10967 results.
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Some questions which demonstrate the adaptive marking feature.
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A couple of questions demonstrating the use of the Eukleides extension to create geometrical drawings.
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Numbas demo questions for NUTELA meeting, December 2017.
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Some questions to show off features of Numbas, linked from the Numbas homepage.
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Some questions demonstrating new features in Numbas v4.0: pattern-matching, inference of variable types in mathematical expression parts, and marking equations.
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This question contains several mathematical expression parts which only compare part of the student's answer with the corresponding part of the expected answer, because the expression can't be evaluated as a whole.
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In this question, the correct answers can't be evaluated by substituting numbers for each of the variables.
Numbas can now infer the types of variables in the answers to mathematical expression parts, so questions like this can be marked.
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The student is asked to enter an approximation to $\sqrt{n}$, where $n$ is not a square number, to 20 decimal places.
This question is a demonstration of the high precision arithmetic in Numbas v4.
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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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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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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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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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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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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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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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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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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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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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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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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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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 in Brad's workspace
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Question in Content created by Newcastle University by
Newcastle University Mathematics and Statistics
and 1 other
Find the solution of a constant coefficient second order ordinary differential equation of the form $ay''+by=0$. Complex roots.
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Question in Transition to university
Given some numbers in standard index form, convert to decimal form.
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Question in Johnathan's workspaceQuestion to start exam paper to allow everyone to practice with software.
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Nursing question. IV question. Given volume and flow rate what time will is take for the bag to run dry? Student have to round to the nearest quarter of an hour.
- David Sherwood didn't think this was a question that should be asked
