78 results for "final".
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Question in Jo-Ann's workspace
Several problems involving the multiplication of fractions, with increasingly difficult examples, including a mixed fraction and a squared fraction. The final part is a word problem.
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Question in LSE MA100 (Bugs fixed, September 2018)
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.
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Exam (2 questions) in bhadresh's workspace
No description given
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Question in Samantha's workspace
Given a description in words of the costs of some items in terms of an unknown cost, write down an expression for the total cost of a selection of items. Then simplify the expression, and finally evaluate it at a given point.
The word problem is about the costs of sweets in a sweet shop.
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Question in Samantha's workspace
Given a description in words of the costs of some items in terms of an unknown cost, write down an expression for the total cost of a selection of items. Then simplify the expression, and finally evaluate it at a given point.
The word problem is about the costs of sweets in a sweet shop.
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Exam (1 question) in Blathnaid's workspace
Given two numbers, find the gcd, then use Bézout's algorithm to find $s$ and $t$ such that $as+bt=\operatorname{gcd}(a,b)$.
Finally, find all solutions of an equation $\mod b$.
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Exam (6 questions) in Exercises_Lecture1
Content: complex arithmetic; argument and modulus of complex numbers; de Moivre's theorem.
This homework counts 10% towards your final Engineering Mathematics mark.
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Question in Headstart
Based on a generic QTS example. Practice of cancelling *before* the final calculaltion.
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Question in MATH1154
Given a graph of some function $f(x)$ (a cubic), the student is asked to write the coordinates of the maximum and minimum points. The student then finds the maximum and minimum points of a second cubic function without using a graph, by finding the derivative, solving the quadratic equation that results from setting the derivative equal to zero, and finally testing the value of the second derivative.
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Exam (1 question) in Andrew's workspace
Given two numbers, find the gcd, then use Bézout's algorithm to find $s$ and $t$ such that $as+bt=\operatorname{gcd}(a,b)$.
Finally, find all solutions of an equation $\mod b$.
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Question in Newcastle University Biomechanics
Two players collide. Given the masses, final speeds and impulse imparted on each, find their initial speeds.
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Question in Numeracy Questions
Scale a page to some percentage of its original size, then increase/decrease by another percentage. Find the size of the final copy as a percentage of the original.
Based on question 2 from section 3 of the Maths-Aid workbook on numerical reasoning.
(Added a decimal version to advice - and changed increased to enlarged)
Used in non-calculator quiz.
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Question in Numeracy Questions
Scale a page to some percentage of its original size, then increase/decrease by another percentage. Find the size of the final copy as a percentage of the original.
Based on question 2 from section 3 of the Maths-Aid workbook on numerical reasoning.
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Question in Maths Support Wiki - Mechanics
Two particles collide. Given the masses and final speeds of the particles, as well as the impulse imparted on each, find their initial speeds.
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Question in Funciones
Give the student three points lying on a quadratic, and ask them to find the roots.
Then ask them to find the equation of the quadratic, using their roots. Error in calculating the roots is carried forward.
Finally, ask them to find the midpoint of the roots (just for fun). Error is carried forward again.
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Question in Tore's workspace
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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Exam (1 question) in mathcentre
Given two numbers, find the gcd, then use Bézout's algorithm to find $s$ and $t$ such that $as+bt=\operatorname{gcd}(a,b)$.
Finally, find all solutions of an equation $\mod b$.
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Question in Numerical reasoning
Scale a page to some percentage of its original size, then increase/decrease by another percentage. Find the size of the final copy as a percentage of the original.
Based on question 2 from section 3 of the Maths-Aid workbook on numerical reasoning.