461 results for "which".
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Question in MfEP Progress Quizzes
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.
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Question in MASH Bath: Question Bank
The proportion of the sodium carbonate, $p$, which has dissolved by time $t$ seconds is given by the formula $ p=\frac{bt-at^2}{c}$. The aim is to calculate the proportion of sodium carbonate in a solution at a given time and vice versa.
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Question in Skills Audits for Maths and Stats
This question tests the student's ability to identify equivalent fractions through spotting a fraction which is not equivalent amongst a list of otherwise equivalent fractions. It also tests the students ability to convert mixed numbers into their equivalent improper fractions. It then does the reverse and tests their ability to convert an improper fraction into an equivalent mixed number.
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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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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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Question in Skills Audits for Maths and Stats
This question tests the student's ability to identify equivalent fractions through spotting a fraction which is not equivalent amongst a list of otherwise equivalent fractions. It also tests the students ability to convert mixed numbers into their equivalent improper fractions. It then does the reverse and tests their ability to convert an improper fraction into an equivalent mixed number.
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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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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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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 MESH
This question tests the student's ability to identify equivalent fractions through spotting a fraction which is not equivalent amongst a list of otherwise equivalent fractions. It also tests the students ability to convert mixed numbers into their equivalent improper fractions. It then does the reverse and tests their ability to convert an improper fraction into an equivalent mixed number.
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Question in MESH
A single question which asks you to round to the nearest ten, hundred or thousand.
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Question in MESH
Divisor is a two digit number. There is a remainder which we express as a decimal by continuing the division process. No rounding is required by design (another question will include rounding off).
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Question in MESH
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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Question in MESH
Divisor is double digit. There is a remainder which we express as a fraction.
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Question in MESH
Divisor is single digit. There is a remainder which we express as a decimal by continuing the division process. No rounding is required by design (another question will include rounding off).
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Question in MESH
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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Question in MESH
Divisor is single digit. There is a remainder which we express as a fraction.
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Merryn's copy of Decimals: division (includes rounding the answer) - long or short division Ready to useQuestion in MESH
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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Question in How-tos
The expected answer involves the logarithm of a negative number, which doesn't have a unique solution.
The part's marking algorithm evaluates the exponential of the student's answer and the expected answer, and compares those.
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Question in How-tos
The expected answer involves the logarithm of a negative number, which doesn't have a unique solution.
The part's marking algorithm checks that the student's answer differs from the expected answer by a multiple of $2\pi$.
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Exam (1 question) in How-tos
There's one question, which you have to get right 5 times in a row. If you get it wrong, you have to start again.
This makes more sense if the question is randomised!
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Question in How-tos
This shows one way of laying out matrix cells in a table, so that some cells can be filled in by the student.
At the time this was written, there's an open issue for allowing some entries in the matrix entry part to be filled-in, which would make this technique redundant.
Some CSS in the preamble adds the brackets around the table - it has to have the attribute
class="matrix-gaps"
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Question in How-tos
The student is given a quadratic formula and asked to fill in a table of values of $f(x)$ for a given range of $x$.
There is also a plot of the points, which updates when the table is filled in, or the student can move the points to fill in the table.
The table uses the spreadsheet and JSXgraph extensions.
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Question in How-tos
The number entry part in this question has an alternative answer which is marked correct if the student's number satisfies an equation specified in the custom marking algorithm.
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Question in Engineering Statics
Student estimates, then calculates exactly and symbolically the value of $k$ for a parabola $y = k x^2$ which passes through a given point.
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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
Two forces act on a bell crank. This problem has two unknown magnitudes and an unknown direction which makes it tricky to solve by the equilibrium equation method.
The solution is much simpler if three force body principle is used.
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Question in HELM books
evaluate the function y=ax+b for given values of a,b and x, each of which may be positive or negative.
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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 How-tos
Should not be used: this relies on a custom JavaScript which is not guaranteed to continue working.
Wrap the student's answer in
set()
so it's marked as a set.