More work on differentiation with trigonometric functions

Multiple choice question. Given a randomised polynomial select the possibe ways of writing the domain of the function.

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.

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.

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.

A portfolio of NUMBAS questions created for first year Natural Sciences students. The questions cover the topics: 

• Linear functions
• Quadratic functions
• Differentiation
• Integration
• Explonatial and logarithms 
• Further differentiation
• Further Integration
• Trigonometric Functions

The question includes a quadratic graph depicting the relationship between the frequency of an allele A at a genetic locus in a diploid population and the fitness of a population with this frequency of allele A. The aim is to estimate the maximum and minimum fitness of the population and the corresponding frequency of allele A.

Breid de lijst functions uit met een zelfgekozen voorbeeld.

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.

Calculation of the length and alternative form of the parameteric representation of a curve, involving trigonometric functions.

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

Describe the effect of changing the value of a constant term in a linear function. Part of HELM Book 2.5.1.

Identify whether a function is odd, even or neither from its graph. Part of HELM Book 2.4.3.

Given the period of a repeating function, determine the number of repeats in a given amount of time. Part of HELM Book 2.4.

Given a piecewise function determine whether the limit exists at two points. Part of HELM Book 2.4.1.

The student is shown a plot of a mystery function. They can enter values of $x$ check, within the bounds of the plot.

They're asked to give the formula for the function, and then asked for its value at a very large value of $x$.

A plot of the student's function updates automatically as they type. Adaptive marking is used for the final part to award credit if the student gives the right value for their incorrect function.

Compute the inverse of a linear or hyperbolic function. Part of HELM book 2.3.

Find the inverse of a linear function. Part of HELM book 2.3.

Determine whether three graphs are functions or not. Part of HELM Book 2.3.

Given parametric equations, graph the function and obtain an explicit equation. Part of HELM Book 2.2.2.

Identify the value that is not part of the domain of a function. Part of HELM Book 2.2.1.

Graph a linear or quadratic function and state its domain and range. Part of HELM Book 2.2.1.

Asked to define a function term, e.g. domain, or x(t). Part of HELM book 2.2.1.

Graph the function y=x^2+2 on [-3,3] by plotting points. State the domain and range. This is part of HELM Book 2.2.1.