Given the original formula the student enters the transformed formula

Working 26_10_16

Use Pythagoras' Theorem to find the length of a side on a right-angled triangle.

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Drag points on a graph to the given Cartesian coordinates. There are points in each of the four quadrants and on each axis.

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

A block of given mass is sliding down the plane, with given acceleration or a given coeff-of-friction. Find the normal reaction force, the parallel force and the missing value of a and mu.

This question asks students to solve a discrete logarithm problem with Pollard's rho algorithm as exposed in the book "introduction to cryptography with open source software" by McAndrew.

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

Calculating the area enclosed between a linear function and a quadratic function by integration. The limits (points of intersection) are given in the question.

This uses an embedded Geogebra SHM graph with coefficients set by NUMBAS.

This uses an embedded Geogebra SHM graph with coefficients set by NUMBAS.

This uses an embedded Geogebra graph of a sine curve $y=a\sin (bx+c)+d$  with random coefficients set by NUMBAS.

Tests the ability to find the gradient and intercept of a straight line graph.

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

This uses an embedded Geogebra graph of a cubic polynomial with random coefficients set by NUMBAS.  Student has to decide what kind of map it represents and whether an inverse function exists.

This uses an embedded Geogebra graph of amodulus function with random coefficients set by NUMBAS.

This uses an embedded Geogebra graph of a polar function with random coefficients set by NUMBAS.

This uses an embedded Geogebra graph of a cubic polynomial with random coefficients set by NUMBAS.  Student has to decide what kind of map it represents and whether an inverse function exists.

This uses an embedded Geogebra graph of a cubic polynomial with random coefficients set by NUMBAS.  Student has to decide what kind of map it represents and whether an inverse function exists.

This uses an embedded Geogebra graph of a modulus function with random coefficients set by NUMBAS.

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.

This uses an embedded Geogebra graph of a cubic polynomial with random coefficients set by NUMBAS.  Student has to decide what kind of map it represents and whether an inverse function exists.

Students enter equation and turning point

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

A graph (of a cubic) is given. The question is to determine the number of roots and number of stationary points the graph has. Non-calculator. Advice is given.

State if a function is increasing at given points or on given intervals

A question to practice functions, graphs and domains

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.