643 results authored by Christian Lawson-Perfect - search across all users.
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This shows how to use a variable name annotation to put a hat on a variable name inside the \simplify command.
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A mathematical expression part with a pattern restriction to ensure that the student has extracted the highest common factor of two terms.
The answer must be of the form $a(b+cx)$, where $b$ and $c$ are coprime.
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The student is asked to give the roots of a quadratic equation. They should be able to enter the numbers in any order, and each correct number should earn a mark.
When there's only one root, the student can only fill in one of the answer fields.
This is implemented with a gap-fill with two number entry gaps. The gaps have a custom marking algorithm to allow an empty answer. The gap-fill considers the student's two answers as a set, and compares with the set of correct answers.
The marking corresponds to this table:
There is one root There are two roots Student gives one correct root 100% 50%, "The root you gave is correct, but there is another one." Student gives two correct roots impossible 100% Student gives one incorrect root 0% 0% Student gives one incorrect, one correct root 50% "One of the numbers you gave is not a root". 50% "One of the numbers you gave is not a root". Student gives two incorrect roots 0% 0% -
The expected answer involves the logarithm of a negative number, which doesn't have a unique solution.
The part's marking algorithm evaluates the exponential of the student's answer and the expected answer, and compares those.
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The expected answer involves the logarithm of a negative number, which doesn't have a unique solution.
The part's marking algorithm checks that the student's answer differs from the expected answer by a multiple of $2\pi$.
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There's one question, which you have to get right 5 times in a row. If you get it wrong, you have to start again.
This makes more sense if the question is randomised!
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This shows one way of laying out matrix cells in a table, so that some cells can be filled in by the student.
At the time this was written, there's an open issue for allowing some entries in the matrix entry part to be filled-in, which would make this technique redundant.
Some CSS in the preamble adds the brackets around the table - it has to have the attribute
class="matrix-gaps" -
The student is given a quadratic formula and asked to fill in a table of values of $f(x)$ for a given range of $x$.
The table uses the spreadsheet extension.
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The student is given a quadratic formula and asked to fill in a table of values of $f(x)$ for a given range of $x$.
There is also a plot of the points, which updates when the table is filled in, or the student can move the points to fill in the table.
The table uses the spreadsheet and JSXgraph extensions.
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This question shows how to use the question's JavaScript preamble to request data from an external source, and use that data in question variables.
Note that this means the question only works when the external source is available. Use this very carefully, and avoid it if you possibly can!
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This question shows how explore mode can be used to loop through several versions of the same question. The variables for each version are stored in a list of "scenarios", and a counter works through that list each time the student moves on to the next part, labelled "try the next version of this question".
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Shows that you can embed a 3D GeoGebra applet in a content area.
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The student is shown a passage of code in the prompt to a "choose several from a list" part.
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A random proper fraction $a/b$ with denominator in the range 2 to 30 is picked, and the student must write $\frac{a}{b} \pi$.
The point of this question is to demonstrate that the correct answer is shown as a multiple of $\pi$ rather than a decimal.
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The number entry part in this question has an alternative answer which is marked correct if the student's number satisfies an equation specified in the custom marking algorithm.
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A custom marking algorithm picks out the names of the constants of integration that the student has used in their answer, and tries mapping them to every permutation of the constants used in the expected answer. The version that agrees the most with the expected answer is used for testing equivalence.
If the student uses fewer constants of integration, it still works (but they must be wrong), and if they use too many, it's still marked correct if the other variables have no impact on the result. For example, adding $+0t$ to an expression which otherwise doesn't use $t$ would have no impact.
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The student is asked to calculate a division by the method of long division, which they should enter in a grid.
The process is simulated and the order in which cells are filled in is recorded, so the marking feedback tries to identify the first cell that the student got wrong, or should try to fill in next.
They're asked to give the quotient as a plain number in a second part, to check that they can interpret the finished grid properly.
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Should not be used: this relies on a custom JavaScript which is not guaranteed to continue working.
Wrap the student's answer in
set()so it's marked as a set. -
Shows how the "give a number which satisfies an equation" part type can be used to makr the student's number correct if it satisfies an equation of the form $f(x) = 0$.
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Examples of the following custom part types: Yes/no, List of numbers, Give a numerical input for an expression, Number entry modulo.
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This shows how to take an expression given by the student and plot the implicit curve of points where it equals zero.
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Some questions which use JSXGraph to create interactive graphics.
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This question shows a JSXGraph diagram above a mathematical expression input, containing a plot of the expression the student enters.
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