Combinations: exam question distribution

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Homework Help Overview

The discussion revolves around a combinatorial problem concerning the distribution of exam questions among students, specifically focusing on how to account for restrictions related to the types of questions (easy vs. others) and the requirement that each student receives at least one question.

Discussion Character

  • Exploratory, Assumption checking, Mathematical reasoning

Approaches and Questions Raised

  • Participants explore different methods for distributing questions, including initial unrestricted distributions and adjustments for specific conditions (e.g., keeping easy questions together). There is also discussion about the use of combinatorial techniques like stars and bars and Stirling numbers.

Discussion Status

Participants are actively questioning their assumptions and exploring various approaches to the problem. Some have suggested specific combinatorial formulas while others are reconsidering their calculations and the implications of the problem's constraints. There is no clear consensus yet, but several lines of reasoning are being developed.

Contextual Notes

There is an acknowledgment that the questions are not identical, which complicates the distribution. Additionally, the requirement that each student receives at least one question adds a layer of complexity to the problem.

member 428835
Homework Statement
Eight different exam questions are to be distributed among three
students, such that each student receives at least one question.
However, two of the questions are very easy and must be given to
different students. In how many ways can this be done?
Relevant Equations
stars and bars?
I think the idea is to first count the number of ways the questions are passed out without restrictions and then subtract the number of ways the two easy questions are together.

Call each student ##s_1,s_2,s_3##. We know their total number of questions is 8, so ##s_1+s_2+s_3 = 8 : s_1,s_2,s_3 > 0##, of course seeking only integer solutions. Thus we seek ##s_1+s_2+s_3 = 5## (each student gets at least one). I think stars and bars implies the unrestricted case is ##7C2##. Then if we lump two questions together (easy two) we have ##6C2##, thus the total of unrestricted is ##7C2-6C2 = 6##. This feels exceedingly low. What am I doing wrong?

I appreciate your help.

Edit: just dawned on me this technique assumes all questions are identical. They are obviously not. So how to solve? My solution key states we use Stirling numbers. I guess I'll read about those.
 
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I would start by assigning the two easy questions. How many ways to do that?
One student has none yet. Choose r to give to that student, r=1..6. How many ways?
Dish out the remaining 6-r. How many ways?
 
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haruspex said:
I would start by assigning the two easy questions. How many ways to do that?
One student has none yet. Choose r to give to that student, r=1..6. How many ways?
Dish out the remaining 6-r. How many ways?
In order as you asked, ##3C2 \cdot 6Cr \cdot (6-r)C2##, though ##(6-r)C2## has to be wrong...maybe it's ##(6-r+2-1)! = (7-r)!##? So is the answer something like ##\sum_{r=1}^6 3C2 \cdot 6Cr \cdot (7-r)!##
 
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joshmccraney said:
In order as you asked, ##^3C_2 ##,
The two questions are different.
joshmccraney said:
##^{(6-r)}C_2##,
No, it's easier than that. Each of the 6-r can go to either of two students independently.
 

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