CHAPTER-3 MATH FOR AI

ACTIVITY 1
P1
S1: (6*1.5) +(5*2) +(3*5) +(1*16) =50
S2: (6*1) +(5*2.5) +(3*4.5) +(1*17) =49
Therefore, S2 is more optimal for person P1
P2
S1: (3*1.5) +(6*2) +(2*5) +(2*16) =58.5
S2: (3*1) +(6*2.5) +(2*4.5) +(2*17) =61
Therefore, S1 is more optimal for person P2
P3
S1: (3*1.5) +(4*2) +(3*5) +(1*16) =43.5
S2: (3*1) +(4*2.5) +(3*4.5) +(1*17) =43.5
Therefore, P3 will pay equal prices in S1 and S2
ACTIVITY 2
UNIT 6: CRITICAL AND CREATIVE THINKING
POWER OF RIGHT QUESTIONING
Great questions often lead to better understanding of the problem which result in designing
great solutions. In the process of developing solutions using design thinking framework,
designers are expected to interact with customers / users very frequently to gather detailed
facts about the problems and user’s expectations. A detailed analysis of these facts leads to
approaching the problem in best possible way.
In order to extract / gather relevant facts and information from users/customers, it is
recommended to use this simple and reliable method of questioning: the 5W1H method.
To collect facts and key information about the problem, ask and answer the 5 W's and One H
question—Who? What? When? Where? Why? and How?
Activity 1
Your best friend who had scored very high marks in the mid-term exams has surprisingly put
up a poor performance in the final term exams. You decide to bring him back on track by
spending time with him and try to extract facts to get to the root of the problem.
Use the below 5W1H worksheet given below to record the questions and answer with your
friend –

Worksheet: 5W and 1H (for problem solving)

Five W’s and One H Answer

• What is the problem?

A: A decline in the academic performance of my friend.

• Where is it happening?
A: School

• When is it Happening?
A: Between mid-term and final term exam

• Why is it happening?
A: Friend has been distracted from academics and has been spending time on other
activities

• How can I help my friend overcome the problem?

A: I can help my friend through spending time with him and studying with him, helping
him having good grades. I can also help him by answering his doubts and clearing his
confusion.

• Why will I need to involve myself?

A: I need to involve myself in this as one my friend is facing academic trouble. As a result
of clearing his doubts, I also get a chance to revise my concepts.
ACTIVITY ON EMPATHY MAP
Instructions:
1. Come prepared with observations
Empathy mapping is only as reliable as the data you bring to the table, so make sure
you have defensible data based on real observations (for example, from an interview
or contextual inquiry). When you can, invite users or Sponsor Users to participate.
2. Set up the activity
Draw a grid and label the four essential quadrants of the map: Says, Does, Thinks,
and Feels. Sketch your user or stakeholder in the centre. Give them a name and brief
description of who they are and what they do.
3. Capture observations
Have everyone record what they know about the user or stakeholder. Use one sticky
note per observation. Place the sticky notes with the relevant answers on the
appropriate quadrant of the map.
4. Find patterns and identify unknowns
Within each quadrant, look for similar or related items. If desired, move them closer together.
As you do, imagine how these different aspects of your user’s life really affect how they feel.
Can you imagine yourself in their shoes?
5. Playback and discuss
Label anything on the map that might be an assumption or a question for later inquiry
or validation. Look for interesting observations or insights. What do you all agree on?
What surprised you? What’s missing? Make sure to validate your observations with
other participants involved in the activity.
You’ve been asked to build a mobile app that will help connect students and
tutors.
• Persona 1: Neha is a high school student and is focused on maintaining a high
Percentage to increase her chances of getting into her first-choice college after Class
12th. She is struggling with her Physics class and wants to find a tutor. She is looking
for someone in her neighbourhood who she can meet with after school, possibly on
Saturday mornings.
• Persona 2: Priya is a college student and an expert in Physics who would like to
make a little extra money by helping students. She hopes to be a teacher one day
and thinks being a tutor would help her gain experience and build her resume. She
would like to offer her services to students looking for a Physics tutor.
• Persona 3: Mr. Jaswinder Singh is a high school teacher and has several
students struggling with their Physics assignments. He would like to be able to
direct his students to available tutors to help them improve their grades and
catch up with the rest of the class. He also wants to be able to check the
progress of his students to ensure they are taking appropriate steps to
improve.
UNIT 7: DATA ANALYSIS
LINE GRAPH
A line graph also called the line chart is a graphical display of information that changes
constantly over time Within a line graph, the data is connected by points which show a
continuous change. The lines in a line graph can descend and ascend based on the data
points it represents. We can use a line graph to represent the time series data related to
temperature, rainfall, population growth, birth rates, death rates, etc.
ACTIVITY: Construct a simple line graph to represent the rainfall data of Tamil Nadu as shown
in the table below

RAINFALL(cm) IN TAMIL NADU

40

35

30

25

20

15

10

0
JAN FEB MAR APR MAY JUNE JULY AUG SEP OCT NOV DEC

MONTHS
BAR DIAGRAM
A bar graph (also known as a bar chart or bar diagram) is a visual tool in which the bars are
used to compare data among categories. The length of the bar is directly proportional to the
value it represents. In simple terms, the longer the bar, the greater the value it represents.
The bars in the graph may run horizontally or vertically and are of equal width.

NO. OF WORKERS
300

250

200

150

100

50

0
2001 2002 2003 2004 2005

YEARS
PIE CHART
A pie chart is a circular graph in which the circle is divided into many segments or sections.
Each division (segment/ sector) of the pie shows the relative size i.e. each category’s
contribution or a certain proportion or percentage of the total. The entire diagram
resembles a pie and each component resembles a slice. Pie charts are a popular means to
visualize data taken from a small table. It is a best practice to have not more than seven
categories in a pie chart. Zero values cannot be represented in such graphs. However, such
graphs are hard to interpret and difficult to compare with data from another pie chart

NO. OF STUDENTS IN EACH SPORT

CRICKET FOOTBALL BADMINTON HOCKEY OTHER

Scatter Plots
Scatter plots are a set of data points plotted along the x and y axis and is used to represent
the relationship between two variables (or aspects) for a set of paired data. The shape the
data points assume narrates a unique story, most often revealing the correlation (positive or
negative) in a large amount of data. The pattern of the scatter describes the relationship as
shown in the examples below. A scatter plot is a graph of a collection of ordered pairs (XXY),
with one variable on each axis. Scatter plots are used when there is paired numerical data
and when the dependent variable may have multiple values for each value of your
independent variable. The advantage of scatter graph lies in its ability to portray trends,
clusters, patterns, and relationships.

HEIGHT OF CHILD AS PER AGE (in ft)

5

4.5

3.5

2.5

1.5

0.5

0
0 2 4 6 8 10 12
CORELATION
Positive Correlation: Both variables are seen to be moving in the same direction. In other
words, with the increase in one variable, the other variable also increases. As one variable
decreases, the other variable is also found to be decreasing. This means that data points
along both x and y – coordinates increase and are related.
E.g. Years of education and annual salary is positively correlated.
Negative Correlation: Both the variables are seen to be moving in opposite directions. While
one variable increases, the other variable decreases. As one variable decreases, the other
variable increases. If among the data points along the x – coordinate and the y – coordinate,
one increases and the other decreases it is termed as a negative correlation
E.g. When hours spent sleeping increases hours spent awake decreases, so they are
negatively correlated
No correlation: If no relationship becomes evident between the two variables, then there is
no correlation.
E.g. There is no correlation between the amount of tea consumed and the level of
intelligence.
LEVEL OF MEASUREMENT
The way a set of data is measured is called the level of measurement. Not all data can be
treated equally. It makes sense to classify data sets based on different criteria. Some are
quantitative, and some qualitative. Some data sets are continuous and some are discrete.
Qualitative data can be nominal or ordinal. And quantitative data can be split into two
groups: interval and ratio.

Broadly, there are four levels of measurement for the variables

1. Nominal Level
Data at the nominal level is qualitative. Nominal variables are like categories such as
Mercedes, BMW or Audi, or like the four seasons – winter, spring, summer and
autumn. They aren’t numbers, and cannot be used in calculations and neither in any
order or rank. The nominal level of measurement is the simplest or lowest of the four
ways to characterize data. Nominal means "in name only".
Colours of eyes, yes or no responses to a survey, gender, smartphone companies, etc
all deal with the nominal level of measurement. Even some things with numbers
associated with them, such as a number on the back of a cricketer’s T-shirt are
nominal since they are used as "names" for individual players on the field and not for
any calculation purpose
2. Ordinal Level
Ordinal data, is made up of groups and categories which follow a strict order. For e.g.
if you have been asked to rate a meal at a restaurant and the options are:
unpalatable, unappetizing, just okay, tasty, and delicious. Although the restaurant has
used words not numbers to rate its food, it is clear that these preferences are
ordered from negative to positive or low to high, thus the data is qualitative, ordinal.
However, the difference between the data cannot be measured. Like the nominal
scale data, ordinal scale data cannot be used in calculations.
A Hotel industry survey where the responses to questions about the hotels are
accepted as, "excellent," "good," "satisfactory," and "unsatisfactory." These
responses are ordered or ranked from the excellent service to satisfactory response
to the least desired or unsatisfactory. But the differences between the two pieces of
data as seen in the previous case cannot be measured.
Another common example of this is the grading system where letters are used to
grade a service or good. You can order things so that A is higher than a B, but without
any other information, there is no way of knowing how much better an A is from a B.
3. Interval Level
Data that is measured using the interval scale is similar to ordinal level data because
it has a definite ordering but there is a difference between the two data. The
differences between interval scale data can be measured though the data does not
have a starting point i.e. zero value.
Temperature scales like Celsius (oC) and Fahrenheit (F) are measured by using the
interval scale. In both temperature measurements, 40° is equal to 100° minus 60°.
Differences make sense. But 0 degrees does not because, in both scales, 0 is not the
absolute lowest temperature. Temperatures like -20° F and -30° C exist and are colder
than 0.
Interval level data can be used in calculations, but the comparison cannot be done.
80° C is not four times as hot as 20° C (nor is 80° F four times as hot as 20° F). There is
no meaning to the ratio of 80 to 20 (or four to one).
4. Ratio Scale Level
Ratio scale data is like interval scale data, but it has a 0 point and ratios can be
calculated. For example, the scores of four multiple choice statistics final exam
questions were recorded as 80, 68, 20 and 92 (out of a maximum of 100 marks). The
grades are computer generated. The data can be put in order from lowest to highest:
20, 68, 80, 92 or vice versa. The differences between the data have meaning. The
score 92 is more than the score 68 by 24 points. Ratios can be calculated. The
smallest score is 0. So, 80 is four times 20. The score of 80 is four times better than
the score of 20.
So, we can add, subtract, divide and multiply the two ratio level variables. Egg:
Weight of a person. It has a real zero point, i.e. zero weight means that the person
has no weight. Also, we can add, subtract, multiply and divide weights at the real
scale for comparisons.