Multiple choice. Students need to select the correct simplification for a given expression. 

This question has four versions. Skills required are: using Pythagorean identities, converting to sine or cosine. Some also require fraction division.

A question which asks students to encrypt a number using RSA, then to factor a small public key and find the decryption exponent.

Questions to test if the student knows the inverse of an even power (and how to solve equations that contain a single power that is even). 

Questions to test if the student knows the inverse of an odd power (and how to solve equations that contain a single power that is odd). 

Here you need to choose which formula you would use to find the red dashed value from the solid green values.  The view is three-dimensional and you can rotate it to get a better view.

Variable defintions in the formulas:
$\theta$ is an angle
Adj. is the length of the side adjacent to the known angle
Opp. is the length of the side opposite the known angle
Hyp. is the length of the hypotenuse


Your goal is to get twenty correct answers quickly. Incorrect answers show a highlight of the correct answer to select to continue.  The timer starts as soon as you choose your first answer and continues until you get 20 correct.  Select save answer after your results show in the applet.

Here you need to choose which trigonometric function is the red dashed side divided by the solid green side. Your goal is to get twenty correct answers quickly. Incorrect answers show a highlight of the correct answer to select to continue.  The timer starts as soon as you choose your first answer and continues until you get 20 correct.  Select save answer after your results show in the applet.

Here you need to choose which trigonometric function is the red dashed side divided by the solid green side. Your goal is to get twenty correct answers quickly. Incorrect answers show a highlight of the correct answer to select to continue.  The timer starts as soon as you choose your first answer and continues until you get 20 correct.  Select save answer after your results show in the applet.

Questions to test if the student knows the inverse of fractional power or root (and how to solve equations that contain them). 

Contains some questions from mini-tests which should be changed.

This demonstrates how to:

• Generate a fixed number of observations of data in two categories.
• Display the data in a table, with row and column totals.
• Ask the student to enter the data in a spreadsheet which is automatically marked.

The student has to enter three different letters of the alphabet in the three gaps. Their answer is marked as a set: repeated answers only count as one answer.

Each gap has the same custom marking algorithm which marks that gap as correct if the student's answer is in the set of acceptable answers.

Example of an explore mode question. Student is given a 3x3 matrix and is asked to find the characteristic polynomial and eigenvalues, and then eigenvectors for each eigenvalue. The part asking for eigenvectors can be repeated as often as the student wants, to be used for different eigenvalues.

Assessed: calculating characteristic polynomial and eigenvectors.

Feature: any correct eigenvalue will be recognised by the marking algorithm, even multiples of the obvious one(s) (which can be read off from the reduced row echelon form)

Randomisation: Not randomised, just using particular matrices. I am still working on how to randomise this for 3x3; a randomised 2x2 version exists. I have several different versions for 3x3 (not all published yet), so I could make a random choice between these in a test.

The implementation uses linear algebra functions such as "find reduced echelon form" or "find kernel of a reduced echelon form", from the extension "linalg2".

Solving a system of simultaneous congruences using the Chinese Remainder Theorem.

An explore mode question which allows you to write a solution straight away, or break it down into steps.

After solving a system of three congruences, you can ask for a new problem with more congruences.

6 questions which introduce the student to the Numbas system.

rebelmaths

6 questions which introduce the student to the Numbas system.

rebelmaths

6 questions which introduce the student to the Numbas system.

rebelmaths

A few questions which show off the new matrix entry part.

This question is a variation on another version which asks the student to find the height of a bridge arch and width of the river given a formula for the arch of the bridge (also available in the Numbas database)

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.

For the graphs in HELM Book 2 Figure 30, identify which are one-to-one, and which are many-to-one.

This question gives the student the formula for the charge on a capacitor as a function of time then asks them to find the value of k, the exponential constant given other values and hence write out the formula for the given case. A custom function (in Extensions & scripts) extracts the student's formula and plots it on a JSXGraph object in the question. The student is then asked to evaluate the function at a given point using the plot or other methods. The value of the capacitor (Q_0), time (t) and charge at time t are randomised as is the value at which the formula is to be evaluated.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to identify on which line the first error occurs, then rewrite the solution correctly. No variables but this is version 4 of 5 versions of the question.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to identify on which line the first error occurs, then rewrite the solution correctly. No variables but this is version 2 of 5 versions of the question.

Students are presented with an AI generated solution to rerrange the quadratic equation where the AI has made errors, they are asked to identify on which line the first error occurs, then rewrite the solution correctly. No variables but this is 1 of 5 versions of the question.

Question asks student to find zeros of a quadratic equation - disguised as finding time for particle to reach a given position. In this version students are expected to write up their working and submit it seperately to the Numbas question. Students are expcted to recognise that only the positive solution has physical significance. Coefficients of the quadratic are randomly chosen within linits which give one positive and one negative root.

Two part question, student has to rearrange the parallel resistors formula (stated in the question) to make L_1 or L_2 the subject (variable is chosen randomly), then find the value of this variable when values of the other variables in the formula are given. These values are randomly chosen.

Note that the advice for this question has two versions, the one displayed to the student depends on which variable is selected by the question.

Two part question, student has to rearrange the parallel inductors formula (stated in the question) to make L_1 or L_2 the subject (variable is chosen randomly), then find the value of this variable when values of the other variables in the formula are given. These values are randomly chosen.

Note that the advice for this question has two versions, the one displayed to the student depends on which variable is selected by the question.