647 results authored by Christian Lawson-Perfect - search across all users.
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An example of an iterative procedure: the student must factorise a given number. At each step, they're asked if the number is factorised. If not, they must give a prime factor. If it is fully factorised, they can then work out the number of factors of the number.
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This question demonstrates how to use explore mode to simulate a game, where each choice made by the student changes the state of the game.
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This question shows how to reveal a part if the student enters an incorrect answer that you're expecting - in this case, by not following the order of operations.
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This question demonstrates how to lock a part in explore mode after moving to the next part, to prevent the student changing their answer and invalidating the rest of the question.
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An interactive activity: the student enters the dimensions of a parcel, then has to calculate its volume, and classify its size by comparing against a table of maximum dimensions.
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This question demonstrates how you can offer a selection of hints, with each giving a different level of detail and applying a different penalty.
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The student is asked to identify the number of roots of a quadratic equation, and then to give the root or roots. There is a hint to calculate the discriminant, and then further hints with the formula for the discriminant and the decision to make based on its value.
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The student must calculate the number of digits a given decimal number would have when written in a different base. Alternative answers catch some common mal-rules and give appropriate feedback.
Based on table 2 from "diagnosing student errors in e-assessment questions" by Philip Walker, D. Rhys Gwynllyw and Karen L. Henderson.
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A demonstration of the use of alternative answers to accept more than one correct answer. The student must write a number whose square is $n^2$. Both $n$ and $-n$ are accepted.
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The student must write a number to 2 decimal places. The number has a trailing zero, and an alternative answer is used to detect when the student omits it. If the student omits the trailing zero, they're offered an optional hint.
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The student is asked to add two four-digit numbers. Alternative answers are set up with progressively expanding ranges of accepted values, so the student gets more marks for getting closer to the true answer.
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A sneak peek at a really clever integration of GeoGebra with Numbas.
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An example of using the GeoGebra extension to ask the student to create a geometric construction, with marking and steps.
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This question contains a "choose several answers" part which has an "all-or-nothing" mark scheme: the student is only awarded marks if they tick all of the correct choices, and no incorrect choices.
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Display a number as a mixed fraction when appropriate, using the mixedFractions display option.
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The function randexp, provided by an extension, generates a random string matching the given regular expression.
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Update: you can now use the conditional visibility button to do this more easily - see the documentation.
If the statement or advice for your question differs greatly depending on a random variable (for instance, if you're picking from a selection of scenarios), you only want to show content for the relevant scenario.
This question shows one way of doing that.
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This question is out of date: use the currency function instead.
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Display a number like "1234" as "1,234".
This question is out of date: the formatnumber function can format numbers using several different notational styles.
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Use the numbro.js extension to format numbers and currencies.
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This exam shows that the worksheet theme now includes the introduction text in each copy of the exam.
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The custom function
rectangle(width,height)draws a rectangle with the given dimensions, along with some labels. -
Write down the Newton-Raphson formula for finding a numerical solution to the equation $e^{mx}+bx-a=0$. If $x_0=1$ find $x_1$.
Included in the Advice of this question are:
6 iterations of the method.
Graph of the NR process using jsxgraph. Also user interaction allowing change of starting value and its effect on the process.
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Apply formulas to calculate the areas of various shapes.
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This question generates two variables, a and b. They're chosen to be distinct, and neither takes the value zero.
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Given mass and volume of an object in SI units, calculate its density. The units are given at different orders of magnitude.
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Give the student three points lying on a quadratic, and ask them to find the roots.
Then ask them to find the equation of the quadratic, using their roots. Error in calculating the roots is carried forward.
Finally, ask them to find the midpoint of the roots (just for fun). Error is carried forward again.
