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• Exam (12 questions)
Designed to instill a systematic method. The first 6 questions are scaffolded (step by step) followed by 2 randomly selected questions that only ask for a final answer.
• Exam (12 questions)
Designed to instill a systematic method. The first 6 questions are scaffolded (step by step) followed by 2 randomly selected questions that only ask for a final answer.
• Question

Numbas representation of the Metacentric Height fluid mechanics laboratory for first year Engineering students.

Students should answer this question after completing the laboratory and the associated Excel template, including the relevant plots.

The first question tests their capacity to correctly calculate metacentric heights, the remaining questions evaluate their graph interpretation skills.

• Exam (7 questions)

The assessment has been designed to take no more than 2 hours to complete. You must submit the test by 10:00 am (UK time) on 13th May. Once you start the test, it has to be completed by 2 hours.

When answering the exam you should observe normal exam conditions and must not communicate/collude with other students taking the paper. The work that you submit must be your own work. Should you encounter IT diﬃculties that signiﬁcantly aﬀect your ability to complete this exam or when uploading your answer(s) you may submit a PEC detailing these.

• Exam (4 questions)

Welcome the the first stats quiz! It's very short.

• You have 25 minutes.
• There are 3 questions (with parts). The topics are measures of central tendency and measures of spread.
• Submit them as you go to make sure you don't carry mistakes. You can't change your answer once you've submitted it.

Write down on a sheet of paper the data you are given, along with your detailed calculations. Submit a picture on google classroom.

Let me know if you have any questions!

Good luck!

• Exam (40 questions)

A set of MCQ designed to help Level 2 Engineering students prepare/practice for the on-line GOLA test that is used to assess the C&G 2850, Level 2 Engineering, Unit 202: Engineering Principles.

• Question in How-tos
A custom marking algorithm picks out the names of the constants of integration that the student has used for the $\cos$ and $\sin$ terms in their answer, and replaces them with $A$ and $B$ respectively, before comparing with the correct answer. This way, the student is free to choose the names for their constants of integration.
• Question in How-tos

This question contains a "choose several answers" part which has an "all-or-nothing" mark scheme: the student is only awarded marks if they tick all of the correct choices, and no incorrect choices.

• Question in How-tos

Use the CSS preamble to give a bit more space between multiple choice answers.

• Question

Find the inverse of a composite function by finding the inverses of two functions and then the composite of these; and by finding the composite of two functions then finding the inverse. The question then concludes by asking students to compare their two answers and verify they're equivalent.

• Question in Archive

Find the inverse of a composite function by finding the inverses of two functions and then the composite of these; and by finding the composite of two functions then finding the inverse. The question then concludes by asking students to compare their two answers and verify they're equivalent.

• Question

No description given

• Question

Given  $P(A)$, $P(A\cup B)$, $P(B^c)$ find $P(A \cap B)$, $P(A^c \cap B^c)$, $P(A^c \cup B^c)$ etc..

• Question

Download a file and scan the values into R to obtain a numeric vector of values. Then use R to explore your numeric vector in order to find the answers to these questions.

• Random file in SPSS
Needs to be tested
Question

SPSS fat absorption question. Student downloads one of several SPSS files and carries out some analysis in SPSS, before returning to enter the answers. The analysis is a one-way analysis of variance. If there is a difference in the levels of the factor then a post hoc test (Tukey's honestly significant difference) is used to determine which pairs of variables are significantly different.

• Question in Demos

No description given

• Algebra 1
Exam (3 questions)
In this practice test you can work on simple equations and also solving quadratics using the formula. You should give all answers to 2 decimal places.
• Question

Find the inverse of a composite function by finding the inverses of two functions and then the composite of these; and by finding the composite of two functions then finding the inverse. The question then concludes by asking students to compare their two answers and verify they're equivalent.

• Question in Demos

Contains some extremely basic code to do symbolic differentiation: it can give the derivative of terms of the form $x^n$, $sin(x)$ and $cos(x)$, and apply the chain rule.

• Exam (10 questions)

Quiz 1

Answer ALL questions. Each question is 1 mark, there are 10 questions in the quiz.

• Question in Demos

Ask the student to find a matrix corresponding to a given rotation about the origin.

Then ask them to find the determinant. Their answer is marked against the matrix they gave, not just the correct one.

Finally, ask them to find the inverse of their matrix. Marking is against the matrix and determinant they gave.

• Question in How-tos

An all-or-nothing marking scheme for a gap-fill part: the student must answer every gap correctly to get all the marks. If any gap is incorrect they get 0 marks for the whole part.

• Question in How-tos

A couple of different ways of showing the correct answer to a single part as soon as the student submits an answer. One way allows the student to change their answer, while the other locks the part.

A third part includes a "reveal answers to this part" button, which allows the student to choose to reveal the answer to the part.

Think very carefully before using this: by revealing the answer, you are removing the opportunity for the student to later on realise they've got that step wrong, as a consequence of some further work. It's often possible to use adaptive marking to use the student's answer in place of the correct answer in later parts.

• Exam (5 questions)

Identify parts of statistical formulas, and answer questions about how changing one variable affects the statistic.

• Question in How-tos
The student must expand an expression of the form $(x+a)(x+b)(x+c)$. A pattern restriction ensures there are no brackets in their answer.
• Question in How-tos

Numbas can now understand and use several different styles of notation for numbers.

This question shows off all the supported styles, both for display in text and in the answers to number entry parts.

• Question in How-tos

The student's answer is a fraction of two polynomials. First check that the student's answer is a fraction, then check that the numerator is of the form $x+a$.

To find the script, look in the Scripts tab of part a.

• Question in How-tos

A mathematical expression part whose answer is the product of two matrices, $X \times Y$.

By setting the "variable value generator" option for $X$ and $Y$ to produce random matrices, we can ensure that the order of the factors in the student's answer matters: $X \times Y \neq Y \times X$.

• Question in How-tos

No description given

• Question in How-tos

Shows how to retrieve the student's answer to another part from a custom marking script.