479 results for "which".
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Find the present value of a share which returns a constant growth dividend.
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Find the present value of a share which returns a constant dividend (similar to a perpetuity)
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Question in 1010ENG/1201SCG Complex numbers
Practice MCQ to decide which quadrant a complex number lies in.
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Question in MESH
Multiple choice. Students need to select the correct simplification for a given expression.
This question has four versions. Skills required are: using Pythagorean identities, converting to sine or cosine. Some also require fraction division.
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Question in Intro Cryptography
A question which asks students to encrypt a number using RSA, then to factor a small public key and find the decryption exponent.
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Questions to test if the student knows the inverse of an even power (and how to solve equations that contain a single power that is even).
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Questions to test if the student knows the inverse of an odd power (and how to solve equations that contain a single power that is odd).
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Question in ESCI201 Statics
Here you need to choose which formula you would use to find the red dashed value from the solid green values. The view is three-dimensional and you can rotate it to get a better view.
Variable defintions in the formulas:
θ is an angle
Adj. is the length of the side adjacent to the known angle
Opp. is the length of the side opposite the known angle
Hyp. is the length of the hypotenuse
Your goal is to get twenty correct answers quickly. Incorrect answers show a highlight of the correct answer to select to continue. The timer starts as soon as you choose your first answer and continues until you get 20 correct. Select save answer after your results show in the applet. -
Question in ESCI201 Statics
Here you need to choose which trigonometric function is the red dashed side divided by the solid green side. Your goal is to get twenty correct answers quickly. Incorrect answers show a highlight of the correct answer to select to continue. The timer starts as soon as you choose your first answer and continues until you get 20 correct. Select save answer after your results show in the applet.
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Question in ESCI201 Statics
Here you need to choose which trigonometric function is the red dashed side divided by the solid green side. Your goal is to get twenty correct answers quickly. Incorrect answers show a highlight of the correct answer to select to continue. The timer starts as soon as you choose your first answer and continues until you get 20 correct. Select save answer after your results show in the applet.
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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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Questions to test if the student knows the inverse of fractional power or root (and how to solve equations that contain them).
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Issues: alignment in columns in the working - not sure what to do about it
Decimal divided by a decimal. Multiply by a power of ten to get an integer divisor. Long and short division process. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to some number of decimal places.
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Divisor is a two-digit number. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.
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Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. Rounding is required to one decimal place. The working suggests determining the second decimal place so the student knows whether to round up or down.
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Exam (9 questions) in Workplace Math 11
Contains some questions from mini-tests which should be changed.
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Question in CHY1201 - SpectroscopyThe reduced masses are pre-calculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses- but organising this with high computational efficiency might be a significant programing task (add to "to do" list).
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Question in CHY1201 - SpectroscopyThe reduced masses are pre-calculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses- but organising this with high computational efficiency might be a significant programing task (add to "to do" list).
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Question in CHY1201 - SpectroscopyThe reduced masses are pre-calculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses- but organising this with high computational efficiency might be a significant programing task (add to "to do" list).
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Question in CHY1201 - SpectroscopyThe reduced masses are pre-calculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses- but organising this with high computational efficiency might be a significant programing task (add to "to do" list).
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This demonstrates how to:
- Generate a fixed number of observations of data in two categories.
- Display the data in a table, with row and column totals.
- Ask the student to enter the data in a spreadsheet which is automatically marked.
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The student has to enter three different letters of the alphabet in the three gaps. Their answer is marked as a set: repeated answers only count as one answer.
Each gap has the same custom marking algorithm which marks that gap as correct if the student's answer is in the set of acceptable answers.
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Characteristic poly, eigenvalues and eigenvectors 3x3, digonailsability (non-randomised) Ready to useQuestion in Ugur's workspace
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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Solving a system of simultaneous congruences using the Chinese Remainder Theorem.
An explore mode question which allows you to write a solution straight away, or break it down into steps.
After solving a system of three congruences, you can ask for a new problem with more congruences.
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Exam (5 questions) in Deactivated user's workspace
6 questions which introduce the student to the Numbas system.
rebelmaths
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Exam (5 questions) in Prearrival
6 questions which introduce the student to the Numbas system.
rebelmaths
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Exam (5 questions) in Pre-arrival for Business students
6 questions which introduce the student to the Numbas system.
rebelmaths
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A few questions which show off the new matrix entry part.
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Question in MfEP Progress Quizzes
This question is a variation on another version which asks the student to find the height of a bridge arch and width of the river given a formula for the arch of the bridge (also available in the Numbas database)
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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.
