1006 results for "part".
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Question in HELM books
Part of HELM Book 1.4.2
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Question in Christian's workspace
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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Question in Demos
Shows how the "give a number which satisfies an equation" part type can be used to makr the student's number correct if it satisfies an equation of the form $f(x) = 0$.
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Question in Demos
Examples of the following custom part types: Yes/no, List of numbers, Give a numerical input for an expression, Number entry modulo.
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Question in Engineering Statics
Pulley supported by a cable, so the tension in the rope is constant. Advice is a youtube video showing how to solve the problem.
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Question in Engineering Statics
Equilibrium of two interacting particles.
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Question in Engineering Statics
Three random forces act on a particle. Determine the force required for equilibirum.
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Question in Engineering Statics
Find the tensions in two ropes supporting a weight.
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Question in Engineering Statics
Two dimensional particle equilibrium problem. Advice shows how to use how to use slope triangles to find sines and cosines, rather than finding the angle and using that.
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Question in Engineering Statics
Find reactions for a particle in equilibrium
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Question in Engineering Statics
Find forces required to hold a particle in equilibrium when subjected to a downward load. Directions of the reactions are given.
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Exam (4 questions) in Engineering Statics
Homework set. Variations on problems involving single particle equilibrium.
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Question in Engineering Statics
3D equilibrium of a particle problem. Rectangular steel plate supported by three cables, dimensions and density given.
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Question in HELM books
Simplify (a) a fully-factorised fraction with common factors, and (b) a fraction where the numerator is a product and the denominator a sum sharing the same variables (that cannot be simplified). The variables are randomised. Part of HELM book 1.4
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Question in HELM books
Simplify an algebraic fraction where both numerator and denominator must first be factorised. Part of HELM Book 1.4
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Question in HELM books
Simplify an algebraic fraction where the numerator is a factor of the quadratic on the denominator. Posed as a yes/no question, is this fraction equivalent to this simplified form? The answer is always yes. Part of HELM Book 1.4
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Question in HELM books
Simplify an algebraic fraction where the numerator and denominator first need to be factorised (the common factor is an integer). Part of HELM book 1.4
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Question in HELM books
Simplify an algebraic fraction that is fully factorised with common factors between the numerator and denominator, and one of the variables has a larger index on the denominator. Part of HELM Book 1.4
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Question in HELM books
Simplify a fraction where the numerator and denominator are factorised and have common products, and one of the common factors is powered. Part of HELM book 1.4
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Question in HELM books
Simplify, if possible,
(a) $\frac{2}{3}x^2 + \frac{x^2}{3}$, (b) $0.5x^2 + \frac{3}{4}x^2 - \frac{11}{2}x$, (c) $3x^3 - 11x + 3yx + 11$, and (d) $-4\alpha x^2 + \beta x^2$ where $\alpha$ and $\beta$ are constants.The numbers and letters are all randomised.
Part of HELM Book 1.3
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Exam (11 questions) in Martin's workspace
Questions on integration using various methods such as parts, substitution, trig identities and partial fractions.
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Question in Demos
In the first part, the student must write an R function to compute the first $n$ terms of the series $\frac{1}{k!}$.
In the second part, they must use that function to calculate an approximation to $e$ using a given number of terms of the series.
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Question in Demos
This is the simplest demonstration of the "code" part type I could think of: write Python to assign
x = 1
.An alternative answer gives a hint if the student's code doesn't define x at all.
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Question in Demos
In four parts, the student builds up the definition of a class representing a rectangle. First they write the constructor, then add methods to compute area and perimeter.
In the final part, they must use the methods to write a function which determines if a rectangle's area is larger than its perimeter.
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Question in MESH
Students are shown a bar chart. There is a slider that adjusts the height of one of the bars. Students are asked to adjust the slider to make that particular bar value the mode.
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Question in Brendan's workspace
Integration by parts.
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Question in Brendan's workspace
Integration by parts.
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Question in Brendan's workspace
Integration by parts.
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Question in Brendan's workspace
Practice question simplifying fractions for integration by using partial fractions.
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Question in SIT281
The purpose of this question is to ask the students to go through one Rijndael round from the AES algorithm.