Topics:
Algebra, Calculus, Trigonometeric Equations, Complex numbers & Partial Derivatives

Students must complete the exam within 120 mins (standard time).

Questions have variables to produce randomised questions.

Topics:
Algebra, Calculus, Trigonometeric Equations, Complex numbers & Partial Derivatives

Students must complete the exam within 120 mins (standard time).

Questions have variables to produce randomised questions.

Topics:
Algebra, Calculus, Trigonometeric Equations, Complex numbers & Partial Derivatives

Students must complete the exam within 2hrs 30mins (extra time (1)).

Questions have variables to produce randomised questions.

Topics:
Algebra, Calculus, Trigonometeric Equations, Complex numbers & Partial Derivatives

Students must complete the exam within 120 mins (standard time).

Questions have variables to produce randomised questions.

A demo of the match choices with answers part and its options.

A 'concept test' (no calculations) with 4 multiple-choice parts.

Calculate reactions and shear and bending moment at a point for an overhanging beam with a constant or uniformly varying distributed load.

Determine expressions for internal shear and bending moment as a function of $x$ for a beam with two vertical loads.

When saving the data necessary to resume an attempt, Numbas only saves the values of variables which use the random number generator.

If you naively generate a large random sample in one variable, it'll be marked as a source of randomness so Numbas will save every value in the sample. Loading this value when you resume the attempt can be very slow.

Instead, you can generate a seed value in one variable and then use it with the seedrandom function in the variable that stores your random list. Only the value of the seed needs to be saved.

Shows how to use the lpad function to format a time in HH:MM format so that leading zeros are used for numbers less than 10.

A custom marking algorithm on the spreadsheet part changes it to interpret quantities in cells, so they can be compared to the expected answer.

In real use, you'd probably want more sophisticated logic, to give better feedback or to allow partial marks for different units, like the "quantity with units" part type does.

Find the centroid of a shape made from a rectangle, triangle, and circle.

Simple Hertz contact without friction.

This easy question is intended to be used by administrators to test the integration of Numbas with a learning environment.

Skills Audit for Maths and Stats for MAS005 Science and Engineering Foundation Year students who have already studied A-level maths.

The student is shown a circuit diagram with three logic gates. It's always in the form (a OP b) OP (b OP c).

They have to fill in a truth table for the circuit. There is a step which expands the truth table, adding a column for each of the first two gates.

Solve linear equations with unknowns on one. Including brackets and fractions. Solutions may require rounding.

Part 1: multiply a 3D vector by an integer scalar
Part 2: perform scalar multiplication and subtraction in one expression with two 3D vectors

Replace three tangential forces with an equivalent force-couple system acting at the center of a circle.

Draw Shear and Bending Moment Diagrams for a cantilever beam with two forces and a concentrated moment load.

This question asks the student to give a function with a particular root. It then asks them to divide by (x-{root}), and uses adaptive marking to mark against the previous answer.

This uses the "expression" data type, which is currently undocumented and experimental.

Solve linear equations with one unknown. Including brackets and fractions.

Solve linear equations with unkowns on both sides. Including brackets and fractions.

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

Question requires students to interchange units of Hz with MHz, GHz, THz. Question is not very efficient at present- frequencies spanning many orders of magnitude are generated by variables in a clumsy way. Could be improved by having frequency generated by a 10^((random(1000..4000)/1000) variable instead, for example. 

Skills Audit for Maths and Stats for MAS003 SEFY students without a prerequisite of A-level Maths.

Test whether a student knows the root test of a series, and how to use it. Series include those that the root test is inconclusive for. This question could be better in that it could go through the working of determining the limit but I hope to make a separate question which deals with that.