This uses an embedded Geogebra graph of a modulus function with random coefficients set by NUMBAS.

This uses an embedded Geogebra graph of a cubic polynomial with random coefficients set by NUMBAS.  Student has to decide what kind of map it represents and whether an inverse function exists.

This uses an embedded Geogebra graph of a polar function with random coefficients set by NUMBAS.

HELM Book 1.1 in NUMBAS

DIAGNOSYS is a knowledge-based test of mathematics background knowledge for first-year university students, created by John Appleby at Newcastle University.

The questions have been translated directly into Numbas, with as few changes as possible.

A collection of information and activities to introduce students to Numbas. There is some information on how Numbas works, information on how to write answers to mathematical expression and number entry parts, and a "test yourself" explore mode activity.

Note: This exam was written for students accessing Numbas exams through the Numbas LTI tool. Some of the information does not apply to exams accessed standalone or through a generic SCORM player.

This question is the one described in method 2 of the example "Apply a standard integral" in the Numbas documentation.

The student is shown a randomly chosen function to integrate. The function is one of $e^{kx}$, $x^k$, $\cos(kx)$, $\sin(kx)$, with $k$ a randomly chosen integer.

A demo of the main new features in Numbas v5: explore mode, alternative answers and "Choose from a menu" question navigation.

All the answers in this question are equations. In order to mark each equation, Numbas needs to pick some values that satisfy the equation and some that don't, and check that the student's answer agrees with the expected answer.

Any equation with the same solution set as the expected answer will be marked correct.

A demo of how custom marking algorithms can be used to replace the built-in marking methods.

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Este es el ejercicio interactivo de la semana 2. Aprenderemos el la relación que existe entre una distribución de carga eléctrica y el flujo de campo eléctrico a través de una superficie denominada superficie Gaussiana. Esto es de vital importancia para comprender las actividades requeridas con el uso de nuestro laboratorio virtual

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A demonstration of the random person extension, which picks representative names of people.

A question made for the FYiMaths December meeting, to show off some of the more adventurous things you can do with Numbas.

Demonstrating a feedback loop in a Numbas part: which of the required properties does your answer satisfy?

Demonstrating a kind of feedback loop in a Numbas part: you're told how close you are to the correct answer.

Two parts to demonstrate kinds of feedback loop in a Numbas part: correctness, and refining an answer.

An explore mode activity containing a lot of questions, for students to check their understanding of the information in the "Getting Started" material.

Note: This question was written for students accessing Numbas exams through the Numbas LTI tool. Some of the information does not apply to exams accessed standalone or through a generic SCORM player.

This is out of date. There is a new "getting statrted" exam at https://numbas.mathcentre.ac.uk/exam/21108/getting-started/

6 questions which introduce the user to the Numbas system.

A first exam that I have created to see if I can get Numbas working. Not something to be used by anyone else.

Demonstration of randomisation: many elements in this question are randomised. The names of the products and clients are randomly chosen, as are the prices and order amounts.

This is a Mathematics ability assessment for entry into the Bachelor of Engineering and Technology course at Chisholm Institute. The entire platform has bee developed by Numbas. There are 32 math questions and 6 instruction question regarding how to put answer in the answe rbox. Please practice the 'how to put answer' section first before starting to answer math questions.

You can seek help but it will reduce your marks.

Good luck!

The student is shown two labelled graphs. They are asked:

• Number of vertices in each
• Number of edges in each
• Degree sequences for each
• Is there an isomorphism between them? If so, write one.

The number of vertices is always equal, so this is a gimme.

If the edges or degree sequences are different, the student is expected to realise that there cannot be an isomorphism.

If these values are the same, then there will be an isomorphism (else the question is a bit too tricky).

Numbas expects a particular isomorphism, but there may be more than one, all of which would be accepted.

The student is given a number in base 10 and asked to write it in a given base, between 2 and 16. The number has at most 3 digits in the other base.

Until it's possible to derive the expected answer for a part in the marking algorithm (see the issue tracker), this question has "show expected answer" turned off, because it just shows the base 10 number.