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Completing the Square (to find MAX and MIN values) Part 4Completing the square is an algebraic technique which has several applications. These include the solution of quadratic equations. In this unit we use it to find the maximum or minimum values of quadratic functions.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Completing the Square (to find MAX and MIN values) Part 5Completing the square is an algebraic technique which has several applications. These include the solution of quadratic equations. In this unit we use it to find the maximum or minimum values of quadratic functions.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Completing the Square (to find MAX and MIN values) Part 6Completing the square is an algebraic technique which has several applications. These include the solution of quadratic equations. In this unit we use it to find the maximum or minimum values of quadratic functions.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Complex Numbers Arithmetic - Numbas6 questions on complex numbers, multiplication, inverse, division and modulus and finding the distance between complex numbers.
Numbas resources have been made available under a Creative Commons licence by the School of Mathematics & Statistics at Newcastle University.
Complex roots of real polynomials - NumbasFinding roots of a cubic and the roots of a quartic by inspection. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Composition of functionsWe can build up complicated functions from simple functions by using the
process of composition, where the output of one function becomes the input of
another. It is also sometimes necessary to carry out the reverse process,
decomposing a complicated function into two or more simple functions.
This unit explains how.
Composition of functionsWe can build up complicated functions from simple functions by using the
process of composition, where the output of one function becomes the input of another. It is also sometimes necessary to carry out the reverse process, decomposing a complicated function into two or more simple functions. This unit explains how. (Mathtutor Video Tutorial)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Composition of functionsWe can build up complicated functions from simple functions by using the
process of composition, where the output of one function becomes the input of another. It is also sometimes necessary to carry out the reverse process, decomposing a complicated function into two or more simple functions. This unit explains how. (Mathtutor Video Tutorial)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Conservation of momentumThis leaflet introduces the concept of conservation of momentum in both one and two dimensions.
Continuous compoundingInterest earned on an investment, or due on a loan, is usually compounded. On occasions, interest is compounded continuously, which has the effect of increasing the amount of interest.
Cwrs Gloywi AlgebraAn Algebra Refresher.
This booklet revises basic algebraic techniques.
This is a welsh language version.
Cwrs Gloywi CalcwlwsA Calculus Refresher.
This booklet revises techniques in calculus (differentiation and integration).
This is a welsh language version
Developing a statistical advisory service through effective partnershipsStatistical Advisory Services are an innovative and valued approach to providing statistical advice centrally to final year undergraduate and postgraduate students. This paper reflects on the experiences of a new UK university in developing such a service through a HE STEM Practice Transfer Adopters partnership project. The Projectâ??s adopted strategies to partner with other university stakeholders are evaluated. In particular, partnerships with faculty- based staff and running staff development training courses are identified as effective development strategies.
Peter Samuels and Maggie Gibson (2013) Developing a statistical advisory service through effective
partnerships, HEA STEM, http://wwwnew1.
heacademy.ac.uk/assets/Documents/disciplines/stem/conf-proceedings-
2013/MSOR/full%20papers/msor_062.pdf
Developing Graduate Skills in HE Mathematics ProgrammesA series of short case studies have been collected, each focused on specific graduate skills, providing examples of ways in which these have been successfully developed through curricular initiatives. There is a wide variety of work reported, both in terms of the skills developed as well as the type of courses and institutions involved. This report was edited by Jeff Waldock. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
Developing the Interface between Engineering and Mathematics at Edinburgh UniversityA few years ago the department of mathematics at Edinburgh looked at the problem of interfacing between mathematics and engineering courses and came up with a system to enable greater student understanding. The implementation of this system and how it is helping students is reviewed in this case study.
Diagnosis of Mathematical Skills Among Bioscience EntrantsA paper-based diagnostic test of mathematical skills, presented to Stage 1 undergraduates, revealed that entrants encounter difficulties with some of the basic mathematical concepts that are essential if students are to successfully complete a programme of study within the biosciences. Students reacted favourably towards a number of computer-based learning materials aimed at supporting development of their basic mathematical skills through self-directed learning. However, the availability of such resources made no significant difference to the studentsâ?? overall performance in a subsequent test. Some issues and applications are discussed.
Diagnostic test in basic calculus - Numbas12 calculus questions, differentiation and integration. Useful for self diagnosis. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Diagnostic Test: Indefinite Integration - Numbas16 questions: Inverse of differentiation, substitution, inverse trig functions, partial fractions and by parts. For those that want a thorough testing of their basic techniques in integration.
Numbas resources have been made available under a Creative Commons licence by the School of Mathematics & Statistics at Newcastle University.
Diagnostic Testing and Student SupportStudents on Engineering awards at UWE come from a range of academic backgrounds that include A2/AS-Level, B-TEC, Foundation year, overseas qualifications and mature students who in some cases are returning to education after an absence of over ten years. Ensuring that individuals from such a diverse population can develop the necessary mathematical skills and knowledge to cope with the demands of an Engineering award is clearly difficult. In this case study we describe the development of diagnostic testing at UWE and its role in a strategy for teaching mathematics to a large mixed ability group.
Diagnostic Testing for MathematicsA comprehensive collection of case studies,
intended to assist you with the challenge of enhancing the basic
mathematical skills of engineering or science students. These case studies
focus particularly on diagnostic testing.
Diagnostic Testing within Institutions - Anglia Polytechnic UniversityThe Department of Mathematics, Physics and Electronics (School of Applied Sciences Anglia Polytechnic University, Cambridge) uses DIAGNOSYS to administer a computer-based diagnostic test, testing the mathematical knowledge of primarily foundation year students.
Diagnostic Testing within Institutions - Brunel UniversityBrunel is well advanced in promoting good practice in the use of Computer Aided Assessment (CAA). The diagnostic tests are of CAA type, delivered on-screen with full animation at the testing level required (post-GCSE or post A-Level). 200 students are involved on programmes ranging from financial computing to mathematics.
Diagnostic Testing within Institutions - Cardiff UniversityAll students are assessed using a paper-based, but optically marked, written test of 12 multi-choice questions (MCQs). The test covers algebraic simplification, approximation, logs, trigonometry and calculus. It is based on a test developed at Coventry University. It is used to assess students' strengths upon entry.
Diagnostic Testing within Institutions - Keele UniversityAll students are assessed via 20 computer-based multi-choice questions (MCQs). These questions are selected at random from a large question bank, developed jointly by Nottingham and Keele Universities. The main objective is to provide a profile of each studentâ??s mathematical abilities. Each question tests a number of different skills simultaneously and hence contributes to an assessment of the different aspects of this profile. The profile becomes a diagnostic report, which then directs each student to a series of specific modules in â??Mathwiseâ?? that will reinforce their knowledge and correct any problems.
Diagnostic Testing within Institutions - Manchester Metropolitan UniversityTwo weeks are spent doing revision prior to three diagnostic tests. These are designed to assess studentsâ?? strengths and weaknesses after they have spent some time working in a mathematical context. The tests are all paper-based multi-choice questions (MCQs). They are hand-marked, but owing to the small number of students there is little time delay between assessment and distribution of the results.
