Centre for Discrete Mathematics and Theoretical Computer Science Minimal Deterministic Inco
Pascal滑铁卢数学竞赛(Grade 9)-数学Mathematics-2013-试题 exam

1. The value of (4 + 44 + 444) ÷ 4 is
(A) 111
(B) 123
(C) 459
(D) 489
(E) 456
2. Jing purchased eight identical items. If the total cost was $26, then the cost per item, in dollars, was
7. Scoring: Each correct answer is worth 5 in Part A, 6 in Part B, and 8 in Part C. There is no penalty for an incorrect answer. Each unanswered question is worth 2, to a maximum of 10 unanswered questions.
Friday, February 22, 2013
(outside of North America and South America)
Time: 60 minutes Calculators are permitted Instructions
©2012 University of Waterloo
Mass of Jeff s Pet Atlantic Cod
20
Mass in kg
10
00
2
4
6
8
Age in Years
(A) 3
(B) 7
(C) 4
(D) 6
(E) 5
5. What is the value of 13 + 23 + 33 + 43?
2020C12

Candidate Number
Wednesday 20 May 2020
Morning (Time: 2 hours 30 minutes) Paper Reference WMA01/01
Mathematics
International Advanced Subsidiary/Advanced Level Core Mathematics C12
Advice
Read each question carefully before you start to answer it.
• Try to answer every question. • Check your answers if you have time at the end. •• If you change your mind about an answer, cross it out and put your new answer
• without working may not gain full credit. Inexact answers should be given to three significant figures unless otherwise stated.
Information
A booklet ‘Mathematical Formulae and Statistical Tables’ is provided.
and any working underneath.
Turn over
P65755A
©2020 Pearson Education Ltd.
1/1/1/1/
*P65755A0148*
Leave blank
Discrete Mathematics

7/1/2008 IUCEE: Discrete Mathematics 13
Goals
• Understanding boolean algebra • Connection with language
– Represent statements with logic
Afternoon
Afternoon
•
Friday, July 4, Topics
– Morning
• • Content Lecture (1.5 hrs) Algorithm implementation Lecture (1.5 hrs) Socially relevant computing Follow up and faculty presentations (1.5 hrs) Research Discussion (1.5 hrs)
–
Afternoon
• •
June 30, 2008
IUCEE: Welcome and Overview
5
Wednesday
• Each group:
– Design two classroom activities for your classes. Identify the pedagogical goals of the activity.
Logic
• Begin by motivating the entire course
– “Why this stuff is important”
• Formal systems used throughout computing • Propositional logic and predicate calculus • Boolean logic covered multiple time in curriculum • Relationship between logic and English is hard for the students
台湾交大离散数学

Pseudocode of Preorder Traversal
procedure preorder (T : ordered rooted tree) r = root of T list r for each child c of r from left to right begin T (c ) := subtree with c as its root preorder (T (c )) end
Discrete Mathematics Chapter 10 Trees §10.1 Introduction to Trees
m-Ary Trees
A root tree is called an m-ary tree if every internal vertex has no more than m children. The tree is called a full m-ary tree if every internal vertex has exactly m children. An m-ary tree with m = 2 is called a binary tree. An ordered rooted tree is a rooted tree where the children of each internal vertex are ordered. Ordered rooted trees are drawn so that the children of each internal vertex are shown in order from left to right. In an ordered binary tree (usually called just a binary tree), if an internal vertex has two children, the …rst child is called the left child and the second child is called the right child. The tree rooted at the left child (or right child, resp.) of a vertex is called the left subtree (or right subtree, resp.) of this vertex.
中山大学计算机学院离散数学基础教学大纲(2019)

中山大学本科教学大纲Undergraduate Course Syllabus学院(系):数据科学与计算机学院School (Department):School of Data and Computer Science课程名称:离散数学基础Course Title:Discrete Mathematics二〇二〇年离散数学教学大纲Course Syllabus: Discreate Mathematics(编写日期:2020 年12 月)(Date: 19/12/2020)一、课程基本说明I. Basic Information二、课程基本内容 II. Course Content(一)课程内容i. Course Content1、逻辑与证明(22学时) Logic and Proofs (22 hours)1.1 命题逻辑的语法和语义(4学时) Propositional Logic (4 hours)命题的概念、命题逻辑联结词和复合命题,命题的真值表和命题运算的优先级,自然语言命题的符号化Propositional Logic, logic operators (negation, conjunction, disjunction, implication, bicondition), compound propositions, truth table, translating sentences into logic expressions1.2 命题公式等值演算(2学时) Logical Equivalences (2 hours)命题之间的关系、逻辑等值和逻辑蕴含,基本等值式,等值演算Logical equivalence, basic laws of logical equivalences, constructing new logical equivalences1.3 命题逻辑的推理理论(2学时)论断模式,论断的有效性及其证明,推理规则,命题逻辑中的基本推理规则(假言推理、假言易位、假言三段论、析取三段论、附加律、化简律、合取律),构造推理有效性的形式证明方法Argument forms, validity of arguments, inference rules, formal proofs1.4 谓词逻辑的语法和语义 (4学时) Predicates and Quantifiers (4 hours)命题逻辑的局限,个体与谓词、量词、全程量词与存在量词,自由变量与约束变量,谓词公式的真值,带量词的自然语言命题的符号化Limitations of propositional logic, individuals and predicates, quantifiers, the universal quantification and conjunction, the existential quantification and disjunction, free variables and bound variables, logic equivalences involving quantifiers, translating sentences into quantified expressions.1.4 谓词公式等值演算(2学时) Nested Quantifiers (2 hours)谓词公式之间的逻辑蕴含与逻辑等值,带嵌套量词的自然语言命题的符号化,嵌套量词与逻辑等值Understanding statements involving nested quantifiers, the order of quantifiers, translating sentences into logical expressions involving nested quantifiers, logical equivalences involving nested quantifiers.1.5谓词逻辑的推理规则和有效推理(4学时) Rules of Inference (4 hours)证明的基本含和证明的形式结构,带量词公式的推理规则(全程量词实例化、全程量词一般化、存在量词实例化、存在量词一般化),证明的构造Arguments, argument forms, validity of arguments, rules of inference for propositional logic (modus ponens, modus tollens, hypothetical syllogism, disjunctive syllogism, addition, simplication, conjunction), using rules of inference to build arguments, rules of inference for quantified statements (universal instantiation, universal generalization, existential instantiation, existential generalization)1.6 数学证明简介(2学时) Introduction to Proofs (2 hours)数学证明的相关术语、直接证明、通过逆反命题证明、反证法、证明中常见的错误Terminology of proofs, direct proofs, proof by contraposition, proof by contradiction, mistakes in proofs1.7 数学证明方法与策略初步(2学时) Proof Methods and Strategy (2 hours)穷举法、分情况证明、存在命题的证明、证明策略(前向与后向推理)Exhaustive proof, proof by cases, existence proofs, proof strategies (forward and backward reasoning)2、集合、函数和关系(18学时)Sets, Functions and Relations(18 hours)2.1 集合及其运算(3学时) Sets (3 hours)集合与元素、集合的表示、集合相等、文氏图、子集、幂集、笛卡尔积Set and its elements, set representations, set identities, Venn diagrams, subsets, power sets, Cartesian products.集合基本运算(并、交、补)、广义并与广义交、集合基本恒等式Unions, intersections, differences, complements, generalized unions and intersections, basic laws for set identities.2.2函数(3学时) Functions (3 hours)函数的定义、域和共域、像和原像、函数相等、单函数与满函数、函数逆与函数复合、函数图像Functions, domains and codomains, images and pre-images, function identity, one-to-one and onto functions, inverse functions and compositions of functions.2.3. 集合的基数(1学时)集合等势、有穷集、无穷集、可数集和不可数集Set equinumerous, finite set, infinite set, countable set, uncountable set.2.4 集合的归纳定义、归纳法和递归(3学时)Inductive sets, inductions and recursions (3 hours)自然数的归纳定义,自然数上的归纳法和递归函数;数学归纳法(第一数学归纳法)及应用举例、强归纳法(第二数学归纳法)及应用举例;集合一般归纳定义模式、结构归纳法和递归函数。
台湾交大离散数学1

The Negation Operator
The unary negation operator ":" (NOT) transforms a prop. into its logical negation.
For example, if p = “I have brown hair.”, then :p = “I do not have brown hair.”.
Predicates Quanti…ed predicate expressions Equivalences & derivations
Discrete Mathematics Foundations of Logic §1.1 Propositional Logic
§1.1 Propositional Logic
^ pn of n propositions
: and ^ operations together are su¢ cient to express any Boolean truth table with only 1 True value.
Discrete Mathematics Foundations of Logic §1.1 Propositional Logic
Some Popular Boolean Operators
Formal Name Negation operator Conjunction operator Disjunction operator Exclusive-OR operator Implication operator Biconditional operator
Discrete Mathematics Foundations of Logic §1.1 Propositional Logic
21世纪学习中心:Do The Math与21st Century Community Learni

Do The MathAligns to 21stCentury CommunityLearning Centers CriteriaScholastic EducationPage 1 of 8The purpose of the 21st Century Community Learning Centers (21st CCLC) program is to create community learning center s that provide academic enrichment opportunities for children, particularly students who attend high-poverty and low-performing schools, to meet State andlocal student standards in core academic subjects, to offer students a broad array of enrichment activities that can complement their regular academic programs, and to offer literacy and othereducational services to the families of participating children. The following chart details how Do The Math can support the development of a 21st CCLC program. The criteria are drawn from the federal 21st Century Community Learning Centers Non-Regulatory Guidance .Key Criteria for 21stCCLC ProgramsDo The Math1. Activities that provide remedialeducation and academicenrichment to improve academic achievementFocusing on numbers and operations—the cornerstone of elementary math education—Do The Math helps students in grades 2-8 build a solid foundation in computation, number sense, and problem solving for immediate and long-term learning. The program addresses the diverse needs of all students. Incorporating research-based instructional strategies to specifically meet the needs of students who struggle with math, the program helps students to gain necessary conceptual understanding of addition, subtraction, multiplication, division, and fractions.Do The Math consists of 12 modules that target addition and subtraction, multiplication, division, and fractions. Each module includes a series of thirty, 30-minute step-by-step lessons. The proven instructional strategies include:Well organized, manageable lessons that help studentsbuild a solid foundation of understandingExplicit, intentional instruction based on teaching forunderstandingMultiple strategies used for developing concepts andskillsFour-phase pedagogy built on gradual release thatprepares students for individual successStudent interaction that deepens the connectionsstudents make to the skills and strategiesMotivating practice that provides students theopportunity to strengthen and extend their learningVocabulary instruction that helps students developeffective communication and understanding about mathOngoing assessment that allows teachers todifferentiate instruction21st CCLC Programs2. Activities for limited Englishproficient students thatemphasize language skills andacademic achievement Do The Math is an intervention program for Grades 2-8 that can be used with any core math curriculum. The program is intended to help struggling students catch up and keep up with grade-level math skills and standards by helping students develop number sense, computation, and problem solving skills. The twelve modules target Addition & Subtraction, Multiplication, Division, and Fractions.English-Language LearnersDo the Math is designed to grant maximum access and success for English-Language Learners, with an emphasis on language development, the incorporation of visual representations and directions, and consistency across all instructional routines.The four-phase gradual release model prepares students for individual success and ensures that they are prepared to complete their work independently.Routines are will established so English-Language Learners can focus on the content and not the process of the assignment.Numerous structured opportunities for students to engage in meaningful conversations about math are embedded throughout the program to support intentional vocabulary and language development, while increasing access to content. Working in pairs allows for English-Language Learners to speak in their first language in order to understand the task at hand before practicing articulating their solution in English when they share with the larger group.“Built-in-Differentiation” notes on each planner page summarize for teachers some of the important key practices use din each lesson that support English-Language Learners.Visual tools, such as visual representations of mathematical concepts, visual directions in the student WorkSpace, visual representations of manipulatives, and the visual connections to mathematics in children’s literature all support students who second language is English.Math vocabulary is explicitly taught using a consistent routine. Every lesson includes a sidebar that highlights the key math and academic vocabulary used in each lesson along with the Spanish translation of each word or phrase. Language Development boxes provide further explanation and additional support.21st CCLC Programs3. Activities involvingtelecommunications andtechnology education programs The Do The Math Interactive Whiteboard Tools provide all the demonstration tools and WorkSpace pages that teachers need to teach the lesson in the program. The easy-to-use tools work on all interactive whiteboards and are designed to use with large groups of students or with the whole class. Students can easily view the Do The Math Interactive Whiteboard Tools no matter where they are sitting in the classroom. While the tools do not replace the hands-on manipulatives, teachers can use them in a similar way on a whiteboard.4. Activities to promote parentalinvolvement and family literacy Do The Math offers a Community Newsletter, available in English and Spanish that is sent home after every fifth lesson. Through this ongoing communication, parents are informed of the topics and concepts that have been presented in the classroom. The newsletter also includes suggested activities and practice games for students to try at home. In addition, teachers can share WorkSpace pages and assessment results with parents.5. Programs that provide assistanceto students who have been truant,suspended, or expelled to allowthe students to improve theiracademic achievement In Do The Math explicit instruction utilizes scaffolded content and is designed to support students’ learning as they see visual models, connect those models and concepts to their mathematical representations, and while they learn appropriate mathematical and academic language. Do The Math lessons engage students with concepts and skills using concrete manipulative materials, games that reinforce and provide practice, selected children’s literature that provides a context for mathematical concepts and skills, and visual representations to help students represent their thinking.21st CCLC Programs6. Programs and activities thatfollow principles of effectivenessby being based on:Assessment of objective data regarding need for before-and after-school programs Established set ofperformance measures aimedat ensuring the availability ofhigh-quality academicenrichment opportunities If appropriate, scientificallybased research that providesevidence that the program oractivity will help studentsmeet state and localachievement standards The most recent National Assessment of Education Progress (NAEP) data indicates that two-thirds of students are scoring at or below basic as measured by the NAEP Mathematics test. Furthermore, the gap in performance between AYP subgroups continues and in some grade levels widens significantly. Do The Math is a research-based math intervention program designed to support students who are struggling with elementary arithmetic. The program was developed to address the growing national concern regarding mathematics performance as evidenced by the NAEP results.The National Mathematics Advisory Panel’s Final Report (2008) states that to “prepare students for algebra, the curriculum must simultaneously develop conceptual understanding, computational fluency, and problem-solving skills.” With a focus on Number and Operations, the cornerstone of elementary Math education and a critical foundation of Algebra, Do The Math supports students in building a strong foundation in computation, number sense, and problem solving. Do The Math is based on these eight proven instructional strategies—scaffolded content, explicit instruction, multiple strategies, gradual release, student interaction, meaningful practice, systematic vocabulary and language development, and effective assessment and differentiation.Do The Math—Arithmetic Intervention by Marilyn Burns,A Summary of the Research provides specificinformation regarding the research foundation for the program.Do The Math includes processes and materials that scientifically-based research has shown to be effective in increasing academic achievement. The program, which reflects National Council of Mathematics (NCTM) standards, teaches essential Numbers and Operations math skills that integrate with a core math curriculum. Step-by-step lessons help students develop understanding, learn skills, see relationships, and make connections. Students develop the skills they need to compute with accuracy and efficiency, the number sense they need to reason, and the ability to apply their skills and reasoning to solve problems. Learning experiences link concepts and skills to their mathematical representations and language.(Continued)21st CCLC ProgramsPrograms and activities that follow principles of effectiveness Continued A four-phase pedagogy built on gradual release prepares students for individual success.1. Phase One—The teacher models and records themathematical representation on the board.2. Phase Two—The teacher models again, now elicitingresponses from students, and again records on theboard.3. Phase Three—Students work in pairs to do themathematics and then the teacher, once again, recordson the board.4. Phase Four—Students work independently, monitoredand supported by the teacher.Multiple strategies for developing concepts and skills support student learning. Lessons engage students with each concept and skill in several ways, deepening their mathematics knowledge. Manipulative materials provide students concrete experiences with abstract ideas. Games offer engaging situations where mathematical understandings and skills are reinforced. Children’s literature provides a springboard for instruction. Contexts make abstract mathematical ideas accessible.7. The eligible entity has experienceor promise of success in providingeducational and related activitiesthat will complement and enhancethe academic performance,achievement, and positive youthdevelopment of the students. Do The Math was developed in collaboration with schools across the country and represents Marilyn Burns’ and her professional development company’s, Math Solutions, life work regarding the tools teachers need to be effective and the foundation in math that students need to be successful. From 2005 to 2006, Marilyn and a team of Math Solutions Master Classroom Teachers spent over two years drafting, testing, debating, and refining the lessons in the program within classrooms across the country. In 2007-2008, Scholastic published Do The Math and entered into several partnerships with large districts to document the efficacy of the program.Over the course of the spring of 2008 (from January 30th-June 15th), research was conducted on the implementation and impact of Do The Math in six schools in New York City. Scholastic partnered with the New York City Department of Education (NY DOE) to select schools where the city’s diverse student population would be represented and where the program could be implemented with fidelity. Half were general education elementary schools, and half were within District 75 schools, a district that serves students with special needs. In whole class or small groups, students were instructed using one or two of the Do The Math multiplication modules.(Continued21st CCLC ProgramsThe eligible entity has experience or promise of success in providing educational and related activities that will complement and enhance the academic performance, achievement, and positive youth development of the students.Continued) The Do The Math research study reveals positive results for students who struggle with elementary math, as well as for the schools and teachers that are working with them. The four-month-long study showed that diverse populations of students in grades three through six who received instruction in one of the Multiplication modules (either A or B), including students with special needs, English-Language Learners, and General Elementary school students identified as at-risk, made statistically significant gains on the program’s End-of-Module Assessment, and acquired the key math vocabulary presented in the program. In addition, it showed that students’ confidence in themselves as math learners improved from the time when they began the program until they finished it.The Do The Math—Math Intervention in New York City Schools Impact Study is available upon request.8. To sustain a quality program, staffdelivering academic support andenrichment services should beprovided ongoing training andlearning opportunities. Do the Math offers a variety of professional development solutions:Do The Math Implementation TrainingThis half-day training helps teachers to successfully get started using the program in their classrooms. They will learn how to effectively use the program, including:Navigating the program materials and exploring how they address current issues in math interventionExperiencing the pace of a Do The Math module with tips for implementing instructional strategiesAssessing student progress and learning how to differentiate instructionReviewing ongoing math professional development opportunitiesEmbedded Professional DevelopmentThe Teacher Guide provided for each module of the program provides step-by-step teaching instructions, clear models, modified scripting, and guidance for monitoring student progress. Supporting Instruction, Language Development, and Mathematical Background boxes at point-of-use provide professional information that helps prevent learning, and well as teaching stumbling blocks.21st CCLC Programs9. Academic activities are alignedwith the school’s curriculum in thecore subject areas. Do The Math focuses on the most essential topics in Number and Operations, all of which are sequenced, paced appropriately, and presented in ways that are accessible for struggling students. Unlike most textbooks, which cover a broad range of topics and treat all equally, Do The Math focuses on core concepts and skills that are essential to long-term success. Do The Math consists of twelve modules that cover addition, subtraction, multiplication, division, and fractions. Students receive instruction in the topic that aligns to their grade level, their performance, or the goals of their Individualized Education Plans (IEPs).10. Program was developed and willbe carried out in activecollaboration with the schools thestudents attend. Do The Math provides various opportunities for teachers to collect and use data to inform and target their instruction in order to meet all of their students’ diverse needs. Teachers record students’ progress monitoring results on a copy of the Objectives Tracker found at the back of each module’s Teacher Guide. The tracker is provided so that teachers may document students’ progress at meeting each module objective by recording the date when the student consistently performed the objective with accuracy. Students complete a Beginning-of-Module Assessment as a pre-module snapshot of what they know. Upon completion of the module, administering the End-of-Module Assessment provides the teacher with documentation for mathematical growth in skill and understanding demonstrated by each student.11. The program includes a plan forhow the community learningcenter will continue after fundingunder this part ends. Do The Math can be integrated with funds from state, local, and other sources. The federal funding programs for which it qualifies include:Title IA—Improving Basic ProgramsTitle IA—Supplemental Educational ServicesTitle III—English Language Acquisition21st Century Community Learning CentersIDEA, Part BIDEA, Response to Intervention12. The program or activity shallundergo a periodic evaluation toassess its progress towardachieving its goal of providinghigh-quality opportunities foracademic enrichment. Do the Math has a Beginning-of-Module Assessment for each of its twelve modules. The Beginning-of-Module Assessment, administered prior to instruction, is given to students that the teacher has identified as needing instruction on that particular topic. The assessment will reveal what students know in regard to the topic content for that module. The first few questions on the assessment will inform whether the student has the prerequisite skills for that module. If not, the student will need additional support before beginning that module.(Continued)21st CCLC ProgramsThe program or activity shall undergo a periodic evaluation to assess its progress toward achieving its goal of providing high-quality opportunities for academic enrichment.Continued Additional support may mean moving the student into another module. Each module also includes an End-of-Module Assessment with questions similar to the Beginning-of-Module Assessment so that the teacher can measure student growth.Do the Math also includes several periodic assessments that check student progress and help teachers adjust instruction accordingly. Progress monitoring in the form ofa written formative assessment occurs after every fifth lesson so teachers can quickly identify and provide immediate support. During every fifth lesson, students independently complete a written assessment which mirrors what they have been working on in the previous four lessons. Teachers then use the results to select and implement the suggestions for differentiation included in the program and make decisions about targeting instruction according to each student’s needs.Formative Assessment through daily observations is built into the program so students receive the proper attention and differentiation required to enable them to develop conceptual understanding and skills successfully. Supporting instruction boxes appear frequently to highlight opportunities for teachers to observe student understanding and provide additional support.。
2014CIMC滑铁卢国际加拿大数学竞赛

Canadian Intermediate Mathematics Contest NOTE:1.Please read the instructions on the front cover of this booklet.2.Write solutions in the answer booklet provided.3.It is expected that all calculations and answers will be expressed as exact numbers such as 4π,2+√7,etc.,rather than as 12.566...or4.646....4.While calculators may be used for numerical calculations,other mathematical steps must be shown and justified in your written solutions and specific marks may be allocated for these steps.For example,while your calculator might be able to find the x -intercepts of the graph of an equation like y =x 3−x ,you should show the algebraic steps that you used to find these numbers,rather than simply writing these numbers down.5.Diagrams are not drawn to scale.They are intended as aids only.6.No student may write both the Canadian Senior Mathematics Contest and the Canadian Intermediate Mathematics Contest in the same year.PART AFor each question in Part A,full marks will be given for a correct answer which is placed in the box.Part marks will be awarded only if relevant work is shown in the space provided in the answer booklet.1.There are 200people at the beach,and 65%of these people are children.If 40%of the children are swimming,how many children are swimming?2.If x +2y =14and y =3,what is the value of 2x +3y ?3.In the diagram,ABCD is a rectangle with points Pand Q on AD so that AB =AP =P Q =QD .Also,point R is on DC with DR =RC .If BC =24,whatis the area of P QR ?A B CD P Q R 4.At a given time,the depth of snow in Kingston is 12.1cm and the depth of snow in Hamilton is 18.6cm.Over the next thirteen hours,it snows at a constant rate of2.6cm per hour in Kingston and at a constant rate of x cm per hour in Hamilton.At the end of these thirteen hours,the depth of snow in Kingston is the same as the depth of snow in Hamilton.What is the value of x ?5.Scott stacks golfballs to make a pyramid.The first layer,or base,of the pyramid is a square of golfballs and rests on a flat table.Each golfball,above the first layer,rests in a pocket formed by four golfballs in the layer below (as shown in Figure 1).Each layer,including the first layer,is completely filled.For example,golfballs can be stacked into a pyramid with 3levels,as shown in Figure 2.The four triangular faces of the pyramid in Figure 2include a total of exactly 13different golfballs.Scott makes a pyramid in which the four triangular faces include a total of exactly 145different golfballs.How many layers does this pyramid have?Figure 1Figure 26.A positive integer is a prime number if it is greater than1and has no positive divisorsother than1and itself.For example,the number5is a prime number because its only two positive divisors are1and5.The integer43797satisfies the following conditions:•each pair of neighbouring digits(read from left to right)forms a two-digit primenumber,and•all of the prime numbers formed by these pairs are different,because43,37,79,and97are all different prime numbers.There are many integers with more thanfive digits that satisfy both of these conditions.What is the largest positive integer that satisfies both of these conditions?PART BFor each question in Part B,your solution must be well organized and contain words of explanation or justification.Marks are awarded for completeness,clarity,and style of presentation.A correct solution,poorly presented,will not earn full marks.1.(a)Determine the average of the six integers22,23,23,25,26,31.(b)The average of the three numbers y+7,2y−9,8y+6is27.What is the valueof y?(c)Four positive integers,not necessarily different and each less than100,have anaverage of94.Determine,with explanation,the minimum possible value forone of these integers.2.(a)In the diagram, P QR is right-angled at R.If P Q=25and RQ=24,determine the perimeterand area of P QR.PQR(b)In the diagram, ABC is right-angled at C withAB=c,AC=b,and BC=a.Also, ABC has perimeter144and area504.Determine all possible values of c.(You may use the facts that,for any numbers x and y, (x+y)2=x2+2xy+y2and(x−y)2=x2−2xy+y2.)AB C ab cCanadian Intermediate Mathematics Contest(English)20143.Vicky starts with a list(a,b,c,d)of four digits.Each digit is0,1,2,or3.Vickyenters the list into a machine to produce a new list(w,x,y,z).In the new list,w is the number of0s in the original list,while x,y and z are the numbers of1s,2s and3s,respectively,in the original list.For example,if Vicky enters(1,3,0,1),the machine produces(1,2,0,1).(a)What does the machine produce when Vicky enters(2,3,3,0)?(b)Vicky enters(a,b,c,d)and the machine produces the identical list(a,b,c,d).Determine all possible values of b+2c+3d.(c)Determine all possible lists(a,b,c,d)with the property that when Vicky enters(a,b,c,d),the machine produces the identical list(a,b,c,d).(d)Vicky buys a new machine into which she can enter a list of ten digits.Eachdigit is0,1,2,3,4,5,6,7,8,or9.The machine produces a new list whoseentries are,in order,the numbers of0s,1s,2s,3s,4s,5s,6s,7s,8s,and9s inthe original list.Determine all possible lists,L,of ten digits with the propertythat when Vicky enters L,the machine produces the identical list L.。
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Abstract: We construct a minimal automaton for an output-incomplete Moore automa-
ton. The approach is motivated by physical interpretation of seeing deterministic nite automata as models for elementary particles. When compared to some classical methods our minimal automaton is unique up to an isomorphism and preserves also the unde ned or unspeci ed behaviour of the original automaton. Key Words: Minimality, incomplete automata Category: F.1.1
2 Minimality
If S is a nite set, then jS j denotes the cardinality of S . A partial function f : A ! B is a function de ned for some elements from A. In case f is not de ned on a 2 A we write f (a) = 1. Let D(f ) = fa 2 A j f (a) 6= 1g denote the domain of f . If D(f ) = A, we say that f is total. Two partial functions f and g are equal, f = g, if D(f ) = D(g) and f (a) = g(a), for every a 2 D(f ). If is a nite set, called alphabet, then stands for the set of all nite words over and the empty word, denoted by . By w+ we mean all nonempty powers wi of the word w 2 whereas w includes also w0 , the empty word. The length of a word w is denoted by jwj. For further details, see Hopcroft and Ullman [9]. A deterministic ( nite) Moore automaton over the alphabets (input symbols) and O (output symbols) is a system A = (SA ; A ; FA ), where SA is the ( nite and nonempty) set of states, A is the transition table, from SA to the set of states SA, and FA is the output mapping from the set of states SA into the output alphabet O. If both the transition table and the output mapping are total then the corresponding automaton is said to be complete. If they are partial we can distinguish two types of incompleteness. We say that A is input-incomplete if the transition mapping A is partial and output-incomplete if the output mapping FA is partial. If in the rst case there is no transition from a state p labelled by a, we write A (p; a) = 1, and if in the second case the output of the state p is not speci ed, we write FA (p) =
1 Introduction
In recent years theoretical physics has found nite deterministic automata as alternative, discrete models for particle behaviour, see [6, 8, 12, 15, 13, 4, 14]. Incomplete automata seem to capture the natural behaviour of particles even better. Incomplete automata have also turned out to be interesting from the point of view of dynamical systems, giving the possibility to extend the notion of computational complementarity of discrete models to so c shifts, see Calude and Lipponen [2]. Several authors, such as Ginsburg [7] and Mikolajczak [10] (for an extensive list of references, see Reusch and Merzenich [11]), have tackled the problem of nding minimal realizations for incomplete Moore or Mealy automata. Solutions to this problem depend on the precise de nition of minimal realization. If the purpose is to nd an automaton which produces the same outputs for the given input sequences, then instead of obtaining one minimal automaton, the method usually induces a family of automata each of which represents the original one. Our approach is to nd a minimal automaton which has the same behaviour compared to the original one. By the same behaviour we mean that also the unde ned or unspeci ed behaviour { which plays a crucial part in quantum physics { is preserved, not only the responses. This guarantees that minimization loses as little information of the original
CDMTCS Research Report Series Minimal Deterministena Calude Marjo Lipponen
Department of Computer Science University of Auckland Auckland, New Zealand
CDMTCS-060 October 1997
Centre for Discrete Mathematics and Theoretical Computer Science
Minimal Deterministic Incomplete Automata
Elena Calude Department of Computer Science, The University of Auckland, Private Bag 92109, Auckland, New Zealand Email: elena@ Marjo Lipponen Department of Computer Science, The University of Auckland, Private Bag 92109, Auckland, New Zealand Email: marjo@.
On leave from the Department of Mathematics, University of Turku, Finland.
1
automaton as possible. Another important factor is to consider the total responses, the outputs produced by all the states visited in the complete computation of the input instead of only the nal responses, the outputs of the nal states. In Calude and Lipponen [3] we considered Moore automata that are input-incomplete but output-complete, meaning that all the states in the automaton emit an output but for some pairs of states and inputs the transition to the next state is unde ned. We proved that the factor automaton M (A) (with respect to the equivalence relation between the states) simulates the original automaton A, i.e., produces the same outputs for the same input sequences and nothing more. This automaton was showed to be minimal, that is, to have the least number of states among all the automata that simulate A, and to be unique up to an isomorphism. Furthermore, M (A) is natural from the point of view of dynamical systems [2] since it generates exactly the same so c shifts as A. In Section 2 we will extend our results to output-incomplete Moore automata. It turns out that, in contrast to the classical models, our model is a natural extension from that of the complete automata (where all the transitions and outputs are de ned). So the minimal complete automaton (as well as the minimal output-complete automaton) is obtained by exactly the same method. Section 3 compares our method to one of the recent models by Mikolajczak [10], by means of an example. We explain why the classical minimal model does not satisfy the properties we set to the minimal automata though it usually has less states and is clearly optimal in another context.