Decision Mathematics D1

Similar documents
Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Task Types. Duration, Work and Units Prepared by

The Evolution of Random Phenomena

M55205-Mastering Microsoft Project 2016

Mathematics (JUN14MS0401) General Certificate of Education Advanced Level Examination June Unit Statistics TOTAL.

Information for Private Candidates

Functional Skills Mathematics Level 2 sample assessment

Characteristics of Functions

Radius STEM Readiness TM

Measurement. When Smaller Is Better. Activity:

OCR LEVEL 3 CAMBRIDGE TECHNICAL

University of Groningen. Systemen, planning, netwerken Bosman, Aart

TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system

Edexcel Gcse Maths 2013 Nov Resit

Mathematics subject curriculum

Functional Maths Skills Check E3/L x

Tuesday 13 May 2014 Afternoon

Dublin City Schools Mathematics Graded Course of Study GRADE 4

Given a directed graph G =(N A), where N is a set of m nodes and A. destination node, implying a direction for ow to follow. Arcs have limitations

Contents. Foreword... 5

Measurement. Time. Teaching for mastery in primary maths

Mathematics process categories

Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts

Arizona s College and Career Ready Standards Mathematics

Grade 6: Correlated to AGS Basic Math Skills

GACE Computer Science Assessment Test at a Glance

Edexcel GCSE. Statistics 1389 Paper 1H. June Mark Scheme. Statistics Edexcel GCSE

Business. Pearson BTEC Level 1 Introductory in. Specification

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5

Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER

Standard 1: Number and Computation

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

Answer Key For The California Mathematics Standards Grade 1

CHEM 101 General Descriptive Chemistry I

Statewide Framework Document for:

Mathematics Success Level E

TabletClass Math Geometry Course Guidebook

TOPIC VN7 PAINTING AND DECORATING

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

English Language Arts Summative Assessment

Math Grade 3 Assessment Anchors and Eligible Content

Cal s Dinner Card Deals

Notetaking Directions

Honors Mathematics. Introduction and Definition of Honors Mathematics

Assessment Strategies Sight Word Assessments Running Records Daily Work Anecdotal Notes

GCSE Mathematics B (Linear) Mark Scheme for November Component J567/04: Mathematics Paper 4 (Higher) General Certificate of Secondary Education

Practical Learning Tools (Communication Tools for the Trainer)

Ohio s Learning Standards-Clear Learning Targets

Reducing Abstraction When Learning Graph Theory

Multimedia Application Effective Support of Education

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Missouri Mathematics Grade-Level Expectations

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Unit 7 Data analysis and design

EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures

St. Martin s Marking and Feedback Policy

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math

International Advanced level examinations

Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011

Spinners at the School Carnival (Unequal Sections)

Functional Skills Mathematics Level 2 assessment

Extending Place Value with Whole Numbers to 1,000,000

OCR for Arabic using SIFT Descriptors With Online Failure Prediction

HOLMER GREEN SENIOR SCHOOL CURRICULUM INFORMATION

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C

Florida Mathematics Standards for Geometry Honors (CPalms # )

Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS. September 2017 Version 1.7

Relating Math to the Real World: A Study of Platonic Solids and Tessellations

Parent Information Booklet P.5.

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Syntax Parsing 1. Grammars and parsing 2. Top-down and bottom-up parsing 3. Chart parsers 4. Bottom-up chart parsing 5. The Earley Algorithm

Instructor: Matthew Wickes Kilgore Office: ES 310

Case study Norway case 1

Stacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes

Typefaces and Letter Forms

ESSENTIAL SKILLS PROFILE BINGO CALLER/CHECKER

ASSESSMENT OVERVIEW Student Packets and Teacher Guide. Grades 6, 7, 8

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

EDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability

Word Segmentation of Off-line Handwritten Documents

Polish (JUN ) General Certificate of Secondary Education June 2014

Texts and Materials: Traditions and Encounters, AP Edition. Bentley, Ziegler. McGraw Hill, $ Replacement Cost

Level 6. Higher Education Funding Council for England (HEFCE) Fee for 2017/18 is 9,250*

Learning Microsoft Office Excel

The following shows how place value and money are related. ones tenths hundredths thousandths

36TITE 140. Course Description:

EVERY YEAR Businesses generate 300,000 tons of waste 90% is USABLE

Unit 2. A whole-school approach to numeracy across the curriculum

Visit us at:

Assessment Requirements: November 2017 Grade 5

Title: George and Sam Save for a Present By: Lesson Study Group 2

Focused on Understanding and Fluency

2015 High School Results: Summary Data (Part I)

Introduction to Communication Essentials

Decision Analysis. Decision-Making Problem. Decision Analysis. Part 1 Decision Analysis and Decision Tables. Decision Analysis, Part 1

The Good Judgment Project: A large scale test of different methods of combining expert predictions

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS

End-of-Module Assessment Task

Transcription:

Pearson Edexcel International Advanced Level Decision Mathematics D1 Advanced/Advanced Subsidiary Tuesday 20 January 2015 Morning Time: 1 hour 30 minutes Paper Reference WDM01/01 You must have: D1 Answer Book Candidates may use any calculator allowed by the regulations of the Joint Council for Qualifications. Calculators must not have the facility for symbolic algebra manipulation, differentiation and integration, or have retrievable mathematical formulae stored in them. Instructions Use black ink or ball-point pen. If pencil is used for diagrams/sketches/graphs it must be dark (HB or B). Coloured pencils and highlighter pens must not be used. Fill in the boxes on the top of the answer book with your name, centre number and candidate number. Answer all questions and ensure that your answers to parts of questions are clearly labelled. Answer the questions in the D1 answer book provided there may be more space than you need. You should show sufficient working to make your methods clear. Answers without working may not gain full credit. When a calculator is used, the answer should be given to an appropriate degree of accuracy. Do not return the question paper with the answer book. Information The total mark for this paper is 75. The marks for each question are shown in brackets use this as a guide as to how much time to spend on each question. 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. P5059A 2015 Pearson Education Ltd. 5/5/1/1/1/ *P5059A* Turn over

Write your answers in the D1 answer book for this paper. 1. A B C D E F G H A - 9 8 13 17 11 12 10 B 9-11 21 15 2 13 7 C 8 11-20 23 17 17 15 D 13 21 20-15 28 11 18 E 17 15 23 15-31 23 30 F 11 2 17 28 31-13 15 G 12 13 17 11 23 13-23 H 10 7 15 18 30 15 23 - The table represents a network that shows the time taken, in minutes, to travel by car between eight villages, A, B, C, D, E, F, G and H. (a) Use Prim s algorithm, starting at A, to find a minimum spanning tree for this network. You must list the arcs that form your tree in the order in which you select them. (b) Draw your minimum spanning tree using the vertices given in Diagram 1 in the answer book and state the weight of the tree. (c) State whether your minimum spanning tree is unique. Justify your answer. (Total 6 marks) P5059A 2

2. A 1 B 2 C 3 D E 5 F 6 A 1 B 2 C 3 D E 5 F 6 Figure 1 Figure 2 Figure 1 shows the possible allocations of six workers, Amrit (A), Bernard (B), Cameron (C), David (D), Emily (E) and Francis (F), to six tasks, 1, 2, 3,, 5 and 6 (a) Explain why it is not possible to find a complete matching. Figure 2 shows an initial matching. Starting from this initial matching, (b) find the two alternating paths that start at C. (c) List the two improved matchings generated by using the two alternating paths found in (b). After training, task 5 is added to Bernard s possible allocation. Starting from either of the two improved matchings found in (c), (d) use the maximum matching algorithm to obtain a complete matching. You must list the additional alternating path that you use, and state the complete matching. (Total 8 marks) P5059A 3 Turn over

3. 1.1 0.7 1.9 0.9 2.1 0.2 2.3 0. 0.5 1.7 (a) Use the first-fit bin packing algorithm to determine how the numbers listed above can be packed into bins of size 3 The list is to be sorted into descending order. (b) (i) Starting at the left-hand end of the list, perform one pass through the list using a bubble sort. Write down the list that results at the end of your first pass. (ii) Write down the number of comparisons and the number of swaps performed during your first pass. () After a second pass using this bubble sort, the updated list is 1.9 1.1 2.1 0.9 2.3 0.7 0.5 1.7 0. 0.2 (c) Use a quick sort on this updated list to obtain the fully sorted list. You must make your pivots clear. () (d) Apply the first-fit decreasing bin packing algorithm to your fully sorted list to pack the numbers into bins of size 3 (Total 1 marks) P5059A

. B E 7 A 3 5 8 C 7 10 F 8 13 10 J D 9 H G Figure 3 [The total weight of the network is 100] Figure 3 represents a network of pipes in a building. The number on each arc represents the length, in metres, of the corresponding pipe. (a) Use Dijkstra s algorithm to find the shortest path from A to J. State your path and its length. (6) On a particular day Kim needs to check each pipe. A route of minimum length, which traverses each pipe at least once and starts and finishes at A, needs to be found. (b) Use an appropriate algorithm to find the arcs that will need to be traversed twice. You must make your method and working clear. (5) (c) Write down a possible route, giving its length. All the pipes directly attached to B are removed. Kim needs to check all the remaining pipes and may now start at any vertex and finish at any vertex. A route is required that excludes all those pipes directly attached to B. (d) State all possible combinations of starting and finishing points so that the length of Kim s route is minimised. State the length of Kim s route. (Total 16 marks) P5059A 5 Turn over

5. Activity Immediately preceding activities A - B - C A D A E A, B F C G C, D H E I E J H, I K F, G (a) Draw the activity network described in the precedence table, using activity on arc. Your activity network must contain only the minimum number of dummies. (5) (b) Explain why, in general, dummies may be required in an activity network. (Total 7 marks) P5059A 6

6. Jonathan is going to make hats to sell at a fete. He can make red hats and green hats. Jonathan can use linear programming to determine the number of each colour of hat that he should make. Let x be the number of red hats he makes and y be the number of green hats he makes. One of the constraints is that there must be at least 30 hats. (a) Write down an inequality, in terms of x and y, to model this constraint. Two further constraints are 2y + x 0 2y x 30 (b) Write down two more constraints which apply. (c) Represent all these constraints on Diagram 1 in the answer book. Hence determine, and label, the feasible region R. () The cost of making a green hat is three times the cost of making a red hat. Jonathan wishes to minimise the total cost. (d) Use the objective line (ruler) method to determine the number of red hats and number of green hats that Jonathan should make. You must clearly draw and label your objective line. Given that the minimum total cost of making the hats is 107.50 (e) determine the cost of making one green hat and the cost of making one red hat. You must make your method clear. (Total 12 marks) P5059A 7 Turn over

7. 0 0 A(8) C(7) D() 21 G(y) 26 H(11) L(6) K(10) 32 M(5) 37 37 B(9) E(8) 9 F(x) I(9) 21 J(7) 28 32 Figure [The sum of all the activity durations is 99 days] Key: Early event time Late event time The network in Figure shows the activities that need to be undertaken to complete a project. Each activity is represented by an arc and the duration of the activity, in days, is shown in brackets. The early event times and late event times are to be shown at each vertex and some have been completed for you. Given that activity F is a critical activity and that the total float on activity G is 2 days, (a) write down the value of x and the value of y, (b) calculate the missing early event times and late event times and hence complete Diagram 1 in your answer book. Each activity requires one worker and the project must be completed in the shortest possible time. (c) Calculate a lower bound for the number of workers needed to complete the project in the shortest possible time. (d) Draw a cascade (Gantt) chart for this project on Grid 1 in the answer book. () (e) Use your cascade chart to determine the minimum number of workers needed to complete the project in the shortest possible time. You must make specific reference to times and activities. (You do not need to provide a schedule of the activities.) END (Total 12 marks) TOTAL FOR PAPER: 75 MARKS P5059A 8