In the first part, the student is asked to enter dimensions of a box in a spreadsheet.

The values are extracted as a list of numbers by changing the interpreted_answer note in the first part's marking algorithm, and the calculated volume is used as the answer to the second part, through adaptive marking.

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Student is presented with a clock showing a random time (in 15 minute increments) with an idication of whether it is morning or afternoon, along with a scheduled meeting time (in 24 hour mode). Question asks them to calculate difference between times and whether they are early or late.

FoES Electronics Written Assessment

Express $\log_a(x^{c}y^{d})$ in terms of $\log_a(x)$ and $\log_a(y)$. 

The student is asked to enter a given matrix, but they're only required to fill in the upper triangle.

A custom marking algorithm fills in any empty cells in the lower triangle of the student's answer with the corresponding cell in the upper triangle.

The student is still warned if they leave any cells empty in the upper triangle.

Tags: algebra, equations (linear), equations (quadratic)

Last updated Sep 2019

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.

Find and compare means and standard deviation using EXCEL (downloadable randomised dataset)

Putting a pair of linear equations into matrix notation and then solving by finding the inverse of the coefficient matrix. 

Linear combinations of $2 \times 2$ matrices. Three examples.

Zet de decimale getallen naar breukvorm om en omgekeerd

The student has to enter `diff(y,x,2)`, equivalent to $\frac{\mathrm{d}^2y}{\mathrm{d}x^2}$, as their answer. It's marked by pattern matching, using a custom marking algorithm.

Calculate the magnitude of a 3-dimensional vector, where $\mathbf v$ is written in the form $\pmatrix{v_1\\v_2\\v_3}$.

This easy exam is intended to be used by administrators to check the integration of Numbas with a leaarning environment.

Asks students to find the partil fraction decomposition for a rational function Denominator is a quadratic with distinct factors.

Convert numbers greater than 1 into standard form/scientific notation.

Some questions for our open day, to give students a first taste of Numbas.

The student is given the equations of a line and a circle, and has to find the coordinates of the points of intersection. They're always at integer coordinates.

Expand $(az^2+bz+c)(pz+q)$.

The student is shown a set of axes with three lines. They must move the lines so they match the given inequalities, then move a point inside the region satisfied by the inequalities.

This is a copy of a question from the Numbas demos project, with references to the editor removed.

The student is shown a plot of a mystery function. They can enter values of $x$ check, within the bounds of the plot.

They're asked to give the formula for the function, and then asked for its value at a very large value of $x$.

A plot of the student's function updates automatically as they type. Adaptive marking is used for the final part to award credit if the student gives the right value for their incorrect function.

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.

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This question tests the students ability to factorise simple quadratic equations (where the coefficient of the x^2 term is 1) and use the factorised equation to solve the equation when it is equal to 0.

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This exam test students understanding of determinants and inverses of 3x3 matrices.

This exam looks at the determinatns and inverses of 2x2 matrices

Cofactors Determinant and inverse of a 3x3 matrix.