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).

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

Students need to find solution to simultaneous linear equations with randomised coefficients.

This question asks students to find the distance from an aircraft to a given marker. Angle of depression of 2 markers from the aircraft are given and the distance between the markers on the ground (all randomised). Students need to use the sine rule to find the answer. The workding of the question makes googling the answer difficult.

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

Simultaneous equations question. values for the coefficients are generated to be small numbers, random values are generated for the weights and the resultant energies are calculated for the question. Student needs to solve equations to find coefficients. Advice gives solution using method of elimination.

Student is asked to find the distance from a given point, A, to a house, given the distance between A and another point B, and the angles at A and B. Requires use of the sine rule. Distance and angles are randomised.

Student is asked to find the distance from a given point, B, to a house, given the distance between B and another point A, and the angles at A and B. Requires use of the sine rule. Distance and angles are randomised.

Simultaneous equation problem as circuit analysis to find unknown currents. Students need to solve the equations and type in the solutions for each variable. Advice is given in terms of solution by elimination.

Simultaneous equation problem as circuit analysis to find unknown voltages. Students need to solve the equations and type in the solutions for each variable. Advice is given in terms of solution by elimination.

This question is an application of a quadratic equation. Student is given dimensions of a rectangular area, and an area of pavers that are available. They are asked to calculate the width of a border that can be paved around the given rectangle (assuming border is the same width on all 4 sides). The equation for the area of the border is given in terms of the unknown border width. Students need to recognise that only one solution of the quadratic gives a physically possible solution.

The dimensions of the rectangle, available area of tiles and type of space are randomised. Numeric variables are constructed so that resulting quadratic equation has one positive and one negative root.

Area and perimeter of rectangles

Recall of common units, along with understanding multiplication.

Area and Perimeter of Rectangles

rebelmaths

The dimensions of a rectangle are given in m and cm. Compute the area or perimeter.

Useful for a review of the base 10 number system before introducing different bases and also just ensuring students understand how the base 10 system works.

Useful for a review of the base 10 number system before introducing different bases and also just ensuring students understand how the base 10 system works.

The student must solve a pair of simultaneous equations in $x$ and $y$.

The variables are generated backwards: first $x$ and $y$ are picked, then values for the coefficients of the equations are chosen satisfying those values.

Given f(x)=1/(a-x)^2, evaluate f(x/z) where a is a randomised constant, and z is a randomised letter.

Give f(x)=ax^2+b a simple function input (like 6x-3) and evaluate. Constants and variables, and the function input are all randomised.

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.

Simplify (qx+a)/(rx+b) +/- (sx+c)/(tx+d)

x is a randomised variable. a,b,c,d,q,r,s,t are randomised integers. a,b,c,d run from -5 to 5, including 0. q,r,s,t run from -3 to 3, and can be 0 if the constant term is nonzero, but are mostly 1.

Given three vectors, arrange them in a tip to tail arrangement using geogebra, then estimate the magnitude and direction of their resultant.

Add three vectors by determining their scalar components, summing them and then resolving the rectangular components to find the magnitude and direction of the resultant

3D equilibrium of a particle problem.  Rectangular steel plate supported by three cables, dimensions and density given.

Simplify, if possible,
(a) $\frac{2}{3}x^2 + \frac{x^2}{3}$, (b) $0.5x^2 + \frac{3}{4}x^2 - \frac{11}{2}x$, (c) $3x^3 - 11x + 3yx + 11$, and (d) $-4\alpha x^2 + \beta x^2$ where $\alpha$ and $\beta$ are constants.

The numbers and letters are all randomised.

Part of HELM Book 1.3

Schopafstand berekenen en controleren of de bal in het doel belandt.

The student must write code to compute the standard deviation of an unknown list of measurements.

The suggested answer uses numpy.std.

Calculate the time taken for a certain distance to be travelled given the average speed and the distance travelled.

Small, simple question.

Use $\cos^2\theta+\sin^2\theta=1$ and/or an understanding on the unit circle definitions to determine $\cos\theta$ given $\sin\theta$ and the quadrant theta is in.