Christian Lawson-Perfect

The student is asked to enter a given matrix, but they're only required to fill in the upper triangle.

A custom marking algorithm fills in any empty cells in the lower triangle of the student's answer with the corresponding cell in the upper triangle.

The student is still warned if they leave any cells empty in the upper triangle.

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.

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

The student has to enter `diff(y,x,2)`, equivalent to $\frac{\mathrm{d}^2y}{\mathrm{d}x^2}$, as their answer. It's marked by pattern matching, using a custom marking algorithm.

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.

This easy exam is intended to be used by administrators to check the integration of Numbas with a leaarning environment.

Some questions for our open day, to give students a first taste of Numbas.

The student is shown a set of axes with three lines. They must move the lines so they match the given inequalities, then move a point inside the region satisfied by the inequalities.

This is a copy of a question from the Numbas demos project, with references to the editor removed.

The student is shown a plot of a mystery function. They can enter values of $x$ check, within the bounds of the plot.

They're asked to give the formula for the function, and then asked for its value at a very large value of $x$.

A plot of the student's function updates automatically as they type. Adaptive marking is used for the final part to award credit if the student gives the right value for their incorrect function.

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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A demo of the matrix entry part and its options.

A few questions which show off the new matrix entry part.

Demonstrates how to display a plot generated in R.

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

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.

Some questions demonstrating how explore mode can be used.

Some questions to show off features of Numbas, linked from the Numbas homepage.

Given the gradient of a slope and the coefficient of friction for a mass resting on it, use the equations of motion to calculate how it moves.

Includes a GeoGebra rendering of the model.

A demo of the number entry part and its options.

The student is shown a plot of a mystery function. They can enter values of $x$ check, within the bounds of the plot.

They're asked to give the formula for the function, and then asked for its value at a very large value of $x$.

A plot of the student's function updates automatically as they type. Adaptive marking is used for the final part to award credit if the student gives the right value for their incorrect function.

This question models an experiment: the student must collect some data and enter it at the start of the question, and the expected answers to subsequent parts are marked based on that data.

The student's values of the variables width, depth and height are stored once they move on from the first part.

This question models an experiment: the student must collect some data and enter it at the start of the question, and the expected answers to subsequent parts are marked based on that data.

A downside of working this way is that you have to set up the variable replacements on each part of the question. You could avoid this by using explore mode.

The student is given a connected graph and must find a minimum spanning tree.

Shows how to use the programming extension's preload function to load files from the question resources into the Python or R code runners.

Look at the question's JavaScript preamble.

In the first part, the student must write any linear equation in three unknowns. Each distinct variable can occur more than once, and on either side of the equals sign. It doesn't check that the equation has a unique solution.

In the second part, they must write three equations in two unknowns. It doesn't check that they're independent or that the system has a solution. The marking algorithm on each of the gaps just checks that they're valid linear equations, and the marking algorithm for the whole gap-fill checks the number of unknowns.

The student must solve a pair of simultaneous equations in $x$ and $y$.

The variables are generated backwards: first $x$ and $y$ are picked, then values for the coefficients of the equations are chosen satisfying those values.

Shows how to use JSXGraph to make a sine graph with amplitude, frequency and phase controlled by sliders.

This shows how to define a list of LaTeX strings, and pick a couple of them at random to display.

The "JSON data" type is used to define the available strings, so they're automatically marked as "safe" and curly braces aren't interpreted as variable substitution.

This question shows how to generate a random set of $(x,y)$ samples, where $y = mx + c + \mathrm{noise}$.

The JSXGraph extension is used to show a scatter plot of the data. This isn't necessary if you just want to generate the data.