From 239b805e66805e70475479942795838c2ff26d4d Mon Sep 17 00:00:00 2001 From: John E Date: Fri, 14 Nov 2025 14:23:26 -0500 Subject: [PATCH] Propose fix some typos Signed-off-by: John E --- .../Syllabus_Quesions/1300prereqsQuestion.pg | 2 +- .../Syllabus_Questions/1300prereqsQuestion.pg | 2 +- .../ASU-topics/setRateChange/s1_1_5.pg | 11 +++-- .../ASU-topics/setStat/kolossa54.pg | 4 +- .../diffeq/separablePDE/separate3.pg | 38 +++++++++--------- .../LoyolaChicago/Precalc/Chap1Sec3/Q24.pg | 18 ++++----- .../LoyolaChicago/Precalc/Chap1Sec4/Q42.pg | 2 +- .../ArithmeticProperties01.pg | 6 +-- .../ArithmeticProperties02.pg | 18 ++++----- .../exponentialgrowth1.pg | 8 ++-- .../ur_de_2_1/ur_de_2_1.pg | 17 ++++---- .../ur_de_2_2/ur_de_2_2.pg | 15 ++++--- .../setDiffEQ2DirectionFields/ur_de_2_3.pg | 25 ++++++------ .../setDiffEQ2DirectionFields/ur_de_2_4.pg | 27 ++++++------- .../ns7_4_31b.pg | 8 ++-- .../setDiscrete4Functions/ur_dis_4_10.pg | 16 ++++---- .../setDiscrete5Algorithms/ur_dis_5_1.pg | 16 ++++---- .../ur_la_11_9.pg | 4 +- .../setMAAtutorial/hermitegraphexample.pg | 40 +++++++++---------- .../setMAAtutorial/popuplistexample.pg | 2 +- .../Rochester/setSampleGraphs/prob4.html | 24 +++++------ .../Rochester/setSampleGraphs/prob4.pg | 24 +++++------ .../Discrete/IntegersAndRationals/gcdA1.pg | 14 +++---- .../Discrete/IntegersAndRationals/gcdA2.pg | 14 +++---- .../Discrete/IntegersAndRationals/lcmA1.pg | 6 +-- .../Discrete/IntegersAndRationals/lcmA2.pg | 6 +-- OpenProblemLibrary/Textbooks | 2 +- .../10.5_The_Ratio_and_Root_Tests/10.5.35.pg | 4 +- OpenProblemLibrary/ma123DB/set6/s9_2_4.pg | 19 +++++---- .../ur_de_2_1/ur_de_2_1.pg | 17 ++++---- .../ur_de_2_2/ur_de_2_2.pg | 15 ++++--- .../setDiffEQ2DirectionFields/ur_de_2_3.pg | 25 ++++++------ .../setDiffEQ2DirectionFields/ur_de_2_4.pg | 27 ++++++------- 33 files changed, 233 insertions(+), 243 deletions(-) diff --git a/Contrib/Mizzou/Finite_Math/Syllabus_Quesions/1300prereqsQuestion.pg b/Contrib/Mizzou/Finite_Math/Syllabus_Quesions/1300prereqsQuestion.pg index 3ca9ee61db..736c3258ee 100644 --- a/Contrib/Mizzou/Finite_Math/Syllabus_Quesions/1300prereqsQuestion.pg +++ b/Contrib/Mizzou/Finite_Math/Syllabus_Quesions/1300prereqsQuestion.pg @@ -19,7 +19,7 @@ $tf->rf_print_q(~~&pop_up_list_print_q); # What should the pop-up list contain, and what string should it # submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! diff --git a/Contrib/Mizzou/Finite_Math/Syllabus_Questions/1300prereqsQuestion.pg b/Contrib/Mizzou/Finite_Math/Syllabus_Questions/1300prereqsQuestion.pg index 3ca9ee61db..736c3258ee 100644 --- a/Contrib/Mizzou/Finite_Math/Syllabus_Questions/1300prereqsQuestion.pg +++ b/Contrib/Mizzou/Finite_Math/Syllabus_Questions/1300prereqsQuestion.pg @@ -19,7 +19,7 @@ $tf->rf_print_q(~~&pop_up_list_print_q); # What should the pop-up list contain, and what string should it # submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! diff --git a/OpenProblemLibrary/ASU-topics/setRateChange/s1_1_5.pg b/OpenProblemLibrary/ASU-topics/setRateChange/s1_1_5.pg index a76fe25a9c..771e28be8b 100644 --- a/OpenProblemLibrary/ASU-topics/setRateChange/s1_1_5.pg +++ b/OpenProblemLibrary/ASU-topics/setRateChange/s1_1_5.pg @@ -34,16 +34,16 @@ BEGIN_TEXT If a ball is thrown straight up into the air with an initial velocity of \( $v0 \) ft/s, its height in feet after \( t \) second is given by \( y = {$v0}t - 16t^2 \). Find the average -velocity (include units, \{ AnswerFormatHelp("units") \}) for the time period begining when \( t = $t0 \) seconds and lasting -$PAR +velocity (include units, \{ AnswerFormatHelp("units") \}) for the time period beginning when \( t = $t0 \) seconds and lasting +$PAR (i) \( 0.5 \) seconds $BR -Average velocity:\{ans_rule(35) \} +Average velocity:\{ans_rule(35) \} $PAR (ii) \( 0.1 \) seconds $BR -Average velocity:\{ans_rule(35) \} +Average velocity:\{ans_rule(35) \} $PAR (iii) \( 0.01 \) seconds $BR -Average velocity: \{ans_rule(35) \} +Average velocity: \{ans_rule(35) \} $BR $BR Finally based on the above results, guess what the instantaneous velocity of the ball is when \( t =$t0 \). $BR @@ -63,4 +63,3 @@ $ans4 = NumberWithUnits("$v0-32*$t0 ft/s"); ANS($ans4->cmp); ENDDOCUMENT(); # This should be the last executable line in the problem. - diff --git a/OpenProblemLibrary/ASU-topics/setStat/kolossa54.pg b/OpenProblemLibrary/ASU-topics/setStat/kolossa54.pg index 5df69f8d35..414a41a4d0 100644 --- a/OpenProblemLibrary/ASU-topics/setStat/kolossa54.pg +++ b/OpenProblemLibrary/ASU-topics/setStat/kolossa54.pg @@ -52,8 +52,8 @@ $mc -> extra($ans[1-$tag]); BEGIN_TEXT According to a recent marketing campaign, \($n\) drinkers of either Diet Coke or Diet Pepsi participated in a -blind taste test to see which of the drinks was their favorite. In one Pepsi television commercial, an -anouncer states that "in recent blind taste tests, more than one half +blind taste test to see which of the drinks was their favorite. In one Pepsi television commercial, an +announcer states that "in recent blind taste tests, more than one half of the surveyed preferred Diet Pepsi over Diet Coke." Suppose that out of those \($n\), \($n1\) preferred Diet Pepsi. Test the hypothesis, using \(\alpha = $a\) that more than half of all participants will select Diet Pepsi in a blind taste test by giving the following: $BR diff --git a/OpenProblemLibrary/AlfredUniv/diffeq/separablePDE/separate3.pg b/OpenProblemLibrary/AlfredUniv/diffeq/separablePDE/separate3.pg index 27c6335d8b..aad3b54f20 100644 --- a/OpenProblemLibrary/AlfredUniv/diffeq/separablePDE/separate3.pg +++ b/OpenProblemLibrary/AlfredUniv/diffeq/separablePDE/separate3.pg @@ -75,7 +75,7 @@ $multiansEqual = MultiAnswer($Xequal,$Tequal,$uequal)->with( my $T1 = $Tstu->substitute(C=>1,D=>0); my $T2 = $Tstu->substitute(C=>0,D=>1); my $Tscore = 1; - # check diff. eq. + # check diff. eq. if (!($T1->D('t','t')==Formula(0))){ $Tscore = 0; } if (!($T2->D('t','t')==Formula(0))){ $Tscore = 0; } # check wronskiian @@ -107,8 +107,8 @@ $multiansLess = MultiAnswer($Xless,$Tless,$uless)->with( my $X2 = $Xstu->substitute(A=>0,B=>1); my $Xscore = 1; #optimistic! # check diff. eq. for X - my $dX1 = $X1->D('x'); - my $dX2 = $X2->D('x'); + my $dX1 = $X1->D('x'); + my $dX2 = $X2->D('x'); my $ddX1 = $dX1->D('x'); my $ddX2 = $dX2->D('x'); if ( !($ddX1 == $w**2*$X1)){ $Xscore = 0; } @@ -123,9 +123,9 @@ $multiansLess = MultiAnswer($Xless,$Tless,$uless)->with( my $T1 = $Tstu->substitute(C=>1,D=>0); my $T2 = $Tstu->substitute(C=>0,D=>1); my $Tscore = 1; - # check diff. eq. - my $dT1 = $T1->D('t'); - my $dT2 = $T2->D('t'); + # check diff. eq. + my $dT1 = $T1->D('t'); + my $dT2 = $T2->D('t'); my $ddT1 = $dT1->D('t'); my $ddT2 = $dT2->D('t'); if ( !($ddT1 == $k**2*$w**2*$T1)){ $Tscore = 0; } @@ -157,8 +157,8 @@ $multiansGreater = MultiAnswer($Xgreater,$Tgreater,$ugreater)->with( my $X2 = $Xstu->substitute(A=>0,B=>1); my $Xscore = 1; #optimistic! # check diff. eq. for X - my $dX1 = $X1->D('x'); - my $dX2 = $X2->D('x'); + my $dX1 = $X1->D('x'); + my $dX2 = $X2->D('x'); my $ddX1 = $dX1->D('x'); my $ddX2 = $dX2->D('x'); if ( !($ddX1 == -$w**2*$X1)){ $Xscore = 0; } @@ -173,9 +173,9 @@ $multiansGreater = MultiAnswer($Xgreater,$Tgreater,$ugreater)->with( my $T1 = $Tstu->substitute(C=>1,D=>0); my $T2 = $Tstu->substitute(C=>0,D=>1); my $Tscore = 1; - # check diff. eq. - my $dT1 = $T1->D('t'); - my $dT2 = $T2->D('t'); + # check diff. eq. + my $dT1 = $T1->D('t'); + my $dT2 = $T2->D('t'); my $ddT1 = $dT1->D('t'); my $ddT2 = $dT2->D('t'); if ( !($ddT1 == -$k**2*$w**2*$T1)){ $Tscore = 0; } @@ -198,27 +198,27 @@ Context()->texStrings; BEGIN_TEXT $PAR The PDE \[k^2\frac{\partial^2 u}{\partial x^2}=\frac{\partial^2 u}{\partial t^2}\] -is separable, so we'll look for solutions of the form -\[u(x,t) = X(x)T(t).\] +is separable, so we'll look for solutions of the form +\[u(x,t) = X(x)T(t).\] This leads us to a Sturm-Liouville problem. -$PAR Plug the formula for \(u\) into the PDE, then separate the variables. +$PAR Plug the formula for \(u\) into the PDE, then separate the variables. $BR $BBOLD Note: $EBOLD In your answer, put all the \(X\)'s on the left answer blank. Put all the \(T\)'s and the constant \(k\) in the right answer blank. Use the prime notation for derivatives, so the derivative of \(X\) is written as \(X^\prime\). Do NOT use \(X^\prime(x)\) -$BR The result is +$BR The result is $BR \{ans_rule\} = \{ans_rule\} = \(-L\) $BR where \(L\) is a constant. $BR $PAR -This separates into two independent ordinary differential equations, which can be solved separately +This separates into two independent ordinary differential equations, which can be solved separately $BR DE in X: \{ans_rule\} \( = 0\) $BR DE in T: \{ans_rule\} \( = 0\) $PAR - + $PAR Find the general solutions for the these these ODEs, and use them to find the solution \(u(x,t)\). $BR Use \(A\) and \(B\) for arbitrary constants in the general solution for \(X\). -$BR Use \(C\) and \(D\) for arbitary constants in the general solution for \(T\). +$BR Use \(C\) and \(D\) for arbitrary constants in the general solution for \(T\). $BR There are three cases: $BR $BBOLD Case 1: $EBOLD \(L = 0\) @@ -229,7 +229,7 @@ $BR $BR \(u = \) \{$multiansEqual->ans_rule(60)\} $BR -$BBOLD Case 2: $EBOLD \(L = -w^2\) where \(w\) is some positive number. +$BBOLD Case 2: $EBOLD \(L = -w^2\) where \(w\) is some positive number. $BR \(X(x) = \) \{$multiansLess->ans_rule(40)\} (A,B are constants.) $BR diff --git a/OpenProblemLibrary/LoyolaChicago/Precalc/Chap1Sec3/Q24.pg b/OpenProblemLibrary/LoyolaChicago/Precalc/Chap1Sec3/Q24.pg index c36ab3faf9..900419874d 100644 --- a/OpenProblemLibrary/LoyolaChicago/Precalc/Chap1Sec3/Q24.pg +++ b/OpenProblemLibrary/LoyolaChicago/Precalc/Chap1Sec3/Q24.pg @@ -64,24 +64,24 @@ $extra = 1000; $more_units = $extra*$m; $checkbox_mc = new_checkbox_multiple_choice(); -$checkbox_mc -> qa('Which of the following statements CORRECTLY explains the - meaning of the slope? (select all as there may be more - than one correct statment)', - 'If the company spends an additional ${DOLLAR}$extra on advertising, it - will increases the number of units it sells by $more_units .', - 'In order to sell one more unit, the company would need to increase the +$checkbox_mc -> qa('Which of the following statements CORRECTLY explains the + meaning of the slope? (select all as there may be more + than one correct statement)', + 'If the company spends an additional ${DOLLAR}$extra on advertising, it + will increases the number of units it sells by $more_units .', + 'In order to sell one more unit, the company would need to increase the amount it spends on advertising by ${DOLLAR}$n .'); -$checkbox_mc -> extra('If the company spends an additional ${DOLLAR}$m on +$checkbox_mc -> extra('If the company spends an additional ${DOLLAR}$m on advertising, it will sell one more additional unit.', - 'If the company increases the amount of money it spends on advertising + 'If the company increases the amount of money it spends on advertising by ${DOLLAR}$b, it will double the number of units it sells.'); $checkbox_mc -> makeLast('None of the above'); BEGIN_TEXT -A company finds that there is a linear relationship between the amount of money that it spends on advertising and the number of units it sells. If it spends no money on advertising it sells $b units. For each additional ${DOLLAR}$dx spent, an additional $dy units are sold. +A company finds that there is a linear relationship between the amount of money that it spends on advertising and the number of units it sells. If it spends no money on advertising it sells $b units. For each additional ${DOLLAR}$dx spent, an additional $dy units are sold. $PAR a) If \(x\) is the amount of money that the company spends on advertising, find a formula for \(y\), the number of units sold as a function of \(x\). (Do not use commas in your formula.) $BR diff --git a/OpenProblemLibrary/LoyolaChicago/Precalc/Chap1Sec4/Q42.pg b/OpenProblemLibrary/LoyolaChicago/Precalc/Chap1Sec4/Q42.pg index 703c31893e..c1e63eec52 100644 --- a/OpenProblemLibrary/LoyolaChicago/Precalc/Chap1Sec4/Q42.pg +++ b/OpenProblemLibrary/LoyolaChicago/Precalc/Chap1Sec4/Q42.pg @@ -87,7 +87,7 @@ a) Find a formula for the velocity of the bottle as a function of the time since $BR \( v = \) \{ ans_rule(30) \} $PAR -b) For each feature of the graph listed below, match one of the statments A-G which best explains its practical meaning. +b) For each feature of the graph listed below, match one of the statements A-G which best explains its practical meaning. \{ $ml -> print_q \} \{$ml -> print_a \} diff --git a/OpenProblemLibrary/MC/PreAlgebra/setPreAlgebraC02S01/ArithmeticProperties01.pg b/OpenProblemLibrary/MC/PreAlgebra/setPreAlgebraC02S01/ArithmeticProperties01.pg index de3cb26fea..e99323778f 100644 --- a/OpenProblemLibrary/MC/PreAlgebra/setPreAlgebraC02S01/ArithmeticProperties01.pg +++ b/OpenProblemLibrary/MC/PreAlgebra/setPreAlgebraC02S01/ArithmeticProperties01.pg @@ -22,7 +22,7 @@ ######################################################################## -DOCUMENT(); +DOCUMENT(); loadMacros( "PGstandard.pl", @@ -92,7 +92,7 @@ $popup[$r[0]] = PopUp(["Choose Property?", "$IPA", "$IPM", "$CPA", "$CPM", "$APA Context()->texStrings; BEGIN_TEXT -Identify the appropriate property demonstrated in the following statments: +Identify the appropriate property demonstrated in the following statements: $PAR $BCENTER @@ -126,4 +126,4 @@ ANS( $popup[3]->cmp() ); ANS( $popup[4]->cmp() ); ANS( $popup[5]->cmp() ); -ENDDOCUMENT(); +ENDDOCUMENT(); diff --git a/OpenProblemLibrary/MC/PreAlgebra/setPreAlgebraC02S01/ArithmeticProperties02.pg b/OpenProblemLibrary/MC/PreAlgebra/setPreAlgebraC02S01/ArithmeticProperties02.pg index 117cf7f747..97983695f6 100644 --- a/OpenProblemLibrary/MC/PreAlgebra/setPreAlgebraC02S01/ArithmeticProperties02.pg +++ b/OpenProblemLibrary/MC/PreAlgebra/setPreAlgebraC02S01/ArithmeticProperties02.pg @@ -22,7 +22,7 @@ ######################################################################## -DOCUMENT(); +DOCUMENT(); loadMacros( "PGstandard.pl", @@ -108,32 +108,32 @@ $popup2[$r[0]] = PopUp(["?", "$op1", "$op2", "$op3"], $op2); Context()->texStrings; BEGIN_TEXT -Identify the appropriate property demonstrated in the following statments: +Identify the appropriate property demonstrated in the following statements: $PAR 1. $exp1[0] \{ $popup2[0]->menu() \} $exp2[0] $BR -\{ $popup1[0]->menu() \} +\{ $popup1[0]->menu() \} $PAR 2. $exp1[1] \{ $popup2[1]->menu() \} $exp2[1] $BR -\{ $popup1[1]->menu() \} +\{ $popup1[1]->menu() \} $PAR 3. $exp1[2] \{ $popup2[2]->menu() \} $exp2[2] $BR -\{ $popup1[2]->menu() \} +\{ $popup1[2]->menu() \} $PAR 4. $exp1[3] \{ $popup2[3]->menu() \} $exp2[3] $BR -\{ $popup1[3]->menu() \} +\{ $popup1[3]->menu() \} $PAR 5. $exp1[4] \{ $popup2[4]->menu() \} $exp2[4] $BR -\{ $popup1[4]->menu() \} +\{ $popup1[4]->menu() \} $PAR 6. $exp1[5] \{ $popup2[5]->menu() \} $exp2[5] $BR -\{ $popup1[5]->menu() \} +\{ $popup1[5]->menu() \} END_TEXT Context()->normalStrings; @@ -157,4 +157,4 @@ ANS( $popup1[4]->cmp() ); ANS( $popup2[5]->cmp() ); ANS( $popup1[5]->cmp() ); -ENDDOCUMENT(); +ENDDOCUMENT(); diff --git a/OpenProblemLibrary/NAU/setExponentialModeling/exponentialgrowth1.pg b/OpenProblemLibrary/NAU/setExponentialModeling/exponentialgrowth1.pg index 2afc8f9595..4209b79fcf 100644 --- a/OpenProblemLibrary/NAU/setExponentialModeling/exponentialgrowth1.pg +++ b/OpenProblemLibrary/NAU/setExponentialModeling/exponentialgrowth1.pg @@ -16,7 +16,7 @@ # Location: Northern Arizona University # Course:Quantitative Reasoning -DOCUMENT(); +DOCUMENT(); loadMacros( "PGstandard.pl", "PGcourse.pl" @@ -25,7 +25,7 @@ loadMacros( TEXT( beginproblem ( ) ); $showPartialCorrectAnswers = 1; -$total1 = random( 1000, 10000, 1 ); +$total1 = random( 1000, 10000, 1 ); $rate = random( 3, 10, .1 ); @@ -40,7 +40,7 @@ $ans1 = $total1 * ( 1 + $rate/100 ) ** $n1; do{ $total2 = random( 1000000, 25000000, 1 ); } until( $total2 > $ans1 ); -$n2 = ln( $total2 / $total1 ) / ln( 1 + $rate / 100 ); +$n2 = ln( $total2 / $total1 ) / ln( 1 + $rate / 100 ); $ans2 = $year1 + int( $n2 ); if( $total1 < 10 ** 6 ){ $th1 = int( $total1 / 1000 ); @@ -64,7 +64,7 @@ if( $total2 < 10 ** 9 ){ $m = int( $total2 / 10 ** 6 ); BEGIN_TEXT -A city had a population of $pop1 at the begining of $year1 and has been growing at +A city had a population of $pop1 at the beginning of $year1 and has been growing at $rate$PERCENT per year since then.$PAR (a) Find the size of the city at the beginning of $year2. $BR diff --git a/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_1/ur_de_2_1.pg b/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_1/ur_de_2_1.pg index 078fb5d44b..febff0f1fd 100644 --- a/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_1/ur_de_2_1.pg +++ b/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_1/ur_de_2_1.pg @@ -38,14 +38,14 @@ $showPartialCorrectAnswers = 1; # Make a new select list $tf = new_match_list(); -# $tf now "contains" the select list object. +# $tf now "contains" the select list object. # use pop-up list instead of an answer rule. # What should the pop-up list say, and what should it submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! @@ -72,10 +72,10 @@ $tf ->choose(3); BEGIN_TEXT $BR - Match the following equations with their direction field. + Match the following equations with their direction field. Clicking on each picture will give you an enlarged view. While you can probably solve this problem by guessing, it is useful - to try to predict characteristics of the direction field and then match them to the picture. + to try to predict characteristics of the direction field and then match them to the picture. Here are some handy characteristics to start with -- you will develop more as you practice. $BR \{OL( @@ -87,16 +87,16 @@ $BR constant. These are called isoclines, and can be used to construct the direction field picture by hand." )\} -$BR Go to +$BR Go to \{htmlLink(alias("${htmlDirectory}phaseplaneplotters/index.html"), " this page ")\} to launch the phase plane plotter to check your answers. (Choose the "integral curves utility" from the applet menu, enter \(dx/dt=1\) to identify the variables \(x\) and \(t\) and then enter the function you want for \(dy/dx = dy/dt = \ldots \) ). -$BR +$BR \{ $tf->print_q \} $BR \{ imageRow( $tf->{selected_a}, ["A","B", "C"], height => 200, width => 200, tex_size=> 300 ) \} - + END_TEXT @@ -105,9 +105,8 @@ ANS(str_cmp( $tf->ra_correct_ans ) ) ; -######################################################### +######################################################### ENDDOCUMENT(); # This should be the last executable line in the problem. - diff --git a/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_2/ur_de_2_2.pg b/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_2/ur_de_2_2.pg index 76247d0bb8..687b4709f0 100644 --- a/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_2/ur_de_2_2.pg +++ b/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_2/ur_de_2_2.pg @@ -38,14 +38,14 @@ $showPartialCorrectAnswers = 0; # Make a new select list $tf = new_match_list(); -# $tf now "contains" the select list object. +# $tf now "contains" the select list object. # use pop-up list instead of an answer rule. # What should the pop-up list say, and what should it submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! @@ -75,14 +75,14 @@ BEGIN_TEXT This problem is harder, and doesn't give you clues as to which matches you have right. Study the previous problem, if you are having trouble. - $BR Go to + $BR Go to \{htmlLink(alias("${htmlDirectory}phaseplaneplotters/index.html"), " this page ")\} to launch the phase plane plotter to check your answers. $BR - Match the following equations with their direction field. + Match the following equations with their direction field. Clicking on each picture will give you an - enlarged view. - $BR + enlarged view. + $BR \{ $tf->print_q \} $BR \{ imageRow( [@answers[0,1]], ['A',"B"], height => 200, width => 200,tex_size=>450 ) \} @@ -96,9 +96,8 @@ ANS(str_cmp( $tf->ra_correct_ans ) ) ; -######################################################### +######################################################### ENDDOCUMENT(); # This should be the last executable line in the problem. - diff --git a/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_3.pg b/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_3.pg index a32f04d3cb..19ed5cfea2 100644 --- a/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_3.pg +++ b/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_3.pg @@ -38,18 +38,18 @@ $showPartialCorrectAnswers = 1; # Make a new select list $tf = new_match_list(); -# $tf now "contains" the select list object. +# $tf now "contains" the select list object. # use pop-up list instead of an answer rule. # What should the pop-up list say, and what should it submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! -$tf -> ra_pop_up_list( [ No_answer => "��?", T => "True", F => "False"] ); +$tf -> ra_pop_up_list( [ No_answer => "��?", T => "True", F => "False"] ); # Note how the list is constructed [ answer => list element , answer => list element ] # Insert some questions and whether or not they are true. @@ -72,8 +72,8 @@ sub{my ($x,$y) = @_; 2*$y - 2 ;}, $tf ->choose($numberOfQuestions); BEGIN_TEXT - Match the following equations with their direction field. - Clicking on each picture will give you an + Match the following equations with their direction field. + Clicking on each picture will give you an enlarged view. While you can probably solve this problem by guessing, it is useful to try to predict characteristics of the direction field and then match them to the picture. $BR @@ -84,7 +84,7 @@ BEGIN_TEXT "Do the same for the \(y\)-axis by setting \(x\) equal to \(0\)", "Consider the curve in the plane defined by setting \(y'=0\) -- this should correspond to the points in the picture where the slope is zero.", - "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that + "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that constant. These are called isoclines, and can be used to construct the direction field picture by hand." )\} @@ -107,22 +107,21 @@ for my $i (0..$numberOfQuestions-1) { BEGIN_TEXT $BR - \{ imageRow( [@graphURL[0..$numberOfQuestions/2-1]], - [@ALPHABET[0..$numberOfQuestions/2-1]], + \{ imageRow( [@graphURL[0..$numberOfQuestions/2-1]], + [@ALPHABET[0..$numberOfQuestions/2-1]], height => 200, width => 200,tex_size=>450 ) \} - \{ imageRow( [@graphURL[$numberOfQuestions/2..$numberOfQuestions-1]], - [@ALPHABET[$numberOfQuestions/2..$numberOfQuestions-1]], + \{ imageRow( [@graphURL[$numberOfQuestions/2..$numberOfQuestions-1]], + [@ALPHABET[$numberOfQuestions/2..$numberOfQuestions-1]], height => 200, width => 200,tex_size=>450 ) \} - + END_TEXT ANS(str_cmp( $tf->ra_correct_ans ) ) ; -######################################################### +######################################################### ENDDOCUMENT(); # This should be the last executable line in the problem. - diff --git a/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_4.pg b/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_4.pg index 0c78f18735..ba5d3d8c88 100644 --- a/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_4.pg +++ b/OpenProblemLibrary/Rochester/setDiffEQ2DirectionFields/ur_de_2_4.pg @@ -39,18 +39,18 @@ $showPartialCorrectAnswers = 0; # Make a new select list $tf = new_match_list(); -# $tf now "contains" the select list object. +# $tf now "contains" the select list object. # use pop-up list instead of an answer rule. # What should the pop-up list say, and what should it submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! -$tf -> ra_pop_up_list( [ No_answer => "��?", T => "True", F => "False"] ); +$tf -> ra_pop_up_list( [ No_answer => "��?", T => "True", F => "False"] ); # Note how the list is constructed [ answer => list element , answer => list element ] # Insert some questions and whether or not they are true. @@ -73,8 +73,8 @@ $tf ->choose($numberOfQuestions); BEGIN_TEXT - Match the following equations with their direction field. - Clicking on each picture will give you an + Match the following equations with their direction field. + Clicking on each picture will give you an enlarged view. While you can probably solve this problem by guessing, it is useful to try to predict characteristics of the direction field and then match them to the picture. Here are some handy characteristics to start with -- you will develop more as you practice. @@ -84,11 +84,11 @@ BEGIN_TEXT "Do the same for the \(y\)-axis by setting \(x\) equal to \(0\)", "Consider the curve in the plane defined by setting \(y'=0\) -- this should correspond to the points in the picture where the slope is zero.", - "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that + "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that constant. These are called isoclines, and can be used to construct the direction field picture by hand." )\} -$BR +$BR \{ $tf->print_q \} END_TEXT @@ -106,22 +106,21 @@ for my $i (0..$numberOfQuestions-1) { BEGIN_TEXT $PAR - \{ imageRow( [@graphURL[0..$numberOfQuestions/2-1]], - [@ALPHABET[0..$numberOfQuestions/2-1]], + \{ imageRow( [@graphURL[0..$numberOfQuestions/2-1]], + [@ALPHABET[0..$numberOfQuestions/2-1]], height => 200, width => 200,tex_size=>450 ) \} - \{ imageRow( [@graphURL[$numberOfQuestions/2..$numberOfQuestions-1]], - [@ALPHABET[$numberOfQuestions/2..$numberOfQuestions-1]], + \{ imageRow( [@graphURL[$numberOfQuestions/2..$numberOfQuestions-1]], + [@ALPHABET[$numberOfQuestions/2..$numberOfQuestions-1]], height => 200, width => 200,tex_size=>450 ) \} - + END_TEXT ANS(str_cmp( $tf->ra_correct_ans ) ) ; -######################################################### +######################################################### ENDDOCUMENT(); # This should be the last executable line in the problem. - diff --git a/OpenProblemLibrary/Rochester/setDiffEQ5ModelingWith1stOrder/ns7_4_31b.pg b/OpenProblemLibrary/Rochester/setDiffEQ5ModelingWith1stOrder/ns7_4_31b.pg index f5e6dc05f8..bf0b05d822 100644 --- a/OpenProblemLibrary/Rochester/setDiffEQ5ModelingWith1stOrder/ns7_4_31b.pg +++ b/OpenProblemLibrary/Rochester/setDiffEQ5ModelingWith1stOrder/ns7_4_31b.pg @@ -42,12 +42,12 @@ liter enters the tank at the rate \($c\) L/min, and is thoroughly mixed into it. The new solution drains out of the tank at the same rate. $BR -(a) How much sugar is in the tank at the begining? $BR -\(y(0) = \) \{ans_rule(5) \} (kg) $BR $BR +(a) How much sugar is in the tank at the beginning? $BR +\(y(0) = \) \{ans_rule(5) \} (kg) $BR $BR (b) Find the amount of sugar after t minutes. $BR \(y(t) =\) \{ ans_rule(40) \} (kg) -$BR $BR -(c) As t becomes large, what value is \( y(t) \) approaching ? In other words, calculate the following limit. +$BR $BR +(c) As t becomes large, what value is \( y(t) \) approaching ? In other words, calculate the following limit. \( \displaystyle \lim_{t \to \infty} y(t) = \) \{ans_rule(10) \} (kg) $BR END_TEXT diff --git a/OpenProblemLibrary/Rochester/setDiscrete4Functions/ur_dis_4_10.pg b/OpenProblemLibrary/Rochester/setDiscrete4Functions/ur_dis_4_10.pg index ad98298290..d6840305a4 100644 --- a/OpenProblemLibrary/Rochester/setDiscrete4Functions/ur_dis_4_10.pg +++ b/OpenProblemLibrary/Rochester/setDiscrete4Functions/ur_dis_4_10.pg @@ -49,14 +49,14 @@ n := n - 1 $BR end $BR output(m) \( \rbrace \) $BR", "This algorithm lacks definateness since division by zero occurs.", -"When n=1 is the input, after the first iteration of the while loop +"When n=1 is the input, after the first iteration of the while loop we have m=1 and n=0.", -"When n=1 is the input, on the second iteration of the while loop +"When n=1 is the input, on the second iteration of the while loop a division by zero occurs." ); $cmctwo -> extra( -"When n=1 is the input, the algorithm exits the while loop after the +"When n=1 is the input, the algorithm exits the while loop after the first iteration and outputs m=1.", "This algorithm works and always outputs 1.", "This algorithm works and outputs 1/n." @@ -72,25 +72,25 @@ end $BR output(sum) \( \rbrace \) $BR", "This algorithm lacks preciseness since the value of i is not initialized.", -"If i is initialized to the value 1 in the begining of the algorithm, +"If i is initialized to the value 1 in the beginning of the algorithm, the algorithm is still not finite since it gets stuck in an infinite while loop.", "This algorithm does not seem to use the input n." ); $cmcthree -> extra( -"If i is initialized to the value 1 in the begining of the algorithm, +"If i is initialized to the value 1 in the beginning of the algorithm, the algorithm works and outputs 1.", -"If i is initialized to the value 1 in the begining of the algorithm, +"If i is initialized to the value 1 in the beginning of the algorithm, the algorithm works and outputs \( 1 + 2 + \dots + 9 \).", -"If i is initialized to the value 1 in the begining of the algorithm, +"If i is initialized to the value 1 in the beginning of the algorithm, the algorithm works and outputs \( 1 + 2 + \dots + 10 \)." ); BEGIN_TEXT $PAR -Check ALL correct statments about the following algorithms. $BR $BR +Check ALL correct statements about the following algorithms. $BR $BR \{ $cmcone -> print_q \} $PAR \{ $cmcone -> print_a \} diff --git a/OpenProblemLibrary/Rochester/setDiscrete5Algorithms/ur_dis_5_1.pg b/OpenProblemLibrary/Rochester/setDiscrete5Algorithms/ur_dis_5_1.pg index 93893da536..d0f42713f2 100644 --- a/OpenProblemLibrary/Rochester/setDiscrete5Algorithms/ur_dis_5_1.pg +++ b/OpenProblemLibrary/Rochester/setDiscrete5Algorithms/ur_dis_5_1.pg @@ -54,14 +54,14 @@ n := n - 1 $BR $BBOLD end $EBOLD $BR output(m) $RB $BR", "This algorithm lacks definateness since division by zero occurs.", -"When n=1 is the input, after the first iteration of the while loop +"When n=1 is the input, after the first iteration of the while loop we have m=1 and n=0.", -"When n=1 is the input, on the second iteration of the while loop +"When n=1 is the input, on the second iteration of the while loop a division by zero occurs." ); $cmctwo -> extra( -"When n=1 is the input, the algorithm exits the while loop after the +"When n=1 is the input, the algorithm exits the while loop after the first iteration and outputs m=1.", "This algorithm works and always outputs 1.", "This algorithm works and outputs 1/n." @@ -77,25 +77,25 @@ $BBOLD end $EBOLD $BR output($BITALIC sum $EITALIC) $RB $BR", "This algorithm lacks preciseness since the value of i is not initialized.", -"If i is initialized to the value 1 in the begining of the algorithm, +"If i is initialized to the value 1 in the begining of the algorithm, the algorithm is still not finite since it gets stuck in an infinite while loop.", "This algorithm does not seem to use the input n." ); $cmcthree -> extra( -"If i is initialized to the value 1 in the begining of the algorithm, +"If i is initialized to the value 1 in the begining of the algorithm, the algorithm works and outputs 1.", -"If i is initialized to the value 1 in the begining of the algorithm, +"If i is initialized to the value 1 in the begining of the algorithm, the algorithm works and outputs \( 1 + 2 + \dots + 9 \).", -"If i is initialized to the value 1 in the begining of the algorithm, +"If i is initialized to the value 1 in the begining of the algorithm, the algorithm works and outputs \( 1 + 2 + \dots + 10 \)." ); BEGIN_TEXT $PAR -Check ALL correct statments about the following algorithms. $BR +Check ALL correct statements about the following algorithms. $BR $HR $BR (a) \{ $cmcone -> print_q \} $BR diff --git a/OpenProblemLibrary/Rochester/setLinearAlgebra11Eigenvalues/ur_la_11_9.pg b/OpenProblemLibrary/Rochester/setLinearAlgebra11Eigenvalues/ur_la_11_9.pg index 41d249f906..6944d1ce7f 100644 --- a/OpenProblemLibrary/Rochester/setLinearAlgebra11Eigenvalues/ur_la_11_9.pg +++ b/OpenProblemLibrary/Rochester/setLinearAlgebra11Eigenvalues/ur_la_11_9.pg @@ -43,9 +43,9 @@ $ans[4] = Compute("$c*$a"); Context()->texStrings; BEGIN_TEXT -Supppose \(A\) is an invertible \( n\times n\) matrix and \(\vec{v}\) is an eigenvector of \(A\) with associated +Suppose \(A\) is an invertible \( n\times n\) matrix and \(\vec{v}\) is an eigenvector of \(A\) with associated eigenvalue \($a\). Convince yourself that \(\vec{v}\) is an eigenvector of the following matrices, and find the -associated eigenvalues. +associated eigenvalues. \{ BeginList('OL',type=>'a') \} $ITEMSEP diff --git a/OpenProblemLibrary/Rochester/setMAAtutorial/hermitegraphexample.pg b/OpenProblemLibrary/Rochester/setMAAtutorial/hermitegraphexample.pg index 6ca47d5cb5..dc2c25adbb 100644 --- a/OpenProblemLibrary/Rochester/setMAAtutorial/hermitegraphexample.pg +++ b/OpenProblemLibrary/Rochester/setMAAtutorial/hermitegraphexample.pg @@ -23,7 +23,7 @@ loadMacros( "PGcourse.pl" ); TEXT($BEGIN_ONE_COLUMN); -TEXT(beginproblem(), $BR,$BBOLD, "Hermite polynomial graph example", $EBOLD, $BR,$BR); +TEXT(beginproblem(), $BR,$BBOLD, "Hermite polynomial graph example", $EBOLD, $BR,$BR); $showPartialAnswers = 1; $graph = init_graph(-5,-5,5,5,'axes'=>[0,0],'grid'=>[10,10]); @@ -34,29 +34,29 @@ foreach $i (0..10) { $y_values1[$i] = random(-4,4,1); } -# creates a reference to a perl subroutine for the piecewise linear function +# creates a reference to a perl subroutine for the piecewise linear function # passing through the defined points $fun_rule = plot_list(~~@x_values1, ~~@y_values1); #new function is to be plotted in graph -$f1=new Fun($fun_rule, $graph); +$f1=new Fun($fun_rule, $graph); $f1->color('black'); $trans = non_zero_random(-2,2,1); # add a new function to the graph which is a translate of the first -$fun_rule2 = sub{ my $x = shift; &$fun_rule($x-$trans) }; -$f2 = new Fun($fun_rule2, $graph); +$fun_rule2 = sub{ my $x = shift; &$fun_rule($x-$trans) }; +$f2 = new Fun($fun_rule2, $graph); $f2->color('orange'); -$graph->stamps(open_circle(-1,&$fun_rule(-1),'black') ); +$graph->stamps(open_circle(-1,&$fun_rule(-1),'black') ); # indicates open interval at the left endpoint -$graph->stamps(closed_circle(4,&$fun_rule(4), 'black') ); +$graph->stamps(closed_circle(4,&$fun_rule(4), 'black') ); # and a closed interval at the right endpoint # Be careful about getting the stamps properly located on the translated # function below: -$graph->stamps(open_circle(-1 + $trans, &$fun_rule(-1),'orange') ); +$graph->stamps(open_circle(-1 + $trans, &$fun_rule(-1),'orange') ); # indicates open interval at the left endpoint -$graph->stamps(closed_circle(4 +$trans, &$fun_rule(4), 'orange') ); +$graph->stamps(closed_circle(4 +$trans, &$fun_rule(4), 'orange') ); # and a closed interval at the right endpoint $graph2 = init_graph(-4,-4,4,4,'axes'=>[0,0],'grid'=>[8,8]); @@ -71,40 +71,40 @@ $hermite = new Hermite( ~~@y_val3, # y values ~~@yp_val3 # y prime values ); -$spline_rule = $hermite->rf_f; +$spline_rule = $hermite->rf_f; $f3 = new Fun($spline_rule, $graph2); $f3->color('green'); $graph2->stamps(closed_circle(-4, &$spline_rule(-4), 'green') ) ; $graph2->stamps(closed_circle( 4, &$spline_rule( 4), 'green') ) ; -# Insert the graphs and the text. +# Insert the graphs and the text. BEGIN_TEXT $PAR -We have developed other ways to specify graphs which are to be created 'on the fly'. +We have developed other ways to specify graphs which are to be created 'on the fly'. All of these new methods consist of adding macro packages to WeBWorK. Since they do not require the core of WeBWorK to be changed, these enhancements can be added by -anyone using WeBWorK. +anyone using WeBWorK. $PAR These two piecewise linear graphs were created by specifying the points at the nodes. $BR Click on the graph to view a larger image. $PAR \{ image(insertGraph($graph),tex_size => 300, width=> 300, height=> 300 ) \} $HR -If the black function is written as \(f(x)\), then the orange function +If the black function is written as \(f(x)\), then the orange function would be written as \( f( \) \{ ans_rule \} \( ) \). \{ANS(fun_cmp("x-$trans")),'' \} END_TEXT # $PAR # The numerical calculations were all written in Perl using -# numerical routines adapted from the Numerical Analysis book by Burden and Faires. +# numerical routines adapted from the Numerical Analysis book by Burden and Faires. # $BR # We are also working on a macro which will automatically -# identify the maximum, minimum and inflection points of an arbitary hermite +# identify the maximum, minimum and inflection points of an arbitrary hermite # cubic spline from its specifying values. This will allow automatic generation -# of problems in which the maximum, minimum and inflection points are to be -# deduced from a graph. -# +# of problems in which the maximum, minimum and inflection points are to be +# deduced from a graph. +# # Get the internal local maximums @critical_points = keys %{$hermite->rh_critical_points}; @critical_points = num_sort( @critical_points); @@ -116,7 +116,7 @@ foreach my $x (@critical_points) { $answer_string = ""; foreach my $x (@minimum_points) { $answer_string .= EV2(' \{ ans_rule(10) \} '); -} +} BEGIN_TEXT $HR diff --git a/OpenProblemLibrary/Rochester/setMAAtutorial/popuplistexample.pg b/OpenProblemLibrary/Rochester/setMAAtutorial/popuplistexample.pg index 80cb7355e9..d2aa606d44 100644 --- a/OpenProblemLibrary/Rochester/setMAAtutorial/popuplistexample.pg +++ b/OpenProblemLibrary/Rochester/setMAAtutorial/popuplistexample.pg @@ -35,7 +35,7 @@ $tf->rf_print_q(~~&pop_up_list_print_q); # What should the pop-up list contain, and what string should it # submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! diff --git a/OpenProblemLibrary/Rochester/setSampleGraphs/prob4.html b/OpenProblemLibrary/Rochester/setSampleGraphs/prob4.html index 1a1406e1fe..16e868341c 100644 --- a/OpenProblemLibrary/Rochester/setSampleGraphs/prob4.html +++ b/OpenProblemLibrary/Rochester/setSampleGraphs/prob4.html @@ -18,7 +18,7 @@ "PGgraphmacros.pl", "numericalmethods.pl" ); - + @@ -35,8 +35,8 @@ "\( F(x+3)\) ", "\(F(x-3) \)" , "\( -F(-x)\) ", -"\( F(-x) \)", -"\( 5F(x) \)", +"\( F(-x) \)", +"\( 5F(x) \)", "\( F(3x) \)" , "\( F(x/3) \)", "\( F(x^2) \)", @@ -56,7 +56,7 @@ $f1=new Fun($fun_rule, $graph); #new function is to be plotted in graph $f1->color('black'); -$fun_rule2 = sub{ my $x = shift; &$fun_rule($x-1) }; +$fun_rule2 = sub{ my $x = shift; &$fun_rule($x-1) }; $f2 = new Fun($fun_rule2, $graph); # adds a new function to the graph which is a translate of the first $f2->color('orange'); $f2->domain(-1,4); @@ -65,7 +65,7 @@ # make sure that the browser will fetch the new picture when it is created by changing the name of the # graph each time the problem seed is changed. -$graph->gifName($graph->gifName()."-$newProblemSeed"); +$graph->gifName($graph->gifName()."-$newProblemSeed"); @@ -80,13 +80,13 @@ ~~@y_val3, # y values ~~@yp_val3 # y prime values ); - + $f3 = new Fun($spline_rule, $graph2); $f3->color('green'); $graph2->stamps(closed_circle(-4, &$spline_rule(-4), 'green') ) ; $graph2->stamps(closed_circle( 4, &$spline_rule( 4), 'green') ) ; -# Insert the graph and the text. +# Insert the graph and the text. ###A description of "insertGraph" and other graphics commands BEGIN_TEXT @@ -103,10 +103,10 @@ ) \} $PAR -We are developing other ways to specify graphs which are to be created 'on the fly'. +We are developing other ways to specify graphs which are to be created 'on the fly'. All of these new methods consist of adding macro packages to WeBWorK. Since they do not require the core of WeBWorK to be changed, these enhancements can be added by -anyone using WeBWorK. +anyone using WeBWorK. $PAR These two piecewise linear graphs were created by specifying the points at the nodes. $BR Click on the graph to view a larger image. @@ -127,12 +127,12 @@ $PAR The macro packages which allow creating graphs in this fashion are still be refined -- particularly the error messages. The numerical calculations were all written in Perl using -numerical routines adapted from the Numerical Analysis book by Burden and Faires. +numerical routines adapted from the Numerical Analysis book by Burden and Faires. $BR We are also working on a macro which will automatically -identify the maximum, minimum and inflection points of an arbitary hermite +identify the maximum, minimum and inflection points of an arbitrary hermite cubic spline from its specifying values. This will allow automatic generation -of problems in which the maximum, minimum and inflection points are to be +of problems in which the maximum, minimum and inflection points are to be deduced from a graph. $PAR diff --git a/OpenProblemLibrary/Rochester/setSampleGraphs/prob4.pg b/OpenProblemLibrary/Rochester/setSampleGraphs/prob4.pg index 089d52d748..53cef1e783 100644 --- a/OpenProblemLibrary/Rochester/setSampleGraphs/prob4.pg +++ b/OpenProblemLibrary/Rochester/setSampleGraphs/prob4.pg @@ -24,7 +24,7 @@ loadMacros( "PGnumericalmacros.pl", "PGcourse.pl" ); - + @@ -41,8 +41,8 @@ TEXT(beginproblem()); "\( F(x+3)\) ", "\(F(x-3) \)" , "\( -F(-x)\) ", -"\( F(-x) \)", -"\( 5F(x) \)", +"\( F(-x) \)", +"\( 5F(x) \)", "\( F(3x) \)" , "\( F(x/3) \)", "\( F(x^2) \)", @@ -62,7 +62,7 @@ $fun_rule = plot_list(~~@x_values1, ~~@y_values1); $f1=new Fun($fun_rule, $graph); #new function is to be plotted in graph $f1->color('black'); -$fun_rule2 = sub{ my $x = shift; &$fun_rule($x-1) }; +$fun_rule2 = sub{ my $x = shift; &$fun_rule($x-1) }; $f2 = new Fun($fun_rule2, $graph); # adds a new function to the graph which is a translate of the first $f2->color('orange'); $f2->domain(-1,4); @@ -71,7 +71,7 @@ $graph->stamps(closed_circle(4,&$fun_rule2(4), 'orange') ); # and a closed inter # make sure that the browser will fetch the new picture when it is created by changing the name of the # graph each time the problem seed is changed. -$graph->gifName($graph->gifName()."-$newProblemSeed"); +$graph->gifName($graph->gifName()."-$newProblemSeed"); @@ -86,13 +86,13 @@ $spline_rule = hermite_spline(~~@x_val3, # x values ~~@y_val3, # y values ~~@yp_val3 # y prime values ); - + $f3 = new Fun($spline_rule, $graph2); $f3->color('green'); $graph2->stamps(closed_circle(-4, &$spline_rule(-4), 'green') ) ; $graph2->stamps(closed_circle( 4, &$spline_rule( 4), 'green') ) ; -# Insert the graph and the text. +# Insert the graph and the text. ###A description of "insertGraph" and other graphics commands BEGIN_TEXT @@ -109,10 +109,10 @@ qq! ! ) \} $PAR -We are developing other ways to specify graphs which are to be created 'on the fly'. +We are developing other ways to specify graphs which are to be created 'on the fly'. All of these new methods consist of adding macro packages to WeBWorK. Since they do not require the core of WeBWorK to be changed, these enhancements can be added by -anyone using WeBWorK. +anyone using WeBWorK. $PAR These two piecewise linear graphs were created by specifying the points at the nodes. $BR Click on the graph to view a larger image. @@ -133,12 +133,12 @@ $PAR $PAR The macro packages which allow creating graphs in this fashion are still be refined -- particularly the error messages. The numerical calculations were all written in Perl using -numerical routines adapted from the Numerical Analysis book by Burden and Faires. +numerical routines adapted from the Numerical Analysis book by Burden and Faires. $BR We are also working on a macro which will automatically -identify the maximum, minimum and inflection points of an arbitary hermite +identify the maximum, minimum and inflection points of an arbitrary hermite cubic spline from its specifying values. This will allow automatic generation -of problems in which the maximum, minimum and inflection points are to be +of problems in which the maximum, minimum and inflection points are to be deduced from a graph. $PAR diff --git a/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/gcdA1.pg b/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/gcdA1.pg index b7babcef51..1e4e87029f 100644 --- a/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/gcdA1.pg +++ b/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/gcdA1.pg @@ -1,6 +1,6 @@ # DESCRIPTION # Determine the greatest common divisor of two integers -# +# # WeBWorK problem written by Michael E. O'Sullivan # and Thomas Schmidt # ENDDESCRIPTION @@ -49,7 +49,7 @@ sub gcd { $d = $r; $r = ($n % $d); } - return $d; + return $d; } ############################ @@ -75,12 +75,12 @@ ANS($answer->cmp()); Context()->texStrings; SOLUTION(EV3(<<'END_SOLUTION')); $PAR Solution: $PAR -Perhaps the easiest way to determine the greatest common divisor of two numbers is to use the Euclidian algorithm. The Euclidian algorithm is based off of the Quotient-Remainder Theorem, which states that for any integer \(n\), $BR -\(n = dq + r\) $BR -where \(d\) is the divisor, $BR -\(q\) is the quotient, $BR +Perhaps the easiest way to determine the greatest common divisor of two numbers is to use the Euclidean algorithm. The Euclidean algorithm is based off of the Quotient-Remainder Theorem, which states that for any integer \(n\), $BR +\(n = dq + r\) $BR +where \(d\) is the divisor, $BR +\(q\) is the quotient, $BR and \(r\) is the remainder. $PAR -The Euclidian algorithm exploits the fact that \(gcd(n,d) = gcd(d,r)\) (this is a fairly simple proof that will be left for another exercise). With this in mind, we can repeatedly express an integer \(n\) as \(dq + r\), which will eventually produce the greatest common divisor that we are looking for. $PAR +The Euclidean algorithm exploits the fact that \(gcd(n,d) = gcd(d,r)\) (this is a fairly simple proof that will be left for another exercise). With this in mind, we can repeatedly express an integer \(n\) as \(dq + r\), which will eventually produce the greatest common divisor that we are looking for. $PAR \(\mathrm{gcd}($a,$b)\) $BR \($a = $b\cdot 2 + 32\) $BR Now we use the knowledge that \(gcd($a,$b) = gcd($b,32)\) $BR diff --git a/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/gcdA2.pg b/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/gcdA2.pg index f43bf22388..b2e0379f8d 100644 --- a/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/gcdA2.pg +++ b/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/gcdA2.pg @@ -1,6 +1,6 @@ # DESCRIPTION # Determine the greatest common divisor of two integers -# +# # WeBWorK problem written by Michael E. O'Sullivan # and Thomas Schmidt # ENDDESCRIPTION @@ -50,7 +50,7 @@ sub gcd { $d = $r; $r = ($n % $d); } - return $d; + return $d; } ############################ @@ -76,12 +76,12 @@ ANS($answer->cmp()); Context()->texStrings; SOLUTION(EV3(<<'END_SOLUTION')); $PAR Solution: $PAR -Perhaps the easiest way to determine the greatest common divisor of two numbers is to use the Euclidian algorithm. The Euclidian algorithm is based off of the Quotient-Remainder Theorem, which states that for any integer \(n\), $BR -\(n = dq + r\) $BR -where \(d\) is the divisor, $BR -\(q\) is the quotient, $BR +Perhaps the easiest way to determine the greatest common divisor of two numbers is to use the Euclidean algorithm. The Euclidean algorithm is based off of the Quotient-Remainder Theorem, which states that for any integer \(n\), $BR +\(n = dq + r\) $BR +where \(d\) is the divisor, $BR +\(q\) is the quotient, $BR and \(r\) is the remainder. $PAR -The Euclidian algorithm exploits the fact that \(gcd(n,d) = gcd(d,r)\) (this is a fairly simple proof that will be left for another exercise). With this in mind, we can repeatedly express an integer \(n\) as \(dq + r\), which will eventually produce the greatest common divisor that we are looking for. $PAR +The Euclidean algorithm exploits the fact that \(gcd(n,d) = gcd(d,r)\) (this is a fairly simple proof that will be left for another exercise). With this in mind, we can repeatedly express an integer \(n\) as \(dq + r\), which will eventually produce the greatest common divisor that we are looking for. $PAR \(gcd($a,$b)\) $BR \($a = $b\cdot 1 + 136\) $BR Now we use the knowledge that \(gcd($a,$b) = gcd($b,32)\) $BR diff --git a/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/lcmA1.pg b/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/lcmA1.pg index 12a6ebb3a4..9a3a84176c 100644 --- a/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/lcmA1.pg +++ b/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/lcmA1.pg @@ -1,6 +1,6 @@ # DESCRIPTION # Determine the least common multiple of two integers -# +# # WeBWorK problem written by Michael E. O'Sullivan # and Thomas Schmidt # ENDDESCRIPTION @@ -57,7 +57,7 @@ sub gcd { $d = $r; $r = ($n % $d); } - return $d; + return $d; } ############################ @@ -86,7 +86,7 @@ $PAR Solution: $PAR There are a number of ways to compute the least common multiple of two integers, but since we already know how to find the greatest common divisor of two integers, we will use a method that employs the gcd. $BR There is an explicit formula for finding the least common multiple of two integers, which is $PAR \(lcm(a,b) = \frac{|a\cdot b|}{gcd(a,b)}\) $PAR -Perhaps the easiest way to determine the greatest common divisor of two numbers is to use the Euclidian algorithm. For a detailed explanation of finding the greatest common divisor of two numbers, see the solutions to the problems that require you to find the gcd. $PAR +Perhaps the easiest way to determine the greatest common divisor of two numbers is to use the Euclidean algorithm. For a detailed explanation of finding the greatest common divisor of two numbers, see the solutions to the problems that require you to find the gcd. $PAR \(lcm($a,$b) = \frac{|$a\cdot $b|}{gcd($a,$b)}\) $BR \(= \frac{\{abs($a)\}\cdot\{abs($b)\}}{\{gcd($a,$b)\}}\) $BR \(= $answer\) $PAR diff --git a/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/lcmA2.pg b/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/lcmA2.pg index ad77f6e440..c6a1d7264f 100644 --- a/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/lcmA2.pg +++ b/OpenProblemLibrary/SDSU/Discrete/IntegersAndRationals/lcmA2.pg @@ -1,6 +1,6 @@ # DESCRIPTION # Determine the least common multiple of two integers -# +# # WeBWorK problem written by Michael E. O'Sullivan # and Thomas Schmidt # ENDDESCRIPTION @@ -55,7 +55,7 @@ sub gcd { $d = $r; $r = ($n % $d); } - return $d; + return $d; } ############################ @@ -84,7 +84,7 @@ $PAR Solution: $PAR There are a number of ways to compute the least common multiple of two integers, but since we already know how to find the greatest common divisor of two integers, we will use a method that employs the gcd. $BR There is an explicit formula for finding the least common multiple of two integers, which is $PAR \(lcm(a,b) = \frac{|a\cdot b|}{gcd(a,b)}\) $PAR -Perhaps the easiest way to determine the greatest common divisor of two numbers is to use the Euclidian algorithm. For a detailed explanation of finding the greatest common divisor of two numbers, see the solutions to the problems that require you to find the gcd. $PAR +Perhaps the easiest way to determine the greatest common divisor of two numbers is to use the Euclidean algorithm. For a detailed explanation of finding the greatest common divisor of two numbers, see the solutions to the problems that require you to find the gcd. $PAR \(lcm($a,$b) = \frac{|$a\cdot $b|}{gcd($a,$b)}\) $BR \(= \frac{\{abs($a)\}\cdot\{abs($b)\}}{\{gcd($a,$b)\}}\) $BR \(= $answer\) $PAR diff --git a/OpenProblemLibrary/Textbooks b/OpenProblemLibrary/Textbooks index 5891972037..3c498107b2 100644 --- a/OpenProblemLibrary/Textbooks +++ b/OpenProblemLibrary/Textbooks @@ -668,7 +668,7 @@ AuthorText('Keller') 15.2 >>> Analysis of Variance Experimental Designs 15.3 >>> Randomized Blocks (Two-Way) Analysis of Variance 15.4 >>> Two-Factor Analysis of Variance -15.5 >>> Appplications in Operations Management: Finding and Reducing Variation +15.5 >>> Applications in Operations Management: Finding and Reducing Variation 15.6 >>> Multiple Comparisons 16 >>> Chi-Squared Tests 16.1 >>> Chi-Squared Goodness-of-Fit Test diff --git a/OpenProblemLibrary/WHFreeman/Rogawski_Calculus_Early_Transcendentals_Second_Edition/10_Infinite_Series/10.5_The_Ratio_and_Root_Tests/10.5.35.pg b/OpenProblemLibrary/WHFreeman/Rogawski_Calculus_Early_Transcendentals_Second_Edition/10_Infinite_Series/10.5_The_Ratio_and_Root_Tests/10.5.35.pg index feb327e06f..1eed56c87a 100644 --- a/OpenProblemLibrary/WHFreeman/Rogawski_Calculus_Early_Transcendentals_Second_Edition/10_Infinite_Series/10.5_The_Ratio_and_Root_Tests/10.5.35.pg +++ b/OpenProblemLibrary/WHFreeman/Rogawski_Calculus_Early_Transcendentals_Second_Edition/10_Infinite_Series/10.5_The_Ratio_and_Root_Tests/10.5.35.pg @@ -48,7 +48,7 @@ Context()->texStrings; BEGIN_TEXT \{ textbook_ref_exact("Rogawski ET 2e", "10.5", "35") \} $PAR -Determine if the following statment is True or False: +Determine if the following statement is True or False: $PAR \{ $question->print_q() \} \{ $question->print_a() \} @@ -63,7 +63,7 @@ Context()->texStrings; SOLUTION(EV3(<<'END_SOLUTION')); $PAR $SOL -With \( a_n = \frac{1}{n^{$p}} \), +With \( a_n = \frac{1}{n^{$p}} \), \[ \left| \frac{a_{n+1}}{a_n} \right| = \frac{1}{(n+1)^{$p}} \cdot \frac{n^{$p}}{1} = \left( \frac{n}{n+1} \right)^{$p} \quad \textrm{and} \quad \rho = \lim_{n \to \infty} \left| \frac{a_{n+1}}{a_n} \right| = 1^{$p} = 1. \] Therefore, the Ratio Test is inconclusive for the \( p \)-series \( \sum\limits_{n=1}^\infty \frac1{n^{$p}} \). diff --git a/OpenProblemLibrary/ma123DB/set6/s9_2_4.pg b/OpenProblemLibrary/ma123DB/set6/s9_2_4.pg index b10ae942eb..4396f7bb71 100644 --- a/OpenProblemLibrary/ma123DB/set6/s9_2_4.pg +++ b/OpenProblemLibrary/ma123DB/set6/s9_2_4.pg @@ -36,18 +36,18 @@ $showPartialCorrectAnswers = 0; # Make a new select list $tf = new_match_list(); -# $tf now "contains" the select list object. +# $tf now "contains" the select list object. # use pop-up list instead of an answer rule. # What should the pop-up list say, and what should it submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! -$tf -> ra_pop_up_list( [ No_answer => "?", T => "True", F => "False"] ); +$tf -> ra_pop_up_list( [ No_answer => "?", T => "True", F => "False"] ); # Note how the list is constructed [ answer => list element , answer => list element ] # Insert some questions and whether or not they are true. @@ -70,8 +70,8 @@ $tf ->choose($numberOfQuestions); BEGIN_TEXT $BEGIN_ONE_COLUMN - Match the following equations with their direction field. - Clicking on each picture will give you an + Match the following equations with their direction field. + Clicking on each picture will give you an enlarged view. While you can probably solve this problem by guessing, it is useful to try to predict characteristics of the direction field and then match them to the picture. $PAR @@ -82,11 +82,11 @@ $BEGIN_ONE_COLUMN "Do the same for the \(y\) axis by setting \(x\) equal to 0", "Consider the curve in the plane defined by setting \(y'=0\) -- this should correspond to the points in the picture where the slope is zero.", - "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that + "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that constant. These are called isoclines, and can be used to construct the direction field picture by hand." )\} - + \{ $tf->print_q \} @@ -107,7 +107,7 @@ BEGIN_TEXT $PAR \{ imageRow( [@graphURL[0..$numberOfQuestions/2-1]], [@ALPHABET[0..$numberOfQuestions/2-1]], height => 250, width => 250,tex_size=>300 ) \} \{ imageRow( [@graphURL[$numberOfQuestions/2..$numberOfQuestions-1]], [@ALPHABET[$numberOfQuestions/2..$numberOfQuestions-1]], height => 250, width => 250,tex_size=>300 ) \} - + $END_ONE_COLUMN END_TEXT @@ -115,9 +115,8 @@ ANS(str_cmp( $tf->ra_correct_ans ) ) ; -######################################################### +######################################################### ENDDOCUMENT(); # This should be the last executable line in the problem. - diff --git a/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_1/ur_de_2_1.pg b/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_1/ur_de_2_1.pg index 08f22a850e..7e4793879b 100644 --- a/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_1/ur_de_2_1.pg +++ b/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_1/ur_de_2_1.pg @@ -36,14 +36,14 @@ $showPartialCorrectAnswers = 1; # Make a new select list $tf = new_match_list(); -# $tf now "contains" the select list object. +# $tf now "contains" the select list object. # use pop-up list instead of an answer rule. # What should the pop-up list say, and what should it submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! @@ -70,10 +70,10 @@ $tf ->choose(3); BEGIN_TEXT $BR - Match the following equations with their direction field. + Match the following equations with their direction field. Clicking on each picture will give you an enlarged view. While you can probably solve this problem by guessing, it is useful - to try to predict characteristics of the direction field and then match them to the picture. + to try to predict characteristics of the direction field and then match them to the picture. Here are some handy characteristics to start with -- you will develop more as you practice. $BR \{OL( @@ -85,16 +85,16 @@ $BR constant. These are called isoclines, and can be used to construct the direction field picture by hand." )\} -$BR Go to +$BR Go to \{htmlLink(alias("${htmlDirectory}phaseplaneplotters/index.html"), " this page ")\} to launch the phase plane plotter to check your answers. (Choose the "integral curves utility" from the applet menu, enter \(dx/dt=1\) to identify the variables \(x\) and \(t\) and then enter the function you want for \(dy/dx = dy/dt = \ldots \) ). -$BR +$BR \{ $tf->print_q \} $BR \{ imageRow( $tf->{selected_a}, ["A","B", "C"], height => 200, width => 200, tex_size=> 300 ) \} - + END_TEXT @@ -103,9 +103,8 @@ ANS(str_cmp( $tf->ra_correct_ans ) ) ; -######################################################### +######################################################### ENDDOCUMENT(); # This should be the last executable line in the problem. - diff --git a/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_2/ur_de_2_2.pg b/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_2/ur_de_2_2.pg index 74d154c7e6..d82a401c74 100644 --- a/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_2/ur_de_2_2.pg +++ b/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_2/ur_de_2_2.pg @@ -36,14 +36,14 @@ $showPartialCorrectAnswers = 0; # Make a new select list $tf = new_match_list(); -# $tf now "contains" the select list object. +# $tf now "contains" the select list object. # use pop-up list instead of an answer rule. # What should the pop-up list say, and what should it submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! @@ -73,14 +73,14 @@ BEGIN_TEXT This problem is harder, and doesn't give you clues as to which matches you have right. Study the previous problem, if you are having trouble. - $BR Go to + $BR Go to \{htmlLink(alias("${htmlDirectory}phaseplaneplotters/index.html"), " this page ")\} to launch the phase plane plotter to check your answers. $BR - Match the following equations with their direction field. + Match the following equations with their direction field. Clicking on each picture will give you an - enlarged view. - $BR + enlarged view. + $BR \{ $tf->print_q \} $BR \{ imageRow( [@answers[0,1]], ['A',"B"], height => 200, width => 200,tex_size=>450 ) \} @@ -94,9 +94,8 @@ ANS(str_cmp( $tf->ra_correct_ans ) ) ; -######################################################### +######################################################### ENDDOCUMENT(); # This should be the last executable line in the problem. - diff --git a/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_3.pg b/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_3.pg index 24b4717a5b..b2c420cbdd 100644 --- a/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_3.pg +++ b/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_3.pg @@ -37,18 +37,18 @@ $showPartialCorrectAnswers = 1; # Make a new select list $tf = new_match_list(); -# $tf now "contains" the select list object. +# $tf now "contains" the select list object. # use pop-up list instead of an answer rule. # What should the pop-up list say, and what should it submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! -$tf -> ra_pop_up_list( [ No_answer => "?", T => "True", F => "False"] ); +$tf -> ra_pop_up_list( [ No_answer => "?", T => "True", F => "False"] ); # Note how the list is constructed [ answer => list element , answer => list element ] # Insert some questions and whether or not they are true. @@ -71,8 +71,8 @@ sub{my ($x,$y) = @_; 2*$y - 2 ;}, $tf ->choose($numberOfQuestions); BEGIN_TEXT - Match the following equations with their direction field. - Clicking on each picture will give you an + Match the following equations with their direction field. + Clicking on each picture will give you an enlarged view. While you can probably solve this problem by guessing, it is useful to try to predict characteristics of the direction field and then match them to the picture. $BR @@ -83,7 +83,7 @@ BEGIN_TEXT "Do the same for the \(y\)-axis by setting \(x\) equal to \(0\)", "Consider the curve in the plane defined by setting \(y'=0\) -- this should correspond to the points in the picture where the slope is zero.", - "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that + "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that constant. These are called isoclines, and can be used to construct the direction field picture by hand." )\} @@ -106,22 +106,21 @@ for my $i (0..$numberOfQuestions-1) { BEGIN_TEXT $BR - \{ imageRow( [@graphURL[0..$numberOfQuestions/2-1]], - [@ALPHABET[0..$numberOfQuestions/2-1]], + \{ imageRow( [@graphURL[0..$numberOfQuestions/2-1]], + [@ALPHABET[0..$numberOfQuestions/2-1]], height => 200, width => 200,tex_size=>450 ) \} - \{ imageRow( [@graphURL[$numberOfQuestions/2..$numberOfQuestions-1]], - [@ALPHABET[$numberOfQuestions/2..$numberOfQuestions-1]], + \{ imageRow( [@graphURL[$numberOfQuestions/2..$numberOfQuestions-1]], + [@ALPHABET[$numberOfQuestions/2..$numberOfQuestions-1]], height => 200, width => 200,tex_size=>450 ) \} - + END_TEXT ANS(str_cmp( $tf->ra_correct_ans ) ) ; -######################################################### +######################################################### ENDDOCUMENT(); # This should be the last executable line in the problem. - diff --git a/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_4.pg b/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_4.pg index f3b9783ddf..7b950956c1 100644 --- a/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_4.pg +++ b/OpenProblemLibrary/maCalcDB/setDiffEQ2DirectionFields/ur_de_2_4.pg @@ -37,18 +37,18 @@ $showPartialCorrectAnswers = 0; # Make a new select list $tf = new_match_list(); -# $tf now "contains" the select list object. +# $tf now "contains" the select list object. # use pop-up list instead of an answer rule. # What should the pop-up list say, and what should it submit for an answer when selected? -# These are specified in the statment below. +# These are specified in the statement below. # To enter T as an answer choose the list element "True" # To enter F as an answer choose the list element "False" # The first choice is a blank to make the students do SOMETHING!!! -$tf -> ra_pop_up_list( [ No_answer => "?", T => "True", F => "False"] ); +$tf -> ra_pop_up_list( [ No_answer => "?", T => "True", F => "False"] ); # Note how the list is constructed [ answer => list element , answer => list element ] # Insert some questions and whether or not they are true. @@ -71,8 +71,8 @@ $tf ->choose($numberOfQuestions); BEGIN_TEXT - Match the following equations with their direction field. - Clicking on each picture will give you an + Match the following equations with their direction field. + Clicking on each picture will give you an enlarged view. While you can probably solve this problem by guessing, it is useful to try to predict characteristics of the direction field and then match them to the picture. Here are some handy characteristics to start with -- you will develop more as you practice. @@ -82,11 +82,11 @@ BEGIN_TEXT "Do the same for the \(y\)-axis by setting \(x\) equal to \(0\)", "Consider the curve in the plane defined by setting \(y'=0\) -- this should correspond to the points in the picture where the slope is zero.", - "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that + "Setting \(y'\) equal to a constant other than zero gives the curve of points where the slope is that constant. These are called isoclines, and can be used to construct the direction field picture by hand." )\} -$BR +$BR \{ $tf->print_q \} END_TEXT @@ -104,22 +104,21 @@ for my $i (0..$numberOfQuestions-1) { BEGIN_TEXT $PAR - \{ imageRow( [@graphURL[0..$numberOfQuestions/2-1]], - [@ALPHABET[0..$numberOfQuestions/2-1]], + \{ imageRow( [@graphURL[0..$numberOfQuestions/2-1]], + [@ALPHABET[0..$numberOfQuestions/2-1]], height => 200, width => 200,tex_size=>450 ) \} - \{ imageRow( [@graphURL[$numberOfQuestions/2..$numberOfQuestions-1]], - [@ALPHABET[$numberOfQuestions/2..$numberOfQuestions-1]], + \{ imageRow( [@graphURL[$numberOfQuestions/2..$numberOfQuestions-1]], + [@ALPHABET[$numberOfQuestions/2..$numberOfQuestions-1]], height => 200, width => 200,tex_size=>450 ) \} - + END_TEXT ANS(str_cmp( $tf->ra_correct_ans ) ) ; -######################################################### +######################################################### ENDDOCUMENT(); # This should be the last executable line in the problem. -