This question tests a student's ability to raise a positive base to a negative exponent and then take the negative. The base and the exponent have the same absolute value.

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This question tests a student's ability to raise a positive base to a negative exponent and then take the negative. The base and the exponent have the same absolute value.

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.

Statements about the different kinds of averages where you have to select "always", "sometimes", or "never".

Using Jsxgraph to draw the vector field for a differential equation of the form $\frac{dy}{dx}=f(x,y)=1-\sin(y)$, and also by moving the point $(x_0,y_0)$ you can see the solution curves going through that point. 

If you want to modify $f(x,y)$ simply change the definition of  $f(x,y)$ and that of the variable  str in the user defined function testfield in Extensions and scripts. You have to use javascript notation for functions and powers in the definition of $f(x,y)$.

Using Jsxgraph to draw the vector field for a differential equation of the form $\frac{dy}{dx}=f(x,y)=\sin(x)-\sin(y)$, and also by moving the point $(x_0,y_0)$ you can see the solution curves going through that point. 

If you want to modify $f(x,y)$ simply change the definition of  $f(x,y)$ and that of the variable  str in the user defined function testfield in Extensions and scripts. You have to use javascript notation for functions and powers in the definition of $f(x,y)$.

Using Jsxgraph to draw the vector field for a differential equation of the form $\frac{dy}{dx}=f(x,y)=\sin(x-y)$, and also by moving the point $(x_0,y_0)$ you can see the solution curves going through that point. 

If you want to modify $f(x,y)$ simply change the definition of  $f(x,y)$ and that of the variable  str in the user defined function testfield in Extensions and scripts. You have to use javascript notation for functions and powers in the definition of $f(x,y)$.

Using Jsxgraph to draw the vector field for a differential equation of the form $\frac{dy}{dx}=f(x,y)=x^3-y^3$, and also by moving the point $(x_0,y_0)$ you can see the solution curves going through that point.

If you want to modify $f(x,y)$ simply change the definition of  $f(x,y)$ and that of the variable  str in the user defined function testfield in Extensions and scripts. You have to use javascript notation for functions and powers in the definition of $f(x,y)$.

Using Jsxgraph to draw the vector field for a differential equation of the form $\frac{dy}{dx}=f(x,y)=x^2-y^2$, and also by moving the point $(x_0,y_0)$ you can see the solution curves going through that point.

If you want to modify $f(x,y)$ simply change the definition of  $f(x,y)$ and that of the variable  str in the user defined function testfield in Extensions and scripts. You have to use javascript notation for functions and powers in the definition of $f(x,y)$.

There are copious comments in the definition of the function eqnline about the voodoo needed to have a JSXGraph diagram interact with the input box for a part.

A line with random $x$- and $y$- intercepts is plotted, and you have to drag two dots over the points where the line crosses the $x$ and $y$ axes.

Find $\displaystyle \int \frac{a}{(bx+c)^n}\;dx$

Find $\displaystyle \int ae ^ {bx}+ c\sin(dx) + px ^ {q}\;dx$.

Given a PDF $f(x)$ on the real line with unknown parameter $t$ and three random observations, find log-likelihood and MLE $\hat{t}$ for $t$. 

There are copious comments in the definition of the function eqnline about the voodoo needed to have a JSXGraph diagram interact with the input box for a part.

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.

A question testing the application of the Cosine Rule when given three side lengths. In this question, the triangle is always acute. A secondary application is finding the area of a triangle.

A question testing the application of the Cosine Rule when given three side lengths. In this question, the triangle is always acute. A secondary application is finding the area of a triangle.

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.

Student is asked whether a quadratic equation can be factorised. If they say "yes", they're asked to give the factorisation.

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Customised for the Numbas demo exam

Factorise $x^2+cx+d$ into 2 distinct linear factors and then find $\displaystyle \int \frac{ax+b}{x^2+cx+d}\;dx,\;a \neq 0$ using partial fractions or otherwise.

Video in Show steps.

Putting a pair of linear equations into matrix notation and then solving by finding the inverse of the coefficient matrix. 

Let $x_n=\frac{an+b}{cn+d},\;\;n=1,\;2\ldots$. Find  $\lim_{x \to\infty} x_n=L$ and find least $N$ such that $|x_n-L| \lt 10^{-r},\;n \geq N,\;r \in \{2,\;3,\;4\}$.

Putting a pair of linear equations into matrix notation and then solving by finding the inverse of the coefficient matrix. 

Find $\displaystyle\int \frac{ax+b}{(x+c)(x+d)}\;dx,\;a\neq 0,\;c \neq d $.

Find $\displaystyle\int \frac{a}{(x+b)(x+c)}\;dx,\;b \neq c $.

Factorise $x^2+cx+d$ into 2 distinct linear factors and then find $\displaystyle \int \frac{ax+b}{x^2+cx+d}\;dx,\;a \neq 0$ using partial fractions or otherwise.

Video in Show steps.