Calculate a percentage of a number.

Three parts, where the student has to collect together polynomials in $\mathbb{Z}_3$, $\mathbb{Z}_5$ and $\mathbb{Z}_7$, respectively.

The answer to part a has no $X$ term, because they cancel out.

clicks = budget/CPC

All numbers are randomised.

Given a campaign budget and a CPM, calculate the number of impressions.

Given a total budget and the cost of each sale for three different scenarios, which scenario produces the most sales?

Given budget and number of sales, calculate the cost per acquisition (CPA)

Given a campaign budget and a number of impressions, calculate either the Cost per View, or the Cost per 1000 Views.

Given budget and cost per acquistion, how many sales were created?

This is a formative assessment to see how well you have understood the content from the first 3 weeks of the course. It will not count towards your final mark. If you get less than 40%, then you should take immediate steps to improve your knowledge, such as attending Study Clinics.

6 questions which introduce the user to the Numbas system.

The student must enter a number in scientific notation, with separate boxes for significand and exponent. They only get the marks if both elements are correct.

In this demo question, you can see either 2 or 3 gaps depending on the variable \(m\), and the marking algorithm doesn't penalise for the empty third gap in cases when it is not shown.

Reason to use it: for vectors or matrices containing only numbers, one can easily use matrix entry to account for a random size of an answer. But this does not work for mathematical expressions. There we have to give each entry of the vector as a separate gap, which then becomes a problem when the size varies. This solves that problem. For this reason I've included two parts: one very simple one that just shows the phenomenon of variable number of gaps, and one which is more like why I  needed it.

Note that to resolve the fact that when \(m=2\), the point for the third gap cannot be earned, I have made it so that the student only gets 0 or all points, when all shown gaps are correctly filled in.

Note the use of Ax[m-1] in the third gap "correct answer" of part b): if you use Ax[2], then it will throw an error when m=2, as then Ax won't have the correct size. So even though the marking algorithm will ignore it, the question would still not work.

Bonus demo if you look in the variables: A way to automatically generate the correct latex code for \(\var{latexAx}\), since it's a variable size. I would usually  need that in the "Advice", i.e. solutions, rather than the question text.

In this demo question, you can see either 2 or 3 gaps depending on the variable \(m\), and the marking algorithm doesn't penalise for the empty third gap in cases when it is not shown.

Reason to use it: for vectors or matrices containing only numbers, one can easily use matrix entry to account for a random size of an answer. But this does not work for mathematical expressions. There we have to give each entry of the vector as a separate gap, which then becomes a problem when the size varies. This solves that problem. For this reason I've included two parts: one very simple one that just shows the phenomenon of variable number of gaps, and one which is more like why I  needed it.

Note that to resolve the fact that when \(m=2\), the point for the third gap cannot be earned, I have made it so that the student only gets 0 or all points, when all shown gaps are correctly filled in.

Note the use of Ax[m-1] in the third gap "correct answer" of part b): if you use Ax[2], then it will throw an error when m=2, as then Ax won't have the correct size. So even though the marking algorithm will ignore it, the question would still not work.

Bonus demo if you look in the variables: A way to automatically generate the correct latex code for \(\var{latexAx}\), since it's a variable size. I would usually  need that in the "Advice", i.e. solutions, rather than the question text.

First compute matrix times vector for specific vectors. Then determine domain and codomain and general formula for the matrix transformation defined by the matrix.

Randomising the number of rows in the matrix, m, makes the marking algorithm for part c) slightly complicated: it checks whether it should include the third gap or not depending on the variable m. For the correct distribution of marks, it is then necessary to do "you only get the marks if all gaps are correct". Otherwise the student would only get 2/3 marks when m=2, so the third gap doesn't appear.

First compute matrix times vector for specific vectors. Then determine domain and codomain and general formula for the matrix transformation defined by the matrix.

Randomising the number of rows in the matrix, m, makes the marking algorithm for part c) slightly complicated: it checks whether it should include the third gap or not depending on the variable m. For the correct distribution of marks, it is then necessary to do "you only get the marks if all gaps are correct". Otherwise the student would only get 2/3 marks when m=2, so the third gap doesn't appear.

Use matrix multiplication to get an equation for \(k\) which is then to be solved.

Asking the student to create examples of two matrices which multiply to zero but are not themselves the zero matrix. Then getting the student to think about some features of these examples.

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.

A short demonstration of when the basic simplification rules are turned on, or off.

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.

This question uses the vis.js library to plot 3D functions and data sets.

As well as JME functions to make plots, you can use javascript functions to get more control over how the plots are rendered.

This exam uses a custom theme to provide no feedback about scores to the student.

The idea is to provide a version of the test compiled with this theme to the students as they attempt it. Once the test has closed, update with a version of the same test compiled with the default theme, so students can go back in and get feedback.

Get the student to upload their experimental data in a CSV file, then ask them to compute statistics on it.

A table showing how to substitute raw LaTeX code into question text.

NOTE: You probably don't want to do this! There's usually a more robust way, where you get Numbas to make the expression for you.

A couple of different ways of asking the student to enter a large number, to get around the floating point imprecision problem.

Addition activity 1 for Eva.

Adding single digit numbers together.

Adding single digit numbers together.

Adding single digit numbers together.

Adding single digit numbers together.

Adding single digit numbers together.