content development and optimization of thinktab (byju's learning)

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Content Development & optimization of ThinkTab

A PROJECT REPORT

Submitted in partial fulfilment of the

requirement for the award of the

degree of

BACHELOR OF TECHNOLOGY (B.Tech)

in

Mechanical Engineering

by

Parth Vaishnav

120503041

Mechanical Department

MANIPAL UNIVERSITY

JAIPUR JAIPUR-303007

RAJASTHAN, INDIA

May/2016

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DEPARTMENT OF MECHANICAL ENGINEERING

MANIPAL UNIVERSITY JAIPUR, JAIPUR – 303 007 (RAJASTHAN), INDIA

28.05.2016

CERTIFICATE

This is to certify that the project titled Content Development &

optimization of ThinkTab is a record of the bonafide work done by Parth

Vaishnav (120503041) submitted in partial fulfilment of the requirements

for the award of the Degree of Bachelor of Technology (B.Tech) in Mechanical Engineering of Manipal University Jaipur, during the academic year 2014-15.

Mr. Shyam Sunder Sharma

Project Guide, Dept of Mechanical Engineering

Manipal University Jaipur

Dr. Anand Pandey

HOD, Dept of (Name of the Dept.)

Manipal University Jaipur

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ACKNOWLEDGEMENTS

This is a special note acknowledging all those who helped me during my project and

internship at “Think and Learn Pvt. Ltd.”.

Firstly, I would like to thank Dr. Anand Pandey, Dept. HOD (Mechanical Engineering) for

letting me carry out the project in the company.

I would like to thank my internal guide Mr. Shyam Sunder Sharma without whose

encouragement I would not have been able to learn all that I have during my time at T&L.

I would also like to specially thank Mr. Krishna Goutham and Ms. Abirame Periyasami who

have provided me with valuable support, inputs and has guided me throughout the training,

apart from helping me to conduct tests related to the project.

I would also like to express my gratitude to my external guide Mr. Arunesh Sinha, who taught

me valuable lessons in sales and marketing department.

Lastly, I would like to thank the Department of Mechanical Engineering for allowing me to

explore this line of work and the Placement department for giving me this opportunity.

I also, extend my gratitude to all the other team members who have helped me throughout and

for making my stay at T&L a very memorable one.

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ABSTARCT

The idea of ThinkTab is an innovation in itself as it allows students all across India and more

to gain access to India’s best teachers at the comfort of their home, just using the tablet.

Especially my work was important as I helped creating the content fot the ThinkTab. Also, I

used optimization techniques on the data that was provided to find optimum course and type

of tablet at a particular center location.

Also, as the company is a startup, I got to experience how a company actually works as I

worked in sales and marketing, I got to understand working of different departments such as

logistics, operations, etc.

The results that we obtained through optimization of the data are very much scalable to any

recent data that can be extracted through surveys.

Lastly, I got to use and maintain softwares like leadsquared, to maintain lead information, and

orderhive, to keep track of the orders I punched and the inventory.

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LIST OF TABLES

Table No Table Title Page No

3.1 Main question 10

3.2 1st back-up question 12

3.3 2nd back-up question 13

3.4 Sudoku 14

3.5 LR: question 16

3.6 LR: solution 19

4.1 Courses vs no. Of students 20

4.2 Courses vs no of students vs location 21

4.3 Solution 27

4.4 Type of tablet vs location 28

4.5 Solution 31

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LIST OF FIGURES

Figure No Figure Title Page No

1.1 Think and learn 1

1.2 Byju’s 1

1.3 Thinktab 2

1.4 Comparison 4

3.1 Adaptive flow 9

4.1 Analysis 20

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CONTENTS

ACKNOWLEDGEMENTS iv

ABSTRACT v

LIST OF FIGURES vi

LIST OF TABLES vii

Chapter 1 INTRODUCTION 1

1.1 Introduction to the company

1.2 Introduction to the Research and Development of the Think

Tab

Chapter 2 LITERATURE REVIEW

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2.1 Importance of work done at the company

2.2

2.2.1

Working of the present system

Development of the Tab through content

Chapter 3 OBJECTIVES AND METHODOLOGY

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3.1 Project Schedule and Objectives

3.1.1

3.1.2

3.2

3.2.1

3.2.2

3.2.3

3.2.4

3.2.5

3.2.6

Project Schedule

Objectives

Methodology

Content Development Methodology

Content for scripting

Content for adaptive flow

Content for Interesting Questions

Content for NTSE

Content for BANK PO exams

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Chapter 4

RESULT ANALYSIS

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4.1

4.1.1

4.1.2

4.1.3

4.1.4

Operational Research of the Think Tab

Course vs No. of students

Course vs No. of students vs Course location

Finding the Optimum Assignment of the Courses with respect

to the course location

Type of tablet sold vs location of sale

Chapter 5 CONCLUSIONS AND SCOPE FOR FUTURE WORK

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5.1 Optimization of the production costs

5.2

5.3

Content Development

Scope for Future Work

Chapter 6 REFERENCES 34

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INTRODUCTION

1.1. Introduction to the company

Fig 1.1 fig 1.2

Think & Learn Pvt. Ltd was created in 2005 by Mr. Byju Raveendran, a Mechanical

Engineering graduate who has scored 100 percentile twice in CAT. From 250 students in

2005 to 20000 students in 2013, its phenomenal growth lies not in any coincidence but in

penchant and pursuit of setting standards of excellence and perfection in the quest for success

in aptitude exams like CAT, CSAT, GS, SAT, IIT-JEE, SAT, GRE and Campus Recruitment

Tests. We are pioneers for conducting online live classes through satellite enabling a reach to

any number of students at a time, even in remote areas. This use of technology is helping the

company to grow exponentially without compromising on quality which is its USP. It is

successfully running its training programs in 232 locations including some top engineering

colleges like NIT-K, NIT-W, NIT-Surathkal, NIT-Trichy, NIT-Calicut, MIT-Manipal, BIT-

Mesra and SRM-Chennai.

Think and Learn has become one of the most recognized brands in education. Based on

founder Byju Raveendran’s ground breaking vision, our innovative and inspirational

instruction combines the use of technology and brilliant teaching techniques. With the help of

technology, we ensure that all our students get the highest quality of education from our

highly qualified core team.

Byju Sir’s phenomenal success story can be attributed to his perseverance to pursue his

passion to teach. At the young age of 26, he trod the path less travelled by giving up a

prestigious seat at the IIM’s and a lucrative corporate career to change the way people “Think

and Learn”.

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1.2. Introduction to the Research and Development of Thinktab

Fig 1.3

The project is based on the product development through content, research and operations

with regard to the ThinkTab, which is the primary product of Think and Learn Pvt. Ltd. In the

content domain, they have to learn and apply their knowledge to make the best set of scripts

and questions to make the product a success. In operations, they have to ensure the seamless

working of all the centers, maintain accounts for the same and innovate in order to fulfill the

motto of the company “Providing best education to everyone in a simpler way”.

Think and Learn Pvt Ltd has now gone in collaboration with Samsung, wherein the Thinktabs

will be the new face of education. Samsung provides the tablet and hence the platform, and

they provide the educational content and the complete designing of the material in the tablet

vis-à-vis the needs of the customer. Through this deal with Samsung, it is their endeavor to

teach concepts like they have never been taught before. Thus, as a member of the content

team at Think and Learn, it is my responsibility to make sure that the content part of the

tablet has no issues and that the concepts that the teacher orally explains are backed up by

visual animations and caricatures wherever required, so that the learning becomes a pleasure

and studies becomes fun. The primary purpose of these ThinkTabs are to ensure preparation

for higher education entrance exams like the GRE ,GMAT ,UPSC and K-CET.

I have been developing content for the K-12 segment in general with the scripting, the

adaptive learning program and other products like NTSE and BANK PO Exams

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LITERATURE REVIEW

2.1 Competitors and how are we different

There are quite a few competitors in the ‘edtech’ sector i.e. those companies who combining

imparting education with technology. Some of leading competitors are meritnation, khan

academy, edunext etc. Meritnation does provide with the video lectures and test series, but the

animation quality and teacher quality is not up to the mark. Also they don’t provide teacher

support for doubt solving purposes. They do provide live classes but again they are time

bound and have to be streamed using internet connection. Khan academy is essentially a non-

profit organization that uploads videos of teachers conducting lectures. There is neither the

use of animations or doubt solving solutions provided. Edunext technologies is a technology

company catering to educational institutions. It provides solutions like smart projectors and

smart boards to allow teacher to teach effectively.

We, over at Byju’s, not only provide videos lectures and test series in the thinktab, in the

offline mode, but also provide teacher solutions to solve the doubts.

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Fig 1.4

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2.2. Working of the Present System

2.2.1. Development of the Tab through Content

I joined the content team on the 12th

of January 2016. After the recent groundbreaking deal

with Samsung, I was the only intern chosen from the Marketing team to be a part of the

Content team and help it in realizing its endeavor of revolutionizing teaching through the

Samsung galaxy tab. The content team is subdivided into 3 team leaders. Each team leader

has 4 interns working under him. I was working under Mr. Krishna Goutham. We developed

the content of high school Maths. I have completed the content of the chapter Congruency in

Triangles, Quadrilaterals, Constructions, Polynomials and Coordinate Geometry

(Mathematics).I have also prepared the Interesting Questions Segment for Class IX – X

Maths.

In the Interesting Questions segment we have questions which are a little different from the

usual questions that one finds in a text book. There are different types of Interesting questions

that we’ve been preparing.

The different types of IQ questions that we came up with were :

1. Sudoku

2. Crossword

3. Drag and Drop

4. Balloon Poppers

5. Story Based Questions

We have to design questions on our own and prepare unique solutions as well .When we take

up a new project, we are given a deadline by our team leaders to complete our work on that

particular project. We update our work status on an online portal called Zoho Projects.

Content developing is a very demanding exercise which requires pinpoint accuracy and the

ability to work for long hours. There are days on which we work for 14, 15 hours at the office

as opposed to the normal 9 hours at work. All this is done to aid us in our search for

perfection. This is done with the objective of making concepts easier to understand, and using

creative caricatures and figures to help students “Connect and Learn”.

As, the school product that we had created was very efficient we are now testing it on

Engineering Topics. I was part of the testing team and we were successful in simulating a few

mechanisms. If these prove to be efficient and intuitive then the company plans to incorporate

it on a large scale.

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OBJECTIVES AND METHODOLOGY

3.1. Project Schedule and Objectives

3.1.1 Project Schedule

PART 1

January 2016

Understanding the sales and marketing concepts.

Developing content for the 9th

Class Mathematics

February 2016

Developing content for 9th

Class Mathematics with adaptive flow.

Developing content for 10th

Class Mathematics along with adaptive flow

March 2016

Understanding the company’s work flow.

Developing Content in the form of Interesting questions for Class 10

NTSE Mock papers

Review and Testing of Tablets for adaptive flow

PART 2

April and May 2016

Conducted Operations Research for Optimization of Think Tab

3.1.2 Objectives

To create good content for the Think Tab

Finding the Optimum Assignment of the Courses with respect to the course location

To allocate types of tablets sold to company centers in such a way that the maximum

number of tablets can be sold at each center.

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3.2. Methodology

3.2.1 Content Development Methodology

First we buy tablets from Samsung in bulk (Figures in thousands). After getting the tablets,

according to the number of sales , we send the tablet to another company for encrypting it.

Encryption is required so that the content is secure inside the tab and valid only for a

particular period of time. After the company encrypts the tablet, the tablet is collected back

again and sent to our technical department called Specadel, which uploads the content and

subsequently tests the tablet. The content is recorded in the studio which is inside the office.

Once the content (Teaching Videos) has been recorded , it is sent to the editing team, which

animates the video with caricatures or figures and text wherever it necessary. Then, it is

forwarded to the Specadel team which completes the uploading of the content.

3.2.2 Content for Scripting

Regarding Content for scripting, we design questions in such a way that we have two possible

answers to the same question where one would be the conventional textbook approach to a

question and the other would be a little improvised and easier to understand and would offer a

different approach to the same question as that would help the child understand that there is

more than one way to solve the same question

For eg – Taking an example of a question that I made for Class 10 Maths Chapter Real

Numbers

Q. The product of any three consecutive natural numbers is divisible by 6. [True/False]

-

- Solution (A):

Let p be our first number, so the product, say q, would be p(p+1)(p+2).

Using Euclid’s division lemma, we can write p as 2k or 2k+1. Realize that in every two

consecutive numbers, there is exactly one even number. So, in a product of three

consecutive natural numbers, there would be at least one number which is an even number

and hence q would be divisible by 2.

Now that we also know any number would be of the form 3k, 3k + 1 or 3k + 2. Understand

that in any three consecutive numbers, there is at least one number which is of the form 3k.

So the product 1 is divisible by 3.

Now that we have established that the product q is divisible by both 2 and 3, it means that it

would also be divisible by 2 x 3 = 6.

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Hence, true.

Solution (B):

Let p be our first number and let q be the product, q = p(p+1)(p+2).

By Euclid’s Division Lemma, any number can be written in the form 2k or 2k+1 or in

the form 3n, 3n+1 or 3n + 2.

Let p = 2k, then q = 2k(2k+1)(2k+2) = 2[an integer] -------- (I)

Let p = 2k+1, then q = (2k+1)(2k+2)(2k+3) = (2k+1)[2(k+1)](2k+3) = 2[an integer] -------

--- (II)

Using (I) and (II), we can see that q is divisible by 2. -------- (a)

Now let p = 3k, then q = 3k(3k+1)(3k+2) = 3[an integer] ---------- (III)

Let p = 3k + 1, then q = (3k+1)(3k+2)(3k+3) = (3k+1)(3k+2) [3(k+1)] = 3[an integer]

--------(IV)

Let p = 3k + 2, then q = (3k+2)(3k+3)(3k+4) = (3k+2) [3(k+1)] (3k+4) = 3[an integer] -----

--(V)

Using (III), (IV) and (V), we can see that q is divisible by 3. ------ (b)

So, using (a) and (b), q is divisible by 6.

The Solution (B) was given in the book and Solution (A) was what was given by me after

putting some thought behind that question.

I try looking for questions where I can give an alternative approach to the same question.

Under content for scripting, we have to make questions which are challenging to the student

and also make solutions which have different approaches.

3.2.3 Content for Adaptive Flow

Before I explain what the content is for Adaptive Flow, I’ll explain what exactly the adaptive

flow is

There are two types of Adaptive Flows, namely:

Flow 1

Flow 2

Flow 1 is followed by the Chemistry and Mathematics team.

In flow 1, when a student attempts a question, if he answers correctly, he is redirected to the

next question.

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If the student answers the question incorrectly, the student is shown a hint and then again

given a shot at the main question. If the student manages to answer it correctly, he is sent to

the next main question, however if the student fails to answer correctly even after the hint, he

is shown a question called the backup question which is a question easier than the main

question and relates to the main question. If the student answers this main question correctly,

he is sent back to the main question but if the student fails to answer the backup question, he

is shown the solution to the main question and then redirected to the main question. After the

backup question if the student goes to answer the main question, he gets his third attempt at

the question, if he gets it right he is sent to the next main question but if he answers

incorrectly, he is shown the solution to the main question before going to the next main

question.

Fig 3.1

This type of flow is used by the Chemistry and Mathematics team whereas flow 2 is used by

the Physics and Biology team.

Flow 2 is the same as flow 1 the only difference being that in flow 2 the student need not

answer all the backup questions to go back to the main question whereas in the case of flow 1

until and unless the student answers all the backup questions, the student will not be

redirected to the main question.

The content writing for the adaptive flow is a challenge in itself as the question should be

unique, i.e. should not be in any of the textbooks and the hints have to be made on the basis of

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those main questions and we need to make backups for questions on the basis of the main

question

For eg –

Table 3.1

Chapter: CONSTRUCTION

Owner : Parth

Level : Easy

Sub Topics : Constructions for Triangles

S3 Title:

Question No: Main Question

Question skill: Conceptual

Question Type: MCQ

Question Tags: Word

Quest: Pinku was a hard working student who used to mug up without understanding. He was asked

to construct a triangle say ABC and was given details like the base length of the triangle BC, one of

the base angles say ∠B and the sum of the other two sides (AB+AC) . He went about constructing the

triangle in the following way:

He drew the base BC with the given dimension, drew the angle B along the ray BX with the angle

known to him already. He then took B as center and (AB + AC) as radius and cuts an arc on the ray BX

intersecting the ray at D.

He then joins D to C. He then draws a perpendicular bisector of the line DC and the perpendicular

bisector intersecting on the ray intersects the ray at point A. The teacher then asked him as to why

he did what he did, she started from the back and asked him as to how the intersection of the ray

and the perpendicular bisector gives A.

Which of the following is the reason for him drawing the perpendicular bisector and intersecting it

with the ray?

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Fig 3.2

Option A : Since the perpendicular bisector would get AD = AC which is like flipping the point D

about the perpendicular bisector and merging it with point C

Option B : To get point A is the mid point of the line segment BD

Option C : To get ∆ ABC and ∆ ADC congruent

Option D : None of the above

Correct option: A Ideal Time:

Hint:- Take a look at the triangles AMC and AMD

Solution :

Pinku drew the perpendicular bisector so as to have AD = AC, pinku knew that BD = AB + AC and if he

got AC = AD he’d have the triangle ABC. For this to happen, he took the perpendicular bisector of line

DC and intersected it at the ray BX and named the point of intersection as A. If we take triangles AMC

and AMD,

DM=MC (perpendicular bisector bisects the line DC)

∠AMC = ∠AMD = 90° (perpendicular bisector)

AM = AM (common side)

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∆AMC ∆ AMD (By SAS Congruency)

Which means AC = AD (By CPCT)

Since AC = AD and BD = AB + AC, we have found the point A correctly so as to have the triangle ABC.

Table 3.2


Owner : Parth

Level : Easy


S3 Title:

Question No: First Backup


Question Type: MCQ

Question Tags: Word

Quest: A student was given the following details while constructing a triangle ABC:

The length of the base of the triangle BC, one of the base angles say ∠B and the sum of the other two

sides of the triangle (AB+AC)

He went about the construction of this triangle by first drawing the base of the triangle BC. He then

drew an angle at the point B equal to the given angle on a ray that he drew. After completing these

steps, he got stuck and doesn’t know what to do next. Which of the following steps will he take up

next?

Option A : Cut a line segment BD equal to (AB+AC) on that same ray

Option B : Change the base length to (AB+AC) and then draw one of the base angles at one of the

ends of the line segment whose length is equal to (AB+AC)

Option C : He knows the perimeter of the triangle, he changes the base length to that of the

perimeter of the triangle and then draws one of the base angles at one of the ends of the line

segment

Option D : None of the above

Correct option: A Ideal Time:

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Solution: We have been given the base length and a base angle, which means half the job is already

done for us.

We need to draw the base with the given length and draw a ray with an angle = base angle, after that

we must cut a line segment BD equal to (AB + AC) on that same ray so as to perpendicularly bisect

that ray and have AD = AC.

Table 3.3


Owner : Krishna Goutham N/ Parth Vaishnav

Level : Easy


S3 Title:

Question No: Second Backup


Question Type: MCQ

Question Tags: Word

Quest: Which of the following triangles are congruent in the main question?

Option A : ∆ ABC and ∆ AMC

Option B : ∆ ABC and ∆ ADC

Option C : ∆ ABC and ∆ AMD

Option D : ∆ AMC and ∆ AMD

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Correct option: D Ideal Time:

Solution:

If we take triangles AMC and AMD,

DM=MC (perpendicular bisector bisects the line DC)

∠AMC = ∠AMD = 90° (perpendicular bisector)

AM = AM (common side)

∆AMC ∆ AMD (By SAS Congruency)

All the other triangles given in options are not congruent

3.2.4 Content for Interesting Questions

In the interesting questions segment, we had to make interesting questions for all the chapters

to make learning fun for the student. We had different types of questions with regard to IQ

(Interesting Questions) , they are as follows :

1. Sudoku – If one would have solved the general Sudoku, you need a set of numbers given to

solve the Sudoku. These numbers that are to be provided are given in the form of clues to the

student for him/her to figure.

For eg – The IQ for chapter A.P in the form of Sudoku is given below

Table 3.4

A1 A2 A3 A4 A5 A6

B1 4

B2 5 1

B3 5 2 6

B4 1 4 2

B5 3 5

B6 6

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Questions –

A1B1 – In the arithmetic progression, -24, -22, -20…… The value of the 15th term is __

Solution – a1 = -24, d = 2, a15 = a1 + (15 – 1)d = -24 + 14(2) = 4

A2B2 – The last term of the arithmetic progression -50,-45,-40… having 12 terms.

Solution – a1 = -50, d = 5, a12 = a1 + (12 – 1)d = -50 + (11)(5) = 5

A3B2 – The 13th term of the arithmetic progression -17, -15.5, -14….. is __

Solution – a1 = -17, d = 1.5, a13 = a1 + (13 – 1)d = -17 +(12)(1.5) = 1

A1B3 – The 11th term of the series 0,0.5,1….

Solution – a1 = 0, d = 0.5, a11 = a1 + (11 – 1)d = 0 + (10)(0.5) = 5

A2B3 – The 67th term of the series 2, 2, 2……

Solution – a1 = 2, d = 0, a67 = a1 + (67 – 1)d = 2 + (66)(0) = 2

A5B3 – The sum of the first three terms of the arithmetic progression of the first 10 natural numbers

Solution – First three terms of an A.P with first 10 natural numbers would be 1, 2, 3 sum = 6

A2B4 – The second term in the arithmetic progression of first n whole numbers

Solution – a1 = 0, a2 = 1

A5B4 – The missing number in the series 8, 6, _, 2, 0

Solution – a1 = 8, d = -2, a3 = a1 + (3 -1)d = 8 + 2(-2) = 4

A6B4 – There are 4 terms in the arithmetic progression with the first term being -4 and the last term

being 5. What is the sum of the terms in this A.P?

Solution – a1 = -4, a4 = 5 , sum of terms = 𝑛

2 (a1 + a4 ) = 2(-4 + 5) = 2

A4B5 – The 20th term of the series -54,-51,…..

Solution – a1 = -54, d = 3, a20 = a1 + 19d = -54 +(19)(3) = 3

2. Crossword- Like in the general crosswords that we have across and down . We have the

same here but in the clues here we have terminologies and definitions that a student must

know in the chapter and we test him accordingly by creating crosswords.

3. Balloon Poppers – balloon Poppers is a concept that was my suggestion where we would

have a question framed and multiple answers correct and the options would be given as a

form of balloons and the correct answers need to be clicked on.

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4. Drag and Drop – In the drag and drop option, we have a basket in which the student has to

place the correct answers after he is given multiple options. He has to drag the selected item

and drop it in the basket.

5. Story Based Questions – In story based questions, we had two types of story based

questions, one where we would take an individual chapter and make a story based on it using

all the concepts involved and one story was based on 5 chapters and making a story based on

the concepts of those chapters. The students were given the story and asked to answer

questions based on those stories.

3.2.5. Content for NTSE

Developing content for NTSE was a challenge in itself, I had to start with checking the pattern

of the NTSE exam in the past few years and prepare a solid plan about the weightage of the

subjects in NTSE. I had to make sure that the questions that I framed were of the same

difficulty as that of the previous year papers and at the same time I had to make sure that none

of the questions were repeated or seen before. It was a highly challenging task and I made 10

mock test papers in the maths department.

3.2.6 Content for Bank PO Exams

The market for the Bank PO product was huge so they decided upon introducing the product

for Bank PO exams. Bank PO exam has different sections and I was a part of the L.R+D.I

section where I had to make sure that none of the questions that I made had been made before

and was of the level of the Bank PO students.

For eg –

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Table 3.5

Owner Parth

Section Logical Reasoning

Chapter Name Puzzle

Question Number 1

Level Easy

Read the following passage and answer the questions:

There are six friends A, B, C, D, E and F. they are Doctor, Engineer, Accountant, Architect,

Dancer and Lawyer by profession, but not necessarily in the same order. They are working in

the following cities: Ahmedabad, Bangalore, Chennai, Delhi, Hyderabad and Mumbai, but

not in the same order.

I. E is not in Bangalore or Delhi, and is not the Doctor or the Engineer.

II. Architect is in Bangalore. F or A is not the Architect.

III. B the engineer is not in Hyderabad/ Chennai.

IV. A is the Lawyer.

V. The Dancer is nor in Delhi or Mumbai

VI. D is the Doctor who is in Hyderabad.

VII. F is not the Accountant or Engineer.

VIII. Lawyer is in Mumbai.

IX. Accountant is from Ahmedabad.

Question 1: Where is the Engineer working?

Option A: Bangalore

Option B: Delhi

Option C: Hyderabad

Option D: Mumbai

Option E: None of these

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Correct Option: B

Question 2: Which of the combinations are true?

Option A: E – Dancer - Delhi

Option B: C – Architect - Ahmedabad

Option C: D – Doctor - Bangalore

Option D: F – Dancer - Chennai

Option E: None of these

Correct Option: F

Question 3: Who lives in Hyderabad?

Option A: B, Engineer

Option B: D, Accountant

Option C: E, Dancer

Option D: D, Doctor

Option E: None of theses

Correct Option: D

Question 4: Who is the Accountant?

Option A: E

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Option B: D

Option C: C

Option D: B

Option E: A

Correct Option: B

Question 5: Find the false statement in the following.

Option A: Accountant is from Ahmedabad

Option B: B is the engineer in Delhi

Option C: A lives in Mumbai

Option D: Dancer lives in Bangalore

Option E: E is the Accountant

Correct Option: D

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Solution:

Table 3.6

Person Occupation City

A Lawyer Mumbai

B Engineer Delhi

C Architect Bangalore

D Doctor Hyderabad

E Accountant Ahmedabad

F Dancer Chennai

.

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RESULT ANALYSIS

.

4.1. Operational Research of the ThinkTab

4.1.1. Course vs Number of Students

Table 4.1

Course

No. of

students

UPSC 5,000

GRE 1500

GMAT 1200

CAT 10000

IIT-

JEE 3000

CET 1900

Figure 4.1

0

5,000

10,000

UPSC GRE GMAT CATIIT-JEE CET

Series1

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4.1.2. Course vs Number of Students vs Course Location

Table 4.2

Course\City Delhi Bangalore Hyderabad Mumbai Indore Pune Lucknow Kota Jammu

UPSC 990 789 698 321 39 990 45 198 19

GRE 440 231 440 59 8 89 21 102 2

GMAT 221 129 154 221 2 56 7 45 0

CAT 2800 4000 1200 200 100 100 40 400 30

IIT-JEE 500 500 600 100 30 70 40 250 20

CET 0 340 0 450 0 550 0 0 0

4.1.3. Finding the Optimum Assignment of the Courses with respect to the course

location

Problem Statement: Optimally assign the 6 courses of the company to the 9 company

centers in such a way that maximum number of students can enroll for a course at any center.

Optimization Method Used: Hungarian Assignment Method

Hungarian Algorithm-

The Hungarian method is a combinatorial optimization algorithm that solves the assignment

problem in polynomial time and which anticipated later primal-dual methods. It was

developed and published in 1955 by Harold Kuhn, who gave the name "Hungarian method"

because the algorithm was largely based on the earlier works of two Hungarian

mathematicians: Dénes Kőnig and Jenő Egerváry.

Eg- Finding lowest cost

Problem Solving Steps:

1) Understanding and compartmentalizing the problem data

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The problem statement gives us an idea of the different courses held by the company at the

different company centers. Now, let us collect the data relating to the company for the number

of students enrolled in its different courses.

UPSC Course

Delhi- 990, Bangalore- 789, Hyderabad- 698, Mumbai- 321, Indore- 39, Pune- 990,

Lucknow- 45, Kota- 198, Jammu- 19.

GRE Course

Delhi- 440, Bangalore- 231, Hyderabad- 440, Mumbai- 59, Indore- 8, Pune- 89, Lucknow-

21, Kota- 102, Jammu- 2.

GMAT Course


7, Kota- 45, Jammu- 0.

CAT Course

Delhi- 2800, Bangalore- 4000, Hyderabad- 1200, Mumbai- 200, Indore- 100, Pune- 100,

Lucknow- 40, Kota- 400, Jammu- 30.

IIT-JEE Course


40, Kota- 250, Jammu- 20.

CET Course

Delhi- 0, Bangalore- 900, Hyderabad- 0, Mumbai- 450, Indore- 0, Pune- 550, Lucknow- 0,

Kota- 0, Jammu- 0.

Now, we will be applying the Hungarian Assignment Method to optimize the problem and

collate the results.

2) Applying the Hungarian Assignment Method

2.1)

This problem is a maximization problem and also is unbalanced. We must add 3 dummy rows

to balance the problem as we need a SQUARE MATRIX.

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UPSC 990 789 698 321 39 990 45 198 19

GRE 440 231 440 59 8 89 21 102 2

GMAT 221 129 154 221 2 56 7 45 0

CAT 2800 4000 1200 200 100 100 40 400 30

IIT-JEE 500 500 500 100 30 70 40 250 20

CET 0 340 0 450 550 0 0 0 0

DUMMY 1 0 0 0 0 0 0 0 0 0

DUMMY 2 0 0 0 0 0 0 0 0 0

DUMMY 3 0 0 0 0 0 0 0 0 0

2.2)

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Now, the problem is in the form of a 9x9 regular matrix. The highest value in the matrix is

4000. Thus, our first step will be to subtract all the other values from 4000. The revised table

is as follows:


UPSC 3010 3211 3302 3679 3961 3010 3955 3802 3981

GRE 3560 3769 3560 3941 3992 3979 3911 3898 3998

GMAT 3779 3871 3846 3779 3998 3944 3993 3955 4000

CAT 1200 0 2800 3800 3900 3900 3960 3600 3970

IIT-JEE 3500 3500 3500 3900 3970 3930 3960 3750 3980

CET 4000 3660 4000 3550 3450 4000 4000 4000 4000

DUMMY 1 4000 4000 4000 4000 4000 4000 4000 4000 4000

DUMMY 2 4000 4000 4000 4000 4000 4000 4000 4000 4000

DUMMY 3 4000 4000 4000 4000 4000 4000 4000 4000 4000

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2.3)

Then, we go to the next step, which is to subtract the minimum value in each row from every

value in the row. The resulting values are given in Table.


UPSC 0 201 292 669 951 0 945 792 971

GRE 0 209 0 381 432 419 351 338 438

GMAT 0 92 67 0 219 165 214 176 221

CAT 1200 0 2800 3800 3900 3900 3960 3600 3970

IIT-JEE 0 0 0 400 470 430 460 250 480

CET 550 210 550 100 0 550 550 550 550

DUMMY 1 0 0 0 0 0 0 0 0 0

DUMMY 2 0 0 0 0 0 0 0 0 0

DUMMY 3 0 0 0 0 0 0 0 0 0

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2.4)

Next, we subtract the minimum value in each column in the reduced cost table from each

value in that respective column. Then we test for optimality by drawing lines to cover

maximum number of zeroes at one time. We get:

Course\

City Delhi Bangalore Hyderabad Mumbai Indore Pune Lucknow Kota Jammu

UPSC 0 201 292 669 951 0 945 792 971

GRE 0 209 0 381 432 419 351 338 438

GMAT 0 92 67 0 219 165 214 176 221

CAT 1200 0 2800 3800 3900 3900 3960 3600 3970

IIT-JEE 0 0 0 400 4 430 460 250 480

CET 550 210 550 100 0 550 550 550 550

DUMMY

1

0

0 0 0 0 0 0 0 0

DUMMY

2 0 0 0 0 0 0 0 0 0

DUMMY

3 0 0 0 0 0 0 0 0 0

For this particular matrix, n = 9. The number of lines covering the zeroes = 9 ie. = n.

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This is hence the optimal solution. Now it is time to assign values to respective centers.

Table 4.3


UPSC 0 201 292 669 951 0 945 792 971

GRE 0 209 0 381 432 419 351 338 438

GMAT 0 92 67 0 219 165 214 176 221

CAT 1200 0 2800 3800 3900 3900 3960 3600 3970

IIT-JEE 0 0 0 400 0 430 460 250 480

CET 550 210 550 100 0 550 550 550 550

DUMMY 1 0 0 0 0 0 0 0 0 0

DUMMY 2 0 0 0 0 0 0 0 0 0

DUMMY 3 0 0 0 0 0 0 0 0 0

Thus, the optimum assignment of courses by center is as follows:

1) UPSC – Pune

2) GRE – Hyderabad

3) GMAT – Mumbai

4) CAT – Bangalore

5) IIT-JEE – Delhi

6) CET – Indore

Hence the problem is solved and the optimal solution is found.

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4.1.4. Type of tablet sold vs location of sale

Table 4.4

Tablet/Center Delhi Bangalore Hyderabad Mumbai Chandigarh Indore

UPSC 250 250 210 220 250 170

GRE 190 215 205 230 195 230

GMAT 170 185 240 190 230 208

IIT-JEE 165 140 180 180 170 180

K-12 0 210 0 0 0 0

8th

, 9th

, 10th

MATHS &

SCIENCE

180 190 170 165 190 185

Problem Statement: Allocate types of tablets sold to company centers in such a way that

the maximum number of tablets can be sold at each center.

Applying the Hungarian Assignment Method:

The matrix is of regular 6x6 type, so no adjustment is necessary and the problem is balanced.

The above problem is a maximization case of the Hungarian Assignment Method. Hence, we

take the maximum value in the matrix and subtract the other values from it.

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UPSC 0 0 40 30 0 80

GRE 60 35 45 20 55 20

GMAT 80 65 10 60 20 42

IIT-JEE 85 110 70 70 80 70

K-12 250 40 250 250 250 250

8th

, 9th

, 10th

MATHS &

SCIENCE

70 60 80 85 60 65

Having done this, we now take the minimum value in each row and subtract it from the rest of

the values in each row.

Then, we take the minimum value in each column and subtract it from the other values in the

column.

Then, we get:


UPSC 0 0 40 30 0 80

GRE 40 15 25 0 35 0

GMAT 70 55 0 50 10 32

IIT-JEE 15 40 0 0 10 0

K-12 210 0 210 210 210 210

8th

, 9th

, 10th

MATHS &

SCIENCE

10 0 20 25 0 5

Now, we draw lines, trying to cover the maximum number of zeroes with the minimum

number of lines drawn.

We get:

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UPSC 0 0 40 30 0 80

GRE 40 15 25 0 35 0

GMAT 70 55 0 50 10 32

IIT-JEE 15 40 0 0 10 0

K-12 210 0 210 210 210 210

8th

, 9th

, 10th

MATHS &

SCIENCE

10 0 20 25 0 5

As we can see, minimum number of lines required = 6 which is equal to n. Thus we have the

optimal solution to the problem statement.

Now, it is required that we allocate the type of tablets with respect to the company centers to

find out the optimum assignment.

This is done in the following tableTable 4.5


UPSC 0 0 40 30 0 80

GRE 40 15 25 0 35 0

GMAT 70 55 0 50 10 32

IIT-JEE 15 40 0 0 10 0

K-12 210 0 210 210 210 210

8th

, 9th

, 10th

MATHS &

SCIENCE

10 0 20 25 0 5

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Thus, after allocating the values , we find the optimum assignment for maximum sales of

tablet as:

UPSC Tablet – Delhi

GRE Tablet – Mumbai

GMAT Tablet – Hyderabad

IIT-JEE Tablet – Indore

K-12 Tablet – Bangalore

Maths & Science Tablet – Chandigarh

Thus this is the best way of allocating the types of tablet sold

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CONCLUSION AND SCOPE FOR FUTURE WORK

5.1 Content Development

I have been working on the content of this company in the past 4 months and I have

gained a lot of experience especially in the field of Maths. I have actually used the

concepts of Engineering Mathematics-I, to generated Interesting questions for the

ThinkTab. I have learnt a great deal about innovations and I have realized my

importance in this company.

5.2 Sales and Marketing

My experience in working in a sales team has helped the company increase its sales in

both tablet and classroom division as I have managed to achieve the target on multiple

occasions. Also, personally the experience has enhanced my communication skills and

also my overall personality.

5.3 Optimization of courses

My work using Hungarian method to find the optimum course and type of tablet for

each center has helped the company to maintain that much particular inventory at a

particular center so as to maximize the sales at every center.

5.4 Scope for Future work

Content development is a continuous process, as our content is dynamic in nature and is

updated every year. So, I hope to continue to create good content for the thinktab. Also,

as the company expands our work as sales employee will further progress into generating

revenue from a group of people working under us, which will impart valuable lessons in

management. And lastly, The data fed though cannot be scaled but gives a very clear

picture and hence a very intuitive understanding. We plan to employ these ideas into the

other fields and we can show that by simulation we can actually observe the difference

between the theoretical and practical values.

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REFERENCES 1) Harold W. Kuhn, "The Hungarian Method for the assignment problem", Naval Research

Logistics Quarterly, 2: 83–97, 1955. Kuhn's original publication.

2) Comparison, www.thinktab.com

3) About us, www.meritnation.com

4) Introduction, www.khanacademy.org

5) Competitors, www.owler.com

6) Why study with byjus, www.byjus.com

7) Know us, www.edunexttechnologies.com

8) Maths and science topics, www.ncert.in

9) Think and Learn Pvt Ltd (in-house data)

https://en.wikipedia.org/wiki/Naval_Research_Logistics_Quarterly

https://en.wikipedia.org/wiki/Naval_Research_Logistics_Quarterly

http://www.thinktab.com/

http://www.meritnation.com/

http://www.khanacademy.org/

http://www.owler.com/

http://www.byjus.com/

http://www.edunexttechnologies.com/

http://www.ncert.in/

content development and optimization of thinktab (byju's learning)

Education