This question assesses the learner's ability to compute a confidence interval for a difference of two means, given two samples.

Randomized variables: sample raw data and confidence level. 

Adapted from section 7.3.1 in OpenIntro Statistics (4th ed).

Choosing whether given random variables are qualitative or quantitative.

Question Covering AC power and frquency response

Trolley on a slope

Topics:
Algebra, Calculus, Trigonometeric Equations, Complex numbers & Partial Derivatives

Students must complete the exam within 120 mins (standard time).

Questions have variables to produce randomised questions.

Friction and Accelration of a block with 2 forces applied

Find the stationary point $(p,q)$ of the function: $f(x,y)=ax^2+bxy+cy^2+dx+gy$. Calculate $f(p,q)$.

Find the stationary points of the function: $f(x,y)=a x ^ 3 + b x ^ 2 y + c y ^ 2 x + dy$ by choosing from a list of points.

Question covering DC and Step response circuits

Create a truth table for a logical expression of the form $a \operatorname{op} b$ where $a, \;b$ can be the Boolean variables $p,\;q,\;\neg p,\;\neg q$ and $\operatorname{op}$ one of $\lor,\;\land$.

For example $\neg q \to \neg p$.

Create a truth table for a logical expression of the form $a \operatorname{op} b$ where $a, \;b$ can be the Boolean variables $p,\;q,\;\neg p,\;\neg q$ and $\operatorname{op}$ one of $\lor,\;\land,\;\to$.

For example $\neg q \to \neg p$.

Find the stationary point $(p,q)$ of the function: $f(x,y)=ax^2+bxy+cy^2+dx+gy$. Calculate $f(p,q)$.

Real numbers $a,\;b,\;c$ and $d$ are such that $a+b+c+d=1$ and for the given vectors $\textbf{v}_1,\;\textbf{v}_2,\;\textbf{v}_3,\;\textbf{v}_4$ $a\textbf{v}_1+b\textbf{v}_2+c\textbf{v}_3+d\textbf{v}_4=\textbf{0}$. Find $a,\;b,\;c,\;d$.

This question uses a Geogebra applet to solve a linear program with two variables using the graphical method. It contains three steps:

1. Construct the feasible area (polygon) by adding the constraints one by one. The students can see what happens when the constraints are added.
2. Add the objective function, and the level set of the objective value is shown, as well as its (normalised) gradient.
3. Compute the optimal solution by moving the level set of the objective around.

match different variables to either: 'nominal','ordinal','interval','ratio'

Student is given a rational function, h(x), with randomised coefficients, and a linear function, k(x), also with randomised coeffieients and asked to find:

1. h(k(x)) or k(h(x)) (randomly selected) for a randomised value of x
2. The domain of h(x) - multiple choice part
3. A general expresion for k(h(x)) or h(k(x)) - opposite combination to first part.

Variables are constrained so that h(x) is not a degenerate form and that when evaluating h(x) denomiator is not 0.

Question Covering AC power and frquency response

Students are asked to rearrane the formula giving the voltage drop across a resistor in terms of emf of battery, resistance of resistor and internal resistance of battery to make the internal resistance the subject. They are then asked to calculate the internal resistance given values for the other variables (randomised).

Determinig the CoG of a composite part

Friction & Centripital Motion

2 bodies on an incline plane

3 Forces Applied to an Eye bolt.  Use force components to calculate the Reaction force.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to rewrite the solution correctly. No variables but this is version 5 of 5 versions of the question. This version uses a much more mangled AI generated solution that the other 4 versions and does not ask for the line with the first error, just for the student to rewrite the solution correctly.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to identify on which line the first error occurs, then rewrite the solution correctly. No variables but this is version 4 of 5 versions of the question.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to identify on which line the first error occurs, then rewrite the solution correctly. No variables but this is version 2 of 5 versions of the question.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to identify on which line the first error occurs, then rewrite the solution correctly. No variables but this is 1 of 5 versions of the question.

Two part question, student has to rearrange the parallel resistors formula (stated in the question) to make L_1 or L_2 the subject (variable is chosen randomly), then find the value of this variable when values of the other variables in the formula are given. These values are randomly chosen.

Note that the advice for this question has two versions, the one displayed to the student depends on which variable is selected by the question.

Two part question, student has to rearrange the parallel inductors formula (stated in the question) to make L_1 or L_2 the subject (variable is chosen randomly), then find the value of this variable when values of the other variables in the formula are given. These values are randomly chosen.

Note that the advice for this question has two versions, the one displayed to the student depends on which variable is selected by the question.

Two part question, student has to rearrange the heat flow formula (stated in the question) to make T_1 or T_2 the subject (variable is chosen randomly), then find the value of this variable when values of the other variables in the formula are given. These values are randomly chosen.

Note that the advice for this question has two versions, the one displayed to the student depends on which variable is selected by the question.

Evaluación de una expresión algebraica con dos variables