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Question

In an examination containing 10 questions, each correct answer is awarded 2 marks, each incorrect answer is awarded −1 and each unattampted question is awarded zero. Which of the following CANNOT be a possible score in the examination?

The correct answer is

19

Examination Score Calculation

The problem describes a scoring system for an examination with 10 questions. We are given the marks awarded for correct answers, incorrect answers, and unattempted questions. We need to determine which of the given scores is not possible to achieve.

Let's define the variables:

  • C: Number of correct answers
  • I: Number of incorrect answers
  • U: Number of unattempted questions

The total number of questions is 10. So, we have the constraint:

\( C + I + U = 10 \)

Where \( C \), \( I \), and \( U \) must be non-negative integers (\( C \ge 0, I \ge 0, U \ge 0 \)).

The scoring rules are:

  • Correct answer: +2 marks
  • Incorrect answer: -1 mark
  • Unattempted question: 0 marks

The total score (S) is calculated as:

\( S = (2 \times C) + (-1 \times I) + (0 \times U) \)

\( S = 2C - I \)

From the constraint \( C + I + U = 10 \), we know that \( C + I \le 10 \) because \( U \ge 0 \). This also means \( I = 10 - C - U \).

Let's substitute the expression for \( I \) into the score formula:

\( S = 2C - (10 - C - U) \)

\( S = 2C - 10 + C + U \)

\( S = 3C - 10 + U \)

Now, we need to check if the given possible scores can be obtained using this formula, subject to the constraints \( C \ge 0 \), \( U \ge 0 \), and \( C + U \le 10 \) (which comes from \( I = 10 - C - U \ge 0 \)).

Testing Possible Scores

We are asked which score CANNOT be a possible score. We can test each option to see if we can find non-negative integer values for C and U (and consequently I) that satisfy the conditions for that score.

Let's test the score \( S = 19 \).

We need to find if there exist integers \( C \ge 0 \) and \( U \ge 0 \) such that:

\( 3C - 10 + U = 19 \)

Rearranging the equation, we get:

\( 3C + U = 29 \)

Additionally, we must satisfy the constraint \( C + U \le 10 \).

Let's try possible integer values for \( C \) starting from 0 and check if we can find a corresponding non-negative integer \( U = 29 - 3C \) and if the condition \( C+U \le 10 \) is met.

Value of \( C \) Required \( U = 29 - 3C \) Is \( U \ge 0 \)? \( C + U \) Is \( C + U \le 10 \)? Possible?
0 29 Yes 29 No No
1 26 Yes 27 No No
2 23 Yes 25 No No
3 20 Yes 23 No No
4 17 Yes 21 No No
5 14 Yes 19 No No
6 11 Yes 17 No No
7 8 Yes 15 No No
8 5 Yes 13 No No
9 2 Yes 11 No No
10 -1 No - - No

As shown in the table, for all possible non-negative integer values of \( C \) where \( U = 29 - 3C \) is also non-negative, the sum \( C+U \) is always greater than 10. This violates the fundamental constraint that the total number of questions \( C+I+U \) must be 10 (which implies \( C+U \le 10 \)).

Therefore, a score of 19 cannot be achieved in this examination under the given rules.

Verifying Other Options

Let's quickly check if the other options are possible:

  • Score -9: Can we find \( C, I, U \) such that \( C+I+U=10 \) and \( 2C-I = -9 \)? Consider \( C=0 \). Then \( -I = -9 \implies I = 9 \). If \( C=0, I=9 \), then \( U = 10 - 0 - 9 = 1 \). Since \( C=0, I=9, U=1 \) are non-negative integers and \( 0+9+1=10 \), a score of -9 is possible.
  • Score -7: Can we find \( C, I, U \) such that \( C+I+U=10 \) and \( 2C-I = -7 \)? Consider \( C=1 \). Then \( 2(1) - I = -7 \implies 2 - I = -7 \implies I = 9 \). If \( C=1, I=9 \), then \( U = 10 - 1 - 9 = 0 \). Since \( C=1, I=9, U=0 \) are non-negative integers and \( 1+9+0=10 \), a score of -7 is possible.
  • Score 17: Can we find \( C, I, U \) such that \( C+I+U=10 \) and \( 2C-I = 17 \)? Consider \( C=9 \). Then \( 2(9) - I = 17 \implies 18 - I = 17 \implies I = 1 \). If \( C=9, I=1 \), then \( U = 10 - 9 - 1 = 0 \). Since \( C=9, I=1, U=0 \) are non-negative integers and \( 9+1+0=10 \), a score of 17 is possible.

Since -9, -7, and 17 are possible scores, the score that CANNOT be a possible score is 19.

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Important Questions from Fundamental Principles of Counting

  1. What is the number of four digit decimal number (<1) in which no digit is repeated?

  2. Let S = {2, 3, 4, 5, 6, 7, 9}. How many different 3-digit numbers (with all digits different) from S can be made which are less than 500?

  3. Consider the digits 3, 5, 7, 9. What is the number of 5-digit numbers formed by these digits in which each of these four digits appears?

  4. 3-digit numbers are formed using the digits 1, 3, 7 without repetition of digits. A number is randomly selected. What is the probability that the number is divisible by 3?

  5. Consider the following paragraph:

    THE ABILITY TO REASON ACCURATELY IS VERY IMPORTANT, AS IS THE ABILITY TO COUNT. AS AN EXERCISE IN BOTH, LET US COUNT HOW MANY TIMES THE LETTER "E" OCCURS IN THIS PARAGRAPH. THE CORRECT COUNT IS ________.

    Which option when put in the blank in the above paragraph will make the final sentence accurate?

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