Maths

The article below is false, and should not be taken seriously. It is intended as a joke.
Do not read just before any mathematics Exam.

Have you ever wondered what was the use of studying? Ya sure, we thought about that all the time...Haa..

A comment by a mad 'mathematician':

Introduction

Maths problems really are getting weirder and weirder so much that even the teachers are all stressed up so that just any number that appear would be sufficient to find out the number of umbrellas they bought. (Although no-one would bother buying umbrellaSSSSS unless they're doing investments) Furthermore, it's never worth solving it. There are so 'MUCH' of them that they have to number each problem just to change that 'MUCH' to 'MANY' without realising that these problems don't have a root.

Problems just keep adding up so much that the X axis never cuts the curve (undefined), and the gradient of the curve from (Q) to (inverted 8) seems to always be parallel to the Y-axis (Infinity). As expected, people start dividing and subtracting the total number of workload they have, while teachers got no choice but to add up and multiply the workload so that the percentage lost of homework done would always be in equilibrium.

Probability

For some strange reason, the probability of a student not doing well would be 99/100, although the probability of failing (When randomly choosing a number from 1-100) is only 1/2. Some teachers insist that the student roll an assumingly 'fair' 6-sided dice when the student does not do well, expecting the student to copy their test according to the number shown, giving the student hope that the probability of them copying would be 1 is to 6. By some circumstances unexplained by mathematical formulae alone, the seemingly 'fair' dice would tend to lean over to 6, and the probability of the student copying 6 times would be close to 1. Although the the probability of students actually copying would be close to 1, for some strange phenomenon, the probability of one actually copying would be 0.

Confused? Just a little? Never mind. Mathematics isn't always right.

If you actually calculate the probability of the student copying the test 6 times, it would be 99/100x6/6 =99/100 (estimated) or 99/100x6/6x0=0. However there is something missing. The probability of one copying once would be 1/2, twice would be 1/4, thrice would be 1/8, 1/16, 1/32 and 6 times would be 1/64 (0.015625%) {1/2^n}. Hence the probability of one would be 0, because any number multiplied by 0 would give 0, or 99/100x1/64=99/6400 - a very low percentage indeed. Even if you multiply the number by any other factors, the result would surely give a lower probability of the student doing the work. (Since multiplying a fraction with a fraction will always give a lower number than the bigger number, or otherwise not result in a increase of value). Mathematics isn't always right.

I am Christopher John Francis Boone's Brother, Son of my parents, Charlie Joe Francis Boone