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.

Simple application of "Power Rule" to differentiate single term functions.

All co-efficients and powers are integer (though some may be negative.

Fairly simple questions using differentiation "power rule" and "sum or difference rules" to differentiate single term functions and polynomials.

Some co-efficients and indices can be negative and/or fractional.

Finding the modulus and argument (in radians) of four complex numbers; the arguments between $-\pi$ and $\pi$ and careful with quadrants!

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.

Express $\displaystyle \frac{a}{x + b} \pm  \frac{c}{x + d}$ as an algebraic single fraction over a common denominator. 

Here you'll see a first example of how a map can arise from a system of differential equations and gain some first insight into the dynamics of 1D maps.

Q1 is true/false question covering some core facts, notation and basic examples.  Q2 has two functions for which second derivative needs to be determined.

Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions. 

The student is shown an exponential graph and asked to evaluate the function at some given value.

They are also asked whether or not the model is valid for all real inputs, but they only give a yes/no response. The reasoning is explained in the advice but is not required from students.

Given a description in words of the costs of some items in terms of an unknown cost, write down an expression for the total cost of a selection of items. Then simplify the expression, and finally evaluate it at a given point.

The word problem is about the costs of sweets in a sweet shop.

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

Used for LANTITE preparation (Australia). NC = Non Calculator strand. NA = Number & Algebra strand. Given a description in words of the costs of some items in terms of an unknown cost, write down an expression for the total cost of a selection of items. Then simplify the expression. The word problem is about the costs of sweets in a sweet shop. The quantity of each type of sweet is randomised.

This question was modified from a Newcastle University question.

Some quadratics are to be solved by factorising

Short question to test encoding some random binary strings using repetition and parity bit. Randomised 5-bit strings.

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 question gives information for students on how to answer number entry parts, with some opportunities to try submitting answers.

Extra practice on some basic algebra skills, including solving linear equations. You can try as many times as you like and also generate new versions of the questions for extra practice.

Use the BODMAS rule to determine the order in which to evaluate some arithmetic expressions. 

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

Add/subtract fractions and reduce to lowest form.

Express $\displaystyle \frac{ax+b}{x + c} \pm  \frac{dx+p}{x + q}$ as an algebraic single fraction over a common denominator. 

Find the equation of a straight line which has a given gradient $m$ and passes through the given point $(a,b)$.

Differentiate $f(x) = (a x + b)/ \sqrt{c x + d}$ and find $g(x)$ such that $ f^{\prime}(x) = g(x)/ (2(c x + d)^{3/2})$.

Some quadratics are to be solved by factorising

Student finds a basis for kernel and image of a matrix transformation. Any basis can be entered; there is a custom marking algorithm which checks if it is a correct basis.

There are options to adjust this question fairly easily, for example to get different variants for practice and for a test, by changing the options in the "pivot columns" in the variables. You should be careful to think about and test your pivot options, as some are easier or harder than others, and some don't work very well.

Educational calculation tool rather than "question".

This allows the student to input a linear system in augmented matrix form (max rows 5, but any number of variables). Then the student can decide to swap some rows, or multiply some rows, or add multiples of one row to other rows. The student only has to input what operation should be performed, and this is automatically applied to the system. This question has no marks and no feedback as it's just meant as a "calculator".

It has some rounding to 13 decimal places, as otherwise some fraction calculations become incorrectly displayed as a very small number instead of 0.

It would be possible to extend to more than 5 rows, one just has to put in a lot more variables and so on. I just had to choose some place to stop.

Educational calculation tool rather than "question".

This allows the student to input a square matrix (max rows 5). Then the student can decide to swap some rows, or multiply some rows, or add multiples of one row to other rows. The student only has to input what operation should be performed, and this is automatically applied to the matrix and the identity matrix (or what it has got to). This question has no marks and no feedback as it's just meant as a "calculator". It has some checks in so students know when they are not entering a square matrix or a valid row number etc.

It has some rounding to 13 decimal places, as otherwise some fraction calculations become incorrectly displayed as a very small number instead of 0.

It would be possible to extend to more than 5 rows, one just has to put in a lot more variables and so on. I just had to choose some place to stop.