262 results for "version".
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Question in MfEP Progress Quizzes
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.
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Question in MfEP Progress Quizzes
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.
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Question in MfEP Progress Quizzes
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.
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Question in MfEP Progress Quizzes
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.
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Question in MfEP Progress Quizzes
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.
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Question in MfEP Progress Quizzes
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.
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Question in MfEP Progress Quizzes
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.
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Question in MfEP Progress Quizzes
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.
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Question in HELM books
Given f(x)=(x+a)/(x+b) and g(x) = 1/x, compute f(g(x)) and g(f(x)).
a and b are randomised integers.
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Question in HELM books
Given 2 randomised functions f(x) (linear) and g(x) (quadratic), find one of f(f), f(g), g(f) or g(g) at a randomised integer x-value
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Question in HELM books
Given 2 randomised functions f (linear) and g (quadratic), find one of f(f), f(g), g(f) or g(g)
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Question in MfEP Progress Quizzes
Question asks student to find zeros of a quadratic equation. 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.
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Question in MfEP Progress Quizzes
Question asks students to find the time taken for an object thrown vertically upward from a platform to reach the ground. Set up randomly chooses environment to be on Earth, Mars or the Moon and uses appropriate acceleration due to gravity. The initial velocity of the body and height of the platform above the ground are randomly selected. 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.
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Question in Skills Audits for Maths and Stats
Metric Unit conversion - division by 1000.
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Question in Skills Audits for Maths and Stats
Simple unit conversion with metric units.
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Question in Skills Audits for Maths and Stats
Unit conversion between two compound units.
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Question in Skills Audits for Maths and Stats
Using the various versions of $\cos{2x}$ identity to integrate $\sin^2{x}$ and $\cos^2{x}$.
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Question in How-tos
This question shows how explore mode can be used to loop through several versions of the same question. The variables for each version are stored in a list of "scenarios", and a counter works through that list each time the student moves on to the next part, labelled "try the next version of this question".
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Question in HELM books
Given f(x)=1/(a-x)^2, evaluate f(x/z) where a is a randomised constant, and z is a randomised letter.
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Question in HELM books
Give f(x)=ax^2+b a simple function input (like 6x-3) and evaluate. Constants and variables, and the function input are all randomised.
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Question in HELM books
Evaluate a given, randomised, linear function at a given, randomised, value.
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Question in How-tos
A custom marking algorithm picks out the names of the constants of integration that the student has used in their answer, and tries mapping them to every permutation of the constants used in the expected answer. The version that agrees the most with the expected answer is used for testing equivalence.
If the student uses fewer constants of integration, it still works (but they must be wrong), and if they use too many, it's still marked correct if the other variables have no impact on the result. For example, adding $+0t$ to an expression which otherwise doesn't use $t$ would have no impact.
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Question in HELM books
A difficult question that involves rearranging a complicated formula, then applying unit conversions to variable values, then evaluating the formula for the selected value. The variable values are randomised.
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Question in HELM books
There are two parts:
(3x)/4-x/5+x/3 and (3x/4)-(x/5+x/3).
The numbers are randomised to small, coprime, positive integers.
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Question in HELM books
This is a fixed, unmarked, question:
Show that (x1)/((1/x3)-(1/x2))) = (x1x2x3)/(x2-x3)
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Question in HELM books
Given 2 or 3 fractions such as A/(2x+5), add them.
There are 5 possible versions.
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Question in HELM books
Add (a/b).x +/- (c/d) where a,b,c,d are randomised positive integers, and x is a randomised letter.
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Question in HELM books
Simplify (qx+a)/(rx+b) +/- (sx+c)/(rx+b)^2
x is a randomised variable. a,b,c,d,q,r are randomised integers.
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Question in HELM books
Simplify (qx+a)/(rx+b) +/- (sx+c)/(tx+d)
x is a randomised variable. a,b,c,d,q,r,s,t are randomised integers. a,b,c,d run from -5 to 5, including 0. q,r,s,t run from -3 to 3, and can be 0 if the constant term is nonzero, but are mostly 1.
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Question in HELM books
Simplify ax/b +/- cx/d, where x is a randomised variable, and a,b,c,d are randomised integers.