Students are given a positive whole number less than one thousand and are asked to divide it by either 10, 100, 1000 or 1,000,000.

Students are given a number with two decimal places and are asked to multiply it by either 10, 100 or 1000.

Powers of 10 from 10^3 to 10^6. 10 to the power 4 is excluded as it is given as an example.

Students are shown two decimals and asked to enter the correct sign to compare them: > or < or =.

This question was written by MESH (the Mathematics Education Support Hub) at Western Sydney University.

Students select the option which lists the four decimal weights of premature infants in order from smallest to highest.

This question was written by MESH (the Mathematics Education Support Hub) at Western Sydney University.

This question ensures that students understand that the fraction line means divide. There are 3 versions of the question, for denominators 10, 100 and 1000.

Students are shown one of four containers and asked to convert either one tenth, one hundredth or one thousandth of a litre to millilitres.

Students must match the decimals 0.1, 0.01 and 0.001 to their fraction equivalents. The order in which they appear is randomised but it is always the same three decimals.

Students are asked how many milliseconds in one second  OR  how many milligrams in one gram  OR  how many millimetres in one metre.

Students are given a decimal in the form 0.X and asked to identify its value, either X units, X tenths, X hundredths or X tens.

Students are shown a receptacle and told that it holds either one tenth, one hundredth or one thousandth of a litre. They are asked how many of them would be needed to hold one litre.

Students have to match four receptacles of varying sizes with the following fractions of a litre: 1 whole, 1/10, 1/100 and 1/1000.

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.