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.

Use two points on a line graph to calculate the gradient and $y$-intercept and hence the equation of the straight line running through both points.

The answer box for the third part plots the function which allows the student to check their answer against the graph before submitting.

This particular example has a positive gradient.

Customised for the Numbas demo exam

Motion under gravity. Object is projected vertically with initial velocity $V\;m/s$. Find time to maximum height and the maximum height. Now includes an interactive plot.

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.

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A demo of the match text pattern part and its options.

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MECE3930U: Heat Transfer Assignment -1

Please follow the Numbas guidance first if you did not attend the Numbas session.

Obligatoriske oppgaver for uke 3

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Tests understanding of scatter plots and related concepts.

Rearrange formula

$I$ compact interval, $g:I\rightarrow I,\;g(x)=ax^3+bx^2+cx+d$. Find stationary points, local and global maxima and minima of $g$ on $I$

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.