qu.1.topic=Algorithm-driven
Math Questions
Shows an example of each
type of math question,
generated algorithmically.
@ qu.1.1.mode=Multiple Choice@ qu.1.1.name=Multiple choice with context-sensitive feedback@ qu.1.1.comment=If you add $a and $b you always get $ans. @ qu.1.1.editing=useHTML@ qu.1.1.algorithm= $a=rint(7); $b=rint(7); $ans=$a + $b; $wronga = $ans - 1; $wrongb = $ans+2; @ qu.1.1.question=Multiple Choice Question

In EDU, multiple choice questions can support context-sensitive feedback, in which feedback is provided for each of the possible choices. This example is from math, but the capability could easily be applied to another discipline area.

Question:

What is $a + $b?

@ qu.1.1.answer=2@ qu.1.1.choice.1=$wronga@ qu.1.1.choice.2=$ans@ qu.1.1.choice.3=$wrongb@ qu.1.1.comment.1=No, $wronga is one less than the right answer. @ qu.1.1.comment.2=Yes, if you add $a and $b you always get $ans. @ qu.1.1.comment.3=No, $wrongb is two more than the right answer. @ qu.1.2.mode=Multiple Selection@ qu.1.2.name=Multiple selection@ qu.1.2.editing=useHTML@ qu.1.2.algorithm= $a=int(2 * rint(10) + 2); $b=int(2 * rint(10) + 2); $e=int(2 * rint(10) + 1); $f=int(2 * rint(10) + 1); $c=int(2 * rint(10) + 2); $d=int(2 * rint(10) + 2); condition: ne($a,$b) ne($a,$c) ne($a, $d) ne($b, $c) ne($b, $d) ne($c, $d) ne($e,$f); @ qu.1.2.question=Multiple Selection Question

A Multiple Selection question requires the user to identify more than one correct answer. The question is graded fully correct if the user chooses all the correct responses identified by the test author. By default, Multiple Selection questions are permuting, that is, they randomly shuffle the order in which the question responses are delivered. Multiple Selection questions can also be defined as "Non Permuting Multiple Selection", in which case the selection of choices is always presented in the order in which the test bank was originally authored.

This question uses a math example, but content from other fields can also use multiple selection questions. Some cognitive scientists feel that multiple selection questions force students to demonstrate depth of concept comprehension to a degree that other multiple choice questions do not. Consequently, a carefully constructed content bank using multiple selection questions could be a competitive advantage in pedagogically-sensitive course areas.

Question:

Which of these numbers are even?@ qu.1.2.answer=1, 2, 3, 4@ qu.1.2.choice.1=$a@ qu.1.2.choice.2=$b@ qu.1.2.choice.3=$c@ qu.1.2.choice.4=$d@ qu.1.2.choice.5=$e@ qu.1.2.choice.6=$f@ qu.1.3.mode=Multipart Formula@ qu.1.3.name=Simple Multipart Formula@ qu.1.3.editing=useHTML@ qu.1.3.algorithm= $n=int(rint(20) + 2); @ qu.1.3.question=Multipart Formula Question

This is an example of a multipart question that accepts one or more formulas as answers.

Question:

Let

y = x^{$n}

(a)What is the derivative of $y$ with respect to $x$ ?

(b)What is $\int y dx$ ? @ qu.1.3.answer=$n x^($n - 1);x^($n+1)/($n + 1);@ qu.1.3.useMathEditor=false@ qu.1.4.mode=Formula@ qu.1.4.name=Traditional formula@ qu.1.4.editing=useHTML@ qu.1.4.algorithm= $n=int(rint(20) + 2); @ qu.1.4.question=Formula Question

Formula questions display the problem statement and accept a mathematical formula as an answer. A response is graded correct if it is algebraically equivalent to the correct answer. Unlike standard quiz engines, EDU contains a powerful math parser that understands algebraic expressions (and many other math and science content types).

Let

y = x^{$n}

. What is the derivative of

y

with respect to

x

? @ qu.1.4.answer= $n x^($n - 1) @ qu.1.4.tolerance=1.0E-9@ qu.1.5.mode=Equation@ qu.1.5.name=Equations with algorithmic MathML feedback@ qu.1.5.comment= Use the slope/intercept form of the line to find the equation as

(y - $yone) = \frac{$ytwo - $yone}{$xtwo - $xone} (x - $xone)

@ qu.1.5.editing=useHTML@ qu.1.5.algorithm= $xone=decimal(1, rand(-10,10)); $xtwo=decimal(1, rand(-10,10)); condition: ne($xone, $xtwo); $yone=decimal(1, rand(-10,10)); $ytwo=decimal(1, rand(-10,10)); $m=($ytwo - $yone)/($xtwo-$xone); $b=-$m*$xone + $yone; @ qu.1.5.question=Equation Question

Equation questions grade student responses as mathematical equations. An equation is different from a formula because it contains an "=" sign in the response. Any expression algebraically equivalent to the correct answer is graded correct.

Note: The correct answer MUST be presented as an equation which has just a single variable on one side. (The student responses are not restricted in this way.) Thus "x+2=z" and "x=z-2" are acceptable entries for the answer field but "x+1=z-1" is not (although a student would be graded correct for this response.

Note that the feedback for this question includes a mixture of HTML and MathML.

Question:
What is the equation of the straight line passing through the points ($xone, $yone) and ($xtwo, $ytwo)?
@ qu.1.5.answer= y = $m x + $b @ qu.1.6.mode=Plain Number@ qu.1.6.name=Plain numeric response@ qu.1.6.editing=useHTML@ qu.1.6.algorithm= $n=int(rand(8, 25)); $ans=int((1/2)$n($n+1)); @ qu.1.6.question=Numeric Questions

Plain numeric questions accept only numbers as responses (in decimal form or scientific notation). The correct answer must be a number - an expression (such as "1+2+3+4") will not be accepted.

Question:

What is 1+2+3+...+$n? @ qu.1.6.answer= $ans @ qu.1.7.mode=Formula Mod C@ qu.1.7.name=Formulas for use in integration questions with MathML feedback@ qu.1.7.comment=

\frac{$a}{$rplus} x^{$rplus} + \frac{$b}{$splus} x^{$splus} + \frac{$c}{$tplus} x^{$tplus}

@ qu.1.7.editing=useHTML@ qu.1.7.algorithm= $r=int(rand(2, 10)); $s=int(rand(2, 10)); $t=int(rand(2, 10)); condition: gt($r,$s) gt($s,$t); $rplus=int($r+1); $splus=int($s+1); $tplus=int($t+1); $a=int(rand(2,20)); $b=int(rand(2,20)); $c=int(rand(2,20)); @ qu.1.7.question=Indefinite Integral Questions

EDU handles this special class of mathematical problems in which a student response (as a formula expression) can be graded as correct if if it differs from the correct answer by a constant. This question type is used to grade responses to questions involving indefinite integrals.a

Question:

Evaluate

\int $a x^{$r} + $b x^{$s} + $c x^{$t} dx

@ qu.1.7.answer= ($a/$rplus)x^$rplus + ($b/$splus)x^$splus + ($c/$tplus)x^$tplus @ qu.1.8.mode=Multi Formula@ qu.1.8.name=Unordered lists of formulas@ qu.1.8.comment=

\frac{- $a \pm \sqrt{{$b}^{2} - 4 \times $a \times $c}}{2 \times $a}

@ qu.1.8.editing=useHTML@ qu.1.8.algorithm= $a=int(rand(2, 12)); $b=int(rand(10, 20)); $c=int(rand(2, 12)); condition: gt($b^2, 4*$a*$c) @ qu.1.8.question=Multi Formula Question

Multi Formula questions accept a list of numbers or formulas, separated by semicolons. The response is graded correct if the list of formulas given matches the list in the correct answer WITHOUT regard to ordering. Thus if the correct answer is "1;2;3" then "2;1;3", "3;2;1", and, of course "1;2;3" will be graded as correct.

Question:

What are the roots of the quadratic equation

$a x^{2} + $b x + $c

? @ qu.1.8.answer= (-$a + sqrt($b^2 - 4*$a*$c))/(2*$a); (-$a - sqrt($b^2 - 4*$a*$c))/(2*$a) @ qu.1.9.question=Numeric with physical dimension

Dimensioned Number questions accept a number, together with physical units. EDU understands physical equivalents, so two equal quantities expressed in different units will be graded the same. For example, 500cm and 0.5m will be graded the same.

Question:

What is the volume of a rectangular solid $h cm heigh, $w cm wide, and $d cm deep? @ qu.1.9.answer= $vol cm^3 @ qu.1.9.mode=Dimensioned Number@ qu.1.9.name=Numeric with physical dimension@ qu.1.9.comment=

$h \times $w \times $d = $vol {cm}^{3}

@ qu.1.9.editing=useHTML@ qu.1.9.algorithm= $h=int(rand(10, 50)); $w=int(rand(10, 50)); $d=int(rand(10, 50)); $vol=$h*$w*$d; @ qu.1.10.mode=Matrix@ qu.1.10.name=Matrices and linear algebra@ qu.1.10.editing=useHTML@ qu.1.10.algorithm= $a=int(rand(-10,10)); $b=int(rand(-10,10)); $c=int(rand(-10,10)); $d=int(rand(-10,10)); $det= int($a $d - $b $c); condition: ne($det, 0); @ qu.1.10.size=2,2@ qu.1.10.question=Matrix

Matrix questions accept numbers or formulas entered in a rectangular array of entry boxes. These questions are designed to accept the entry of a matrix, a common problem structure found in Linear Algebra and applied in a variety of science and engineering fields.

Question:

Invert the matrix

(\begin{matrix} $a & $b \\ $c & $d \end{matrix})

@ qu.1.10.answer= $d/$det, -$b/$det, -$c/$det, $a/$det @ qu.2.topic=Other Question Types
All question types can be
generated algorithmically.
@ qu.2.1.mode=Applet@ qu.2.1.name=Spreadsheet Applet Question@ qu.2.1.comment= Assets = Liabilities + Owner's Equity

Owner's Equity = Assets - Liabilities

Owner's Equity = \\$$a,000 - \\$$l,000

Owner's Equity = \\$$e,000 @ qu.2.1.editing=useHTML@ qu.2.1.algorithm= $a=int(rand(200, 600)); $l=int(rand(80, 190)); $e=int($a - $l); $assets=int($a*1000); $liabilities=int($l*1000); $equity=int($assets - $liabilities); @ qu.2.1.question=Applet Question (using Spreadsheets)

An EDU Applet question uses a Java applet as its student response object (SRO). By interacting with the SRO, students indicate their response to the system. When grading, the EDU system reads the student response from the applet and evaluates it against the correct answer (programmed into the question logic).
This example uses an Excel spreadsheet renderer, however a wide range of applets could be adapted for use in this manner, including simulations, visualizations, and other instructional applications.

Question: The total assets of Mitzer Company at December 31, 2002 are \\$$a,000 and its total liabilities are \\$$l,000 at that same date. What is the amount of Mitzer Company's total owner's equity at December 31, 2002?

You may use any combination of numbers or formulas in your answers.

@ qu.2.1.answer=$assets $liabilities =D3-D4@ qu.2.1.grader.class=gateway.question.grader.Spreadsheet@ qu.2.1.applet=applets.spreadsheet.Spreadsheet@ qu.2.1.width=260@ qu.2.1.height=180@ qu.2.1.plugin=true@ qu.2.1.param.workbook=../testbanks/brownstone/demos/algorithms/spreadsheets/Ex2-1-1.xls@ qu.2.1.param.cell.1.value=$assets@ qu.2.1.param.cell.2.value=$liabilities@ qu.2.1.param.cell.2.name=D4@ qu.2.1.param.cell.1.name=D3@ qu.2.1.grader.param.workbook=/home/john/edu15/html/testbanks/brownstone/demos/algorithms/spreadsheets/Ex2-1-1.xls@ qu.2.1.archive=F1J8Swing.jar@ qu.2.1.codebase=.@ qu.2.2.mode=Applet@ qu.2.2.name=Exercise 2-19, Page 86@ qu.2.2.editing=useHTML@ qu.2.2.info= subject=Allocating prepaid expense to the asset and the expense; subject=Learning Objective 2; subject=Learning Objective 3; difficulty=Moderate; timeest=10; textproblem=Ex 2-19; pageref=pp 86; @ qu.2.2.question=This Spreadsheet Applet Question effectively duplicates a real textbook exercise. In this context, we have chosen not to generate data algorithmically to replicate the textbook exercise exactly as it appears in the text. However, if we were to generate this item algorithmically the resulting problem could provide students with unlimited practice of this class of exercise.

Question:

Instructions: In the scenario below, some of the problem data have been entered for you in the data input section of the spreadsheet. Use the data provided to compute the required amounts (where indicated by question marks in the highlighted cells below) for each of the following situations for Prepaid Insurance.

For situations A and B, journalize the needed entry. Consider each situation separately.

Spreadsheet Tips:
- Click anywhere in the spreadsheet to begin completing the exercise.
- You may use any combination of numbers or formulas in your answers.
- Use screen refresh or scroll within the spreadsheet to refresh the screen when necessary.

@ qu.2.2.answer=800 900 =C12+C11 =E11+E10 800 =C12-C13 Insurance Expense Prepaid Insurance Prepaid Insurance Cash 1600 1600 800 800@ qu.2.2.grader.class=gateway.question.grader.Spreadsheet@ qu.2.2.applet=applets.spreadsheet.Spreadsheet@ qu.2.2.width=750@ qu.2.2.height=590@ qu.2.2.plugin=true@ qu.2.2.param.workbook=../testbanks/brownstone/demos/algorithms/spreadsheets/Ex3-4.xls@ qu.2.2.grader.param.workbook=/home/john/edu15/html/testbanks/brownstone/demos/algorithms/spreadsheets/Ex3-4.xls@ qu.2.2.archive=F1J8Swing.jar@ qu.2.2.codebase=.@ qu.2.3.mode=Applet@ qu.2.3.name=Exercise 2-20, Page 87@ qu.2.3.editing=useHTML@ qu.2.3.info= subject=Journalizing adjusting entries; subject=Learning Objective 3; difficulty=Easy; esttime=10; textproblem=Ex 2-20; pageref=pp 87; @ qu.2.3.question=This is another example of a spreadsheet applet question engaged to deliver a real textbook homework exercise. Again, data is deliberately not produced algorthmically in order to preserve the exact textbook problem's data.

Instructions: Review the worksheet and follow the instructions. Some of the problem data have been entered for you in the data input section of the spreadsheet. Enter your responses where indicated.

@ qu.2.3.answer=Salary Expense Salary Payable Unearned Service Revenue Service Revenue Depreciation Expense Accumulated Depreciation Insurance Expense Prepaid Insurance Interest Receivable Interest Revenue 6000 6000 800 800 3200 3200 300 300 4400 4400@ qu.2.3.grader.class=gateway.question.grader.Spreadsheet@ qu.2.3.applet=applets.spreadsheet.Spreadsheet@ qu.2.3.width=580@ qu.2.3.height=685@ qu.2.3.plugin=true@ qu.2.3.param.workbook=../testbanks/brownstone/demos/algorithms/spreadsheets/Ex3-5.xls@ qu.2.3.grader.param.workbook=/home/john/edu15/html/testbanks/brownstone/demos/algorithms/spreadsheets/Ex3-5.xls@ qu.2.3.archive=F1J8Swing.jar@ qu.2.3.codebase=.@ qu.2.4.mode=Matching@ qu.2.4.name=Matching@ qu.2.4.editing=useHTML@ qu.2.4.algorithm= $alice=int(rand(1000, 100000)); $bob=int(rand(1000, 100000)); $chris=int(rand(1000, 100000)); condition: gt($alice, $bob); condition: gt($bob, $chris); $total = $alice + $bob + $chris; $alicepercent = int(100 * $alice/$total); $bobpercent = int(100 * $bob/$total); $chrispercent = int(100 * $chris/$total); @ qu.2.4.format.columns=3@ qu.2.4.question=Matching Questions

Matching questions display a list of items and a list of attributes. The student matches items from the first column with attributes in the second.

Question:

The table shows the allocation of \\$1.00 shares in a company:

Alice $alice

Bob $bob

Chris $chris

Match each person with the description of their equity in the company. @ qu.2.4.term.1=Alice@ qu.2.4.term.1.correct=Owns \\$$alice worth of stock.@ qu.2.4.term.1.def.1=The largest stockholder.@ qu.2.4.term.1.def.2=Owns $alicepercent% of the company.@ qu.2.4.term.2=Bob@ qu.2.4.term.2.def.1=Owns $bobpercent% of the company.@ qu.2.4.term.3=Chris@ qu.2.4.term.3.def.1=The smallest stockholder.@ qu.2.4.term.3.def.2=Owns $chrispercent% of the company.@ qu.2.5.mode=Complete Sentence@ qu.2.5.name=Fill in the blank with drop-down menus@ qu.2.5.editing=useHTML@ qu.2.5.algorithm= $i=rint(5); $office=switch($i, "President", "Vice President", "Chief Justice", "Speaker of the House", "Senate Majority Leader"); $officeholder=switch($i, "George W. Bush", "Dick Cheney", "William Renquist", "Dennis Hastert", "Tom Daschle"); @ qu.2.5.question=Complete the Sentence with Drop-down Menus

Complete-the-sentence activities are a variety of fill-in-the-blank question. The student provides text to fill blanks in a section of text. The blanks may either require free-form text entries or use drop-down menus with a "pick-list" of terms. The text of the question can be a "traditional" paragraph, or it can be formatted HTML (for example, providing a fill-in-cells on a HTML table).

Question:

The $office is <1> @ qu.2.5.blank.1=%24officeholder@ qu.2.5.extra=Bill Clinton, Al Gore, Strom Thurmond, Clarence Thomas, Newt Gingrich@ qu.2.6.question=Short Phrase Question

Short Phrase questions require the text of the student response to match the correct answer exactly. Extra whitespace and capitalization are ignored, but otherwise the phrase match must be exact.

Question:

What is the capital of $state?@ qu.2.6.answer=$capital@ qu.2.6.mode=Short Phrase@ qu.2.6.name=Match a short phrase@ qu.2.6.editing=useHTML@ qu.2.6.algorithm= $i=rint(5); $state=switch($i, "New York", "California", "Texas", "Washington", "North Dakota"); $capital=switch($i, "Albany", "Sacramento", "Austin", "Olympia", "Pierre"); @ qu.2.7.question=Key Word Question

Key Word questions search the student's response for certain key phrases. All other text in the student response is ignored.

Question:

Translate into French: "$Enumber $Ething". @ qu.2.7.answer= The French phrase for "$Enumber $Ething" is "($Fnumber) ($Fthing)" @ qu.2.7.mode=Key Words@ qu.2.7.name=Short phrase with key word matching@ qu.2.7.editing=useHTML@ qu.2.7.algorithm= $thing=rint(4); $Ething=switch($thing, "cats", "dogs", "houses", "cars"); $Fthing=switch($thing, "chats", "chiens", "maisons", "autos"); $number=rint(11); $Enumber=switch($number, "two", "three", "four", "five", "six", "seven", "eight", "nine", "ten", "eleven", "twelve"); $Fnumber=switch($number, "deux", "trois", "quatre", "cinq", "six", "sept", "huit", "neuf", "dix", "onze", "douze"); @ qu.2.8.mode=Essay@ qu.2.8.name=Open-ended essay@ qu.2.8.editing=useHTML@ qu.2.8.algorithm= $n=int(rand(2, 200)); @ qu.2.8.question=Essay:

Open-ended essay questions are not automatically graded by EDU. Instead, student responses are sent to the instructor, who scores them traditionally, and assigns a grade in the EDU gradebook. No answer or feedback is available.

Question:

A polynomial has $n real zeros. What does this tell you about the degree of the polynomial? @ qu.3.topic=Multipart Questions in EDU@ qu.3.1.mode=Multipart@ qu.3.1.name=Full multipart question featuring nested multipart@ qu.3.1.editing=useHTML@ qu.3.1.algorithm= $n=int(rand(5,15)); $a=int(rand(1,10)); $nminus = int($n - 1); $nplus = int($n + 1); $isEven=eq($n/2, int($n/2)); $k=if($isEven, 1, 3); $type=if($isEven, "even", "odd"); $othertype=if($isEven, "odd", "even"); @ qu.3.1.question=Multipart Questions

A multipart question in EDU can consist of any number of sub-questions, each of which can be of any type. Since multipart questions themselves can be sub- questions, any number of levels of multpart are supported.

For example, this question has the following structure:
(a) Multiple choice question
(b) (i) Formula question
(b) (ii) Formula question
(c) Fill in the blank
Question authors specify the relative weighting of the parts. In this case the weighting is 1:1:1.

Question:

This question concerns the integral of the function

x^{$n}

. @ qu.3.1.weighting=1,1,1@ qu.3.1.numbering=alpha@ qu.3.1.part.1.editing=useHTML@ qu.3.1.part.1.question= In the first part, use a geometric argument to decide whether

\int_{-$a}^{$a} x^{$n} dx

is: @ qu.3.1.part.1.choice.3=zero@ qu.3.1.part.1.choice.2=negative@ qu.3.1.part.1.answer=$k@ qu.3.1.part.1.choice.1=positive@ qu.3.1.part.1.mode=Multiple Choice@ qu.3.1.part.2.part.2.answer=($a^$nplus - (-$a)^$nplus) / $nplus@ qu.3.1.part.2.part.1.answer=x^$nplus / $nplus@ qu.3.1.part.2.part.1.tolerance=1.0E-9@ qu.3.1.part.2.numbering=roman@ qu.3.1.part.2.editing=useHTML@ qu.3.1.part.2.part.1.question= Evaluate

\int x^{$n} dx

. @ qu.3.1.part.2.question= In the second part, check your answer by computing the integral. @ qu.3.1.part.2.part.1.editing=useHTML@ qu.3.1.part.2.part.1.mode=Formula@ qu.3.1.part.2.mode=Multipart@ qu.3.1.part.2.weighting=0,0@ qu.3.1.part.2.part.2.question= Use the indefinite integral above to compute

\int_{-$a}^{$a} x^{$n} dx

@ qu.3.1.part.2.part.2.editing=useHTML@ qu.3.1.part.2.part.2.mode=Formula@ qu.3.1.part.2.part.2.tolerance=1.0E-9@ qu.3.1.part.3.extra=$othertype@ qu.3.1.part.3.editing=useHTML@ qu.3.1.part.3.question= The geometric argument in the first part was based on the fact that

x^{$n}

is an <1> function. @ qu.3.1.part.3.blank.1=%24type@ qu.3.1.part.3.mode=Complete Sentence@ qu.3.2.mode=Multipart@ qu.3.2.name=Multipart Definition Question@ qu.3.2.editing=useHTML@ qu.3.2.question=Multipart Multiple Selection Questions are very effective for assessing students' ability to apply conceptual understanding to various situations. Here is one example:@ qu.3.2.weighting=2,2,2,2@ qu.3.2.numbering=alpha@ qu.3.2.part.1.name=Exercise 3-2.a@ qu.3.2.part.1.info= subject=Applying accounting concepts and principles; subject=Learning Objective 2; difficulty=Easy; esttime=5; @ qu.3.2.part.1.editing=useHTML@ qu.3.2.part.1.choice.5=No revenue to record because no transaction occurred@ qu.3.2.part.1.choice.4=Revenue principle@ qu.3.2.part.1.question=E3-2.a. Identify the accounting concept, principle or principles (there may be more than one) that give the most direction on how to account for this situation:

A customer states her intention to switch health clubs. Should the new health club record revenue based on this intention?

@ qu.3.2.part.1.choice.3=Accrual-basis accounting@ qu.3.2.part.1.choice.2=Matching principle@ qu.3.2.part.1.choice.1=Time-period concept@ qu.3.2.part.1.mode=Multiple Selection@ qu.3.2.part.1.answer=4, 5@ qu.3.2.part.2.name=Exercise 3-2.b@ qu.3.2.part.2.info= subject=Applying accounting concepts and principles; subject=Learning Objective 2; difficulty=Easy; esttime=5; @ qu.3.2.part.2.editing=useHTML@ qu.3.2.part.2.choice.5=No revenue to record because no transaction occurred@ qu.3.2.part.2.choice.4=Revenue principle@ qu.3.2.part.2.question=E3-2.b. Identify the accounting concept, principle or principles (there may be more than one) that give the most direction on how to account for this situation:

Expenses of $1200 must be accrued at the end of the period to measure income properly.

@ qu.3.2.part.2.choice.3=Accrual-basis accounting@ qu.3.2.part.2.choice.2=Matching principle@ qu.3.2.part.2.choice.1=Time-period concept@ qu.3.2.part.2.mode=Multiple Selection@ qu.3.2.part.2.answer=2, 3@ qu.3.2.part.3.name=Exercise 3-2.c@ qu.3.2.part.3.info= subject=Applying accounting concepts and principles; subject=Learning Objective 2; difficulty=Easy; esttime=5; textproblem=Ex 3-2.b; @ qu.3.2.part.3.editing=useHTML@ qu.3.2.part.3.choice.5=No revenue to record because no transaction occurred@ qu.3.2.part.3.choice.4=Revenue principle@ qu.3.2.part.3.question=E3-2.c. Identify the accounting concept, principle or principles (there may be more than one) that give the most direction on how to account for this situation:

Expenses of the period total $6700. This amount should be subtracted from revenue to compute the period's income.

@ qu.3.2.part.3.choice.3=Accrual-basis accounting@ qu.3.2.part.3.choice.2=Matching principle@ qu.3.2.part.3.choice.1=Time-period concept@ qu.3.2.part.3.mode=Multiple Selection@ qu.3.2.part.3.answer=2@ qu.3.2.part.4.name=Exercise 3-2.d@ qu.3.2.part.4.info= subject=Applying accounting concepts and principles; subject=Learning Objective 2; difficulty=Easy; esttime=5; @ qu.3.2.part.4.editing=useHTML@ qu.3.2.part.4.choice.5=No revenue to record because no transaction occurred@ qu.3.2.part.4.choice.4=Revenue principle@ qu.3.2.part.4.question=E3-2.d. Identify the accounting concept, principle or principles (there may be more than one) that give the most direction on how to account for this situation:

The owner of a business desires monthly financial statements to measure the progress of the entity on an ongoing basis.

@ qu.3.2.part.4.choice.3=Accrual-basis accounting@ qu.3.2.part.4.choice.2=Matching principle@ qu.3.2.part.4.choice.1=Time-period concept@ qu.3.2.part.4.mode=Multiple Selection@ qu.3.2.part.4.answer=1@ qu.4.topic=Graphical Algorithm-driven
Questions@ qu.4.1.mode=Randomized Formula@ qu.4.1.name=Algorithmic labels on engineering diagram@ qu.4.1.editing=useHTML@ qu.4.1.algorithm= $angle=rand(10,50,2); $h=rand(5,15,2); $v=rand(5, 20, 2); $ansa=sig(2, sqrt(2*9.8*$h + $v^2)); $ansb=$ansa; $ansc=$ansa; $tol=lsu(2, $ansa); @ qu.4.1.question= In EDU, algorithmic questions that include diagrams can be labelled with appropriate algorithmic values. In this example, the angle on the diagram is algorithmically genered. Note also the extensive feedback making use of dynamically-rendered math notation,

Question:

Suppose that you throw rocks from the top of a $h m cliff with a velocity of $v m/s in the three directions shown. Neglecting aerodynamic drag, use the principle of work and energy to determine the magnitude of the velocity of the rock just before it hits the ground in each case.

@ qu.4.1.answer=$ansa m/s ? $tol m/s;$ansb m/s ? $tol m/s;$ansc m/s ? $tol m/s;@ qu.4.1.useMathEditor=false@ qu.4.2.mode=Randomized Formula@ qu.4.2.name=Algorithmic labels of engineering diagram@ qu.4.2.comment= The ball starts at a distance

$l sin ({$d1}^{\circ})

m below the pulley, and at the end of its swing it has fallen to a distance

$l sin ({$d2}^{\circ})

m below the pulley. As a result the force due to the weight of the ball has moved through a distance of

$l (sin ({$d2}^{\circ}) - sin ({$d1}^{\circ}))

All the potential energy from this movement has been converted into kinetic energy and so the ball has gained

$l \times (sin ({$d1}^{\circ}) - sin ({$d2}^{\circ})) \times $m \times 9.8

Joules. Solve

\frac{1}{2} \times $m \times v^{2} = $energy

to get the velocity as

$ans m / s

@ qu.4.2.editing=useHTML@ qu.4.2.algorithm= $m=rand(100,300,2); $l=rand(5,9,1); $d1=rand(50, 80, 2); $d2=rand(91, 180-$d1, 2); $ans=sig(2, sqrt(2*$l*(sin(Pi*$d2/180)-sin(Pi*$d1/180))*9.8)); $tol=lsu(2, $ans); $energy=sig(2, sqrt($l*(sin(Pi*$d2/180)-sin(Pi*$d1/180))*9.8*$m)); @ qu.4.2.question= In EDU, algorithmic questions that include diagrams ] can be labelled with appropriate algorithmic values. In this example, the angle on the diagram is algorithmically genered. Note also the extensive feedback making use of dynamically-rendered math notation,

Question:

A $m kg wrecker's ball hangs from a $l meter cable. If it is stationary at position 1, what is the magnitude of its velocity just before it hits the wall at position 2?

@ qu.4.2.answer=$ans m/s ? $tol m/s;@ qu.4.2.useMathEditor=false@ qu.4.3.mode=Applet@ qu.4.3.name=Interactive question using physics applet@ qu.4.3.comment= A body of mass

m

raised through height

h

gains potential energy

m g h

. Thus the ball on the left has potential energy

$m1 \times $h1 \times g

. In order to have the same PE, the height of the ball on the right must satisfy

$m1 \times $h1 \times g = $m2 \times h \times g

and so the right-hand ball must be at a height of

h = \frac{$m1 \times $h1}{$m2} = $h2

@ qu.4.3.editing=useHTML@ qu.4.3.algorithm= $h1=int(rint(35)+5); $h2=int(rint(35)+5); $m1=rand(10,70,3); $m2=sig(3, $m1*$h1/$h2); @ qu.4.3.question= EDU, can incorporate third-part applets to provide interactivity for student responses. In this example, the student answers the question by moving the ball to the correct height. There is an unlimited range of possibilities for questions making use of simulations of this kind.

Question:

The left-hand ball has mass of $m1 kg and the right-hand ball has mass $m2 kg. The center of mass of the left ball is $h1 meters above the ground. Move the right-hand ball to the height that gives it the same potential energy as the ball on the left. @ qu.4.3.answer=$h2@ qu.4.3.grader.class=gateway.question.grader.StringMatch@ qu.4.3.applet=applets.sliderBall.SliderBall@ qu.4.3.width=100@ qu.4.3.height=200@ qu.4.3.plugin=false@ qu.4.3.param.right=2@ qu.4.3.param.left=$h1@ qu.4.3.codebase=.@ qu.4.4.mode=Applet@ qu.4.4.name=Interactive question in economics
using sliding layers applet@ qu.4.4.comment= Products that perform similar functions are called substitutes. When a substitute rises in price, the demand for similar products rises. The correct response to this question therefore is that the demand curve for McConnell's textbook should shift upwards. @ qu.4.4.editing=useHTML@ qu.4.4.algorithm=@ qu.4.4.question= The graph below shows the initial supply and demand curves for McConnell's introduction to economics textbook. What would happen to this graph if the price of Parkin's introduction to economics textbook rose significantly? Move the appropriate curve(s) to a location that would be consistent with this change in the market. @ qu.4.4.answer=(0,0);(20, -20)@ qu.4.4.grader.class=gateway.question.grader.Points@ qu.4.4.applet=applets.slidingLayers.SlidingLayers@ qu.4.4.width=338@ qu.4.4.height=262@ qu.4.4.plugin=false@ qu.4.4.param.layer.2.image=../testbanks/brownstone/demos/algorithms/images/dem_graph.gif@ qu.4.4.param.layer.2.anchor.y=0@ qu.4.4.param.layer.1.image=../testbanks/brownstone/demos/algorithms/images/sup_graph.gif@ qu.4.4.param.layer.2.anchor.x=0@ qu.4.4.param.layer.1.handle.y=52@ qu.4.4.param.layer.1.handle.x=293@ qu.4.4.param.background.image=../testbanks/brownstone/demos/algorithms/images/sup_dem_axes.gif@ qu.4.4.param.layer.2.handle.y=193@ qu.4.4.param.layer.2.handle.x=303@ qu.4.4.param.layer.1.anchor.y=0@ qu.4.4.param.size=2@ qu.4.4.param.layer.1.anchor.x=0@ qu.4.4.grader.param.woo=foo@ qu.4.5.mode=Randomized Formula@ qu.4.5.name=Algorithmic labelled graphs in economics@ qu.4.5.editing=useHTML@ qu.4.5.algorithm= $something=switch(rint(5), "oil", "pork bellies", "tennis raquets", "corn", "RAM chips"); $x=rand(100, 900, 2); $y=sig(2, 5*(rint(19)+1)); $a=int($x); $b=int(2*$x); $c=int(3*$x); $A=int(3*$y); $B=int(5*$y); $rev1=int($A * $b); $rev2=int($B * $a); @ qu.4.5.question=

Assume that the equilibrium price of $something is \\$$A as shown in the graph below.

(a) If a law is passed that forces the sales price of $something to be \\$$B, how many units will be sold?

(b) What will be the total revenue generated by the sale of $something after the price increase?

@ qu.4.5.answer=$a;$rev2;@ qu.4.5.useMathEditor=false@ qu.4.6.mode=Clickable Image@ qu.4.6.name=Clickable Image Map@ qu.4.6.editing=useHTML@ qu.4.6.algorithm= $gp=rint(14); $state=switch($gp,"New York", "Pennsylvania", "Maine", "Vermont", "Virginia", "South Carolina", "Georgia", "North Carolina", "Florida", "Kentucky", "Ohio", "West Virginia", "Indiana", "Michigan"); $region=$gp + 1; @ qu.4.6.question=Clickable Image Questions

Clickable image questions present an image with a number of "hotspots." Students are required to identify the correct image element by clicking on the corresponding hotspot. An EDU web-based authoring tool makes creating these questions quite easy.

Question:

Identify $state by selecting it on the map: @ qu.4.6.imageURL=../testbanks/brownstone/demos/algorithms/images/USA.gif@ qu.4.6.answer=$region@ qu.4.6.width=327@ qu.4.6.height=251@ qu.4.6.region.1=242,92,242,83,253,81,254,73,263,69,270,89,286,84,281,84,273,91,270,94,262,88@ qu.4.6.region.2=241,92,263,91,264,101,240,106@ qu.4.6.region.3=278,47,289,59,282,67,274,61,274,51@ qu.4.6.region.4=273,63,277,77,271,79@ qu.4.6.region.5=253,109,261,112,261,120,230,127,245,117@ qu.4.6.region.6=233,140,237,147,245,152,257,144,249,138,237,138@ qu.4.6.region.7=222,142,224,158,227,164,245,167,249,154,230,139@ qu.4.6.region.8=222,138,248,137,257,140,265,134,261,128,269,126,263,119,236,126@ qu.4.6.region.9=210,167,247,169,254,187,249,196,235,174@ qu.4.6.region.10=198,130,216,128,232,125,229,118,219,114@ qu.4.6.region.11=220,98,229,99,236,93,239,109,229,114,220,109@ qu.4.6.region.12=231,116,234,122,250,108,242,108@ qu.4.6.region.13=203,102,208,119,216,112,218,98,209,98@ qu.4.6.region.14=214,73,221,77,224,87,224,94,210,94,209,80@ qu.4.7.mode=Randomized Formula@ qu.4.7.name=Algorithmically generated graph@ qu.4.7.comment= The correct answer is

x^{2} - $B x - $C

@ qu.4.7.editing=useHTML@ qu.4.7.algorithm= $a=int(rand(-10,5)); $b=int(rand(-$a+2, 10)); $yMin=5*int((-0.25($b-$a)^2)/5) - 5; $yMax=-$yMin; $B=int($a+$b); $C=int(-$a*$b); @ qu.4.7.question= Give a formula for the quadratic equation shown in the graph below:

@ qu.4.7.answer=(x-$a)(x-$b);@ qu.4.7.useMathEditor=true@ qu.4.8.mode=Randomized Formula@ qu.4.8.name=Algorithmically generated graph and math text@ qu.4.8.comment= The left and right Riemann sums are the same in this case (can you see why?) and are equal to $right. Because of the margin of error, any answer in the range $low to $high is acceptable. @ qu.4.8.editing=useHTML@ qu.4.8.algorithm= $a= int(4 + rint(12)/2); $k= rand(0, 1, 2); $right= sig(2, sum(x, 1, $a, x($a-x)e^(-$k x))); $err=lsu(1,$right); $low=$right-$err; $high=$right+$err; @ qu.4.8.question= The graph below shows the function

f (x) = x ($a - x) e^{- $k x}

Use Riemann sums on the graph to estimate $\int_{0}^{$a} f (x) dx$ @ qu.4.8.answer=$right ? $err;@ qu.4.8.useMathEditor=true@