<< Chapter < Page Chapter >> Page >
  • Textbook p. 382: 3 b d f
  • Textbook p. 382: 5 a c g e
  • Textbook p. 383: 19 a b
  • Textbook p. 396: 12
  • Textbook p. 396: 13
  • Textbook p. 396: 15
  • Reading Material: Chapter Relation - Exercise 14-17

Unit 20

Task 1: Read the following:

  • Operations on Binary Relations
  • Closures of Binary Relation

These materials can also be found in Textbook 6.1 and 6.4.

Task 2: Do the following exercises: These exercises are NOT homework questions. They are for helping you understand the materials of this unit.

  • Textbook p. 383: 19 a b
  • Textbook p. 383: 21
  • Textbook p. 383: 35
  • Textbook p. 406: 1
  • Textbook p. 406: 3
  • Textbook p. 406: 11 for 5
  • Textbook p. 407: 22
  • Reading Material: Chapter Relation - Exercise 18-22

Unit 21

Task 1: Read the following:

  • Equivalence Relation
  • Order Relation (Partial, Total, and Quasi Orders)

These materials can also be found in Textbook 6.5 and 6.6.

Task 2: Do the following exercises: These exercises are NOT homework questions. They are for helping you understand the materials of this unit.

  • Textbook p. 413: 1 a c e
  • Textbook p. 413: 5 a b
  • Textbook p. 413: 9
  • Textbook p. 413: 11
  • Textbook p. 414: 23
  • Textbook p. 414: 25
  • Textbook p. 414: 31 a b
  • Reading Material: Chapter Relation - Exercise 23-28

Unit 22

Task 1: Read the following:

  • Order Relation (Minimal Element and the rest)

These materials can also be found in Textbook 6.6.

Task 2: Do the following exercises: These exercises are NOT homework questions. They are for helping you understand the materials of this unit.

  • Textbook p. 428: 1
  • Textbook p. 428: 3
  • Textbook p. 428: 5
  • Textbook p. 428: 15 a d
  • Textbook p. 428: 17
  • Textbook p. 429: 27
  • Reading Material: Chapter Relation - Exercise 29-31

Unit 23

Task 1: Read the following:

  • Definitions on Function
  • Growth of Functions

These materials can also be found in Textbook 1.6 and 1.8.

Task 2: Do the following exercises: These exercises are NOT homework questions. They are for helping you understand the materials of this unit.

  • Textbook p. 67: 1
  • Textbook p. 67: 5 a c
  • Textbook p. 67: 10 a b c
  • Textbook p. 67: 11 a b c
  • Textbook p. 67: 15 a b
  • Textbook p. 68: 17 a c
  • Textbook p. 68: 49
  • Textbook p. 90: 1
  • Textbook p. 90: 3
  • Reading Material: Chapter Function - Exercise 3-9

Unit 24

Task 1: Read the following:

  • Growth of Functions (Calculation of Big-Oh Relation)

These materials can also be found in Textbook 1.8.

Task 2: Do the following exercises: These exercises are NOT homework questions. They are for helping you understand the materials of this unit.

  • Textbook p. 90: 5
  • Textbook p. 90: 11
  • Textbook p. 90: 13
  • Textbook p. 90: 15
  • Textbook p. 91: 19 a b
  • Textbook p. 91: 31
  • Reading Material: Chapter Function - Exercise 10-14

Calendar – timetable

Week Units to Study
1 Unit 1,   Unit 2
2 Unit 3,   Unit 4
Submit Homeworks 1, 2
3 Unit 5,   Unit 6
4 Unit 7,   Unit 8
Submit Homeworks 3, 4
5 Unit 9,   Unit 10
6 Unit 11,   Unit 12
Submit Homeworks 5, 6
7 Unit 13,   Unit 14
TEST : Unit 3 - Unit 12 inclusive
8 Unit 15,   Unit 16
Submit Homeworks 7, 8
9 Unit 17,   Unit 18
10 Unit 19,   Unit 20
Submit Homeworks 9, 10
11 Unit 21,   Unit 22
12 Unit 23,   Unit 24
Submit Homeworks 11, 12
EXAM : Unit 3 - Unit 24 inclusive

Readings

  • Course Reading Material
  • Textbook: Kenneth H. Rosen, Discrete Mathematics and Its Applications, 6th edition, McGraw-Hill Science/Engineering/Math, 2006, ISBN 978-0073312712.

Reference

  • Task Force on Computing Curricula. Computing Curricula 2001: Computer Science, Final Report, December 2001. Available at http://www.sigcse.org/cc2001/
  • Discrete Mathematical Structures, 5th edition, by B. Kolman, R.C. Busby, and S.C. Ross, published by Prentice Hall, 2004.
  • Mathematical Structures for Computer Science, 5th edition, by J.L. Gersting, published by Freeman, 2003.
  • Essential Discrete Mathematics for Computer Science, by T. Feil and J. Krone, published by Prentice Hall, 2003.
  • Discrete Mathematics for Computing, by R. Haggerty, published by Addison Wesley, 2002.
  • Discrete Structures, Logic, and Computability, 2nd edition, by J.L. Hein, published by Jones and Bartlett, 2002.
  • Discrete Mathematics for Computer Scientists, by J. Truss, published by Addison Wesley, 1999.
  • Discrete Mathematics with Applications, 3rd edition, by S. Epp, published by Brooks/Cole, 2004.
  • Discrete Mathematics with Proof, by E. Gossett, published by Prentice Hall, 2003.
  • Discrete Mathematics, 5th edition, by K.A. Ross and C.R.B. Wright, published by Prentice Hall, 2003.
  • Discrete Mathematics, 4th edition, by J.A. Dossey, A.D. Otto, L.E. Spence, and C.V. Eynden, published by Addison Wesley, 2002.
  • Mathematics: A Discrete Introduction, by E.R. Scheinerman, published by Brooks/Cole, 2000.
  • Discrete Mathematics, by S. Washburn, T. Marlowe, and C.T. Ryan, published by Addison Wesley, 1999.
  • Discrete Mathematics with Graph Theory, 2nd edition, by E.G. Goodaire and M.M. Parmenter, published by Prentice Hall, 2002.
  • Discrete and Combinatorial Mathematics, 5th edition, by R.P. Grimaldi, published by Addison Wesley, 2004.
  • Discrete Mathematics with Combinatorics, 2nd edition, by J.A. Anderson, published by Prentice Hall, 2004.
  • Discrete Mathematics: Numbers and Beyond, by S. Barnett, published by Addison Wesley, 1998.

Policy on cheating

The instructor will put a great deal of effort into helping students to understand and to learn the material in the course. However, the instructor will not tolerate any form of cheating.

The following behaviour will be regarded as cheating (together with other acts that would normally be regarded as cheating in the broad sense of the term):

  • Copying assignments
  • Allowing another student to copy an assignment from you and present it as their own work
  • Copying from another student during a test or exam
  • Referring to notes, textbooks, etc. during a test or exam
  • Talking during a test or an exam
  • Not sitting at the pre-assigned seat during a test or exam
  • Communicating with another student in any way during a test or exam
  • Having access to the exam/test paper prior to the exam/test
  • Asking a teaching assistant for the answer to a question during an exam/test
  • Presenting another’s work as your own
  • Modifying answers after they have been marked
  • Any other behaviour which attempts unfairly to give you an advantage over other students in the grade-assessment process
  • Refusing to obey the instructions of the officer in charge of an examination.

Questions & Answers

physiological Psychology
Nwosu Reply
How can I develope my cognitive domain
Amanyire Reply
why is communication effective
Dakolo Reply
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
Wekolamo Reply
please i need answer
Wekolamo
because it helps many people around the world to understand how to interact with other people and understand them well, for example at work (job).
Manix Reply
Agreed 👍 There are many parts of our brains and behaviors, we really need to get to know. Blessings for everyone and happy Sunday!
ARC
A child is a member of community not society elucidate ?
JESSY Reply
Isn't practices worldwide, be it psychology, be it science. isn't much just a false belief of control over something the mind cannot truly comprehend?
Simon Reply
compare and contrast skinner's perspective on personality development on freud
namakula Reply
Skinner skipped the whole unconscious phenomenon and rather emphasized on classical conditioning
war
explain how nature and nurture affect the development and later the productivity of an individual.
Amesalu Reply
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
Zyryn Reply
good👍
Jonathan
and having a good philosophy of the world is like a sandwich and a peanut butter 👍
Jonathan
generally amnesi how long yrs memory loss
Kelu Reply
interpersonal relationships
Abdulfatai Reply
What would be the best educational aid(s) for gifted kids/savants?
Heidi Reply
treat them normal, if they want help then give them. that will make everyone happy
Saurabh
What are the treatment for autism?
Magret Reply
hello. autism is a umbrella term. autistic kids have different disorder overlapping. for example. a kid may show symptoms of ADHD and also learning disabilities. before treatment please make sure the kid doesn't have physical disabilities like hearing..vision..speech problem. sometimes these
Jharna
continue.. sometimes due to these physical problems..the diagnosis may be misdiagnosed. treatment for autism. well it depends on the severity. since autistic kids have problems in communicating and adopting to the environment.. it's best to expose the child in situations where the child
Jharna
child interact with other kids under doc supervision. play therapy. speech therapy. Engaging in different activities that activate most parts of the brain.. like drawing..painting. matching color board game. string and beads game. the more you interact with the child the more effective
Jharna
results you'll get.. please consult a therapist to know what suits best on your child. and last as a parent. I know sometimes it's overwhelming to guide a special kid. but trust the process and be strong and patient as a parent.
Jharna
what is learning? discuss how any three scholars propounded on how learning is
Grace Reply
Got questions? Join the online conversation and get instant answers!
Jobilize.com Reply

Get Jobilize Job Search Mobile App in your pocket Now!

Get it on Google Play Download on the App Store Now




Source:  OpenStax, Discrete structures. OpenStax CNX. Jan 23, 2008 Download for free at http://cnx.org/content/col10513/1.1
Google Play and the Google Play logo are trademarks of Google Inc.

Notification Switch

Would you like to follow the 'Discrete structures' conversation and receive update notifications?

Ask