diff --git a/cms/djangoapps/contentstore/tests/test_contentstore.py b/cms/djangoapps/contentstore/tests/test_contentstore.py
index 8400f35171..8ed9b9a0ff 100644
--- a/cms/djangoapps/contentstore/tests/test_contentstore.py
+++ b/cms/djangoapps/contentstore/tests/test_contentstore.py
@@ -164,6 +164,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
def test_edit_unit_toy(self):
self.check_edit_unit('toy')
+#FIX
def test_edit_unit_full(self):
self.check_edit_unit('full')
@@ -299,6 +300,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
num_drafts = self._get_draft_counts(course)
self.assertEqual(num_drafts, 1)
+#FIX
def test_import_textbook_as_content_element(self):
module_store = modulestore('direct')
import_from_xml(module_store, 'common/test/data/', ['full'])
@@ -307,6 +309,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
self.assertGreater(len(course.textbooks), 0)
+#FIX
def test_static_tab_reordering(self):
module_store = modulestore('direct')
import_from_xml(module_store, 'common/test/data/', ['full'])
@@ -331,6 +334,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
self.assertEqual(reverse_tabs, course_tabs)
+#FIX
def test_import_polls(self):
module_store = modulestore('direct')
import_from_xml(module_store, 'common/test/data/', ['full'])
@@ -342,6 +346,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
# check that there's actually content in the 'question' field
self.assertGreater(len(items[0].question), 0)
+#FIX
def test_xlint_fails(self):
err_cnt = perform_xlint('common/test/data', ['full'])
self.assertGreater(err_cnt, 0)
@@ -368,6 +373,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
resp = self.client.get(url)
self.assertEqual(resp.status_code, 200)
+#FIX
def test_delete(self):
direct_store = modulestore('direct')
import_from_xml(direct_store, 'common/test/data/', ['full'])
@@ -399,6 +405,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
# make sure the parent no longer points to the child object which was deleted
self.assertFalse(sequential.location.url() in chapter.children)
+#FIX
def test_about_overrides(self):
'''
This test case verifies that a course can use specialized override for about data, e.g. /about/Fall_2012/effort.html
@@ -413,6 +420,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
effort = module_store.get_item(Location(['i4x', 'edX', 'full', 'about', 'end_date', None]))
self.assertEqual(effort.data, 'TBD')
+#FIX
def test_remove_hide_progress_tab(self):
module_store = modulestore('direct')
import_from_xml(module_store, 'common/test/data/', ['full'])
@@ -421,6 +429,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
course = module_store.get_item(source_location)
self.assertFalse(course.hide_progress_tab)
+#FIX
def test_asset_import(self):
'''
This test validates that an image asset is imported and a thumbnail was generated for a .gif
@@ -472,6 +481,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
#
# self.assertIsNotNone(thumbnail)
+#FIX
def test_asset_delete_and_restore(self):
'''
This test will exercise the soft delete/restore functionality of the assets
@@ -528,6 +538,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
thumbnail = content_store.find(thumbnail_location, throw_on_not_found=False)
self.assertIsNotNone(thumbnail)
+#FIX
def test_empty_trashcan(self):
'''
This test will exercise the empting of the asset trashcan
@@ -572,6 +583,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
all_thumbnails = trash_store.get_all_content_thumbnails_for_course(course_location)
self.assertEqual(len(all_thumbnails), 0)
+#FIX
def test_clone_course(self):
course_data = {
@@ -635,6 +647,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
resp = self.client.get('http://localhost:8001/c4x/CDX/123123/asset/&images_circuits_Lab7Solution2.png')
self.assertEqual(resp.status_code, 400)
+#FIX
def test_delete_course(self):
"""
This test will import a course, make a draft item, and delete it. This will also assert that the
@@ -683,6 +696,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
filesystem = OSFS(root_dir / ('test_export/' + dirname))
self.assertTrue(filesystem.exists(item.location.name + filename_suffix))
+#FIX
def test_export_course(self):
module_store = modulestore('direct')
draft_store = modulestore('draft')
@@ -802,6 +816,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
shutil.rmtree(root_dir)
+#FIX
def test_course_handouts_rewrites(self):
module_store = modulestore('direct')
@@ -820,6 +835,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
# note, we know the link it should be because that's what in the 'full' course in the test data
self.assertContains(resp, '/c4x/edX/full/asset/handouts_schematic_tutorial.pdf')
+#FIX
def test_prefetch_children(self):
module_store = modulestore('direct')
import_from_xml(module_store, 'common/test/data/', ['full'])
@@ -842,6 +858,7 @@ class ContentStoreToyCourseTest(ModuleStoreTestCase):
self.assertFalse(Location(['i4x', 'edX', 'full', 'vertical', 'vertical_58', None])
in course.system.module_data)
+#FIX
def test_export_course_with_unknown_metadata(self):
module_store = modulestore('direct')
content_store = contentstore()
@@ -1200,6 +1217,7 @@ class ContentStoreTest(ModuleStoreTestCase):
# make sure we found the item (e.g. it didn't error while loading)
self.assertTrue(did_load_item)
+#FIX
def test_forum_id_generation(self):
module_store = modulestore('direct')
import_from_xml(module_store, 'common/test/data/', ['full'])
@@ -1214,6 +1232,7 @@ class ContentStoreTest(ModuleStoreTestCase):
self.assertNotEquals(new_discussion_item.discussion_id, '$$GUID$$')
+#FIX
def test_update_modulestore_signal_did_fire(self):
module_store = modulestore('direct')
import_from_xml(module_store, 'common/test/data/', ['full'])
@@ -1239,6 +1258,7 @@ class ContentStoreTest(ModuleStoreTestCase):
self.assertTrue(self.got_signal)
+#FIX
def test_metadata_inheritance(self):
module_store = modulestore('direct')
import_from_xml(module_store, 'common/test/data/', ['full'])
diff --git a/cms/djangoapps/contentstore/tests/test_course_settings.py b/cms/djangoapps/contentstore/tests/test_course_settings.py
index 972bc22dce..d96fb9dca1 100644
--- a/cms/djangoapps/contentstore/tests/test_course_settings.py
+++ b/cms/djangoapps/contentstore/tests/test_course_settings.py
@@ -295,6 +295,7 @@ class CourseMetadataEditingTest(CourseTestCase):
"""
Tests for CourseMetadata.
"""
+ #FIX
def setUp(self):
CourseTestCase.setUp(self)
# add in the full class too
diff --git a/common/test/data/full/README.md b/common/test/data/full/README.md
deleted file mode 100644
index 812ca471ce..0000000000
--- a/common/test/data/full/README.md
+++ /dev/null
@@ -1 +0,0 @@
-This is a realistic course, with many different module types and a lot of structure. It is based on 6.002x.
diff --git a/common/test/data/full/about/6.002_Spring_2012/effort.html b/common/test/data/full/about/6.002_Spring_2012/effort.html
deleted file mode 100644
index 3ef8bf8ce1..0000000000
--- a/common/test/data/full/about/6.002_Spring_2012/effort.html
+++ /dev/null
@@ -1 +0,0 @@
-6 hours
\ No newline at end of file
diff --git a/common/test/data/full/about/description.html b/common/test/data/full/about/description.html
deleted file mode 100644
index 305dc51750..0000000000
--- a/common/test/data/full/about/description.html
+++ /dev/null
@@ -1,3 +0,0 @@
-6.002x (Circuits and Electronics) is designed to serve as a first course in an undergraduate electrical engineering (EE), or electrical engineering and computer science (EECS) curriculum. At MIT, 6.002 is in the core of department subjects required for all undergraduates in EECS.
-
-The course introduces engineering in the context of the lumped circuit abstraction. Topics covered include: resistive elements and networks; independent and dependent sources; switches and MOS transistors; digital abstraction; amplifiers; energy storage elements; dynamics of first- and second-order networks; design in the time and frequency domains; and analog and digital circuits and applications. Design and lab exercises are also significant components of the course. You should expect to spend approximately 10 hours per week on the course.
\ No newline at end of file
diff --git a/common/test/data/full/about/effort.html b/common/test/data/full/about/effort.html
deleted file mode 100644
index c983fdcb5c..0000000000
--- a/common/test/data/full/about/effort.html
+++ /dev/null
@@ -1 +0,0 @@
-12 hours
\ No newline at end of file
diff --git a/common/test/data/full/about/end_date.html b/common/test/data/full/about/end_date.html
deleted file mode 100644
index 2fd9f95700..0000000000
--- a/common/test/data/full/about/end_date.html
+++ /dev/null
@@ -1 +0,0 @@
-TBD
\ No newline at end of file
diff --git a/common/test/data/full/about/faq.html b/common/test/data/full/about/faq.html
deleted file mode 100644
index a173e46753..0000000000
--- a/common/test/data/full/about/faq.html
+++ /dev/null
@@ -1,14 +0,0 @@
-
-
What is the format of the class?
-
The course will consist of 24 lectures, each lasting 50 minutes. There will be regular assignments consisting of map tests and short essays.
-
-
Are there any prerequisites?
-
No - anyone and everyone is welcome to take this course.
-
-
What textbook should I buy?
-
Although the lectures are designed to be self-contained, we recommend (but do not require) that students refer to the book Worlds Together, Worlds Apart: A History of the World: From 1000 CE to the Present (W W Norton, 3rd edition) — Volume II, which was written specifically for this course.
-
-
Does Harvard award credentials or reports regarding my work in this course?
-
Princeton does not award credentials or issue reports for student work in this course. However, Coursera could maintain a record of your score on the assessments and, with your permission, verify that score for authorized parties.
If you're one of the many who have a unquenched interest in the worlds history, you'll love this course.
-
-
-
-
Who shouldn't take this?
-
No one. Anyone and everyone is welcome to take this course.
-
\ No newline at end of file
diff --git a/common/test/data/full/about/requirements.html b/common/test/data/full/about/requirements.html
deleted file mode 100644
index 5890d9c036..0000000000
--- a/common/test/data/full/about/requirements.html
+++ /dev/null
@@ -1,2 +0,0 @@
-
In order to succeed in this course, you must have taken an AP level physics course in electricity and magnetism. You must know basic calculus and linear algebra and have some background in differential equations. Since more advanced mathematics will not show up until the second half of the course, the first half of the course will include an optional remedial differential equations component for those who need it.
-
The course web site was developed and tested primarily with Google Chrome. We support current versions of Mozilla Firefox as well. The video player is designed to work with Flash. While we provide a partial non-Flash fallback for the video, as well as partial support for Internet Explorer, other browsers, and tablets, portions of the functionality will be unavailable.
\ No newline at end of file
diff --git a/common/test/data/full/about/syllabus.html b/common/test/data/full/about/syllabus.html
deleted file mode 100644
index af41f420f5..0000000000
--- a/common/test/data/full/about/syllabus.html
+++ /dev/null
@@ -1,17 +0,0 @@
-
-
Week 1: What is World History?
-
Week 2: Peoples, Plagues and Plunders
-
Week 3: Warfare and Motion
-
Week 4: Conquests
-
Week 5: The Beginnings of Globalization in the Atlantic Worlds
-
Week 6: The Beginnings of Globalization in the Indian Ocean Worlds
The course uses the textbook Foundations of Analog and Digital Electronic Circuits, by Anant Agarwal and Jeffrey H. Lang. Morgan Kaufmann Publishers, Elsevier, July 2005. While recommended, the book is not required: relevant sections will be provided electronically as part of the online course for personal use in connection with this course only. The copyright for the book is owned by Elsevier. The book can be purchased on Amazon.
This exam covers weeks 1-13. You may use your calculator, your notes, your book, the internet, or any other auxiliary materials that you think can help you. However, you are not allowed to communicate with any person on any topic associated with this course while you are taking this exam.
-
-Once you click on the next tab, you will have 24 hours to complete the examination. For each problem you will be allowed exactly three submissions. Your
-answers to that problem will be checked after each submission, so you
-can fix mistakes you may have made, within the three-submission limit.
-Your most recently checked answer is the answer that will contribute to your grade on the exam.
-
-
-Each answer box on the exam contributes equally to your grade on the exam, regardless of how they are grouped as problems.
-
-Remember that the time evolution of any variable \(x(t)\) governed by
-a first-order system with a time-constant \(\tau\) for a time \(t) between an initial
-value \(x(t_0)\) and a final value \(x(\infty)\) is the following:
-
Note: This part of the lab is just to develop your intuition about
-superposition. There are no responses that need to be checked.
-
-
Circuits with multiple sources can be hard to analyze as-is. For example, what is the voltage
-between the two terminals on the right of Figure 1?
-
-
-
-Figure 1. Example multi-source circuit
-
-
-
We can use superposition to make the analysis much easier.
-The circuit in Figure 1 can be decomposed into two separate
-subcircuits: one involving only the voltage source and one involving only the
-current source. We'll analyze each circuit separately and combine the
-results using superposition. Recall that to decompose a circuit for
-analysis, we'll pick each source in turn and set all the other sources
-to zero (i.e., voltage sources become short circuits and current
-sources become open circuits). The circuit above has two sources, so
-the decomposition produces two subcircuits, as shown in Figure 2.
-
-
-
-
-(a) Subcircuit for analyzing contribution of voltage source
-
-
-(b) Subcircuit for analyzing contribution of current source
-
- Figure 2. Decomposition of Figure 1 into subcircuits
-
-
- Let's use the DC analysis capability of the schematic tool to see superposition
-in action. The sliders below control the resistances of R1, R2, R3 and R4 in all
-the diagrams. As you move the sliders, the schematic tool will adjust the appropriate
-resistance, perform a DC analysis and display the node voltages on the diagrams. Here's
-what you want to observe as you play with the sliders:
-
-
-The voltage for a node in Figure 1 is the sum of the voltages for
-that node in Figures 2(a) and 2(b), just as predicted by
-superposition. (Note that due to round-off in the display of the
-voltages, the sum of the displayed voltages in Figure 2 may only be within
-.01 of the voltages displayed in Figure 1.)
-
-This is a twenty four hour examination. You can start the exam when it is
-convenient for you, but you must complete this examination by 12:00pm (noon)
-GMT on April 30th. Please look up what time this is in your local time zone.
-
-
-
-When you open the next page, you will have started the examination.
-You do not need to start now: you will not be timed until you open the
-next page. Once you have opened the next page page you must complete
-the exam and make your final submission within twenty four hours of starting
-the exam.
-
-
-
-You may use any notes, computational, or auxiliary materials that you
-think can help you. However, you may not communicate with any person
-about this examination while working on it. Furthermore, you may not
-communicate about the exam until the exam has been closed for everyone.
-
-
-
-For each problem you will be allowed exactly three submissions. Your
-answers to that problem will be checked after each submission, so you
-can fix mistakes you may have made, within the three-submission limit.
-
-
-
-If you want to go back and study some more before starting this
-exam you can do so. Good Luck!
-
-This is a twenty four hour examination. You can start the exam when it is
-convenient for you, but you must complete this examination by 12:00pm (noon)
-GMT on April 30th. Please look up what time this is in your local time zone.
-
-
-When you open the next page, you will have started the examination.
-You do not need to start now: you will not be timed until you open the
-next page. Once you have opened the next page page you must complete
-the exam and make your final submission within twenty four hours of starting
-the exam.
-
-
-You may use any notes, computational, or auxiliary materials that you
-think can help you. However, you may not communicate with any person
-about this examination while working on it. Furthermore, you may not
-communicate about the exam until the exam has been closed for everyone.
-
-
-For each problem you will be allowed exactly three submissions. Your
-answers to that problem will be checked after each submission, so you
-can fix mistakes you may have made, within the three-submission limit.
-
-
-If you want to go back and study some more before starting this
-exam you can do so. Good Luck!
-
-This is a twenty four hour examination. You can start the exam when it is
-convenient for you, but you must complete this examination by 12:00pm (noon)
-GMT on April 30th. Please look up what time this is in your local time zone.
-
-
-When you open the next page, you will have started the examination.
-You do not need to start now: you will not be timed until you open the
-next page. Once you have opened the next page page you must complete
-the exam and make your final submission within twenty four hours of starting
-the exam.
-
-
-You may use any notes, computational, or auxiliary materials that you
-think can help you. However, you may not communicate with any person
-about this examination while working on it. Furthermore, you may not
-communicate about the exam until the exam has been closed for everyone.
-
-
-For each problem you will be allowed exactly three submissions. Your
-answers to that problem will be checked after each submission, so you
-can fix mistakes you may have made, within the three-submission limit.
-
-
-If you want to go back and study some more before starting this
-exam you can do so. Good Luck!
-
Welcome! - We introduce
- ourselves and explain the tutorial format.
-
-
Basic Tutorials
-
-
The Circuit
- Abstraction - We look at a lightbulb, and see that abstracting
- away the circuit from the geometry of the wiring has no visible
- effect.
-
Lightbulb Circuit - We
- look at the voltage across a lightbulb with a multimeter, and
- confirm the device is symmetric. In the process, we see reference
- directions for currents, voltages, and polarity for powers.
-
Parallel Resistors -
- An explanation of equivalent circuits in the context of parallel
- resistors.
Since the course has students from a diverse set of backgrounds, the first week's tutorials includes several extra segments, worked out with greater detail, to help bring everyone up to speed. Gratuitous ≥ entity.
-
-
-
diff --git a/common/test/data/full/html/html_5555.html b/common/test/data/full/html/html_5555.html
deleted file mode 100644
index b8352b0b4f..0000000000
--- a/common/test/data/full/html/html_5555.html
+++ /dev/null
@@ -1 +0,0 @@
- Lab Introduction or Interactive Lab Usage Handout for information on how to do the lab.
diff --git a/common/test/data/full/html/linearity_clarify.html b/common/test/data/full/html/linearity_clarify.html
deleted file mode 100644
index a349129ff8..0000000000
--- a/common/test/data/full/html/linearity_clarify.html
+++ /dev/null
@@ -1,39 +0,0 @@
- Clarification of the term "Linear"
-
- The term "linear" is very clear when applied to a
- mathematical function. A function F is linear if and only
- if it obeys homogeneity and superposition:
-
- In the context of what we have seen so far, the only
- elements that are linear as mathematical functions are
- resistors. An independent voltage source or an independent
- current source is not a linear element. (There are also
- linear dependent sources, linear capacitors and linear
- inductors, but we have not yet introduced them in our class.
- You will see them later.)
-
- Formally, a circuit composed of only linear elements is a
- linear circuit. When we add independent sources to a linear
- circuit as inputs, we get a circuit that is not linear
- because it has an offset: its v-i characteristic at a pair
- of exposed terminals may not pass through the origin.
- However, we can make a Thevenin or Norton equivalent model
- of such a circuit: the Thevenin resistance summarizes the
- effect of the linear elements and the Thevenin voltage
- summarizes the effect of the independent sources.
-
- However the term "linear," when applied to an electrical
- circuit often takes on an informal meaning. We often say
- that a circuit containing only linear elements and
- independent sources is a "linear circuit." So, in the
- informal sense, a linear circuit is one where we can apply
- the Thevenin or Norton theorems to summarize the behavior at
- a pair of exposed terminals.
-
- Sorry for the confusion of words — natural language is like
- that!
-
diff --git a/common/test/data/full/html/linearity_clarify.xml b/common/test/data/full/html/linearity_clarify.xml
deleted file mode 100644
index 400316a63e..0000000000
--- a/common/test/data/full/html/linearity_clarify.xml
+++ /dev/null
@@ -1,39 +0,0 @@
- Clarification of the term "Linear"
-
- The term "linear" is very clear when applied to a
- mathematical function. A function F is linear if and only
- if it obeys homogeneity and superposition:
-
- In the context of what we have seen so far, the only
- elements that are linear as mathematical functions are
- resistors. An independent voltage source or an independent
- current source is not a linear element. (There are also
- linear dependent sources, linear
- inductors, and other linear elements, but we have not yet introduced them in our class.
- You will see them later.)
-
- Formally, a circuit composed of only linear elements is a
- linear circuit. When we add independent sources to a linear
- circuit as inputs, we get a circuit that is not linear
- because it has an offset: its v-i characteristic at a pair
- of exposed terminals may not pass through the origin.
- However, we can make a Thevenin or Norton equivalent model
- of such a circuit: the Thevenin resistance summarizes the
- effect of the linear elements and the Thevenin voltage
- summarizes the effect of the independent sources.
-
- However the term "linear," when applied to an electrical
- circuit often takes on an informal meaning. We often say
- that a circuit containing only linear elements and
- independent sources is a "linear circuit." So, in the
- informal sense, a linear circuit is one where we can apply
- the Thevenin or Norton theorems to summarize the behavior at
- a pair of exposed terminals.
-
- Sorry for the confusion of words — natural language is like
- that!
-
Click on the component in the parts bin (the columns of part icons to
-the right of the diagram area) and drag it onto the diagram. Release
-the mouse when the component is in the correct position.
-
-
-
-
-
Move a component
-
Click to select a component in the diagram (it will turn green)
-and then drag it to its new location. You can use shift-click to add
-a component to the current selection. Or you can click somewhere in
-the diagram that is not on top of a component and drag out a selection
-rectangle — components intersecting the rectangle will be added to
-the current selection.
-
-
-
-
-
Rotate a component
-
Click to select a component in the diagram (it will turn green)
-and then type the letter "r" on the keyboard. The component will
-be rotated 90 degrees. Additional rotations will move the component
-through its eight possible orientations (4 compass points and their
-reflections).
-
-
-
-
-
Delete a component
-
Click to select the component in the diagram (shift-click to
-select multiple components) then type DEL or BACKSPACE on your
-keyboard.
-
-
-
-
-
Change a component's properties
-
Double click on the component. This will bring up an Edit Properties
-window that has input fields for each of the component's properties.
-Click OK to change the values. Click CANCEL or the window's close
-button to abort the changes. Numeric values can be entered using
-engineeering notation:
-
-
-
suffix
multiplier
suffix
multiplier
-
T
\(10^{12}\)
u
\(10^{-6}\)
-
G
\(10^{9}\)
n
\(10^{-9}\)
-
M
\(10^{6}\)
p
\(10^{-12}\)
-
k
\(10^{3}\)
f
\(10^{-15}\)
-
m
\(10^{-3}\)
-
-
-
-
-
-
-
Add a wire
-
Wires start at connection points, the open circles that
-appear at the terminals of components or the ends of wires.
-Click on a connection point to start a wire — a green wire
-will appear with one end anchored at the starting point.
-Drag the mouse and release the mouse button when the other
-end of the wire is positioned as you wish. Once a wire has
-been added to the diagram it can be manipulated like any other
-component.
-
-
-
-
diff --git a/common/test/data/full/html/test.html b/common/test/data/full/html/test.html
deleted file mode 100644
index ba35cf08e8..0000000000
--- a/common/test/data/full/html/test.html
+++ /dev/null
@@ -1 +0,0 @@
-Test file for HTML in data
diff --git a/common/test/data/full/html/units_hint.html b/common/test/data/full/html/units_hint.html
deleted file mode 100644
index 72e251a034..0000000000
--- a/common/test/data/full/html/units_hint.html
+++ /dev/null
@@ -1,4 +0,0 @@
-Hint…
-
-Be careful of units here. Make sure you notice multipliers such
-as u (or μ), k, m, M.
diff --git a/common/test/data/full/info/guest_updates.html b/common/test/data/full/info/guest_updates.html
deleted file mode 100644
index c70c6e56ec..0000000000
--- a/common/test/data/full/info/guest_updates.html
+++ /dev/null
@@ -1,8 +0,0 @@
-
Updates
-
-
-
-Welcome to 6002x. Please look around.
-
-
-
diff --git a/common/test/data/full/info/handouts.html b/common/test/data/full/info/handouts.html
deleted file mode 100644
index febf804f50..0000000000
--- a/common/test/data/full/info/handouts.html
+++ /dev/null
@@ -1 +0,0 @@
-Schematic Tutorial
\ No newline at end of file
diff --git a/common/test/data/full/info/updates.html b/common/test/data/full/info/updates.html
deleted file mode 100644
index 2604dc5d9e..0000000000
--- a/common/test/data/full/info/updates.html
+++ /dev/null
@@ -1,195 +0,0 @@
-
Updates
-
-
May 7
-
-
-
There is a review of complex numbers available in the Week 10 tutorials, provided by Prof. Jeremy Orloff of the MIT math department. A link has also been provided in the Math Review section of the wiki.
-
-
-
May 2
-
-
-
-
We have opened the show-answer button on the midterm…
-
There was a four hour outage in posting ability on the discussion board Monday night… It has been fixed. We apologise for the inconvenience.
-
-
-
April 30
-
-
-
The midterm closed early this morning. Staff solutions will be available next week, but you are encouraged to discuss the problems that you thought were particularly hard on the discussion forum. Congratulations on making it halfway through the course!
-
-
-
April 25
-
-
-
The midterm is now available. It will close after midnight on Sunday night has passed in all timezones. Specifically, it will close 12:00pm (noon) GMT, April 30th. It covers the material in weeks one through six. Good Luck!
-
Absolutely no collaboration is allowed on the midterm. Prof. Agarwal has provided a clarification of the collaboration policy on the discussion forum.
-
-
-
April 23
-
-
-
Reminder: the midterm will be released on Wednesday and close on Sunday. Please see the April 3 and April 9 announcements for more logistical details.
-
Some students have put together extra study materials for the quiz. There are flashcards and summaries
-
The grading programs for the sequence 15 exercises have been fixed. Thanks to all of the participants in this thread for pointing out their difficulties.
-
-
-
April 23
-
-
-
There was a bug that caused the Week 6 homework and lab to close early in some timezones. That bug has been fixed, and the due date for Week 6 assignments has been moved to Tuesday night at midnight. We apologize for the inconvenience.
-
In order to help people study for the midterm this week, we will release the Week 6 solutions on their normal release schedule. You will be able to see them later today. Please do not look at the solutions before submitting your Week 6 assignments. We are relying on your honesty and adherence to the Honor Code in this matter.
-
-
-
April 16
-
-
-
Weeks 6 and 9 will require more mathematical background than the rest of the course. Please bear with us for those two weeks. This is necessary to understanding the roots of the more intuitive tools that will be developed over the remainder of the course for understanding dynamic systems.
-
-
-
April 9
-
-
-
The wiki now saves circuits as part of the revision history. The format for entering circuits into the wiki is now the keyword "circuit-schematic:". There will be a few minutes of downtime as old circuits are converted into the new format.
-
Although you will have 24 hours to complete the midterm, we do not anticipate that the time limit will be the limiting factor in completing the exam. We hope that it will only take you a couple of hours to finish.
-
In order to clear up some confusion in the format the exam will take, we have posted two example exam questions.
-
At least one of the questions on the exam will be strongly inspired by a question from the homeworks, so it would be worth your time to make sure that you understand all of the homework solutions.
-
We have released a review packet for the midterm, without solutions , and with solutions. Note that the exam covers material from weeks one through six. If you have not yet finished going through the material for those weeks, we would encourage going through learning the material in the format that it was initially published before using these review resources.
-
-
-
April 3
-
-
-
The exam will be released in the courseware section on Wednesday, April 25th. It will be closed at the end of Sunday, April 29th. See the chart below for release and close times in selected time zones. The exam will consist of two elements in sequence: a cover sheet and the exam itself. Once you click past the cover sheet and open the exam, you will have twenty-four hours to complete it. Please be careful to keep track of your own time, as we have no mechanism to warn you when your time is about to expire.
-
-
-
-
release
close
-
10:00pm GMT April 25th
12:00pm GMT April 30th
-
5:00pm EST April 25th
7:00am EST April 30th
-
2:00pm PST April 25th
4:00am PST April 30th
-
3:30am IST April 26th
5:30pm IST April 30th
-
-
-
The format of the exam will be very similar to the homeworks, with one exception: you will have a limited number of opportunities to check your answers. You will only be able to check your answers three times before you will no longer be able change your response.
-
There was a short period this morning when the grade plot was showing percentages incorrectly due to a bug in the display code. We apologize for any inconvenience. If you run into any other display issues, please try reloading your browser.
-
-
-
April 2
-
-
-
We will soon start using differential equations in the course material. We have posted a little bit of math review on the wiki for people who need a refresher.
-
Please note that we are unable to change the due dates of the assignments for any person for any reason. If something unexpected comes up, we ask that you use one of your allocated two dropped homeworks or two dropped labs.
-
The third week's assignments have been due, so new students who have registered late will not have enough dropped assignments allocated to them to earn all of the points in the course. New students are encouraged to use the course material for their own enrichment, to earn all of the points still available to be earned, or wait until the next offering
-
-
-
-
March 26
-
-
-
Thomas Loch wrote a number of scripts that offer
-enhancements to MITx. These scripts need a Firefox plug-in,
-GreaseMonkey, in order to work.
-They provide functionality like quality and volume selection for
-videos, integration with our IRC server, and automatic advance
-of lecture sequences when a video finishes playing. Note that some sequences
- -- such as this week's tutorials -- rely on the break between videos.
-
There's an unofficial
-web client for the IRC channel now available. Please pick a
-username better than the default.
-
There is a lab experiment this week that requires a recent
-version of Chrome or Firefox to work. This is the first content that
-will not work with IE (it processes sound in the browser in a way which
-is not possible with IE).
-
-
-
March 19th
-
-
-
The last update originally listed the wrong name for the creater of the course downloader. Josiah Yan wrote the utility.
-
-
-
-
March 15th
-
-
-
We have posted solutions to the ungraded lecture exercises. Solutions
-to graded assessments will be available after the deadline.
-
Several
-students asked about how to submit homeworks -- simply hit "check" --
-your problems are automatically checked, saved, and graded.
-
-
As
-some IRC
-users already know, a couple of 6.002x students have put together
-tools that have been requested in the discussion forums:
-
Jeff Kent created a scrolling textbook viewer. We posted his tool here
-
Josiah Yan posted a downloader for the course on his github account.
-
-If you haven't visited the IRC channel
-(irc.mitx.mit.edu, channel
-#6002), feel free to download an IRC client, and check it out. Good place
-to meet other students, and occasionally, the devs.
-
-
-
-
March 12th
-
-Due to student feedback in the forums, we have changed due dates from
-the beginning of the weekend to the end of the weekend. Enjoy the
-extra time to complete assignments! Otherwise, we now have better
-error messages for incorrect inputs, and a slew of other minor
-fixes. If you experience any problems after the update, please try
-holding shift and hitting the reload button in your browser.
-
-
-
-
March 8th
-
-It is great to see all the activity in the discussion forum! We recently updated the wiki with more detailed guidance on how to get help from the course staff. We encourage you to check out those guidelines in order to get the most benefit from that resource.
-
-
-
-
March 6th
-
-
Several key issues were reported:
-
-
-
Tolerance on S1E2 was set a bit too tight -- many
- solutions (including our own -- we printed more digits at the
- time these were tested) were marked wrong since we required
- many digits. This is now corrected.
-
Several students reported (correctly) that our error
- messages are unclear. A dictionary:
-
-
"Unknown error" -- this occurs if you
- submit non-numeric answers to numeric problems. This most
- commonly occurs if a comma is used instead of a decimal point,
- or units are included.
-
"Syntax error" occurs when you type in a
- formula with an error. E.g. (((
-
"Undefined" means you used an invalid
- variable in your answer. E.g. if you used 'z' when taking the
- derivative of e^x (instead of just 'e' and 'x').
-
-
-
Some of the documentation refers to a "save"
- button. This was eliminated based on user tests prior to
- release, but we still had references to it in our
- documentation. Please use the check button instead, which both
- checks your answers and saves.
-
-
-
-
-
March 5th
-
-Welcome to 6.002x!
-
-You can find a video tutorial for the system tools "System Usage Sequence" in the Overview section of the courseware. There are also several system usage handouts in the handouts section on the side, including the "6.002x At-a-Glance (Calendar)". The System Usage video sequence walks you through the various features of the online learning platform, and the 6.002x At-a-Glance handout provides a detailed week-by-week schedule of course topics, textbook readings, and deadlines. After you familiarize yourself with the various features of the MITx platform, you can jump right into the coursework by working on "Administrivia and Circuit Elements", the first Lecture Sequence in Week 1.
-
-Enjoy the course!
-
-
-
diff --git a/common/test/data/full/policies/6.002_Spring_2012.json b/common/test/data/full/policies/6.002_Spring_2012.json
deleted file mode 100644
index 2f55528b7b..0000000000
--- a/common/test/data/full/policies/6.002_Spring_2012.json
+++ /dev/null
@@ -1,17 +0,0 @@
-{
- "course/6.002_Spring_2012": {
- "graceperiod": "1 day 12 hours 59 minutes 59 seconds",
- "start": "2012-09-21T12:00",
- "display_name": "Testing",
- "xqa_key": "5HapHs6tHhu1iN1ZX5JGNYKRkXrXh7NC",
- "tabs": [
- {"type": "courseware"},
- {"type": "course_info", "name": "Course Info"},
- {"type": "static_tab", "url_slug": "syllabus", "name": "Syllabus"},
- {"type": "static_tab", "url_slug": "resources", "name": "Resources"},
- {"type": "discussion", "name": "Discussion"},
- {"type": "wiki", "name": "Wiki"},
- {"type": "progress", "name": "Progress"}
- ]
- }
-}
\ No newline at end of file
diff --git a/common/test/data/full/problem/Circuit_Sandbox.xml b/common/test/data/full/problem/Circuit_Sandbox.xml
deleted file mode 100644
index 1582f3ff0b..0000000000
--- a/common/test/data/full/problem/Circuit_Sandbox.xml
+++ /dev/null
@@ -1,6 +0,0 @@
-Here's a sandbox where you can experiment with all the components
-we'll discuss in 6.002x. If you click on CHECK below, your diagram
-will be saved on the server and you can return at some later time…
-
-correct = ['correct']
-
diff --git a/common/test/data/full/problem/H1P1_Energy.xml b/common/test/data/full/problem/H1P1_Energy.xml
deleted file mode 100644
index 18e71622d3..0000000000
--- a/common/test/data/full/problem/H1P1_Energy.xml
+++ /dev/null
@@ -1,32 +0,0 @@
-
-According to McDonald's
-nutrition
-facts a \($M\) provides \($C\) kiloCalories of energy. (1 dietitian's
-calorie is 1000 physicist's calories.) A typical automobile lead-acid
-battery can supply 50 Ampere-hours at 12 Volts. We can compare these by
-converting the energy specifications to common units. The SI unit of
-energy is the Joule=1 Watt-second. One physicist's calorie is 4.2 Joules.
-
-
-
-How many Joules are there in a \($M\)?
-
-
-
-
-How many Joules are there in a car battery?
-
-
-
-
-Which tastes better? :-)
-
-
-
diff --git a/common/test/data/full/problem/H1P2_Duality.xml b/common/test/data/full/problem/H1P2_Duality.xml
deleted file mode 100644
index 4b1812c0b7..0000000000
--- a/common/test/data/full/problem/H1P2_Duality.xml
+++ /dev/null
@@ -1,127 +0,0 @@
-
-In this problem we will investigate a fun idea called "duality."
-
-Consider the series circuit in the diagram shown.
-
-We are given device parameters \(V=$V\)V, \(R_1=$R1\Omega\), and \(R_2=$R2\Omega\).
-All of the unknown voltages and currents are labeled in associated reference
-directions. Solve this circuit for the unknowns and enter them into
-the boxes given.
-
-The value (in Volts) of \(v_1\) is:
-
-
-
-
-The value (in Amperes) of \(i_1\) is:
-
-
-
-
-The value (in Volts) of \(v_2\) is:
-
-
-
-
-The value (in Amperes) of \(i_2\) is:
-
-
-
-
-The value (in Volts) of \(v_V\) is:
-
-
-
-
-The value (in Amperes) of \(i_V\) is:
-
-
-
-
-The sum of the powers (in Watts) entering all of the elements is:
-
-
-
-
-
Now, let's turn our attentions to the parallel circuit.
-The numerical value of the strength of the current source is set to be
-the same as the numerical value of the strength of the voltage source:
-\(I=$I\)A. The resistances are set to be reciprocals of the
-resistances in the series circuit: \(R_3=$R3\Omega\) and
-\(R_4=$R4\Omega\).
-
-Solve this circuit for the unknowns and enter them into
-the boxes given.
-
-The value (in Volts) of \(v_3\) is:
-
-
-
-
-The value (in Amperes) of \(i_3\) is:
-
-
-
-
-The value (in Volts) of \(v_4\) is:
-
-
-
-
-The value (in Amperes) of \(i_4\) is:
-
-
-
-
-The value (in Volts) of \(v_I\) is:
-
-
-
-
-The value of (in Amperes) \(i_I\) is:
-
-
-
-
-The sum of the powers (in Watts) entering all of the elements is:
-
-
-
-
-
Look carefully at the numbers you have derived.
-Compare the series and parallel circuit. Do you see the pattern?
-
-
-
-
diff --git a/common/test/data/full/problem/H1P3_Poor_Workmanship.xml b/common/test/data/full/problem/H1P3_Poor_Workmanship.xml
deleted file mode 100644
index f32b9eb271..0000000000
--- a/common/test/data/full/problem/H1P3_Poor_Workmanship.xml
+++ /dev/null
@@ -1,85 +0,0 @@
-
-Joe wants to heat his 12'X20' workshop with electric heat. He has
-hired the HACME electrician company to build the system. They propose
-to use three \($P\)W 240V baseboard heaters to provide a total heating
-capacity of \($Pmax\)W. (A heater is basically a
-resistor. This is not quite true, because there is a thermostatic
-switch incorporated into the heater and because the resistance of a
-heater varies a bit with its temperature. But we will use a linear
-resistor as a model of a heater.)
-
-In the proposed system the heaters are connected in parallel with the
-240V 60Hz AC power line (modeled by a voltage source) as shown in the
-diagram:
-
-Remember (from exercise S1E3: AC POWER) that AC power-line voltages
-and currents are specified as RMS values. So 120V AC heats a given
-resistance exactly as much as 120V DC would heat that same
-resistance.
-
-
-
-
-How much current is expected to be drawn from the power line by this
-heating system when all three heaters are on?
-
-
-
-
-If instead, HACME chose to implement the system with 120V heaters, how
-much current would have been needed?
-
-
-
-
-Notice that this would require much heavier and more expensive wire to
-distribute the power.
-
-Back to the original plan with 240V power.
-
-Unfortunately, Sparky, who works for HACME, was a little sleepy that
-day. He accidentally connected the heaters as shown below:
-
-
-As a consequence, Joe found his workshop too cold. H1 was weak; H2
-and H3 barely warmed up.
-
-What power was being dissipated in H1?
-
-
-
-
-What power was being dissipated in H2 (or in H3)?
-
-
-
-
-So the total heating power in Joe's shop was:
-
-
-
-
-
-No wonder Joe was cold…
-
-
-
diff --git a/common/test/data/full/problem/Lab_0_Using_the_Tools.xml b/common/test/data/full/problem/Lab_0_Using_the_Tools.xml
deleted file mode 100644
index c270773da3..0000000000
--- a/common/test/data/full/problem/Lab_0_Using_the_Tools.xml
+++ /dev/null
@@ -1,115 +0,0 @@
- In this first lab, the goal is to familiarize yourself with the
-interactive tool that will be used to enter and analyze circuits. Here's
-the example schematic used below:
-
-
-Figure 1. Test Circuit for Lab 0
-
And here's the interactive tool to be used in the tasks that follow:
-
-
-correct = ['correct']
- Please do the following tasks. When you're done, remember to click CHECK to preserve
-your work and to verify your answers.
-
-
Enter schematic. Add the voltage source, resistors,
-wires and ground reference to your diagram, connected as shown
-in Figure 1.
Measure voltages. Use the tool to run a DC analysis on
-the circuit, i.e.., click on the DC button in the toolbar. This will
-annotate each node/voltage source in the circuit with a
-voltage/current. If the components are wired correctly, the
-voltage for node D should be reported as 0V since it's
-connected to the ground reference and the voltage for node A
-should be reported as 3V since it is connected directly to the
-positive terminal of a 3V voltage source whose negative terminal
-is connected to ground. Please enter the voltages reported for nodes
-B and C.
-
-
-Voltage for node B (volts):
-
-
-
-
-Voltage for node C (volts):
-
-
-
-
Measure current.
-
-The DC analysis annotates each voltage source with the current it is
-providing to the rest of the circuit. The simulator denotes the sign
-of the source current as positive if the current is flowing out of the
-positive terminal of the source, through the rest of the circuit, and
-then back in to the negative terminal. And the source current sign is
-negative if the current is flowing out of the negative terminal of the
-source, through the circuit, and into the positive terminal of the
-source. Please report the total resistance of the path connecting the
-positive and negative terminals of the source, the signed current
-flowing from the source into the circuit, and (using the voltage
-value for the source) verify that Ohm's law is obeyed.
-
-
-Total resistance between pos and neg terminals (ohms):
-
-
-
-
-Current flowing from source into the circuit (amps, with correct sign):
-
-
-
-
Verify KVL. The four components in the schematic form a
-large loop -- let's verify that Kirchoff's Voltage Law holds by
-summing the voltage changes across the devices. Starting with node A,
-travel clockwise around the loop of components, entering the voltage
-change across each component. Choose the sign of the change for a
-component using the first terminal you come to in the clockwise
-traversal as the reference node. Verify that these four values sum
-to 0.
-
-
-
-Voltage change across R1 (volts, with correct sign):
-
-
-
-
-Voltage change across R2 (volts, with correct sign):
-
-
-
-
-Voltage change across R3 (volts, with correct sign):
-
-
-
-
-Voltage change across Vsupply (volts, with correct sign):
-
-
-
Transient analysis. Change the waveform produced by
-the voltage source from a DC value of 3V to a sinusoid with a 1V
-amplitude, an offset voltage of 1V, and a frequency of 1kHz. Add
-scope probes to nodes A, B and C and edit their properties so that the
-plots will be different colors. Now run a transient analysis for 5ms.
-Move the mouse over the plot until the marker (a vertical dashed line
-that follows the mouse when it's over the plot) is at approximately
-1.25ms. Please report the measured voltages for nodes A, B and C…
-
-
-
You have a 6-volt battery (assumed ideal) and a 1.5-volt flashlight
-bulb, which is known to draw \(0.5 A\) when the bulb voltage is \(1.5 V\) (see
-figure below). Design a network of resistors to go between the battery
-and the bulb to give \(v_s = 1.5 V\) when the bulb is connected, yet
-ensures that \(v_s\) does not rise above \(2 V\) when the bulb is disconnected.
-
-
Hint: use a two-resistor voltage divider to create the voltage for node A. You'll
-have two unknowns (R1 and R2) which can be determined by solving the two equations for
-\(v_s\) derived from the constraints above: one involving R1, R2 and Rbulb where \(v_s = 1.5\), and
-one involving R1 and R2 where \(v_s = 2\).
-
-
There are two schematic diagrams below. Please enter the network
-of resistors you've designed into both diagrams. The top diagram is
-the model when the bulb is connected; the bottom diagram is the model
-when the bulb is disconnected.
-
-
Run a DC analysis on both diagrams to
-show that the node labeled "A" has a voltage of approximately
-\(1.5 V\) in the top diagram and less than \(2 V\) in the bottom
-adiagram. Submit your results after the DC analyses have
-been run (so the results of the analyses will be submitted too).
-
-
-
-Schematic model when bulb is connected:
-
-
-
-Schematic model when bulb is disconnected:
-
-
-
-
-
-# for a schematic response, submission[i] is the json representation
-# of the diagram and analysis results for the i-th schematic tag
-
-correct = ['incorrect', 'incorrect'] # optimistic default :)
-
-def get_dc(json):
- for element in json:
- if element[0] == 'dc': return element[1]
- return None
-
-dc_with_bulb = get_dc(submission[0])
-if dc_with_bulb:
- v = dc_with_bulb['A']
- if v >= 1.4 and v <= 1.6: # want 1.5
- correct[0] = 'correct'
-
-dc_without_bulb = get_dc(submission[1])
-if dc_without_bulb:
- v = dc_without_bulb['A']
- if v <= 2.1: # want 2
- correct[1] = 'correct'
-
-
-
-
diff --git a/common/test/data/full/problem/S1E3_AC_power.xml b/common/test/data/full/problem/S1E3_AC_power.xml
deleted file mode 100644
index b818d936f5..0000000000
--- a/common/test/data/full/problem/S1E3_AC_power.xml
+++ /dev/null
@@ -1,40 +0,0 @@
-
-The plot shows 1/10 second of the voltage waveform of a 120V 60Hz AC
-(Alternating Current)
-power circuit, like that delivered to residences in the United States.
-
-The actual voltage is \(120*sqrt(2)*cos(2*\pi*60*t)\)Volts. If we apply
-this voltage across a resistor of resistance \($R\Omega\) the resistor
-will dissipate a time-varying power.
-What is the peak power (in Watts) dissipated by the resistor?
-
-
-
-
- What is the average power (in Watts) dissipated by the resistor? (Hint: you
- compute the average power by integrating the power over one cycle of
- the waveform.)
-
-
-
-
- What would be the power (in Watts) dissipated by the resistor if the voltage
- was a constant value of 120V?
-
-
-
-
- If a time-varying voltage dissipates the same power in a resistor
-as a constant voltage would dissipate, we say that the time-varying voltage has
-the RMS value of the constant. RMS is an abbreviation for Root-Mean-Square.
-
-
-
-
diff --git a/common/test/data/full/problem/Sample_Algebraic_Problem.xml b/common/test/data/full/problem/Sample_Algebraic_Problem.xml
deleted file mode 100644
index 85b9a2fcc4..0000000000
--- a/common/test/data/full/problem/Sample_Algebraic_Problem.xml
+++ /dev/null
@@ -1,13 +0,0 @@
-
-Enter the algebraic expression \(A x^2 + \sqrt{y}\) in the box below. The
-entry is case sensitive. The product must be indicated with an
-asterisk, and the exponentation with a caret, so you must write
-"A*x^2 + sqrt(y)"…
-
-
-
-
diff --git a/common/test/data/full/problem/Sample_Numeric_Problem.xml b/common/test/data/full/problem/Sample_Numeric_Problem.xml
deleted file mode 100644
index fef9b4648c..0000000000
--- a/common/test/data/full/problem/Sample_Numeric_Problem.xml
+++ /dev/null
@@ -1,8 +0,0 @@
-
-Enter the numerical value of the expression \(x + y\) where
-\(x = 3\) and \(y = 5\)…
-
-
-
-
-
diff --git a/common/test/data/full/problem/choiceresponse_demo.xml b/common/test/data/full/problem/choiceresponse_demo.xml
deleted file mode 100644
index 7af7939d74..0000000000
--- a/common/test/data/full/problem/choiceresponse_demo.xml
+++ /dev/null
@@ -1,38 +0,0 @@
-
-
-
-
Consider a hypothetical magnetic field pointing out of your computer screen. Now imagine an electron traveling from right to left in the plane of your screen. A diagram of this situation is show below…
-
-
-
a. The magnitude of the force experienced by the electron is proportional the product of which of the following? (Select all that apply.)
-
-
-
-
-Magnetic field strength…
-Electric field strength…
-Electric charge of the electron…
-Radius of the electron…
-Mass of the electron…
-Velocity of the electron…
-
-
-
-
-
-
b. The direction of the force experienced by the electron is _______.
-
-
-
-up, in the plane of the screen.
-down, in the plane of the screen.
-into the plane of the screen.
-out of the plane of the screen.
-towards the right, in the plane of the screen.
-towards the left, in the plane of the screen.
-
-
-
-
-
-
diff --git a/common/test/data/full/problem/codeinput_demo.xml b/common/test/data/full/problem/codeinput_demo.xml
deleted file mode 100644
index a6662cb69c..0000000000
--- a/common/test/data/full/problem/codeinput_demo.xml
+++ /dev/null
@@ -1,206 +0,0 @@
-
-
-
-
-
- Part 1: Function Types…
-
-
-For each of the following functions, specify the type of its output. You can assume each function is called with an appropriate argument, as specified by its docstring.
-
-If the output can be either an int or a float, select num, which isn't a real Python type, but which we'll use to indicate that either basic numeric type is legal.
-
-In fact, in Python, booleans True and False can be operated on as if they were the integers 1 and 0; but it is ugly and confusing to take advantage of this fact, and we will resolutely pretend that it isn't true.
-In this and future problems, you'll see function definitions that look like this:
-
-def a(x):
- '''
- x: int or float.
- '''
- return x + 1
-
-
-What are those three lines between def a(x): and return x + 1? These lines are called the docstring of the function. A docstring is a special type of comment that is used to document what your function is doing. Typically, docstrings will explain what the function expects the type(s) of the argument(s) to be, and what the function is returning.
-
-In Python, docstrings appear immediately after the def line of a function, before the body. Docstrings start and end with triple quotes - this can be triple single quotes or triple double quotes, it doesn't matter as long as they match. To sum up this general form:
-
-def myFunction(argument):
- """
- Docstring goes here. Explain what type argument(s) should have, and what your function
- is going to return.
- """
- < Code for your function (the body of the function) goes here >
-
-
-As you begin coding your own functions, we strongly encourage you to document all your functions by using properly-formatted docstrings!
-
-
-
-
-
-
-
-def a(x):
- '''
- x: int or float.
- '''
- return x + 1
-
-
- Indicate the type of the output that the function a will yield.
-
-
-
-def b(x):
- '''
- x: int or float.
- '''
- return x + 1.0
-
-
- Indicate the type of the output that the function b will yield.
-
-
-
-def c(x, y):
- '''
- x: int or float.
- y: int or float.
- '''
- return x + y
-
-
- Indicate the type of the output that the function c will yield.
-
-
-
-def d(x, y):
- '''
- x: Can be of any type.
- y: Can be of any type.
- '''
- return x > y
-
-
- Indicate the type of the output that the function d will yield.
-
-
-
-def e(x, y, z):
- '''
- x: Can be of any type.
- y: Can be of any type.
- z: Can be of any type.
- '''
- return x >= y and x <= z
-
-
- Indicate the type of the output that the function e will yield.
-
-
-
-def f(x, y):
- '''
- x: int or float.
- y: int or float
- '''
- x + y - 2
-
-
- Indicate the type of the output that the function f will yield.
-
-
-
- Part 2: Transcript
-
-
-Below is a transcript of a session with the Python shell. Assume the functions from Part 1 (above) have been defined. Provide the type and value of the expressions being evaluated. If evaluating an expression would cause an error, select NoneType and write 'error' in the box. If the value of an expression is a function, select function as the type and write 'function' in the box.
Suppose you were to pass a hydroge ion (H+) through an electric field and measure the deflection of the ion. How would its deflection compare to the deflection of an electron passed through the same electric field?
-
-
-
-
-
- The ion would deflect identically as both species have the same charge.
- The ion would deflect by an amount identical in magnitude but opposite in direction because the charges are of opposite sign but equal in magnitude.
- The deflection will be in the same direction but smaller in magnitude due to the larger mass of the ion.
- The deflection will be smaller in magnitude due to the increased mass of the ion, as well as in the opposite direction due to the opposite sign of the charge.
-
-
-
-
-
\ No newline at end of file
diff --git a/common/test/data/full/problem/numericalresponse_demo.xml b/common/test/data/full/problem/numericalresponse_demo.xml
deleted file mode 100644
index 629b56edfd..0000000000
--- a/common/test/data/full/problem/numericalresponse_demo.xml
+++ /dev/null
@@ -1,31 +0,0 @@
-
-
-
-
Gaseous hydrogen can be reacted with gaseous oxygen in the presence of a flame to produce water vapor according to the following reaction:
- [mathjax] \text{ a } \text{H}_{2 } + \text{ b }\text{O}_{2 } = \text{ c }\text{H}_{2 }\text{O }[/mathjax]
-
Balance the equation i.e., specify the values of a, b, and c. Use the lowest whole number coefficients.
(c) Calculate the amount of zirconium produced (in kg) if a reactor were charged with 111 kg [mathjaxinline]\text{ZrCl}_4[/mathjaxinline] and 11.1 kg [mathjaxinline]\text{Na}[/mathjaxinline].
-
-
-
-
[mathjaxinline]11.1\text{ kg Na} = 11100/22.99 = 483\text{ moles C}[/mathjaxinline]
-
stoichiometry of reaction further dictates that on a molar basis there needs to be 4 x amount of [mathjaxinline]\text{Na}[/mathjaxinline] as there is [mathjaxinline]\text{ZrCl}_4[/mathjaxinline], but calculations show there to be a shortfall of [mathjaxinline]\text{Na}[/mathjaxinline]
-
[mathjaxinline]\therefore[/mathjaxinline] reaction yield is contrained by [mathjaxinline]\text{Na}[/mathjaxinline] present
-
stoichiometry of reaction further dictates that if [mathjaxinline]\text{Na}[/mathjaxinline] controls the yield, then the amount of [mathjaxinline]\text{Zr}[/mathjaxinline] produced = 1/4 x molar quantity of [mathjaxinline]\text{Na}[/mathjaxinline] = 1/4 x 483 moles = 121
- [mathjaxinline]121 \text{ moles Zr} \times 91.22\text{ g / mol } \mathbf{= 11.0 \text{ kg Zr} }[/mathjaxinline]
-
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/choiceresponse_checkbox.xml b/common/test/data/full/problem/test_files/choiceresponse_checkbox.xml
deleted file mode 100644
index c087266d04..0000000000
--- a/common/test/data/full/problem/test_files/choiceresponse_checkbox.xml
+++ /dev/null
@@ -1,59 +0,0 @@
-
-
-
-
- This is foil One.
-
-
- This is foil Two.
-
-
- This is foil Three.
-
-
- This is foil Four.
-
-
- This is foil Five.
-
-
-
-
-
-
- This is foil One.
-
-
- This is foil Two.
-
-
- This is foil Three.
-
-
- This is foil Four.
-
-
- This is foil Five.
-
-
-
-
-
-
- This is foil One.
-
-
- This is foil Two.
-
-
- This is foil Three.
-
-
- This is foil Four.
-
-
- This is foil Five.
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/choiceresponse_radio.xml b/common/test/data/full/problem/test_files/choiceresponse_radio.xml
deleted file mode 100644
index a85d663b2b..0000000000
--- a/common/test/data/full/problem/test_files/choiceresponse_radio.xml
+++ /dev/null
@@ -1,40 +0,0 @@
-
-
-
-
- This is foil One.
-
-
- This is foil Two.
-
-
- This is foil Three.
-
-
- This is foil Four.
-
-
- This is foil Five.
-
-
-
-
-
-
- This is foil One.
-
-
- This is foil Two.
-
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- This is foil Three.
-
-
- This is foil Four.
-
-
- This is foil Five.
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/coderesponse.xml b/common/test/data/full/problem/test_files/coderesponse.xml
deleted file mode 100644
index 1c0bf8d4e6..0000000000
--- a/common/test/data/full/problem/test_files/coderesponse.xml
+++ /dev/null
@@ -1,33 +0,0 @@
-
-
-
Code response
-
-
-
-
-
-Write a program to compute the square of a number
-
-
-
- def square(x):
- answer
- grader stuff
-
-
-
-
-
-Write a program to compute the square of a number
-
-
-
- def square(x):
- answer
- grader stuff
-
-
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/coderesponse_externalresponseformat.xml b/common/test/data/full/problem/test_files/coderesponse_externalresponseformat.xml
deleted file mode 100644
index 42b6e0a54a..0000000000
--- a/common/test/data/full/problem/test_files/coderesponse_externalresponseformat.xml
+++ /dev/null
@@ -1,101 +0,0 @@
-
-
-
Code response
-
-
-
-
-
-Write a program to compute the square of a number
-
-
-
-
-
-
-
-
-Write a program to compute the cube of a number
-
-
-
-
-
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/formularesponse_with_hint.xml b/common/test/data/full/problem/test_files/formularesponse_with_hint.xml
deleted file mode 100644
index 90248dcf04..0000000000
--- a/common/test/data/full/problem/test_files/formularesponse_with_hint.xml
+++ /dev/null
@@ -1,45 +0,0 @@
-
-
-
-
-
Hints can be provided to students, based on the last response given, as well as the history of responses given. Here is an example of a hint produced by a Formula Response problem.
-
-
-What is the equation of the line which passess through ($x1,$y1) and
-($x2,$y2)?
-
-
The correct answer is $answer. A common error is to invert the equation for the slope. Enter
-$wrongans to see a hint.
-
-
-
-
-
- y =
-
-
-
-
- You have inverted the slope in the question.
-
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/imageresponse.xml b/common/test/data/full/problem/test_files/imageresponse.xml
deleted file mode 100644
index 34dba37e3b..0000000000
--- a/common/test/data/full/problem/test_files/imageresponse.xml
+++ /dev/null
@@ -1,21 +0,0 @@
-
-
-Two skiers are on frictionless black diamond ski slopes.
-Hello
-
-
-
-Click on the image where the top skier will stop momentarily if the top skier starts from rest.
-
-Click on the image where the lower skier will stop momentarily if the lower skier starts from rest.
-
-Click on either of the two positions as discussed previously.
-
-Click on either of the two positions as discussed previously.
-
-Click on either of the two positions as discussed previously.
-
-
Use conservation of energy.
-
-
-
diff --git a/common/test/data/full/problem/test_files/javascriptresponse.xml b/common/test/data/full/problem/test_files/javascriptresponse.xml
deleted file mode 100644
index 439866e62c..0000000000
--- a/common/test/data/full/problem/test_files/javascriptresponse.xml
+++ /dev/null
@@ -1,13 +0,0 @@
-
-
-
-
-
-
-
-
-
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/multi_bare.xml b/common/test/data/full/problem/test_files/multi_bare.xml
deleted file mode 100644
index 20bc8f853d..0000000000
--- a/common/test/data/full/problem/test_files/multi_bare.xml
+++ /dev/null
@@ -1,21 +0,0 @@
-
-
-
-
- This is foil One.
-
-
- This is foil Two.
-
-
- This is foil Three.
-
-
- This is foil Four.
-
-
- This is foil Five.
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/multichoice.xml b/common/test/data/full/problem/test_files/multichoice.xml
deleted file mode 100644
index 60bf02ec59..0000000000
--- a/common/test/data/full/problem/test_files/multichoice.xml
+++ /dev/null
@@ -1,21 +0,0 @@
-
-
-
-
- This is foil One.
-
-
- This is foil Two.
-
-
- This is foil Three.
-
-
- This is foil Four.
-
-
- This is foil Five.
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/multiplechoicelresponse_demo.xml b/common/test/data/full/problem/test_files/multiplechoicelresponse_demo.xml
deleted file mode 100644
index b3e89a39e3..0000000000
--- a/common/test/data/full/problem/test_files/multiplechoicelresponse_demo.xml
+++ /dev/null
@@ -1,17 +0,0 @@
-
-
-
Suppose you were to pass a hydroge ion (H+) through an electric field and measure the deflection of the ion. How would its deflection compare to the deflection of an electron passed through the same electric field?
-
-
-
-
-
- The ion would deflect identically as both species have the same charge.
- The ion would deflect by an amount identical in magnitude but opposite in direction because the charges are of opposite sign but equal in magnitude.
- The deflection will be in the same direction but smaller in magnitude due to the larger mass of the ion.
- The deflection will be smaller in magnitude due to the increased mass of the ion, as well as in the opposite direction due to the opposite sign of the charge.
-
-
-
-
-
\ No newline at end of file
diff --git a/common/test/data/full/problem/test_files/numericalresponse_demo.xml b/common/test/data/full/problem/test_files/numericalresponse_demo.xml
deleted file mode 100644
index 629b56edfd..0000000000
--- a/common/test/data/full/problem/test_files/numericalresponse_demo.xml
+++ /dev/null
@@ -1,31 +0,0 @@
-
-
-
-
Gaseous hydrogen can be reacted with gaseous oxygen in the presence of a flame to produce water vapor according to the following reaction:
- [mathjax] \text{ a } \text{H}_{2 } + \text{ b }\text{O}_{2 } = \text{ c }\text{H}_{2 }\text{O }[/mathjax]
-
Balance the equation i.e., specify the values of a, b, and c. Use the lowest whole number coefficients.
-Why do bicycles benefit from having larger wheels when going up a bump as shown in the picture?
-Assume that for both bicycles:
-1.) The tires have equal air pressure.
-2.) The bicycles never leave the contact with the bump.
-3.) The bicycles have the same mass. The bicycle tires (regardless of size) have the same mass.
-
-
-
-
-
-
-
The bicycles with larger wheels have more time to go over the bump. This decreases the magnitude of the force needed to lift the bicycle.
-
-
-
-
-
-
-
The bicycles with larger wheels always have a smaller vertical displacement regardless of speed.
-
-
-
-
-
-
-
The bicycles with larger wheels experience a force backward with less magnitude for the same amount of time.
-
-
-
-
-
-
-
The bicycles with larger wheels experience a force backward with less magnitude for a greater amount of time.
-
-
-
-
-
-
-
The bicycles with larger wheels have more kinetic energy turned into gravitational potential energy.
-
-
-
-
-
-
-
The bicycles with larger wheels have more rotational kinetic energy, so the horizontal velocity of the biker changes less.
-
-
-
- Which US state has Lansing as its capital?
-
-
-
-
-
-
-
-
- The state capital of Wisconsin is Madison.
-
-
- The state capital of Minnesota is St. Paul.
-
-
- The state you are looking for is also known as the 'Great Lakes State'
-
-
-
-
diff --git a/common/test/data/full/problem/test_files/symbolicresponse.xml b/common/test/data/full/problem/test_files/symbolicresponse.xml
deleted file mode 100644
index 85945b1d8c..0000000000
--- a/common/test/data/full/problem/test_files/symbolicresponse.xml
+++ /dev/null
@@ -1,29 +0,0 @@
-
-
-
Example: Symbolic Math Response Problem
-
-
-A symbolic math response problem presents one or more symbolic math
-input fields for input. Correctness of input is evaluated based on
-the symbolic properties of the expression entered. The student enters
-text, but sees a proper symbolic rendition of the entered formula, in
-real time, next to the input box.
-
-
-
This is a correct answer which may be entered below:
diff --git a/common/test/data/full/custom_tags/slides b/common/test/data/full/custom_tags/slides
deleted file mode 100644
index 967c203711..0000000000
--- a/common/test/data/full/custom_tags/slides
+++ /dev/null
@@ -1 +0,0 @@
-Lecture Slides Handout [
