Give any valid solution to a second order ODE with general solution Ae^x+Bcosh(x)+Csinh(x)

MECE3930U: Heat Transfer Assignment 4

Please follow the Numbas guidance first if you did not attend the Numbas session.

This assignment is only to allow a maximum of 5 attempts.

Time to complete: unlimited

All answers should be provided without the units, but attention must be paid to the unit instructions in each question. For example, if your answer is 100.3 W/m2K, type 100.3 only.

Important Note: You have to submit your assignment to receive a mark!

Simple question on times tables tests for 5s.

factors of 9

Simple question on times tables tests for 3s.

Topics:
Algebra, Calculus, Trigonometeric Equations, Complex numbers & Partial Derivatives

Students must complete the exam within 120 mins (standard time).

Questions have variables to produce randomised questions.

Topics:
Algebra, Calculus, Trigonometeric Equations, Complex numbers & Partial Derivatives

Students must complete the exam within 120 mins (standard time).

Questions have variables to produce randomised questions.

Topics:
Algebra, Calculus, Trigonometeric Equations, Complex numbers & Partial Derivatives

Students must complete the exam within 2hrs 30mins (extra time (1)).

Questions have variables to produce randomised questions.

Topics:
Algebra, Calculus, Trigonometeric Equations, Complex numbers & Partial Derivatives

Students must complete the exam within 120 mins (standard time).

Questions have variables to produce randomised questions.

These questions are designed to help you verify that you can successfully apply the techniques related to maximum-likelihood estimation we have learned in class, e.g., numerical and analytical derivation of estimators, construction of large-sample confidence intervals, and likelihood-ratio tests.

Skills Audit for Maths and Stats for MAS005 Science and Engineering Foundation Year students who have already studied A-level maths.

The student is shown a circuit diagram with three logic gates. It's always in the form (a OP b) OP (b OP c).

They have to fill in a truth table for the circuit. There is a step which expands the truth table, adding a column for each of the first two gates.

Written for the Western Sydney University MESH numeracy preparation workshop for the LANTITE test (Australia). Students are given a proportion of staff who either have or haven't completed their reports. They are asked to find the complement, as a percentage. There are 6 different versions of this question. 

Fractions already have a common denominator. Addition and subtraction 50:50 split, when subtracting, the answer is negative half the time. Students shouldn't have to worry about reducing fractions by design.

Skills Audit for Maths and Stats for MAS005 Science and Engineering Foundation Year students who have already studied A-level maths.

Calculation of bending resistance of wooden beams exposed to fire. The students have to calculate charring and effective cross sections ending in the bending resistance of the cross section.

Uses the $\chi^2$ test to see if there is any significant difference in preferences.

In this question the students have to solve a linear recurrence of order 1. The sequence is asked in recurrence form and the goal is to find its closed form.

In this question the students have to solve a linear recurrence of order 2. The sequence is asked in recurrence form and the goal is to find its closed form.

DIAGNOSYS is a knowledge-based test of mathematics background knowledge for first-year university students, created by John Appleby at Newcastle University.

The questions have been translated directly into Numbas, with as few changes as possible.

DIAGNOSYS is a knowledge-based test of mathematics background knowledge for first-year university students, created by John Appleby at Newcastle University.

The questions have been translated directly into Numbas, with as few changes as possible.

Fractions don't have a common denominator. Need to find one. Addition and subtraction 50:50 split.

Fractions already have a common denominator. Addition and subtraction 50:50 split. Students shouldn't have to worry about reducing fractions by design.

Fractions don't have a common denominator. Need to find one. Addition and subtraction 50:50 split.

Example of an explore mode question. Student is given a 3x3 matrix and is asked to find the characteristic polynomial and eigenvalues, and then eigenvectors for each eigenvalue. The part asking for eigenvectors can be repeated as often as the student wants, to be used for different eigenvalues.

Assessed: calculating characteristic polynomial and eigenvectors.

Feature: any correct eigenvalue will be recognised by the marking algorithm, even multiples of the obvious one(s) (which can be read off from the reduced row echelon form)

Randomisation: Not randomised, just using particular matrices. I am still working on how to randomise this for 3x3; a randomised 2x2 version exists. I have several different versions for 3x3 (not all published yet), so I could make a random choice between these in a test.

The implementation uses linear algebra functions such as "find reduced echelon form" or "find kernel of a reduced echelon form", from the extension "linalg2".

Find $\displaystyle\int \frac{ax+b}{(x+c)(x+d)}\;dx,\;a\neq 0,\;c \neq d $.

In this question the students have to solve a linear recurrence of order 2. The sequence is asked in recurrence form and the goal is to find its closed form.

This question models an experiment: the student must collect some data and enter it at the start of the question, and the expected answers to subsequent parts are marked based on that data.

A downside of working this way is that you have to set up the variable replacements on each part of the question. You could avoid this by using explore mode.

Fractions already have a common denominator. Addition and subtraction 50:50 split, when subtracting, the answer is negative half the time. Students shouldn't have to worry about reducing fractions by design.

Fractions don't have a common denominator. Need to find one. Addition and subtraction 50:50 split.