problem consists of subparts like, (a), (b), …. etc., then they should be
labeled in the following way:
Type the subpart name in the same format as given in the problem
[ For example: Do not type (A) in place of (a)]
Do not type anything in the line containing the name of the subpart
Leave the next line blank
Start the opening sentence after the blank line
7.2 Equations
Use MathType to write equations and mathematical expressions in the solutions.
MathType is a plug-in software available with MS Word. MathType equations
should be saved as MathType objects in the document itself, to allow Chegg’s experts
to make quick edits if necessary.
If MathType is not available, use Microsoft Equation 3.0 available in Word. In Word
2007 or 2010, Equation 3.0 is inbuilt and available at Insert -> Object -> Microsoft
Equation 3.0. It is almost identical to MathType in look, feel, and ease of use but
inferior to MathType.
However, Word 2007/2010 has two different types of equation tools:
1. Equation Tool with the symbol “π” (DO NOT USE IT)
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2. Microsoft Equation 3.0
Steps for inserting equations by Microsoft Equation 3.0, which is
recommended above, are as follows:
7.2.2 Include multiple lines in a single equation object (often useful when simplifying
expressions). However, limit the number of lines in a single equation object
to no more than four.
7.2.3 To ensure that MathType object does not spill into the page margins, the width
of the MathType object should not be more than 6 inches.
This dimension can be verified by using the top side ruler of the
MathType window.
Alternatively, right-click on the MathType object, select “Format
Object” and choose the “Size” tab to measure the width.
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Wrong Usage
Correct Usage
7.2.4 Unless the equations are very short, a line should not contain more than one
“equal to” (“=”) sign. For Example,
Incorrect:
dy x dx sin x sin x dx x
3 d d 3
x3 cos x sin x(3x 2 )
2
dx x3 x6
Correct:
dy x dx sin x sin x dx x
3 d d 3
2
dx x3
x3 cos x sin x(3x 2 )
x6
Note that the “=” symbols are aligned. Use the feature available in MathType to
align “=” symbols when the left side doesn’t change.
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7.2.5 Numbering equations:
To refer to an equation in explanation, number the equation in its first use and
then refer to it using the equation number. However, when referring to the
numbered equation in a subsequent step, restate the equation along with the
equation number.
Examples:
x2 y 2 0 ......(1)
x y z 2 xy 2 yz 2 zx 0
2 2 2
......(2)
Or
F ma ......(2)
r cos i sin ......(3)
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8. Content guidelines: diagrams, graphs, and tables
Neat and well-labelled diagrams, graphs, and tables are a great addition to many
solutions. In many cases, problems will reference diagrams, graphs, or tables from
the textbook, for which you are required to recreate in the solutions. In other cases,
the problem may ask for the creation of diagrams, graphs, or tables as part of the
solution. And in still other cases, the problem may not explicitly require creating a
diagram, graph, or table, but you should include them to better illustrate the ideas and
concepts in the solution.
8.1.1 All diagrams, graphs, or tables included in your solutions must be originally authored
and cannot be scanned or copied from the textbook or any other source.
8.1.3 If the solution to a problem requires the expert to add labels or highlight portions of a
diagram, graph, or table given in the textbook, then recreate it in the solution. When
recreating a diagram, graph, or table, the expert should avoid referencing any
copyrighted content from the textbook. A good rule of thumb is to abbreviate all
proper nouns from the textbook problem. For instance a diagram in the book that
shows the route between San Francisco and Dallas should be recreated as a diagram
showing the route between points “Country S” and “Country D”.
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8.1.5 No step of a solution should start with a diagram, graph, or table. All steps for a
solution should always start with one or more sentences to provide context.
8.1.6 Include a blank line before and after every diagram, graph, or table.
8.1.7 All diagrams, graphs, or tables should be less than 6 inches wide to avoid running
into page margins.
8.1.8 Take only the image of diagrams, graphs or tables (JPEG/PNG) and paste it on the
word document. Never copy paste directly from the source.
8.1.9 Include the name of the table/figure in the same image object instead of typing it
separately.
8.2 Diagrams
There are two ways you can sketch diagrams in solutions:
Option 1: Specialized software
We strongly recommend using CorelDraw, ChemDraw or DrawPlus for drawing
diagrams. If you do not have access to any of these, you may use any equivalent
software that you have or are comfortable with. Once done, save a copy of the
diagram as an image in JPEG/PNG format.
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Example for properly labelled diagram:
8.3 Graphs
We prefer using Excel or Word directly or recommended software to create
graphs. Please ensure that the graphs and all the axes are labeled, and that the
labels should be uniform throughout the solution. Graphs should only be saved
in image format (JPEG/PNG).
8.4 Tables
We prefer using excel to create tables and paste them in the solution in image format
(JPEG/PNG). While sending authoring assignments, the respective excels should also
be sent along with the word file for the purpose of editing. The name of the Microsoft
excel should have the same name as the Microsoft word file.
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9. Creating instructional solutions
As noted earlier, each Chegg solution should help students understand how to solve
the problem at hand, and should provide a guide in solving similar problems on their
own. The guidelines in section 9 are meant to elaborate on what makes a Chegg
solution an effective instructional tool.
9.1 Always review the worked out examples in the textbook before you begin
authoring solutions for that chapter. You should use the same methods and
conventions used in that chapter when creating your solutions. While there may be
multiple ways to approach and solve a problem, you should always complete the
problem as per the method that is used in that chapter.
9.2 Chegg solutions should be more elaborate than the worked out examples given in
the textbook. The purpose is not simply to get the student to the answer, but to help
them understand all the steps that got them there.
9.3 Break down your solutions into logical steps. Consult Section 5 for more detail.
9.4 Always start every step with one or more sentences. Clearly restate all the relevant
facts provided in the textbook that will be used when solving the problem, and
outline what will be accomplished in the rest of the step. Consult Section 7.1 for
more detail.
9.5 All variables should be properly explained when first used in a solution.
Proper explanation of variables used in a step
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9.6 Reference other steps in the solution with proper notation.
Example:
Wrong usage
(A) The equation is x + y = z.
(B) The equation in part (a) is used here.
Correct usage
(A) The equation is x + y = z.
(B) The equation in part (A) is used here.
9.8 No solution should refer to a previous solution, except when explicitly asked in
the textbook problem.
9.9 Some problems ask you to reference another problem’s solution. When you come
across such a problem:
Case 1: You have solved the referenced problem already. Then,
o Only final answer needs to be referenced: Quote the final answer and use in
the current solution
o Some portion of the solution needs to be referenced: Copy the relevant portion
and paste in the current solution
o Lengthy portions of the solution need to be referenced: Abridge the relevant
parts from the other solution and use in the current solution
Case 2: You did not solve the referenced problem, so you do not have the solution to
reference. Then,
o Talk to your Territory Manager on how to proceed
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9.11 Write sentences that have command tone.
Example:
Substitute 5 for a and 7.3 for b.
instead of
Let us substitute 5 for a and 7.3 for b.
or
Substituting 5 for a and 7.3 for b, we get,
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10. Units and Notations
10.1 Units
10.2 Notations
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Inserting parentheses
10.2.5 Terms like: sin, lim, cos, tan, etc., should always begin in lowercase even if
it they are at the beginning of a sentence. These terms should also be written
in Times New Roman.
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Example:
Incorrect format : Sin x, Cos x, Lim, etc.
Correct format : sin x, cos x, and lim.
10.2.6 Avoid using ampersands (“&”). The word “and” should be used instead.
10.2.7 Avoid use of all abbreviations like L.H.S., R.H.S., F.T.C, CCW, w.r.t.
Instead, write out the complete term you are trying to convey.
10.2.9 While describing a series use only three dots ‘…’ – referred to as an ellipsis.
Incorrect
1 t
n n
t 2 t3
n t t
2! 3! n!
1 t n
n
t 2 t3
n t t ...............
2! 3! n!
Correct
1 t
n n
t2 t3
n t t ...
2! 3! n!
10.2.10 Box the final answer whenever necessary. For multi-part questions,
box the answer of each part. For boxing the final answer, use the box
provided in MathType only. Do not use the customized border
option in the MS-word to box the final answer. If the final answer is
in the form of a sentence, then box the most critical part of the sentence.
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10.2.11 Use international notation: Putting commas to the left of every 3 digits
counting from the right is proper international notation.
10.2.12 There may be certain instances where the guidelines from section 10.2
directly contradict with the examples from the textbook. In such cases, you
should generally emulate the examples from the textbook. If you are
unclear, don’t hesitate to ask.
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11 How much explanation? How many steps?
Explanation may be highly variable, and dependent on the individual expert’s judgment.
However, the following aspects should influence the length of a solution:
Type and objective of a problem - If a problem is of descriptive type, the solution has to be
explanatory in nature.
11.1 Context
Understanding where the question appears in the textbook influences the length
of your solution. Problems appearing in earlier chapters would require more
explanation and steps although the concepts are simpler. Problems appearing in
later chapters can do with shorter explanation.
Similarly, early problems within any chapter could be easier ones for which the
solutions should be elaborate with sufficient number of steps. As you progress
through the chapter, the problems usually become more complex. For such
solutions, you may reduce the extent of explanation for the parts that were dealt
in detail in the earlier problems of the chapter.
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12 Copyright and Plagiarism
While creating solutions, extra care should be taken to avoid copyright infringement and
plagiarism. Solutions containing copyright infringement or plagiarism will be
rejected. Repeated violations may result in your termination from the solution authoring
program.
12.1 Copyright
Certain information in the textbooks may be protected by copyright. The only
contents in textbooks that can be copyrighted are the original concepts of the
author(s). Facts presented in the textbooks are not copyrightable and can be used
in your solution. In addition, ideas are not copyrightable, only the form of the
ideas as presented in the textbook may be copyrighted. Creative thinking and
careful analysis of the textbook content while authoring solution will help avoid
copyright issues.
12.2 Plagiarism:
Plagiarism is a very serious offense. In solution authoring, plagiarism involves
copying of content (sentences, diagrams, graphs, tables, photos) from other
sources (textbooks, internet sources, journals etc.) into your solutions. It also
includes copying content/solutions from other sources, modifying it, and
presenting it as your own independent content. It is grounds for having the entire
batch of solutions rejected and returned to you for re-work and/or termination.
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13 Examples of common solution types
In one case, explanation may be required for every choice in separate steps,
whereas, in other case, explanation may be given for all the wrong choices in one
step. However, move the reasoning of the correct answer to the second last step.
In the final step, state the correct answer.
Note 1: Single step answers are not acceptable. Recollect that steps are
separated by delimiters.
Note 2: In the example screenshot, question is included only to help the reader
understand the context. However, do not include actual question while
authoring solution.
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Sample 1:
Sample 2:
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13.4 True or false type questions
Every solution should have at least two steps. Give appropriate explanation of the
concept in the first step. In the second step, state whether it is true or false.
Note 1: In the example screenshot, question is included only to help the reader
understand the context. However, do not include actual question while
authoring solution.
Note 2: Single step answers are not acceptable. Recollect that steps are
separated by delimiters.
13.5 Fill in the blank type questions
Fill in the blank solution should have at least two steps. In the first step, provide a brief
explanation of the given question. In the second step, conclude with a statement - “The blank
can be filled with .” Do not copy the question statement from textbook to avoid
plagiarism.
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Note 1: In the example screenshot, question is included only to help the reader
understand the context. However, do not include actual question while
authoring solution.
Note 2: Single step answers are not acceptable. Recollect that steps are
separated by delimiters.
Generally, very short answer type questions have a brief answer. Although, it may be
tempting to be very brief, in reality, such questions require detailed explanation, covering the
underlining concepts. Therefore, every solution should have at least two steps. In the first
step, explain the concept supporting the answer. In the second step, provide the actual
answer. Thus, we are showing the new students that we care about providing them the reason
for the answer.
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Note 1: In the example screenshot, question is included only to help the reader understand
the context. However, do not include actual question while authoring solution.
Note 2: Single step answers are not acceptable. Recollect that steps are separated by
delimiters.
A step should not be partially on one page and partially on the next page. In such
cases, insert blank lines until the entire step moves to the next page.
Do not insert a delimiter below the last step on a first page. (see bottom of the first
page in Figure 4)
Do not insert a delimiter above the first step on the next page.
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Subject-specific Guidelines
Physics
List of changes made over Version 9.1
Second bullet point in D. Graphs has been removed …………….……………............. Page no. 39
Information regarding tables in P1. Content has been removed …..……............. Page no. 36
List of changes made over Version 9.2
Last line has been added to the second paragraph in P1. Content (A)…............ Page no. 36
Modified the content in the C. Diagrams…………………………………………………………..Page no.38
List of changes made over Version 9.3
Two images under ‘Vector notation’(P1.Content) has been modified……………….Page no.38
Table of contents
A. Text/Explanation: ...................................................................................... 37
B. Equations: ................................................................................................................... 38
D. Graphs: ........................................................................................................................ 40
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P1. Content:
A. Text/Explanation:
“Conceptual” questions: Solve each question based on the underlying concept(s) provided in
the chapter. Solutions may often have multiple steps.
“Check Your Understanding” questions: The solution should be in a step-by-step manner and
should neither be too brief nor too lengthy.
Note: Single step solutions are not allowed. Recollect that steps are separated by
delimiters.
i. Units Conversion:
WRONG METHOD:
V 40.0 kV
40.0 103 V
CORRECT METHOD:
V 40.0 kV
103 V
40.0 kV
1 kV
40.0 103 V
WRONG:
Impulse, J 23.0 N.m
CORRECT:
Impulse, J 23.0 N m
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iii. Vector notation:
The vector quantities must be represented by a variable with bar/arrow symbol above it.
The following screenshot shows the wrong representation of the vector variable in
MathType:
B. Equations:
i. Substitution in an equation:
Specify units of all quantities during substitution and simplification of every step.
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WRONG METHOD:
hc
min
eV
6.63 1034 3.0 108
1.60 10 40.0 10
19 3
3.1078 1011
3.11102 nm
CORRECT METHOD:
hc
min
eV
6.63 1034 J s 3.0 108 m/s
1.60 10 19
C 40.0 103 V
3.1078 1011 m
1 nm
3.111011 m 9
10 m
3.11102 nm
C. Drawing diagrams:
WRONG:
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CORRECT:
D. Graphs:
The scale chosen for the graph must be indicated at top right side corner of the
graph.
Example:
When an object is projected at certain angle with the horizontal, the
displacement in the vertical direction y (x) is related to the displacement in the horizontal
direction x by the relation y x x 2 .
Tabular form of y versus x:
x m y m
-2 4
-1 1
0 0
1 1
2 4
Plot of the graph:
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P2. Special points/ others:
i. Significant figures/digits:
The final and sometimes the intermediate answers of a solution must be rounded off based on
the significant figures of the quantities given in the question. Significant figures indicate the
degree of accuracy of measurement of the quantities involved.
Note: Rounding should be done only on intermediate or final answers/results. Throughout
the solution, all calculations should be done with unrounded numbers only.
Rules to find the significant figures:
All non-zero digits are significant.
Example: 125 has 3 significant figures.
Zeros to the left of the first non-zero number are not significant.
Example: 0.0012 has only 2 significant figures.
Check the quantities used in the calculations and pick the least number of significant
digits among them
Round off the final answer to the least number of digits chosen
If the first digit to be dropped is less than 5, then the last significant digit would
remain unchanged.
If the first digit to be dropped is greater than 5 then the last significant digit should be
increased by 1.
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Examples:
1) Round 7.4882 to three significant digits
= 7.49
2) Round 7.998 to three significant digits
= 8.00
If the first digit to be dropped is “5” (which is not followed by any other digits or
followed only by zeros) and the last significant digit is even, then the last significant
digit would remain unchanged.
Examples:
1) Round 7.8500 to two significant digits
Answer = 7.8
2) Round 8.465 to three significant digits
Answer = 8.46
If the first digit to be dropped is “5” (which is not followed by any other digits or
followed only by zeros) and the last significant digit is odd, then the last significant
digit would be increased by 1.
Examples: 1) Round 7.775000 to three significant digits
= 7.78
2) Round 7.995 to three significant digits
= 8.00
If the first digit to be dropped is “5” (which is followed by any non-zero digit) then
the last significant digit would be increased by 1
Examples:
1) Round 7.8501 to two significant digits
= 7.9
2) Round 8.4652007 to three significant digits
= 8.47
Back
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Chemistry
List of changes made over Version 9.1
Fourth bullet point removed from subject specific section - A of C1
……………………………………………….……………............. Page no. 43
Modifications made in C. Diagrams, two more bullet points
added.…………..…………………………………………….......... Page no. 45
Table of Contents
A. Text/Explanation ........................................................................................................ 44
C. Diagrams ..................................................................................................................... 46
D. Graphs ......................................................................................................................... 46
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C1. Content
A. Text/Explanation
If there are multiple approaches to solve a particular problem, state the reason
for using the approach you choose.
Always try to write a concluding sentence that directly answers the question
asked but the sentence should not be copied from the question.
All chemical formulas, chemical symbols, and units should be written using
MathType or Microsoft Equation 3.0 available in Word 2007/2010.’
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Example 1:
Example 2:
For example:
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Data values such as enthalpy, acid dissociation constant K a , and solubility
constant K sp must be used as given in the text book, along with its significant
numbers.
5
Note: In some textbooks K b of NH3 is given as 1.8 10 , and in other
5
books, it is 1.75 10 . Use the value given in the current textbook being
used.
Molar mass varies from book to book in terms of the number of digits used.
Use the exact molar masses as given in the currently used textbook.
For example, in some books molar mass of oxygen may be given as 15.999 g
/ mol, while in some other books it may be 16.00 g / mol.
C. Diagrams
D. Graphs
Use MS Excel to draw graphs/Tables. Take only the image of graphs or tables
(JPEG/PNG) and paste it on the word document. Never copy paste directly from the
source.
Example:
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Graph the data in the table:
Students viewing the solutions will likely be taking a class centered on a particular
textbook. To ensure accuracy and helpfulness of your solutions, follow these
guidelines:
Follow the method of solving (Formula, approach) as used in the text book
but do not copy the structure and layout of the text book solved example.
‘Do not copy any statement from the question/problem or the text book into
your solution’
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iii. Significant figures
Significant figures should be considered in each and every calculation.
The number of significant figures in the result is the same as the number in
the least precise measurement used in the calculation.
c) Conversion of units
Show the conversion step, instead of directly writing the converted result.
Show the cancellation of units.
Correct:
1gallon
Conversion factor is .
3.7854 L
1gallon
Volume 12.8 L
3.7854 L
3.38gallons
Incorrect:
12.8L
Volume gallons
3.7854 L
=3.38 gallons
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Example 2:
1cm 1in
109 mm 109 mm
10 mm 2.54 cm
4.29 in
Biology
Table of Contents
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B1. Technology
b. The correct option(s) in match the following type questions should be boxed.
c. The symbols for males (♂) and females (♀) should be used for solutions of
genetic books. The symbol for males can be created by holding down ALT and
pressing 11, while the symbol for females can be created by holding down ALT
and pressing 12.
Back
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Mathematics
Table of Contents
A. Text/Explanation: ....................................................................................................... 52
B. Diagrams/Graphs: ...................................................................................................... 52
C. Equations: ................................................................................................................... 53
D. Tables: ......................................................................................................................... 55
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M1. Content:
A. Text/Explanation:
1. To prove a statement, bring out the generalization without sticking to any particular case
of the statement.
2. Apply only the specified method to get the particular solution and do not use methods that
are not explained in the textbook.
3. Iterative methods in numerical methods have to be clearly explained for one step from
y x0 to y xn using one step size (h) value. For other h values, a table must be given for
B. Diagrams/Graphs:
1. While drawing a curve, first explain the tracing process in the following manner: (i)
scaling, (ii) angle in each quadrant in the case of polar curves along with the grid lines,
(iii) the scale of the parameter in the case of parametric curve and, (iv) the domain of the
function. The curve must be drawn only after providing these details.
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2. Geometry-related problems must be supported by a graph or a figure if the problem
demands.
4. Matching of differential equation and its direction field requires the explanation of slopes
of each solution curve at the initial points and critical points.
5. If question asked to match one equation with one of the given four options, then explain
the correct option and also explain why the other options are incorrect.
C. Equations:
MathType/Microsoft Equation 3.0 Pointers
1 1
(i) Do: 2 1 Don’t: 2. 1
2 2
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(iii) Vector notation holds the cap symbol, bar or arrow upon the letter available in
MathType.
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(iv) The available derivative symbol is shown in the green box below. For instance,
(‘) inverted comma should not be used to indicate the derivative. Instead, one
can use the derivative symbols shown here.
D. Tables:
1. Lengthy tables (more than 15 rows), should be broken into smaller tables (Approx. 10
rows each)
Example:
A table containing 20 rows could be split into two tables with 10 rows each.
Right Approach:
S. No. A B C D
1 1 2 1 2
2 2 3 2 3
3 3 4 2 3
4 4 3 3 5
5 1 56 7 3
6 3 5 6 78
7 2 3 4 3
8 6 7 8 9
9 6 7 8 7
10 1 2 1 2
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S. No. A B C D
11 2 3 2 3
12 3 4 2 3
13 4 3 3 5
14 1 56 7 3
15 3 5 6 78
16 2 3 4 3
17 6 7 8 9
18 6 7 8 7
19 6 7 8 7
20 6 7 8 7
M2. Technology:
A. TI Calculators:
Question:
Use TI-84/89 calculator to verify x 14 is the solution of 2 3x 2 4 3x 5 3 x 6 .
Answer:
Take left side of the equation as y1 2 3x 2 , and the right side of the equation as
y2 4 3x 5 3 x 6 .
In order to verify the solution, insert the functions y1 and y2 in the calculator and use the
Table feature to verify the results.
First turn on the calculator and click on Y = to insert the functions against to Y1 and Y2 .
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Key strokes to insert the function y1 2 3x 2 .
2 ( 3 X,T,θ,n 2 )
Click on the down arrow and insert the function y2 .
Key strokes to insert the function y2 4 3x 5 3 x 6 .
4 ( 3 X,T,θ,n + 5 ) 3 ( X,T,θ,n 6 )
To determine the values of Y1 and Y2 for the corresponding X value, use the Table feature
in the calculator.
Click on 2ND and WINDOW , the TI calculator displays “Table Setup” window.
In this problem, X is independt variable and Y1 and Y2 are dependent variables on X .
Set Ask option for the independent variable, and Auto for the dependent varaible.
Use the arrow button to select the option Ask against the Indpnt and press ENTER ,
then select the option Auto against the Depend and press ENTER .
The TI calculator displays a empty table which consists three columns for X,Y1 and Y2 .
Enter the value for X as 14 and then press ENTER .
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Key Strokes to insert the X value:
1 4
Observe that, the values under Y1 and Y2 in the table for the corresponding X 14 are
equal.
Thus, the function values of both sides of the equation are same.
Therefore, the solution set of the equation
2 3x 2 4 3x 5 3 x 6 is 14 .
B. Mathematica:
Input command should be in plain text, font ‘Times New Roman’, and font
size 12.
Copy the output from command window (Note book (.nb)) or take a screen
shot of the output window and paste it in the solution.
SAMPLE SOLUTION – MATHEMATICA
Question:
Can there be beats when a damping force is added to the following model?
d 2x
2
2 x F0 cos t , x 0 0, x 0 0 .
dt
Defend your position with graphs obtained either from the explicit solution of the problem
d2x dx
2
2 2 x F0 cos t , x 0 0, x 0 0
dt dt
or from solution curves obtained using a numerical solver.
Solution:
Investigate whether beats exist when a damping component is added to the model. Note that
the following are constants: , , F0 , and .
d 2x dx
2
2 2 x F0 cos t
dt dt
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The model has the initial conditions of x 0 0 and x 0 0 .
Use the following values for the constants: 0.01 , 2 , F0 1 , and 22 / 9 .
These values were set after doing trial and error for various values.
Substitute the values in the differential equation, and use Mathematica to find a
numerical solution.
sol=NDSolve[{x’’[t]+(2*0.01)*x’[t]+4*x[t]==Cos[(22/9)*t],x[0]==0,x’[0]==0},x,{t,0,40}]//Flatten
Output:
{𝑥 → InterpolatingFunction[{{0. ,40. }}, " <> "]}
Input:
solution=x[t]/.sol
Output:
InterpolatingFunction[{{0. ,40. }}, " <> "][𝑡]
Input:
Clear[x]
x[t_]:=Evaluate[solution]
x[t]
Output:
InterpolatingFunction[{{0. ,40. }}, " <> "][𝑡]
Input:
Output:
t
1.0
0.5
x
10 20 30 40
0.5
1.0
From the graph, it is apparent that beats still exist in the system despite the addition of the
damping component.
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C. Maple:
To solve solutions using maple, enter the maple command and press “Enter”
to get the output. Copy the command and the output from the command
window (Maple document or work sheet) or take a screen shot of the output
window and paste it in the solution.
SAMPLE SOLUTION – MAPLE
Question:
Use computer software to find a general solution of the differential equation,
1
Y t Y t 4t 3Y t 0, t 0
t
Solution:
Consider the differential equation,
1
Y t Y t 4t 3Y t 0, t 0
t
The objective is to find the general solution of the given differential equation by using Maple
software.
In a new Worksheet, assign the given differential equation to the syntax ode by giving the
below command.
Maple input:
Maple output:
Use the dsolve command to solve the differential equation and with type mode ‘series’ to get
the series solution.
Maple input:
Maple output:
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Therefore, the required general solution is,
Y t C1t 2 1 t 5 O t 6 C2 2 t 5 O t 6
4 8
35 15
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D. Matlab:
Input command should be in plain text, font ‘Times New Roman’, and font
size 12.
Copy the output from command window or take a screen shot of the output
window and paste it in the solution.
Question:
Use MATLAB to request a row reduction of the matrix A, without showing
intermediate steps and also find the rank of the following matrix
2 3 0 1 4
1 4 6 3 2
A
0 11 12 5 8
4 1 5 3 7
Solution:
2 3 0 1 4
1 4 6 3 2
A
0 11 12 5 8
4 1 5 3 7
Use the command rref(A) to obtain a matrix A1 , which is the row-reduced echelon
form of matrix A.
Next, use the command rank (A) to obtain the rank of the matrix A.
Input:
A = [2 -3 0 1 4; 1 4 -6 3 -2; 0 11 -12 5 -8; 4 -1 5 3 7];
Output:
A=
2 -3 0 1 4
1 4 -6 3 -2
0 11 -12 5 -8
4 -1 5 3 7
Input:
rref(A)
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Output:
ans =
1 0 0 0.9826 1.3217
0 1 0 0.3217 0.4522
A1
0 0 1 0.1217 0.2522
0 0 0 0 0
Input:
rank(A)
Output:
ans = 3
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Statistics
List of changes made over Version 9.1
First and second points under C. Diagrams has been merged as single point……….Page no. 65
Table of Contents
A. Text/Explanation: ....................................................................................................... 65
B. Equations: ................................................................................................................... 65
C. Diagrams: .................................................................................................................... 65
D. Graphs: ........................................................................................................................ 65
E. Tables: ......................................................................................................................... 65
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S1. Content:
A. Text/Explanation:
To enhance the understandability of the solution, always specify the formulae that are
used to obtain the final result.
B. Equations:
Follow the textbook’s notation for equations and variables.
C. Diagrams:
Textbooks contain questions about interpreting the results of diagrams, graphs and/or
output of statistical software.
If a diagram is given with or without dataset, recreate the diagram using the given
dataset with the help of any suitable statistical software. In these cases, quote the
graph/diagram with all relevant details and then proceed to answer the questions. For
further information on usage of software, please ask your territory manager.
D. Graphs:
(ii) P-Value: Draw the necessary graph or curve to find the probability value (p-
value) in all cases of distributions. Minitab is a good tool to draw such graphs.
E. Tables:
(i) Provide a table showing calculations regarding data when the dataset contains
observations less than or equal to 15 entries. All the entries in the table must
be center-aligned.
(ii) Do not provide a table when the dataset contains more than 15 observations.
Instead, just provide the values obtained from the dataset that are required for
further calculations.
(iii) We prefer using excel to create tables and paste them in the solution in image
format (JPEG/PNG). While sending authoring assignments, the respective
excels should also be sent along with the word file for the purpose of editing.
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The name of the Microsoft excel should have the same name as the Microsoft
word file.
S2. Technology:
(a) If software is not specified in the textbook and/or question: Use most
commonly used software like MS-Excel, Minitab, SPSS, Statistica or TI-83/84
calculator for statistical analysis to solve problems with large datasets.
(b) If software is specified in the textbook and/or question: Use only the particular
software specified in the question for statistical analysis to provide the required
solution.
Example:
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(c) Software output is to be used in the solution: Show a screenshot of the
software output and interpret it.
Example:
(d) Software instructions must be specified before the output: If the solution
requires any software output, first give the instructions to get the output and then
present it.
Example:
Back
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Mechanical Engineering
Table of Contents
ME1.Content .................................................................................................... 69
A. Text/Explanation: ....................................................................................................... 69
B. Equations ..................................................................................................................... 69
C. Diagrams ..................................................................................................................... 70
D. Graphs ......................................................................................................................... 74
E. Tables........................................................................................................................... 74
(1). Formatting changes under correct representation B. Equations 3. (i) has been
modified………………………………………………………………………………………69
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ME1. Content
A. Text/Explanation:
1. If the problem involves interpolation, then the calculation part of the interpolation
should be explained clearly instead of writing direct values.
2. Standard constant values (like acceleration due to gravity), must be taken from the
respective textbook.
B. Equations
1. The degree symbol should be used while describing the temperature in case of
centigrade, Fahrenheit and Rankine T C, T F, T R . The notation for Kelvin should
3. The representation of sigma symbol and degree symbol that are frequently used in the
expressions:
i. Correct Representation
F y 0
By FAB sin 60 0
24.4 FAB sin 60 0
FAB 28.2 kN
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ii. Wrong Representation
Fy 0
By FAB sin 60 0
24.4 FAB sin 60 0
FAB 28.2 kN
Correct representation
Taking moments
Ma 0
C. Diagrams
4. If parts of a diagram are needed to be referred in the solution, label them.
For example:
5. While representing a T-s diagram, please show the difference between the actual
process and saturation lines and place the state points on the T-s diagram
correctly. For example, consider a simple Rankine cycle,
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Correct Representation
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9. Representation of trusses:
Example:
Variables should be used in the same style throughout. In other words, the variables should
be shown in diagrams just as they are represented in the rest of a solution.
Consider the free-body diagram at joint B.
Correct Representation
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Wrong Representation
Here, variables A and B have been represented in lowercase, but they should be in uppercase.
Variables should be used in the same style as in the textbook.
10. In the case of shear force and bending moment diagrams, their widths should
match the width of the beam. The diagrams should also be aligned with the beam.
Correct Representation
While drawing the shear diagram and the moment diagram, the width of the diagram should
be the same as the given Load diagram. Also, all the three diagrams should be aligned
vertically.
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Wrong representation
In the above figure, Shear diagram and Moment diagram crossed the boundaries of the Load
diagram.
D. Graphs
While taking any constant values from the textbook graphs, the graph name should be
specified.
E. Tables
While taking any constant values from the textbook tables, the table name should be
specified. Do not use the number or exact title of the table used in the textbook.
ME2. Technology
2. For programming in heat transfer problems, use IHT (Interactive Heat Transfer)
software.
3. For diagrams, use Serif v.X.5 Software. Should you wish to use a different
program for diagrams, please consult your Territory Manager.
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4. For representing equations in your solutions, use MathType or the Microsoft
Equation 3.0 (Insert > Object (Text Panel)> Microsoft equation 3.0).
5. If a solution uses results from software (or any other tool), then the step wise
procedure for obtaining those results in software should be mentioned in the
solution.
Back
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Electrical Engineering
(2). Modified the first sentence in example of second point under B. Equations……………………..77
Table of content
EE1.Content: .................................................................................................... 77
A. Text/explanation: ........................................................................................................ 77
B. Equations: ................................................................................................................... 77
C. Diagrams: .................................................................................................................... 77
D. Tables: ......................................................................................................................... 78
EE2.Technology: .............................................................................................. 80
A. MATLAB: ................................................................................................................... 80
B. OrCAD/PSpice: ............................................................................................................ 81
C. Multisim: ..................................................................................................................... 82
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EE1. Content:
A. Text/explanation:
1. The conclusion statement should reflect the question. Any inferences from the
solution can be mentioned in the conclusion section.
Example: Thus, the minimum power rating of each resistor, P is 8.51 kW .
B. Equations:
1. The degree symbol should be used while describing the temperature in case of
centigrade, Fahrenheit and Rankine T C, T F, T R . The degree symbol should
R2 R2
vref VCC v ref VCC
R1 R2 R1 R 2
1
The Fourier Transform of x t , X .
j
1
The Laplace Transform of x t , X s .
s
Example: V 2 x 2 3 x 2
2
C. Diagrams:
1. If the solution should start with the given circuit diagram in the problem, ensure
that there is some modification or additional label that is relevant.
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3. In phasor diagrams, all representations (arrows, directions, colors and notation)
should be differentiable.
4. Circuits that do not require software simulation should be drawn using Draw Plus /
Corel Draw. Do not use EE software (like pspice/Multisim/etc.) to draw such circuits.
5. Do not use MS word tools to draw circuit diagrams or K-Maps.
D. Tables:
Titles should be brief and informative. Tables should be numbered at the top
followed by the title.
Include explanatory notes below the table.
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In truth tables and Karnaugh maps, all cells should have their entries center-aligned.
Provide MathType or image type tables instead of using word table. The titles should
be in bold.
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Note: Give the title for figure/table, only if the figure/table is referenced in the solution.
EE2. Technology:
A. MATLAB:
Adhere to the procedures used in the textbook that you are working out of.
If any code is used in the solution for solving complex equations or to get graphical
grid
ylabel ('Output')
The graph line/curve should have suitable width. Font Style of Text/Numbers in the plot
should be Times New Roman.
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B. OrCAD/PSpice:
Follow the steps mentioned below to edit the properties of output waveforms:
Right click on the line and select properties. Increase the width and change color to
blue
Go to Page Setup from File menu and set font type to Times New Roman and font
size to 12
Remove Header and Footers and check No Border in the Page Setup
Use PRINT PREVIEW to get the image. Use Print Screen to copy the image into
Paint. Do the necessary modifications in Paint and then copy the image into the word
document.
The waveform generated should be as shown below:
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Simulated soft files of the circuit should be provided along with the original solution.
C. Multisim:
Adhere to the procedures used in the textbook that you are working on.
The schematic diagram should be as per the circuit given in the question.
L1 L2
10mH 10mH
IC=0A IC=0A
VS
10 Vrms R1
1.5kHz 820Ω
0Deg
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Back
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Computer Science
Table of Contents
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CS1. Content
a. Read and understand the question carefully. Identify all the requirements in the
question/problem.
b. Decide the divisions in the solutions such that each division is a meaningful and
complete step.
c. Author the solution as per the divisions identified.
d. Give proper conclusion at the end of the solution.
e. Solution should be conceptually 100% accurate.
f. Solution should be complete in all aspects of the question.
g. Solution should be within the context of the question.
h. Use only the topics so far covered in the textbook to author the solution. Should not
use the topics discussed later in the textbook.
i. Presentation should be user friendly and easy to understand.
j. Use Serif Draw plus (or any other equivalent software) to draw flowcharts, UML
diagrams, diagrams, edit screen shots etc.
o The images should be clearly visible and readable including subparts.
k. Use short, simple and grammatically correct sentences in your answers.
l. Give explanation point-by-point using bullet points. Avoid writing paragraphs.
m. Use simple sentences for explanation. Avoid complex and ambiguous sentences.
Avoid unnecessary explanation.
n. While authoring programming solutions use the naming conventions as per the
textbook in the program. If the textbook naming conventions are not available, then
use the following naming conventions:
1. Class or Interface Names: Use a noun or combination of nouns which reflects the
behaviour of the class. Use uppercase character as starting character for each noun
(if name contains multiple nouns). For example “FahrenheitPanel” can be a valid
interface name to represent a Panel of a Fahrenheit. Don’t separate words using
space or hyphen.
2. Method, Attribute and Local Variable names: Use a verb, noun or combination
both which reflects what exactly the method does. Use lowercase character as
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starting character for first word and uppercase character for subsequent words. For
example “arcAngle” can be a valid variable name to represent “angle of an arc”.
3. Constant names: Use all uppercase characters for constants. For example
“MAXVALUE”.
o. Code should be presented in default colours of the specified IDE.
While authoring solutions related to programming, there are multiple logical parts, with
each part having one or more Chegg steps.
First part (needed only in special cases): If the situation given is complex or involve
mathematics or topics from other subjects; then the analysis of the situation/problem
should be explained in this part. Use diagram(s) if needed. Divide into one or more
Chegg steps as per the requirement for better understanding.
Second part: Give explanation briefly, how the program will be implemented and
how it works under the heading “Program Plan:”
Third part (needed only in special cases): When designing forms in “.net”
environment (or any equivalent environment), the steps involved in placing the
controls, naming etc. should be explained.
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Fourth part: Write the program code in specified programming language under the
heading “Program:”. The code should be formatted as follows:
o In the beginning of the program use comment block. In that block, write
description (in one or two lines) what the program does.
o If any specific header files or import packages are used (other than usual), then
write details about the functions or methods used from those header files or
packages.
o Before function/method heading, explain their functionality in comments.
o Write necessary comments to understand the statements and the logical flow of
the program
o Write comments for every statement in the function, method, and definitions.
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o Use a delimiter to separate functions (C Language) and different classes (Object
Oriented Languages). Give explanation in comments about the function/class in
one or two lines. Don’t break the function or class using a delimiter in the middle.
o Write the program using the topics/concepts covered so far in the textbook.
Should not use the topics/concepts that are covered in the later chapters.
o The program should be indented properly. The indenting should follow “Allman
Style”.
o Fifth Part (needed only in special cases): Write this part in the following situations
with appropriate heading.
If the program requires any special execution method (example: command line
arguments in C or C++), the procedure of execution should be explained.
If the program needs to work with database, give step-by-step procedure to run the
program.
o Sixth part: The output is given under the heading “Sample Output:”. Present the
output as follows:
Show all the important outputs of the program.
If the program is console-based, then the output should be in text form directly
copied from the console (using Clipboard pasting).
If the program is GUI based, then the output should contain screenshots.
o Seventh part (needed only in special cases): Include this part if the output needs to be
explained.
Note: Use specified Integrated Development Environments (IDEs) for compiling, debugging,
and running the programs. Present the code in colors as per the default colors of the IDE.
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b. Write function/method:
Write the function/method in the user specified language, within the scope of the
concepts, and functionality specifications.
Write the method with the parameters and return values as specified.
Use adequate comments to understand the statements, logic, and functionality.
Try to demonstrate the functionality of the function/method using a simple driver
program (If the function/method is independent and can be called directly).
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If the question asked to compare and contrast, give the comparisons first and
differences next (don’t mix).
f. Matching questions:
Identify the correct matching terms and give the appropriate matching using a table.
Give simple explanation stating the reasons for matching.
g. Theoretical questions
Author the solution in own words.
Provide a clear idea regarding the concept being discussed.
Explain the key terms and technical words clearly.
Low level explanation is desirable.
Provide diagrams, if necessary.
h. Problematic Questions:
Identify and explain the given constraints/inputs of the problem.
In each step give detailed explanation what is going to be achieved/calculated.
If formula is required in a step; write it, give description of the formula, and its
significance in the step.
Don’t provide direct answers.
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i. Pseudo code and Flowcharts:
Read and understand the question carefully and identify all the requirements.
Follow the instructions given in the question and present the pseudo code, flowchart
in the same order.
Pseudo code style should match the style given in the textbook.
Use Serif Draw Plus, Microsoft Paint, Microsoft Visio (or any other equivalent
software) to draw flow-charts.
Flow-chart symbols should be aligned neatly.
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Economics
1. Only formatting changes done to the second solution step of example under section 1.1
(EC1.Content.A)…………………………………………………………………………93
2. Only formatting changes done to the solution in correct approach under section 1.3
(EC1.Content.A)…………………………………………………………………………94
Table of contents
EC1.Content ..................................................................................................... 93
B. Equations: ................................................................................................................... 97
C. Graphs: ........................................................................................................................ 97
D. Tables: ......................................................................................................................... 99
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EC1. Content
A. Explanation / Approach:
1.1. For review based or direct questions:
Follow the sequence:
1. Give definition or brief explanation of the concept (Note: The definition
should not be copied directly from any textbook or from any other source).
2. Explain each idea or concept with an example in next step separated by a
delimiter.
Example:
Question: What do economists mean when they use the Latin expression ‘ceteris
paribus’?
Correct Answer:
Ceteris Paribus – This Latin term means “all other things being the same,” i.e., it is
a condition that will help in analysing the relationship between two variables such as
price of a commodity and its quantity demanded. To do this, other variables must be
held constant.
For example, according to the Law of Demand, “all other things being equal, if price
of a commodity falls, the quantity demanded of it will rise, and if price of the
commodity rises, its quantity demanded will decline”.
In the above law, all other things being equal signifies that all other factors, which
can affect quantity demanded such as income of the consumer, price of related goods,
tastes, population demographics, and expected future prices are taken to be constant.
Thus, the relationship between price of the commodity and its quantity demanded can
be derived.
This shows how rise and fall in price of a commodity brings about fall and rise in its
quantity demanded.
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Example:
Question: Draw the shift in the demand curve of hamburgers in your town due to
following events.
The price of tacos increases.
Correct Answer:
Hamburgers and tacos are substitutes--that is, an increase or decrease in the price of
one product causes a shift in the demand of the other. Here, when the price of tacos
increases, the demand for its substitute (hamburgers) increases.
The original equilibrium in the market for Hamburgers is at E1, at the intersection of
the supply curve and the original demand curve, D1. A rise in the price of tacos, a
substitute, shifts the demand curve rightward to D2. A shortage exists at the original
price P1, causing both the price and quantity supplied to rise, and a movement along
the supply curve. A new equilibrium is reached at E2, with a higher equilibrium price,
P2 and a higher equilibrium quantity, Q2.
1. Definition or brief explanation of the concept (note that, the definition should
not be copied from any textbook.)
2. Briefly explain the approach towards the problem.
3. Solve step-wise.
4. Final answer and conclusion
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For example:
Question: Who has the comparative advantage between Bill and Hillary in producing
food and clothing?
Correct approach:
Definition or brief explanation of the concept
The term “comparative advantage” is used to describe the opportunity cost of two
producers. Opportunity cost is the cost of the next best alternative that must be given
up to obtain some item. The producer that produces a good at a lower opportunity cost
than another producer is said to have a comparative advantage in producing that good.
2
Opportunity cost of 1 unit of clothing = units of food
3
= 0.67 units of food.
Calculate the opportunity cost for food.
3
1 unit of food = units of clothing
2
= 1.5 units of clothing.
The opportunity cost of 1 unit of food =1.5 units of clothing.
Thus the opportunity cost of 1 unit of food is 1 unit of clothing. Similarly, the
opportunity cost of 1 unit of clothing equals 1 unit of food.
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Final answer and conclusion
A unit of food costs Bill 1 unit of clothing, but it costs Hillary 1.5 units of clothing.
Thus, Bill has a comparative advantage in producing food.
Similarly, Hillary has a lower opportunity cost in producing clothing than Bill. A unit
of clothing costs Hillary 0.66 units of food, but it costs Bill 1 unit of food. Thus,
Hillary has a comparative advantage in producing clothing.
Solution:
Bill has a comparative advantage in producing food and Hillary has a comparative
advantage in producing clothing.
Explain: The term “comparative advantage” is used to describe the opportunity cost of
two producers. Opportunity cost is the cost that must be given up to obtain some item.
The producer that produces a good at a lower opportunity cost than another producer
is said to have a comparative advantage in producing that good.
In this question, time spent in producing food takes away from time available for
producing clothing. The producer who gives up less of clothing to produce food has
the less opportunity cost of producing food, and the producer is said to have a
comparative advantage in producing food. Similarly, the producer who gives up less
of food to produce clothing is said to have a comparative advantage in producing
clothing.
Bill has a lower opportunity cost of producing food than Hillary: A unit of food costs
Bill 1 unit of clothing, but it costs Hillary 1.5 units of clothing. Thus, Bill has a
comparative advantage in producing food. Similarly, Hillary has a lower opportunity
cost of producing clothing than Bill: A unit of clothing costs Hillary 2/3 units of food,
but it costs Bill 1 unit of food. Thus, Hillary has a comparative advantage in
producing clothing.
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Mistakes in this incorrect example:
B. Equations:
Use MathType or Microsoft Equation 3.0 available in MS Office 2007/2010 to
type any equation. Variables should be italicized based on textbook style.
C. Graphs:
1. Draw a clear, readable, and well-labeled graph.
2. Draw a graph using graphing tools like CorelDraw, Serif DrawPlus.
3. Do not start a solution directly with a graph. Instead, include a brief explanation
before drawing a graph.
4. Do not copy or scan the graphs and figures from the textbook.
5. If the question asks to show any specific parameter like deadweight loss, profit region
or loss region in a figure, shade the region with a separate color.
For example, To show the deadweight loss in the figure below, when the supply is
only 4 units, first mention that the area under the triangle CDE is the deadweight loss,
and then shade the relevant region with a different color to make the student identify
the region more easily.
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For example, if a question asks for an explanation of a situation that needs to be
explained with the help of a graph, then a graph illustrating the effects should be
created.
Example Solution:
The effect of an increase in the number of seats in the football stadium on total
revenue and price can be explained by the figure.
In this figure, the increase in supply of seats shifts the supply curve rightward from S1
to S2 along the demand curve, thereby decreasing the price from P1 to P2 and
increasing the quantity demanded from Q1 to Q2. The quantum of decrease in the
price is less than the quantum increase in the quantity demanded which results in
increase in total revenue from A to B and is elastic.
7. Draw arrows appropriately for showing the directions of the shifts in the curves as
shown below:
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8. When the question asks to compare or contrast two situations, then the graphs of both
the situations should appear side by side.
For example: When a question asks to explain the excess capacity scenario of
monopolistic competition with respect to perfect competition, we have to represent
both the relevant graphs side by side and illustrate them.
The explanation should start with describing both the markets and later should explain
why the excess capacity occurred in monopolistic competitive market and not in the
perfect competitive market based on the graph.
D. Tables:
Use Excel tables for creating tables and paste them into your Microsoft Word file in an image
format. Send respective excels along with the word file. The name of the Microsoft excel
should have the same name as the Microsoft word file. Include all the tables related to one
file in one excel only.’ Make sure that to include the name of the table in the same image
object instead of typing it separately.
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Accounting
Table of contents
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AC1. Content:
A. Text:
Interpretation: For simple application based questions (Q-series and BE series in most
textbooks), first interpret the question in simple sentences.
For advanced Case study based on applications (mostly CMA or CPA adapted):
Write the essence of the whole case in one or two brief sentences.
Support the statement with relevant adequate explanation in your own words.
Write each point separately using bullet-points.
Example of essence:
The bank in the first place had rejected the owner’s application for loan due to the
negative cash flows from operations.
The sale of Accounts Receivables and liquidation of raw materials inventory are not
the regular operations of the company.
However, showing these as sources of cash on the operating section of the statement
of cash flows might lead the bank into believing that the company is performing very
well, whereas the company has multiple problems.
Liquidation of raw materials inventory might cause problems in the production
process.
Example of Outcome:
Misrepresenting facts in addition to being an ethical issue is not the solution to the
acute cash crunch that the company is experiencing at the moment. The company
should instead brainstorm on how to increase sales and cut down on expenditure.
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B. Equations:
Use MathType or Microsoft Equation 3.0 available in Word 2007/2010.
Example:
Cost of equipment
Depreciation expense on sales equipment =
Life of the equipment
$64,800
10
$6, 480
C. Table:
Excel is highly recommended for problems that require journalizing, T-Accounts,
Statement of Cash Flows, Income Statement, Balance Sheets, etc.
All the tables present in word file should be in image format. The tables should be
given in editable format in excels and these excels need to be named with the same
filename of the respective word file.
Precede the journal entries with the logic of the problem preferably using an
accounting equation
Always make the journal entries using readymade Excel tables
Name each column in a journal distinctly
Make the Debit items appear clear and distinct from the Credit items
Give a brief narration of the transactions. This narration could be in Italics
(depending upon the textbook style)
Make the amounts appear neatly right-aligned (or center-aligned)
Use thousands separators for all the amounts
Leave empty lines between journal entries for clarity
Make a clear mention about transactions that need only Memorandum entries, i.e.,
transactions that do not need Journal entries
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For a problem involving a large number of journal entries, keep 4-5 entries in a
single step preceded by adequate explanation
Example of a student friendly Journal entries solution:
Look out for the cost driver, since it is the cost driver that determines the amount of
overhead to be applied to each department.
For the Tanning Department, it is the square feet of leather used as cost driver.
Overhead applied = Square feet of leather used × Pre-determined overhead rate per
square foot No. of sets produced
= 100 × 3 20
= $6,000
Now make the journal entry for the overhead applied to the Tanning Department.
The contents of the table header should be aligned horizontally and vertically
The font used in the table header should be in bold.
Leave enough space (Preferably one inch) before writing the credit item of account
title.
Narration of the transaction is a must for each entry, even though it is not mentioned
in the text.
Explanation for each journal entry must be provided.
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Don’ts in Journal Entries:
Showing the Journal entries without any calculation for any Debit/Credit items.
Making Journal entries using the tab key on the keyboard
Leaving columns unnamed.
Mixing the Debit and Credit items.
Example:
Explanation: Cash comes under the assets section of the accounting equation therefore, a
debit increases the cash account balance and a credit decreases the cash account balance.
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Important points to note in the table:
The contents of the table header should be aligned horizontally and vertically
The font used in the table header should be in bold
Align the text to the left side
Align the amounts to the right side
T-Accounts - Avoid
Example :
Always use the Multiple Step format until and unless a specific format is
mentioned in the problem.
The amounts should appear neatly right-aligned and with thousands separators
(commas separating numbers at the thousands place).
Calculations for Expenses/Revenue should always precede the Income Statement.
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Example:
Cost of Equipment
Depreciation Expense on Sales Equipment =
Life of the Equipment
$64,800
10
$6, 480
Cost of Furniture
Depreciation Expense on Office Furniture =
Life of Furniture
$39, 600
10
$3,960
Notes to Income Statement should appear on the face of the Income Statement.
Remember the Notes to Income Statement should not be confused with Working
Notes.
A single line (a totaling rule) should always be placed under the column of figures to
be added or subtracted.
Always use double underline to highlight the final sums.
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Example:
Multiple-Step Form
XYZ Company
Statement of Income
For the year ended December 31, 2007
Particulars Amount ($) Amount ($) Amount ($)
Sales 96,500
Less: Cost of goods sold (60,570)
Gross profit 35,930
Operating expenses:
Selling expenses:
Transportation out 2,690
Sale commissions 7,980
Depreciation expense on sales equipment 6,480 17,150
Administrative expenses:
Officers’ salaries 4,900
Depreciation expense - Furniture & Equipment 3,960 8,860 (26,010)
Operating income 9,920
Other revenue:
Rental revenue 17,230
Other expenses:
Interest expenses (1,860)
Income before taxes 25,290
Less: Taxes (9,070)
Net income after taxes 16,220
$0.40
$16,220
40,550
Earnings per share
Note: Straight line method of depreciation is used for both office furniture and sales equipment.
Balance Sheet:
Balance Sheet should be prepared using only tables and should be prepared in the
vertical classified form. The classification should be based on GAAP (Generally
Accepted Accounting Principle) rules.
The title of the Balance Sheet should appear in the format “Balance Sheet December
31, 2013”. This again would depend upon the textbook.
Show all necessary calculations before presenting the Balance Sheet.
MathType / Microsoft Equation 3.0 / Excel could be used for such calculations.
A single line (a totaling rule) should always be placed under the column of figures to
be added or subtracted.
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Always use double underline to highlight the final sums.
o In Microsoft Word, double underline can be inserted as shown below after
selecting required number or text.
Example:
Particulars Amount $
Building Balance Jan 1, 2012 20,000.00
Additions made during year 3,000.00
Buildings retired (1,000.00)
Balance Dec 31, 2012 22,000.00
Example:
The disclosure notes in the financial statements related to the Balance Sheet should
always appear on the face of the Balance Sheet.
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Statement of Cash Flows:
Example:
When the Direct Method is used, the calculations for Cash receipts /Cash payments
should always precede the Statement of Cash Flows
Use MathType / Microsoft Equation 3.0 for these calculations
Example:
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The significant Non Cash Transactions should always appear on the face of the
Statement.
R Company
Statement of cash flows
For the year ended December 31, 2014
Amount Amount
Particulars $ $
Net Income 32,000
Add:
Depreciation expense 13,300
Increase in accounts payable 14,000
Decrease in income tax payable (1,000)
Increase in accounts receivable (19,000)
Increase in inventory (10,000) (2,700)
Cash flow from operating activities 29,300
Investing activities
Cash from sale of equipment 9,700
Financing activities
Redemption of bonds payable (6,000)
Common stock issued 4,000
Payment of dividends (20,000) (22,000)
Increase in cash balance 17,000
Cash balance as on 31-12-2013 20,000
Cash balance as on 31-12-2014 37,000
AC2. Technology:
Use Microsoft Excel for journals, T-accounts, and financial statements.
AC3. Assumptions:
State your assumptions clearly and in precise terms.
Such assumptions should appear by way of “Notes” in the section below the Financial
Statements, Journals or any calculations. These assumptions should be included in order
to make your solution clearer to the student.
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Finance
1. Modified C. Tables……………………………………………………………………….……114
2. Modified D. Graphs……………………………………………………………………………114
Table of contents
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F1. Content:
A. Text/Explanation:
Example:
Question:
An investment offers $7,000 per year for 15 years, with the first payment occurring 1 year
from now. If the required return is 9%, what is the value of the investment?
Answer (non-formatted):
As per the above problem, the main concept in the problem is annuities. Hence, the Annuity
is a series or level of cash flows that occur at the end of each period for some fixed number of
periods. It is also called as ordinary annuity.
The present value of an ordinary annuity of C dollars per period for t periods when the rate of
return or interest rate r is,
The term in parentheses on the Numerator is sometimes called as the present value interest
factor for annuities and abbreviated PVIFA(r, t).
Introduction: Begin the solution by introducing the concept, analysis, and problem-solving
approach in brief sentences
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Explain:
Calculate:
Perform the calculations using MathType /Microsoft Equation 3.0, especially when
multiple lines of calculations are involved.
B. Equations:
C. Tables:
Use Excel tables for creating tables and paste them in your Microsoft Word file in
JPEG/PNG format. Send respective excels along with the word file. The name of the
Microsoft Excel should have the same name as of the Microsoft Word file. The formatting of
the table should be as per the authoring guidelines (the font type, font size and alignment).
D. Graphs:
Use Excel for drawing graphs. Take only the image (JPEG/PNG) of graphs and paste it on
the word document. Never copy paste directly from the Excel.
(1) Always give screenshots of Excel in the solution when asked in the question.
(2) Do not enter commas or dollar signs while making entries in various fields of Excel.
This would give erroneous results.
Best practice:
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Using MS-Excel “PV” Function:
Explanation:
Find the Annuity Present Value of the investment using Excel “PV” function. To access the
PV function in Excel,
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Year Cash Flow
0 ($1,45,000)
1 $71,000 16.02%
2 $68,000
3 $52,000
Explanation:
Input these cash flows each one in one cell of the column followed by the year 0 cash
flows to year 3 cash flows.
Click on the cell where you want your IRR (Internal Rate of Return)
Select “C4” and enter ‘=IRR (B3:B6) and then Press Enter Key
IRR =16.02%
Identify the correct matching terms and give appropriate matching with sufficient
explanation stating the reasons for the matching. (Refer ‘Finance Example 6:
Matching Type’)
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Business
Table of contents
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BU1. Content
A. Explanation / Approach:
3. Define or give a brief explanation of the underlying concept with the help of
an example.
(Note: The definition or explanation should not be copied directly from any
textbook or any other source).
Example:
Question:
What steps can you take to appear self-confident while applying for your dream job?
Answer:
During risky situations, a candidate is likely to lose self-confidence. One such situation is,
when applying for a dream job, it is likely that a person loses confidence. This leads to
deterioration in performance and a negative outcome in the interview.
One should appear self-confident in order to perform to the best of one’s abilities.
Following are the pre-requisites for a candidate who wishes to score high on self-confidence:
- Casual conversation is a stress buster; lower stress levels would ensure self-
confidence.
- Good dressing exudes great confidence; the dress code should be formal. It is also
important to carry oneself with grace.
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- Good Knowledge in subject is very important, as it ensures high level of self-
confidence.
- Good self-esteem through one’s achievements and qualifications would ensure high
self-confidence.
- A thorough rehearsal would also ensure high quality of preparation, and would boost
self-confidence.
- Relevant inputs and suggestions should be sought from learned experts, family, and
friends.
a. Write the essence of the whole case in one or two brief sentences.
b. Support your statement with adequate information.
c. Write the answer in points rather than in paragraph.
d. Conclude with the appropriate outcome.
Example of Essence:
The given case is based on the problem of low self-confidence. It emphasises on how
lack of self-confidence may not help a person find a good job.
Example of Outcome:
Should recollect the successful moments/events in the past, which boost confidence
levels
Should not compare with others
Should pay attention to peers’ encouraging words
Should associate oneself with positive people
Should figure out positive qualities within for a feel-good factor
Should enhance one’s self-worth
Should join some workshop on developing self-confidence
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Should have an optimistic approach
B. Equations:
C. Tables:
Use Excel tables for creating tables and paste them in your Microsoft Word file in
JPEG/PNG format. Send respective excels along with the word file. The name of the
Microsoft Excel should have the same name as of the Microsoft Word file. The
formatting of the table should be as per the authoring guidelines (the font type,
font size and alignment).
On pasting a table in Word document, adjust the font parameters as specified in the
General Solution Authoring Guidelines.
D. Special Points/Others:
In Assumption based solutions, use any name ‘xyz’ to be the assumed company name
In case-based solutions, use initials to specify names; if two names begin with S, then
use S1 & S2
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Example Solutions - Physics
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Physics Example 1: Calculation based
Question:
The heart produces a weak magnetic field that can be used to diagnose certain heart
problems. It is a dipole field produced by a current loop in the outer layers of the heart.
(a) The field at the center of the heart is 60 pT. What current must circulate around a
16.0 cm diameter loop about the size of a human heart to produce this field?
(b) What is the magnitude of the heart’s magnetic dipole moment?
Solution:
(a)
The expression to find the magnetic field B at the center of a loop with radius R is,
I
B 0
2R
Here, 0 is the permeability of free space and I is the current required to produce the
magnetic field.
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Bd
I
0
I
60 10 12
T 0.16 m
4 107 Tm/A
7.64 106 A
(b)
The magnitude of the magnetic dipole moment is the product of the current in the loop I
and the area A of the loop.
IA
Since area of the loop is equivalent to the area of a circle, the equation for the area of the loop
is,
R2
A
2
d
Substitute for R .
2
d2
A
4
Now, calculate the magnitude of the heart’s magnetic dipole moment using the formula,
d2
I
4
4
7
1.54 10 A m 2
Thus, the magnitude of the heart’s magnetic dipole moment is 1.54 107 A m2 .
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Physics Example 2: Multiple choice type
Question
(a) Momentum
(b) acceleration due to gravity
(c) unbalanced force
(d) a change in velocity
Answer:
The momentum of the object is the product of mass and velocity, whereas, the weight of an
object is the product of mass and acceleration due to gravity. The change in momentum
accelerates the object but doesn’t affect the weight. Hence, the weight of the object is
independent of momentum.
When an object is acted upon by an unbalanced force, the object accelerates or changes its
direction of motion. The body moves in the direction of net force, which doesn’t affect the
weight. So, the weight of the object does not change with its acceleration.
The weight of an object is the product of mass and acceleration due to gravity. The amount of
matter in the object is the mass, which cannot change from position to position. The value of
the acceleration due to gravity has different values in different locations. So, the change in
acceleration due to gravity will affect the weight of object.
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Physics Example 3: Very Short Answer Type
Question
Answer:
Liter: The volume of one kilogram water under standard conditions is named as liter.
One liter is equal to 1000 mL, where as one quart is equal to 946 mL. Therefore, the liter is a
larger unit than quart.
Question
Neglecting the air resistance, a horizontally thrown object and an object dropped vertically
from same height fall with the same constant _______?
Answer
When an object is thrown horizontally from a certain height, the acceleration of the object
along the horizontal direction is zero and the only acceleration of the object along the
vertically downward direction is due to gravity.
Similarly, when another object is dropped from the same height with which the first object is
dropped, the object moves with acceleration equal to the acceleration due to gravity.
Therefore, both the objects will fall with same constant acceleration called acceleration due to
gravity.
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Physics Example 5: True/False type
Question
True or false? Tidal forces from Jupiter heat its large moons Io and Europa, leading to
extensive volcanism on Io and icy slush beneath Europa’s surface.
Answer
Jupiter is a giant planet and exerts a tremendous gravitational force on its moon. The natural
satellites Io and Europa of Jupiter are strongly affected by its gravity. The volcanic activity
on Io is result of the gravitational pull of Jupiter and its neighboring moons.
The tidal heating is also thought to be responsible for oceans of liquid water likely to exist
beneath the icy crusts of Europa. Hence, the volcanoes on Io and an icy slush beneath
Europa’s surface are caused due to the tidal forces of Jupiter.
Question:
How much would you weigh??
On Venus?
On Saturn?
Solution:
The weight of a body is the force of gravitation experienced by it. Apply Newton’s law of
universal gravitation formula to find the weight of a body on Venus and on Saturn.
Write the Newton’s law of universal gravitation formula to find the gravitational force
between two objects of masses M 1 , M 2 separated by a distance R.
GM1M 2
Fg
R2
Here, G is universal gravitational constant of value 6.67 1011 N m2 / kg 2 .
Determine the weight of your body on Venus, by calculating the gravitational force between
Venus and your body using the formula of Newton’s law of universal gravitation.
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Substitute 6.67 1011 N m2 / kg 2 for G , 70 kg for the mass of the person M 1 , 4.87 1024 kg
for mass of Venus M 2 , and 6.052 106 m for radius of Venus R.
GM1M 2
Fg
R2
Fg
6.67 1011 N m2 /kg 2 70 kg 4.87 1024 kg
(6.052 106 m) 2
= 621 N
Determine the weight of your body on Saturn, by calculating the gravitational force between
Saturn and your body using the Newton’s law of universal gravitation formula.
Substitute 6.67 1011 N m2 / kg 2 for G , 70 kg for the mass of the person M 1 , 5.68 1026 kg
for mass of Saturn M 2 , and 6.027 107 m for radius of Saturn R.
GM1M 2
Fg
R2
Fg
6.67 1011 N m 2 /kg 2 70 kg 5.68 1026 kg
(6.027 107 m)2
730 N
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Physics Example 7: Graph Based
Question:
A gas with an initial temperature of 700°C undergoes the process shown in the below figure.
a. What type of process is this?
b. What is the final temperature?
c. How many moles of gas are there?
Solution:
(a)
This graph shows the values of the pressure on the y axis and the volume on the x axis,
Consider the initial values of pressure p, volume V, and temperature T with subscripts “i” and
final values with subscript “f”.
From the graph, the following values of pressure and volume of the gas are identified:
Initial volume of the gas, Vi 300 cm3
Final volume of the gas, Vf 100 cm3
Pressure of the gas, pi pf 3 atm
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Convert the initial volume of the gas from cm3 to m3 .
106 m3
Vi 300 cm3 3
1 cm
3.0 4 m3
Vf 100 cm 3
1 cm
1.0 4 m3
Assume the gas to be an ideal one. Use the ideal gas equation to determine the final
temperature and the number of moles.
From the figure, it is clear that there is no change in the pressure. So, the pressure remains
constant throughout the process. Thus, the process is Isobaric.
(b)
Use the ideal gas equation to find the final temperature of the gas.
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Since pi pf , rewrite the equation to solve for Tf .
VT
Tf f i
Vi
Substitute 1.0 4 m3 for Vi , 3.0 4 m3 for Vf , and 973 K for Ti .
VT
Tf f i
Vi
1.0 10 4
m3 973 K
4
3.0 10 m3
324 K
(c)
Use the ideal gas equation to find the number of moles of the gas.
pV nRT
Substitute 3.0 4 m3 for Vi , 973 K for Ti , 3.039 105 Pa for p, and 8.314 J/mol K for R.
n
3.039 10 5
Pa 3.0 104 m3
8.314 J/mol K 973K
0.011 mol
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Physics Example 8: Diagrammatic
Question:
A box is pulled by a rope with a force of 400 N along a horizontal surface. The angle the rope
makes with the horizontal is 55 . Calculate the work done on the box and the power required
to pull it a distance of 10.0 m in 20.0 s.
Solution:
The work done on an object is equal to the product of the force F applied on the object and
the displacement d of the object. The expression for work done is as follows:
W F d
Fd cos
Here, is the angle between the force vector and the displacement vector.
Power is defined as the ratio between the work done on an object W and the time interval t in
which the work is done. The expression for power is as follows:
W
P
t
The following figure shows a box that is being pulled by a rope at an angle of 55 :
To determine the work done on the box, substitute 400 N for F , 10.0 m for d , and 55 for
in the formula for work done.
W Fd cos
400 N 10.0 m cos 55
2.3 3 J
Thus, the work done to pull the box is 2.3 103 J .
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To calculate the power P required to pull the box, substitute 2.3 103 J for W and 20.0 s
for t in the formula for power.
W
P
t
2.3 103 J
20.0 s
115 W
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Example Solutions - Chemistry
Question:
Calculate the standard free energy change G o and the equilibrium constant K P for the
o
following equilibrium reaction at 25 C .
2 H2O g 2H2 g O2 g
Solution:
Obtain the values of standard free energy Gfo from the table of standard data.
2 H 2O g
2 H 2 g O2 g
Gfo kJ/mol : 228.6 0 0
Use the following equation to calculate the standard free energy of the reaction:
Grxn
o
m Gfo products n Gfo reactants
Substitute the standard free energy values of reactants and products in the equation.
Grxn
o
2 Gfo H 2 Gfo O 2 2 Gfo H 2O
kJ kJ kJ
2 mol 0 1 mol 0 2 mol 228.6
mol mol mol
0 kJ 457.2 kJ
457.2 kJ
Therefore, the standard free energy change of the reaction Grxn
o
is 457.2 kJ .
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State the expression that relates standard free energy and equilibrium constant.
Grxn
o
RT ln KP
Here, Grxno
is the standard free energy change of the reaction, K P is the equilibrium constant
of the reaction, and T is the temperature.
Substitute 457.2 kJ for Grxn , 8.314 JK 1mol1 for R, and 298 K for T.
o
Grxn
o
ln K P
RT
1000 J
457.2 kJ
1 kJ
8.314 JK mol 298 K
1 1
185
K P e185
4.5 1081
Therefore, the equilibrium constant K P of the reaction is 4.5 1081 .
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Chemistry Example 2: Multiple-choice type
Question:
When a pure substance was analyzed, it was found to contain carbon and chlorine. This
substance must be classified as:
(a) an element (b) a mixture (c) a compound (d) both a mixture and a compound
Solution:
When a pure substance was analyzed, it was found that it has carbon and chlorine. An
element consists of a single chemical entity. A mixture consists of a two or more elements or
compounds which do not combine chemically with each other. The given substance cannot be
both a mixture and a compound.
When two elements combine to form a new substance, it is said to be a compound. Carbon
and chlorine are two distinct elements which combine and form a new, pure substance as a
compound.
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Chemistry Example 3: Very Short Answer Type
Question:
What are the main reasons for the large number of organic compounds?
Solution:
This catenation property makes carbon special and different from other elements.
The flexibility in the arrangement of carbon atoms produces compounds with the same
chemical composition and different structures. In this way carbon forms a large number of
organic compounds. These are the reasons for large number of organic compounds.
Solution
The first structure is not possible. It is not possible to obtain the rubber polymer chain from
1,3 butadiene and styrene.
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So the answers (a), (b) and (c) are wrong.
Question:
Solution:
According to Pauli’s exclusion principle, every electron in an atom has a unique set of four
quantum numbers.
The orbital diagram of nitrogen is given as follows:
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Chemistry Example 6: Conceptual
Question:
Define bond energy. Explain why bond energies of polyatomic molecules are average values,
whereas those of diatomic molecules can be accurately determined.
Solution:
Bond energy is the enthalpy change required to break a particular bond in 1 mole of
gaseous molecules. Bond energy provides information about the stability of a molecule.
In the case of diatomic molecules, the bond energy can be easily obtained.
For example, consider the case of dissociation of 1 mole of gaseous H 2 as follows.
H2 g
H g H g H o 436.4kJ/mol
Here H o is bond-dissociation enthalpy.
In this case, one mole of gaseous H 2 needs 436.4 kJ of energy to break the bond. So, the
bond energy can be easily calculated for diatomic molecules. But, this is not the case for
polyatomic molecules.
Consider the dissociation of gaseous water to gaseous hydrogen and gaseous oxygen.
H 2O g
H g OH g H o 502 kJ/mol
OH g
H g O g H o 427 kJ/mol
Note that the bond energies for the two steps are different. Dissociation of gaseous water into
H g and OH g needs more amount of energy than the dissociation of OH g into H g
and O g .
Even though O H bond is present in both the molecules, the bond energy is not same
because of the chemical environment surrounding the O H bond. Thus, in such cases, the
average values are stated. Hence, bond energies of polyatomic molecules are average values
while those of diatomic molecules are accurate values.
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Chemistry Example 7: Chemical Structure based
Question:
(a)
(b)
Solution:
Formal charges are apparent charges that appear on certain atoms when they do not
contribute equal numbers of electrons to the covalent bonds joining them. Formal charges are
used to decide the sequence of atoms and arrangement of bonds when more than one Lewis
structure is possible for a compound.
The formal charge (FC) on an atom in a Lewis structure is the number of valence electrons in
the free (uncombined) atom minus the number of electrons assigned to that atom in the Lewis
structure.
FC number of valence e in free atom number of lone-pair e
1 …… (1)
number bond-pair e
2
(a)
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The hydrogen atom in the structure is involved in the formation of one bond with the
neighbouring C atom. Substitute the appropriate values in the equation.
FC number of valence e in free atom number of lone-pair e
1
number bond-pair e
2
1
1 valence e in H 0 lone-pair e 2 bond pair-electron
2
1 0 1
0
Therefore, the formal charge on the hydrogen atom in the structure is 0.
Carbon contains four valence electrons. There are no lone-pair of electrons in the valence
shell of carbon.
The central carbon atom is involved in the formation of a triple bond with the neighbouring C
atom and a single bond with the H atom. Substitute the values in the equation.
1
FC 4 valence e in C 0 lone-pair e 8 bond pair-electron
2
404
0
Therefore, the formal charge on the carbon atom in the structure is 0.
Carbon contains four valence electrons. There is one lone-pair of electrons in the valence
shell of carbon.
The terminal carbon atom is involved in the formation of a triple bond with the neighboring C
atom. Substitute the values in the equation.
1
FC 4 valence e in C 2 lone-pair e 6 bond pair-electron
2
423
1
Therefore, the formal charge on the terminal carbon atom in the structure is 1 .
Finally, assign the formal charges to the atoms in the following Lewis structure:
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(b)
Calculate the formal charge on the central carbon atom in the structure.
Carbon contains four valence electrons. There are no lone-pair of electrons in the valence
shell of carbon.
The central carbon atom is involved in the formation of two single bonds with the two
neighboring O atoms and a double bond with another neighboring O atom. Substitute the
values in the equation.
1
FC 4 valence e in C 0 lone-pair e 8 bond pair-electron
2
404
0
Therefore, the formal charge on the carbon atom in the structure is 0.
Oxygen contains six valence electrons. There are three lone-pair of electrons in the valence
shell of oxygen.
The singly bonded oxygen atom is involved in the formation of a single bond with the central
C atom. Substitute the values in the equation.
1
FC 6 valence e in O 6 lone-pair e 2 bond pair-electron
2
6 6 1
1
Therefore, the formal charge on the singly bonded oxygen atom in the structure is 1 .
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Calculate the formal charge on the double bonded oxygen atom.
Oxygen contains six valence electrons. There are two lone-pair of electrons in the valence
shell of oxygen.
The double bonded oxygen atom is involved in the formation of a double bond with the
central C atom. Substitute the values in the equation.
1
FC 6 valence e in O 4 lone-pair e 4 bond pair-electron
2
642
0
Therefore, the formal charge on the double bonded oxygen atom in the structure is 0 .
Finally, assign the formal charges to the atoms in the following Lewis structure:
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Chemistry Example 8: Diagrammatic
Question:
Write the mechanism for the following reaction along with energy profile diagram.
Solution:
In the above reaction, the nucleophile is the hydroxide ion and the leaving group is the
chloride ion.
The nucleophile OH uses its lone pair of electrons to approach the (S)-2-Chlorobutane
molecule from the side opposite to chlorine. This process avoids repulsions from the lone pair
of electrons of chlorine when OH approaches.
It leads to a transition state with a partially formed HO-C bond and a partially broken C-Cl
bond.
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In the transition state, partial negative charge of the hydroxide ion is transferred to chlorine
via carbon atom. The stereochemistry at carbon is inverted because the HO-C bond is fully
formed and the chloride ion departs with the electron pair from the C-Cl bond.
The rate determining step (slow step) involves both substrate and OH . Thus, the rate of the
reaction of (S)-2-Chlorobutane and OH is found to be of second order.
This reaction is a nucleophilic substitution reaction, and it follows second order kinetics.
Hence, it is an SN 2 reaction.
An energy profile diagram is a schematic representation of the energy changes that take place
as the reactants are converted to products.
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Show an energy profile diagram of the SN 2 reaction that occurs between (S)-2-Chlorobutane
and OH (hydroxide ion).
Back
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Sample solutions - Biology
List of changes made over Version 9.2
Sample example 3-MCQ type has been added…………….……….Page no. 148
Sample example 4-Fill in the blank type has been added….……….Page no. 149
Sample example 5-True or False type has been added….…….…….Page no. 149
Sample example 7- New Very Short Answer Type has been added...Page no.153
Question:
Normal human hemoglobin has an isoelectric point of 6.87. A mutant variety of hemoglobin,
known as sickle-cell hemoglobin, has an isoelectric point of 7.09. The titration curve of
hemoglobin indicates that, in this pH range, 13 groups change ionization states per unit
change in pH range. Calculate the difference in ionic charge between molecules of normal
and sickle-cell hemoglobin.
Solution:
Calculate the difference in the charges between sickle-cell hemoglobin and normal
hemoglobin using the following formula:
z npH
Here, the number of charged groups is n, the change in pH is ΔpH , and the charge is z.
Thus, the difference of the charges between sickle-cell hemoglobin and normal hemoglobin is
three approximately. Therefore, sickle-cell hemoglobin is three ionic charges less or
negative than normal hemoglobin.
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Biology Example 2: Conceptual
Question:
Solution:
Moraceae is one of the four Urticalean Rosid families. These families were first a part of the
order Utricales. They are now included in the order Rosales. Moraceae is generally known as
the mulberry family. It consists of monoecious and dioecious trees, shrubs, lianas, and herbs.
The latex from the bark of Ficus elastica is used to manufacture rubber.
The fruits from the plant Artocarpus altilis is edible and is called the jack fruit or the
breadfruit.
Edible figs are obtained from Ficus carica.
The leaves of Moringa are used as food for the silkmoth. They also have the nutritive
value and can be used as food for humans. The fruits of Moringa are used as
vegetables.
Morus alba or mulberry is used in the manufacture of silk.
The bark of paper mulberry is used for obtaining fibers, which are used in the cloth
manufacturing industry.
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Biology Example 3: Multiple Choice Question Type
Question
Solution
Sitting inactive for prolonged periods would allow our body to accumulate various
compounds in our body. In specific, there is only one compound that accumulates faster than
any other. Observe this condition option by option in the following steps:
The burning of calories requires enhanced activity but not prolonged inactive state that results
in storage of energy.
Decreased muscle activity leads to under-utilization of the available glucose, increasing its
content in the blood.
As decreased muscle activity increases blood lipids, decreases the number of calories burned,
and increases blood glucose levels. Thus, only the option (a) is correct and all the other
options are not correct.
Inactivity of the muscles for extended durations results in the accumulation of excess energy
as lipids. Prolonged sitting is hazardous. During this time, leg muscles relax and decrease the
production of lipoprotein lipase (LPL). LPL is essential for uptake of lipids from the blood
and for production of HDL. As the production of LPL decreases, accumulation of lipids in
the blood increases.
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Biology Example 4: Fill in the blank Type
Question:
A common type of knee injury seen in football, usually caused by a hard blow to the lateral
side of the knee while the foot is fixed on the ground, involves the rupture of the
____________and tearing of the __________and the _________and is also known as
‘unhappy triad’.
Solution:
A general type of knee injury, which produces swelling and leakage of blood from injured
blood vessels, is also responsible for the ruptures of the closed areas near to injury.
The damaged regions around the injured blood vessels are synovial membrane, collateral
ligament, anterior cruciate ligament and menisci.
So, first blank can be filled with anterior cruciate ligament. The second blank can be filled
with ligament and the third blank can be filled with Meniscus.
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Biology Example 5: True or False Type
Question
Solution
The factors are prenatal factors, environmental factors, and neurological diseases (like Down
syndrome, Fragile X syndrome, and Fetal Alcohol Spectrum Disorder (FASD)).
These factors may alter the cognitive function that results in mental retardation. Profound
intellectual disability is caused due to neurological diseases which occur in 2% of the cases.
So, neurological disease cannot be considered as major cause of intellectual disability.
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Biology Example 6: Structure based
Question:
Explain how MIT, DIT, T3, and T4 relate to each other structurally?
Solution:
DIT is the diiodotyrosine. It is formed by addition of two atoms of iodine to the tyrosine or
by addition of iodine to MIT. DIT has the following structure:
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T4 or thyroxine is synthesized when two DIT molecules combine. Two iodines on each DIT
molecule add to a total of four iodines to the T4 molecule.
T3 or triiodothyronine is formed when one molecule of MIT combines with one molecule of
DIT. Therefore, T3, on the whole contains 3 iodines in its structure.
Therefore, by observing the structures of MIT, DIT, T3, and T4, it can be inferred that all of
them are the derivatives of the amino acid, tyrosine. Also, MIT and DIT are the main
precursors of the hormone, thyroxine.
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Biology Example 7: Very Short answer Type
Question:
Protein synthesis takes place much more slowly in eukaryotes than in prokaryotes. Give a
reason why.
Solution:
Protein synthesis takes place much more slowly in eukaryotes than in prokaryotes because of
the following reasons:
Translation in prokaryotes is coupled with transcription which indicates that as soon as the
mRNA is transcribed, ribosomes attach to it and start the process of translation. This
simultaneous process of transcription and translation occurs because there is no defined
nucleus in prokaryotes.
In eukaryotes, the mRNA is produced in the nucleus, which then undergoes modification, and
finally enters the cytoplasm where protein synthesis occurs. This separation of transcription
and translation occurs in space and time.
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Biology Example 8: Diagrammatic
Question:
Explain how the cellular and subcellular structure of skeletal muscle relates to the sliding
filament theory of muscle contraction.
Solution:
A sarcomere is the fundamental unit of skeletal muscle and includes repeating segments of
the proteins actin and myosin. The sarcomere is the cellular structure of the skeletal muscle,
while the actin and myosin filaments are the subcellular structures. The following diagram
represents the sarcomere:
The sliding filament theory of skeletal muscle contraction was based on observable
differences made between contracted and relaxed muscle tissue. To understand the filament
theory, it is necessary to know the anatomy of a muscle cell.
Muscle cells, also known as muscle fibers, are made up of bundles of cylindrical organelles
called myofibrils. Myofibrils are surrounded by other organelles such as the sarcoplasmic
reticulum, mitochondria, granules, and a plasma membrane (sarcolemma). Myofibrils contain
two rod-shaped proteins called actin and myosin that lie parallel to each other in an
overlapping pattern. Actin and myosin are also called thin and thick filaments respectively,
because of their relative thickness (that is, actin is thin and myosin is thick). Actin filaments
are joined together at a structure called the Z-line, also known as the Z-disk. In the middle of
the myosin is the M-line, which is also the anchor point for myosin. The repeating pattern
from the Z-line of one actin filament to the Z-line of an adjacent actin filament is defined as a
sarcomere.
The sarcomere is the fundamental unit of skeletal muscle tissue. The area of a sarcomere,
where myosin is not overlapping with actin is called the H-zone and is observably lighter in
color than the rest of the sarcomere under a microscope. This is what gives the skeletal
muscle, its striated or banded appearance. The area that spans the length of the myosin
filament is called the A-band. The area where actin is not overlapping with myosin is called
the I-band.
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The sliding filament theory of skeletal muscle contraction was developed, when scientists
observed that a contracted sarcomere had different length, than a sarcomere at rest. In a
contracted muscle fiber, the H-zone decreased to almost nothing, the I-band decreased in size,
and the Z-lines and A-bands were closer together. The sliding filament theory is that the
interaction between actin and myosin filaments during contraction caused the sarcomere to
decrease in size, as adjacent actin and myosin filaments pulled closer together.
The anatomy of actin and myosin filaments further demonstrates the sliding filament theory.
Each myosin filament contains numerous strands of myosin molecules with globular heads.
The myosin heads have a site for ATP (adenosine triphosphate), the ability to break down
ATP for energy, and a site for binding with actin filament. Actin filaments have sites for
binding with the myosin heads and structures that cover these binding sites to prevent
interaction with myosin heads when at rest. When actin and myosin are bound together, a
cross-bridge is formed and then energy from the use of ATP is used to slide the actin
filaments closer together.
Back
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Mathematics
List of changes made over Version 9.1
Sample solution has been modified: Math Example 6(MCQ) ……….Page no. 169
List of changes made over Version 9.2
Sample solution has been added: Math Example 6…………..……….Page no. 168
Sample solution has been changed: Math Example 7(MCQ)…………Page no. 169
Sample solution has been added: Math Example 8(VSAQ)…..………Page no. 170
Sample solution has been added: Math Example 9(FBQ)…..…………Page no. 170
Sample solution has been added: Math Example 10(T/F)…..…………Page no. 170
Solution:
(i)
To find the intervals of increasing and decreasing, differentiate the function with respect to
x.
f x 16 x 4 x3
d n
Since
dx
x nxn1
Equate f to 0, to get the critical points.
f 0 0
16 x 4 x3 0
4 x 4 x2 0 Take out the common factor 4x.
Notice that f 0, when x 2, x 0, or x 2, so the critical numbers are 2,0, and 2.
Divide the domain into intervals whose endpoints are the critical numbers 2,0, and 2.
That is, , 2 , 2,0 , 0, 2 and 2, .
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Take a test point in the intervals , 2 , 2,0 , 0,2 and 2, and construct the table to
identify the intervals of increase or decrease.
60
0
As f x is positive in , 2 , so the function f is increasing on , 2 .
If f x is negative on an interval, then f is said to be decreasing on that interval.
Table shows the sing of f x on the specified intervals.
(ii)
f 2 8 2 2
2 4
8 4 16
32 16
16
f 2 8 2 2
2 4
8 4 16
32 16
16
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f 0 8 0 0
2 4
8 0 0
00
0
(iii)
16 12 x 2 0
4 4 3x 2 0
4 3x 0
2
3x 2 4
4
x2
3
2
x
3
Thus, f x 0 when x
2 2
and x .
3 3
Determine the sign of f by substituting a value from each of the intervals to find the
concavity of the graph.
For instance:
2
For , :
3
Substitute 2 for x in the function f x 16 12 x 2 .
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16 12 2 16 12 4
2
32
0
2 2
As f is negative in , , so the function f is concave down on , .
3 3
If f is positive on a particular interval then the function f is concave up on that interval.
2 2
Thus, f is concave upward on , and concave downward on the intervals
3 3
2 2
, and , .
3 3
2 2
The inflection points of the function are x and x , because f changes sign at
3 3
2 80 2 80
these values. The corresponding inflection points are, , and , .
3 9 3 9
(iv)
The end behaviour of the function means the behaviour of the function as x and
x .
When x , the value of the function is,
8
lim 8 x 2 x 4 lim 2 1 x 4
x
x x
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8
lim 8 x 2 x 4 lim 2 1 x 4
x
x x
(v)
Using all above information, local maximum, minimum values, concavity and end behaviour,
sketch the graph of the function.
Question:
Use Euler’s criterion to show that if p is an odd prime and a and b are positive integers not
a b ab
divisible by p , then .
p p p
Solution:
The Euler’s criterion states that if p is an odd prime and a is a positive integer not divisible
a
by p , then the value of is as follows:
p
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p 1
a
a 2
mod p
p
Here, p is an odd prime and that a and b are positive integers not divisible by p.
Use the congruence relation for the product of the two relations.
p 1 p 1
a b
a 2
b 2
mod p
p p
p 1
ab 2 mod p
ab
mod p
p
Thus,
a b ab
mod p .
p p p
Suppose that,
a b ab
p p p
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a b ab
The Legendre symbols , and take only the values 1 or –1.
p p p
If the left side value of the congruence takes the value 1, then the right side Legendre symbol
should take 1 only.
That is, 1 1 mod p
Then, it becomes 2 0 mod p . This is not possible since p is greater than 2 and also an odd
prime. Thus, the assumption was wrong.
a b ab
Hence, it is proved that .
p p p
Question:
The symbol ⊕ denotes exclusive or, so p q ( p q) ( p q). The truth table for
exclusive or is as follows:
Solution:
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(a)
p p p p ~ p p
Thus, p p c .
Recall that disjunction and conjunction follow the associativity, and so the ‘exclusive or’
follows the associativity.
The identity law states that, c p p and the universal bound law states that, c p c .
Substitute c p p and c p c in c p c p ~ c p .
c p p ~ c
Use the result: Negation of c is t . That is, ~ c t .
Substitute ~ c t in c p p ~ c .
c p pt
Use the identity law p t p to obtain,
pt p
Therefore,
p p p p
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Truth table for p p p :
(b)
Observe that the two columns of p q r and p q r are equal in the table.
Hence, p q r p q r .
(c)
Observe that, the two columns of p q r and p r q r are equal in the table.
Hence, p q r p r q r .
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Math Example 4: Diagrammatic
Question:
Sketch, label, and mark the figure for a pyramid with an octagonal base.
Solution:
Step 3: Draw the four circles with their centers as vertices of the square; take the radius of
the circles in such way that the circles must pass through the center of the square. Use
compass to draw the circles.
Step 4: Join the all points where the circles are meeting the square with the line segments.
The obtained figure is a regular octagon, highlighted in blue.
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Step 5: Now the closed figure of a regular octagon is drawn separately.
Step 6: To make a pyramid with an octagonal base on sheet of paper, draw a regular octagon,
mark the vertices as A, B, C, D, E, F, G and H. Mark the point O on top of the octagon.
Step 7: Now join the point O with the points A, B, C, D, E, F, G, and H with help of line
segments.
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Math Example 5: Multiple choice
Question:
Match the equation y 2 2 4 x 2 with one of the graphs (a) to (d), which follows:
a) b)
c) d)
3 y
1
x
-2 -1 0 1 2 3 4 5 6 7 8 9
-1
-2
-3
-4
-5
-6
-7
Solution:
As this equation represents a parabola, eliminate the option (a) which represents a circle.
Compare the equation with the standard equation of the parabola y k 4 p x h .
2
Use this vertex to choose the correct option and eliminate the remaining.
In option (b), the vertex of the parabola is located at 1, 3 , so that this can be eliminated.
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Similarly in option (c), the vertex is 0, 0 , so that this can be eliminated.
Question
Express the verbal model in symbols, “A varies directly as the square of p”.
Solution
Question
Solution
Reflexive property of inverse functions says that, the one-to-one function f and its inverse
f 1 are symmetric about the line y x, and they are mirror images.
According to this, if a, b is a point on the graph of f , then the point b, a should lie on
its inverse function f 1 , and vice-versa.
For instance:
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Therefore, the blank can be filled with reflections .
Question
Both 3 i 5 and 3 i 5 are solutions to P x 5x3 9 x 2 17 x 23 0.
Is it True or False?
Solution
Observe that this equation has degree 3 and it has real coefficients.
Use Conjugate Pairs Theorem statement, “if P x 0 is a polynomial equation with real
coefficients and the complex number a ib is a root, and then a ib is also a root.”
That is, if the polynomial equation has real coefficients, then imaginary roots occur in
conjugate pairs.
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Math Example 9: Check part type
Question
Solution:
The objective is to solve the equation for c and to check back the solution for correctness.
Use the properties of equality and inverse operations to solve the equation.
The solution of 4c 7 c 3 is c 2.
Check:
8 7 1
?
Simplify
11 True
Question:
Determine the dosage measured by the sketched syringe.
Solution:
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Objective of the problem is to determine the dosage measure by the sketched syringe.
Observe that the calibrations used in the figure are for the metric mL scale, and the longer
1
calibrations differ from mL to each other.
2
It means that each calibration measures 0.1 mL.
From the figure, the rubber tip is at 7 calibrations from the syringe hub. Since, each
calibration measures 0.1 mL, the dosage must be measured 0.7 mL.
Question:
A rectangular piece of cardboard is twice as long as it is wide. A 4-cm square is cut out of
each corner, and the sides are turned up to make a box with an open top. The volume of the
box is 616 cm3. Find the original dimensions of the cardboard.
Solution:
A 4cm square is cut out of each corner of the cardboard sheet and then the remaining flaps
are folded up to form a box as shown in the following figure:
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Therefore, the length of the box is 2 x 8 and the width is x 8 .
Volume of the Rectangular box = Length Width Height
2 x 8 x 8 4
Given that volume of the box is 616 cm3 .
Thus,
2 x 8 x 8 4 = 616
Solve the equation for x
4 2 x 8 x 8 616
2 x 8 x 8 154 Divide both sides by 4
2 x 16 x 8x 64 154
2
Multiply the polynomials
2 x2 24 x 64 154 Combine like terms on left side
2 x2 24 x 90 0 Subtract 154 from both sides
x 15 2 x 6 0 Factor
x 15 0or 2 x 6 0 Zero-factor property
x 15or x 3
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Math Example 12: Logic/Algorithm type
There is no way to change the quantifiers or symbolic nations in the logic/algorithm based
solutions, so it is suggested to add more explanation before write the symbolic statements or
algorithm. This helps to get rid of plagiarism.
Question:
There are at least two attorneys in the office. All attorneys are professionals.
There are at most two professionals in the office. Therefore, there are exactly two
professionals in the office. ( Ax : x , is an attorney; Ox : x , is in the office; Px : x , is a
professional )
Solution:
Consider the first statement:
“There are at least two attorneys in the office.”
There are at least two attorneys, thus means those two are different. That is, x y
Suppose that, Ax, Ay represent that x, y are attorneys and Ox, Oy are represent that the x, y
are in the office.
2. x Ax Px
The conclusion contains “at most two”, so that needs to take three quantifiers; and so on.
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3. x y z Px Ox Py Oy Pz Oz x y z z x z
The conclusion part, states that “There are exactly two professionals in the office.”
As per conclusion, if there are another professional exists in the office then he/she would be
either x or y .
The objective is to derive the conclusion of the given arguments by using conditional proof or
indirect proof.
Remove one existential quantifier by applying the rule “Existential instantiation” on 1 and
remove x.
4. y Aa • Oa • Ay • Oy • a y
Remove one existential quantifier by applying the rule “Existential instantiation” on 4 and
remove y .
5. Aa • Oa • Ab • Ob • a b
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15. Ob • a b • Aa • Oa • Ab
16. Ob Simplification by 15
Again, rearrange the conjunctions by using commutative on 5.
17. a b • Aa • Oa • Ab • Ob
18. a b Simplification by 17
Use dot operator and conjunct the statements 8, 12, 14, 16, and 18.
19. Pa • Oa • Pb • Ob • a b
To allow tildes to be moved inside and outside of parentheses, use the De Morgan’s law on
23.
24. ~ ~ Pc • Oc • ~ c a c b
Delete the pair of negations by applying Double Negation rule p :: p on 24.
25. Pc • Oc• ~ c a c b
Remove the Universal quantifiers from 3 by applying Universal Instantiation repeatedly.
26. y z Pa • Oa • Py • Oy • Pz • Oz a y a z y z
27. z Pa • Oa • Pb • Ob • Pz • Oz a b a z b z
Universal Instantiation from 26
28. Pa • Oa • Pb • Ob • Pc • Oc a b a c b c
Universal Instantiation from 27
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Use Modus Ponens rule p q / p / / q for steps 28 and 31.
32. a b a c b c Modus Ponens for 28 and 31
From 18, a b and 32 states that a b a c b c, so there is a disjunctive Syllogism
p q/ p / / q for both 18 and 32.
33. a c b c
Rearrange the conjunctions by using commutative on 25.
34. ~ c a c b • Pc • Oc
35. ~ c a c b Simplification on 34
43. x y Px • Ox • Py • Oy • x y • z Pz • Oz z x z y
Existential Generalization from 42
Here, the obtained statement 43 is same as the conclusion.
Hence, the conclusion is derived from the arguments by using conditional proof or indirect
proof.
Back
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Statistics
List of changes made over Version 9.1
Modified Example 5 MCQ type………………………………………………………….………Page no.183
List of changes made over Version 9.2
One delimiter added to the sample solution: Stat Example 4-conceptual………….Page no. 188
Existing solution replaced with new one: Stat Example 5-MCQ………….…….……..…Page no. 189
New sample solution added: Stat Example 6-FB…………………………..………….……..…Page no. 190
New sample solution added: Stat Example 7-(T/F)………………………..………….……..…Page no.190
List of changes made over Version 9.3
Example 8 added……………………………………………………………………………………………….Page no.188
Example 9 added……………………………………………………………………………………………….Page no.191
Question:
A new treatment has been developed for a certain type of cement that results in a
comprehensive strength of 5000 kg per square centimeter and standard deviation of 120 kg.
To test the hypothesis that 5000 against the alternative that 5000 , a random sample of
50 pieces of cement is tested. The critical region is defined to be x 4970 .
Solution:
Test the hypothesis H : 5000 against the alternative hypothesis H1 : 5000 .
0
Random sample of n = 50 pieces cement tested.
Let X be the compressive strength, and then we have the normal distribution as
X N 5000, 1202
1202
x ~ N 5000, 288
50
(a)
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P Type I error
P Reject H 0 , when H 0 is true
P x 4790, when H 0 is true
P x 4790, 5000
x 4970 5000
P
120
n 50
4970 5000
P z
16.9706
P z 1.77
0.0384 From standard normal table
Therefore, the probability of committing a type I error, when H 0 is true is 0.0384.
(b)
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The probability of type II error, when 4960 can be calculated as follows:
P Type II error
P Accept H 0 , when H1 is true
P x 4970, when 4960
x 4970 4960
P
288
n
4970 4960
P z
288
P z 0.59
1 P z 0.59
1 0.7224 From standard normal table
0.2778
Therefore, the value of for the alternative 4970 is 0.5 and for the alternative
4960 is 0.2778.
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Stat Example 2: Very simple type
Question:
Evaluate the expression 50 C3 and express the result using the usual format for writing
numbers.
Solution:
Write the equation for the number of combinations of n objects taken r at a time.
n!
Cr
n
n r !r !
Substitute 50 for n and 3 for r.
50!
50 C3
50 3! 3!
50!
47! 3!
50!
Substitute 50 49 48 47! for 50! in .
47! 3!
50 49 48 47!
C3
47! 3 2 1
50
19,600
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Stat Example 3: Graphical/Software Related
Question:
Use the statistical software to fit the trend models to the average attendance per home game
beginning in 1916 and ending in 2001 (86 years).
a) Make a time series plot of the attendance per home game data. Is there a clear
seasonal pattern in the time series?
b) Fit a line data. Be sure to use attendance per home game as the response variable and
years as the explanatory variable. Report the equation of the least-square line, the R 2
value and the regression standard error.
c) Fit a second-degree polynomial and report the model, R 2 value and the regression
standard error.
d) Fit a third-degree polynomial and report the model, R 2 value and the regression
standard error.
e) Basing on the R 2 value and the regression standard error which model is best trend
equation.
Solution:
Use the data on the average attendance per home game over the period 1916 to 2001.
a)
Using MINITAB, construct a time series plot of the given data on the attendance per home
game with the help of the following steps:
1) Import the given data into the worksheet.
2) Select Time series plot from the Graph ribbon and choose Simple Time series plot.
3) Specify the data column in the Graph variables box.
4) Click Ok.
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The following figure shows the resultant graph:
From the time series plot, it can be observed that there is no seasonal pattern. Hence, there are
no seasonal variations for the given data.
b)
Using MINITAB, fit a least-square line with the help of the following steps:
3) Specify the data column in Response variable box and time order in Predictors box.
4) Click Ok.
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The following figure shows the resultant regression analysis:
c)
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The following figure shows the resultant regression analysis:
Obtain the fitted quadratic model from the output shown in the figure.
yˆ 11061 209.89 x 5.3636 x 2
The coefficient of determination is obtained as R2 75.3% , which means that, 75.3% of the
average attendance can be explained by the time order and its square term.
d)
Here, the response variable y indicates the attendance per home game, and the explanatory
2 3
variables, t , t & t indicate the time order of the year, its square term, and its cube term.
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Thus, the resultant regression analysis is as follows:
From the above output, the fitted cubic model obtained is as follows:
yˆ 5973 472 x 14.1x 2 0.149 x3
e)
From parts (b), (c), and (d), it is evident that the cubic model has the greatest coefficient of
determination and the least standard error of all the three models.
Therefore, we use the cubic model, yˆ 5973 472 x 14.1x 2 0.149 x3 as the trend equation
model.
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Stat Example 4: Conceptual
Question:
Whether testing a single sample or comparing paired samples, how should one go about
deciding whether to use the sign test versus the Wilcoxon signed rank test?
Solution:
The non-parametric tests, Sign test or Wilcoxon Signed Rank test, are similar in nature and
are used to test a single sample or to compare paired samples.
The major difference between both the tests is that Sign test can be used when the data in the
population is in Ordinal (Ranked) scale, and Wilcoxon Signed Rank test can be used when
the data of the population is in interval or ratio scale.
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Stat Example 5: Multiple Choices
Question
A researcher completes an independent-sample t test and finds that the probability of two
sample means being this far apart, if the null hypothesis is true, is less than 0.05. Which of
the following is true?
a. 1 2
b. M1 1
c. There probably is no difference between the two population means.
d. There probably is a difference between the two population means.
Solution
In an independent- samples t test, it was found that the probability of two sample means
being this far apart when the null hypothesis is true, is less than 0.05. That is, the P-value of
the corresponding independent samples t- test is less than 0.05 which in turn indicates that the
null hypothesis 1 2 0 can be rejected. Therefore, option A is wrong.
Option B is wrong since this statement equates a sample mean with population mean. The
statement itself is wrong.
The P-value of the corresponding independent samples t- test is less than 0.05 which in turn
indicates that the null hypothesis 1 2 0 can be rejected. Option C wrong since the null
hypothesis is rejected.
It can be conveniently concluded that there is sufficient evidence to support the claim that
there is significant difference between the population means. Therefore, the sentence “there
probably is a difference between the two population means” resembles the actual meaning of
the probability.
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Stat Example 6: Fill in the blank type
Question:
Solution:
The parametric tests contain the information about the distribution of the population and also
about population parameters. But Non-parametric test are distribution free tests. So they do
not have particular procedures to get valid estimates.
Hence parametric tests are more valid and powerful than Non-parametric test.
“If a researcher wants to examine the relation between two sets of scores, the most
appropriate statistic is d.” Is this statement is “true” or “false”?
Solutions
Here, the statistic ‘d’ refers to the effect size. This statistic is a difference on a standardized
metric. So, this statistic cannot be used to examine the relation between two sets of scores.
The statistic, ‘r’ is the statistic which gives information about the relationship between two
variables. If a researcher wants to examine the relationship between two sets of scores, the
most appropriate statistic is r.
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a) Create a scatterplot of the data using Minitab and paste it below. Does a linear
model seem appropriate? Explain
b) Use Minitab to estimate the regression model and store the residual values. Do the
residuals support the assumption of normality? Explain your reasoning based on the
plot.
c) From the output using the coefficient information, what is the best fit regression
equation?
d) Provide an interpretation of the slope value as it relates to this problem.
Answer:
The sample data summarizing wright gains and amounts of lysine eaten over the test period
are provided.
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Yes, a linear model seems to be appropriate to the data, because plotted points form a line.
b)
The following are steps for finding the regression equation and constructing residual plot for
the given data.
Step1: Enter the data in MINITAB columns
Step2: Select Stat > Regression > Regression
Step3: Enter y in Response dialogue box and x in Predictors dialogue box.
Step4: Click on Graphs. Check on Normal plot of residuals under Residual plots:
Step5:Click OK and Click OK
The MINITAB output of the regression equation between y and x is shown below:
The normal probability plot of the residuals is constructed using MINITAB as follows:
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All points in the plot are approximately close to straight line indicating that the normality
assumption is valid.
c)
Since R2 0.60 , the fitted regression equation is best fit to the given data.
d)
The slope of the fitted regression model is 35.8; it says that for each additional amount of
lysine, the weight of chicken increased, by 35.8 grams, on average.
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a) Estimate the parameters of regression function and the regression function itself
(Round your answers to four decimal places)
ˆ0
ˆ
1
b) Predict the value of thermal conductivity when lamellar thickness is 500 (Round your
answer to two decimal places)
Solution:
a)
From the given information, the sample statistics can be listed as follows (Using calculator):
The formulas and calculations for Slope and Intercept are shown as follows:
n xy x y
Slope, ˆ
n x 2 x
1 2
0.000409
0.0004
Intercept, ˆ0
1
n
y ˆ0 x
121.8 0.000409 11795
1
8
14.62136
14.6214
yˆ 14.6214 0.0004 x
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b)
Hence, the predicted value of thermal conductivity when lamellar thickness is 500, is 14.82
Back
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Mechanical Engineering
List of changes made over Version 9.2
Existing solution replaced with new solution in ME example 2………………Page no. 187
Delimiter added to the existing ME example4…………………..………………….…Page no. 188
Sample solution related to fill in the blank added in ME example 3…………Page no. 187
Sample solution related to True or False added in ME example 7……………Page no. 199
Sample solution related to VSAQ added in ME example 8………………………Page no. 199
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ME Example 1: Calculation Based
Question:
Express the following quantities in British Gravitational system (BG).
(a) 15.2 km , (b) 9.14 N m3 , (c) 1.61 kg m3 , (d) 0.0320 N m s , (e) 5.67 mm hr
Solution:
(a)
Now, convert the length from meter to feet. State the conversion factor.
1 m 3.281 ft
(b)
1 N m3
9.14 6.366 103 lb ft 3
0.0581 lb ft 3
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(c)
3 3
State the conversion factor to convert the given quantity from kg m to slugs ft .
1 kg m3 1.94 103 slugs ft 3
3
Use the conversion factor to express 1.61 kg/m3 in slugs ft .
1.94 103 slugs ft 3
1.61 kg m3 1.61 kg m3
1 kg m3
1.611.94 103 slugs ft 3
3.1234 103 slugs ft 3
(d)
(e)
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mm 103 m 1 hr
5.67 mm hr 5.67
hr 1 mm 3600 s
5.67 103
ms
3600
1.575 106 m s
From the deaerator, oxygen and other noncondensable gases are separated from the feedwater
and directed to the atmosphere ___________.
Solution:
Closed feed water heater consists of outlet valve, bypass line and valve. It provides passage
for feed water to the boiler.
An economizer uses the heat from the combustion gases to heat the feed water before it enters
the boiler.
Hence, option B is wrong.
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A steam trap provides passage for gases without any loss of steam.
Hence, option C is wrong.
Oxygen and the non-condensable gases are separated from the feed water in the deaerator and
are escaped to the atmosphere through the vent provided.
The two broad categories of display cases are ____________ and ______________.
Solution:
Therefore, the answers to fill the blanks are open type and closed type .
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ME Example 4: Software based
Question:
A double pane window with 2 m high and 4 m wide consists 5 mm thick layers of glass (k =
0.78 W/mK) seperated by stagnant air in the space with width of ‘d’. The temperature of the
o o
room is 24 C and that of the outdoor is 0 C . By considering the heat transfer coefficients
on the outer and inner surfaces of window as 25 and 10 W/m C
2 o
o
and temperature of air as 25 C , plot the rate of heat transfer through the window as a
function of the width of air space ‘d’ in the range of 3 mm to 30 mm.
Solution:
The given problem can be solved using EES software by the following steps.
1. Open EES software
2. Create a new file by clicking on the ‘New’ option of the ‘File menu’
3. Now, type the following code in dailog box:
"GIVEN"
A=2*4 [m^2]
L_glass=5 [mm]
k_glass=0.78 [W/m-C]
"d=1 [mm], parameter to be varied"
T_infinity_1=24 [C]
T_infinity_2=0 [C]
h_in=10 [W/m^2-C]
h_out=25 [W/m^2-C]
"PROPERTIES"
k_air=conductivity(Air,T=25)
"ANALYSIS"
R_conv_1=1/(h_in*A)
R_glass=(L_glass*Convert(mm, m))/(k_glass*A)
R_air=(d*Convert(mm, m))/(k_air*A)
R_conv_2=1/(h_out*A)
R_total=R_conv_1+2*R_glass+R_air+R_conv_2
Q_dot=(T_infinity_1-T_infinity_2)/R_total
To solve the equation for a range of length values, use parametric table as follows:
Click on the ‘New parametric table’ of ‘Tables’ menu
A dailog box will open.
Now, select Run 10.
Select variables in equations as d and Q, press ‘Add’ and then press ‘Ok’
A table will appear; enter the values of length under ‘d ’ as 3,6....30 in runs 1 to 10
Then, click on ‘Solve table’ of ‘Calculate’ menu
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The solution will appear as follows:
This graph indicates that by increasing the space between the glasses, the resistance towards
heat transfer increases, and thereby decreases the heat transfer. So, in order to maintain the
room at high temperature for a long time, it is recommended to provide more space between
the glasses.
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ME Example 5: Conceptual
Question:
Describe what may happen to an electric motor if the drive belt is too tight.
Solution:
In a belt drive system, an electric motor is usually used to drive a shaft. The shaft is mounted
on bearings for free rotation.
If the belt is too tight, the load is applied on the shaft, and the shaft applies the load on the
bearings. So, failure of the bearings may occur impeding the rotation of the shaft to rotate.
When the shaft rotation is impeded, it may also lead to failure of the motor.
ME Example 6: Diagrammatic
Question:
Solution:
Draw the free body diagram of the joint A and mark the tensile forces PAC , PAD and PAB
acting on the members AC, AD, and AB, respectively.
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Consider the forces acting along the horizontal direction.
PAC cos 45 PAB cos 60
PAC 0.707 PAB …… (1)
Let A be the final position of the point A after the deformation. Similarly, let v and u be the
vertical and horizontal displacements of the point A respectively.
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Length of the member AB:
LAB
0.2 m
sin 60
0.231 m
LBD
0.2 m
tan 60
0.1155 m
Distance DC:
LDC
0.2 m
tan 45
0.2 m
The total change in length will be the sum of the change in length due to the axial force and
the change in length due to thermal strain.
6 1
Substitute 0.231 m for LAB , 200 GPa for E, 60 mm for A, 12 10 C for and
2
30 C for T .
PAB 0.231 m
AB
200 GPa 60 mm2
106 mm2
1m 2
1 GPa
9
10 N m 2
12 106C1 30C 0.231 m
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6 1
Substitute 0.283 m for LAC , 200 GPa for E, 60 mm for A, 12 10 C for and
2
30 C for T .
PAC 0.283 m
AC
200 GPa 60 mm2
106 mm2
1m 2
1 GPa
9
10 N m 2
12 106C1 30C 0.283 m
From the equation (1), substitute 0.707 PAB for PAC to find AC in terms of PAB
AC 2.357 108 0.707 PAB 10.182 105
1.667 108 PAB 10.182 105 …… (4)
PAD 0.2 m
AD
200 GPa 60 mm2
106 mm2
1m 2
1 GPa
9
10 N m 2
12 106C1 30C 0.2 m
From the equation (2), substitute 40,000 1.366PAB for PAD to find AD in terms of PAB
AD 1.667 108 40, 000 1.366 PAB 7.2 105
73.867 105 2.277 108 PAB …… (5)
Apply the Pythagorean Theorem to obtain the relations between the lengths.
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u 2 LAD v LAD AD
2 2
As the deformations are comparatively small in the magnitude, neglect the second order
terms of the deformations.
u 2 v2 AD
2
0
Substitute zero for u , v and AD .
2 2 2
2vLAD 2LAD AD
v AD
From equation (5), substitute 73.867 105 2.277 108 PAB for AD to find v in terms of
PAB
v 73.867 105 2.277 108 PAB …… (6)
Consider the triangle AFC.
LDC u 2 0.2 v 2 LAC AC 2
L2DC u 2 2 LDC u 0.04 v 2 0.4v L2AC AC
2
2LAC AC
As the deformations are comparatively small in the magnitude, neglect the second order
terms of the deformations.
u 2 v2 AC
2
0
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Consider the triangle BEG
LBD u 2 0.2 v 2 LAB AB 2
L2BD u 2 2 LBDu 0.04 v 2 0.4v L2AB AB
2
2LAB AB
As the deformations are comparatively small in the magnitude, neglect the second order
terms of the deformations.
u 2 v2 AB
2
0
8 5
From the equations (3), (6), and (7), substitute 1.925 10 PAB 8.316 10 for AB ,
73.867 105 2.277 108 PAB for v and 59.467 105 4.6345 108 PAB for u to find PAB
0.5 59.467 105 4.6345 108 PAB
1.925 108 P 8.316 105
0.866 73.867 105 2.277 108 P
AB
AB
6.2142 108 PAB 85.388 105
PAB 13, 741 N
13.74 kN
Find the deformation in the member AB, AB from the equation (3).
AB 1.925 108 PAB 8.316 105
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AC 1.667 108 PAB 10.182 105
1.667 108 13.74 103 10.182 105
0.3309 mm
Find the deformation in the member AD, AD from the equation (5).
AD 73.867 105 2.277 108 PAB
Find the horizontal displacement of the point A, u from the equation (7).
u 59.467 105 4.6345 108 PAB
2
Replace PAB with 13.74 kN and A with 60 mm
13.74 kN 1000 N 106 mm 2
AB
60 mm 2 1 kN 1 m2
229 106 N m 2
229 MPa
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Hence, the normal stress in the member AB is 229 MPa . As we assumed the forces in the
members to be in tension, the obtained stress is also tensile.
Hence, the normal stress in the member AC is 162 MPa . As we assumed the forces in the
members to be in tension, the obtained stress is also tensile.
2
Replace PAD with 21.23 kN and A with 60 mm to find the normal stress in the member AD.
21.23 kN 1000 N 106 mm 2
AD
60 mm 2 1 kN 1 m2
354 106 N m 2
354 MPa
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Hence, the normal stress in the member AD is 354 MPa . As we assumed the forces in the
members to be in tension, the obtained stress is also tensile.
Question:
True or False? The air bag diagnostic monitor supplies back-up power to the air bag module
in the event that the battery or cables are damaged during the accident.
Solution:
If the vehicle undergoes an accident, the battery or cables might get damaged. Then the
power to deploy the air bag is supplied by the Air bag sensing diagnostic monitor (ASDM).
The back-up power can last up to 30 minutes after the battery has been disconnected.
Therefore, the statement that the air bag module is supplied with a backup power from air bag
sensing diagnostic monitor in the situation when the vehicle undergoes an accident (battery or
cables might get damaged) is True .
Solution:
The technique of cryosurgery uses the advantage of pre-cancerous skin blemishes or cells
being less dense.
Cryosurgery applies freezing temperatures on pre-cancerous skin blemishes, due to which ice
crystals are formed in these less density cells. The formation of ice crystals eventually tears
apart these cells from and blocks the blood supply to the affected tissues.
Back
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Electrical Engineering
List of changes made over Version 9.1
MCQ solution modified as per MCQ guidelines in EE example 1……………………Page no. 188
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EE Example 1: Multiple-choice type
Question
Solution
2 C
Substitute q for Cv
q2
w
2C
Here,
q is the charge stored in the capacitor and C is the capacitance of the capacitor
The total charge in the capacitor is doubled and the capacitance of the capacitor remains
unchanged. The new stored energy is,
q12
w1
2C
Substitute 2q for q1 in the equation for stored energy in the capacitor.
2q
2
w1
2C
q2
4
2C
4w
Thus, the energy stored in the capacitor does not remain the same. It is not halved or doubled.
When the charge is doubled, the energy stored in the capacitor becomes 4 times that of the
original energy, that is, the energy stored is quadrupled.
Hence, the correct option is d .
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EE Example 2.1: Software type
Question:
Solution:
x=-2*pi:pi/10:2*pi;
y=sin(x);
h=plot(x,y);
xlabel x
ylabel y
Figure 1
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(a)
Enter the following code in MATLAB to assign a handle to axes created in the main
program, and then change background color to blue:
x=-2*pi:pi/10:2*pi;
y=sin(x);
plot(x,y,'r');
xlabel x
ylabel y
h=gca;
get(gcf)
set(h,'color',[0,0,1])
Figure 2
(b)
Enter the following code in MATLAB program to assign a handle to axes created in the main
program, and then change the x-axis scale to log:
x=-2*pi:pi/10:2*pi;
y=sin(x);
plot(x,y,'r');
xlabel logx
ylabel y
h=gca;
get(h)
set(h,'xscale','log')
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The following is the MATLAB output:
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EE Example 2.2: Software type
Note: Provide software/coding related outputs even though it is not asked in the
question.
Question:
Write a MATLAB program that determines whether or not a given integer is a prime number
(Here, it is asked only to write the code)
Solution:
if r==0
break
end
if r~=0
disp('number is prime')
end
number is prime
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Question:
Solution:
From the figure, the structural Verilog module for 3-Input, 1-Output logic circuit is as
follows:
input inp1,inp2,inp3;
output out1;
endmodule
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The following is the test bench code:
// Inputs
reg inp1;
reg inp2;
reg inp3;
// Outputs
wire out1;
initial begin
// Initialize Inputs
inp1 = 0;
inp2 = 0;
inp3 = 0;
inp1 = 0;
inp2 = 1;
inp3 = 0;
#100;
inp1 = 0;
inp2 = 1;
inp3 = 1;
#100;
inp1 = 1;
inp2 = 0;
inp3 = 0;
#100;
inp1 = 1;
inp2 = 0;
inp3 = 1;
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#100;
inp1 = 1;
inp2 = 1;
inp3 = 0;
#100;
inp1 = 1;
inp2 = 1;
inp3 = 1;
end
endmodule
Question:
A student is allowed to take a course C 1 if he or she pays the registration fee R 1 and
either has the prerequisites P 1 or has the instructor’s approval A 1 .
(a) Give a truth table for C as a function of R, P, and A.
(b) Write a Boolean expression for C.
Solution:
(a)
There are three independent variables namely R, P, A, and one dependent variable C. Thus,
the number of bits n is 3 and there are 23 8 states.
A student is allowed to take a course C 1 if and only if the following conditions hold:
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He or she pays the registration fee R 1 and has the instructor’s approval
A 1
He or she pays the registration fee R 1 and has the prerequisites P 1
He or she pays the registration fee R 1 , has prerequisites P 1 , and the
instructor’s approval A 1
The other five combinations forbid a student from taking the course C 0 .
The following is the truth table showing the outputs for all the possible case:
Inputs Output
R P A C
0 0 0 0
0 0 1 0
0 1 0 0
0 1 1 0
1 0 0 0
1 0 1 1
1 1 0 1
1 1 1 1
(b)
To compute the truth table for a student who is allowed to take a course C 1 , find the
relations (P OR A) and [ R AND (P OR A)] to cover all the possibilities.
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EE Example 4: Calculation Based
Question:
Calculate the power dissipated in the 3 resistor of Figure 1, if v1 0 2V .
Solution:
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Apply nodal analysis at node 1.
1.5
v1 (s)
s 0.4sv (s) 0.8 v1 (s) v2 (s) 0
1
5 2
7 3s
0.4s v1 (s) 0.5v2 (s) 0.8 …… (1)
10 10
Similarly apply nodal analysis at node 2.
v2 (s) v1 (s) v2 (s) 2
2 3 s
v1 (s) 5v2 (s) 2
…… (2)
2 6 s
Apply Cramer’s rule to solve equations (1) and (2) and determine the voltages.
7 4s 3 8s
10 10s
1 2
v2 (s) 2 s
7 4s 1
10 2
1 5
2 6
7 4s 2 3 8s 1
+
10 s 10s 2
7 4s 5 1 1
10 6 2 2
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31 24s
v2 (s) 20s
s 1
3
93 72s
20s s 1
72 93
s
20 72
v2 (s) …… (3)
s s 1
Thus,
p(t ) 4.32 1.66t 0.084tet 0.7511 et u t
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Therefore, the power dissipated in the 3 resistor is,
4.32 1.66t 0.084tet 0.7511 et u t W
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EE Example 5: Diagrammatic
Question:
Solution:
In the following figure, the resistances 10 and 30 are connected in parallel and the
resistances 25 and 5 are connected in series:
Req2
10 30
10 30
7.5
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Redraw the circuit by replacing the series and parallel resistances with their equivalent
resistances.
In figure 2, the resistances 7.5 and 30 are connected in parallel. Determine the
equivalent resistance of the parallel combination.
Req3
7.5 30
7.5 30
6
Redraw the circuit with the parallel resistances replaced by their equivalent resistances.
Redraw the circuit by replacing the series combination of resistances with their equivalent
resistance.
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vs
is
Req4
12
24
0.5 A
The same current, 0.5 A flows through the 6 resistance.
From figure 3, use Ohm’s law to determine the voltage v1 across the 6 resistance.
v1 is Req3
0.5 6
3V
Thus, the voltage v1 is 3 V .
From figure 2, the voltage across the 30 resistance is same as the voltage across the 6
resistance, which is 3 V.
Determine current through the 30 resistance using Ohm’s law.
3
i4
30
0.1 A
The same current i4 flows through the 5 resistance. Determine the voltage v2 using
Ohm’s law.
v2 i4 5
0.1 5
0.5 V
Thus, the voltage v2 is 0.5 V .
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EE Example 6: Lengthy type
Question:
A class B output stage amplifier operates from 5 V supplies. Assuming relatively ideal
transistors, determine the output voltage for maximum power-conversion efficiency? What is
the smallest value of load resistance that can be tolerated, if each of the output devices is
rated for 1W dissipation, and with a factor of 2 safety margin, and if the operation is always
at full output voltage? What is the smallest load permitted if the operation is allowed at half
the full output voltage? What is the greatest possible output power available in each case?
Solution:
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From the symmetry, half of the power PD is dissipated in the transistor QN and the other half
1
in the transistor QP . Thus, QN and QP must be capable of safely dissipating power of PD
2
watts. Since PD depends on VˆO , find the worst case power dissipation PD max .
Equate the derivative to zero to get the value of VˆO that result in maximum average power
dissipation.
ˆ
2 VCC 1 2 VO PD max
0
RL 2 RL
ˆ
2 VCC 1 2 VO PD max
0
RL 2 RL
2 VCC VˆO 0
PD max
2VCC
VˆO
PD max
2VCC
VˆO
PD max
2
5
3.183V
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Derive the formula for efficiency of the amplifier .
Load power PL
Supply power P S
PL
PS
1 VˆO2 2 VˆO
Since, Supply power Ps VCC
2 RL RL
2Vˆo 1 VˆO2
V and Load power PL
RL CC 2 RL
VˆO
4 VCC
The maximum efficiency is obtained when VˆO is at its maximum, that is, VˆO VCC .
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Determine the greatest possible output power available.
2
1 VCC
PL max
2 RL
1 52
2 3.416
25
6.832
3.66 W
Thus, the greatest possible output power available is 3.66 W .
For operation at half the full output voltage, the output voltage is half the value of VCC .
V
VˆO CC
2
5V
2
2.5 V
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Determine the greatest possible output power available.
2
1 VCC
PL max
2 RL
1 52
2 4.833
25
9.666
2.586 W
Thus, the greatest possible output power for operating at half the full output voltage is
2.586 W .
Solution
Substitute 2 for R and 4 H for L in the formula for the time constant.
L
R
4
2
2s
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EE Example 8: True or False type
Question
Solution
Superposition theorem states that in a circuit containing two or more independent sources, the
voltage or current in an element is equal to the algebraic sum of the quantities due to each
independent source acting alone.
As the power absorbed by a resistor depends on the square of the voltage or current, it is not a
linear relation. So, the superposition principle cannot be applied to power calculation. Thus,
the statement is not true.
Question
The voltage across a 5 k resistor is 16 V. Find the current through the resistor.
Solution
Here,
V is the voltage across the resistor and R is the resistance of the resistor
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Substitute 16 V for V and 5 103 for R in the formula for current I.
V
I
R
16
5 103
3.2 103 A
3.2 mA
Hence, the current through the resistor is 3.2 mA .
Back
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Computer Science
List of changes made over Version 9.1
Replaced older examples with new examples
List of changes made over Version 9.2
Replaced older examples with new examples Ex E- FB…………….Page no: 229
Replaced older examples with new examples Ex F -MCQ…………. Page no: 229
Replaced older examples with new examples Ex G -TF……………. Page no: 230
Solution has been modified as per guidelines Ex I –Matching……... Page no: 231
List of changes made over Version 9.3
All programming sample solutions are modified.
Sample Solutions:
A. Programming type questions:
Question: VB program
Write a program that creates a file containing the names of every president who has served
only as president but not as vice-president. The program should display a message box
showing information about the number of such presidents.
Solution:
Program Plan:
Design the form: Place a button control on the form, and change its name and properties.
In code window, write the necessary code.
To read data from two files.
To compare data in the two files.
To create a new file.
To save the names of those who have served as presidents but not as vice
presidents in the new file.
Display the number of the presidents who served as presidents but not as vice presidents
in a message box.
Form Design:
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Set the Form control properties in the Properties window as follows:
Program:
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'loop through the each line of the new file and 'count
the names to display in a 'message box.
For Each presName In data
count=count+1
Next
Place the input text files in the same folder where the program executable file is located
(or use the path of the input files while opening the file in the code).
o “USPres.txt” file contains names of the US presidents in a sequential form.
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The screen shot of “VPres.txt”:
Example Question:
Write a recursive function “add” that computes the sum of its two integer parameters.
Assume “add” does not know general addition tables but does know how to add or
subtract 1.
Solution:
Recursive function definition:
The following code defines the recursive function add. It accepts two integer parameters
and returns their sum.
Each time the function calls itself recursively.
It adds a value one to the first integer and subtracts one value from the second
integer until the second integer becomes 0.
Finally the first integer, which contains the cumulative value, is returned.
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Complete program is as follows:
The following program demonstrates the functionality of the recursive function add():
/* Function prototype */
int add_recursive(int m,int n);
Sample Output:
Enter the first integer :25
Enter the second integer :25
The addition 25 and 25 gives : 50
Solution:
Refer FIGURE 11.1 in chapter 11 from the textbook for complete code.
To display the data that is written to the file on the screen, the following changes need to
be done on the program.
The output can be displayed on the screen and can be written into the file by adding an
output statement to the existing code.
#include <stdio.h>
#define STRSIZ 80
int main(void)
{
//add the code form the textbook here
// .
// .
// .
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D. Sample solution to rectifying errors in the program:
Example Question:
What is wrong with the following program?
#include<iostream> //Line 1
using namespace sdt; //Line 2
int main() //Line 3
{ //Line 4
int x; //Line 5
std::cin>>x; //Line 6
cout<<"x = "<<x<<endl; //Line 7
return 0; //Line 8
} //Line 9
Solution:
The program contains errors in two statements. The statements containing errors are lines
2 and 7.
Error:
The error in the statement is namespace name.
sdt is not a predefined or user defined namespace.
sdt is misspelt. The actual namespace is std.
To correct the error, replace sdt with std.
Error:
The error in the statement is with the identifiers cout and endl.
Since the namespace containing the declarations of the identifiers is not
specified, errors are raised.
To correct the error, replace sdt with std in line 2 (previous error correction
rectifies this error also).
Statement in line 7 does not require any modifications.
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E. Sample solution for fill in the blanks:
Question:
______________ is the changing of a product’s menu, slogan, or logo to mesh with the local
culture.
Solution:
For example:
o The “McD” restaurant has branches worldwide is an example of Globalization. The
products, services and quality it offers are same all over the world.
o The “McD” restaurant in china or any other country has the same features like all
other McD” restaurants but some of the products or services are slightly modified to
match the local demands of the country are example of Glocalization
Question:
Which of the following tabs on the Ribbon do you use to change margin settings?
a. Home
b. Page Layout
c. View
d. Insert
Solution:
Home tab is used to set the formatting of the text in the document. It consists of font
clipboard group, font group, paragraph group and styles group.
View tab is used to show the document in different views like print layout, draft etc. It
consists of document views group, show group, zoom group etc. Each group has a
specific task to do.
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Insert tab is used to insert tables, picture, and clip art etc. into the document. It is possible
to insert different objects using different groups available on the tab such as pages, tables,
illustrations, links, header & footer, symbols, and text.
The default page margins are one inch from top, bottom, left and right sides of the
document.
However, the page margins can be changed according to the requirements.
To change the page margins, click the margins button on the Page Layout tab.
Hence, Page layout tab on the ribbon is used to change the margin settings.
Question
Information integrity ensures that data can be modified only by appropriate mechanisms.
(True/False)
Solution
Information security involves set of security rules and techniques that must be followed
by every individual who is given permission to access to an organization’s technology
and information assets.
Information security takes measures to see that any unauthorized person does not modify
information.
Example Question:
What are the differences between Accounting format and Currency Format?
Solution:
Currency and Accounting formats are used to display monetary values. Both the formats
add the thousand separators to the currency value and display only two digits after the
decimal point.
The differences between Accounting format and Currency Format are as follows:
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Screen shot of currency format:
I. Matching questions:
Question:
Match the following key terms with the appropriate definitions:
i. Social network analysis
ii. Measures
iii. Master data
iv. Web content mining
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b. It is a technique to explore group of people who are experts in a particular subject
areas, to explore people who need to collaborate but not collaborating, to explore
people that are working together.
c. Textual information is extracted from Web documents.
d. In the operation of a business this data is deemed most important.
Solution:
Following are the matched definitions corresponding to the given terms:
i. In social network analysis technique, people’s contacts are mapped to discover the
missed links within the organization.
Therefore, the term “Social network analysis” matches with definition (b).
ii. Measures or facts are numbers or values (related business etc.) that are used by the user
for analysis.
Therefore, the term “Measures” matches with definition (a).
iii. In the business operations, the data that is deemed to be most important is master data.
Therefore, the term “Master data” matches with definition (d).
iv. The textual information in Web documents is extracted. This process of extraction is
known as Web content mining.
Therefore, the term “Web content mining” matches with definition (c).
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J. Sample solution for theoretical questions
Example Question:
When recursion is used to solve a problem, why must the recursive module call itself to
solve a smaller version of the original problem?
Solution:
A recursive module works as follows:
1. If the problem can be solved now, without recursion, then the module solves it and
returns. This is known as base call.
2. If the problem cannot be solved now, then the module reduces into a smaller but
similar problem and calls itself to solve the smaller problem.
By reducing the problem with each recursive call, the base case will eventually be
reached and the recursion will stop. So, a recursive module calls itself to solve a smaller
version of problems.
Example Question:
Calculate the bandwidth necessary for transmitting in real time for video at resolution of
640 480, 3 bytes/pixel, 30 frames/second.
Solution:
Resolution of a video means number of pixels used in the completion of 1 frame.
Then, Size of 1 pixel 3 bytes
Size of 1 frame = 640 480 pixels
= 640 480 3 bytes
Number of frames can transfer in one second is 30 frames
=
27648000 bytes/second
220
Since,1MB=2 20
bytes
= 26.367 MB/sec
26.4MB/sec
Hence, the bandwidth is 26.4 MB / sec
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L. Sample solution for Pseudo code and Flowcharts:
Example Question:
Create the logic for a program that continuously prompts the user for a number of dollars
until the user enters 0. Pass each entered amount to a conversion method that displays a
breakdown of the passed amount into the fewest bills; in other words, the method
calculates the number of 20s, 10s, 5s, and 1s needed.
Solution:
The following the required Pseudo code that gives the breakdown of the passed amount
into fewest bills:
start
Declarations
num dollars
do
output ”Enter number of dollars”
input dollars
if dollars <> 0 then
convert(dollars)
while dollars <> 0
stop
convert(num d)
Declarations
num d20s
num d10s
num d5s
d20s = d/20
d = d%20
d10s = d/10
d = d%10
d5s = d/5
d = d%5
output “Number of 20s ”, d20s
output “Number of 10s ”, d10s
output “Number of 5s ”, d50s
output “Number of 1s ”, d
return
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Flow Chart:
The following are the required flowchart that gives the breakdown of the passed amount into
fewest bills.
Start
Declarations
num dollars
input dollars
dollars <>0
No Yes
convert(dollars) Yes
dollars <>0
No
Stop
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convert(num d)
Declarations
num d20s
num d10s
num d5s
d20s = d/20
d = d%20
d10s = d/10
d = d%10
d5s = d/5
d = d%5
output “Number of 1s ”, d
return
Back
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Economics
List of changes made over Version 9.1
(1). Economics MCQ example 2 has been modified as per MCQ guidelines….page no.238
(2). All the images in example 3 are modified………………………………….page no.239
List of changes made over Version 9.2
(i). Economics example 2 - MCQ solution modified as per the latest guidelines…………Page no. 252
(ii). Economics example 4 – True of False type has been added………………………………...Page no. 258
(iii). Economics example 7 – VSAQ type has been added…………………………………………...Page no. 262
List of changes made over Version 9.3
Tab spaces for equations removed and images modified.
Economics Example 1: Calculation Based
Question:
In a competitive market, a firm receives $500 in total revenue and $10 in marginal revenue.
Calculate the average revenue and units sold.
Solution:
Marginal revenue (MR) is equal to the Price (P) for a firm operating in a competitive market.
MR = P
Therefore, P = $10
Total Revenue (TR) is the product of the Price (P) and Quantity.
TR P Quantity
Average revenue (AR) is the revenue earned per unit. AR can be obtained by dividing the total
revenue (TR) by the number of units sold.
TR
AR
Quantity
Substitute $500 for TR and 50 for Quantity.
$500
AR
50
Therefore, the average revenue is $10.
Note: for a firm operating in a competitive market, MR = AR = P.
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Economics Example 2: Multiple Choices type
Question
Solution
Land is a natural resource produced or provided by nature. Computer programs clearly do not
fit into this definition.
Labor is a worker’s ability to produce goods or services. A computer program is not a human;
therefore, it cannot fall under the category of labor.
Capital is by definition a physical object, either plants, machinery, or equipment, that can be
used to produce other goods. Capital is human-made, which means that it does not occur
naturally on earth. Computer software adheres to this definition.
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Economics Example 3: Excel Based
Question:
A manufacturing company selling goods is considered. The number of workers and output
schedule is given below:
Solution:
a)
Marginal product is the change in the Output for an additional unit of labor.
Calculate the Marginal Product (MP) values using the formula,
output
MP
workers
Fill the required table with the obtained Marginal Product values.
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The following observations have been made from the table:
Initially, there is an increase in the Marginal Product along with the increase in the
number of workers (up to 3 units).
Beyond 3 workers, there is a decrease in the Marginal Product values.
b)
Then, calculate the Total Cost values and fill up the values in the following table:
Now, fill the required table with the obtained Total Cost values.
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c)
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It can be observed that when the output or total product is low, ATC is low and reaches the
minimum between 120 and 140 units of output. However, a further increase in the output
causes a gradual increase in the ATC, forming a U-shaped curve.
d)
Calculate the Marginal Cost values for all the levels of output using the formula,
ΔTotal Cost
MC =
ΔOutput
Fill the required table with the calculated Marginal Cost values.
Observe the pattern of Average Total Cost (ATC) and Marginal Cost (MC) in the graph.
Notice that the Marginal cost curve forms a U–shape, falling up to 90 units of production, and
beyond that point it starts rising. Observe a steep increase in Marginal cost at the output
levels of 150 and 155 units. It intersects with ATC curve at the output level of 140 units.
Furthermore, observe that the MC intersects with ATC at ATC’s minimum point.
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e)
Compare the Marginal Product and Marginal Cost using the following table:
f)
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The following observations have been made from the table:
When MC is less than ATC (up to 140 units), ATC is falling.
When MC is greater than ATC (more than 140 units), ATC is rising.
Furthermore, the MC curve intersects the ATC curve at ATC’s minimum (i.e., when
output = 140 units, ATC =$5).
The point of intersection between MC and ATC at ATC’s minimum value is called
the efficient scale.
Economists generally have more to say about equity than efficiency. T/F
Solution
Efficiency is the measure of how well resources (in an industry; economy) are allocated and
consumed.
Equity has to do with the question of fairness and where those resources are allocated.
Since there exist different opinions about what is actually considered “fair,” economists tend
to stray away from the subjective issue of equity and focus more on the efficiency of
economic decisions.
The provided statement has it reversed: economists generally have more to say about
efficiency than equity; therefore, it is false.
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Economics Example 5: Conceptual
Question:
Suppose that the government gives a fixed subsidy of T per firm in one sector of the economy
to encourage firms to hire more workers. What is the effect on the equilibrium wage, total
employment, and employment in the covered and uncovered sectors?
Solution:
The subsidy given by the government is for the firm and not for the number of labor. In
addition, the subsidy is not fixing in relation to wages per hour or new job creation. Hence,
the employment in either sector will not be affected.
Subsidy will also cause secondary effects. The firms in the sector, not covered under the new
law, might switch to producing goods, which are produced in the covered sector so as to
become eligible for the subsidy. As a result, supply will decline in the sector not covered, and
will rise in the covered sector. The changes in the output level will cause employment to
increase in the covered sector and decrease in the sector not covered.
The firms that are in the subsidized sector will pocket the subsidy as cash. This would cut
down the cost of production, and this could be used to hire more workers. Increase in the
demand for workers would raise the equilibrium wage rate.
Due to the subsidy, more workers would be in demand in the subsidized sector than the
unsubsidized sector. So, firms and workers start swapping their operations and move to the
subsidized sector to avail the subsidy.
Due to increase in demand for workers in subsidized sector, more workers would swap their
operations from unsubsidized sector to the subsidized sector. In addition, the emptied
positions in the unsubsidized sector would also be filled. Therefore, there would be an
increase in the total employment.
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Economics Example 6: Graphical/ Diagrammatic
Question:
Suppose that the Keynesian short-run aggregate supply curve is applicable for a nation’s
economy. Use appropriate diagrams to assist in answering the following questions:
a) What are the two factors that can cause the nation’s real GDP to increase in the short-
run?
b) What are the factors that can cause the nation’s real GDP to increase in the long-run?
Solution:
Keynesian short-run aggregate supply (SRAS) curve represents the relationship between the
price level and real GDP.
a)
The two factors that can cause Nation’s real GDP to increase in the short run are as follows:
Rise in Aggregate Demand will increase the real GDP in the short-run.
Due to excess capacity of the factors of production, particularly labor, wages can be
held constant and can be utilized for an increase in production.
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The short-run aggregate supply curve is a horizontal line at a given price level, 120,
represented by SRAS in Figure-1. An increase in the aggregate demand from AD1 to AD2
will increase the level of GDP per year to $16 trillion.
b)
The two factors that can cause the nations real GDP to increase in the long run are follows:
Existing capital equipment can be used more intensively so as to increase the real
GDP in the long run.
Higher price level leads to increased profits from additional production. Thus, it leads
to an increase in level of GDP.
In figure-2, there is a partial adjustment in the price level that makes the SRAS slope upward,
and its slope is steeper, after it crosses long-run aggregate supply, LRAS. This is because
higher prices induce firms to raise their production levels. As a result, the real GDP increases
from $15.0 trillion to $15.5 trillion.
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Economics Example 7: Very Short Answer Type
Question:
What are the opportunity costs of developing wind farms to generate “clean” electricity?
Should we make the investment?
Solution:
Opportunity cost is the cost of opportunity foregone ahead of the chosen option.
The opportunity cost of developing wind farms is the amount of capital investments our
economy needs to make in order to gain the technology for cleaner energy. In addition to the
money being spent on building wind farms, the economy needs to allocate factors of
production (land, labor, capital, and entrepreneurship) to wind farm developments that could
be used to produce something else instead.
Compare the opportunity costs of generating cleaner energy to the outcomes received, such as
the use of less fossil fuel, which reduce air pollution. The investment should be made
depending if the benefits outweigh the costs and this is up to the government’s decision.
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Accounting
List of changes made over Version 9.1
1. Example 2 has been modified………………………………….…..….page no.253
2. Example 4 has been modified as per MCQ guidelines ……………….page no.255
L Company is considering the purchase of a new machine. Its invoice price is $122,000,
freight charges are estimated to be $3,000, and installation costs are expected to be $5,000.
Salvage value of the new machine is expected to be zero after a useful life of 4 years.
Existing equipment could be retained and used for an additional 4 years, if the new machine
is not purchased. At that time, the salvage value of the equipment would be zero.
If the new machine is purchased now, the existing machine would be scrapped. L’s
accountant, LH, has accumulated the following data regarding annual sales and expenses with
and without the new machine.
1. Without the new machine, L can sell 10,000 units of a product annually at a per unit selling
price of $100. If the new unit is purchased, the number of units produced and sold would
increase by 25%, and the selling price would remain the same.
2. The new machine is faster than the old machine, and it is more efficient in its usage of
materials.
With the old machine, the gross profit rate will be 28.5% of sales, whereas the rate will be
30% of sales with the new machine.
3. Annual selling expenses are $160,000 with the current equipment. Because the new
equipment would produce a greater number of units to be sold, annual selling expenses are
expected to increase by 10%, if it is purchased.
4. Annual administrative expenses are expected to be $100,000 with the old machine, and
$112,000 with the new machine.
5. The current book value of the existing machine is $40,000. L uses straight-line
depreciation.
6. L’s management has a required rate of return of 15% on its investment and a cash payback
period of no more than 3 years.
Instructions:
With the class divided into groups, answer the following. (Ignore income tax effects.)
(a) Calculate the annual rate of return for the new machine. (Round off to two decimals.)
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(b) Compute the cash payback period for the new machine. (Round off to two decimals.)
(c) Compute the net present value of the new machine. (Round off to the nearest dollar.)
(d) On the basis of the foregoing data, would you recommend that L buy the machine?
Why?
Solution:
(a)
Annual rate of return is the rate of return on the investment, which is expressed as a
percentage of the total amount invested.
$130,000 +$0
Average investment =
2
$65,000
$206,000
Expected annual net income for one year =
4
$51,500
Substitute $51,000 for Expected annual net income and $65,000 for Average investment.
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$51,500
Annual rate of return (%) 100
$65, 000
0.7923 (79.23%)
Cash payback period is the cost of capital investment divided by the net annual cash flow.
Cost of investment is $120,000
Net annual cash flows is $95,000 $30,000 $65,000 .
The formula to calculate the payback period is,
Cost of investment
Cash payback period =
Net annual cash flows
Substitute $120,000 for Cost of Investment and $95,000 for Net annual cash flows.
$120, 000
Cash payback period
$95, 000
1.26 Years
Therefore, the cash payback period is 1.26 years.
(b)
Net Present Value (NPV) is the difference between the present value of cash inflows and
initial investment.
Initial investment is $120,000.
Net annual cash flows for four years is $95,000.
Annuity Present value factor for cash inflows for four years (at 15% ) is 2.8550.
Decision rule: If the NPV is positive or zero, then the project is accepted; if the NPV is
negative, the project is rejected.
Here, the Net Present Value is positive; therefore, the project is accepted.
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(c)
Yes, I would strongly recommend L to buy the machine, because it has a higher annual rate
of return with a positive NPV.
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Accounting Example 2: Conceptual
Question:
S Company reported the following information for the current year: cost of goods sold,
$347,000; increase in inventory, $14,700; and increase in accounts payable, $8,200. What is
the amount of cash paid to suppliers that S would report on its statement of cash flows under
the direct method?
a. $324,100
b. $340,500
c. $353,500
d. $369,900
Solution:
Cash payment to creditors: Company is required to pay to its suppliers the amount for
which the inventory is purchased. These purchases can be either cash purchases or credit
purchases. In case of goods purchased on credit, the cash paid to suppliers during the year
will be determined by taking into consideration the following two accounts:
Purchase account
Accounts payables account
Thus, amount of cash paid to suppliers by S Company using direct method is as follows:
Clearly from the above calculation, the remaining options are incorrect.
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Accounting Example 3: Diagrammatic
Question:
How will your company be structured? Include a statement of the philosophy of management
and company culture.
Solution:
My company will use organizational charts for defining the organizational activities with the
help of latest software and technology. These charts will be helpful in succession planning
and work flow approval.
My organization will also have a network structure. Its primary function will be
administration. Most of its other functions will be outsourced to other firms. It will also help
those firms operating across the world to coordinate with each other.
The philosophy of my organization will be “one head, one plan, and one goal.”
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Accounting Example 4: Multiple Choices type
Question:
Solution:
Business etiquette fosters better communication in the globalized world. Hence, the given
statement is a false proposition to consider business etiquette as a waste of time in today’s
fast-paced market.
Therefore, option (b) is incorrect.
There is no legal requirement for maintaining sensitivity to business etiquette in all 50 states.
Therefore, option (c) is incorrect.
Business etiquette promotes better communication and interpersonal relations, so the benefits
of business communication outweigh the cost of business communication.
Therefore, option (d) is incorrect.
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Accounting Example 5: Graphical
Question:
The Executive officers of Company V assess the profitability of a potential new product.
They expect the variable cost of making the product to be $54 per unit and fixed
manufacturing cost to be $720,000. The executive officers plan to sell the product for $72 per
unit.
Determine the Break-even point in units and dollars using each of the following:
a) Contribution margin per unit
b) Equation method
c) Contribution margin ratio
d) Prepare a break even graph to illustrate the cost-volume-profit relationship.
Solution:
Break-even point is the point at which the cost and revenue are equal, and there is no net loss
or gain. Break-even point can be determined using contribution approach, equation approach,
or graphical approach.
a)
Calculate the Break-even point in units and dollars using Contribution margin per unit
approach.
Contribution margin per unit = Sales price per unit Variable cost per unit
Substitute $72 for Sales price per unit and $54 for Variable cost per unit.
Substitute $720,000 for Fixed cost and $18 for Contribution margin per unit.
$720,000
Break-even point in units
$18
40,000
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Write the formula to calculate the Break-even point in dollars.
Break-even point in dollars = break-even point in units sales price per unit
Substitute $40,000 for Break-even point in units and $72 for Sales price per unit.
Break-even point in dollars 40, 000 $72
$2,880, 000
b)
Calculate the Break-even point in units and dollars through equation approach.
Substitute $75 for selling price per unit and N for no of units sold.
Sales = $75N
Substitute $54 for variable cost per unit and N for no of units sold.
Variable cost = $54N
Substitute $75N for Sales, $54N for Variable costs, $720,000 for Fixed costs, and $0 for Net
Income (Profit) at the Break-even point in equation(1).
$0 $72 N $54 N $720,000
$0 $18 N $720, 000
$18 N $720, 000
$720, 000
N
$18
N 40, 000 units
Hence, the Break-even point is at 40, 000 units .
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Write the formula to calculate the Break-even point in dollars.
Break-even point in dollars = Break-even point in units Sales price per unit
Substitute 40,000 units for Break-even point and $72 for Sales price per unit.
Break-even point in dollars 40,000 $72
$2,880,000
c)
Calculate Break-even point in units and dollars using Contribution margin ratio.
Substitute $18 for Contribution margin per unit and $72 for Sales price per unit.
$18
$72
0.25 or 25%
Substitute 0.25 for Contribution margin ratio and $720,000 for Fixed cost.
$720, 000
Break-even point in dollars
0.25
$2,880, 000
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Substitute $2,880,000 for Break-even point in dollars and $72 for Sales price per unit.
$2,880, 000
Break-even point in units
$72
$40,000
Therefore, the Break-even point in dollars is 40, 000units .
d)
In the graph, the x-axis represents quantity in units, and y-axis represents the Costs and Sales
in dollars.
The Fixed costs are same at all levels of output and sales. Therefore, the Fixed costs line is
horizontal to the x-axis. The point at which the total cost is equal to total sales is called the
Break-even point.
Solution
Accounts payable is the short-term obligation of an entity to pay for the suppliers for the
products supplied or services rendered on credit. Normally, the purchase transactions occur
frequently and obligation for payments will arise within a period less than twelve months.
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As per U.S GAAP, an obligation that should be paid with in a period of one year or one
operating cycle should be reported as current liability on the balance sheet.
A credit sale made on a credit card issued by a credit card company is accounted for in the
same manner as a credit sale made on a bank credit card. True or False?
Solution:
In case of sale made on bank credit card, the sale is accounted for the same as cash. But,
credit sales on credit card issued by a credit card company, is considered a sale on account.
Solution:
In the system of book keeping, the financial transactions will be recorded in chronological
order in a general journal.
Journal entry is the accounting method to express the effect of financial transactions on
accounts.
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Finance
A company has two debt issues, the book value of the 1st debt issue is $60 million with
quoted price of 108% and the 2nd debt issue is a zero coupon bond with 20 years left to
maturity. The book value of the issue is $70 million and it sells for 26.5% of par, where the
tax rate is 35%. What would be the total market value? What would be t6he after tax-cost of
debt now?
Solution:
Solution:
Book Value represents the cost paid for acquiring an asset and depreciation will be deducted
from the original cost of the asset.
Total Book Value of debt = First issue Book Value of debt + Second issue Book Value of
debt
It is given that the Quoted Price is 108% of the par value of first debt issue.
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First Issue: Book Value = $60,000,000
Quoted Price = 108% of Par value of bond
It is also given that the Quoted Price is 26.5% of the par value of second debt issue.
Total Market Value is the sum of quoted price of first debt issue and second debt issue.
Total Market Value 108% of the Par Value + 26.5% of the Par Value
1.08 $60, 000, 000 0.265 $70, 000, 000
$64,800, 000 $18,550, 000
$83,350, 000
After-tax cost of debt is the cost paid on the bond that will be exempted from the tax. The
cost of debt is the (yield to maturity) YTM of the bond.
Since the debt issue is a zero-coupon bond, assume the coupon rate to be zero percent. Hence,
the payment (Pmt) would be zero.
The Before-Tax Cost of Debt is the (yield to maturity) YTM of the bond.
Now, calculate the after-tax cost of debt using the following formula,
After-tax cost of debt = YTM before tax × 1 – Tc
Substitute 2.25% or 0.0225 for YTM(before tax) and 35% or 0.35 for Tc.
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After-Tax Cost of debt = YTM before tax × 1 – Tc
0.0225 1 – 0.35
1.46%
Finance is the study of how investors allocate their assets over time under conditions of
certainty and uncertainty.
(a) What are the major areas of finance?
(b) Explain the need to understand finance.
Solution:
(a)
Corporate Finance is the broadest of the four areas and is important in all types of
businesses including banks and other financial institutions, as well as industrial and retail
firms. Corporate finance includes making decisions regarding plant expansions.
An investment is the area that deals with financial assets such as stocks and bonds. Study of
investments can be broadly classified into two branches: Portfolio Management and Security
Analysis.
Financial Institutions is the area of Finance that deals primarily with financial matters.
Banks and insurance companies are the most familiar financial institutions.
International Finance is the area that pertains to investments made across non-US
companies and overseas operations that involves exchange risk and political risk.
(b)
Every individual in this world needs knowledge of finance to make many personal decisions,
ranging from investing for one’s retirement to deciding whether to lease or buy a car. There
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are also financial implications virtually in all business decisions. Non-financial executives
must know enough about financing to work on their implications and analysis.
Examples for - a need to understand finance:-
Marketers constantly work with budgets and they need to know the greatest pay-off from
marketing expenditures and programs. Analyzing costs and benefits of projects of all types is
one of the most vital aspects of finance. These are also important in marketing research.
Accountants are often required to make financial decisions as well as perform traditional
accounting duties.
The most important area in management is strategy. Thinking about business strategy without
considering financial strategy is an excellent recipe for disaster. As a result, management
strategists must have clear understanding of the financial implications of business plans.
Therefore, if one wants to succeed in any area of business, one must be competent in his/her
own area, but must also be familiar with other business disciplines like finance.
A firm evaluates all of its projects by applying the IRR rule. If the required return is 13
percent, should the firm accept the following project?
Solution:
IRR (Internal Rate of Return) is a discount rate that forces the PV of cash inflows to equal
the cost. This is equivalent to forcing the NPV to equal zero. The IRR is an estimate of the
project’s rate of return, and it is comparable to the YTM on a bond.
The IRR is evaluated by calculating the NPV of the Project at different levels of discount
rates.
Internal rate of return is given by,
Outflow = Inflow
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$71,000 $68,000 $52000
$145,000 = + +
1+R (1+R)2 (1+R)3
Since the value 16.02% is more than the required rate of return, which is 13%, accepting the
project would be beneficial for the firm.
Calculate the IRR for the above cash flows using excel spreadsheet.
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Year Cash Flow
0 ($145,000)
1 $71,000 16.02%
2 $68,000
Explanation:
Input these cash flows each one in one cell of the column followed by the year 0 cash
flows to year 3 cash flows.
IRR =16.02%
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Calculate IRR from row B2 to B5.
Explanation:
Find the number of periods of your investment using Excel “IRR” function. To access the
IRR function in Excel, follow the steps below:
First click the function wizard “fx”.
Select function category of financial.
Select “IRR” and click OK.
Then, the Function Argument pops up
Input the given data in the required field
Click OK
Now, the formula result field will show the final answer.
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The IRR of this project is 16.02 %. Since the IRR exceeds the required rate of return of 13%,
the project can be accept.
Solution:
The convertibility clause allows conversion from term insurance to permanent life insurance
without any additional proof of insurability.
Decreasing the protection allows the premium to remain unchanged from year to year, while
there is a decrease in the protection it purchases.
Therefore, option (b) decreasing protection is incorrect.
Permanent life protection is life protection with investment. It is permanent because it does
not have to be renewed. In this case, only the due premium has to be paid to keep the policy
in force.
Therefore, option (c) permanent life protection is incorrect.
Guaranteed renewability allows the renewal of the term insurance for the next term without
further proof of insurability like, a medical examination.
Solution:
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Estate is the term used to describe the assets or net worth after the death of a person. It
includes cash, houses, other real estate properties, jewelry, artworks, vehicles and any other
types of assets. Value of estate is determined after factoring into account the debts
outstanding at the time of death.
Estate planning is planning for distribution of estate or net assets after death. It involves
determining how much one would be worth at the time of death and how would one like to
pass on assets to one’s heirs after his death. This would also require survey of legal and tax
status after death so that taxes and legal issues can be minimized.
Estate planning is required to prevent the estate from being probate. Under probate, a court
appoints a guardian who estimates the net worth, assets and liabilities of the person. Once this
is done, he determines who the possible beneficiaries are.
Probate process may not be optimal process for distribution of assets after death. It is also
prone to delays and litigation. Estate planning process addresses this issue.
Hence, statement is false.
Question:
Answer:
The terms current yield, YTM, and coupon rate are rates related to bonds. While investing in
bonds, a bond holder considers these rates to check the performance of the bonds.
Current yield is a return on the bond considering the initial cash outlay and current annual
income. It is a proportion of the initial cash outlay by the bondholder.
It will be calculated by dividing current annual coupon with current price of the bond. Hence,
the current yield refers to the current rate of return on the investment.
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Yield to maturity (YTM) is the yield that can be earned on the bond if the bondholder holds it
until maturity.
Hence, the YTM is the rate of return on the investment over the maturity period.
Coupon rate is the rate at which the bond pays interest/coupon to the bond holder.
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Business
Example 1: Regular type
Question:
Creating a unique, but consistent resume and a cover letter format is one method of
demonstrating your skills with word processing and page design application. How else might
you demonstrate specific skills through your employment communication?
Solution:
There are various methods to demonstrate your skills and experience for employment
communication apart from sending resume or cover letters, such as the following:
Register with job portals: Job portals are the online gateways, which connect the
recruiters and job seekers. Employers post their requirements on the portal and job
seekers can upload their resume, view various openings and apply according to their
experience and level of knowledge. Job portals such as monster.com, career.com,
hotjobs.com are very popular in United States.
Register with government employment agencies: Every state has its own employment
agency, which runs on government expense and is free of cost for job seekers.
Government employment agencies provide only government jobs.
Join social networking sites: Social networking sites allow job seekers to develop new
relations with companies’ executives and employees. Social networking sites like
LinkedIn, twitter, Facebook, and YouTube help job seekers to share information and
advertise themselves.
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Example 2: Assumption type
Question:
Imagine you have been asked to collaborate on a project with a colleague whose work style is
very different from yours. For example, you like to plan carefully and follow a schedule,
while your colleague is spontaneous. You like to write thorough drafts that require only
minimal revision, while your colleague likes to write incomplete drafts and revise heavily
later. Based on these differences, do you think it would be more efficient and cost effective
for the company to have you work on this project by yourself? Should you make that
argument to your supervisor? What might be the benefits of collaborating? What are the
drawbacks?
Solution:
Collaboration is a collective effort of the employees working together to achieve the goals of
a company, department, team, and an individual. Members of a team may have different
personality traits, different perception, and diverse opinion about any issue. A team member
should have the ability to harmonize, negotiate, and manage to avoid conflicts and
disagreements. To work alone on a project can definitely cost the company.
Productivity: On analyzing the individual goals and team goals, the employees in
teams can create a healthy competition, and thereby, help motivate one another to
achieve the objectives.
Diversity: Each team member would have diverse skills, perception, and knowledge.
Therefore, the team leaders are responsible for identifying the skills of their team
members and helping them to maximize output.
Better Solutions: Team work always churns out better quality and creative solutions.
Employees with different experiences and perceptions brainstorm the pros and cons of
solutions. Hence, the best possible solution is chosen.
Shared responsibility: In team work, responsibilities are divided equally among the
team members. Hence, the risk of task failure can be minimized.
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Domination: Sometimes one or two group members may dominate a discussion. This
may limit the participation from other members which suppress their creativity.
Based on the above mentioned differences, the drafting should be assigned to a more
experienced person. The reason is that collaborations should be complementary. However,
this case presents a conflicting collaboration. Such collaborations are bound to give rise to
creative deadlocks.
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Example 3: Analysis type
Question:
Your company has invited one of its biggest clients, Vince Embry to be a keynote speaker at
a company retreat. Vince has cancelled other engagements and arranged his calendar to
accommodate your schedule. He has also purchased an airline ticket at his own expense and
has begun writing his speech. However you have just learned that the company must cancel
the retreat due to budget cuts. Create a message to Vince communicating the bad news that
the retreat is cancelled so he will not have the opportunity to speak. Consider what you can
offer that will make up for his inconvenience and expense.
Solution:
The message should be conveyed to Vince at the earliest; therefore, the appropriate medium
to deliver the message could be through voicemail.
Hello Mr. Embry, this is Mr. P, calling from xyz. We deeply regret to inform you that our
retreat scheduled for the next Friday has been cancelled. We sincerely apologize for the
inconvenience caused.
We are thankful to you for accepting our invitation and investing your time, effort and money
to be a keynote speaker at our event. It would always be a sheer privilege to have you with
us.
As a compensation for the inconvenience caused, we shall reimburse your air ticket
cancellation charges. Moreover, since you have been our esteemed customer, we offer you a
discount of 20% on your next five purchases with us.
It would be an honor to have you with us sometime in future. Please inform us about your
flight details at the earliest, so that we could cancel your flight ticket and reimburse the
amount into your account as soon as possible.
Goodbye
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Example 4: Memo or Presentation type
Question:
Think about the last team presentation you gave. In a Memo to your instructor, describe the
setting (when, where and what) and then explain how your team used the guidelines outlined
in this section to coordinate your group effort. If your team did not integrate one (or more) of
the guidelines, identify if a negative result occurred.
Solution:
To : XYZ, Instructor
FROM: Abc
DATE: 04/04/2013
Students should make team presentations during their MBA as a part of their
curriculum. The subject topic should be chosen from International Economics,
comprising of graphs, theory as well as Numerical Questions. Presentations should be
given in an auditorium. Audience would comprise students, lecturers, and evaluators.
The success of a team entirely depends on good cooperation and proper team
management. Therefore, it is very important to assign roles in accordance with the
strength of an individual. The Team leader must ensure that significant contribution is
made by every member of the team.
Introduction should be handled by one team member, who will cover the first topic of
the presentation. The same team member should also introduce the remaining team
members and convey their roles. Similarly, every team member must introduce the next
speaker after concluding his/her part, to ensure flow of presentation and also to keep the
audiences engaged.
Every participant should be familiar with the data and information of one another. If one
participant fails to give a presentation due to unavoidable circumstances, the next
participant should be ready to pitch in. Audience may ask the participants questions
based on the topic. So, they should be well aware of the entire presentation, as the
questions may be asked from any part of the presentation.
There are situations when participants tend to forget the information that they would
want to speak. This would require other team members to interrupt. There should be
good planning on who should speak on which topic, if any such situation arises.
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Example 5: Ethics Based
Question: Are print and video news releases, by their very nature, unethical? Why or why
not?
Solution:
Print and video releases provided by media are very useful in the context of public relations
and corporate communication. Thus, these releases leverage contemporary business
communication. To label them as unethical by nature would be unjustified.
However, there are many instances when the communication enabled by these releases
proves unethical. The concerned authorities are responsible to maintain ethics in
communication.
Press releases often use quotes, bold or italic alphabets to emphasize a point. Undue
emphasis on some text gives wrong impression and misleads the readers.
For example, the reader will have an opinion by reading the title of a report. Consider
two titles for this answer: “Unethical practices in business communications” or
“Business Reporting and PR: Unethical”. The former is an apt title, whereas the latter
can mislead the readers to believe that Business Reporting is unethical by virtue.
Press releases become unethical when news organizations quote any report that
includes name of a person, place, and organization without their consent.
It is unethical to take the speech or presentation out of context to edit it for video
news release.
It is unethical when the PR officials pay the news channel for the news production, if
the news is biased and supports the company. It supports the realistic and logical
opinion, but it is against media and general business ethics.
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Troubleshooting and Tips
Table of Contents
1. Delimiters........................................................................290
A. Steps to Inserting a delimiter .............................................................................290
B. Steps to enable the three dashes option for inserting a delimiter ................. 291
C. Steps to remove a delimiter ...............................................................................294
3. Degree Symbol………………………………………….297
Steps to Insert a degree symbol .............................................................................297
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1.Delimiters
Follow the steps below when you face problem while creating correct delimiter:
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B. Steps to enable the three dashes option for inserting a delimiter
If the method shown in section (A) does not work, then change the settings (MS
Word) using the following steps:
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Now, follow the procedure given in 5th point under Section 4. Title given in general
guidelines to create correct delimiter.
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C. Steps to remove a delimiter
Option 1
Option 2
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2.File setup
Steps to change Word dimensions from centimeters to inches
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3.Degree symbol
Always insert a degree symbol (°) using MathType only. The correct way to type a
degree symbol is shown in the following figure:
Note: Never use ‘0’ (zero) or ‘O’ (alphabet O) as superscript for inserting a degree
symbol.
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4.Final answer
Steps to box the final answer using MathType:
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Note: Never use shapes or tables available in MS Word to box the final answer.
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5.Figures in MS Word
Option 1:
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Option 2: Select all the parts (Ctrl+click), right click, and select the “Group” option
from the pop up menu.
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B. Steps to insert and group labels of the figure
Insert labels:
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To insert other labels, you can copy and paste the textbox and then edit the text. You can also
copy and paste any equation object (Typed in MathType ) inside the textbox.
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6.Text inside the equations
A. Steps to type text in regular font inside the equation objects
1. Open MathType and type all the equations. By default, the style will be “Math”
as shown in the figure.
2. Select the text to be edited and click on “Style” tab. Now, select “Text” from the
drop down menu.
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3. Insert blank spaces within the text, typed in “Text” style.
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2. Now, click the “Format” tab and then select “Align at =” from the drop down
menu.
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