ratio test question

Oefeningen:

BASIS: Maak een extra "part" aan, waar om het product van de twee breuken gevraagd wordt.

BASIS: Zoek uit waar typische_fout voor dient (bij de variabelen) en hoe die typische fout dan effectief gesignaleerd wordt.

GEMIDDELD: Zorg dat geen/enkel (jouw keuze) noemers voorkomen die geen gemeenschappelijke deler hebben. (Hint: gcd(a,b) kan een hulp zijn, met een for-loop.)

1) Voer de vraag zelf uit als leerling

2) Randomiseer deze vraag. Vervang de concrete getalletjes door willekeurig getrokken variabelen, maar zorg dat de vraagstelling en modeloplossing nog mooi eruit zien.

3) Controleer of de willekeurige getallen altijd even moeilijk zijn, of de randomisatie soms significant moeilijker is. Indien ze moeilijker is, beperk die gevallen bij Variable Testing.

Quadratic factorisation that does not rely upon pattern matching.

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

A set of MCQ designed to help Level 2 Engineering students prepare/practice for the on-line GOLA test that is used to assess the C&G 2850, Level 2 Engineering, Unit 202: Engineering Principles.

Given the gradient of a slope and the coefficient of friction for a mass resting on it, use the equations of motion to calculate how it moves.

Includes a GeoGebra rendering of the model.

Question requires students to determine if the smallest angle of a triangle is smaller than a given value. Answer is Yes/No but students need to use cosine rule to find the smallest angle and to know that smallest angle is oppositeshortest side (otherwise they will need to find all angles of the triangle). Designed for a test where students upload handwritten working for each question as a check against guessing. Also designed to make it difficult for students to google or use AI to find the answer.

Question requires students to determine if the largest angle of a triangle is smaller than a given value. Answer is Yes/No but students need to use cosine rule to find the largest angle and to know that largest angle is opposite longest side (otherwise they will need to find all angles of the triangle). Designed for a test where students upload handwritten working for each question as a check against guessing. Also designed to make it difficult for students to google or use AI to find the answer.

This question tests the student's ability to identify equivalent fractions through spotting a fraction which is not equivalent amongst a list of otherwise equivalent fractions. It also tests the students ability to convert mixed numbers into their equivalent improper fractions. It then does the reverse and tests their ability to convert an improper fraction into an equivalent mixed number. 

This question tests the student's ability to identify equivalent fractions through spotting a fraction which is not equivalent amongst a list of otherwise equivalent fractions. It also tests the students ability to convert mixed numbers into their equivalent improper fractions. It then does the reverse and tests their ability to convert an improper fraction into an equivalent mixed number. 

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.

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.

Tests understanding of scatter plots and related concepts.

This question tests the student's ability to identify equivalent fractions through spotting a fraction which is not equivalent amongst a list of otherwise equivalent fractions. It also tests the students ability to convert mixed numbers into their equivalent improper fractions. It then does the reverse and tests their ability to convert an improper fraction into an equivalent mixed number. 

A custom marking algorithm picks out the names of the constants of integration that the student has used in their answer, and tries mapping them to every permutation of the constants used in the expected answer. The version that agrees the most with the expected answer is used for testing equivalence.

If the student uses fewer constants of integration, it still works (but they must be wrong), and if they use too many, it's still marked correct if the other variables have no impact on the result. For example, adding $+0t$ to an expression which otherwise doesn't use $t$ would have no impact.

Two sample t-test to see if there is a difference between scores on questions between two groups when the questions are asked in a different order.

Exercises covering Week 1 material for PHY1030

A simple test of definitions, properties and transform tables. Useful for retrieval practice.

Shows different ways to load a geogebra applet.

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Quiz designed to test integration of powers of x including negative powers, surds, fractions, etc.

This test contains a few easy questions on subjects covered in the GCSE syllabus. I made it to try out the "School" theme, adapted for younger students.

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This is a deliberately easy question that I use for testing.

Used for LANTITE preparation (Australia). SP = Statistics & Probability strand. NC = Non-Calculator strand. Students are asked a multiple choice question based on a pie chart. The question is randomly selected from a pool of seven questions.

Written for the Western Sydney University MESH numeracy preparation workshop for the LANTITE test (Australia). One of five charts is shown, and students are asked a question based on that chart. All questions test student's ability to read the chart carefully and not draw wrong conclusions.

Written for the Western Sydney University MESH numeracy preparation workshop for the LANTITE test (Australia). Students are given a proportion of staff who either have or haven't completed their reports. They are asked to find the complement, as a percentage. There are 6 different versions of this question. 

This practice quiz contains 40 numeracy questions, for students preparing for the Australian LANTITE numeracy test. Each question is randomised.

There are 10 questions each from the Number and Algebra, Measurement and Geometry, Statistics and Probability, and non-Calculator strands.

Students are allowed 75 minutes to complete the test. The questions are multiple choice, true/false or fill the number in the box.

Written for the Western Sydney University MESH numeracy preparation workshop for the LANTITE test (Australia). Students are given a height in centimetres and another height in metres, and are asked to write the ratio of the two heights in simplest form. There are 16 versions of this question.

Written for the Western Sydney University MESH numeracy preparation workshop for the LANTITE test (Australia). Students are given the number of bagels baked, in a number of hours, and need to calculate the number baked per half-hour. There are 6 different versions of this question.