115 results for "same".
-
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.
-
Question in Toby's workspace
Plot the Fourier series coefficients for a piece-wise linear function. Write a Python script to reproduce the same figure.
-
Merryn's copy of Fractions/division and multiplication, different ways of presenting the same thing (non-algebraic) Ready to useQuestion in MESH
Students seem to not realise that $\frac{a}{b}\times c=c\times\frac{a}{b}=\frac{a\times c}{b}=\frac{c\times a}{b}=a\times c \div b=a\div b\times c=c\div b \times a \ne c \div (b\times a)\ldots $ etc. This question is my attempt to help rectify this.
-
Question in How-tos
This question shows how explore mode can be used to loop through several versions of the same question. The variables for each version are stored in a list of "scenarios", and a counter works through that list each time the student moves on to the next part, labelled "try the next version of this question".
-
Question in Engineering Statics
Calculate the moment of a force about three points using Verignon' theorem. All forces and points are in the same plane.
-
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
-
Question in Odds and Ends
Used for LANTITE preparation (Australia). MG = Measurement & Geometry strand. Students are always given the same map of Western Australia and asked to select the one incorrect statement from four statements. The statements are randomly selected from four incorrect statements and twelve correct statements in total.
-
Question in Bin
A measurement is performed multiple times for the same object, the student will
- calculate the mean result
- calculate the standard error on the mean
- write the mean±error to the correct precision as defined by the error written to 1 significant figure
Advice is provided including on performing the calculations in Python or spreedsheets together with further reading.
-
Question in MESH
Students must match the decimals 0.1, 0.01 and 0.001 to their fraction equivalents. The order in which they appear is randomised but it is always the same three decimals.
-
Fractions/division and multiplication, different ways of presenting the same thing (non-algebraic) Ready to useQuestion in pre-algebra Numeracy and Arithmetic
Students seem to not realise that $\frac{a}{b}\times c=c\times\frac{a}{b}=\frac{a\times c}{b}=\frac{c\times a}{b}=a\times c \div b=a\div b\times c=c\div b \times a \ne c \div (b\times a)\ldots $ etc. This question is my attempt to help rectify this.
-
Question in Demos
All the answers in this question are equations. In order to mark each equation, Numbas needs to pick some values that satisfy the equation and some that don't, and check that the student's answer agrees with the expected answer.
Any equation with the same solution set as the expected answer will be marked correct.
-
Exam (1 question) in Torris's workspace
No description given
-
Question in Newcastle University Sports Science
LSD and Tukey yardsticks on three treatments. Also one-way Anova test on same set of data.
-
Question in Content created by Newcastle University
Two questions testing the application of the Sine Rule when given two angles and a side. In this question, the triangle is always acute.
-
Question in Content created by Newcastle University
Two questions testing the application of the Cosine Rule when given two sides and an angle. In these questions, the triangle is always acute and both of the given side lengths are adjacent to the given angle.
-
Question in Engineering Statics
Calculate the moment of a force about three points using the definition of a Moment. All forces and points are in the same plane.
-
Question in NCL MAS2707
The student is shown two labelled graphs. They are asked:
- Number of vertices in each
- Number of edges in each
- Degree sequences for each
- Is there an isomorphism between them? If so, write one.
The number of vertices is always equal, so this is a gimme.
If the edges or degree sequences are different, the student is expected to realise that there cannot be an isomorphism.
If these values are the same, then there will be an isomorphism (else the question is a bit too tricky).
Numbas expects a particular isomorphism, but there may be more than one, all of which would be accepted.
-
Question in Engineering Statics
An A-frame structure supporting a force and a moment. The feet are at the same vertical position, so taking moments at one foot yields the y component of the reaction at the other.
-
Question in Algebra
Students seem to freak out when their answer is not written exactly the same as the answer provided. This question tries to enforce that $(x-y)=-(y-x)$ and $\frac{a-b}{c-d}=\frac{b-a}{d-c}$
-
Question in Demos
A 2D linear programming problem: optimise the profit from producing two different kinds of product, which both use the same limited resources.
A JSXGraph diagram illustrates the problem and can be used to find an answer.
-
Question in MATH00010
This question tests a student's ability to add two fractions with the same denominator.
-
Question in Linear Algebra 1st year
Checking whether a given set is a plane or not. Depends on whether two vectors are parallel or not. Then checking whether the plane goes through the origin. This is not always obvious from the presentation.
Not randomised because it's the same as in our workbook.
-
Question in Linear Algebra 1st year
Checking whether a given set is a plane or not. Depends on whether two vectors are parallel or not. Then checking whether the plane goes through the origin. This is not always obvious from the presentation.
Not randomised because it's the same as in our workbook.
-
Question in Linear Algebra 1st year
Checking whether a given set is a plane or not. Depends on whether two vectors are parallel or not. Then checking whether the plane goes through the origin. This is not always obvious from the presentation.
Not randomised because it's the same as in our workbook.
-
Question in Linear Algebra 1st year
A combination of tasks: checking which matrix products exist, calculating some of these products, calculating transpose matrices. Comparing product of transpose with transpose of product. Experiencing associativity of matrix multiplication. Not much randomisation, only in which matrix product is computed as second option.
Comprehensive solution written out in Advice.
-
Question in Linear Algebra 1st year
Finding a matrix from a formula for each entry, which involves the row and column numbers of that entry. Not randomized because it's the same as in our workbook. But the variables are made in a way that it should be easy to randomise the size of the matrix, and the to change the formula for the input in not too many places.
-
Question in Linear Algebra 1st year
Matrix addition, with the added test of whether they understand that only matrices of the same size can be added.
-
Question in Linear Algebra 1st year
checking by size whether two matrices can be multiplied. Student either gives size of resulting product, or NA if matrices can't be multiplied.
-
Question in Linear Algebra 1st year
Simple scalar multiplication of a general vector with the important scalars 0, 1, -1. Just the variable name is randomised.
-
Question in Linear Algebra 1st year
First compute matrix times vector for specific vectors. Then determine domain and codomain and general formula for the matrix transformation defined by the matrix.