Question requires students to interchange units of Hz with MHz, GHz, THz. Question is not very efficient at present- frequencies spanning many orders of magnitude are generated by variables in a clumsy way. Could be improved by having frequency generated by a 10^((random(1000..4000)/1000) variable instead, for example. 

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Question Covering AC power and frquency response

This question plots a general amplitude modulated carrier signal defined by $v_s(t) = (V_{DC} + V_m \cos(2\pi f_m t))\cos(2\pi f_c t)$, where $V_{DC}$ is a DC offset, $V_m$ is the message amplitude, $f_m$ is the message frequency and $f_c$ is the carrier frequency ($f_c = 20f_m$ in this question). The student must identify the values of $V_{DC}$ and $V_m$ and enter these values into the appropriate gaps in the equation of the AM signal.

Question Covering SSD & frequency response

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This demonstrates how to:

• Generate a fixed number of observations of data in two categories.
• Display the data in a table, with row and column totals.
• Ask the student to enter the data in a spreadsheet which is automatically marked.

The question includes a quadratic graph depicting the relationship between the frequency of an allele A at a genetic locus in a diploid population and the fitness of a population with this frequency of allele A. The aim is to estimate the maximum and minimum fitness of the population and the corresponding frequency of allele A.

Question Covering AC power and frquency response

The relationship between the frequency of an allele A, $x$, at a genetic locus in a diploid population and the fitness of a population with this frequency of allele A, $w$, is described by the function $w=ax^2+x(b-x)+c(b-x)^2$ . The aims are (a) ti simplify the algebraic expression, (b) calculate the fitness of a population with a given allele A frequency, and (c) calculate the allele A frequency when the fitness of the population is given.

Shows how to use JSXGraph to make a sine graph with amplitude, frequency and phase controlled by sliders.

rebelmaths

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Mean, median and mode from a grouped table. Context social science.

rebelmaths

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This question assesses

• the students ability to apply both theoretical and experimental probability to calculate expected values 
• the students understanding of how to calculate the relative frequency of an outcome

The question also helps to show students how using experimental probability and theoretical probability results in different expected values of an outcome.

Basic descriptive statistics - measures of centre and spread, from a list of data and frequency tables.

Given reach and frequency, calculate TARPS. Multiple choice question.

Given a table of data, calculate the mean, mode and median, and complete a frequency table.

Given a table of data, calculate the mean, mode and median, and complete a frequency table.

Calculate relative frequencies in a variety of scenarios.

Scores  in 20 games and frequency given -- calculate mean.

rebelmaths

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Simple probability question. Counting number of occurrences of an event in a sample space with given size and finding the probability of the event.

rebelmaths

Given a table of data, calculate the mean, mode and median, and complete a frequency table.