Recently published items
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Adding and subtracting vectors
QuestionAdding and subtracting vectors of random size, including resolving brackets. Advice (i.e. solution) has conditional visibility to show only the correct size.
Published on 17/07/2020 22:11 CC BY -
Adding vectors
QuestionAdding vectors of random size. Advice (i.e. solution) has conditional visibility to show only the correct size.
Published on 17/07/2020 21:36 CC BY -
Adding matrices of different sizes
QuestionAdding matrices of random size: two to four rows and two to four columns. Advice (i.e. solution) has conditional visibility to show only the correct size.
Published on 17/07/2020 21:01 CC BY -
Adding 2x2 matrices
QuestionAdding 2x2 matrices. Very simple question. Marks per correct entry.
Published on 17/07/2020 19:33 CC BY -
StraightLine
QuestionStudents are supposed to use Excel (or similar) to find the answers (e.g., enter coordinates of two points then plot and add trendline).
Uses an embedded Geogebra graph of a line $y=mx+c$ with random coefficients set by NUMBAS.
Published on 17/07/2020 13:27 CC BY-SA -
Written number extension
QuestionDemonstration of the written number extension, which converts whole numbers to words.
Published on 16/07/2020 14:09 CC BY -
Displaying and answering trig ratios
QuestionThe 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.
Published on 16/07/2020 10:27 CC BY -
Numbas demo: random person extension
QuestionA demonstration of the random person extension, which picks representative names of people.
Published on 15/07/2020 15:33 CC BY -
Numbas demo: adaptive marking
QuestionDemonstration of adaptive marking: the student must first add up the number of apples to buy, then work out how much that would cost. Adaptive marking carries an incorrect number of apples into the cost calculation.
Published on 15/07/2020 15:33 CC BY -
Numbas demo: explore mode
QuestionAn interactive experiment about probability: the student must first 'design' the experiment by deciding how many times they're going to flip a coin, and define what number of heads would make them believe the coin is biased. They must then enter the results of their coin flips, calculate the percentage of heads, and finally decide if the coin is biased, using the condition they specified in the design stage. There are optional hints at each stage.
Published on 15/07/2020 15:30 CC BY