Chegg Solution Authoring Guidelines V9.4

Solution Authoring
Guidelines
Version 9.4
September 2016
Copyright@2016 chegg.com
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
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

1. Deleted .doc from the content under 3.1 (Version)………………………….……….page no. 7
2. Modified the fifth point under the section 4 (Title) ……………………….…..…….page no. 9
3. Deleted 4.2 ……………………………………………………………………………………..….……page no 10
4. Modified 5.1 and 5.3. Deleted 5.2 …………………………………………………..……… page no. 11
5. Modified 6.1.4 ……………………………………………………………………………..….………Page no. 12
6. Introductory sentence modified under 7.1 (Text) ……….………………….…….….page no. 13
7. Added more details in section 7.1.5 ……….…………………….…….………….…….….page no. 13
8. Removed the third bullet point under section 7.2.5 ……….…………….………….page no. 17
9. Modified second bullet point under 7.2.5…………………………………..…………….page no. 17
10. Modified 8.1.7 ………………………………………………………………………………………….page no. 19
11. Modified section 8.1.8 ……………………………………………………………………….…….page no. 19
12. Modified option 2 (drawing tools of MS word) under 8.2 (Diagrams)……....page no. 19
13. First diagram under option 2 (drawing tools of MS word) deleted and added sentence prior
to the properly labeled diagram…………………………………………………..……..…….page no. 20
14. Modified 8.3 (Graphs) …………………………………………………………………….….….….page no. 20
15. Modified 8.4 (Tables) …………………………………………………………………….…….……page no. 20
16. Introductory sentence added under 10.2 (Notations) ………………………..…….page no. 24
17. Added more points in section 10.2.10 …………………………………………………..….page no. 26
18. One more sample solution under section 13.3 is added….……………………..….page no. 31
19. Modified the second bullet point under section 13.7 ………….…….………..…….page no. 34
20. Figure 5 is modified …………………………………………………………….…………………….page no. 35
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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)
3.3 Paper Size

Set the paper size (File -> Page Setup -> Paper) as follows:
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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”
3.5 Line Spacing

Set line spacing to ‘Single’ in Paragraph settings.
3.6 Orientation
Set the orientation of the page to ‘Portrait’.
3.7 Font Settings

Font Style: Times New Roman
Font Size: 12
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.
6.2 Do not insert a delimiter in the following three situations:

 After the last step of a solution
 At the end of a page for solutions that are longer than one page
 At the beginning of a page for solutions that are longer than one page
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7. Content guidelines: text and equations
As mentioned in section 1, every step of a solution must contain one or more

sentences. Some steps may contain additional items like equations, graphs, charts,
or diagrams.
Listed below are the contents of a typical solution:
7.1 Text (Sentences)
7.2 Equations
8.2 Diagrams
8.3 Graphs
8.4 Tables
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
The below screenshot illustrates the method to label the subpart of a

solution:
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:
7.2.1 Every equation or mathematical expression in a solution, including those within

sentences, should be created using MathType to render a consistent look and feel.
Exception: MathType does not need to be used to refer to single variables
(examples: a, x, G, etc.) within sentences.
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.
 Equation numbers should be typed within a pair of parentheses “( )” after six

dots “……” in word document, but not in MathType. Use a space bar to
separate the numbering from the equation, instead of using Tab to create
space.
 Align the equation numbers vertically.
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)
 In general, resort to numbering of equations only when absolutely unavoidable.
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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 General guidelines for diagrams, graphs, and tables
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.
8.1.2 We encourage the creation of diagrams whenever possible. If a change/addition is

not being made to the diagram/graph/table being re-created from the textbook, then
we recommend referencing the diagram, graph or table from the textbook. Do not
use the page number in the textbook to reference. Instead, use the diagram, graph or
table number used in the textbook. Example: “Refer to Fig. 1.3 in the textbook”
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”.
8.1.4 All diagrams, graphs, or tables must be created on a computer. Hand-drawn

versions are not acceptable.
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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.
Option 2: Drawing tools of MS Word

Consider the following points for sketching simple diagrams:
 Use the Drawing tools (Shapes) provided in MS-word toolbar and then
convert into image (JPEG/PNG) using either Snipping tool or GROUP
option.
 Go through the procedure to group the parts of the diagram which is
explained in Chapter 5 – FIGURES IN MS-WORD (page 300).
 Do not use the crop tool given in ‘Picture Tools’ of the word document to
edit the diagram.
For sketching complicated diagrams, use the recommended software. Complicated
diagrams cannot be drawn easily using the drawing tools within MS Word.
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Example for properly labelled diagram:
Properly Labeled 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.
9.7 Formulas, units, and constants should be defined explicitly as needed.
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
9.10 Do not start any sentence with variables, numbers or equations.

Incorrect: r is the radius of the circle.
Correct: The radius of the circle is r .
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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
10.1.1 Ensure that units are always regular (never italicized).

Example:
Incorrect: W  mggcm / s 2
Correct: W  mg g  cm/s2
10.1.2 Always insert a space before the units.

Example:
PQ = 5cm should only be written as PQ = 5 cm.
10.1.3 Do not use “dot” where you have to use “mid-dot”.

Example:
Newton meter should be written as N  m , not N.m
10.2 Notations
We should strictly follow the same notations of the textbook for

variables/symbols while creating solutions.
10.2.1 Variables should be italicized everywhere – in sentences, equations, tables,

diagrams, and graphs.
10.2.2 Parentheses: If the expression that should be put inside parentheses ( ) is

more than one line high, use MathType parentheses or brackets. Do not insert
parentheses or brackets directly from the keyboard.
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Inserting parentheses
10.2.3 When referring to constants/laws, use proper names. For example,

Newton’s law, Curie-Weiss law, Ohm’s law, Planck's constant should not be
written newton’s law, curie-weiss law, ohm’s law, planck’s constant.
10.2.4 Superscripts and subscripts generally should be easily distinguishable and

not in bold or italics. However, if the textbook uses bold or italics for
superscripts and subscripts, then you should follow the textbook’s notation.
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.
10.2.8 Avoid using to mean “therefore” and to mean “because”. Write
out the terms “therefore” and “because”.
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.
Example 1: final answer which cannot be boxed:

The tile is a better conductor of energy than the carpet.
Example 2: Numerical final answer as part of concluding sentence

Hence, the time required to achieve the speed of 60 mi/h will be 3.72 seconds
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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.
It is wrong to use commas this way: 1,00,000 or 1,00,00,000.

International notation
1 One
10 Ten
100 Hundred
1,000 Thousand
10,000 Ten Thousand
100,000 Hundred Thousand
1,000,000 Million
10,000,000 Ten Million
100,000,000 Hundred Million
1,000,000,000 Billion
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.
11.2 Level of textbook

In general, easy and basic-level textbooks require detailed explanation and steps
in the solutions, considering the understanding capacity of student that would use
them. Difficult and advanced level (example: Engineering) textbooks require
less detailed explanation since the capacity of the students who use our solutions
is superior.
Back
28
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.
Hypothetical or fictitious data, names, or situations included in a question may be

creative elements that could be subject to copyright protection. Fortunately, such
types of information are not necessary to express or convey ideas in the
solutions. Instead of copying such data, names or situations, use unique
abbreviations. For example, the name “Joe”, the car company called “Toyota”,
and the town “San Francisco” could be replaced with “Person J”, “Company T”
and “City SF”.
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.
Back
29
13 Examples of common solution types
Few of the most common type of solutions you may encounter.
13.1 Regular (including multi-part) problems

See the figure in Section 1.
13.2 Conceptual questions

The objective of conceptual questions is to check the students’ understanding of
the concepts. The goal is always to improve student learning outcomes.
Presenting the right answer right away doesn’t help students to think critically
and understand the problem and how to solve it. Mostly, this category of
solutions does not have numerical calculations, formulas or diagrams. Although,
it may be tempting to be very brief when answering this type of question, in
reality, such questions require detailed explanation, covering the underlining
concepts.
Note: Single step answers are not acceptable. Recollect that steps are
separated by delimiters.
13.3 Multiple choice questions

MCQs generally have four answers out of which one is the correct answer. In the
first step, provide the reason for the incorrect answer(s). In the second step, state
the incorrect answer(s). In the third step, explain the reason for the correct
answer. In the fourth step, state the correct answer.
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
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.
30
Sample 1:
Sample 2:
31
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.
authoring solution.
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.
32
authoring solution.
13.6 Very Short Answer type
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.
33
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.
13.7 Lengthy solutions spanning more than one page
 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.
34
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35
Subject-specific Guidelines
Physics
 Second bullet point in D. Graphs has been removed …………….……………............. Page no. 39
 Information regarding tables in P1. Content has been removed …..……............. Page no. 36
 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
 Two images under ‘Vector notation’(P1.Content) has been modified……………….Page no.38
Table of contents
P1. Content: .................................................................................................. 37
A. Text/Explanation: ...................................................................................... 37
i. Units Conversion: ....................................................................................................... 37
ii. Units Representation: ................................................................................................. 37
iii. Vector notation: .......................................................................................................... 38
B. Equations: ................................................................................................................... 38
i. Substitution in an equation: ...................................................................................... 38
C. Drawing diagrams: ..................................................................................................... 39
D. Graphs: ........................................................................................................................ 40
P2. Special points/ others: ............................................................................ 41
i. Significant figures/digits: ........................................................................................... 41
ii. Rules for rounding off the final/intermediate answer: ............................................ 41
36
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:
Unit conversions should be explicit to avoid mistakes.
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
ii. Units Representation:
Use mid-dot instead of dot between units.
WRONG:
Impulse, J  23.0 N.m
CORRECT:
Impulse, J  23.0 N  m
(Note the type of the dot used between N and m)
37
iii. Vector notation:
The vector quantities must be represented by a variable with bar/arrow symbol above it.
Example: A or A (follow either one according to textbook notation)
The following screenshot shows the correct representation of a vector variable in

MathType:
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.
38
WRONG METHOD:
The formula to find the shortest wavelength of the radiation is,
hc
min 
eV

 6.63 1034  3.0 108 
1.60 10  40.0 10 
19 3
 3.1078  1011
 3.11102 nm
CORRECT METHOD:
The formula to find the shortest wavelength of the radiation is,
hc
min 
eV

 6.63 1034 J  s 3.0 108 m/s 
1.60 10 19
C  40.0 103 V 
 3.1078 1011 m
 1 nm 
  3.111011 m   9 
 10 m 
 3.11102 nm
Therefore, the shortest wavelength of radiation is 3.11102 nm .
C. Drawing diagrams:
The variables labeled in diagrams should be in italics.
WRONG:
In the above diagram, the variables are not in italics.
39
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:
40
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 between non-zeros are significant.

Example: 12004 has 5 significant figures.
 Zeros to the left of the first non-zero number are not significant.
Example: 0.0012 has only 2 significant figures.
 Zeros to the right of a decimal point are significant.

Example: 12.40 has 4 significant figures.
 Zeros that “hold places” are not significant.

Example: 123,000 has only 3 significant figures.
ii. Rules for Rounding off the final/intermediate answer:
 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.
41
Examples:
1) Round 7.4882 to three significant digits
= 7.49
= 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
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
= 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
= 8.47
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42
Chemistry
 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
 Typo in screen shot of example in D. Graphs has been modified….Page no. 45

 First and Second bullet points are modified under B. Equations, formulas, constants and
structures ……………………………………………….…………………. Page no. 44
 First bullet point modified in C. Diagrams….………………………… Page no. 46
 Modified D. Graphs …………………………………………………….. Page no. 46
 Modified third bullet point in C2 (i) ……………………………………Page no. 47
 Multiplication example in C2(iii)(a) ……………………………………Page no. 48
 Modified bullet point and removed ‘addition example’ in C2(iii)(b)..Page no. 48
Table of Contents
C1. Content ..................................................................................................... 44
A. Text/Explanation ........................................................................................................ 44
B. Equations, formulas, constants and structures: ...................................................... 44
C. Diagrams ..................................................................................................................... 46
D. Graphs ......................................................................................................................... 46
C2. Special points / others: ............................................................................ 47
i. Textbook Specific Solutions: ..................................................................................... 47
ii. Solving a problem and performing calculations ...................................................... 47
iii. Significant figures ....................................................................................................... 48
43
C1. Content
A. Text/Explanation
 Explain the related concepts/equations whenever necessary.
 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.
B. Equations, formulas, constants and structures:
 All chemical formulas, chemical symbols, and units should be written using
MathType or Microsoft Equation 3.0 available in Word 2007/2010.’
 ‘While drawing structure of chemical molecules (organic/inorganic) using

chemdraw, ensure that all the bonds and atoms are connected correctly.’
 Always indicate a lone pair of electrons on the respective atom in a Lewis

structure / in an organic reaction mechanism. Draw the lone pairs so that the
electrons are clearly visible.
44
Example 1:
Example 2:
 Write the name of the compound below the structure.
For example:
 Indicate the configuration in organic structures whenever required.
 Always include relevant explanation, while writing organic mechanisms

and dealing with spectra related problems.
45
 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
 ‘Use Chem Bio Draw 12.0 for drawing chemical structures/mechanisms.’

 Use “Serif Draw Plus” for diagrams.
 Should you wish to use a different program, please check first with your
Territory Manager
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:
46
Graph the data in the table:
C2. Special points / others:
i. Textbook Specific Solutions:
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:
 First, review the examples used in the book.
 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’
ii. Solving a problem and performing calculations

 Units should be used in each step.
 Units should be in regular font. If units are given using italics in the book,
then use italics in your solutions also.
Correct: 2.73 kg
Incorrect: 2.73 kg
Note: In few books, unit for molarity is given as M, so you can write the same.
47
iii. Significant figures
 Significant figures should be considered in each and every calculation.
a) Multiplication and division:
 The number of significant figures in the result is the same as the number in
the least precise measurement used in the calculation.
b) Addition and subtraction:

 ‘The result should have the same number of decimal places as 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.
 Round the result according to significant digits.
Example 1: Conversion of 12.8 L to gallons:
We have the relation between L and gallon as shown below:

1 gallon = 3.7854 L
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
48
Example 2:
1cm 1in
109 mm  109 mm  
10 mm 2.54 cm
 4.29 in
 Use the same symbol for a unit as given in the textbook.

Example: For kilograms, the symbol is kg and not Kg.
Back
Biology

 Removed B1. Content and B4. Conceptual questions ……………..…………Page no.50

 Modified the point (b) in B2.Special points/others.....……………..…………Page no.50
 Modified B2(b)………………………………………………………………………………….Page no. 50
Table of Contents
B1. Technology ............................................................................................... 50
B2. Special points/others ................................................................................ 50
49
B1. Technology
a. Use ChemBio/ChemDraw for Chemical structures.

b. Use CorelDraw or Serif DrawPlus for other diagrams.
c. Should you wish to use a different program, please check first with your
Territory Manager.
B2. Special points/others
a. Names of Species and genes should be in italics.
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
50
Mathematics

 Point 2 regarding Fill in the blank questions in A. Text/Explanation has been
modified…………………………………………..……………………………….…....Page no. 52
 Modified point 3 in A. Text/Explanation in M1.Content…………..Page no. 52
 Point related to Eigen values and Eigen vectors has been
removed…………………………………………………………………………………..Page no. 52
 Sample solution – TI calculator changed..………………………………..Page no. 56
 Second point in M1.Content-A, related to blank type has been
removed…………………………………………………………………………………..Page no. 52
1. Modified point 1 of A.Text/explanation under M1.Content…………………….52

2. Note added under C(iii) ………………………………………………………….54
3. First bullet point removed, second bullet point and sample example-Maple
modified in C.Maple under M2 Technology………………………………...…..60
Table of Contents
M1. Content: .................................................................................................... 52
A. Text/Explanation: ....................................................................................................... 52
B. Diagrams/Graphs: ...................................................................................................... 52
C. Equations: ................................................................................................................... 53
D. Tables: ......................................................................................................................... 55
M2. Technology: .............................................................................................. 56
51
M1. Content:
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
other step size (h) values.
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.
52
2. Geometry-related problems must be supported by a graph or a figure if the problem
demands.
3. Matching of figures and equations should be supported by reasons / definitions /

statements in the textbook.
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
(ii) The composition of two functions f and g is denoted as f g . The operational

symbol ‘ ’ is available in the MathType / Microsoft Equation 3.0 menu.
53
(iii) Vector notation holds the cap symbol, bar or arrow upon the letter available in
MathType.
Note: Author should follow text book notations/symbols.
54
(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
55
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:
Different types of icons such as , , , … indicate an exercise that

definitely requires the use of either a Graphing Calculator or a Computer Algebra
System(CAS) such as Matlab, Maple, Mathematica, etc.
In such cases, details of commands and outputs are required.
A. TI Calculators:
 Input keyboard strokes using MathType only.

 Solution must contain all the screenshots of the calculator showing outputs.
SAMPLE SOLUTION – TI CALCULATOR
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 .
56
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 )
The display of the TI-calculator:
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 display of the TI-calculator:
Click on 2ND + GRAPH to get the Table.
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 .
57
Key Strokes to insert the X value:
  1 4
The TI calculator displays values of Y1 and Y2 as shown below.
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
58
 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.
Give the following commands as input using Mathematica software:

Input:
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:
grl=Plot[x[t],{t,0,40}, Axes->True, AxesLabel->{x,t}]
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.
59
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:
60
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 
61
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.
SAMPLE SOLUTION – MATLAB
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:
Consider the matrix A.
 2 3 0 1 4
1 4 6 3 2 
A
 0 11 12 5 8
 
 4 1 5 3 7
Enter matrix A using MATLAB software.
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)
62
Output:
ans =
1.0000 0 0 0.9826 1.3217

0 1.0000 0 0.3217 -0.4522
0 0 1.0000 -0.1217 0.2522
0 0 0 0 0
Thus, the row-reduced echelon form of A is,
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 
The rank of the matrix A is found using the rank(A) command.
Input:
rank(A)
Output:
ans = 3
Therefore, the rank of the matrix A is 3.

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63
Statistics
 First and second points under C. Diagrams has been merged as single point……….Page no. 65
 Third bullet point under E.Tables is modified………………………………………………..……..Page no. 65

 Content in C.Diagrams has been modified…………………………………………………………….Page no.65
Table of Contents
S1. Content: .................................................................................................... 65
B. Equations: ................................................................................................................... 65
C. Diagrams: .................................................................................................................... 65
D. Graphs: ........................................................................................................................ 65
E. Tables: ......................................................................................................................... 65
S2. Technology: .............................................................................................. 66
64
S1. Content:
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:
(i) Sampling Distribution: Draw the necessary graph or curve of a sampling

distribution in every step to obtain the required area of probability in case of
Normal Distribution. Minitab is a good tool to draw such 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.
65
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:
66
(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:
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67
Mechanical Engineering
Table of Contents
ME1.Content .................................................................................................... 69
B. Equations ..................................................................................................................... 69
C. Diagrams ..................................................................................................................... 70
D. Graphs ......................................................................................................................... 74
E. Tables........................................................................................................................... 74
ME2. Technology ............................................................................................. 74
ME3. Special points / others: .......................................................................... 75
List of changes made over edition 9.3
(1). Formatting changes under correct representation B. Equations 3. (i) has been
modified………………………………………………………………………………………69
(2). Second and third points added under ME3………………………………………………75
68
ME1. Content
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
be as per the textbook notations  K or K  .
2. The multiplication symbol used in units should be mid-dot.
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
69
ii. Wrong Representation
Fy  0
By  FAB sin 60  0
24.4  FAB sin 60  0
FAB  28.2 kN
4. While taking moments about a point:
Correct representation
Take moments about A.

MA  0
Wrong 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,
70
Correct Representation
6. Numbering done at the precise points/positions.

7. The actual process lines are thickened when compared to other lines.
8. The thickness of the actual process lines is 2 points and for the other lines 1 point.
Wrong Representation
 Numbering NOT done at the precise points/positions.

 The actual process lines NOT thickened when compared to other lines.
 Numbering NOT done at the precise points/positions.
 Highlight only the process, as the process varies among problems, but the
curve is always constant.
71
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.
72
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.
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.
73
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
1. For solving the equations and programming type exercises in Thermodynamics

problems, use EES (Engineering Equation Solver) software or IT (Interactive
Thermodynamics) software.
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.
74
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.
6. Snapshots of any data (figures/charts/graphs/plots etc) generated by the software

should be produced in the solution to make solution more understandable and
clear.
ME3. Special points / others:

(1) Use only the respective tables given in the textbook while solving the solution.
However, do not scan the textbook table. Rather take certain entries from the
textbook table which are needed for the solution.
(2) For problems involving usage of AutoCAD/Solid works/Ansys etc., the author should
provide steps of construction.
(3) For problems involving graphical analysis, the author should provide steps of
construction. Example: problems related to Mohr’s Circle, Graphical Analysis of
Velocity/ Acceleration diagrams in Theory of machines
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75
Electrical Engineering

(C) Graphs in EE1 has been removed…..………………………………………………………………..………..Page no.77
(D) Point 1 in A. Text/Explanation has been removed ……………………………………….…………….Page no. 77
(E) Point 2 in C. Diagrams has been removed and diagram added to the point 3…………….Page no. 77
(F) D. Graphs have been removed from EE1. Content………………………………………………….….Page no. 77
(G) More clarity on tables has been provided in D. Tables……………………………………………….Page no. 78
(H) Replaced the section EE2. B with new information……………………………………………….…….Page no. 81

(1). Modified example part under A. Text/Explanation in EE1. Content…………………………….77
(2). Modified the first sentence in example of second point under B. Equations……………………..77
(3). Added fourth and fifth points under C. Diagrams………………………………………………..78
(4). Third bullet point under D. Tables……………………………………………………………….79
(5). Note added at the end of D. Tables………………………………………………………………80
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
76
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
not be used for Kelvin—instead, use T K .

2. In some textbooks, equations are in Math style and in others they are in Text style.
Math and Text are style options available in MathType /Microsoft Equation 3.0.
Always follow the style of the textbook.
Math style: Text style:
 R2   R2 
vref    VCC v ref    VCC
 R1  R2   R1  R 2 
Mathematical equations for Fourier and Laplace Transforms should be standard.
Example: The input signal is x  t   e t u  t  .
1
The Fourier Transform of x  t  , X    .
j  
1
The Laplace Transform of x  t  , X  s   .
s 
3. Brackets “[]” should be used outside the parentheses “()”.
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.
2. Figures and graphs should be numbered sequentially and properly labeled.
77
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.
78
 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.
 In digital circuits, mappings should be distinguishable with different

colors.
79
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
representations, related code should be provided within the solution.
Example: MATLAB code for plotting step response of a given function

numerator = [0 0 0 1.268];
denominator = [1 3 2.2536 1.268];
step (numerator, denominator)
grid
title ('Unit step response')
xlabel ('Time in seconds')
ylabel ('Output')
Note: Code should be in Courier New font.
The graph line/curve should have suitable width. Font Style of Text/Numbers in the plot
should be Times New Roman.
80
B. OrCAD/PSpice:
 Adhere to the procedures used in the textbook.

 Use specifications given in the text book for OrCAD based solutions
 Symbols used in the simulator should have proper size
 Wires should have suitable width
 Connectors should be easily differentiable
 Text size should be appropriate
 Font Type should be Times New Roman and Font size should be 12 (Double Click
on the respective text to change the font type)
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:
81
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
Follow the meter settings as per the analysis, either ac or dc.
82
Back
83
Computer Science

 Modified Subject specific guidelines of CSE………………………….….Page no. 84
 Removed points (e), (f) and (g) from CS1.Content second point of Subject specific guidelines
of CSE………………………….….Page no. 85
 4th bullet point of Fourth part of 2.a is modified………………………Page no.87
 5th bullet point of fourth part of 2.a is completely changed……..Page no.88
Table of Contents
CS1. Content ..................................................................................... 85
1. Points to be noted while doing Authoring/QA……………………………….85
2. Guidelines to do Author/QA the solutions for different types of

questions………………………………………………………………………………………86
a. Programming type questions

b. Function/method
c. Write specific parts of the program/Modifying the program
d. Rectify the errors in the code/statements
e. Differences between two concepts
f. Matching questions
g. Theoretical questions
h. Problematic Questions
i. Pseudo code and Flowcharts
j. Case Study Questions
84
CS1. Content
1. Points to be note while working on Authoring/QA:
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
85
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.
2. Guidelines to author solutions for different types of

questions:
a. Programming type questions:
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.
86
 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.
87
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.
88
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).
c. Write specific parts of the program/Modifying the program:

 Identify the statement or method need to be added.
 Identify the location in the program where the statement or method needs to be added.
 Don’t write complete program given in the textbook. Instead give reference to the
location in the textbook where the code is available. Use Figure No., Table No.,
Listing No., as references. Avoid using page numbers as references.
 Highlight the code that is added/modified using “Text Highlighter” in grey colour. It
helps the user to identify the additions/modifications easily.
 Give the code (skeleton) with the required additions.
 Present the code with proper indentation along with output.
d. Rectify the errors in the code/statements:

 Read and understand the question carefully and identify the statements with errors.
 Give explanation, why the particular statement/code is an error.
 Fix all the errors in the program/code/statement and make the code executable if
possible.
 If program is given to rectify errors, then highlight the code that is rectified using
“Text Highlighter” in grey colour. It helps the user to identify the rectifications easily
and give the code (skeleton).
(Refer guideline 2(c) for more details on presentation.)
e. Differences between two concepts:

 Use a table to give the differences.
 Give as many (at least 5) differences as possible.
 Distinguish with the help of detailed explanation.
89
 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.
90
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.
j. Case Study Questions:

 Read and understand the given case study.
 Read the questions given for the respective case study.
 Author the solution such that the ideas/suggestions/context discussed in the case study
should reflect in the solution.
 Solution should be within the context of the given case study and if required within
the context of the respective chapter.
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91
Economics
List of changes made over version 9.3
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
3. Point C 2 has been modified …………………………………………………………….97
4. Modified the content in D.Tables……………………………………………….……….99
Table of contents
EC1.Content ..................................................................................................... 93
A. Explanation / Approach: ............................................................................................ 93
B. Equations: ................................................................................................................... 97
C. Graphs: ........................................................................................................................ 97
D. Tables: ......................................................................................................................... 99
92
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.
1.2. For cause and effect questions: Effect of a factor (independent

variable) on the dependent variable.
Solve in this logical sequence:
1. Identify and explain the relation between variables.
2. Illustrate using a graph wherever required.
93
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.
1.3. Solving an Application-based question
Solve in this logical sequence:
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
94
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.
Approach towards the problem

Calculate the opportunity costs of both food and clothing production for both Bill and
Harry.
Solving step wise

Hillary’s opportunity costs:
Hillary can produce 3 units of clothing or 2 units of food in an hour.
2 units of food = 3 units of clothing.
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.
Bill’s opportunity costs:

Bill can produce one unit of clothing or one unit of food in an hour.
1 unit of food = 1unit 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.
95
Final answer and conclusion
Comparative advantage in food production:

From the opportunity costs calculated, observe that Bill has a lower opportunity cost
in 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.
Comparative advantage in cloth production:
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.
Incorrect way of solving:
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.
96
Mistakes in this incorrect example:
1. Definition or brief explanation of the concept is not provided as a separate

step.
2. Brief explanation of the approach towards the problem is not provided
3. Supportive calculations are not given.
4. Final answer and conclusion are not written properly.
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.
6. Illustrate the graph whenever the question is specific to a graph.
97
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:
Effect of increase in supply on the price and revenue:
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:
98
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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99
Accounting
Table of contents
AC1.Content: ................................................................................................. 101
A. Text: ........................................................................................................................... 101
B. Equations: ................................................................................................................. 102
C. Table: ......................................................................................................................... 102
AC2.Technology: ........................................................................................... 111
AC3.Assumptions: ......................................................................................... 111
1. Second bullet point modified in C. Tables…………………………………………………..102
2. Modified ‘explanation’ under “General Journal” table………………………………………103
3. Fifth bullet point added under “General Journal” table………………………………………103
100
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 ethical issue in this case is gross misrepresentation of facts.
Example of Adequate Explanation:
 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.
101
B. Equations:
Use MathType or Microsoft Equation 3.0 available in Word 2007/2010.
Precede the formula/equation with a sentence to bring on the context.
Example:
Calculate the Depreciation expense.
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.
Journal Entries: Best Practices
 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
102
 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.
Explanation: The Work-in-Process Inventory is an asset and its balance is increasing, so it is

debited. The manufacturing overhead is an expense account and its balance is decreasing, so
it is credited.
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.
 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.
103
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:
Cash (Difference) $439,300
Finance charge expense $10,800
Liability – Financial Arrangement $450,000
T-Accounts – Best Practices:
 Use the table format for T-Accounts.

 Always follow the “Balance column account” format for T-Accounts or the format
specific to a textbook.
 Name each column distinctly.
 Separate each T-Account with a step delimiter.
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.
104
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
 Do not simply draw the T-Account.
Example :
 Always use the Multiple Step format until and unless a specific format is
mentioned in the problem.
 The period of the income statement should always appear as follows:

“For the year ending December 31, 2012”.
This also depends upon the textbook’s style.
 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.
105
Example:
Calculate the depreciation expense.
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
 Income Statement should always contain information regarding Earning Per

Share.
 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.
106
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.
107
 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.
o In Microsoft Excel, double underline can be inserted as shown below after

selecting required number or text.
Example:
Calculate the closing balance in the Building Account:
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
Additional information should be provided within parentheses.
Example:
Stock Holder’s Equity (in Millions)
Common Stock, Par Value $5 per share (10,000 Shares

issued) $50,000
The disclosure notes in the financial statements related to the Balance Sheet should
always appear on the face of the Balance Sheet.
108
109
Statement of Cash Flows:
 Statement of Cash Flows should be prepared using only tables

 The Operating, Investing, and Financing activities should appear distinctly and should
be properly classified.
 The title should appear as:
“Statement of Cash Flows for the year ending December 31, 2013”
 The calculation of Increase/Decrease in Assets/Liabilities (when the indirect method

is used) should always precede the Statement of Cash Flows.
 This calculation should be shown clearly in a table.
Example:
Calculate the increase/decrease in the Assets/Liabilities.
Current Assets / Current 2014 2013 Increase/(Decrease)

Liabilities Amount $ Amount $ Amount $
Accounts Receivable 33,000.00 14,000.00 19,000.00
Accounts Payable 29,000.00 15,000.00 14,000.00
Income Taxes Payable 7,000.00 8,000.00 (1,000.00)
Inventory 30,000.00 20,000.00 10,000.00
Bonds Payable 27,000.00 33,000.00 (6,000.00)
Common Stock 18,000.00 14,000.00 4,000.00
 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:
Calculate the cash receipts from customers.
Cash receipts from customers = Sales revenue  Increase in Accounts receivable

= $242,000  $19,000
= $223,000
110
 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
 Always use double underline to highlight the final sums
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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111
Finance
1. Modified C. Tables……………………………………………………………………….……114
2. Modified D. Graphs……………………………………………………………………………114
3. Added point (5) under F2 special points ………………………………………………………116
Table of contents
F1. Content: .................................................................................................. 113
A. Text/Explanation: ..................................................................................................... 113
B. Equations: ................................................................................................................. 114
C. Tables: ....................................................................................................................... 114
D. Graphs: ...................................................................................................................... 114
F2. Special points: ....................................................................................... 114
112
F1. Content:
Interpret the background of the question in simple student-friendly sentences.
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,
1  Present value factor 

Annuity present value  C   
 r
1  1/ (1  r )t  
C  

 r 
Where,
C is the annuity cash amount
t is the number of payment periods
r is the rate of return (or) discount rate
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
First, write the formula to calculate the present values of annuities.
1  Present value factor 

Annuity present value  C   
 r
1  1/ (1  r )t  
C  

 r 
113
Explain:
State what the terms involved in the formula mean.
PV  Pr esent value annuity

C  annuity cash amount
r  Rate of return (or) discount rate
t  Number of payment periods
Calculate:
Perform the calculations using MathType /Microsoft Equation 3.0, especially when
multiple lines of calculations are involved.
B. Equations:
Use MathType or Microsoft Equation 3.0 available in Word 2007/2010 to include

equations in your solution.
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.
F2. Special points:

Guidelines for problems involving spreadsheets:
(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:
Solve for Annuity Present Value using MS-Excel “PV” Function:
114
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,
First, click the function wizard “fx”,

Select function category of financial,
Select “PV” and click OK,
The Function Argument pops up
 Input the given data in the required field
 Click OK
The Formula result field will show the final answer.
(3) Make the formula visible in problems that involve spreadsheets.
The IRR formula in the spreadsheet will appear as follows:
115
Year Cash Flow
0 ($1,45,000)
1 $71,000 16.02%
2 $68,000
3 $52,000
Explanation:
 Select B column for the cash flows.
 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
Then the located cell displays the answer IRR of 16.02%
IRR =16.02%
(4) Use MS-Excel for plotting graphs
(5) Guidelines for problems involving Match the following questions
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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116
Business
Modified the content under C. Tables…………………………………………………………….…120
Table of contents
BU1.Content .................................................................................................. 118
A. Explanation / Approach: .......................................................................................... 118
B. Equations: ................................................................................................................. 120
C. Tables: ....................................................................................................................... 120
D. Special Points/Others: .............................................................................................. 120
117
BU1. Content
A. Explanation / Approach:
1.1. For review based or direct questions:
Follow the sequence:
1. Comprehend the intent of the question
2. Identify the underlying concepts of the problem.
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).
4. Provide logical step-by-step explanation separated by single line delimiters.
Example:
Question:
What steps can you take to appear self-confident while applying for your dream job?
Answer:
Self-confidence is the level of optimism a person feels within. Self-Confidence is of very

high significance from the interviewer’s perspective. An interview candidate must ensure a
high level of self-confidence, as it would improve his performance in an interview or an
exam.
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.
118
- 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.
- Maintaining an assertive body language and gestures is also an important aspect. It

can be accomplished with polished behavior. This would lead to a good acceptance
from others. Good reception and an active participation from the interviewer also
boost self-confidence of the candidate.
1.2. For case-based questions:
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 Adequate Support:
 Withdrawal from peers’ suggestions

 Negative perception about oneself and towards life (Pessimism)
 Low self-esteem
 Overestimating others’ abilities and superstitious belief in luck factor
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
119
 Should have an optimistic approach
B. Equations:
 Use MathType or Microsoft Equation 3.0 available in MS Office 2007/2010 to type

an equation.
 Formulas/equations must be preceded by a brief explanation of the context.
 Variables must be italicized based on the textbook style.
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:
 State your assumptions clearly and precisely.
 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
 Memos, reports, advertisements or emails should be presented within a box.
 Difference-based solutions must be written in points defining various criteria.
 Sentences must be written in instructional style

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120
Example Solutions - Physics

 Modified some content in example 1………………………………………………………………Page no. 122
 Modified MCQ example as per guidelines……………………………………………………….Page no. 124

 Physics example 2 MCQ example changed as per latest guidelines………………….Page no. 123
 Physics example 3 VSAQ example has been added……………………….………………….Page no. 125
 Physics example 4 Fill in the blank has been added…..………………….………………….Page no. 125
 Physics example 5 True or False has been added……………………….…………………….Page no. 126
 Only tab spaces removed for equations.
121
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.
Rewrite the equation in terms of current I.

2BR
I
0
d
Since radius R is equal to half of the diameter d, substitute for R .
2
d 
2B  
I 2
0
Bd

0
Convert the magnetic field from Pico tesla to tesla.

 11012 T 
B   60 pT   
 1 pT 
 60 1012 T
Convert the diameter from cm to m.
 1m 
d  16.0 cm   
 100 cm 
 0.16 m
Solve for current I.
122
Bd
I
0
Substitute 60 1012 T for B, 4 107 T  m/A for 0 , and 0.16 m for d.
I
 60 10 12

T  0.16 m 
4 107 Tm/A
 7.64 106 A
Thus, the current required to produce a 60 pT field is 7.64 106 A .
(b)
Determine the magnitude of the heart’s magnetic dipole moment.
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 
Substitute 7.64 106 A for I and 0.16 m for d.

  7.64 106 A   0.16 m 
2
 
4
7
 1.54 10 A m 2
Thus, the magnitude of the heart’s magnetic dipole moment is 1.54 107 A m2 .
123
Physics Example 2: Multiple choice type
Question
A change in which of the following effects the weight of an object?
(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.
Thus, option (a) is not correct.
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.
Thus, option (c) is not correct.
The weight of the object is independent of the change in velocity.
Thus, option (d) is not correct.
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.
Therefore, the correct option is  b  .
124
Physics Example 3: Very Short Answer Type
Question
Which is larger, a liter or a quart?
Answer:
Liter: The volume of one kilogram water under standard conditions is named as liter.
Quart: It is a unit of capacity of liquid. The quart is equal to 946 mL.
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.
Physics Example 4: Fill in the blank type
Question
Neglecting the air resistance, a horizontally thrown object and an object dropped vertically
from same height fall with the same constant _______?
Answer
Assume that the air resistance is ignored.
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.
Hence, the blank can be filled with acceleration.
125
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.
Hence, the given statement is true.
Physics Example 6: Conceptual
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 1011 N  m2 / kg 2 .
Assume the mass of your body to be 70 kg.
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.
126
Substitute 6.67 1011 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 1011 N  m2 /kg 2   70 kg   4.87 1024 kg 
(6.052 106 m) 2
= 621 N
Thus, the weight of your body on Venus would be 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 1011 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 1011 N  m 2 /kg 2   70 kg   5.68 1026 kg 
(6.027 107 m)2
 730 N
Thus, the weight of your body on Saturn would be 730 N.
127
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
128
Convert the initial volume of the gas from cm3 to m3 .
 106 m3 

Vi  300 cm3   3 
 1 cm 
 3.0 4 m3
Now, convert the final volume from cm3 to m3 .

3  10 m3 
6

Vf  100 cm   3 
 1 cm 
 1.0 4 m3
Convert the pressure of the gas from atm to Pa.

 1.013 105 Pa 
pi   3 atm   
 1 atm 
 3.039 105 Pa
Convert the initial temperature from degree Celsius to kelvin.
Initial temperature, Ti  700 C

 700  273 K
 973 K
Let the final temperature be Tf .
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.
State the expression for the ideal gas equation.

pV  nRT
Here, number of moles is n and universal gas constant is R.
Rewrite the equation as follows:

piVi pf Vf

Ti Tf
129
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
Convert the final temperature from kelvin to degree Celsius.

Tf  324 K  273
 51o C
Thus, the final temperature of the gas is 51o C .
(c)
Use the ideal gas equation to find the number of moles of the gas.
pV  nRT
Rewrite the equation to solve for n.

pV
n i
RTi
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 104 m3 
8.314 J/mol  K  973K 
 0.011 mol
Thus, the number of moles of the gas is 0.011 mol.
130
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 .
131
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
Thus, the power required to pull the box is 115 W .

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132
Example Solutions - Chemistry

 Modified MCQ example2 as per guidelines…………………………………………………….Page no. 135
 Added example 3 VSAQ ………………..………………………………………………………………Page no. 136
 Added example 4 FB………………………………………………………………………………………Page no. 136
 Added example 5 TF………………………………………………………………………………………Page no. 137

 Only tab space removed for all the equations.
Chemistry Example 1: Calculation Based
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:
Recall the given equilibrium reaction.

2 H2O  g  2H2  g   O2  g 
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 .
133
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.
Rewrite the expression in terms of K P .

Grxn
o
ln K P 
 RT
The value of the gas constant R is 8.314 JK 1mol1 .
The temperature of the reaction is 25 o C . Calculate the temperature in Kelvin.
Temperature, T  25 o C + 273
 298 K
Substitute 457.2 kJ for Grxn , 8.314 JK 1mol1 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  e185
 4.5 1081
Therefore, the equilibrium constant  K P  of the reaction is 4.5 1081 .
134
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.
Hence, the options (a), (b) and (d) are incorrect.
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.
Hence, the correct answer is option  c  .
135
Chemistry Example 3: Very Short Answer Type
Question:
What are the main reasons for the large number of organic compounds?
Solution:
Carbon exhibits a remarkable property of “catenation” tendency of an element to form long

chains of identical atoms.
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.
Chemistry Example 4: Fill in the Blank Type

Question
The monomer of natural rubber is ___________
(a) 2-chloro-1,3butadiene (b) 1,3 –butadiene (c) styrene (d) 2-methyl-1,3-butadiene
Solution
The structure of natural rubber is as follows:
The first structure is not possible. It is not possible to obtain the rubber polymer chain from
1,3 butadiene and styrene.
136
So the answers (a), (b) and (c) are wrong.
The rubber polymer chain is obtained by polymerization of 2-methyl-1.3-butadiene:
Hence, the correct option is (d).
The monomer of natural rubber is 2-methyl-1,3-butadiene.
Chemistry Example 5: True or False Type
Question:
Determine whether the following statement is true or false.
The orbital diagram of the nitrogen atom in the ground state is
Solution:
The ground state of an atom refers to the lowest energy state.

According to Hund’s rule, the energy state of an atom is minimum when electrons are placed
into separate orbitals of subshell with their spins parallel to each other. Once each orbital is
singly occupied then the pairing of electrons can take place.
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:
Atomic number of Nitrogen is 7, which means 7 electrons.

The simple electron configuration is given as follows:
1s 2 2s 2 2 p 3 or [He]2s2 2 p3
Here,
The valence subshell 2 p has 3 electrons that must have same spin in the separate orbitals
without pairing with each other.
Therefore, the statement is false .
137
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.
138
Chemistry Example 7: Chemical Structure based
Question:
Assign formal charges to each of the atoms in the following structures:
(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)
Consider the following structure:
Calculate the formal charge on the hydrogen atom in the structure.

Hydrogen contains one valence electron. There are no lone-pair of electrons in the valence
shell of hydrogen.
139
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.
Calculate the formal charge on the central carbon atom.
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
 404
0
Therefore, the formal charge on the carbon atom in the structure is 0.
Calculate the formal charge on the terminal carbon atom.
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
 423
 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:
140
(b)
Consider the following structure:
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
 404
0
Therefore, the formal charge on the carbon atom in the structure is 0.
Calculate the formal charge on the singly bonded oxygen atom.
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 .
141
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
 642
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:
142
Chemistry Example 8: Diagrammatic
Question:
Write the mechanism for the following reaction along with energy profile diagram.
(S)-2-Chlorobutane +  OH (hydroxide ion) (R)-butan-2-ol + chloride ion.
Solution:
Show the reaction between (S)-2-Chlorobutane and  OH (hydroxide ion).
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.
143
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.
Rate of reaction  k  (S )-2-Chlorobutane   OH 
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.
144
Show an energy profile diagram of the SN 2 reaction that occurs between (S)-2-Chlorobutane
and  OH (hydroxide ion).
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145
Sample solutions - Biology
 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

 Sample example 1- Calculation based has been modified…………..Page no.146
Biology Example 1: Calculation based
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  npH
Here, the number of charged groups is n, the change in pH is ΔpH , and the charge is z.
Number of charged groups in Normal hemoglobin, n is 13.

The isoelectric point of the normal hemoglobin is 6.87
The isoelectric point of sickle-cell hemoglobin is 7.09.
Substitute the values in the formula.

Δz  nΔpH
 13  7.09  6.87 
= 2.86 or  3
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.
146
Biology Example 2: Conceptual
Question:
What are the three economically important members of the Moraceae?
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.
Economically important members of Moraceae include the following:
 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.
Match the following questions:

Match the following questions contain two different or related options, which should be
matched with each other. All the correct options should be boxed.
Example:
147
Biology Example 3: Multiple Choice Question Type
Question
Prolonged muscle inactivity as in siting causes a(n)_______________
a) Increase in blood lipids

b) Increase in calories burned
c) Decrease in blood glucose
d) All the above
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.
Hence, the option (b) is not the correct answer.
Decreased muscle activity leads to under-utilization of the available glucose, increasing its
content in the blood.
Hence, the option (c) is not the correct answer.
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.
Thus, the option (d) is also incorrect.
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.
Hence, the correct answer is Option  a  .
148
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.
Tearing of ligament produces tearing of the meniscus. Tearing of ligaments is observed in

football and rugby when the knee experiences a hit from the lateral side when the foot is at
rest. When the three parts of the knee joint get injured along with the injury of medial
meniscus, anterior cruciate ligament, and tibial collateral ligament, it is termed as unhappy
triad.
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.
149
Biology Example 5: True or False Type
Question
Provide correct answer for the following statement, whether it is true/false
“The major cause of intellectual disability is a neurologic disease.”
Solution
Intellectual disability refers to significant limitation in intellectual functioning and adaptive

behaviour.
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.
Hence, the above statement is false.
150
Biology Example 6: Structure based
Question:
Explain how MIT, DIT, T3, and T4 relate to each other structurally?
Solution:
MIT is the monoiodotyrosine. It is the precursor of thyroid hormone. It is formed when

iodine is added to the tyrosine molecule, and has the following structure:
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:
151
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.
152
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.
153
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.
154
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
155
Mathematics
 Sample solution has been modified: Math Example 6(MCQ) ……….Page no. 169
 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

 All Sample solutions are modified.
 Sample solution has been added: Math Example 12 (Logic/Algorithmic type)… Page no.173
Math Example 1: Graphical type
Question: Sketch the graph of the curve y  8x2  x 4 .
Solution:
Consider the following function:

y  8x2  x4
Let y  f  x  , then f  x   8 x 2  x 4 .
The objective is to sketch the graph of the given function by finding the intervals of
increasing, decreasing, local maximum, minimum values, concavity and end behaviour.
(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   nxn1
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,   .
156
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.
For instance: Consider the interval,  , 2 :

Substitute 3 for x in the function f   x   16 x  4 x 3.
16  3  4  3  48  108
3
 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.
Therefore the function is increasing on  , 2  ,  0, 2  and decreasing on  2, 0  ,  2,   .
(ii)
Find the local maximum and minimum values.

From the table, observe that f   x  changes from positive to negative at 2, so f  2  is the
local maximum value. Similarly, f   x  changes from negative to positive at 0, so f  0  is
the local minimum value. Also, f   x  changes from positive to negative at 2, so f  2  is
the local maximum value.
Calculate the maximum and minimum values.
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
157
f  0   8  0    0 
2 4
 8  0   0
 00
0
Therefore local maximum value is f  2   f  2   16 and local minimum value is

f  0  0
(iii)
Find the intervals of concavity and inflection points.

Calculate second derivative of the function f  x   8x 2  x 4 .
f   x   16  12 x 2
Here f   x  is defined everywhere, so equate f   x  to 0 to get the inflection points.
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
Divide the domain into intervals with these numbers as endpoints.

 2   2 2   2 
 ,  ,  ,  , and  ,  .
 3  3 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 .
158
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.
Construct a table to discuss the concavity of function f in each 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)
Determine the end behaviour of the graph.
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

 
When x  , the value of the function is
159
 8 
lim  8 x 2  x 4   lim  2  1 x 4
x 

x  x

 
Therefore, the end behaviour of the function at x   and x   is  .
(v)
Using all above information, local maximum, minimum values, concavity and end behaviour,
sketch the graph of the function.
The graph of the function f  x   8x 2  x 4 :
Math Example 2: Conceptual type
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
160
 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.
From Euler’s criterion, write the relations for a and b .

 p 1  p 1
a b
 a
2
 mod p  and    b 2  mod p 
 
p  p
Result of Congruence Relation:

Let m be a positive integer. If a  b  mod m  and c  d  mod m  , then,
ac  bd  mod m  .
a
Consider the following two relations for   :
 p
 p 1  p 1
a b
 a
2
 mod p  , and    b 2  mod p 
 p  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 
The objective is prove that,

 a   b   ab 
      .
 p  p  p 
Use the contrapositive of required statement.
Suppose that,
 a   b   ab 
     
 p  p  p 
161
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 
Math Example 3: Table based
Question:
The symbol ⊕ denotes exclusive or, so p  q  ( p  q)  ( p  q). The truth table for
exclusive or is as follows:
a. Find simpler statement forms that are logically equivalent to p  p and  p  p   p.

b. Is  p  q   r  p   q  r  ? Justify your answer.
c. Is  p  q   r   p  r    q  r  ? Justify your answer.
Solution:
Recall the definition of the expression p  q or p XOR q .

p  q   p  q   p  q  , where  is denoted as “exclusive or”.
Consider the following truth table for exclusive or :
162
(a)
Replace q by p by p in the definition,
p  p   p  p  ~  p  p
Use the results p  p  p and p  p  p . So, ~  p  p  ~ p

Substitute p  p  p and ~  p  p  ~ p in p  p   p  p   ~  p  p  .
p  p  p ~ p
Use the negation law: p ~ p  c
Thus, p  p  c .
Truth table for p  p :
Recall that disjunction and conjunction follow the associativity, and so the ‘exclusive or’
follows the associativity.
Use the result p  p  c to obtain,

 p  p  p  c  p .
According to the definition of the “exclusive or”, c  p   c  p   ~  c  p  .
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  pt
Use the identity law p  t  p to obtain,
pt  p
Therefore,
 p  p  p  p
163
Truth table for  p  p   p :
(b)
Construct the truth tables for  p  q   r , and p   q  r  .
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)
Construct the truth tables for  p  q   r and  p  r    q  r  .
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  .
164
Math Example 4: Diagrammatic
Question:
Sketch, label, and mark the figure for a pyramid with an octagonal base.
Solution:
Follow the steps to sketch a pyramid with an octagonal base:

Step 1: First draw an octagon.
Step 2: Draw a square of any size on a sheet of paper; find the center of the square by
drawing the line segments.
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.
165
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.
166
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:
Consider the equation:

 y  2  4  x  2
2
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
Here, the vertex is  h, k  , and the focus is  h  p, k  .
Rewrite the equation in standard form.

 y  2  4 1   x  2 
2
Thus, h  2, k  2, and p  1 .

Therefore, the vertex of the parabola is  2, 2  , and the focus is  2  1, 2    3, 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.
167
Similarly in option (c), the vertex is  0, 0  , so that this can be eliminated.
Finally in the option (d), the vertex is located at  2, 2  .
 y  2  4  x  2  matches with option (d) .

2
Hence, the graph of the equation
Math Example 6: Very Short answer type
Question
Express the verbal model in symbols, “A varies directly as the square of p”.
Solution
The objective is to rewrite the verbal model in terms of symbols.

Here, the variables are A and p.
Use the following definition of direct variation:

The phrase ‘‘ y varies directly as x ’’ means that y  kx for some nonzero constant k .
Square of p is p 2 and A varies directly as the square of p .

Using above definition write the verbal model in symbols
A p 2 Or A  kp 2
Here k is the constant of proportionality A  kp 2
Math Example 7: Fill in the blank type
Question
The graphs of f and f 1 are _____ with respect to the line y  x.
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:
168
Therefore, the blank can be filled with reflections .
Math Example 8: True or False type
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
Let P  x   5x3  9 x 2  17 x  23  0 be a polynomial equation.
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.
If both 3  i 5 and 3  i 5 are the solutions to the polynomial equation P  x   0, then by

Conjugate Pairs Theorem their corresponding conjugates 3  i 5 and 3  i 5 are also
solutions to the polynomial equation. So, there are 4 roots to P  x   0.
This is impossible because the degree of the polynomial P  x  is 3.

Hence, the given statement is false .
169
Math Example 9: Check part type
Question
Solve the equation 4c  7  c  3 and check the solution.
Solution:
Consider the equation:

4c  7  c  3.
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.
4c  7  c  c  3  c Add c to both sides of the equation

5c  7  3 Combine the like terms
5c  7  7  3  7 Add 7 to both sides of the equation
5c  10 Combine the like terms
5c 10
 Divide both sides of the equation by 5
5 5
c2 Perform the division
The solution of 4c  7  c  3 is c  2.
Check:
Check the solution by substituting it into the original equation.
Substitute c  2 in the equation 4c  7  c  3.

4  2   7  2  3
?
Replace c with 2
8  7 1
?
Simplify
11 True
Thus, the solution of 4c  7  c  3 is c  2 .
Math Example 10: Dosage calculation type
Question:
Determine the dosage measured by the sketched syringe.
Solution:
170
Objective of the problem is to determine the dosage measure by the sketched syringe.
The measured 3 mL syringe is sketched as shown in the below figure:
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.
Therefore, the dosage measured by the sketched syringe is 0.7 mL.
Math Example 11: Application type
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:
The length of the rectangular piece of cardboard is twice its width.

The volume of the box is 616cm3 .
Let x be the width of the rectangular piece of card board (l), in centimetres.
Then the length of the rectangular piece of card board is 2x .
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:
171
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
The solutions of the equation are 15 and 3 .

Since the width must be positive, 3 cannot be a solution.
So, the width of the cardboard, x = 15cm.
Therefore, the length of the cardboard is,
2 x  2 15cm 
 30 cm
The volume of the box  4  2 x  8  x  8 
 4  2 15  8 15  8 
 4  30  8 15  8 
 4  22  7 
 616
This agrees with the information given in the problem.
Therefore, the length of the cardboard is 30 cm and width of the cardboard is 15 cm .
172
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.”
Use the existential quantifier   , to translate “at least” statement.
Let x and y be 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.
Thus, the given statement can be written by quantifiers as below:

1.  x  y  Ax • Ox • Ay • Oy • x  y 
Consider the second statement:

“All attorneys are professionals.”
Use the quantifier     , to translate “All” statement.

Suppose that, Px is represents that the attorney x is professional.
The given statement gives that; the set of all attorneys are professionals.
Thus, the given statement can be written by quantifiers as below:
2.  x  Ax  Px 
Consider the third statement:

“There are at most two professionals in the office”
The conclusion contains “at most two”, so that needs to take three quantifiers; and so on.
173
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.”
Here, x and y are two professional in the office  x  y  .
As per conclusion, if there are another professional exists in the office then he/she would be
either x or y .
Therefore, the conclusion can be written as:

 
 x  y  Px • Ox • Py • Oy • x  y •  z   Pz Oz    z  x  z  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 y .
5. Aa • Oa • Ab • Ob • a  b
Remove the universal quantifier by applying a valid rule of inference on 2, which is

“Universal instantiation”.
6. Aa  Pa
7. Aa Simplification on 5
Use Modus Ponens rule p  q / p / / q for steps 6 and 7.

8. Pa
Remove the universal quantifier by applying a valid rule of inference on 2, which is
“Universal instantiation”.
9. Ab  Pb
Rearrange the conjunctions or disjunctions by using commutative on 5.
10. Ab • Ob • a  b • Aa • Oa
11. Ab Simplification by 10
12. Pb
Rearrange the conjunctions by using commutative on 10.
13. Oa • Ab • Ob • a  b • Aa
14. Oa Simplification by 13
Again, rearrange the conjunctions by using commutative on 5.
174
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
The symbolic form of conclusion is:

 
 x  y  Px • Ox • Py • Oy • x  y •  z   Pz Oz    z  x  z  y 
To start with Indirect Proof, first start by assuming the negation  AIP  of the statement to be
conclude/obtained.
20. ~  z   Pz • Oz    z  a  z  b 
Introduce the quantifier , by applying Quantifier negation rule on 20.
21.  z  ~  Pz • Oz    z  a  z  b 
remove z and then apply implication on obtained one.
22. ~  Pc • Oc    c  a  c  b 
Use Material implication formula  p  q  ::  p  q  on 22.
23. ~  ~  Pc • Oc    c  a  c  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
Apply the simplification rule on 25.

29. Pc • Oc
30. Pa • Oa • Pb • Ob Simplication on 19
Use dot operator and conjunct the statements 29 and 30.
31. Pa • Oa • Pb • Ob • Pc • Oc Conjunction of 29 and 30
175
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
Translate the statement 35 by using identity x  y :: y  x.

36. ~  a  c  c  b 
Translate the statement 35 by using identity x  y :: y  x.
37. ~  a  c  b  c 
38.  a  c  b  c  • ~  a  c  b  c 
As this is not true, it contradicts the assumption of the indirect proof for statement 20.
So by the indirect proof, write the statement as:
39. ~ ~  z   Pz • Oz   z  a  z  b
Delete the pair of negations by applying Double Negation rule on 39.

40.  z   Pz • Oz   z  a  z  b
41. Pa • Oa • Pb • Ob • a  b •  z   Pz • Oz    z  a  z  b
Introduce the existential quantifiers by apply the “Existential generalization” rule on 41, and
apply on the obtained statement also.
 
42.  y  Pa • Oa • Py • Oy • a  y •  z   Pz • Oz    z  a  z  y  
 
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
176
Statistics
Modified Example 5 MCQ type………………………………………………………….………Page no.183
 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
 Example 8 added……………………………………………………………………………………………….Page no.188
 Example 9 added……………………………………………………………………………………………….Page no.191
Stat Example 1: Calculation Based
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 .
a) Find the probability of committing a type I error when H 0 is true.

b) Estimate  for the alternative   4970 and   4960
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 
Assume that the critical region is defined to be x  4970 .
(a)
Find the probability of committing a type I error, when H 0 is true.
The probability of type I error can be expressed as follows:
177
  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)
Evaluate  for the alternative   4970 and   4960 .
The probability of type II error, when   4790 can be calculated as follows:

  P  Type II error 
 P  Accept H 0 , when H1 is true 
 P  x  4970, when   4970 
 
 
 x   4970  4970 
P 
   288 
  
 n  
 4970  4970 
 P z  
 288 
 P  z  0
 1  P  z  0
 1  0.5000  From standard normal table 
 0.5
178
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.
179
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!
Write 50! in terms of 47!.

50!  50  49  48  47!
50!
Substitute 50  49  48  47! for 50! in .
47! 3!
50  49  48  47!
C3 
47! 3  2 1
50
 19,600
180
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.
181
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)
Fit a least-square line.

yt  b0  b1t
Here, the response variable y indicates the attendance per home game and the explanatory
variable t indicates the year.
Using MINITAB, fit a least-square line with the help of the following steps:
2) Select Regression from the Regression drop down of Stat ribbon
3) Specify the data column in Response variable box and time order in Predictors box.
4) Click Ok.
182
The following figure shows the resultant regression analysis:
From the output, the following is obtained:
The fitted regression line is yˆ  4217  256.73x
The coefficient of determination is R 2  62% .

It implies that, 62% of the average attendance can be explained by the time order.
The standard error of the fitted line is S  5048.28 .
c)
Using MINITAB, fit a second degree polynomial.

yt  b0  b1t  b2t 2
Here, the response variable y indicates the attendance per home game and the explanatory
variables t & t 2 indicate the time order of the year and its square term.
Steps to be followed using MINITAB:

2) Select Regression from the Regression drop down of Stat ribbon.
3) Specify the data column in Response variable box and time order and its square term
in Predictors box.
4) Click Ok.
183
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.
The standard error of the fitted line obtained is as follows:

S  4091.46
d)
Using MINITAB, fit a third degree polynomial,

yt  b0  b1t  b2t 2  b3t 3
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.
Steps to be followed using MINITAB:

2) Select Regression… from the Regression drop down of Stat ribbon.
3) Specify the data column in Response variable box and time order, its square term and
cubic term in Predictors box.
4) Click Ok.
184
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
The obtained coefficient of determination, R2  80.2% . It means that, 80.2% of the

average attendance can be explained by the time order, its square term, and its cube term.
The standard error of the fitted line obtained is S  3683.78
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.
185
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.
186
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.
Hence, the required answer is d
187
Stat Example 6: Fill in the blank type
Question:
Nonparametric tests have less ______ than __________tests.
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.
Therefore, Non-parametric tests have less power than parametric tests.
Stat Example 7: True or False type

Question
“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.
Therefore, the above statement cannot be True.
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.
Therefore, the given statement is false.
Stat Example 8: Question with Multiple subparts/Inter-related concepts.

Question:
A researcher conducts an experiment to examine the relationship between the weight gain
of twelve chickens whose diets had been supplemented by different amounts of amino acid
lysine and the amount of lysine ingested. Since the percentage of lysine is known, and we
can monitor the amount of feed consumed, we can determine the amount of lysine eaten. A
random sample of twelve 2-week-old chickens was selected for the study. Each was caged
separately and was allowed to eat at will from feed composed of a base supplemented with
lysine. The sample data summarizing wright gains and amounts of lysine eaten over the test
period are given below. (In the data, y represents with gain in grams, and x represents the
amount of lysine ingested in grams)
188
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.
a) The scatterplot of weight gain vs amount of lysine eaten is shown below:
189
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:
From the output, the estimated regression model, yˆ  12.5  35.8 x
The normal probability plot of the residuals is constructed using MINITAB as follows:
190
All points in the plot are approximately close to straight line indicating that the normality
assumption is valid.
c)
From the MINITAB Output, the value of coefficient of determination is,

R 2  72.6%
 0.726
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.
Stat Example 9: Simple Question without any software mentioning.

Question:
A plot suggests that the expected value of thermal conductivity y is a linear function of 104
.1/x, where x is lamellar thickness
191
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)
The form of the estimated regression equation is,

ŷ  ˆ0  ˆ1 x ..... I 
From the given information, the sample statistics can be listed as follows (Using calculator):
n  8,  x  11795,  y  121.8,  xy  201437,  x 2

 70778025
The formulas and calculations for Slope and Intercept are shown as follows:
n  xy    x   y 
Slope, ˆ 
n x 2    x 
1 2
8 201437   11795121.8


8 70778025  11795
2
 0.000409
 0.0004
Intercept, ˆ0 
1
n

 y  ˆ0  x 
 121.8   0.000409 11795
1
8
 14.62136
 14.6214
The estimated regression equation can be framed as follows:
yˆ  14.6214  0.0004 x
192
b)
Compute predicted value of thermal conductivity when lamellar thickness is 500.
yˆ  14.6214  0.0004  500 

 14.8214
 14.82
Hence, the predicted value of thermal conductivity when lamellar thickness is 500, is 14.82
Back
193
Mechanical Engineering
 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

 Tab spaces removed in ME example 1……………………………………………………Page no. 195
 ME example 3 modified…………………….……………………………………………………Page no. 198
 Tab spaces removed in ME example 6……………………………………………………Page no. 201
194
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)
Express 15.2 km in British Gravitational system (BG).
The unit of length in BG system is foot.

To perform the conversion, first, convert the length from kilometers to meters.
15.2 km  15.2 1000 m
 152, 00 m
Now, convert the length from meter to feet. State the conversion factor.
1 m  3.281 ft
Use the conversion factor to express the length in feet.

3.281 ft
15,200 m  152,00 m 
1m
 152,00  3.281 ft
 49871.2 ft
Therefore, the quantity in BG units is 49,871.2 ft .
(b)
Express 9.14 N/m3 in British Gravitational system (BG).

3 3
State the conversion factor to convert the given quantity from N m to lb ft
1 N m3  6.366 103 lb ft3
3
Use the conversion factor to express 9.14 N/m3 in lb ft .
6.366 103 lb ft 3
9.14 N m  9.14 N m 
3 3
1 N m3
 9.14  6.366 103 lb ft 3
 0.0581 lb ft 3
Therefore, the quantity in BG units is 0.0581 lb ft 3 .
195
(c)
Express 1.61 kg/m3 in British Gravitational system (BG).
3 3
State the conversion factor to convert the given quantity from kg m to slugs ft .
1 kg m3  1.94 103 slugs ft 3
3
Use the conversion factor to express 1.61 kg/m3 in slugs ft .
1.94 103 slugs ft 3
1.61 kg m3  1.61 kg m3 
1 kg m3
 1.611.94 103 slugs ft 3
 3.1234 103 slugs ft 3
Therefore, the quantity in BG units is 3.1234 103 slugs ft 3 .
(d)
Express 0.0320 N  m s in British Gravitational system (BG).
State the conversion factor to convert the given quantity from N  m s to ft  lb s .

1 N  m s  7.373 101 ft  lb s
Use the conversion factor to express 0.0320 N  m s in ft  lb s .

7.373 101 ft  lb s
0.0320 N  m s  0.0320 N  m s 
1 Nm s
 0.0320  7.373 101 ft  lb s
 0.0236 ft  lb s
Therefore, the quantity in BG units is 0.0236 ft  lb s .
(e)
Express 5.67 mm hr in British Gravitational system (BG).
State the conversion factors to convert the velocity from mm hr to m s .

1 mm  103 m
1 hr  3600 s
Use the conversion factors to express 5.67 mm hr in m s .
196
mm 103 m 1 hr
5.67 mm hr  5.67  
hr 1 mm 3600 s
5.67 103
 ms
3600
 1.575 106 m s
State the conversion factor to convert the velocity from m s to ft s .

1 m s  3.281 ft s
Use the conversion factors to express 1.575 106 m s in ft s .

3.281 ft s
1.575 106 m s  1.575 106 m s 
1ms
 1.575 106  3.281 ft s
 5.1675 106 ft s
Therefore, the quantity in BG units is 5.1675 106 ft s .
ME Example 2: Multiple Choices type

Question:
From the deaerator, oxygen and other noncondensable gases are separated from the feedwater
and directed to the atmosphere ___________.
A. by using the closed feedwater heater.

B. through the economizer.
C. by using steam traps.
D. Through the vent.
Solution:
Closed feed water heater consists of outlet valve, bypass line and valve. It provides passage
for feed water to the boiler.
Hence, option A is wrong.
An economizer uses the heat from the combustion gases to heat the feed water before it enters
the boiler.
Hence, option B is wrong.
197
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.
Therefore, the correct option is D .
ME Example 3: Fill in the blank type

Question:
The two broad categories of display cases are ____________ and ______________.
Solution:
Display cases are used to display the item in retail stores.
These display cases may be classified into two major categories

 Open type
 Closed type.
Therefore, the answers to fill the blanks are open type and closed type .
198
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
199
The solution will appear as follows:
To plot a graph, execute the following steps:

 Click on the ‘X-Y Plot’ of ‘New Plot window’ option from ‘Plots’ menu.
 Select X-axis as d and Y-axis as Q . Press OK
 The following graph will be plotted:
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.
200
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:
The bars shown in figure have a cross-sectional area A  60 mm , modulus of elasticity

2
E  200 GPa , and coefficient of thermal expansion   12 106 C1 . If a 40 kN downward

force is applied at A and the temperature of the bars is raised 30C , what are the normal
stresses in the three bars?
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.
201
Consider the forces acting along the horizontal direction.
PAC cos 45  PAB cos 60
PAC  0.707 PAB …… (1)
Consider the forces acting along the vertical direction.

1000 N
PAD  PAC sin 45  PAB sin 60   40 kN 
1 kN
Substitute 0.707 PAB for PAC
PAD   0.707 PAB  0.707   PAB  0.866   40,000
PAD  1.366 PAB  40,000
PAD  40,000  1.366PAB …… (2)
Consider the geometry of system prior and after the deformation.
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.
Use trigonometric relations to obtain the lengths of the members.
202
Length of the member AB:
LAB 
 0.2 m 
sin 60
 0.231 m
Length of the member AD:

LAD  0.2 m
Length of the member AC:

LAC 
 0.2 m 
sin 45
 0.283 m
Use trigonometric relations to obtain the distance between the points.

Distance BD:
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.
Write the deformation relations for the members AB.

P L
 AB  AB AB  TLAB
EA
Here,  and T are the coefficient of thermal expansion and change in the temperature of
the members respectively. Similarly, E and A are the modulus of elasticity and cross sectional
area of the members.
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 106C1  30C  0.231 m 
 AB  1.925 108 PAB  8.316 105 …… (3)

Write the deformation relations for the members AC.
PAC LAC
 AC   TLAC
EA
203
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 106C1  30C  0.283 m 
 2.357 108 PAC  10.182 105
From the equation (1), substitute 0.707 PAB for PAC to find  AC in terms of PAB
 AC  2.357 108  0.707 PAB   10.182 105
 1.667 108 PAB  10.182 105 …… (4)
Write the deformation relations for the members AD.

P L
 AD  AD AD  TLAD
EA
6 1
Substitute LAD  0.2 m, E  200 GPa, A  60 mm ,   12 10 C and T  30 C,
2
PAD  0.2 m 
 AD 
 200 GPa   60 mm2 
106 mm2
1m 2
1 GPa
9
10 N m 2  
 12 106C1  30C  0.2 m 
 1.667 108 PAD  7.2 105
From the equation (2), substitute 40,000  1.366PAB for PAD to find  AD in terms of PAB
 AD  1.667 108  40, 000  1.366 PAB   7.2 105
 73.867 105  2.277 108 PAB …… (5)
Reconsider the geometry of the system:
Apply the Pythagorean Theorem to obtain the relations between the lengths.
Consider the triangle AGD
204
u 2   LAD  v    LAD   AD 
2 2
u 2  L2AD  v 2  2vLAD  L2AD   AD

2
 2 LAD AD
u 2  v 2  2vLAD   AD
2
 2 LAD AD
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 105  2.277 108 PAB for  AD to find v in terms of
PAB
v  73.867 105  2.277 108 PAB …… (6)
Consider the triangle AFC.
 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
u 2  v2   AC
2
0
Substitute zero for u , v and  AC

2 2 2
L2DC  2LDC u  0.04  0.4v  L2AC  2LAC AC
Replace LDC with 0.2 m and LAC with 0.283 m

 0.2 2  2  0.2  u  0.04  0.4v   0.2832  2  0.283  AC
0.04  0.4u  0.04  0.4v  0.08  0.5657 AC
0.4v  0.4u  0.5657 AC
v  u  1.414 AC
From equations (6) and (4), substitute  73.867 10 5

 2.277  108 PAB  for v and
1.667 10 P 10.182 10  for  AC to find u in terms of P .

8
AB
5
AB
 73.867 10  2.277 10 P   u  1.414 1.667 10 P  10.182 10 

5 8
AB
8
AB
5
u  59.467 105  4.6345 108 PAB …… (7)
205
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
u 2  v2   AB
2
0
Substitute zero for u 2 , v 2 and  AB

2
L2BD  2LBDu  0.04  0.4v  L2AB  2LAB AB

Replace LBD with 0.1155 m LAB with 0.231 m
 0.11552  2  0.1155 u  0.04  0.4v   0.2312  2  0.231  AB
0.0133  0.231u  0.04  0.4v  0.0533  0.4619 AB
0.5u  0.866v   AB
8 5
From the equations (3), (6), and (7), substitute 1.925 10 PAB  8.316 10 for  AB ,
73.867 105  2.277 108 PAB for v and 59.467 105  4.6345 108 PAB for u to find PAB


0.5 59.467  105  4.6345  108 PAB  
  1.925  108 P  8.316  105

 0.866 73.867  105  2.277  108 P
  AB
 AB 
6.2142 108 PAB  85.388 105
PAB  13, 741 N
 13.74 kN
Find the deformation in the member AB,  AB from the equation (3).
 AB  1.925 108 PAB  8.316 105
Substitute 13,741 kN for PAB

 AB  1.925 108 PAB  8.316 105
 1.925 108 13.74 103  8.316 105
 0.3479 mm
Find the deformation in the member AC,  AC from the equation (4).
 AC  1.667 108 PAB  10.182 105
Substitute 13,741 kN for PAB .
206
 AC  1.667 108 PAB  10.182 105
 1.667 108 13.74 103  10.182 105
 0.3309 mm
Find the deformation in the member AD,  AD from the equation (5).
 AD  73.867 105  2.277 108 PAB

 AD  73.867 105  2.277 108 PAB
 73.867 105  2.277 108 13.74 103
 0.4260 mm
Find the vertical displacement of the point A, v from the equation (6).
v  73.867 105  2.277 108 PAB

v  73.867 105  2.277 108 PAB
 73.867 105  2.277 108 13.74 103
 0.4260 mm
Find the horizontal displacement of the point A, u from the equation (7).
u  59.467 105  4.6345 108 PAB

v  59.467 105  4.6345 108 PAB
 59.467 105  4.6345 108 13.74 103
 0.042 mm
Write the relation to find normal stress in the member AB.

P
 AB  AB
A
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
207
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.
Write the relation to find normal stress in the member AC.

P
 AC  AC
A
Find the force in the member AC, PAC from the equation (2).
PAC  0.707 PAB
Substitute 13,741 kN for PAB .
PAC  0.707 PAB
 0.707 13.74 103
 9.72 kN
2
Replace PAC with 9.72 kN and A with 60 mm to find the normal stress in the member AC..
9.72 kN 1000 N 106 mm 2
 AC 
60 mm 2 1 kN 1 m2
 162 106 N m 2
 162 MPa
Hence, the normal stress in the member AC is 162 MPa . As we assumed the forces in the
Write the relation to find normal stress in the member AD.

P
 AD  AD
A
Find the force in the member AD, PAD from the equation (1).
PAD  40,000 1.366PAB

PAD  40, 000  1.366 13.74 103
 21.23 kN
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
208
Hence, the normal stress in the member AD is 354 MPa . As we assumed the forces in the
ME Example 7: True or False
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 .
ME Example 8: Very Short Answer Type

Question:
How do dermatologists remove pre-cancerous skin blemishes cryosurgically?
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
209
Electrical Engineering
 MCQ solution modified as per MCQ guidelines in EE example 1……………………Page no. 188

 Existing solution replaced with new solution in EE example 1-MCQ ………………Page no. 211
 Fill in the blank type solution added in EE example 7…………………..………………….Page no.231
 True or False type solution added in EE example 8….…………………..………………….Page no.232
 Very Short Answer type solution added in EE example 9……………..………………….Page no.232

 Tab spaces removed for all equations
210
EE Example 1: Multiple-choice type
Question
When the total charge in a capacitor is doubled, the energy stored:

(a) Remains the same (b) is halved (c) is doubled (d) is quadrupled
Solution
Write the formula for energy stored in a capacitor in terms of charge.

1
w  Cv 2
2
1  Cv 
2

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.
Hence, the options (a), (b) and (c) are wrong.
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  .
211
EE Example 2.1: Software type
Question:
Create a plot of the function, y  sin  x  for x from 2 to 2

(a) Assign a handle to axes created in the main program, and then change background
color to blue.
(b) Assign a handle to axes created in the main program and then change the x  axis
scale to log .
Solution:
Create a plot of the following function:

y  sin  x  for x from 2 to 2
Enter the following code in MATLAB to plot the function:
x=-2*pi:pi/10:2*pi;
y=sin(x);
h=plot(x,y);
xlabel x
ylabel y
The following is the MATLAB output:
Figure 1
Thus, the plot of the sine function is created.
212
(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')
213
Thus, the x-axis scale is changed to log.
214
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:
>> x=input('Enter the number to be tested');
>> for i = 2:x/2
r=rem(x,i);%calculates the remainder when x is divided by i
if r==0
disp('number is not prime')
break
end
end % end loop
if r~=0
disp('number is prime')
end
Execute the code by giving a value to x at the command window.
Enter the number to be tested 79
number is prime
Enter the number to be tested 20
number is not prime
215
Question:
Write a structural Verilog module for the logic circuit in Figure 1.
Solution:
Refer Figure 1 for the 3-Input, 1-Output logic circuit.
From the figure, the structural Verilog module for 3-Input, 1-Output logic circuit is as
follows:
module Inp3_out1 ( inp1, inp2, inp3, out1);
input inp1,inp2,inp3;
output out1;
wire n1, n2, n3,n4,n5,n6;
not U1 (n1, inp1);
not U2( n2, inp2);
not U3( n3, inp3);
or U4( n4, inp1, n2);
and U5( n5, n4, inp3);
and U6( n6, n1, inp2, n3);
or U7( out1, n5,n6);
endmodule
216
The following is the test bench code:
module test_ Inp3_out1;
// Inputs
reg inp1;
reg inp2;
reg inp3;
// Outputs
wire out1;
// Instantiate the Unit Under Test (UUT)

Inp3_out1 uut (
.inp1(inp1),
.inp2(inp2),
.inp3(inp3),
.out1(out1)
);
initial begin
// Initialize Inputs
inp1 = 0;
inp2 = 0;
inp3 = 0;
// Wait 100 ns for global reset to finish

#100;
inp1 = 0;
inp2 = 0;
inp3 = 1;
#100;
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;
217
#100;
inp1 = 1;
inp2 = 1;
inp3 = 0;
#100;
inp1 = 1;
inp2 = 1;
inp3 = 1;
end
endmodule
The following is the output of the 3-Input, 1-Output logic circuit:
EE Example 3: Tabular type
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:
218
 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:
Table 1: Truth table for C
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.
Thus, the Boolean expression for C is R AND  P OR A .
219
EE Example 4: Calculation Based
Question:
 
Calculate the power dissipated in the 3  resistor of Figure 1, if v1 0  2V .
Solution:
Consider the following circuit:
The value of v1  0  is 2V .
Determine the current through the capacitor.

I  s   C sV  s   v(0) 
 CsV  s   Cv(0)
The s-domain equivalent circuit is shown in Figure 2.
220
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 
221
 31  24s 
 
v2 (s)   20s 
 s 1 
 3 
93  72s

20s  s  1
72  93 
  s
20  72 
v2 (s)  …… (3)
s  s  1
Apply partial fractions to the equation (3).

 1.291 0.291 
v2 (s)  3.6   
 s s 1 
Determine the power dissipated in the 3  resistor.

v 2 (s)
p s  2
3
2
1   1.291 0.291  
 3.6   
3  s s  1  
1.66 0.084 0.751 
 4.32  2   
 s  1 s  s  1 
2
 s
 1.66 0.084  1 1 
 4.32  2   0.751     …… (4)
 s  s  1
2
 s s  1 

Recall the following inverse Laplace transforms:

1
L1    1
s
1
L1  2   t
s 
 1 
L1    te
t
  s+1 2 
 
Apply inverse Laplace transform to equation (4).

L1  p  s    p(t )
Thus,
p(t )  4.32 1.66t  0.084tet  0.7511  et  u  t 
222
Therefore, the power dissipated in the 3  resistor is,
4.32 1.66t  0.084tet  0.7511  et  u  t  W
223
EE Example 5: Diagrammatic
Question:
Find the voltages v1 and v2 in the following circuit:
Solution:
In the following figure, the resistances 10  and 30  are connected in parallel and the
resistances 25  and 5  are connected in series:
Determine the equivalent resistance of the resistances 25  and 5  connected in series.

Req1  25  5
 30 
Determine the equivalent resistance of the resistances 10  and 30  connected in parallel.
Req2 
10  30 
10  30
 7.5 
224
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.
In figure 3, the resistances 12  , 6  , and 6  are connected in series. Determine the

equivalent resistance.
Req4  12  6  6
 24 
Redraw the circuit by replacing the series combination of resistances with their equivalent
resistance.
From figure 4, determine the current is using Ohm’s law.
225
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 .
226
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:
Consider the following class B output stage amplifier:
The supply voltage VCC is  5V

For the maximum power conversion efficiency, the output voltage VÔ is equal to the supply
voltage VCC .
VÔ  VCC
 5V
Write the formula for average power dissipated in the class B stage.
PD  PS  PL
2 VÔ 1 VÔ2
 V 
 RL CC 2 RL
Here, PD is average power dissipated, PS is supply power, and PL is load power.
227
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 VÔ , find the worst case power dissipation PD max .
Differentiate the average power equation with respect to VÔ .

ˆ
dPD 2 VCC 1 2VO PD max
 
dVÔ  RL 2 RL
Equate the derivative to zero to get the value of VÔ 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   VÔ 0
PD max
2VCC
VÔ 
PD max 
Substitute 5 V for VCC .
2VCC
VÔ 
PD max 
2
    5

 3.183V
Thus, the output voltage for maximum device dissipation is 3.183V .
228
Derive the formula for efficiency of the amplifier .
Load power  PL 

Supply power  P S 
PL

PS
1 VÔ2  2 VÔ 
Since, Supply power Ps  VCC 
2 RL   RL 

2Vô  1 VÔ2 
V and Load power PL  
 RL CC  2 RL 
 VÔ

4 VCC
The maximum efficiency is obtained when VÔ is at its maximum, that is, VÔ  VCC .
Determine the power conversion efficiency for maximum output voltage.

 
   100%
4
 78.54%
Thus, the maximum power conversion efficiency is 78.54% .
The output device is individually rated for 1W dissipation, that is, PD  1 W

Write the formula for average power dissipated in the class B stage.
2 VÔ 1 VÔ2
PD  V 
 RL CC 2 RL
Rewrite the formula to get the expression for load resistance RL .

1 2 ˆ 1 ˆ2 
RL   VO VCC  VO 
PD   2 
Substitute 1 W for PD and 5 V for VÔ and VCC .

1 2 1 
RL    5  5   52 
1  2 
 15.916  12.5
 3.416 
Thus, the smallest value of load resistance for operating at full output voltage is 3.416  .
229
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
VÔ  CC
2
5V

2
 2.5 V
Recall the formula for efficiency in terms of VÔ and VCC .

 VÔ

4 VCC
Determine the power conversion efficiency for operation at half the full output voltage.
  2.5 
    100% 
4 5 
 39.27%
Thus, the power conversion efficiency for operation at half the full output voltage is
39.27% .
Write the formula for load resistance RL .

1 2 ˆ 1 ˆ2 
RL   VO VCC  VO 
PD   2 
Substitute 1 W for PD , 2.5 V for VÔ , and 5 V for VCC .
1 2 1 2
RL    2.5 5   2.5 
1 2 
 7.9577  3.125
 4.833 
Thus, the smallest value of load resistance for operation at half the full output voltage is
4.833  .
230
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 .
EE Example 7: Fill in the blank type

Question
The time constant for an RL circuit with R  2  and L  4 H is ____.
Solution
Write the formula for the time constant  for an RL circuit.

L

R
Here,
L is the inductance in the circuit and R is the resistance in the circuit
Substitute 2  for R and 4 H for L in the formula for the time constant.
L

R
4

2
2s
Thus, the time constant for an is RL circuit 2 s .
231
EE Example 8: True or False type
Question
The superposition principle applies to power calculation. True/False.
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.
The principle of superposition depends on the linearity property.
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.
Hence, the statement is False .
EE Example 9: Very Short Answer type
Question
The voltage across a 5 k resistor is 16 V. Find the current through the resistor.
Solution
Write the formula for current I through the resistor.

V
I
R
Here,
V is the voltage across the resistor and R is the resistance of the resistor
232
Substitute 16 V for V and 5  103  for R in the formula for current I.
V
I
R
16

5  103
 3.2  103 A
 3.2 mA
Hence, the current through the resistor is 3.2 mA .
Back
233
Computer Science
 Replaced older examples with new examples
 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
 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:
View the Form Design in the IDE.
234
Set the Form control properties in the Properties window as follows:
Program:
'Program to read names of US Presidents and Vice-

'Presidents from two files. It finds and stores the
'names of the presidents who have served as presidents
'but not as vice presidents in new file
Private Sub btnReorganize_Click(ByVal sender As System.Object,

ByVal e As System.EventArgs) Handles btnReorganize.Click
'Read presidents’ names from the file

Dim pres() As String =
IO.File.ReadAllLines("USPres.txt")
'Read vice-presidents’ names from the file

Dim visePres() As String
=IO.File.ReadAllLines("VPres.txt")
'compare and extract only those names which are in the

list 'of presidents but not in the list of vice-
presidents
IO.File.WriteAllLines("NewFile.txt",
pres.Except(visePres))
'To get the new file data

Dim data() As String =
IO.File.ReadAllLines("NewFile.txt")
Dim count As Integer = 0
235
'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
'Displaying the count of number of names in the new 'file

in the message box
MessageBox.Show(count.ToString(), "Number of presidents
who did not work as vice-president")
End Sub
Input files details:
 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.
The screen shot of “USPres.txt”:
o “VPres.txt” file contains names of the US vice-presidents in a sequential

form.
236
The screen shot of “VPres.txt”:
B. Sample solution to write a function/method:
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.
//recursive function add

int add(int m,int n)
{
//Declare variable
int ans;
//If the value of n is zero then store ‘m’ in ‘ans’.
//Otherwise recursively call function ‘add’.
if(n==0)
ans=m;
else
//recursive function call
ans=add_recursive(m+1,n-1);
return ans;
}
237
Complete program is as follows:
The following program demonstrates the functionality of the recursive function add():
//Headers file section

#include<stdio.h>
#include<conio.h>
/* Function prototype */
int add_recursive(int m,int n);
//Program begins with a main function

int main()
{
//Declare variables
int m,n;
//Clear the screen
clrscr();
//Promt and read the input from the keyboard
printf("\nEnter the first integer:");
scanf("%d",&m);
printf("\nEnter the second integer:");
scanf("%d",&n);
//Display output by call add function

printf("\nThe addition of %d and %d gives: %d",
m,n,add(m,n));
return 0;
}
int add(int m,int n)

{
//Declare variable
int ans;
if(n==0)
ans=m;
else
ans=add(m+1,n-1);
return ans;
}
Sample Output:
Enter the first integer :25
Enter the second integer :25
The addition 25 and 25 gives : 50
C. Sample solution to write specific parts of the program:

(Note: As the question asks to modify the program to incorporate new operation, the
same program should be used. To avoid plagiarism, give skeleton of the program along
with the reference. Clearly specify where to include the modifications.)
238
Example Question:
How would you modify the program in Fig. 11.1 so the data would be sent to the screen
as well as written to the backup files?
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.
The output statement that should be added is as follows:

putchar(ch);
The statement that is added to the code is highlighted in grey.
#include <stdio.h>
#define STRSIZ 80
int main(void)
{
//add the code form the textbook here
// .
// .
// .
/*copying data to backup file and sent to screen*/

for(ch=getc(inp);ch!=EOF;ch=getc(inp))
{
putc(ch,outp);
//statement to print the day to screen
putchar(ch);
}
//add the code form the textbook here

// .
// .
// .
}
Sample Output:
Enter name of file you want to backup> original.txt

Enter name for backup copy> duplicate.txt
Hello world
how r u........
Copied original.txt to duplicate.txt.
239
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.
The following statement is present in line 2:

using namespace sdt; //Line 2
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.
The correct statement is as follows:

using namespace std; //Line 2
The following statement is present in line 7:

cout<<"x = "<<x<<endl; //Line 7
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.
240
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:
Glocalization is a combination of globalization and localization. Globalization is a process

that involves conducting business worldwide.
Glocalization or internationalization is the process of adapting menu, slogan, or logo to match

the local taste and trend.
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
Therefore, the appropriate word to fill in the blank is Glocalization or internationalization.
F. Sample solution for multiple choice questions:
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.
Hence, the option (a) is incorrect.
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.
Hence, the option (c) is incorrect.
241
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.
Hence, the option (d) is incorrect.
 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.
Hence, the correct option is b.
G. Sample solution for True or False questions:
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.
 Appropriate mechanisms are used to modify data to achieve information integrity.

Hence, the statement is TRUE.
H. Sample solution for differences between two concepts:
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:
242
Screen shot of currency format:
Screen shot of accounting 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
a. They are numbers or values which can be analyzed by the users.
243
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).
244
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.
K. Sample solution for problematic questions:
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
The bandwidth for transmitting data:

 640  480  3 30bytes/sec
 27648000 bytes/second
=
27648000 bytes/second
220
Since,1MB=2 20
bytes 
= 26.367 MB/sec
 26.4MB/sec
Hence, the bandwidth is 26.4 MB / sec
245
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 1s ”, d
return
246
Flow Chart:
The following are the required flowchart that gives the breakdown of the passed amount into
fewest bills.
Start
Declarations
num dollars
output “Enter number of dollars”
input dollars
dollars <>0
No Yes
convert(dollars) Yes
dollars <>0
No
Stop
247
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
248
Economics
(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
(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
 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
Write Quantity in terms of TR and P.

TR
Quantity 
P
Substitute $500 for TR and $10 for P.

$500
Quantity 
$10
Therefore, the total number of units sold is 50.
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.
249
Economics Example 2: Multiple Choices type
Question
Computer programs, or software, are an example of:

a. Land.
b. Labor.
c. Capital.
d. None of the above.
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.
Therefore, by the above explanation, options a, b and d are incorrect.
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.
Computer programs are an example of capital. Therefore, Option (c) is correct.
250
Economics Example 3: Excel Based
Question:
A manufacturing company selling goods is considered. The number of workers and output
schedule is given below:
a) Calculate marginal products. Explain the pattern of values.

b) Cost of worker is $100/day, and the fixed cost is $200. Calculate the total cost.
c) Calculate average total cost. Explain the pattern.
d) Calculate the marginal cost. Explain the pattern.
e) Compare marginal product and marginal cost and explain the relationship.
f) Compare average total cost and marginal cost. Explain the pattern.
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.
251
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)
The formula to calculate the Total cost is,

Total Cost = Fixed Cost + Variable Cost
First, calculate the Variable cost.

Variable Cost = Number workers  Wage rate of $100 per worker
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.
252
c)
Calculate the Average Total Cost (ATC) using the formula,

Total Cost
ATC =
Output(or Total Product)
Fill the required table with the calculated ATC values:
Graph the tabulated ATC values.

ATC Curve:
253
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.
Plot a graph with the tabulated 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.
254
e)
Compare the Marginal Product and Marginal Cost using the following table:

 At low levels of output (up to 90 units), there is an increase in the Marginal
Product, and a decrease in the Marginal Cost.
 At higher levels of output (more than 90 units), there is a decrease in the Marginal
Product and an increase in the Marginal Cost.
 Hence, it can be concluded that the marginal cost is inversely proportional to the
marginal product.
f)
Compare ATC and MC using the following table:
255
 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.
The following table consists of all the required details:
Economics Example 4: True or False type

Question
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.
256
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.
257
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.
The following figure shows an increase in GDP in the short run:
258
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.
The following figure shows an increase in GDP in the long-run:
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.
259
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.
Back
260
Accounting
1. Example 2 has been modified………………………………….…..….page no.253
2. Example 4 has been modified as per MCQ guidelines ……………….page no.255

1. Accounting example 4 has been modified as per MCQ guidelines …...Page no.269
2. Accounting example 6 – FB has been added………………..……...….Page no.267
3. Accounting example 7 – T/F has been added…………………….…….Page no.272
4. Accounting example 8 - VSAQ has been Added………………………Page no. 272
Accounting Example 1: Calculation Based

Question:
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)
Determine the annual rate of return for the new machine.
Annual rate of return is the rate of return on the investment, which is expressed as a
percentage of the total amount invested.
The following table shows the calculation of net income:
The following details have been obtained from the table:

Expected annual net income for four years is $206,000.
Initial investment is $130,000.
$130,000 +$0
Average investment =
2
 $65,000
$206,000
Expected annual net income for one year =
4
 $51,500
The formula to calculate the annual rate of return is,

Expected annual net income
Annual rate of return (%)  100
Average investment
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%)
Therefore, the annual rate of return is 79.23%.
Compute the cash payback period of the new machine.
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)
Compute the Net Present Value of new machine.
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.
Calculate the Present Value of Cash Inflows:

Present value of cash inflows  Cash inflows  Present value factor for four years
 $95,000  2.8550
 $271,225
Calculate the Net Present Value (NPV):
NPV  $271,225  $120, 000
 $151,225
Therefore, Net Present Value is $151,225.
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
The formula for cash paid to suppliers is as follows:
Cash payment to creditors

= Cost of goods sold + Increase in inventory
 Decrease in inventory + Decrease in Accounts Payable account
 Increase in Accounts Payable account
Thus, amount of cash paid to suppliers by S Company using direct method is as follows:
Cash Payment to Suppliers  $347, 000  $14, 700  $8, 200

 $353,500
Hence, the correct answer is option (c).
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:
Organizational structure involves activities such as coordination, supervision, and task

allocation. These tasks are focused on achieving organizational goals.
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.”
The following figure shows a pictorial representation of my Organisation:
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Accounting Example 4: Multiple Choices type
Question:
Sensitivity to business etiquette
a. Reduces the chance of interpersonal blunders that might affect communication.

b. Is considered by most companies to be a waste of time in today’s fast-paced markets.
c. Is now legally required in all 50 states.
d. Always increases the cost of business communication.
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.
Business etiquette eliminates misunderstandings, miscommunication, and builds business

reputation. Hence, etiquette is important in business communication. Etiquette is required
nearly in every aspect of customer service. Practicing honesty and employing proper etiquette
enhance candid communication. It also saves cost to any commercial entity.
Therefore, option (a) is correct.
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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.
Write the formula to calculate the Contribution margin per unit.
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.
Contribution margin per unit  $72  $54

 $18
The Contribution margin per unit is $18.
Write the formula to calculate the Break-even point in units.

Fixed cost
Break-even point in units 
Contribution margin per unit
Substitute $720,000 for Fixed cost and $18 for Contribution margin per unit.
$720,000
$18
 40,000
Hence, the Break-even point in terms of units is 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 for Break-even point in units and $72 for Sales price per unit.
Break-even point in dollars  40, 000  $72
 $2,880, 000
Hence, the Break-even point in terms of dollars is $2,880,000.
b)
Calculate the Break-even point in units and dollars through equation approach.
Write the formula to calculate Net Income.

Profit  Net Income   Sales   Variable Costs  Fixed Costs  …..(1)
Calculate Sales value.

Sales = selling price per unit × number of units sold.
Substitute $75 for selling price per unit and N for no of units sold.
Sales = $75N
Calculate Variables costs value.

Variable cost = Variable cost per unit × no.of unitssold
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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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
Therefore, the Break-even point in dollars is at $2,880,000 .
c)
Calculate Break-even point in units and dollars using Contribution margin ratio.
First, find the Contribution margin ratio.

Contribution margin per unit
Contribution margin ratio 
Sale price per unit
Substitute $18 for Contribution margin per unit and $72 for Sales price per unit.
$18

$72
 0.25 or 25%
Hence, the Contribution margin ratio is 0.25.

Fixed cost
Break-even point in dollars 
Contribution margin ratio
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
Therefore, the break-even point in dollars is $2,880, 000 .
Write the formula to calculate the Break-even point in units.

Break-even point in dollars
Break-even point in units =
Sales price per unit
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Substitute $2,880,000 for Break-even point in dollars and $72 for Sales price per unit.
$2,880, 000
$72
 $40,000
Therefore, the Break-even point in dollars is 40, 000units .
d)
Draw a Break-even graph to show the Cost-Volume-Profit relationship.
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.
Accounting Example 6: Fill in the blank type

Question
Accounts payable is a ___________________ reported on the balance sheet.
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.
Hence, the missing word is current liability.
Accounting Example 7: True or False type

Question:
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.
Hence, the given statement is False.
Accounting Example 8: Very Short Answer type

Question:
What is a journal entry?
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

Example 4 has been modified as per MCQ guidelines ……………….page no.268

Example 4 has been modified as per MCQ guidelines ……………….page no.282
Example 5 has been modified as per T/F guidelines ………………….page no.282

Example 6 has been added …………………………….……………….page no.281
Finance Example 1: Calculation Based

Question:
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.
Calculate the total Book Value of debt.
Total Book Value of debt = First issue Book Value of debt + Second issue Book Value of
debt
First issue Book Value of debt  $60, 000, 000

Second issue Book Value of debt  $70, 000, 000
Total Book Value of debt  $130, 000, 000
Market Value indicates the prevailing price in the market.
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.
Second Issue: Book Value = $70,000,000

Quoted Price = 26.5% of Par value of bond
Now, calculate the total market value of the debt.
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
Therefore, the total market value of the debt is $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.
Calculate the YTM for zero-coupon bond:

Face Value of the Debt (Fv) = $130,000,000
Current Price of the Debt (Pv) = $83,350,000
Number of years left to Maturity (Nper) = 20 years
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.
1. Open an Excel file and select any cell in any sheet.

2. Use the formula “= Rate (Nper, Pmt, Pv, Fv)”.
3. Place the values in the above formula with (–ve) sign before Fv.
4. Hit the Enter key.
YTM  before tax  = 2.25%  using Rate function of Excel 
Now, calculate the after-tax cost of debt using the following formula,
After-tax cost of debt = YTM  before tax  × 1 – Tc 
Here, Tc is tax cost (or tax rate).
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%
Therefore, the after-tax cost of debt is 1.46% .
Finance Example 2: Concept check type

Question:
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)
The major areas of finance are,

 Corporate finance
 Investments
 Financial institutions
 International finance
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.
i. Portfolio Management involves managing money for individuals.

ii. Security Analysis involves researching of individual investments such as stock in
a particular company and determining appropriate price.
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.
Finance Example 3: Excel Based

Question: (Calculating IRR)
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 given data is summarized as,

Required rate of return = 13%
Calculations to decide whether the project should be accepted or not.
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
The following table gives the NPV at different Discount rates:
Therefore, the NPV is zero at 16.02%, so 16.02% is the IRR.
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.
The formula is “=IRR (values)”
The IRR formula in the spreadsheet will appear as follows:
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Year Cash Flow
0 ($145,000)
1 $71,000 16.02%
2 $68,000
Explanation:
 Select B column for the cash flows.
 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

 Select “C4” and enter ‘=IRR (B3:B6) and then Press Enter Key
 Then your located cell displays the answer IRR of 16.02%
 IRR =16.02%
Calculate IRR using “Insert Function” of MS Excel.
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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.
Finance Example 4: Multiple Choices Type

Question:
A term life insurance policy that can be extended for another term without the insured taking
a medical exam has,
(a) Convertibility
(b) Decreasing protection
(c) Permanent life protection
(d) Guaranteed renewability
Solution:
The convertibility clause allows conversion from term insurance to permanent life insurance
without any additional proof of insurability.
Therefore, Convertibility is not the correct option.
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.
Therefore, (d) guaranteed renewability is the correct option.
Finance Example 5: True or False Type

Question:
The process of developing a plan for what will happen to your wealth and dependents when
you die is known as probate planning. True or False?
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.
Finance Example 6: Matching Type
Question:
Match the following:
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.
Therefore, option (a) matches with option  2  .
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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.
Therefore, option (b) matches with option  3 .
Coupon rate is the rate at which the bond pays interest/coupon to the bond holder.
Therefore, option (c) matches with option 1 .
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282
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.
 Join Professional committees: Jobseekers can become members of professional

organizations and social clubs, where they can build new professional relationships by
attending seminars, conferences, and debates. Professional bodies, such as society of
marketing management, association of management etc…, can help an individual to gain
knowledge and skills.
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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.
Some of the advantages of collaboration are as follows:
 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.
Some of the drawbacks of collaboration are as follows:
 Time consuming: Collaboration is time-consuming process while taking decisions.

Discussing the pros and cons of problem, sharing information with one another is likely
to consume more time. This can delay achieving the objectives.
 Conflicts/Disagreements: Different people have different perceptions, opinions and

values. The varied perceptions clash with each other. This can lead to conflicts and
disagreements.
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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.
The argument should be well-communicated to the supervisor. The supervisor should be

made aware of the potential conflicts that might arise due to collaboration. A highly
experienced person, who needs minimal revision, should be assigned the task completely.
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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.
Voice Mail Message:
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
286
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
SUBJECT: Guidelines for an effective team presentation
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.
287
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 can be unethical due to the following reasons:
 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.
 Credibility of information such as genuineness, secondary data, and revised practices

is not examined by majority of the readers. This is often exploited by the
communicators. This practice defies general business ethics. The general public trusts
the media and presenting fake information is unethical.
 Press releases become unethical when news organizations quote any report that
includes name of a person, place, and organization without their consent.
 Releasing inaccurate or incomplete information is considered as fraud and subject to

civil or criminal penalties. However, these practices are prevailing and are going
unnoticed.
Following are the examples of unethical practices in video news release:
 It is unethical to take the speech or presentation out of context to edit it for video
news release.
 It is unethical when credit is not given to the owners of information, by disclosing

their labels in the video.
 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.
Back
288
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
2. File setup .........................................................................295

Steps to Change word dimensions from centimeters to inches ............................295
3. Degree Symbol………………………………………….297
Steps to Insert a degree symbol .............................................................................297
4. Final answer ...................................................................298

Steps to Box the final answers………………………………………………………………………298
5. Figure in MS Word .......................................................300

A. Steps to group the parts of a figure.............................................................. 300
B. Steps to Insert and grouping labels of the figure........................................... 302
6. Text inside the equations ..............................................306

A. Steps to type text in regular font inside the equation object ........................ 306
B. Steps to align the “=” signs in MathType ...................................................... 307
List of changes made over 9.3

1. Added more details under Section 1. Delimiter………………………………………….. Page no. 290
2. Bullet point added at the end of part B in section 1. Delimiter…………………… Page no. 293
3. Points B and C under Section 4 – Box the final answer have been removed.
4. Text given in top of the page 305 is modified……………………………………………...Page no. 305
289
1.Delimiters
Follow the steps below when you face problem while creating correct delimiter:
 Identify whether the current delimiter is correct or not.

o Put the cursor to the extreme left above the delimiter and click ‘Delete’ button
once. If it gets deleted then the delimiter is correct, else it is incorrect.
Incorrect delimiter causes uploading issues.
o Remove the existing delimiter by following the procedure given in section C.
Steps to remove delimiter.
 Now, follow the procedure given in 5th point under Section 4. Title given in general
guidelines to create correct delimiter.
Pictorial representation of the procedure to create delimiter:

A. Steps to insert a delimiter
290
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:
291
292
 Now, follow the procedure given in 5th point under Section 4. Title given in general
guidelines to create correct delimiter.
293
C. Steps to remove a delimiter
Choose any ONE of the options below:
Option 1
If Option 1 does not work, then you can choose Option 2.
Option 2
Back
294
2.File setup
Steps to change Word dimensions from centimeters to inches
Follow the steps below:
295
Back
296
3.Degree symbol
Steps to insert a 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.
Back
297
4.Final answer
Steps to box the final answer using MathType:
298
Note: Never use shapes or tables available in MS Word to box the final answer.
Back
299
5.Figures in MS Word
A. Steps to group the parts of a figure
Choose any ONE of the following options:
Option 1:
300
Option 2: Select all the parts (Ctrl+click), right click, and select the “Group” option
from the pop up menu.
301
B. Steps to insert and group labels of the figure
Insert labels:
302
303
304
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.
Now, group the labels and figure together by following step A:
Back
305
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.
306
3. Insert blank spaces within the text, typed in “Text” style.
B. Steps to align equations at “=” signs in MathType
1. Select all the equations by pressing “Ctrl + A.”
307
2. Now, click the “Format” tab and then select “Align at =” from the drop down
menu.
3. Equations will be aligned at “=” sign.
Back
308

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List of changes made over Version 9.3

3.3 Paper Size

3.5 Line Spacing

3.7 Font Settings

6.2 Do not insert a delimiter in the following three situations:

As mentioned in section 1, every step of a solution must contain one or more

The below screenshot illustrates the method to label the subpart of a

7.2.1 Every equation or mathematical expression in a solution, including those within

 Equation numbers should be typed within a pair of parentheses “( )” after six

 Align the equation numbers vertically.

 In general, resort to numbering of equations only when absolutely unavoidable.

8.1 General guidelines for diagrams, graphs, and tables

8.1.2 We encourage the creation of diagrams whenever possible. If a change/addition is

8.1.4 All diagrams, graphs, or tables must be created on a computer. Hand-drawn

Option 2: Drawing tools of MS Word

Properly Labeled Diagram

9.7 Formulas, units, and constants should be defined explicitly as needed.

9.10 Do not start any sentence with variables, numbers or equations.

10.1.1 Ensure that units are always regular (never italicized).

10.1.2 Always insert a space before the units.

10.1.3 Do not use “dot” where you have to use “mid-dot”.

We should strictly follow the same notations of the textbook for

10.2.1 Variables should be italicized everywhere – in sentences, equations, tables,

10.2.2 Parentheses: If the expression that should be put inside parentheses ( ) is

10.2.3 When referring to constants/laws, use proper names. For example,

10.2.4 Superscripts and subscripts generally should be easily distinguishable and

10.2.8 Avoid using to mean “therefore” and to mean “because”. Write

out the terms “therefore” and “because”.

Example 1: final answer which cannot be boxed:

Example 2: Numerical final answer as part of concluding sentence

It is wrong to use commas this way: 1,00,000 or 1,00,00,000.

11.2 Level of textbook

Hypothetical or fictitious data, names, or situations included in a question may be

Few of the most common type of solutions you may encounter.

13.1 Regular (including multi-part) problems

13.2 Conceptual questions

13.3 Multiple choice questions

13.6 Very Short Answer type

13.7 Lengthy solutions spanning more than one page

P1. Content: .................................................................................................. 37

i. Units Conversion: ....................................................................................................... 37

ii. Units Representation: ................................................................................................. 37

iii. Vector notation: .......................................................................................................... 38

i. Substitution in an equation: ...................................................................................... 38

C. Drawing diagrams: ..................................................................................................... 39

P2. Special points/ others: ............................................................................ 41

i. Significant figures/digits: ........................................................................................... 41

ii. Rules for rounding off the final/intermediate answer: ............................................ 41

Unit conversions should be explicit to avoid mistakes.

ii. Units Representation:

Use mid-dot instead of dot between units.

(Note the type of the dot used between N and m)

Example: A or A (follow either one according to textbook notation)

The following screenshot shows the correct representation of a vector variable in

The formula to find the shortest wavelength of the radiation is,

The formula to find the shortest wavelength of the radiation is,

Therefore, the shortest wavelength of radiation is 3.11102 nm .

The variables labeled in diagrams should be in italics.

In the above diagram, the variables are not in italics.

 Zeros between non-zeros are significant.

 Zeros to the right of a decimal point are significant.

 Zeros that “hold places” are not significant.

ii. Rules for Rounding off the final/intermediate answer: