Merryn Horrocks

Students are given the bearings and distances of 2 consecutive straight line walks. They are asked to find the distance from the starting point to the endpoint. They are given a diagram to assist them.

The bearings and distances are randomised (any bearing, distances between 1.1 and 5.). Bearings can be given as either compass bearings or true bearings.

Students are shown one of 5 different radial surveys and asked to answer one of 8 questions about it.

2 questions ask for the length of a side.

2 questions ask for the value of an angle.

2 questions ask for the area of a triangle.

1 question asks for the land area, and 1 question asks for the land perimeter.

The values are hard coded. In cases where your choice of precision affects your answer, a range of answers is accepted, and a comment is made in the advice to that effect.

Students are shown a random bearing from A to B and asked to give the bearing from B to A as either a compass bearing or a true bearing.

Students are shown a random bearing and given its value as a compass bearing.

They are asked to give its value as a true bearing.

Student is given a triangle with the value of 2 sides and 1 or 2 angles and asked to find the value of the third side using the cosine rule. Triangle can be acute or obtuse.

Side and angle lengths are randomised. Units are randomised.

Student is shown a random bearing with the true bearing marked. They are asked to write it as a compass bearing.

Student is given a triangle with the value of 3 sides and asked to find the value of an angle. Triangle can be acute or obtuse.

Side and angle lengths are randomised. Units are randomised.

Student is given a triangle with the value of 1 side and 2 or 3 angles and asked to find the value of another side. Triangle can be acute or obtuse.

Side and angle lengths are randomised. Units are randomised.

Student is given a triangle with 2 or 3 side lengths given and asked to use the sine rule to find the value of an angle. Triangle can be acute or obtuse.

Side and angle lengths are randomised. Units are randomised.

Students are shown a right angled triangle and asked to find the value of an angle using a trig identity.

The triangle is a fixed image, but the angles and side lengths are randomly selected.

The angle is to be given in degrees and minutes.

There are 4 orientations of the triangle in the diagram. The orientation is randomly chosen.

Students are shown a right angled triangle and asked to compute a side length using a trig identity.

The triangle is a fixed image, but the angles and side lengths are randomly selected.

The angle is given in degrees and minutes, and students are asked for the side length correct to 1 decimal place.

There are 4 different triangle orientations that can display.

Students are shown a line graph and asked to write the line equation.

The line is drawn in geogebra. m and b are randomised. 

The line equation is given as a fill-in-the-gaps, y = <gap>x + <gap>

Students are shown a graph of the value of a machine over time. The line equation is randomised.

They are asked to evaluate value at a given time, and the time at which a given value is reached. They are asked when the machine has no value, and the range of times over which the model is valid. They are also asked to explain the physical meaning of the gradient.

Students are given the equations of two lines in the form y=mx+b and asked if they are parallel.

The line equations are randomised.

The answer is yes or no. There is a 1 in 6 chance of the lines being parallel.

Students are given a parabola equation and 4 points. They need to determine which point lies on the parabola.

Students are given an exponential equation and asked to identify the y-intercept from a list of choices.

The constants in the exponential equation have been randomised.

Students are shown an exponential graph and asked to identify the equation from a selection of 4.

Students are shown an exponential graph and asked to identify its equation from 4 choices.

The graph is randomised.

Students are given a hyperbolic graph and asked to select the correct equation from 4 choices.

Student is shown a graph with a parabola and asked to identify the correct equation. Multiple choice question.

Students are shown a parabola and asked to identify its graph from a selection of choices.

Students are shown a hyperbola and asked to identify its equation from 4 choices.

Students are given 4 parabola equations and their respective graphs and asked to match them.

Students are given equations for a line, a parabola, a hyperbola and an exponential, and their respective graphs and are asked to match them.

Students are given 4 equations for hyperbolas and 4 graphs and asked to match them.

Students are shown a hyperbola and asked to identify it as such.

Students are given the equation of a hyperbola and asked to identify the hyperbolic graph out of a set of 4 graphs.

The student is shown an exponential graph and asked to evaluate the function at some given value.

They are also asked whether or not the model is valid for all real inputs, but they only give a yes/no response. The reasoning is explained in the advice but is not required from students.

Students are given an exponential equation and asked to evaluate it at two points.

The constants in the exponential are randomised.

Students are shown an exponential curve and asked to identify it as either linear, parabolic, hyperbolic or exponential.