6175 results.
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Question in Elena's workspace
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Question in Elena's workspace
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Question in Elena's workspace
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Question in Elena's workspace
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Question in AJAY's workspace
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Question in Elena's workspace
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Question in Elena's workspace
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Question in Elena's workspace
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Given an ascending sequence of numbers, finds the index in the sequence of the first number greater than or equal to a given value.
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Because JavaScript numbers lose precision as they get bigger, you get some unexpected results.
See the variable "two" - the difference should be 2, but because the JavaScript representation of each of the two numbers is the same, it thinks the difference is 0.
Using the decimal data type, there's no loss of precision, so the correct value is produced.
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Pick from the range -5..5, but make 0 more likely.
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Demonstrates how to set up a "choose one from a list" part where the number of choices is randomised.
The part is given a list of labels for the choices as well as a list specifying the marks to award for each choice.
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This question shows that you can set the number of marks available for a part to a fraction. The total available for the question is 1 mark.
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A short demonstration of when the basic simplification rules are turned on, or off.
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Shows how the \text command is rendered using the plain-text font, not the LaTeX one. Useful for displaying units of measurement and English words inside equations.
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The statement of this question demonstrates how you can control the \simplify command's behaviour by specifying the rules to use.
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A diagram showing the difference between lines, rays and segments in Eukleides.
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Shows how to use the JME function lpad to add zeros to the beginning of a number so it's always displayed using two digits.
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This exam uses a custom theme which provides a new logo image.
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Shows how to use the sqrtSquare simplification rule to display a randomly-chosen fraction involving surds on either the top or bottom.
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This shows how to use variable name annotations inside \simplify to display a 3D vector in terms of the standard unit vectors $\boldsymbol{i}$, $\boldsymbol{j}$, $\boldsymbol{k}$
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The student is asked to write a number with a certain property, or tick a box labelled "this is impossible" if it can't be done.
A custom marking algorithm on the gap-fill part first checks if the student ticked the box. If they did, their answer is marked correct if it really is impossible. If they didn't tick it, their number is checked against the required property.
