655 results authored by Christian Lawson-Perfect - search across all users.
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No description given
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Using a shuffled list variable to randomise the order of all options in a multiple choice part except the last one.
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Do not use this: alternative answers are the best way of accepting multiple correct answers.
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Student is asked whether a quadratic equation can be factorised. If they say "yes", they're asked to give the factorisation.
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Demonstrates that the marking algorithm for "match text pattern" parts doesn't put quotes around substituted strings any more.
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A couple of different ways of asking the student to enter a large number, to get around the floating point imprecision problem.
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Do not use this: JME marking algorithms are the best way to change marking behaviour now, instead of JavaScript.
A very simple example of a custom marking script for a "choose one from a list" part
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This question describes how students can adjust Numbas to their liking, using the exam display options and their browser's settings.
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No description given
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This question describes what to do if the student thinks there's a mistake in the exam, or if they have connection trouble.
Note: this advice was written for students who access Numbas exams through the Numbas LTI provider.
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This question gives information on how to answer mathematical expression parts, and some opportunities to try submitting answers.
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Questions about percentage and ratio, applied to finance.
Based on section 3.2 of the Maths-Aid workbook on numerical reasoning.
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A demo of the choose several from a list part and its options.
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Shows how to use the "random person" extension to pick random names using the built-in French data set.
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Shows how to use the "random person" extension to pick random names for people in your questions.
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This question demonstrates defining an 'unknown' function $F(x)$ as a custom function so that it can be used in marking.
The definition of $F$ is arbitrary, so care must be taken to ensure it doesn't have more properties, such as evenness, than necessary.
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This shows how to use captured groups in a mathematical expression part's pattern restriction to mark an answer involving multiple occurrences of an undefined function.
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No description given
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Experimental question using JSXGraph to provide dynamic, interactive graphs.
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There are copious comments in the definition of the function eqnline about the voodoo needed to have a JSXGraph diagram interact with the input box for a part.
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A demo of the match text pattern part and its options.
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The student is shown two number entry gaps on either side of a 'less than' sign. Their answer is marked correct if the first number is less than the second, using a custom marking algorithm.
This shows how to mark the gaps in a gap-fill part together, rather than independently.
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This shows how to define a question variable whose value is a variable name with a few annotations added, so it's more convenient to use.
The question variable 'x' is defined to be the variable name
vec:underline:x. -
The student is given a value of $\cos(\theta)$ and has to find $\theta$.
Shows how to use subexpressions to represent randomly-chosen fractions of $\pi$ and surds, and have them displayed nicely.
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Shows how to create a simplified JME subexpression, and substitute it into a string variable.
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To prevent students from giving a trivial answer for a part which is used later in adaptive marking, you can consider it as invalid.
Part a of this question has a custom marking algorithm which marks an answer of zero as invalid. Any other answer is used in adaptive marking for part b.
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A custom marking algorithm picks out the names of the constants of integration that the student has used for the $\cos$ and $\sin$ terms in their answer, and replaces them with $A$ and $B$ respectively, before comparing with the correct answer. This way, the student is free to choose the names for their constants of integration.
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Use the bareMatrices display flag to render a matrix without wrapping it in parentheses.
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A demonstration of how to use the "variable list of choices" option for a "choose one from a list" part to shuffle only some of the choices, and always have the same "I don't know" choice at the end of the list.
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This question uses a "formatted text template" variable to define a long passage of text which is shown to the student after they submit a part. A custom marking algorithm adds the text as a comment after the standard marking algorithm has finished.
