107 results in Demos - search across all projects.
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Question by
Christian Lawson-Perfect
and 1 other
The student is asked to give the Avogadro constant in scientific form, calculate the mass of a number of moles of carbon, in grams, and then calculate the number of molecules in that mass.
This is a demonstration of the high-precision decimal arithmetic in Numbas v4.0.
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Question by
Christian Lawson-Perfect
and 1 other
An 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.
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Question by
Christian Lawson-Perfect
and 1 other
An example of an iterative procedure: the student must factorise a given number. At each step, they're asked if the number is factorised. If not, they must give a prime factor. If it is fully factorised, they can then work out the number of factors of the number.
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Question by
Christian Lawson-Perfect
and 1 other
This question demonstrates how to use explore mode to simulate a game, where each choice made by the student changes the state of the game.
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Question by
Christian Lawson-Perfect
and 1 other
This question shows how to reveal a part if the student enters an incorrect answer that you're expecting - in this case, by not following the order of operations.
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Question by
Christian Lawson-Perfect
and 1 other
This question demonstrates how to lock a part in explore mode after moving to the next part, to prevent the student changing their answer and invalidating the rest of the question.
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Question by
Christian Lawson-Perfect
and 1 other
An interactive activity: the student enters the dimensions of a parcel, then has to calculate its volume, and classify its size by comparing against a table of maximum dimensions.
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Question by
Christian Lawson-Perfect
and 1 other
This question demonstrates how you can offer a selection of hints, with each giving a different level of detail and applying a different penalty.
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Question by
Christian Lawson-Perfect
and 1 other
The student is asked to identify the number of roots of a quadratic equation, and then to give the root or roots. There is a hint to calculate the discriminant, and then further hints with the formula for the discriminant and the decision to make based on its value.
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Question by
Christian Lawson-Perfect
and 1 other
The student must calculate the number of digits a given decimal number would have when written in a different base. Alternative answers catch some common mal-rules and give appropriate feedback.
Based on table 2 from "diagnosing student errors in e-assessment questions" by Philip Walker, D. Rhys Gwynllyw and Karen L. Henderson.
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Question by
Christian Lawson-Perfect
and 1 other
A demonstration of the use of alternative answers to accept more than one correct answer. The student must write a number whose square is $n^2$. Both $n$ and $-n$ are accepted.
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Question by
Christian Lawson-Perfect
and 1 other
The student must write a number to 2 decimal places. The number has a trailing zero, and an alternative answer is used to detect when the student omits it. If the student omits the trailing zero, they're offered an optional hint.
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Question by
Christian Lawson-Perfect
and 1 other
The student is asked to add two four-digit numbers. Alternative answers are set up with progressively expanding ranges of accepted values, so the student gets more marks for getting closer to the true answer.
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Question by
Christian Lawson-Perfect
No description given
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Question by
Christian Lawson-Perfect
No description given
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Question by
Christian Lawson-Perfect
and 1 other
Give the student three points lying on a quadratic, and ask them to find the roots.
Then ask them to find the equation of the quadratic, using their roots. Error in calculating the roots is carried forward.
Finally, ask them to find the midpoint of the roots (just for fun). Error is carried forward again.
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Question by
Christian Lawson-Perfect
Ask the student to find a matrix corresponding to a given rotation about the origin.
Then ask them to find the determinant. Their answer is marked against the matrix they gave, not just the correct one.
Finally, ask them to find the inverse of their matrix. Marking is against the matrix and determinant they gave.