203 results for "under".

Question in Content created by Newcastle University
Given the following three vectors $\textbf{v}_1,\;\textbf{v}_2,\;\textbf{v}_3$ Find out whether they are a linearly independent set are not. Also if linearly dependent find the relationship $\textbf{v}_{r}=p\textbf{v}_{s}+q\textbf{v}_{t}$ for suitable $r,\;s,\;t$ and integers $p,\;q$.

Question in Content created by Newcastle University
Real numbers $a,\;b,\;c$ and $d$ are such that $a+b+c+d=1$ and for the given vectors $\textbf{v}_1,\;\textbf{v}_2,\;\textbf{v}_3,\;\textbf{v}_4$ $a\textbf{v}_1+b\textbf{v}_2+c\textbf{v}_3+d\textbf{v}_4=\textbf{0}$. Find $a,\;b,\;c,\;d$.

Question in Content created by Newcastle University
Questions testing understanding of numerators and denominators of numerical fractions, and reduction to lowest terms.

Question in Content created by Newcastle University
$X \sim \operatorname{Binomial}(n,p)$. Find $P(X=a)$, $P(X \leq b)$, $E[X],\;\operatorname{Var}(X)$.

Question in Content created by Newcastle University
$W \sim \operatorname{Geometric}(p)$. Find $P(W=a)$, $P(b \le W \le c)$, $E[W]$, $\operatorname{Var}(W)$.

Question in Content created by Newcastle University
$Y \sim \operatorname{Poisson}(p)$. Find $P(Y=a)$, $P(Y \gt b)$, $E[Y],\;\operatorname{Var}(Y)$.

Question in Content created by Newcastle University
Questions testing understanding of numerators and denominators of numerical fractions, and reduction to lowest terms.

Question in Content created by Newcastle University
Questions testing rather basic understanding of the index laws.

Question in Content created by Newcastle University
Questions testing understanding of the index laws.

Question in Content created by Newcastle University
Questions testing understanding of the index laws.

Question in Content created by Newcastle University
Questions testing understanding of the index laws.

Question in Content created by Newcastle University
Questions testing understanding of the index laws.

Question in Content created by Newcastle University
Questions testing understanding of the precedence of operators using BIDMAS, applied to integers. These questions only test DMAS. That is, only Division/Multiplcation and Addition/Subtraction.

Question in Content created by Newcastle University
Questions testing understanding of the precedence of operators using BIDMAS. That is, they test Brackets, Indices, Division/Multiplication and Addition/Subtraction.

Question in Content created by Newcastle University
Questions testing understanding of the precedence of operators using BIDMAS applied to integers. These questions only test IDMAS. That is Indices, Division/Multiplication and Addition/Subtraction.

Question in Content created by Newcastle University
Questions testing understanding of the precedence of operators using BIDMAS. These questions only test BDMAS. That is, they test Brackets, Division/Multiplication and Addition/Subtraction.

Question in Content created by Newcastle University
Questions testing understanding of numerators and denominators of numerical fractions.

Exam (16 questions) in Content created by Newcastle University
Refresher questions on topics in algebra that students beginning a maths undergraduate course should be familiar with.

Question in Transition to university
This question aims to assess the student's understanding of the difference between biased and unbiased events and also to assess the student's understanding of the fact that the experimental probability tends towards the theoretical probability as the number of trials increases.

Question in Transition to university
This question tests the student's understanding of what is and is not a surd, and on their simplification of surds.

Question in Transition to university
An applied example of the use of two points on a graph to develop a straight line function, then use the t estimate and predict. MCQ's are also used to develop student understanding of the uses of gradient and intercepts as well as the limitations of prediction.

Question in Transition to university
This question assesses the students understanding of what it means for two events to be independent or dependent. Specifically, if two events are independent then the outcomes of one event do not affect the outcomes of the other event.

Question in Transition to university
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.

Question in Transition to university
This question tests the students ability to calculate the area of different 2D shapes given the units and measurements required. The formulae for the areas are available if required but students are encouraged to try to remember them themselves.
The shapes are: a rectangle, a parallelogram, a rightangled triangle, and a trapezium.
Author of gif: Picknick
https://commons.wikimedia.org/wiki/File:Parallelogram_area_animated.gif
This file is licensed under the Creative Commons AttributionShare Alike 4.0 International license. 
Question in Transition to university
This question provides an example of an initial bank account investment with a fixed return and tests the student's understanding of an application of intercepts.

Question in Blathnaid's workspace
This question aims to test understanding and ability to use the laws of indices.

Question in Leonardo's workspace
This question aims to test understanding and ability to use the laws of indices involving an unkown parameter.

Question in ME420 20192020 cleared
Questions testing understanding of the precedence of operators using BIDMAS. That is, they test Brackets, Indices, Division/Multiplication and Addition/Subtraction.

Question in Kevin's workspace
Three graphs are given with areas underneath them shaded. The student is asked to calculate their areas, using integration. Q1 has a polynomial. Q2 has exponentials and fractional functions. Q3 requires solving a trig equation and integration by parts.

Question in Kevin's workspace
Graphs are given with areas underneath them shaded. The student is asked to select the correct integral which calculates its area.