No description given

A simple exercise requiring the calculation of the modulus and argument of complex numbers.

Create a truth table for a logical expression of the form $a \operatorname{op} b$ where $a, \;b$ can be the Boolean variables $p,\;q,\;\neg p,\;\neg q$ and $\operatorname{op}$ one of $\lor,\;\land,\;\to$.

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".

Student finds a basis for kernel and image of a matrix transformation. Any basis can be entered; there is a custom marking algorithm which checks if it is a correct basis.

There are options to adjust this question fairly easily, for example to get different variants for practice and for a test, by changing the options in the "pivot columns" in the variables. You should be careful to think about and test your pivot options, as some are easier or harder than others, and some don't work very well.

Educational calculation tool rather than "question".

This allows the student to input a linear system in augmented matrix form (max rows 5, but any number of variables). Then the student can decide to swap some rows, or multiply some rows, or add multiples of one row to other rows. The student only has to input what operation should be performed, and this is automatically applied to the system. This question has no marks and no feedback as it's just meant as a "calculator".

It has some rounding to 13 decimal places, as otherwise some fraction calculations become incorrectly displayed as a very small number instead of 0.

It would be possible to extend to more than 5 rows, one just has to put in a lot more variables and so on. I just had to choose some place to stop.

Apply the quadratic formula to find the roots of a given equation. The quadratic formula is given in the steps if the student requires it.

Finding a matrix from a formula for each entry, which involves the row and column numbers of that entry. Randomized size of the matrices and formula.

The interesting part about the implementation is the way the output is generated for "Advice".

Educational calculation tool rather than "question".

This allows the student to input a square matrix (max rows 5). Then the student can decide to swap some rows, or multiply some rows, or add multiples of one row to other rows. The student only has to input what operation should be performed, and this is automatically applied to the matrix and the identity matrix (or what it has got to). This question has no marks and no feedback as it's just meant as a "calculator". It has some checks in so students know when they are not entering a square matrix or a valid row number etc.

It has some rounding to 13 decimal places, as otherwise some fraction calculations become incorrectly displayed as a very small number instead of 0.

It would be possible to extend to more than 5 rows, one just has to put in a lot more variables and so on. I just had to choose some place to stop.

Student decides on four different examples whether two subspaces form a direct sum and whether the sum is the whole vectorspace.

No randomisation, just the four examples. The question is set in explore mode, so that after deciding, students are asked to give reasons for their choices.

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

The constants in the exponential are randomised.

This allows the student to input a linear system in augmented matrix form (max rows 5, but any number of variables). Then the student can decide to swap some rows, or multiply some rows, or add multiples of one row to other rows. The student only has to input what operation should be performed, and this is automatically applied to the system. This question has no marks and no feedback as it's just meant as a "calculator".

sin horizontal shifted Working 1_11_16

This exam includes the formulas students need to memorize for the SAT Math exam.

Example of an explore mode question. Student is given a 2x2 matrix with eigenvalues and eigenvectors, and is asked to decide if the matrix is invertible. If yes, second and third parts are offered where the student should give the eigenvalues and eigenvectors of the inverse matrix.

Assessed: remembering link between 0 eigenvalue and invertibility. Remembering link between eigenvalues and eigenvectors of matrix and its inverse.

Randomisation: a random true/false for invertibility is created, and the eigenvalues a and b are randomised (condition: two different evalues, and a=0 iff invertibility is false), and a random invertible 2x2 matrix with determinant 1 or -1 is created (via random elementary row operations) to change base from diag(a,b) to the matrix for the question. Determinant 1 or -1 ensures that we keep integer entries.

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

Given some random finite subsets of the natural numbers, perform set operations $\cap,\;\cup$ and complement.

Used for LANTITE preparation (Australia). NA = Number & Algebra strand. Students are given a height (in cm) and weight (kg), then need to calculate the BMI given the formula (first converting height to m), then determine the weight range from the table. Weight and height are randomised.

Given th original formula the student enters the transformed formula

Given the original formula the student enters the transformed formula

Given the original formula the student enters the transformed formula

Given the original formula the student enters the transformed formula

Division (Rationalising) complex numbers in rectangular (Cartesian) Form.

Thanks are due to Christian for his Gap Fills in Fractions code and method

No description given

Create a truth table for a logical expression of the form $((a \operatorname{op1} b) \operatorname{op2}(c \operatorname{op3} d))\operatorname{op4}(e \operatorname{op5} f) $ where each of $a, \;b,\;c,\;d,\;e,\;f$ can be one the Boolean variables $p,\;q,\;\neg p,\;\neg q$ and each of $\operatorname{op1},\;\operatorname{op2},\;\operatorname{op3},\;\operatorname{op4},\;\operatorname{op5}$ one of $\lor,\;\land,\;\to$.

For example: $((q \lor \neg p) \to (p \land \neg q)) \to (p \lor q)$

Given the first few terms of an arithmetic sequence, write down its formula, then find a couple of particular terms.

Résoudre des équations du second degré à une inconnue (cas d'un discriminant > 0, deux racines entières réelles et discrètes) à l'aide des formules.

Identify co-efficients, then use quadratic formula to find roots.

All set to be distinct and real. Some can be non-integer (0.5 steps)

Solve quadratic equations (non-simple case, two real, discrete integer roots) using the formula.

Solve quadratic equations (non-simple case, two real, discrete roots) using the formula. Some, random, non integer roots.

Questions asking for the factoring of simple case (a=1)

These first need to be changed to standard form.

Then use factors to solve.