357 results for "order".
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Question in Content created by Newcastle University by
Newcastle University Mathematics and Statistics
Uses the χ2 test to see if there is any significant difference in preferences.
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Question in Discrete Mathematics
In this question the students have to solve a linear recurrence of order 1. The sequence is asked in recurrence form and the goal is to find its closed form.
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Question in Discrete Mathematics
In this question the students have to solve a linear recurrence of order 2. The sequence is asked in recurrence form and the goal is to find its closed form.
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Question in MATH6052 Maths for the Green Industry
MCQ for basic order of operations
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Question in Skills Audits for Maths and Stats
Manipulate fractions in order to add and subtract them. The difficulty escalates through the inclusion of a whole integer and a decimal, which both need to be converted into a fraction before the addition/subtraction can take place.
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No description given
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No description given
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The student has to write the general solution of a 2nd order PDE. They can choose the names of their arbitrary functions of x and y.
The marking algorithm finds the names of the functions of x and y in the student's answer, and replaces them with sin(x) and cos(y) (these could be changed) so that the expression can be evaluated.
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This question assesses learners' ability to conduct a two sample t-test.
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Question in Martin's workspace
No description given
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Question in Tamsin's workspace
This question tests understanding of subscript notation for matrices
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Question in Tamsin's workspaceClassifying matrices (dimensions/order)
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Question in Discrete Mathematics
In this question the students have to solve a linear recurrence of order 2. The sequence is asked in recurrence form and the goal is to find its closed form.
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Question in MfEP Progress Quizzes
This question is an application of a quadratic equation. Student is given dimensions of a rectangular area, and an area of pavers that are available. They are asked to calculate the width of a border that can be paved around the given rectangle (assuming border is the same width on all 4 sides). The equation for the area of the border is given in terms of the unknown border width. Students need to recognise that only one solution of the quadratic gives a physically possible solution.
The dimensions of the rectangle, available area of tiles and type of space are randomised. Numeric variables are constructed so that resulting quadratic equation has one positive and one negative root.
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Question in Skills Audits for Maths and Stats
Put fractions in size order.
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Question in Skills Audits for Maths and Stats
Manipulate fractions in order to add and subtract them. The difficulty escalates through the inclusion of a whole integer and a decimal, which both need to be converted into a fraction before the addition/subtraction can take place.
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Question in Skills Audits for Maths and Stats
Manipulate fractions in order to add and subtract them. The difficulty escalates through the inclusion of a whole integer and a decimal, which both need to be converted into a fraction before the addition/subtraction can take place.
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Question in Skills Audits for Maths and Stats
Applying the order of operators.
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The student is asked to give the roots of a quadratic equation. They should be able to enter the numbers in any order, and each correct number should earn a mark.
When there's only one root, the student can only fill in one of the answer fields.
This is implemented with a gap-fill with two number entry gaps. The gaps have a custom marking algorithm to allow an empty answer. The gap-fill considers the student's two answers as a set, and compares with the set of correct answers.
The marking corresponds to this table:
There is one root There are two roots Student gives one correct root 100% 50%, "The root you gave is correct, but there is another one." Student gives two correct roots impossible 100% Student gives one incorrect root 0% 0% Student gives one incorrect, one correct root 50% "One of the numbers you gave is not a root". 50% "One of the numbers you gave is not a root". Student gives two incorrect roots 0% 0% -
A custom marking algorithm picks out the names of the constants of integration that the student has used in their answer, and tries mapping them to every permutation of the constants used in the expected answer. The version that agrees the most with the expected answer is used for testing equivalence.
If the student uses fewer constants of integration, it still works (but they must be wrong), and if they use too many, it's still marked correct if the other variables have no impact on the result. For example, adding +0t to an expression which otherwise doesn't use t would have no impact.
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The student is asked to calculate a division by the method of long division, which they should enter in a grid.
The process is simulated and the order in which cells are filled in is recorded, so the marking feedback tries to identify the first cell that the student got wrong, or should try to fill in next.
They're asked to give the quotient as a plain number in a second part, to check that they can interpret the finished grid properly.
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Two sample t-test to see if there is a difference between scores on questions between two groups when the questions are asked in a different order.
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Question in Brendan's workspace
Separable equation for integration.
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Question in Brendan's workspace
Separable equation for integration.
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Question in Brendan's workspace
First order integral.
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Question in Brendan's workspace
First order integral.
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Question in Ugur's workspace
Taylor Approximation ofr cos(2x)
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Question in Brendan's workspace
Solving first order differentials by separation of variables.
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Question in Brendan's workspace
Practice question solving linear homogeneous second order differentials using the auxiliary equation method.
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No description given
