Students seem to not realise that $\frac{a}{b}\times c=c\times\frac{a}{b}=\frac{a\times c}{b}=\frac{c\times a}{b}=a\times c \div b=a\div b\times c=c\div b \times a \ne c \div (b\times a)\ldots $ etc. This question is my attempt to help rectify this.

Example for a How-to guide

Example for a How-To guide

Example for How-to guide

Example for a How-to guide

Bulk Deformation Question Based on Materials Lab Session

Arithmetic operations involving fractions; converting between decimals and fractions; deciding if fractions are equivalent.

Stress & Strain Question based on Tensile testing of materials lab session

First question on forces in equilibrium.

A test of resistor circuit knowledge.

This question shows how to use the programming extension's run_code function to run some Python code and use its result in the marking of a non-code part type.

Python is used to calculate the correct answer for a number entry part type. This could be done

A collection of questions demonstrating the programming extension.

The student must write R code to generate samples and calculate CDFs of some common distributions.

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.

RLC series with phasor

Homework set.  Identify zero force members and utilize special loading conditions to simplify trusses.

Some questions of relevance to consumers.

Use the product rule (number of ways of doing A and B = (no. for A)*(no. for B)) to count the number of ways of doing two independent tasks.

Several questions on interrogating the mtcars dataset built in to R.

In the first part, the student must write an R function to compute the first $n$ terms of the series $\frac{1}{k!}$.

In the second part, they must use that function to calculate an approximation to $e$ using a given number of terms of the series.

The student must write R code to define vectors, in a few ways.

The student must write R code to assign the given value to the variable x.

This question shows how to display a plot generated in matplotlib from code written by the student.

Asks the student to calculate the sum of the triangular numbers (up to some randomised number). 

Steps guide the student through each step in the calculation.

The student must write a list comprehension to map the elements of a given list.

The student must write code to filter a given list of numbers, returning only the positive elements.

Given an unknown list, the student must write Python code to create a copy of it.

There's an alternative to catch the case where the student's variable is just a reference to the original list.

Given an unknown list, the student has to write code to return the last item in the list.

Given a randomly-generated list, the student must write code to return its first value.

There's an alternative to check if they get the second item, which they might do if they don't realise Python lists are zero-indexed.