From 2ee272965216047c66e9da9e768f343533df35c0 Mon Sep 17 00:00:00 2001
From: Toddi Norum
Date: Thu, 20 Jun 2013 12:43:53 -0400
Subject: [PATCH] Added baseline Sphinx-generated documentation
---
userdocs/Makefile | 177 +++
userdocs/source/Appendix E Draft.rst | 870 +++++++++++++
userdocs/source/Appendix E.rst | 907 ++++++++++++++
userdocs/source/Format Cheat Sheet.rst | 59 +
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userdocs/source/TextStudioDoc.rst | 1079 +++++++++++++++++
userdocs/source/add a syllabus.rst | 260 ++++
.../source/add syllabus_course handout.rst | 287 +++++
userdocs/source/appendices/a.rst | 62 +
userdocs/source/appendices/b.rst | 171 +++
userdocs/source/appendices/c.rst | 50 +
userdocs/source/appendices/d.rst | 38 +
userdocs/source/conf.py | 310 +++++
userdocs/source/create_discussion.rst | 108 ++
userdocs/source/create_html_component.rst | 229 ++++
userdocs/source/create_lesson.rst | 99 ++
userdocs/source/create_problem.rst | 324 +++++
.../source/create_section_sub_section.rst | 66 +
userdocs/source/create_unit.rst | 25 +
userdocs/source/create_video.rst | 55 +
userdocs/source/establish_course_settings.rst | 202 +++
userdocs/source/establish_grading_policy.rst | 204 ++++
userdocs/source/get_started.rst | 161 +++
userdocs/source/index.rst | 44 +
userdocs/source/latex/Makefile | 66 +
userdocs/source/set_content_releasedates.rst | 70 ++
313 files changed, 6208 insertions(+)
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create mode 100644 userdocs/source/add syllabus_course handout.rst
create mode 100644 userdocs/source/appendices/a.rst
create mode 100644 userdocs/source/appendices/b.rst
create mode 100644 userdocs/source/appendices/c.rst
create mode 100644 userdocs/source/appendices/d.rst
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create mode 100644 userdocs/source/create_unit.rst
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create mode 100644 userdocs/source/get_started.rst
create mode 100755 userdocs/source/index.rst
create mode 100644 userdocs/source/latex/Makefile
create mode 100644 userdocs/source/set_content_releasedates.rst
diff --git a/userdocs/Makefile b/userdocs/Makefile
new file mode 100755
index 0000000000..06fa770521
--- /dev/null
+++ b/userdocs/Makefile
@@ -0,0 +1,177 @@
+# Makefile for Sphinx documentation
+#
+
+# You can set these variables from the command line.
+SPHINXOPTS =
+SPHINXBUILD = sphinx-build
+PAPER =
+BUILDDIR = build
+
+# User-friendly check for sphinx-build
+ifeq ($(shell which $(SPHINXBUILD) >/dev/null 2>&1; echo $$?), 1)
+$(error The '$(SPHINXBUILD)' command was not found. Make sure you have Sphinx installed, then set the SPHINXBUILD environment variable to point to the full path of the '$(SPHINXBUILD)' executable. Alternatively you can add the directory with the executable to your PATH. If you don't have Sphinx installed, grab it from http://sphinx-doc.org/)
+endif
+
+# Internal variables.
+PAPEROPT_a4 = -D latex_paper_size=a4
+PAPEROPT_letter = -D latex_paper_size=letter
+ALLSPHINXOPTS = -d $(BUILDDIR)/doctrees $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source
+# the i18n builder cannot share the environment and doctrees with the others
+I18NSPHINXOPTS = $(PAPEROPT_$(PAPER)) $(SPHINXOPTS) source
+
+.PHONY: help clean html dirhtml singlehtml pickle json htmlhelp qthelp devhelp epub latex latexpdf text man changes linkcheck doctest gettext
+
+help:
+ @echo "Please use \`make ' where is one of"
+ @echo " html to make standalone HTML files"
+ @echo " dirhtml to make HTML files named index.html in directories"
+ @echo " singlehtml to make a single large HTML file"
+ @echo " pickle to make pickle files"
+ @echo " json to make JSON files"
+ @echo " htmlhelp to make HTML files and a HTML help project"
+ @echo " qthelp to make HTML files and a qthelp project"
+ @echo " devhelp to make HTML files and a Devhelp project"
+ @echo " epub to make an epub"
+ @echo " latex to make LaTeX files, you can set PAPER=a4 or PAPER=letter"
+ @echo " latexpdf to make LaTeX files and run them through pdflatex"
+ @echo " latexpdfja to make LaTeX files and run them through platex/dvipdfmx"
+ @echo " text to make text files"
+ @echo " man to make manual pages"
+ @echo " texinfo to make Texinfo files"
+ @echo " info to make Texinfo files and run them through makeinfo"
+ @echo " gettext to make PO message catalogs"
+ @echo " changes to make an overview of all changed/added/deprecated items"
+ @echo " xml to make Docutils-native XML files"
+ @echo " pseudoxml to make pseudoxml-XML files for display purposes"
+ @echo " linkcheck to check all external links for integrity"
+ @echo " doctest to run all doctests embedded in the documentation (if enabled)"
+
+clean:
+ rm -rf $(BUILDDIR)/*
+
+html:
+ $(SPHINXBUILD) -b html $(ALLSPHINXOPTS) $(BUILDDIR)/html
+ @echo
+ @echo "Build finished. The HTML pages are in $(BUILDDIR)/html."
+
+dirhtml:
+ $(SPHINXBUILD) -b dirhtml $(ALLSPHINXOPTS) $(BUILDDIR)/dirhtml
+ @echo
+ @echo "Build finished. The HTML pages are in $(BUILDDIR)/dirhtml."
+
+singlehtml:
+ $(SPHINXBUILD) -b singlehtml $(ALLSPHINXOPTS) $(BUILDDIR)/singlehtml
+ @echo
+ @echo "Build finished. The HTML page is in $(BUILDDIR)/singlehtml."
+
+pickle:
+ $(SPHINXBUILD) -b pickle $(ALLSPHINXOPTS) $(BUILDDIR)/pickle
+ @echo
+ @echo "Build finished; now you can process the pickle files."
+
+json:
+ $(SPHINXBUILD) -b json $(ALLSPHINXOPTS) $(BUILDDIR)/json
+ @echo
+ @echo "Build finished; now you can process the JSON files."
+
+htmlhelp:
+ $(SPHINXBUILD) -b htmlhelp $(ALLSPHINXOPTS) $(BUILDDIR)/htmlhelp
+ @echo
+ @echo "Build finished; now you can run HTML Help Workshop with the" \
+ ".hhp project file in $(BUILDDIR)/htmlhelp."
+
+qthelp:
+ $(SPHINXBUILD) -b qthelp $(ALLSPHINXOPTS) $(BUILDDIR)/qthelp
+ @echo
+ @echo "Build finished; now you can run "qcollectiongenerator" with the" \
+ ".qhcp project file in $(BUILDDIR)/qthelp, like this:"
+ @echo "# qcollectiongenerator $(BUILDDIR)/qthelp/getting_started.qhcp"
+ @echo "To view the help file:"
+ @echo "# assistant -collectionFile $(BUILDDIR)/qthelp/getting_started.qhc"
+
+devhelp:
+ $(SPHINXBUILD) -b devhelp $(ALLSPHINXOPTS) $(BUILDDIR)/devhelp
+ @echo
+ @echo "Build finished."
+ @echo "To view the help file:"
+ @echo "# mkdir -p $$HOME/.local/share/devhelp/getting_started"
+ @echo "# ln -s $(BUILDDIR)/devhelp $$HOME/.local/share/devhelp/getting_started"
+ @echo "# devhelp"
+
+epub:
+ $(SPHINXBUILD) -b epub $(ALLSPHINXOPTS) $(BUILDDIR)/epub
+ @echo
+ @echo "Build finished. The epub file is in $(BUILDDIR)/epub."
+
+latex:
+ $(SPHINXBUILD) -b latex $(ALLSPHINXOPTS) $(BUILDDIR)/latex
+ @echo
+ @echo "Build finished; the LaTeX files are in $(BUILDDIR)/latex."
+ @echo "Run \`make' in that directory to run these through (pdf)latex" \
+ "(use \`make latexpdf' here to do that automatically)."
+
+latexpdf:
+ $(SPHINXBUILD) -b latex $(ALLSPHINXOPTS) $(BUILDDIR)/latex
+ @echo "Running LaTeX files through pdflatex..."
+ $(MAKE) -C $(BUILDDIR)/latex all-pdf
+ @echo "pdflatex finished; the PDF files are in $(BUILDDIR)/latex."
+
+latexpdfja:
+ $(SPHINXBUILD) -b latex $(ALLSPHINXOPTS) $(BUILDDIR)/latex
+ @echo "Running LaTeX files through platex and dvipdfmx..."
+ $(MAKE) -C $(BUILDDIR)/latex all-pdf-ja
+ @echo "pdflatex finished; the PDF files are in $(BUILDDIR)/latex."
+
+text:
+ $(SPHINXBUILD) -b text $(ALLSPHINXOPTS) $(BUILDDIR)/text
+ @echo
+ @echo "Build finished. The text files are in $(BUILDDIR)/text."
+
+man:
+ $(SPHINXBUILD) -b man $(ALLSPHINXOPTS) $(BUILDDIR)/man
+ @echo
+ @echo "Build finished. The manual pages are in $(BUILDDIR)/man."
+
+texinfo:
+ $(SPHINXBUILD) -b texinfo $(ALLSPHINXOPTS) $(BUILDDIR)/texinfo
+ @echo
+ @echo "Build finished. The Texinfo files are in $(BUILDDIR)/texinfo."
+ @echo "Run \`make' in that directory to run these through makeinfo" \
+ "(use \`make info' here to do that automatically)."
+
+info:
+ $(SPHINXBUILD) -b texinfo $(ALLSPHINXOPTS) $(BUILDDIR)/texinfo
+ @echo "Running Texinfo files through makeinfo..."
+ make -C $(BUILDDIR)/texinfo info
+ @echo "makeinfo finished; the Info files are in $(BUILDDIR)/texinfo."
+
+gettext:
+ $(SPHINXBUILD) -b gettext $(I18NSPHINXOPTS) $(BUILDDIR)/locale
+ @echo
+ @echo "Build finished. The message catalogs are in $(BUILDDIR)/locale."
+
+changes:
+ $(SPHINXBUILD) -b changes $(ALLSPHINXOPTS) $(BUILDDIR)/changes
+ @echo
+ @echo "The overview file is in $(BUILDDIR)/changes."
+
+linkcheck:
+ $(SPHINXBUILD) -b linkcheck $(ALLSPHINXOPTS) $(BUILDDIR)/linkcheck
+ @echo
+ @echo "Link check complete; look for any errors in the above output " \
+ "or in $(BUILDDIR)/linkcheck/output.txt."
+
+doctest:
+ $(SPHINXBUILD) -b doctest $(ALLSPHINXOPTS) $(BUILDDIR)/doctest
+ @echo "Testing of doctests in the sources finished, look at the " \
+ "results in $(BUILDDIR)/doctest/output.txt."
+
+xml:
+ $(SPHINXBUILD) -b xml $(ALLSPHINXOPTS) $(BUILDDIR)/xml
+ @echo
+ @echo "Build finished. The XML files are in $(BUILDDIR)/xml."
+
+pseudoxml:
+ $(SPHINXBUILD) -b pseudoxml $(ALLSPHINXOPTS) $(BUILDDIR)/pseudoxml
+ @echo
+ @echo "Build finished. The pseudo-XML files are in $(BUILDDIR)/pseudoxml."
diff --git a/userdocs/source/Appendix E Draft.rst b/userdocs/source/Appendix E Draft.rst
new file mode 100644
index 0000000000..31ff611c14
--- /dev/null
+++ b/userdocs/source/Appendix E Draft.rst
@@ -0,0 +1,870 @@
+==========================
+APPENDIX E: Problem Types
+==========================
+
+ **Option Response**
+
+ The Option Response input type allows the student to choose from a collection of answer options, presented as a drop-down list.
+
+ Option Response is structurally similar to Multiple Choice. Some conceptual differences between the two include the following.
+
+ • The Multiple Choice radio button format makes it easier for students to read very long response options.
+
+ • The Option Response drop-down input format makes it more likely for students to think of an answer and then search for it, rather than relying purely on recognition to answer the question.
+ The Multiple Choice format is more explicit and visual. This makes it a more appropriate choice for presenting tricky or complicated answer options which are intended to get the student to pause and think.
+
+ **Sample Problem**
+
+ Insert Image
+
+ **Problem Code** ::
+
+
+
+ Option Response is most similar to __________.
+
+
+
+
+
+
+
+
Explanation
+
Like Option Response, Multiple Choice also allows students to select from a variety of pre-written responses.
+
+
+
+
+ **Template** ::
+
+
+
+
+ options="('A','B')"
+ correct="A"/>
+
+
+
+
+
+
+
+
+
+
+ **XML Attribute Information** ::
+
+
+
+
+
+
+
+
+
+
+ **Multiple Choice**
+
+ The Multiple Choice input type allows the student to select at most one choice from a collection of answer choices, presented as a list of radio buttons.
+
+ A Multiple Choice problem can have more than one correct answer, depending on how many choices are marked as correct in the underlying XML. If all choices are marked as incorrect, there is no correct response.
+
+ Multiple Choice is structurally similar to Option Response. Some conceptual differences between the two include the following.
+
+ • The Multiple Choice radio button format makes it easier for students to read very long response options.
+
+ • The Option Response drop-down input format makes it more likely for students to think of an answer and then search for it, rather than relying purely on recognition to answer the question.
+
+ • The Multiple Choice format is more explicit and visual. This makes it a more appropriate choice for presenting tricky or complicated answer options which are intended to get the student to pause and think.
+ Sample Problem
+
+ **Problem Code** ::
+
+
+ Example Problem
+ How many correct responses can a Multiple Choice question have?
+
+
+ Only one
+ Only zero or one
+ Zero or more
+ Only one or more
+ Nobody knows
+ Somebody might know :)
+
+
+
+
+
Explanation
+
It depends on how many choices are marked as correct in the underlying XML.
+
Note that if all choices are marked as incorrect, there is no
+ correct response.
+
+
+
+
+
+ **Template** ::
+
+
+
+
+
+ A
+ B
+
+
+
+
+
+
+
+
+
+
+
+ **XML Attribute Information**
+
+
+
+
+
+ +---------------------------+------------------+----------------------+
+ | Attribute | Description | Notes |
+ | | | |
+ +===========================+==================+======================+
+ | Options | A list of options|Attribute must be |
+ | | that students |defined with double |
+ | | choose from. |quotes and the values |
+ | | |in the list with |
+ | | |single quotes. |
+ | | | |
+ | | |There must be a space |
+ | | |between the separating|
+ | | |commas and single |
+ | | |quote start of the |
+ | | |option. |
+ | | | |
+ | | |Answers displayed to |
+ | | |students cannot con- |
+ | | |tain any quotes. |
+ +---------------------------+------------------+----------------------+
+ | correct | The option that | To get credit, this |
+ | | grader will | option must be typed |
+ | | accept as correct| exactly the same as |
+ | | | the definition in |
+ | | | "options" |
+ +---------------------------+------------------+----------------------+
+
+
+
+Attribute
+Description
+Notes
+
+
+
+Children
+Description
+Notes
+All standard HTML tags
+to display text relevant to the problem
+
+choicegroup
+a method to take input from students. See description below
+
+
+Attribute
+Description
+Notes
+type
+needs to have the value "MultipleChoice"
+
+Children
+Description
+Notes
+choice
+a description of an option to de displayed to students. Details below
+
+
+Attribute
+Description
+Notes
+name
+(optional) a unique name that the backend will use to refer to this option
+
+correct
+"true" if this option is the correct answer, "false" if not
+Only one choice in the choicegroup can have correct="true" in order for it to be possible to get the correct answer
+
+Checkbox
+The Checkbox input type allows the student to select zero or more choices from a collection of answer choices, presented as a list of checkboxes.
+Remark: Questions with one Checkbox input type have exactly one correct response. All the choices marked as correct="true" have to be selected for the submitted answer (i.e. the response) to be considered correct.
+In particular, the response of no boxes checked off could be the single correct response, and a Checkbox question, unlike a Multiple Choice question, cannot have zero correct responses.
+Sample Problem
+
+Problem Code
+
+
+ How many correct responses can a Checkbox question have?
+
+
+
+Zero
+One
+Two or more
+Nobody knows
+Somebody might know :)
+
+
+
+Template
+
+
+
+
+Zero
+One
+
+
+
+
+String Response
+The String Response input type provides an input box in which the student can enter a line of text, which is then checked against a specified expected answer.
+A String Response input does not provide any answer suggestions, so it can be a good way to get the students to engage with the material more deeply in a sequence and look up, figure out, or remember the correct answer themselves.
+Note that a student's answer in a String Response is marked as correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear.
+Sample Problem
+
+Problem Code
+
+ Example Problem
+ What is the name of this unit? (What response type is this?)
+
+
+
+
+
+
Explanation
+
The name of this unit is "String Response," written without the punctuation.
+
Arbitrary capitalization is accepted.
+
+
+
+Template
+
+
+
+
+
+
+
+
+
+XML Attribute Information
+
+
+Attribute
+Description
+Notes
+type
+(optional) "ci" if the student response should be graded case-insensitively. The default is to take case into consideration when grading.
+
+answer
+The string that students need to enter in order to get credit.
+
+Children
+Description
+Notes
+textline
+used to accept student input. See description below
+
+
+Attribute
+Description
+Notes
+math
+(optional) If this attribute has any value at all, a math preview will display beneath the textbox showing well-formatted math corresponding to student input
+
+size
+(optional) defines the size in character widths of the input box as it is displayed to students.
+
+hidden
+(optional) if true, the textbox will be hidden from students.
+
+Children
+Description
+Notes
+
+
+
+
+Numerical Response
+The Numerical Response input type accepts a line of text input from the student and evaluates the input for correctness based on its numerical value. The input is allowed to be a number or a mathematical expression in a fixed syntax.
+The answer is correct if it is within a specified numerical tolerance of the expected answer.
+The expected answer can be specified explicitly or precomputed by a Python script.
+Sample Problem
+
+Problem Code
+
+ Example Problem
+
+What base is the decimal numeral system in?
+
+
+
+
+
+ What is the value of the standard gravity constant g, measured in m/s2? Give your answer to at least two decimal places.
+
+
+
+
+
+
+
+
+
+What is the distance in the plane between the points (pi, 0) and (0, e)? You can type math.
+
+
+
+
+
+
+
+
Explanation
+
The decimal numerical system is base ten.
+
The standard gravity constant is defined to be precisely 9.80665 m/s2.
+ This is 9.80 to two decimal places. Entering 9.8 also works.
+
By the distance formula, the distance between two points in the plane is
+ the square root of the sum of the squares of the differences of each coordinate.
+ Even though an exact numerical value is checked in this case, the
+ easiest way to enter this answer is to type
+ sqrt(pi^2+e^2) into the editor.
+ Other answers like sqrt((pi-0)^2+(0-e)^2) also work.
+
+
+
+
+Templates
+Exact values
+
+
+
+
+
+
+
+
+
+
+
+
+
+Answers with decimal precision
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Answers with percentage precision
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Answers with a live math interpretation popup display
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Answers with scripts
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+XML Attribute Information
+
+
+
+ E =
+
+
+ Let x be a variable, and let n be an arbitrary constant. What is the derivative of xn?
+
+
+
+
+
+
+
+
+
Explanation
+
Use standard arithmetic operation symbols and indicate multiplication explicitly.
+
Use the symbol ^ to raise to a power.
+
Use parentheses to specify order of operations.
+
+
+
+Template
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+XML Attribute Information
+
+
+ This question consists of two parts.
+First, enter two integers which sum to 10.
+
+
+
+
+
+ Now enter two (finite) decimals which sum to 20.
+
+
+
+
+
+
+
+
Explanation
+
For the first part, any two numbers of the form n
+ and 10-n, where n is any integer, will work.
+ One possible answer would be the pair 0 and 10.
+
+
For the second part, any pair x and 20-x will work, where x is any real number with a finite decimal representation. Both inputs have to be entered either in standard decimal notation or in scientific exponential notation. One possible answer would be the pair 0.5 and 19.5. Another way to write this would be 5e-1 and 1.95e1.
+
+
+
+
+Templates
+
+With displayed suggested correct answers
+
+
+
+
+
+
+Enter two real numbers which sum to 20:
+
+
+
+
+
+
+
+
+
+
+With no suggested correct answers
+
+
+
+
+
+
+Enter two real numbers which sum to 20:
+
+
+
+
+
+
+
+
+
+
+
+Chemical Equation Response
+The Chemical Equation Response input type is a special type of Custom Response that allows the student to enter chemical equations as answers.
+Sample Problem
+
+Problem Code
+
+ Example Problem
+
+ Some problems may ask for a particular chemical equation. Practice by writing out the following reaction in the box below.
+ \( \text{H}_2\text{SO}_4 \longrightarrow \text{ H}^+ + \text{ HSO}_4^-\)
+
+
+
+
+
+if chemcalc.chemical_equations_equal(submission[0], 'H2SO4 -> H^+ + HSO4^-'):
+ correct = ['correct']
+else:
+ correct = ['incorrect']
+
+
+
+ Some tips:
- Only real element symbols are permitted.
- Subscripts are entered with plain text.
- Superscripts are indicated with a caret (^).
- The reaction arrow (\(\longrightarrow\)) is indicated with "->".
+ So, you can enter "H2SO4 -> H^+ + HSO4^-".
+
+
+Schematic Response
+The Schematic Response input type provides an interactive grid on which the student can construct a schematic answer, such as a circuit.
+Sample Problem
+
+
+
+Problem Code
+
+ Make a voltage divider that splits the provided voltage evenly.
+
+
+
+
+
+
+dc_value = "dc analysis not found"
+for response in submission[0]:
+ if response[0] == 'dc':
+ for node in response[1:]:
+ dc_value = node['output']
+
+if dc_value == .5:
+ correct = ['correct']
+else:
+ correct = ['incorrect']
+
+
+
+Make a high pass filter.
+
+
+
+
+ac_values = None
+for response in submission[0]:
+ if response[0] == 'ac':
+ for node in response[1:]:
+ ac_values = node['NodeA']
+print "the ac analysis value:", ac_values
+if ac_values == None:
+ correct = ['incorrect']
+elif ac_values[0][1] < ac_values[1][1]:
+ correct = ['correct']
+else:
+ correct = ['incorrect']
+
+
+
+
+
+
Explanation
+
A voltage divider that evenly divides the input voltage can be formed with two identically valued resistors, with the sampled voltage taken in between the two.
+

+
A simple high-pass filter without any further constaints can be formed by simply putting a resister in series with a capacitor. The actual values of the components do not really matter in order to meet the constraints of the problem.
+

+
+
+
diff --git a/userdocs/source/Appendix E.rst b/userdocs/source/Appendix E.rst
new file mode 100644
index 0000000000..80936f62bb
--- /dev/null
+++ b/userdocs/source/Appendix E.rst
@@ -0,0 +1,907 @@
+===========================
+ APPENDIX E: Problem Types
+===========================
+
+ **Option Response**
+
+ The Option Response input type allows the student to choose from a collection of answer options, presented as a drop-down list.
+
+ Option Response is structurally similar to Multiple Choice. Some conceptual differences between the two include the following.
+
+ • The Multiple Choice radio button format makes it easier for students to read very long response options.
+
+ • The Option Response drop-down input format makes it more likely for students to think of an answer and then search for it, rather than relying purely on recognition to answer the question.
+ The Multiple Choice format is more explicit and visual. This makes it a more appropriate choice for presenting tricky or complicated answer options which are intended to get the student to pause and think.
+
+ **Sample Problem**
+
+ Insert Image
+
+ **Problem Code** ::
+
+
+
+ Option Response is most similar to __________.
+
+
+
+
+
+
+
+
Explanation
+
Like Option Response, Multiple Choice also allows students to select from a variety of pre-written responses.
+
+
+
+
+ **Template** ::
+
+
+
+
+ options="('A','B')"
+ correct="A"/>
+
+
+
+
+
+
+
+
+
+
+ **XML Attribute Information**
+
+
+
+ +---------------------------+------------------+-----------------+
+ | Attribute | Description | Notes |
+ | | | |
+ +===========================+==================+=================+
+ | Children | Description | Notes |
+ +---------------------------+------------------+-----------------+
+ | All Standard HTML Tags | Relevant Text | … |
+ +---------------------------+------------------+-----------------+
+ | option input | Relevant Input | |
+ | See Below | See Below | … |
+ +---------------------------+------------------+-----------------+
+
+
+
+
+
+
+ +---------------------------+------------------+----------------------+
+ | Attribute | Description | Notes |
+ | | | |
+ +===========================+==================+======================+
+ | Options | A list of options|Attribute must be |
+ | | that students |defined with double |
+ | | choose from. |quotes and the values |
+ | | |in the list with |
+ | | |single quotes. |
+ | | | |
+ | | | |
+ | | |There must be a space |
+ | | |between the separating|
+ | | |commas and single |
+ | | |quote start of the |
+ | | |option. |
+ | | | |
+ | | |Answers displayed to |
+ | | |students cannot con- |
+ | | |tain any quotes. |
+ +---------------------------+------------------+----------------------+
+ | correct | The option that | To get credit, this |
+ | | grader will | option must be typed |
+ | | accept as correct| exactly the same as |
+ | | | the definition in |
+ | | | "options" |
+ +---------------------------+------------------+----------------------+
+
+
+
+ **Multiple Choice**
+
+ The Multiple Choice input type allows the student to select at most one choice from a collection of answer choices, presented as a list of radio buttons.
+
+ A Multiple Choice problem can have more than one correct answer, depending on how many choices are marked as correct in the underlying XML. If all choices are marked as incorrect, there is no correct response.
+
+ Multiple Choice is structurally similar to Option Response. Some conceptual differences between the two include the following.
+
+ • The Multiple Choice radio button format makes it easier for students to read very long response options.
+
+ • The Option Response drop-down input format makes it more likely for students to think of an answer and then search for it, rather than relying purely on recognition to answer the question.
+
+ • The Multiple Choice format is more explicit and visual. This makes it a more appropriate choice for presenting tricky or complicated answer options which are intended to get the student to pause and think.
+ Sample Problem
+
+ **Problem Code** ::
+
+
+ Example Problem
+ How many correct responses can a Multiple Choice question have?
+
+
+ Only one
+ Only zero or one
+ Zero or more
+ Only one or more
+ Nobody knows
+ Somebody might know :)
+
+
+
+
+
Explanation
+
It depends on how many choices are marked as correct in the underlying XML.
+
Note that if all choices are marked as incorrect, there is no
+ correct response.
+
+
+
+
+
+ **Template** ::
+
+
+
+
+
+ A
+ B
+
+
+
+
+
+
+
+
+
+
+
+ **XML Attribute Information**
+
+
+
+
+ +---------------------------+------------------+----------------------+
+ | Attribute | Description | Notes |
+ | | | |
+ +===========================+==================+======================+
+ | Options | A list of options|Attribute must be |
+ | | that students |defined with double |
+ | | choose from. |quotes and the values |
+ | | |in the list with |
+ | | |single quotes. |
+ | | | |
+ | | |There must be a space |
+ | | |between the separating|
+ | | |commas and single |
+ | | |quote start of the |
+ | | |option. |
+ | | | |
+ | | |Answers displayed to |
+ | | |students cannot con- |
+ | | |tain any quotes. |
+ +---------------------------+------------------+----------------------+
+ | correct | The option that | To get credit, this |
+ | | grader will | option must be typed |
+ | | accept as correct| exactly the same as |
+ | | | the definition in |
+ | | | "options" |
+ +---------------------------+------------------+----------------------+
+
+Attribute
+Description
+Notes
+
+
+
+Children
+Description
+Notes
+All standard HTML tags
+to display text relevant to the problem
+
+choicegroup
+a method to take input from students. See description below
+
+
+Attribute
+Description
+Notes
+type
+needs to have the value "MultipleChoice"
+
+Children
+Description
+Notes
+choice
+a description of an option to de displayed to students. Details below
+
+
+Attribute
+Description
+Notes
+name
+(optional) a unique name that the backend will use to refer to this option
+
+correct
+"true" if this option is the correct answer, "false" if not
+Only one choice in the choicegroup can have correct="true" in order for it to be possible to get the correct answer
+
+Checkbox
+The Checkbox input type allows the student to select zero or more choices from a collection of answer choices, presented as a list of checkboxes.
+Remark: Questions with one Checkbox input type have exactly one correct response. All the choices marked as correct="true" have to be selected for the submitted answer (i.e. the response) to be considered correct.
+In particular, the response of no boxes checked off could be the single correct response, and a Checkbox question, unlike a Multiple Choice question, cannot have zero correct responses.
+Sample Problem
+
+Problem Code
+
+
+ How many correct responses can a Checkbox question have?
+
+
+
+Zero
+One
+Two or more
+Nobody knows
+Somebody might know :)
+
+
+
+Template
+
+
+
+
+Zero
+One
+
+
+
+
+String Response
+The String Response input type provides an input box in which the student can enter a line of text, which is then checked against a specified expected answer.
+A String Response input does not provide any answer suggestions, so it can be a good way to get the students to engage with the material more deeply in a sequence and look up, figure out, or remember the correct answer themselves.
+Note that a student's answer in a String Response is marked as correct if it matches every character of the expected answer. This can be a problem with international spelling, dates, or anything where the format of the answer is not clear.
+Sample Problem
+
+Problem Code
+
+ Example Problem
+ What is the name of this unit? (What response type is this?)
+
+
+
+
+
+
Explanation
+
The name of this unit is "String Response," written without the punctuation.
+
Arbitrary capitalization is accepted.
+
+
+
+Template
+
+
+
+
+
+
+
+
+
+XML Attribute Information
+
+
+Attribute
+Description
+Notes
+type
+(optional) "ci" if the student response should be graded case-insensitively. The default is to take case into consideration when grading.
+
+answer
+The string that students need to enter in order to get credit.
+
+Children
+Description
+Notes
+textline
+used to accept student input. See description below
+
+
+Attribute
+Description
+Notes
+math
+(optional) If this attribute has any value at all, a math preview will display beneath the textbox showing well-formatted math corresponding to student input
+
+size
+(optional) defines the size in character widths of the input box as it is displayed to students.
+
+hidden
+(optional) if true, the textbox will be hidden from students.
+
+Children
+Description
+Notes
+
+
+
+
+Numerical Response
+The Numerical Response input type accepts a line of text input from the student and evaluates the input for correctness based on its numerical value. The input is allowed to be a number or a mathematical expression in a fixed syntax.
+The answer is correct if it is within a specified numerical tolerance of the expected answer.
+The expected answer can be specified explicitly or precomputed by a Python script.
+Sample Problem
+
+Problem Code
+
+ Example Problem
+
+What base is the decimal numeral system in?
+
+
+
+
+
+ What is the value of the standard gravity constant g, measured in m/s2? Give your answer to at least two decimal places.
+
+
+
+
+
+
+
+
+
+What is the distance in the plane between the points (pi, 0) and (0, e)? You can type math.
+
+
+
+
+
+
+
+
Explanation
+
The decimal numerical system is base ten.
+
The standard gravity constant is defined to be precisely 9.80665 m/s2.
+ This is 9.80 to two decimal places. Entering 9.8 also works.
+
By the distance formula, the distance between two points in the plane is
+ the square root of the sum of the squares of the differences of each coordinate.
+ Even though an exact numerical value is checked in this case, the
+ easiest way to enter this answer is to type
+ sqrt(pi^2+e^2) into the editor.
+ Other answers like sqrt((pi-0)^2+(0-e)^2) also work.
+
+
+
+
+Templates
+Exact values
+
+
+
+
+
+
+
+
+
+
+
+
+
+Answers with decimal precision
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Answers with percentage precision
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Answers with a live math interpretation popup display
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+Answers with scripts
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+XML Attribute Information
+
+
+
+ E =
+
+
+ Let x be a variable, and let n be an arbitrary constant. What is the derivative of xn?
+
+
+
+
+
+
+
+
+
Explanation
+
Use standard arithmetic operation symbols and indicate multiplication explicitly.
+
Use the symbol ^ to raise to a power.
+
Use parentheses to specify order of operations.
+
+
+
+Template
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+XML Attribute Information
+
+
+ This question consists of two parts.
+First, enter two integers which sum to 10.
+
+
+
+
+
+ Now enter two (finite) decimals which sum to 20.
+
+
+
+
+
+
+
+
Explanation
+
For the first part, any two numbers of the form n
+ and 10-n, where n is any integer, will work.
+ One possible answer would be the pair 0 and 10.
+
+
For the second part, any pair x and 20-x will work, where x is any real number with a finite decimal representation. Both inputs have to be entered either in standard decimal notation or in scientific exponential notation. One possible answer would be the pair 0.5 and 19.5. Another way to write this would be 5e-1 and 1.95e1.
+
+
+
+
+Templates
+
+With displayed suggested correct answers
+
+
+
+
+
+
+Enter two real numbers which sum to 20:
+
+
+
+
+
+
+
+
+
+
+With no suggested correct answers
+
+
+
+
+
+
+Enter two real numbers which sum to 20:
+
+
+
+
+
+
+
+
+
+
+
+Chemical Equation Response
+The Chemical Equation Response input type is a special type of Custom Response that allows the student to enter chemical equations as answers.
+Sample Problem
+
+Problem Code
+
+ Example Problem
+
+ Some problems may ask for a particular chemical equation. Practice by writing out the following reaction in the box below.
+ \( \text{H}_2\text{SO}_4 \longrightarrow \text{ H}^+ + \text{ HSO}_4^-\)
+
+
+
+
+
+if chemcalc.chemical_equations_equal(submission[0], 'H2SO4 -> H^+ + HSO4^-'):
+ correct = ['correct']
+else:
+ correct = ['incorrect']
+
+
+
+ Some tips:
- Only real element symbols are permitted.
- Subscripts are entered with plain text.
- Superscripts are indicated with a caret (^).
- The reaction arrow (\(\longrightarrow\)) is indicated with "->".
+ So, you can enter "H2SO4 -> H^+ + HSO4^-".
+
+
+Schematic Response
+The Schematic Response input type provides an interactive grid on which the student can construct a schematic answer, such as a circuit.
+Sample Problem
+
+
+
+Problem Code
+
+ Make a voltage divider that splits the provided voltage evenly.
+
+
+
+
+
+
+dc_value = "dc analysis not found"
+for response in submission[0]:
+ if response[0] == 'dc':
+ for node in response[1:]:
+ dc_value = node['output']
+
+if dc_value == .5:
+ correct = ['correct']
+else:
+ correct = ['incorrect']
+
+
+
+Make a high pass filter.
+
+
+
+
+ac_values = None
+for response in submission[0]:
+ if response[0] == 'ac':
+ for node in response[1:]:
+ ac_values = node['NodeA']
+print "the ac analysis value:", ac_values
+if ac_values == None:
+ correct = ['incorrect']
+elif ac_values[0][1] < ac_values[1][1]:
+ correct = ['correct']
+else:
+ correct = ['incorrect']
+
+
+
+
+
+
Explanation
+
A voltage divider that evenly divides the input voltage can be formed with two identically valued resistors, with the sampled voltage taken in between the two.
+

+
A simple high-pass filter without any further constaints can be formed by simply putting a resister in series with a capacitor. The actual values of the components do not really matter in order to meet the constraints of the problem.
+

+
+
+
diff --git a/userdocs/source/Format Cheat Sheet.rst b/userdocs/source/Format Cheat Sheet.rst
new file mode 100644
index 0000000000..7de5a37cc8
--- /dev/null
+++ b/userdocs/source/Format Cheat Sheet.rst
@@ -0,0 +1,59 @@
+******************
+Format cheat sheet
+******************
+
+Levels of Subheads
+
+####
+text
+####
+
+****
+text
+****
+
+text
+****
+
+text
+====
+
+text
+^^^^
+
+
+
+
+
+
+Image format, uses images as a reference from the soure/image file
+
+ .. image:: images/image029.png
+ : width: 800
+
+ .. image:: images/image009.png
+ :width: 800
+
+
+For references to edX1010 pages:
+
+ `Writing Exercises `_ has more in-depth discussion about problem types, and some general pedagogical considerations for adapting to the online format and a `Gallery of Response Types `_
+
+To set text in a "Code format"
+ ::
+
+To cross reference between sections of a document
+
+At the paragraph you are cross referencing:
+
+ . _Set-Grade-Brackets:
+
+To make the cross reference in text:
+
+ see :ref:`Set Grade Brackets`
+
+External page reference
+
+ see `Create a Problem `_
+
+
\ No newline at end of file
diff --git a/userdocs/source/Images/Image276.png b/userdocs/source/Images/Image276.png
new file mode 100644
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