102 results for "til".
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Question in How-tos
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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Question in Engineering Statics
Determine the reactions supporting a cantilever beam carrying concentrated forces and moments.
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Question in Elena's workspace
No description given
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Question in Newcastle University Sports Science
Given 32 datapoints in a table find their minimum, lower quartile, median, upper quartile, and maximum.
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Exam (12 questions) in .Differential CalculusDesigned to instill a systematic method. The first 6 questions are scaffolded (step by step) followed by 2 randomly selected questions that only ask for a final answer.
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Exam (2 questions) in Engineering Statics
Homework set. Identify zero force members and utilize special loading conditions to simplify trusses.
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Exam (12 questions) in .Differential CalculusDesigned to instill a systematic method. The first 6 questions are scaffolded (step by step) followed by 2 randomly selected questions that only ask for a final answer.
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Exam (12 questions) in .Differential CalculusDesigned to instill a systematic method. The first 6 questions are scaffolded (step by step) followed by 2 randomly selected questions that only ask for a final answer.
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Question in Engineering Statics
Simple truss with a zero-force member
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Question in Engineering StaticsUse the method of joints to solve for the forces in a cantilever truss.
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Question in Content created by Newcastle University
Express $\displaystyle \frac{a}{x + b} \pm \frac{c}{x + d}$ as an algebraic single fraction over a common denominator.
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Question in Engineering Statics
Derive the expressions for the shear and bending moment as functions of $x$ for a cantilever beam with a uniformly varying (triangular) load.
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Question in Content created by Newcastle University
Given normal distribution $\operatorname{N}(m,\sigma^2)$ find $P(a \lt X \lt b),\; a \lt m,\;b \gt m$ and also find the value of $X$ corresponding to a given percentile $p$%.
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Question in UiT forkurs
No description given
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Question in MXB241 Weekly Quizzes
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Question in Content created by Newcastle University
Express $\displaystyle \frac{ax+b}{x + c} \pm \frac{dx+p}{x + q}$ as an algebraic single fraction over a common denominator.
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Question in Julia Goedecke's contributions
Example of an explore mode question. Student is given a 3x3 matrix and is asked to find the characteristic polynomial and eigenvalues, and then eigenvectors for each eigenvalue. The part asking for eigenvectors can be repeated as often as the student wants, to be used for different eigenvalues.
Assessed: calculating characteristic polynomial and eigenvectors.
Feature: any correct eigenvalue will be recognised by the marking algorithm, even multiples of the obvious one(s) (which can be read off from the reduced row echelon form)
Randomisation: Not randomised, just using particular matrices. I am still working on how to randomise this for 3x3; a randomised 2x2 version exists. I have several different versions for 3x3 (not all published yet), so I could make a random choice between these in a test.
The implementation uses linear algebra functions such as "find reduced echelon form" or "find kernel of a reduced echelon form", from the extension "linalg2".
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Question in Engineering StaticsShear and Bending Moment diagram for a cantilevered beam loaded with concentrated forces and moments.
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Question in Engineering StaticsShear and Bending Moment diagram for a cantilevered beam loaded with concentrated forces and moments.
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Question in How-tos
The student is given a number in base 10 and asked to write it in a given base, between 2 and 16. The number has at most 3 digits in the other base.
Until it's possible to derive the expected answer for a part in the marking algorithm (see the issue tracker), this question has "show expected answer" turned off, because it just shows the base 10 number.
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Question in Innlevering 1 - MET2920-nett
No description given
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Question in rhaana's workspace
Based on Chapter 8, quite loosley.Putting a pair of linear equations into matrix notation and then solving by finding the inverse of the coefficient matrix.
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Question in Elena's workspace
No description given
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Question in Elena's workspace
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Question in Elena's workspace
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Question in Elena's workspace
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Question in Linear Algebra 1st year
In this demo question, you can see either 2 or 3 gaps depending on the variable \(m\), and the marking algorithm doesn't penalise for the empty third gap in cases when it is not shown.
Reason to use it: for vectors or matrices containing only numbers, one can easily use matrix entry to account for a random size of an answer. But this does not work for mathematical expressions. There we have to give each entry of the vector as a separate gap, which then becomes a problem when the size varies. This solves that problem. For this reason I've included two parts: one very simple one that just shows the phenomenon of variable number of gaps, and one which is more like why I needed it.
Note that to resolve the fact that when \(m=2\), the point for the third gap cannot be earned, I have made it so that the student only gets 0 or all points, when all shown gaps are correctly filled in.
Note the use of Ax[m-1] in the third gap "correct answer" of part b): if you use Ax[2], then it will throw an error when m=2, as then Ax won't have the correct size. So even though the marking algorithm will ignore it, the question would still not work.
Bonus demo if you look in the variables: A way to automatically generate the correct latex code for \(\var{latexAx}\), since it's a variable size. I would usually need that in the "Advice", i.e. solutions, rather than the question text.
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Question in Linear Algebra 1st year
In this demo question, you can see either 2 or 3 gaps depending on the variable \(m\), and the marking algorithm doesn't penalise for the empty third gap in cases when it is not shown.
Reason to use it: for vectors or matrices containing only numbers, one can easily use matrix entry to account for a random size of an answer. But this does not work for mathematical expressions. There we have to give each entry of the vector as a separate gap, which then becomes a problem when the size varies. This solves that problem. For this reason I've included two parts: one very simple one that just shows the phenomenon of variable number of gaps, and one which is more like why I needed it.
Note that to resolve the fact that when \(m=2\), the point for the third gap cannot be earned, I have made it so that the student only gets 0 or all points, when all shown gaps are correctly filled in.
Note the use of Ax[m-1] in the third gap "correct answer" of part b): if you use Ax[2], then it will throw an error when m=2, as then Ax won't have the correct size. So even though the marking algorithm will ignore it, the question would still not work.
Bonus demo if you look in the variables: A way to automatically generate the correct latex code for \(\var{latexAx}\), since it's a variable size. I would usually need that in the "Advice", i.e. solutions, rather than the question text.
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Question in Elena's workspace
No description given
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Question in Prova
No description given