Christian Lawson-Perfect

Questions demonstrating the new features in Numbas v10.0.

Shows how to fetch data from an external API and use it in question variables.

Demonstrates how to run Python code to generate the value of a question variable.

Demonstrates the new option to show the expected answers for a gap-fill part as a single block, instead of a block for each gap.

Demonstrates the new ability to choose the form the student's answer to multiple response part, when used in variable replacements.

Demonstrates the new ability to set a condition for using a part's answer in adaptive marking.

Demonstrates the new option to add vertical and horizontal grid lines to matrix entry parts.

Demonstrates the new JME notations feature.

Demonstrates the option to show all explore mode parts at once.

Demo for the constructive real number extension.

Demonstrates how you can restrict the functions available to the student in a mathematical expression part.

A demo of the gap-fill part and its options.

Do not use this: adaptive marking is the best way to access the student's answer to another part.

Shows how to retrieve the student's answer to another part from a custom marking script.

The student is shown a diagram containing a line between two points. They're given a gradient and $y$-intercept.

They must manipulate the line or the points so that the line has the given gradient and $y$-intercept.

The student is shown a diagram containing a single point at the origin. They must move the point to the given integer coordinates.

A demo of the number entry part and its options.

A demo of the match choices with answers part and its options.

This shows how to take an expression given by the student and plot the implicit curve of points where it equals zero.

When saving the data necessary to resume an attempt, Numbas only saves the values of variables which use the random number generator.

If you naively generate a large random sample in one variable, it'll be marked as a source of randomness so Numbas will save every value in the sample. Loading this value when you resume the attempt can be very slow.

Instead, you can generate a seed value in one variable and then use it with the seedrandom function in the variable that stores your random list. Only the value of the seed needs to be saved.

The diagram contains a line and a hidden glider on that line.

The JavaScript preamble adds a callback which shows the glider when the question advice is displayed.

Shows how to use the lpad function to format a time in HH:MM format so that leading zeros are used for numbers less than 10.

The CSS preamble adds a vertical line down the input for part b, to separate the two parts of the matrix.

A custom marking algorithm on the spreadsheet part changes it to interpret quantities in cells, so they can be compared to the expected answer.

In real use, you'd probably want more sophisticated logic, to give better feedback or to allow partial marks for different units, like the "quantity with units" part type does.

This question contains information on how Numbas works, from the beginning of an exam to the end.

Note: it was written for students who access Numbas exams through the Numbas LTI provider. Some of the information does not apply to standalone exams, or those delivered through a generic SCORM player.

You can use LaTeX in marking comments, but remember to escape backslashes!

This easy question is intended to be used by administrators to test the integration of Numbas with a learning environment.

The student is shown a circuit diagram with three logic gates. It's always in the form (a OP b) OP (b OP c).

They have to fill in a truth table for the circuit. There is a step which expands the truth table, adding a column for each of the first two gates.

This question asks the student to give a function with a particular root. It then asks them to divide by (x-{root}), and uses adaptive marking to mark against the previous answer.

This uses the "expression" data type, which is currently undocumented and experimental.

Taken from question 37 of the book Problem Solving in GCSE Mathematics by Daniel Griller.

Given bearings and lengths of two straight lines, work out the bearing and distance back to the starting point.

A Eukleides diagram shows the setup visually.