Demos

A demo of the match choices with answers part and its options.

This shows how to take an expression given by the student and plot the implicit curve of points where it equals zero.

A custom marking algorithm on the spreadsheet part changes it to interpret quantities in cells, so they can be compared to the expected answer.

In real use, you'd probably want more sophisticated logic, to give better feedback or to allow partial marks for different units, like the "quantity with units" part type does.

This easy question is intended to be used by administrators to test the integration of Numbas with a learning environment.

Taken from question 37 of the book Problem Solving in GCSE Mathematics by Daniel Griller.

Given bearings and lengths of two straight lines, work out the bearing and distance back to the starting point.

A Eukleides diagram shows the setup visually.

A demonstration of embedding various kinds of media in a question.

A demo of the mathematical expression part and its options.

In the first part, the student is asked to enter dimensions of a box in a spreadsheet.

The values are extracted as a list of numbers by changing the interpreted_answer note in the first part's marking algorithm, and the calculated volume is used as the answer to the second part, through adaptive marking.

A demo of the matrix entry part and its options.

Demonstrates how to display a plot generated in R.

In four parts, the student builds up the definition of a class representing a rectangle. First they write the constructor, then add methods to compute area and perimeter.

In the final part, they must use the methods to write a function which determines if a rectangle's area is larger than its perimeter.

Given the gradient of a slope and the coefficient of friction for a mass resting on it, use the equations of motion to calculate how it moves.

Includes a GeoGebra rendering of the model.

A demo of the number entry part and its options.

The student is shown a plot of a mystery function. They can enter values of $x$ check, within the bounds of the plot.

They're asked to give the formula for the function, and then asked for its value at a very large value of $x$.

A plot of the student's function updates automatically as they type. Adaptive marking is used for the final part to award credit if the student gives the right value for their incorrect function.

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 $f(x) = 0$.

Examples of the following custom part types: Yes/no, List of numbers, Give a numerical input for an expression, Number entry modulo.

This question shows a JSXGraph diagram above a mathematical expression input, containing a plot of the expression the student enters.

In the first part, the student must write an R function to compute the first $n$ terms of the series $\frac{1}{k!}$.

In the second part, they must use that function to calculate an approximation to $e$ using a given number of terms of the series.

Several questions on interrogating the mtcars dataset built in to R.

The student must write R code to assign the given value to the variable x.

This question shows how to display a plot generated in matplotlib from code written by the student.

Given an unknown list, the student must write Python code to create a copy of it.

There's an alternative to catch the case where the student's variable is just a reference to the original list.

Given an unknown list, the student has to write code to return the last item in the list.

Given a randomly-generated list, the student must write code to return its first value.

There's an alternative to check if they get the second item, which they might do if they don't realise Python lists are zero-indexed.

The student must write code to compute the standard deviation of an unknown list of measurements.

The suggested answer uses numpy.std.

This is the simplest demonstration of the "code" part type I could think of: write Python to assign x = 1.

An alternative answer gives a hint if the student's code doesn't define x at all.

Shows how to use the bin function to group data into equal-sized intervals.

The student is shown a table with rows for each class in a school, and two columns of numbers: books, and children. They have to work out the column totals, and the number of books per child, and enter them in the table.

Demonstrates how to construct a spreadsheet value from scratch, without uploading an .xlsx file.