Discrete Maths

N.Z.Ashim Eng. A.L. Jubailah

Begum

21.09.2023 23.11.2023 23.11.2023

BTEC HND in Computing

Discrete Maths

18. Discrete Maths for software development

23.11.2023

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N.Z.Ashim

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N.Z.Ashim

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Acknowledgement

I want to express my sincere gratitude to my respected lecturer, Miss Jubailah, for giving me

the chance to work on the interesting and informative Discrete Maths assignment. During the

process of the assignment, Miss Jubailah’ s advice, assistance and knowledge have been of

the greatest benefit. I have been able to dig deeply into the complex topics of Discrete

Mathematics thanks to her guidance.

Thanks to Miss Jubailah’ s supervision and the available resources, completing this

assignment has been a rewarding experience for me. I am glad for the information I have

learned. With the help of providing me useful knowledge and abilities that I can use in both

my academic and professional career.

Miss Jubailah, I appreciate your help and the interesting scenarios you provided. This task

has been a big learning milestone, and I cannot wait to use the abilities and information I

have gained to mathematical problems.

N.Z.Ashim

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Introduction

At the focal point of this assignment, are algebraic set operations, which serve as the
foundation for understanding complicated mathematical connections.

The assignment goes further into the idea of function inverses, applying methods to identify
these relationships. The assignment is complemented with an in-depth examination of binary
trees, in which both qualitative and quantitative elements are highlighted via illustrative
diagrams.

The implementation of Dijkstra's algorithm, an important concept in graph theory, is used to

discover the shortest path between two locations, A and Z, to illustrate a practical application
of these ideas. The assignment continues to the areas of Eulerian and Hamiltonian circuits in
undirected graphs

The creation of a proof for the Five Color Theorem using the idea of the chromatic number, a
theory important to graph coloring and its applications in problem solving, is also discussed
in this assignment.

The assignment goes into the real world, examining two binary situations in different areas
where Boolean algebra is used. This includes developing Boolean expressions and truth
tables for individual circuit systems.

The assignment examines the concept of a 'Group,' its defining features, and confirms the
existence of a commutative group inside the set of non-zero real numbers under
multiplication in the world of abstract algebra.

The assignment then concludes with a 15-minute presentation designed to explain the
importance of group theory in the instruction of computer students. This section focuses on
the practical applications of these theoretical concepts in the ever-changing area of
computer science.

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Table of Contents
Acknowledgement....................................................................................................................1

Introduction...............................................................................................................................2

Part 1........................................................................................................................................5

1.1 Algebraic Set Operations................................................................................................5

1.2 Set Cardinality................................................................................................................5

1.3 Finding the Inverse of Functions....................................................................................6

1.4 Proving Set Properties Using Set Identities and Venn Diagrams...................................7

Part 2......................................................................................................................................11

2.1 Binary Trees.................................................................................................................11

2.1.3 Traversals in a BST...............................................................................................12

2.2 Finding the Shortest Path using Dijkstra’s Algorithm....................................................13

2.3 Accessing Hamiltonian & Eulerian Circuits...................................................................18

2.4 Proving of a Five Color Theorem..................................................................................21

Part 3......................................................................................................................................23

3.1 Usage of Boolean Algebra for Real World Problems...................................................23

Scenario 1.......................................................................................................................23

Truth Table for the Problem............................................................................................23

The Logic Circuit for the Coffee Machine........................................................................24

Scenario 2.......................................................................................................................25

Truth Table for the Problem............................................................................................26

The Logic Circuit for the Alarm System..........................................................................27

The Complex Circuit.......................................................................................................28

3.2 Boolean Circuits...........................................................................................................29

Truth Table......................................................................................................................29

3.3 Simplifying Boolean equations.....................................................................................30

3.4 Simplifying Boolean equations.....................................................................................31

The Logic Circuit for the AC............................................................................................32

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Table of Figures

Figure 1..................................................................................................................................13
Figure 2..................................................................................................................................13
Figure 3..................................................................................................................................13
Figure 4..................................................................................................................................14
Figure 5..................................................................................................................................14
Figure 6..................................................................................................................................14
Figure 7..................................................................................................................................15
Figure 8..................................................................................................................................15
Figure 9..................................................................................................................................15
Figure 10................................................................................................................................15
Figure 11................................................................................................................................15
Figure 12................................................................................................................................16
Figure 13................................................................................................................................16
Figure 14................................................................................................................................16
Figure 15................................................................................................................................16
Figure 16................................................................................................................................17
Figure 17................................................................................................................................17
Figure 18................................................................................................................................17
Figure 19................................................................................................................................18
Figure 20................................................................................................................................19
Figure 21................................................................................................................................20
Figure 22................................................................................................................................20
Figure 23................................................................................................................................20
Figure 24................................................................................................................................21
Figure 25................................................................................................................................21
Figure 26................................................................................................................................21
Figure 27................................................................................................................................22
Figure 28................................................................................................................................22
Figure 29................................................................................................................................23
Figure 30................................................................................................................................23
Figure 31................................................................................................................................23
Figure 32................................................................................................................................24

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Figure 33................................................................................................................................24
Figure 34................................................................................................................................24
Figure 35................................................................................................................................25
Figure 36................................................................................................................................25
Figure 37................................................................................................................................25
Figure 38................................................................................................................................26
Figure 39................................................................................................................................26
Figure 40................................................................................................................................26
Figure 41................................................................................................................................27
Figure 42................................................................................................................................27
Figure 43................................................................................................................................28
Figure 44................................................................................................................................28
Figure 45................................................................................................................................29
Figure 46................................................................................................................................31
Figure 47................................................................................................................................33
Figure 48................................................................................................................................33
Figure 49................................................................................................................................34
Figure 50................................................................................................................................36
Figure 51................................................................................................................................36
Figure 52................................................................................................................................36
Figure 53................................................................................................................................37
Figure 54................................................................................................................................37
Figure 55................................................................................................................................38
Figure 56................................................................................................................................41
Figure 57................................................................................................................................41
Figure 58................................................................................................................................41
Figure 59................................................................................................................................42

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Part 1

1.1 Algebraic Set Operations

A = {2, 3, 4, 5}
B = {4, 5, 6, 7}
C = {6, 7, 8, 9}
D = {8, 9, 10, 11}

a) A ∪ B={2, 3 , 4 ,5 , 6 , 7 }

b) A ꓵ B = {4, 5}

c) B ∪ C = {4, 5, 6, 7, 8, 9}

d) C ꓵ D = {8, 9}

e) (A ∪ B) ∪ C = {2, 3, 4, 5, 6, 7, 8, 9}

f) A ∪ (B ꓵ C) = {2, 3, 4, 5, 6, 7}

g) B ∪ (C ∪ D) = {4, 5, 6, 7, 8, 9, 10, 11}

h) A – B = {2, 3}

1.2 Set Cardinality

A = {a, b, c, d}

Power set of A:

|A|=4

| P (A) | = 24
= 16

P (A) = {{}, {a}, {b}, {c}, {d}, {a, b}, {a, c}, {a, d}, {b, c}, {b, d}, {c, d}, {a, b, c},
{a, b, d}, {a, c, d}, {b, c, d}, {a, b, c, d}}

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1.3 Finding the Inverse of Functions

−1 x +5
i. f ( x )=3 x−5 = f ( x )=
3
x x+5
3
×3
÷3
3x
x +5
−5
+5
3 x−5
x

ii. g ( x )=x −7
3
= g−1 ( x )=√3 x+7

x √3 x+ 7
Cube
√❑
3
x
x +7
−7
+7
3
x −7
x

( x+2) −1 3 x+2
iii. h ( x )= = h ( x )=
(x−3) x−1

x +2
y=
x−3

y ( x−3 )=x +2
yx−3 y =x+ 2
yx−x =3 y+ 2
x ( y−1 )=3 y +2
3 y+ 2
x=
y−1

y →x

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−1 3 x +2
y =
x−1

iv. i ( x ) =√(x+ 2) = −1 2
i ( x ) =x −2

x 2
x −2
+2
−2
x +2
2
x
√❑
Square
√ x+ 2
x

1.4 Proving Set Properties Using Set Identities and Venn Diagrams

a) B ∪ (∅ ꓵ A) = B

L.H.S R.H.S

Step 1 (∅ ꓵ A) (B)

A B
B

Figure 1 Figure 2

Step 2 (B ∪ (∅ ꓵ A)

Figure 3

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L.H.S = R.H.S

b) (A′ ꓵ U)′ = A

L.H.S R.H.S

Step 1 (A′ ꓵ U) (A)

Figure 5 Figure 4

Step 2 (A′ ꓵ U) ′

Figure 6

L.H.S = R.H.S

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c) (C ∪ A) ꓵ (B ∪ A) = A ∪ (B ꓵ C)

L.H.S R.H.S

Step 1 (C ∪ A) Step 1 (B ꓵ C)

Figure 7 Figure 8

Step 2 (B ∪ A) Step 2 (A ∪ (B ꓵ C))

Figure 9 Figure 10

Step 3 ((C ∪ A) ꓵ (B ∪ A))

Figure 11

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L.H.S = R.H.S

d) (A ꓵ B) ∪ (A ꓵ B′) = A

L.H.S R.H.S

Step 1 (A ꓵ B) (A)

Figure 12 Figure 13

Step 2 (A ꓵ B′)

Figure 14

Step 3 (A ꓵ B) ∪ (A ꓵ B′)

Figure 15

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L.H.S = R.H.S

e) A ꓵ (A ∪ B) = A

L.H.S R.H.S

Step 1 (A ∪ B) (A)

Figure 16 Figure 17

Step 2 A ꓵ (A ∪ B)

L.H.S =

R.H.S
Figure 18

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Part 2

2.1 Binary Trees

Binary trees are a basic data structure in computer science that can be used for a variety of
purposes. They are formed up of nodes, with each node having a minimum of 0 children or a
maximum of 2 children, known as the left and right child.

These binary trees consists of both qualitative and quantitative behaviors:

Qualitative Quantitative
Root – The starting node in the tree. Number of Nodes – The total number of
nodes in a binary tree.
Leaf – A node with no children Height – The length of the longest path from
a node to a leaf. The height of a tree is the
height of its root.
Internal Node – A node with one or more Time Complexity – The time complexity of
children. various operations like insertion, deletion
and searching on binary trees depends on
the height of the tree.
Parent and Child – Nodes are related Depth – The length of the path that starts
hierarchically, where the parent node has from the root to a node. The root's depth is
child nodes. 0.

Root
Height
1

Internal & Parent

2
Leaf
3

4 L

5
Depth

Figure 19
 The above illustrated tree’s height = 5
 Depth of Node L = 4

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2.1.3 Traversals in a BST

The Binary Search Tree has two traversing techniques.

1. Breadth-First Search
2. Depth-First Search

Breadth-First Search

Breadth-First Search involves search through a tree one level at a time. We traverse through
one entire level of children nodes first, before moving on to traverse through the
grandchildren nodes. Moreover, we traverse through an entire level of grandchildren nodes
before going on to traverse through great-grandchildren nodes. (Joshi, 2017)

B C

D E F G

H I
Figure 20

Depth-First Search

Depth-first search (DFS) is another technique for traversing a tree or graph. In a DFS, you
go as far down one path as possible before turning back and attempting another.

You proceed down one route, come to a dead end, then return to attempt another.
(InterviewCake, 2023)

There are three types in this searching method:

I. Pre-Order Traversal
II. In-Order Traversal
III. Post-Order Traversal

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I. Pre-Order Traversal II. In-Order Traversal

1 1

2 3 2 3
Figure 21

 Left-Root-Right

 Root-Left-Right

Figure 22
III. Post-Order Traversal

2 3
Figure 23

 Left-Right-Root

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2.2 Finding the Shortest Path using Dijkstra’s Algorithm

Figure 24

 a−b−d−f −z

Figure 25

¿ 4 +5+5+7

¿ 21

 a−b−c−d −f −z

Figure 26

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¿ 4 +2+3+5+7

¿ 21

 a−b−c−d −e−g−z

Figure 27

¿ 4 +2+3+1+5+ 4

¿ 19

 a−b−c−d −e−g−f −z

Figure 28

¿ 4 +2+3+1+5+2+7

¿ 24

 a−c−e−g−z

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Figure 29

¿ 3+6+ 5+4

¿ 18

 a−c−b−d −f −z

Figure 30

¿ 3+2+5+5+ 7

¿ 22

 a−c−b−d −e−g−z

Figure 31

¿ 3+2+5+1+5+ 4

¿ 20

 a−c−b−d −e−g−f −z
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Figure 32

¿ 3+2+5+1+5+ 2+ 7

¿ 25

 a−c−d−f −z

Figure 33

¿ 3+3+5+ 7

¿ 18

 a−c−d−f −g−z

Figure 34

¿ 3+3+5+ 2+ 4

¿ 17

 a−c−d−e−g− z

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Figure 35

¿ 3+3+1+5+ 4

¿ 16

 a−c−d−e−g−f −z

Figure 36

¿ 3+3+1+5+ 2+ 7

¿ 21

Shortest path is:

Figure 37

a−c−d−e−g− z

¿ 3+3+1+5+ 4

¿ 16

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2.3 Accessing Hamiltonian & Eulerian Circuits

Figure 38

Hamiltonian Circuit

Figure 39

 1−2−4−3−6−5−1

Eulerian Circuit

 No possible circuits

Figure 40

Hamiltonian Circuit

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 No possible circuits

Eulerian Circuit

Figure 41

 4−3−2−1−4−5−2−6−4

Figure 42

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Hamiltonian Circuit

Figure 43

 1−2−5−4−3−1

Eulerian Circuit

 No possible circuits

Figure 44

Hamiltonian Circuit

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Figure 45

 5−4−6−1−7−3−2−5

Eulerian Circuit

 No possible circuits

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2.4 Proving of a Five Color Theorem

The Five Color Theorem is a well-known finding in graph theory which indicates that
every graph can be colored with no more than five colors while keeping in mind that none of
the adjacent vertices have the same color. This is also known as the “Chromatic Number”
that is, the minimum number number of color needed to color vertices so that no two
adjacent vertices (neighbours) share the same color.

Lets implement this theorem to solve a real life problem, where we have several modules of
a course to offer but a limited number of slots. Some modules cannot be offered at the same
because the same lecturer offers these modules. The questioning solution is to find the
minimum number of slots needed in this specific day for the modules. Lets say we have the
following modules with which modules they conflict with:

Module Conflicts with

Discrete Maths (DM) SDLC, PP
Software Development Life Cycle (SDLC) DM, N
Database Design & Development (DDD) PP, N, WDD
Web Designing & Development (WDD) N, DDD
Networking (N) SDLC, P, WDD, DDD
Professional Practice (PP) DM, DDD
Programming (P) N

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DM

SDLC

N
P

PP

WDD DDD

Figure 46

Next, lets assign the available colours to the slot number:

1) Red – Slot 1
2) Green – Slot 2
3) Cyan – Slot 3
4) Yellow – Slot 4
5) Purple – Slot 5

Chromatic Number

|C|= { Red ,Green ,Cyan , Yellow , Purple }

|C|=5

Minimum Number of Slots needed for the specific day = 5

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Part 3

3.1 Usage of Boolean Algebra for Real World Problems

Scenario 1

A coffee machine use sensors and Boolean logic to provide the preferred drink (Tea, Coffee
or Milk). For example, the machine will pour Tea if the Tea button is closed (TRUE), while
the other two drinks' do not get poured (FALSE).

 T =¿ Tea is poured
• T =1 if valve open
• T =0 if valve closed
 C=¿ Coffee is poured
• C=1 if valve open
• C=0 if valve closed
 M =¿ Milk is poured
• M =1 if valve open
• M =0 if valve closed

Truth Table for the Problem

T (Tea) C (Coffee) M (Milk ) Output drink

0 0 0 0
0 0 1 1 T C M =1

0 1 0 1 T C M =1

0 1 1 0
1 0 0 1 T C M =1

1 0 1 0
1 1 0 0
1 1 1 0

T C M +T C M +T C M =1

This expression cannot be simplified further.

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The Logic Circuit for the Coffee Machine

Figure 47

The above shown diagram is the logical circuit of how the coffee machine is supposed to
work. Since all the inputs are turned off (0), the output indicates “0”.

Figure 48

In this figure, an input that is, Tea, is turned on while the other two inputs are turned off (0).
We get the output “1” indicating that we get only the preferred input, Tea.

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Figure 49

In this example, two inputs have been turned on that are, Tea and Milk. However, this is not
an appropriate output, which leads us to get the output of “0” that represents that nothing
works.

Scenario 2

A home security system that uses Boolean logic to determine when to sound the alarm.

The security system is designed to sound the alarm if any door is open and there is motion
in the house or if any window is open and there is motion in the house.

The system should not trigger the alarm when the homeowners are moving around the
house with all doors and windows closed. If there's no motion detected, the alarm should not
sound, even if the doors or windows are open.

 D=¿ Door sensor

• D=1 if door open
• D=0 if door closed
 W =¿ Window sensor
• W =1 if window open
• W =0 if window closed
 M =¿ Motion sensor
• M =1 if motion detected
• M =0 if no motion

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Truth Table for the Problem

D(Door ) W (Window) M (Motion) Alarm(Output )

0 0 0 0
0 0 1 0
0 1 0 0
0 1 1 1 D WM=1

1 0 0 0
1 0 1 1 D W M =1

1 1 0 0
1 1 1 1 DWM =1

D WM + D W M + DWM =1

This expression can be simplified further.

¿ D WM + D ( W M +WM ) ¿

¿ D WM + D ¿ (factor out the common term M )

¿ D WM + D ( M 1 ) (Using∨Law [ W +W =1 ] )

¿ D WM + DM ¿)

¿ M (D W + D) (factor out the common term M )

¿ M (D+W ) (Using Consenus Law [ D W + D= D+ W ] )

Therefore, the simplified expression is ¿ M (D+W )

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The Logic Circuit for the Alarm System

Figure 50
The above shown diagram is the logical circuit of how the alarm system is supposed to work.
Since all the inputs are turned off (0), the output indicates “0” which means the alarm is not
triggered.

Figure 51

In this example, the door is only opened and no motion has been detected. So the alarm is

Figure 52
not triggered even if the door is opened. The same concept goes for opened windows as
well.

In this example, we can observe that the alarm has been triggered. This is because a
window is left opened and motion is detected. The same concept goes for opened doors as
well.

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Figure 53

Here, all three inputs, a door, window and a motion is detected. Therefore, the alarm is
triggered.

The Complex Circuit

Figure 54
This is how the logic circuit of the alarm system will look like before the simplification of the
Boolean expression M (D+W ).

The logic circuit being this much complex is the reason why we simplify the Boolean
expression in the initial phase. If we implement this complex circuit while comparing with the
simplified one, we could face many challenges.

 Lower costs are the result of fewer components. This covers the cost of the physical
components as well as any related expenses such as power consumption and
physical space required for the system.
 With fewer components, there is a less chance of a component failure.

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 Because of the shorter transmission delay, simpler logic circuits could result in
a quicker operation. With fewer gates, signals pass through fewer steps before
reaching the output.

3.2 Boolean Circuits

A.B

Figure 55

Q) Provide the Boolean Expression and the corresponding truth table for the above circuit
system, which satisfies the above-mentioned scenario

The Boolean expression for this circuit is:

Q=( A . B) B . C

Truth Table

A B C A.B C Q=( A . B) B . C

0 0 0 1 1 0
0 0 1 1 0 0
0 1 0 1 1 1
0 1 1 1 0 0
1 0 0 1 1 0
1 0 1 1 0 0
1 1 0 0 1 0
1 1 1 0 0 0

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3.3 Simplifying Boolean equations

a) ACC +( A+ A ' )C+ ABC

¿ ACC +1C + ABC ( Using∨Law [ A+ A '=1 ] )

¿ AC +C+ ABC (Using∧ Law[C .1=C ])

¿ AC ( 1+ B )+C (Multiplying C with values inside parantheses )

¿ AC .1+ C (Using∨Law[ B+1=1])

¿ AC +C (Using∧Law[ AC .1= AC ])

¿ C ( A+1 ) (Taking C as a common factor)

¿C ¿

Using∧Law[C 1=C]¿

b) AA '+ BC + ABC

'
¿ 0+ BC + ABC (Using∧Law [ A . A =0 ])

¿ BC ( 1+ A ) ¿

Taking BC as a common factor ¿

¿ BC ( 1 ) (Using∨Law[ A +1=1])

¿ BC(Using∧Law [BC .1=BC])

¿ BC

c) ( A+ B+ B ) ( A + A ' ) ( AA+ ( B ' ) ' ) +CC '

¿ ( A+ B ) ( 1 ) ( A + ( B ) )+C C ¿
' ' '

Using∨Law [ A + A' =1 ] ,

Using∧Law [ A . A= A ] ¿

¿ ( A+ B ) ( A + B ) +0 ¿
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Using Inversion Law [ ( B ) =B ] ,

' '

'
Using∧Law[C . C =0]¿

¿ A+ B ¿

Using∨Law [ ( A + B ) +0=A + B ] ¿

¿ A+ B

3.4 Simplifying Boolean equations

M (Manual Switch) T (Timer ) S(Sensor) AC(Output)

0 0 0 0
0 0 1 0
0 1 0 1 M T S=1
0 1 1 0
1 0 0 1 M T S=1

1 0 1 1 M T S=1

1 1 0 1 MT S=1

1 1 1 1 MTS=1

M T S + M T S + M T S + MT S+ MTS=1

This expression can be simplified further.

M ( T S +T S+T S +TS ) + M T S ¿

M (T ( S+ S )+ T ( S + S ) )+ M T S ¿

M (T 1+T 1)+ M T S ¿

M ( T +T ) + M T S ¿

Using∧Law [ T .1=T ] ¿

M 1+(M T S ) (Using∨Law [ T +T =1 ] )

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M +(M T S) (Using∧Law [ M .1=M ] )

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The Logic Circuit for the AC

Figure 56
Here, the AC will not work when:

 The manual switch is turned off (0)

 The sensor detected hot environment (0)
 The timer is turned off (0)

Condition 1

Figure 57
As mentioned in the scenario, “the AC can manually be switched on or off”. In this instance,
the manual switch is turned on (1). Therefore the AC works (1). The AC will work even
though the other two inputs (S & T) are turned on or off.

Condition 2

Figure 58

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Another condition states, “The AC will automatically be switched on when the timer is on and
the sensor indicates the environment is hot.” In this instance, the sensor indicates “0” which
means it did not detect a cold environment and realizes that the environment is hot.
Therefore the AC works.

Figure 59

In this instance, the timer is switched on; however, the sensor detects a cold environment.
Therefore, the AC does not work.

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Part 4

4.1 Properties of Basic Arithmetic Operations on Natural Numbers

Associative property states that for any three elements a, b, and c, the
equation (a∗b)∗c=a∗(b∗c) holds, where * is the operation in question.

Commutative property states that for any two elements a and b, the
equation a∗b=b∗a holds, where * is the operation in question.

An example equation has been implemented using each operation to judge if they are
associative and commutative

Addition (+)

Associative:

(a+ b)+c=a+(b +c) Commutative:

( 10+2 ) +5=17 a+ b=b+a

10+ ( 2+5 )=17 10+2=12

(a+ b)+c=a+(b +c) 2+10=12

∴ Addition is associative a+ b=b+a

∴ Addition is commutative

Subtraction (–)

Associative: ∴ Subtraction is not associative

( a−b )−c=a−(b−c) Commutative:

( 5−2 )−1=2 a−b=b−a

5−( 2−1 )=4 5−2=3

( a−b )−c ≠ a−(b−c) 2−5=−3

a−b ≠ b−a
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∴ Subtraction is not commutative

Multiplication (×)

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Associative: Commutative:

( a × b ) ×c=a ×(b ×c ) a × b=b ×a

( 4 ×3 ) ×6=72 6 ×3=18

4 ×(3× 6)=72 3 ×6=18

( a × b ) ×c=a ×(b ×c ) a × b=b ×a

∴ Multiplicationis associative

∴ Multiplicationis commutative

Division (÷ )

Associative: Commutative:

( a ÷ b ) ÷ c=a÷ (b ÷ c) a ÷ b=b ÷ a

( 50 ÷ 2 ) ÷ 5=5 25 ÷ 5=5

50 ÷(2 ÷ 5)=0.008 5 ÷ 25=0.2

( a ÷ b ) ÷ c ≠ a÷ (b ÷ c) a÷b≠b÷a

∴ Division is not associative

∴ Division is not commutative

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4.2 Group and its properties

A group consists of a set of elements. There is a binary operation that is usually denoted as
multiplication or addition that combines any two elements of the set to form another element
within the set.

Properties of a group

1. For all the elements a , b , c in the group, the equation ( a∗b )∗c=a∗ ( b∗c ) holds. The
operation * means that the operation is associative.
2. There exists an element e in the group such that for every element a in the group,
the equation e∗a=a∗e=a holds. This element e is called the identity element of the
group.
3. For each element a in the group, there exists an element b in the group such that
a∗b=b∗a=e , where e is the identity element. The element b is called the inverse of
a.

If the operation is commutative, meaning a∗b=b∗a for all a , b in the group, then the group
is called Abelian.

Checking if Non-Zero Real Numbers with Multiplication form a Commutative Group

Associative

 Changing the grouping of the operations shouldn't change the result

( 2 ×3 ) × 4=6∗4=24

2 ×(3× 4)=2× 12=24

Since they're equal, associativity is good.

Identity Element

 There should be a special element in the group that doesn't change other elements
when used in the operation.

For multiplication, the identity element is 1, because any number times 1 is itself.

5 ×1=5

So we have our identity element.

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Inverse Element

 Every element should have a partner in the group such that when they're operated
together, you get the identity element.

1
Inverse of 5=
5

1
5 × =1
5

The inverse of 5 is a number that, when it is multiplied with 5, it results in 1.

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4.3 A Presentation on Group Theory

Good morning, esteemed lecturer Miss Jubailah and my dear colleagues. I am delighted to
present an overview of the importance of group theory in computing education. So without
further ado, let’s get started.

These are the contents of my presentation that we’ll be diving into.

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Let’s start with a quote. “We may as well cut out group theory. That is a subject that will
never be of any use in physics.” By James Jeans.

Moving on, let me first introduce you all to group theory.

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What is group theory? Group Theory is an area of mathematics focusing on set symmetry,
structure and operations. It is a fundamental concept in abstract algebra that goes back to
the nineteenth century.

Groups are sets that have an operation that combines any two components to generate a
third while meeting certain characteristics like associativity, identity, and invertibility.

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Group theory’s relevance in computing.

Group theory in computing gives a foundation for understanding complicated structures and
processes. It helps in the solution of computer issues that require symmetry and structural
features. Algorithms for search optimization and data structure organization are two
examples.

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Application of group theory in computer science.

Cryptography heavily relies on group theory for the creation of secure encryption algorithms.
It helps in the quick creation of algorithms and the appropriate organization of data in the
database design. The fundamentals of group theory provide a basis for creating strong and
robust computer systems.

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Studying group theory improves abstract thinking and problem-solving skills, which are
important in algorithm creation and analysis. It gives a foundation for creative solutions to
challenging issues with applications that go from graphics rendering to network security.

With group theory's complex principles, it leads to advanced thinking. Computing students
get the capacity to think of and manage complicated concepts that are not easily
represented physically by studying these abstract mathematical structures.

The fundamentals of group theory are directly applicable to computer problem solving.
Understanding the characteristics of groups, for example, may help in the development of
highly effective algorithms. Problems that seem unrelated may have underlying group
structures, making it possible to a united approach to their solutions.

Group theory is important in algorithm design, particularly in the fields of symmetry and
operations. Algorithms that take use of group characteristics have the potential to be more
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successful. Certain sorting or searching algorithms, for example, may be simplified by

knowing the data set's group structure.

Lets see how group theory is applied in the real world.

Group theory is used in computer graphics to understand and control the symmetries in
geometric objects, which is required for displaying 3D models.

Many cryptography methods are based on group theory. Understanding the group structure
behind these algorithms is vital for developing safe systems as well as breaking down
unsecure ones.

Understanding the underlying group structure of information can result in better encoding
systems, which can be used for data compression methods.

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Educational benefits of group theory. Learning group theory helps logical thinking and
mathematical skills. It prepares students for advanced computer science ideas while also
demonstrating the interconnected nature of mathematics and computers.

The organized approach to problem solving and exact logical underpinnings of group theory
are excellent for improving logical thinking abilities. These abilities are essential in
computing, where logic serves as the foundation for algorithm creation, system design and
error correction.

Understanding more complex concepts in computer science begins with understanding

group theory. Students having a foundation in group theory will find concepts like
computational complexity, algorithmic theory, and advanced data structures easier to learn.

As computers develops, new difficulties develop that often need a good mathematical basis
to understand and solve. Group theory provides students with a diverse set of tools that may
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be used to a variety of developing domains, including quantum computing, machine

learning and advanced encryption.

Group theory is more than simply a mathematical idea; it is also an important tool in
computer education. Its ideas affect how we deal with complicated computer issues, pointing
to a bright future for computing education. Its investigation invites students to explore further
into the fascinating interface of mathematics and computers.

Overall, I’d like to say that group theory is not just a mathematical concept but a vital tool in
computing education.

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With this my presentation comes to an end. I thank you Miss Jubailah and my dear
colleagues for being such an attentive and receptive audience. It has been a pleasure
presenting to you today and I hope you found it informative. Before we conclude, let me
remind you that my contact information is on the slide. If you arise with any questions, feel
free to contact me.

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Conclusion

In this assignment, the author has started with the investigation of algebraic set operations
and the determination of set cardinality.

The application of Dijkstra's algorithm for finding the shortest routes has proved the deep
impact of graph theory in addressing real-world issues, while the study of Eulerian and
Hamiltonian circuits in undirected graphs has revealed network architectures' complexities.
The constructive proof of the Five Color Theorem shows the logical thinking abilities that is
needed in mathematical problem solving, especially in the context of graph coloring.

The author's exploration of real-world Boolean Algebra applications has filled the gap
between abstract theory and practical applicability that show how basic ideas in discrete
mathematics support computer operations. The creation of Boolean expressions and truth
tables for particular circuit systems has driven up the importance of logical operations in
technology.

The study of group theory, particularly concerning the context of the set of non-zero real
numbers with multiplication, has brought about a better understanding of abstract algebra
and its implications in the larger field of mathematics.

This assignment has brought out the importance of discrete mathematics in developing the
computational abilities of future computing professionals, with the help of presenting a
presentation on the relevance of group theory in computer science education. It has shown
why knowing these abstract ideas is important for addressing complicated computing issues
and inventing in this field.

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