By powers of ten I mean a 1 followed by some 0s. The scientific notation questions will take care of the power of ten notation.

Issues: alignment in columns in the working - not sure what to do about it

Decimal divided by a decimal. Multiply by a power of ten to get an integer divisor. Long and short division process. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to some number of decimal places.

Some students believe a decimal is larger if it is longer, some believe a decimal is larger if its first non-zero digit is larger.

This shows how to define a list of LaTeX strings, and pick a couple of them at random to display.

The "JSON data" type is used to define the available strings, so they're automatically marked as "safe" and curly braces aren't interpreted as variable substitution.

This shows one way of laying out matrix cells in a table, so that some cells can be filled in by the student.

At the time this was written, there's an open issue for allowing some entries in the matrix entry part to be filled-in, which would make this technique redundant.

Some CSS in the preamble adds the brackets around the table - it has to have the attribute class="matrix-gaps"

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Examples of the following custom part types: Yes/no, List of numbers, Give a numerical input for an expression, Number entry modulo.

This question tests the student's ability to identify the factors of some composite numbers and the highest common factors of two numbers. 

Expand something like a(b+c) or (b+c)a or a(bc), where a, b and c can be +ve or -ve expressions. Part of HELM Book 1.3

These are some questions on graph theory, pulled from a module on groups and graphs.

Given a graph of some function f, the student is asked for values of $f$ and its inverse. Function is cubic and invertible.

Given a graph of some line or curve - the student is asked about the nature of the map and whether it constitutes a function.

Given a graph of some line or curve - the student is asked about the nature of the map and whether it constitutes a function.

Given a graph of some function f, the student is asked for values of $f$ and its inverse. Function is cubic and invertible.

Find the first 3 terms in the MacLaurin series for $f(x)=(a+bx)^{1/n}$ i.e. up to and including terms in $x^2$.

This exercise will help you rearrange some complex equations.

Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions. 

Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions. 

Two quadratic graphs are sketched with some area beneath them shaded. Question is to determine the area of shaded regions using integration. The first graph's area is all above the $x$-axis. The second graph has some area above and some below the $x$-axis.

Recovering original function given some information such as derivative and value at some point.

Given a data sheet with distances between cities and costs for different forms of transport, and some information about modes of transport used, fill in a form for a journey.

Using some passages of text, fill in a product fact sheet.

A simple example showing how to mark entries in a spreadsheet.

A couple of questions. Some hard, some easy.

This exam collects some questions demonstrating different uses of the programming extension and the Code part type, to mark code written in Python and R.

Two quadratic graphs are sketched with some area beneath them shaded. Question is to determine the area of shaded regions using integration. The first graph's area is all above the $x$-axis. The second graph has some area above and some below the $x$-axis.

This question shows how to use the programming extension's run_code function to run some Python code and use its result in the marking of a non-code part type.

Python is used to calculate the correct answer for a number entry part type. This could be done

The student must write R code to generate samples and calculate CDFs of some common distributions.

Some questions of relevance to consumers.

Asks the student to calculate the sum of the triangular numbers (up to some randomised number). 

Steps guide the student through each step in the calculation.

Draws a diagram showing a randomly-chosen number of circles, packed in a box.