Christian Lawson-Perfect

Given the cost of hiring a room for a given number of hours, compare with competing prices given per hour and per minute.

Two sample t-test to see if there is a difference between scores on questions between two groups when the questions are asked in a different order.

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Given an annual salary, tax allowance, tax rate and pension deduction, work out a person's take-home pay per month.

Given the stakes of three people in a lottery syndicate, and the amount the syndicate won, work out each person's share of the winnings.

Based on question 4 from section 3.2 of the Maths-Aid workbook on numerical reasoning.

Several questions on rounding number and using approximations to estimate. Several real-world examples.

A demonstration of the random person extension, which picks representative names of people.

A question made for the FYiMaths December meeting, to show off some of the more adventurous things you can do with Numbas.

An exam set up to produce printed worksheets.

Made for my TALMO talk. This demonstrates how you can use a part with no marks as an oracle to perform calculations, to help the student check their working.

Questions shown in my presentation for the Teaching And Learning Mathematics Online session, 16th November 2022.

This question demonstrates a few ways of interacting with a Venn diagram drawn using JSXGraph.

Guides the student through the process of writing an integer in binary. They can pick any number they like, then choose from a selection of methods, or just do their own method and have the answer checked.

Demonstrating a feedback loop in a Numbas part: which of the required properties does your answer satisfy?

Demonstrating a kind of feedback loop in a Numbas part: you're told how close you are to the correct answer.

Two parts to demonstrate kinds of feedback loop in a Numbas part: correctness, and refining an answer.

A line with random $x$- and $y$- intercepts is plotted, and you have to drag two dots over the points where the line crosses the $x$ and $y$ axes.

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An explore mode activity containing a lot of questions, for students to check their understanding of the information in the "Getting Started" material.

Note: This question was written for students accessing Numbas exams through the Numbas LTI tool. Some of the information does not apply to exams accessed standalone or through a generic SCORM player.

This question gives information for students on how to answer number entry parts, with some opportunities to try submitting answers.

Shows how the "decimal" data type can represent very small numbers with more precision than the default "number" data type.

This question shows how to use the JSXGraph extension to show the student a plot of a function that they enter.

In the first part, the student enters an expression for $f(x)$. Once they've done that, they can reveal a plot of the function.

This question demonstrates how to plot a graph of a function using JSXGraph.

Demonstration of randomisation: many elements in this question are randomised. The names of the products and clients are randomly chosen, as are the prices and order amounts.

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Shows how to use the "openSteps" and "hideSteps" JavaScript events for parts.

The student is shown two labelled graphs. They are asked:

• Number of vertices in each
• Number of edges in each
• Degree sequences for each
• Is there an isomorphism between them? If so, write one.

The number of vertices is always equal, so this is a gimme.

If the edges or degree sequences are different, the student is expected to realise that there cannot be an isomorphism.

If these values are the same, then there will be an isomorphism (else the question is a bit too tricky).

Numbas expects a particular isomorphism, but there may be more than one, all of which would be accepted.

Consider a binary tree with $2^n$ nodes.

We give generators for the isomorphisms of the tree: at each non-leaf vertex, swap the branches descending from that node.

• What is the action of a given word?
• Write a word which produces the required isomorphism
• Which generators commute?
• What is the order of each generator?
• Write one of the (non-root) generators in terms of the others.
• Which permutations of the leaves are possible?
• What is the order of the group of isomorphisms?
• What is the order of the quotient group obtained by identifying all the leaves of one branch?

The student is given a number in base 10 and asked to write it in a given base, between 2 and 16. The number has at most 3 digits in the other base.

Until it's possible to derive the expected answer for a part in the marking algorithm (see the issue tracker), this question has "show expected answer" turned off, because it just shows the base 10 number.