Content Development and optimization of thinktab (Byju's Learning)

This project describes the process of content development in thinktab by Byju's learning and its optimization with respect to varios centers

1. 1

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

2. ii

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

3. iii

4. iv

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.

5. v

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.

6. vi

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

7. vii

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

8. viii


CONTENTS
ACKNOWLEDGE MENTS 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

3
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

6
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

9. ix







Chapter 4

RESULT ANALYSIS


20
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

33
5.1 Optimization of the production costs
5.2
5.3
Content Development
Scope for Future Work


Chapter 6 REFERENCES 34

10. 1

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”.

11. 2

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

12. 3


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.

13. 4


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 12
th
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.

15. 6

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 9
th
Class Mathematics
 February 2016
 Developing content for 9
th
Class Mathematics with adaptive flow.
 Developing content for 10
th
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.

17. 8


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.

18. 9

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

19. 10

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

Chapter: CONSTRUCTION
Owner : Parth
Level : Easy
Sub Topics : Constructions for Triangles
S3 Title:
Question No: First Backup
Question skill: Conceptual
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:

22. 13

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

Chapter: CONSTRUCTION
Owner : Krishna Goutham N/ Parth Vaishnav
Level : Easy
Sub Topics : Constructions for Triangles
S3 Title:
Question No: Second Backup
Question skill: Conceptual
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

23. 14

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

24. 15


Questions –
A1B1 – In the arithmetic progression, -24, -22, -20…… The value of the 15
th
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 13
th
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 11
th
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 67
th
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 =
??????
2
(a1 + a4 ) = 2(-4 + 5) = 2
A4B5 – The 20
th
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.

25. 16

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 –

26. 17

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

27. 18

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

29. 20

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

.

30. 21

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
CAT
IIT-JEE
CET
Series1

31. 22



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

32. 23

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
Delhi- 221, Bangalore- 129, Hyderabad- 154, Mumbai- 221, Indore- 2, Pune- 56, Lucknow-
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
Delhi- 500, Bangalore- 500, Hyderabad- 500, Mumbai- 100, Indore- 30, Pune- 70, Lucknow-
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.

33. 24



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 500 500 500 100 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)

34. 25

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:


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

35. 26


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.


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 0 400 470 430 460 250 480
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

36. 27





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.

37. 28




This is hence the optimal solution. Now it is time to assign values to respective centers.
Table 4.3
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 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.

38. 29


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
8
th
, 9
th
, 10
th

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.

39. 30

Tablet/Center Delhi Bangalore Hyderabad Mumbai Chandigarh Indore
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
8
th
, 9
th
, 10
th

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:
Tablet/Center Delhi Bangalore Hyderabad Mumbai Chandigarh Indore
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
8
th
, 9
th
, 10
th

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:

40. 31

Tablet/Center Delhi Bangalore Hyderabad Mumbai Chandigarh Indore
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
8
th
, 9
th
, 10
th

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
Tablet/Center Delhi Bangalore Hyderabad Mumbai Chandigarh Indore
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
8
th
, 9
th
, 10
th

MATHS &
SCIENCE
10 0 20 25 0 5

41. 32

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

42. 33

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.

43. 34

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)