A random graph is drawn and students are asked whether it represents a function or not.

A random graph is drawn and students are asked whether it represents a function or not.

Students are supposed to use Excel (or similar) to find the answers (e.g., enter coordinates of two points then plot and add trendline).

Uses an embedded Geogebra graph of a line $y=mx+c$ with random coefficients set by NUMBAS.

No description given

GIve a random linear program and ask the students to convert it to canonical form.

This question is a variation on another version which asks the student to find the height of a bridge arch and width of the river given a formula for the arch of the bridge (also available in the Numbas database)

Skills Audit for Maths and Stats for module BIS123 students.

Skills Audit for Maths and Stats for module BIS110 students.

match different variables to either: 'nominal','ordinal','interval','ratio'

No description given

In four parts, the student builds up the definition of a class representing a rectangle. First they write the constructor, then add methods to compute area and perimeter.

In the final part, they must use the methods to write a function which determines if a rectangle's area is larger than its perimeter.

Find the missing whole number power in an equation.

Calculating with indices.

Eenvoudige berekening van korting en BTW

Exercises for HELM Book 2.7.1

For the graphs in HELM Book 2 Figure 30, identify which are one-to-one, and which are many-to-one.

Identify whether or not an expression is a polynomial. From HELM Book 2.7.1.

Unmarked question, with advice.

Write down an example of a polynomial of given degree and given variable.

Write down a non-polynomial function.

Explain why a polynomial with a fractional index is not a polynomial.

Given an arbitrary polynomial, identify its degree.

Quadratic factorisation that does not rely upon pattern matching.

One could also use the pattern matching syntax to check automatically; this is programatically harder.

No description given

An application of quadratic functions based on the Gladesville Bridge in Sydney, Australia. Student is given an equation representing the arch of the bridge and asked to find the height of the arch and the width of the river. Requires and understanding of the quadratic function and where and how to apply correct formulae.

An application of quadratic functions based on the Gateshead Bridge in the UK city of Newcastle. Student is given an equation representing the arch of the bridge and asked to find the height of the arch and the width of the river. Requires and understanding of the quadratic function and where and how to apply correct formulae.

Student is given a rational function, h(x), with randomised coefficients, and a linear function, k(x), also with randomised coeffieients and asked to find:

1. h(k(x)) or k(h(x)) (randomly selected) for a randomised value of x
2. The domain of h(x) - multiple choice part
3. A general expresion for k(h(x)) or h(k(x)) - opposite combination to first part.

Variables are constrained so that h(x) is not a degenerate form and that when evaluating h(x) denomiator is not 0.

This question gives the student the formula for the charge on a capacitor as a function of time then asks them to find the value of k, the exponential constant given other values and hence write out the formula for the given case. A custom function (in Extensions & scripts) extracts the student's formula and plots it on a JSXGraph object in the question. The student is then asked to evaluate the function at a given point using the plot or other methods. The value of the capacitor (Q_0), time (t) and charge at time t are randomised as is the value at which the formula is to be evaluated.

Students are asked to rearrane the formula giving the voltage drop across a resistor in terms of emf of battery, resistance of resistor and internal resistance of battery to make the internal resistance the subject. They are then asked to calculate the internal resistance given values for the other variables (randomised).

Basic trigonometry question, students are asked to find the diameter of a circular tunnel given distance from edge of a roadway to centre top of tunnel (randomised) and angle from edge of road to centre top of tunnel (randomised).