Finding the distance between two complex numbers using the modulus of their difference. Three parts.

Straightforward question: student must find the general solution to a second order constant coefficient ODE. Uses custom marking algorithm to check that both roots appear and that the solution is in the correct form (e.g. two arbitrary constants are present). Arbitrary constants can be any non space-separated string of characters. The algorithm also allows for the use of $e^x$ rather than $\exp(x)$.

Unit tests are also included, to check whether the algorithm accurately marks when the solution is correct; when it's correct but deviates from the 'answer'; when one or more roots is incorrect; or when the roots are correct but constants of integration have been forgotten.

Write down the Newton-Raphson formula for finding a numerical solution to the equation $e^{mx}+bx-a=0$. If $x_0=1$ find $x_1$.

Included in the Advice of this question are:

6 iterations of the method.

Graph of the NR process using jsxgraph. Also user interaction allowing change of starting value and its effect on the process.

Write down the Newton-Raphson formula for finding a numerical solution to the equation $e^{mx}+bx-a=0$. If $x_0=1$ find $x_1$.

Included in the Advice of this question are:

6 iterations of the method.

Graph of the NR process using jsxgraph. Also user interaction allowing change of starting value and its effect on the process.

Finding the confidence interval at either 90%, 95% or 99% for the mean given the mean of a sample. The population variance is given and so the z values are used. Various scenarios are included.

Finding the confidence interval at either 90%, 95% or 99% for the mean given the mean of a sample. The population variance is given and so the z values are used. Various scenarios are included.

Straightforward question: student must find the general solution to a second order constant coefficient ODE. Uses custom marking algorithm to check that both roots appear and that the solution is in the correct form (e.g. two arbitrary constants are present). Arbitrary constants can be any non space-separated string of characters. The algorithm also allows for the use of $e^x$ rather than $\exp(x)$.

Unit tests are also included, to check whether the algorithm accurately marks when the solution is correct; when it's correct but deviates from the 'answer'; when one or more roots is incorrect; or when the roots are correct but constants of integration have been forgotten.

This is the question for week 3 of the MA100 course at the LSE. It looks at material from chapters 5 and 6. The following describes how two polynomials were defined in the question. This may be helpful for anyone who needs to edit this question.

In part a we have a polynomial. We wanted it to have two stationary points. To create the polynomial we first created the two stationary points as variables, called StationaryPoint1 and StationaryPoint2 which we will simply write as s1 ans s2 here. s2 was defined to be larger than s1. This means that the derivative of our polynomial must be of the form a(x-s1)(x-s2) for some constant a. The constant "a" is a variable called PolynomialScalarMult, and it is defined to be a multiple of 6 so that when we integrate the derivative a(x-s1)(x-s2) we only have integer coefficients. Its possible values include positive and negative values, so that the first stationary point is not always a max (and the second always a min). Finally, we have a variable called ConstantTerm which is the constant term that we take when we integrate the derivative derivative a(x-s1)(x-s2). Hence, we can now create a randomised polynomial with integers coefficients, for which the stationary points are s1 and s2; namely (the integral of a(x-s1)(x-s2)) plus ConstantTerm.

In part e we created a more complicated polynomial. It is defined as -2x^3 + 3(s1 + s2)x^2 -(6*s1*s2) x + YIntercept on the domain [0,35]. One can easily calculate that the stationary points of this polynomials are s1 and s2. Furthermore, they are chosen so that both are in the domain and so that s1 is smaller than s2. This means that s1 is a min and s2 is a max. Hence, the maximum point of the function will occur either at 0 or s2 (The function is descreasing after s2). Furthermore, one can see that when we evaluate the function at s2 we get (s2)^2 (s2 -3*s1) + YIntercept. In particular, this is larger than YIntercept if s2 > 3 *s1, and smaller otherwise. Possible values of s2 include values which are larger than 3*s1 and values which are smaller than 3*s1. Hence, the max of the function maybe be at 0 or at s2, dependent on s2. This gives the question a good amount of randomisation.

A graph of a straight line $f$ is given. Questions include determining values of $f$, of $f$ inverse, and determing the equation of the line.

I feel this question has too many questions inside it, I have since made a question that just asks a single division problem called Decimals: Division (includes rounding the answer).

5 questions on indefinite integration. Includes integration by parts and integration by substitution.

5 questions on indefinite integration. Includes integration by parts and integration by substitution.

Straightforward question: student must find the general solution to a second order constant coefficient ODE. Uses custom marking algorithm to check that both roots appear and that the solution is in the correct form (e.g. two arbitrary constants are present). Arbitrary constants can be any non space-separated string of characters. The algorithm also allows for the use of $e^x$ rather than $\exp(x)$.

Unit tests are also included, to check whether the algorithm accurately marks when the solution is correct; when it's correct but deviates from the 'answer'; when one or more roots is incorrect; or when the roots are correct but constants of integration have been forgotten.

A graph of a straight line $f$ is given. Questions include determining values of $f$, of $f$ inverse, and determining the equation of the line.

Questions to test if the student knows the inverse of fractional power or root (and how to solve equations that contain them). 

This question shows how the number entry part marking algorithm has changed to award credit when the student gives the correct answer but to too much precision, when the precise value is not included in the rounded-off range of acceptable answers.

See this issue on GitHub.

Practice of basic transpositions. Doesn't include roots

5 questions on indefinite integration. Includes integration by parts and integration by substitution.

A graph of a straight line $f$ is given. Questions include determining values of $f$, of $f$ inverse, and determing the equation of the line.

A graph of a straight line $f$ is given. Questions include determining values of $f$, of $f$ inverse, and determing the equation of the line. Non-calculator. Detail advice is given.

Multiplication of $2 \times 2$ matrices.

Differentiate

\[ \sqrt{a x^m+b})\]

Given a random variable $X$ normally distributed as $\operatorname{N}(m,\sigma^2)$ find probabilities $P(X \gt a),\; a \gt m;\;\;P(X \lt b),\;b \lt m$.

$A,\;B$ $2 \times 2$ matrices. Find eigenvalues and eigenvectors of both. Hence or otherwise, find $B^n$ for largish $n$.

Displacement-time graphs are given and the student should select the correct velocity-time graphs from a list. Includes linear, piecewise linear and quadratic displacement-time functions.

Test whether a student knows the divergence test of a series, and how to use it. Series include those that the diverence 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.

Test whether a student knows the ratio test of a series, and how to use it. Series include those that the ratio 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.

Test whether a student knows the comparison test of a series, and how to use it. Series include those that the comparison test is inconclusive for.

Solve for $x$ and $y$:  \[ \begin{eqnarray} a_1x+b_1y&=&c_1\\   a_2x+b_2y&=&c_2 \end{eqnarray} \]

The included video describes a more direct method of solving when, for example, one of the equations gives a variable directly in terms of the other variable.

5 questions on indefinite integration. Includes integration by parts and integration by substitution.