How-tos

CSS classes "english" and "cymraeg" apply different background colours to English and Welsh portions of text.

Defines a CSS class in the preamble which styles the "Lemma" environment, used in the statement.

Example of displaying a randomly chosen image.

One way of checking an equation is valid is to check that the difference between the LHS and RHS is 0.

In progress!

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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.

Do not use this: alternative answers are the best way of accepting multiple correct answers.

Student is asked whether a quadratic equation can be factorised. If they say "yes", they're asked to give the factorisation.

Demonstrates that the marking algorithm for "match text pattern" parts doesn't put quotes around substituted strings any more.

A couple of different ways of asking the student to enter a large number, to get around the floating point imprecision problem.

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

Shows how to use the "random person" extension to pick random names for people in your questions.

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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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.

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.

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.

Shows how to create a simplified JME subexpression, and substitute it into a string variable.

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.

Use the bareMatrices display flag to render a matrix without wrapping it in parentheses.

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.

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.

This question uses the linear algebra extension to generate a system of linear equations which can be solved.

We want to produce an equation of the form $\mathrm{A}\mathbf{x} = \mathbf{y}$, where $\mathrm{A}$ and $\mathbf{y}$ are given, and $\mathbf{x}$ is to be found by the student.

First, we generate a linearly independent set of vectors to form $\mathrm{A}$, then freely pick the value of $\mathbf{x}$, and calculate the corresponding $\mathbf{y}$.

To generate $\mathrm{A}$, we generate more vectors we need, then pick a linearly independent subset of those using the subset_with_dimension function.

The gap-fill part in this question is only marked correct if both gaps are correct.

The feedback from the individual gaps is not shown.

A custom marking algorithm for a JME part estabishes whether the student's answer is equivalent to the expected answer, up to an arbitrary constant factor.

The student's answer is a fraction of two polynomials. First check that the student's answer is a fraction, then check that the numerator is of the form $x+a$.

To find the script, look in the Scripts tab of part a.

An all-or-nothing marking scheme for a gap-fill part: the student must answer every gap correctly to get all the marks. If any gap is incorrect they get 0 marks for the whole part.