Don Shearman

Students are asked to rearrane the formula giving the voltage drop across a resistor in terms of emf of battery, resistance of resistor and internal resistance of battery to make the internal resistance the subject. They are then asked to calculate the internal resistance given values for the other variables (randomised).

Basic trigonometry question, students are asked to find the diameter of a circular tunnel given distance from edge of a roadway to centre top of tunnel (randomised) and angle from edge of road to centre top of tunnel (randomised).

Students need to prove a given trig identity, Written as a scan solution and upload question, no randomisation.

Students need to prove a given trig identity, Written as a scan solution and upload question, no randomisation.

Students need to prove a given trig identity, Written as a scan solution and upload question, no randomisation.

Students need to rewrite a given trig espression in terms of one trig ratio only, Written as a scan solution and upload question, no randomisation.

Students need to rewrite a given trig espression in terms of one trig ratio only, Written as a scan solution and upload question, no randomisation.

Students need to prove a given trig identity, Written as a scan solution and upload question, no randomisation.

Students need to prove a given trig identity, Written as a scan solution and upload question, no randomisation.

Students need to prove a given trig identity, Written as a scan solution and upload question, no randomisation.

Students need to prove a given trig identity, Written as a scan solution and upload question, no randomisation.

Basic trigonometry question, students are asked to find the width of a roadway in a circular tunnel given distance from edge of road to centre top of tunnel (randomised) and angle from edge of road to centre top of tunnel (randomised).

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to rewrite the solution correctly. No variables but this is version 5 of 5 versions of the question. This version uses a much more mangled AI generated solution that the other 4 versions and does not ask for the line with the first error, just for the student to rewrite the solution correctly.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to identify on which line the first error occurs, then rewrite the solution correctly. No variables but this is version 4 of 5 versions of the question.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to identify on which line the first error occurs, then rewrite the solution correctly. No variables but this is version 2 of 5 versions of the question.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to identify on which line the first error occurs, then rewrite the solution correctly. No variables but this is 1 of 5 versions of the question.

Students need to find solution to simultaneous linear equations with randomised coefficients.

This question asks students to find the distance from an aircraft to a given marker. Angle of depression of 2 markers from the aircraft are given and the distance between the markers on the ground (all randomised). Students need to use the sine rule to find the answer. The workding of the question makes googling the answer difficult.

Question asks student to find zeros of a quadratic equation - disguised as finding time for particle to reach a given position. In this version students are expected to write up their working and submit it seperately to the Numbas question. Students are expcted to recognise that only the positive solution has physical significance. Coefficients of the quadratic are randomly chosen within linits which give one positive and one negative root.

Two part question, student has to rearrange the parallel resistors formula (stated in the question) to make L_1 or L_2 the subject (variable is chosen randomly), then find the value of this variable when values of the other variables in the formula are given. These values are randomly chosen.

Note that the advice for this question has two versions, the one displayed to the student depends on which variable is selected by the question.

Two part question, student has to rearrange the parallel inductors formula (stated in the question) to make L_1 or L_2 the subject (variable is chosen randomly), then find the value of this variable when values of the other variables in the formula are given. These values are randomly chosen.

Note that the advice for this question has two versions, the one displayed to the student depends on which variable is selected by the question.

Two part question, student has to rearrange the heat flow formula (stated in the question) to make T_1 or T_2 the subject (variable is chosen randomly), then find the value of this variable when values of the other variables in the formula are given. These values are randomly chosen.

Note that the advice for this question has two versions, the one displayed to the student depends on which variable is selected by the question.

Simultaneous equations question. values for the coefficients are generated to be small numbers, random values are generated for the weights and the resultant energies are calculated for the question. Student needs to solve equations to find coefficients. Advice gives solution using method of elimination.

Student is asked to find the distance from a given point, A, to a house, given the distance between A and another point B, and the angles at A and B. Requires use of the sine rule. Distance and angles are randomised.

Student is asked to find the distance from a given point, B, to a house, given the distance between B and another point A, and the angles at A and B. Requires use of the sine rule. Distance and angles are randomised.

Question about use of trig identities, student has to use identities to find exact value of \(\sin \frac{\pi}{12}\). Question is used in exam where student has to write out the solution and upload it for grading.

Question about use of trig identities, student has to use identities to find exact value of \(\cos \frac{7\pi}{12}\). Question is used in exam where student has to write out the solution and upload it for grading.

Students need to solve a quadratic equation and recognise that only the positive root has physical significance. Roots are randomised with one always negative and one positive. Equation can be factorised fairly easily or the quadratic formula can be used to find the solution. Advice gives solution by factorisation.

Simultaneous equation problem as circuit analysis to find unknown currents. Students need to solve the equations and type in the solutions for each variable. Advice is given in terms of solution by elimination.

Simultaneous equation problem as circuit analysis to find unknown voltages. Students need to solve the equations and type in the solutions for each variable. Advice is given in terms of solution by elimination.