Np MaB ht 1998

Concerning test material in general, the Swedish Board of Education refers to the Official Secrets Act ,the regulation about secrecy, 4th chapter 3rd paragraph. For this material, the secrecy is valid until the expiration of January 1999.

Instructions
Test period Weeks 39-51 1998

Test time

According to local decision at the school, but at least 90 minutes for problem 1 and at least 60 minutes for problem 2.

Resources

According to local decision at the school.

Test material:

The test material should be handed in together with your solutions. Write your name, the name of your education programme / adult education, and your date of birth on all the sheets you hand in.

The test

The Open-Solutions part consists of two alternative problems of which you should choose only one. The questions in the problem may be of such kind that you have to decide on the possible interpretations. You should present the assumptions which form the basis for your calculations and conclusions. Even a partial solution may be a basis for the teachers evaluation of your work. A description of what the teacher may consider when evaluating your work is attached to each problem. If anything is unclear, ask your teacher.

Working methods

Your teacher will inform you about the working methods concerning the Open-Solutions part of the test.

Np MaB ht 1998

1. THE GAMING MACHINE (Part1)

The problem consists of two parts: Part 1 is an experimental one. Results from this part are then to be used in Part 2. There is one kind of gaming machine (one-armed bandit) that contains two wheels with six figures on each wheel (1 apple, 2 bananas and 3 oranges). When the arm is pulled, the wheels rotate independently of each other, and then they stop at random and one fruit becomes visible on each wheel. The fee for one play is one crown. Winnings are received when the wheels stop and display the same fruit.

Examine in an experimental way the probability of the following events:

2 apples 2 oranges 2 bananas 2 different fruits by means of two dice. The sides of the dice can represent the different fruits.

When evaluating your work, the teacher will consider the following: how well you describe and justify your procedure in the experimental investigation how systematic you are in your investigation how well you carry out your calculations how well you justify your suggestions how well you present and comment on your work

Np MaB ht 1998

1. THE GAMING MACHINE (Part2)

This part of the problem proceeds from the same information you worked with in Part 1. The information is repeated below in small print.
There is one kind of gaming machine (one-armed bandit) that contains two wheels with six figures on each wheel (1 apple, 2 bananas and 3 oranges). When the arm is pulled, the wheels rotate independently of each other, and then they stop at random and one fruit becomes visible on each wheel. The fee for one play is one crown. Winnings are received when the wheels stop and display the same fruit.

In Part 1 you examined experimentally the probability of the events: 2 apples 2 oranges 2 bananas 2 different fruits by means of two dice.

Calculate theoretically the probability of the different events.

Compare with the results from the experimental investigation (Part 1).

Suggest how large the winnings should be when 2 apples, 2 bananas respectively 2
oranges become visible. Calculate how much the owner of the gaming machine then probably earns if you play 1000 times.

For the event two oranges the owner chooses between paying money or giving one
free play to the winner. Compare how much the owner earns in these two cases.

When evaluating your work, the teacher will consider the following: how well you describe and justify your procedure in the experimental investigation how systematic you are in your investigation how well you carry out your calculations how well you justify your suggestions how well you present and comment on your work

Np MaB ht 1998

2. MATHEMATICS IS A LANGUAGE
By using an everyday language together with the symbols and modes of expression of mathematics there are possibilities to clearly explain mathematical notions and methods to other people who know the mathematical language. In the balloons below there are examples of words and symbols that belong to the mathematical language.

By means of mathematical words and symbols, give a full account of one of the following two alternatives: Alternative 1: the notion quadratic equation and algebraic and graphical methods of solving quadratic equations. the notion simultaneous equations and algebraic and graphical methods of solving simultaneous equations

Alternative 2:

You may also use examples and figures to illustrate your explanations.

When evaluating your work, the teacher will consider the following: what knowledge you present within the notion you choose to explain what knowledge you present within the methods you choose to explain how you use mathematical words and symbols how clear and complete your explanations are