Test whether a student knows the root test of a series, and how to use it. Series include those that the root test is inconclusive for. This question could be better in that it could go through the working of determining the limit but I hope to make a separate question which deals with that.

This question tests to see if students can recognise an alternating series and based on the alternating series test and the divergence test determine if it is convergent or divergent.

At the moment there is no example included with $b_n\rightarrow 0$ which isn't eventually monotonically convergent. 

A random dataset given by a linear function with noise (gradient and y-intercept of the linear function are randomised as is distribution of x values).

No description given

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.

No description given

No description given

No description given

No description given

No description given

Skills Audit for Maths and Stats: MEC

No description given

No description given

No description given

Skills Audit Maths and Stats: GEE courses

Skills Audit Maths and Stats: EEE courses

No description given

No description given

UG MGT

Given a point and a line, determine the distance between them.

Solve a random oblique triangle for sides and angles.

No description given

Rigid body equilibrium problem.  Easiest to solve by replacing forces on the perimiter of the pulley with equivalent forces at the axle.

This creates a 4x4 times table grid using numbers from 2 to 9. The step gives some advice on how to work out times tables (products, multiplications) if you can't remember them.

Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.

Divisor is a two-digit number. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.

Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.

Divisor is a two digit number. There is a remainder which we express as a decimal by continuing the division process. No rounding is required by design (another question will include rounding off).

Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. No rounding is required by design (another question will include rounding off).