New sample problems and updates

tutorial/sample-problems/Algebra/EquationDefiningFunction.pg

@@ -26,7 +26,7 @@ loadMacros('PGstandard.pl', 'PGML.pl', 'parserAssignment.pl', 'PGcourse.pl');
 #:% section = setup
 #: To allow assignments in the current context call `parser::Assignment->Allow`.
 #: To allow students to enter an assignment in which the left side is a function
-#: declaration call `parser::Assignment->Function('f')`. For more details, see
+#: use `parser::Assignment->Function('f')`. For more details, see
 #: PODLINK('parserAssignment.pl').
 Context()->variables->are(x => 'Real', y => 'Real');
 parser::Assignment->Allow;

tutorial/sample-problems/Algebra/GraphToolCircle.pg

@@ -12,8 +12,8 @@
 
 #:% name = Graph Tool, plotting a circle
 #:% type = [Sample, technique]
-#:% subject = [algebra, precalculus]
-#:% categories = [graph]
+#:% subject = [algebra, precalculus, geometry]
+#:% categories = [graph, graphtool]
 
 #:% section = preamble
 #: This example shows how to get student input in the form of a graph (a circle)

tutorial/sample-problems/Algebra/GraphToolCubic.pg

@@ -13,7 +13,7 @@
 #:% name = Graph Tool, plotting a cubic
 #:% type = [Sample, technique]
 #:% subject = [algebra, precalculus]
-#:% categories = [graph]
+#:% categories = [graph, graphtool]
 
 #:% section = preamble
 #: This example shows how to get student input in the form of a graph (a cubic)

tutorial/sample-problems/Algebra/GraphToolCustomChecker.pg

@@ -13,7 +13,7 @@
 #:% name = Graph Tool, custom checker
 #:% type = [Sample, technique]
 #:% subject = [algebra, precalculus]
-#:% categories = [graph]
+#:% categories = [graph, graphtool]
 
 #:% section = preamble
 #: This example shows how to get student input in the form of a graph (a circle)

tutorial/sample-problems/Algebra/GraphToolLine.pg

@@ -12,8 +12,8 @@
 
 #:% name = Graph Tool, plotting a line
 #:% type = [Sample, technique]
-#:% subject = [algebra, precalculus]
-#:% categories = [graph]
+#:% subject = [algebra, precalculus, geometry]
+#:% categories = [graph, graphtool]
 
 #:% section = preamble
 #: This example shows how to get student input in the form of a graph (a line)

tutorial/sample-problems/Algebra/GraphToolNumberLine.pg

@@ -13,7 +13,7 @@
 #:% name = Graph Tool, number line
 #:% type = [Sample, technique]
 #:% subject = [algebra, precalculus]
-#:% categories = [graph]
+#:% categories = [graph, graphtool]
 
 #:% section = preamble
 #: This example shows how to get student input in the form of a graph
@@ -40,8 +40,8 @@ loadMacros('PGstandard.pl', 'PGML.pl', 'parserGraphTool.pl', 'PGcourse.pl');
 #:
 #: * `numberLine` is set to 1 (true) to indicate this is a one-dimensional
 #:   graph.
-#: * `bBox`: For a number line the bounding box is an array reference [xmin, xmax]
-#:   containing the left and right limits of the visible graph.
+#: * `bBox`: For a number line the bounding box is an array reference
+#:  [xmin, xmax] containing the left and right limits of the visible graph.
 #: * `availableTools`: This determines which tools will be available for the
 #:   student to use.
 #: * `ticksDistanceX`: The distance between tick marks in the x direction.

tutorial/sample-problems/Algebra/GraphToolPoints.pg

@@ -13,7 +13,7 @@
 #:% name = Graph Tool, plotting points
 #:% type = [Sample, technique]
 #:% subject = [algebra, precalculus]
-#:% categories = [graph]
+#:% categories = [graph, graphtool]
 #:% see_also = [GraphToolCircle.pg, GraphToolCubic.pg, GraphToolLine.pg, GraphToolNumberLine.pg]
 
 #:% section = preamble

tutorial/sample-problems/Arithmetic/UnitConversion.pg

@@ -0,0 +1,87 @@
+## DESCRIPTION
+## Answer is a number or formula with units
+## ENDDESCRIPTION
+
+## DBsubject(WeBWorK)
+## DBchapter(WeBWorK tutorial)
+## DBsection(PGML tutorial 2015)
+## Date(02/15/2025)
+## Institution(Fitchburg State University)
+## Author(Peter Staab)
+## Static(1)
+## MO(1)
+## KEYWORDS('differential calculus', 'units')
+
+# Update 2025.02 to use the contextUnits.pl macro.
+
+#:% name = Unit Conversion
+#:% type = Sample
+#:% subject = arithmetic
+#:% categories = [units]
+
+#:% section = preamble
+#: We load `contextUnits.pl` in order to use the Units context.
+DOCUMENT();
+
+loadMacros('PGstandard.pl', 'PGML.pl', 'contextUnits.pl', 'PGcourse.pl');
+
+#:% section = setup
+#: The Units context is from the PODLINK('contextUnits.pl') macro.
+#: This is related to the 'Numeric' context with the ability to handle units.
+#: The first question involves volume units so we set that.
+#:
+#: The `->toUnits` method converts the given number with units to the
+#: requested unit.
+#:
+#: The second part below is a different conversion question, so the line
+#: `Context('Units')->withUnitsFor('length', 'time');` resets the contxt with
+#: a new set of units.
+Context('Units')->withUnitsFor('volume');
+
+$v        = random(25, 200, 25);
+$vol      = Compute("$v ml");
+$vol_cups = $vol->toUnits('cup');
+
+Context('Units')->withUnitsFor('length', 'time');
+
+$s         = random(22, 110, 11);
+$speed     = Compute("$s ft/s");
+$speed_mph = $speed->toUnits('mi/h');
+
+#:% section = statement
+#: The `with(sameUnits =>1)` requires the student answer to be in the same
+#: units.  Use `helpLink('units')` for students to have access to the complete
+#: list of units that WeBWorK understands.
+BEGIN_PGML
+Perform the following unit conversions:
+
+a) Convert [$vol] to cups.  You may use [`1\;\text{l} = 1000\;\text{ml}`],
+[`1\;\text{qt} =  0.9464\;\text{l}`] and [`1\;\text{qt}=4\;\text{cups}`].
+
+    Answer: [_]{$vol_cups->with(sameUnits => 1)}
+
+b) Convert [$speed] to miles per hour.  Recall that
+[`1\;\text{mile}=5280\;\text{feet}`].
+
+    Answer: [_]{$speed_mph->with(sameUnits => 1)}
+
+Note: use units in all answers. [@ helpLink('units') @]*
+END_PGML
+
+#:% section = solution
+BEGIN_PGML_SOLUTION
+Using dimensional analysis:
+
+a) [```
+[$vol] \cdot \frac{1\;\text{l}}{1000\;\text{ml}}
+\cdot \frac{1\;\text{qt}}{0.9464\;\text{l}}
+\cdot \frac{4\;\text{cups}}{1\;\text{qt}} = [$vol_cups]
+```]
+
+b) [```
+[$speed] \cdot \frac{1\;\text{mile}}{5280\;\text{ft}}
+\cdot \frac{3600\;\text{sec}}{1\;\text{hr}} = [$speed_mph]
+```]
+END_PGML_SOLUTION
+
+ENDDOCUMENT();

tutorial/sample-problems/DiffCalc/AnswerWithUnits.pg

@@ -12,6 +12,8 @@
 ## MO(1)
 ## KEYWORDS('differential calculus', 'units')
 
+# Updated 2025.02 to use the contextUnits.pl macro.
+
 #:% name = Answer with Units
 #:% type = Sample
 #:% subject = differential calculus
@@ -22,26 +24,25 @@
 #: PODLINK('parserFormulaWithUnits.pl') macros.
 DOCUMENT();
 
-loadMacros(
-    'PGstandard.pl',            'PGML.pl',
-    'parserNumberWithUnits.pl', 'parserFormulaWithUnits.pl',
-    'PGcourse.pl'
-);
+loadMacros('PGstandard.pl', 'PGML.pl', 'contextUnits.pl', 'PGcourse.pl');
 
 #:% section = setup
+#: First, set the variable for the functions in the problem to be t,
+#: and assign the units "seconds" to it.
+#:
 #: Use the differentiation operator `->D('t')` to compute the derivated, and the
-#: evaluation method `->eval()` to evaluate it as a function.
+#: evaluation method `->eval()` to evaluate it as a function. All of these will
+#: now have the expect units.
 Context()->variables->are(t => 'Real');
+Context()->assignUnits(t => 's');
+
+$v0 = random(16, 96, 16);
 
-$h  = Formula('-16 t^2 + 16');
+$h  = Formula("(-16 t^2 + $v0 t) ft");
 $v  = $h->D('t');
-$v1 = $v->eval(t => 1);
+$v1 = $v->eval(t => $v0 / 16);
 $a  = $v->D('t');
 
-$ans1 = FormulaWithUnits($v, 'ft/s');
-$ans2 = NumberWithUnits($v1, 'ft/s');
-$ans3 = FormulaWithUnits($a, 'ft/s^2');
-
 #:% section = statement
 #: Give students access to help on entering units and the complete list of units
 #: that WeBWorK understands by inserting the result of calling
@@ -52,16 +53,16 @@ by [`h(t) = [$h]`] for [`t \geq 0`], where time is measured in seconds.
 
 a. What is the velocity of the object?  Include units in your answer.
 
-    [_]{$ans1}{15}
+    [_]{$v}{15}
 
 b. What is the velocity of the object when it hits the ground?  Include units in
 your answer.
 
-    [_]{$ans2}{15}
+    [_]{$v1}{15}
 
 c. What is the acceleration of the object?  Include units in your answer.
 
-    [_]{$ans3}{15}
+    [_]{$a}{15}
 
 Note: Use units in all answers. [@ helpLink('units') @]*
 END_PGML

tutorial/sample-problems/Geometry/LineSegmentGraphTool.pg

@@ -0,0 +1,62 @@
+## DESCRIPTION
+## Shows a triangle tool within the GraphTool.
+## ENDDESCRIPTION
+
+## DBsubject(WeBWorK)
+## DBchapter(Sample Problems)
+## DBsection(Graph Tool)
+## Date(02/25/2025)
+## Institution(Missouri Western)
+## Author(Glenn Rice)
+## MO(1)
+## KEYWORDS('graph tool', 'vectors')
+
+#:% name = Line Segment Graph Tool
+#:% type = Sample
+#:% subject = [geometry]
+#:% categories = [graph, graphtool]
+#:% see_also = [VectorGraphTool.pg, TriangleGraphTool.pg, QuadrilateralGraphTool.pg]
+
+#:% section = preamble
+#: Load the PODLINK('parserGraphTool.pl') macro to be able to use the GraphTool.
+DOCUMENT();
+
+loadMacros('PGstandard.pl', 'PGML.pl', 'parserGraphTool.pl', 'PGcourse.pl');
+
+#:% section = setup
+#: The graph tool is created with the correct answer
+#: `{ segment, solid, ($sx1, $sy1), ($sx2, $sy2) }`, with unique points
+#: `($sx1, $sy1)` and `($sx2, $sy2)`. For a correct answer, the line segment
+#: must have the given the endpoints and be solid.
+#:
+#: Mulitple line segments can be added to the graph tool, however, if a
+#: triangle or quadrilateral is desired, see PROBLINK('TriangleGraphTool.pg')
+#: and PROBLINK('QuadrilateralGraphTool.pg') for more appropriate tools.
+$sx1 = random(-8, 8);
+$sy1 = random(-8, 8);
+do { $sx2 = random(-8, 8); $sy2 = random(-8, 8); }
+    until $sx2 != $sx1 || $sy2 != $sy1;
+
+$gt = GraphTool("{segment, solid, ($sx1, $sy1), ($sx2, $sy2)}",)
+    ->with(availableTools => [ 'SegmentTool', 'FillTool', 'SolidDashTool' ]);
+
+#:% section = statement
+#: This asks the student to graph the line segment with the given endpoints.
+#: The code `[_]{$gt}` inserts the graph tool.
+BEGIN_PGML
+Graph the line segment between the points [`([$sx1], [$sy1])`] and
+[`([$sx2], [$sy2])`].
+
+[_]{$gt}
+END_PGML
+
+#:% section = solution
+#: To show the graph with alternate text we use the PGML image construct
+#: `[!  !]{$gt}`, where the alternate text is placed within the `[! !]`.
+BEGIN_PGML_SOLUTION
+The correct answer is
+
+[!A graph of the line segment from  ([$sx1], [$sy1]) to ([$sx2],[$sy2])!]{$gt}
+END_PGML_SOLUTION
+
+ENDDOCUMENT();

tutorial/sample-problems/Geometry/QuadrilateralGraphTool.pg

@@ -0,0 +1,64 @@
+## DESCRIPTION
+## Shows a quadrilateral tool within the GraphTool.
+## ENDDESCRIPTION
+
+## DBsubject(WeBWorK)
+## DBchapter(Sample Problems)
+## DBsection(Graph Tool)
+## Date(02/25/2025)
+## Institution(Missouri Western)
+## Author(Glenn Rice)
+## MO(1)
+## KEYWORDS('graph tool', 'quadrilateral')
+
+#:% name = Quadrilateral Graph Tool
+#:% type = Sample
+#:% subject = [geometry]
+#:% categories = [graph, graphtool]
+
+#:% section = preamble
+#: Load the PODLINK('parserGraphTool.pl') macro to be able to use the GraphTool.
+DOCUMENT();
+
+loadMacros('PGstandard.pl', 'PGML.pl', 'parserGraphTool.pl', 'PGcourse.pl');
+
+#:% section = setup
+#: This finds four unique random points and sets up the GraphTool.  The line
+#: `{ quadrilateral, solid, ($x1, $y1), ($x2, $y2), ($x3, $y3), ($x4, y4) }`
+#: creates a quadrilateral with solid line edges and the given four points.
+$x1 = random(-8, 8);
+$y1 = random(-8, 8);
+do { $x2 = random(-8, 8); $y2 = random(-8, 8) } until $x2 != $x1 || $y2 != $y1;
+do { $x3 = random(-8, 8); $y3 = random(-8, 8) }
+    until ($y3 - $y1) * ($x2 - $x1) != ($y2 - $y1) * ($x3 - $x1);
+do { $x4 = random(-8, 8); $y4 = random(-8, 8) }
+    until ($y4 - $y1) * ($x2 - $x1) != ($y2 - $y1) * ($x4 - $x1)
+    && ($y4 - $y1) * ($x3 - $x1) != ($y3 - $y1) * ($x4 - $x1)
+    && ($y4 - $y1) * ($x3 - $x2) != ($y3 - $y2) * ($x4 - $x2);
+
+$gt = GraphTool(
+    "{quadrilateral, solid, ($x1, $y1), ($x2, $y2), ($x3, $y3), ($x4, $y4)}")
+    ->with(
+        availableTools => [ 'QuadrilateralTool', 'FillTool', 'SolidDashTool' ]);
+#:% section = statement
+#: This asks the student to graph a quadrilateral with the given vertices.
+#: The code `[_]{$gt}` inserts the graph tool.
+BEGIN_PGML
+Graph the quadrilateral with vertices [`([$x1], [$y1])`], [`([$x2], [$y2])`],
+[`([$x3], [$y3])`], and [`([$x4], [$y4])`] in that order.
+
+[_]{$gt}
+END_PGML
+
+#:% section = solution
+#: To show the graph with alternate text we use the PGML image construct
+#: `[!  !]{$gt}`, where the alternate text is placed within the `[! !]`.
+$alt_text = "A graph of the quadrilateral with vertices ($x1, $y1), ($x2,$y2), "
+    . "($x3, $y3),and ($x4, $y4)";
+BEGIN_PGML_SOLUTION
+The correct answer is
+
+[![$alt_text]!]{$gt}
+END_PGML_SOLUTION
+
+ENDDOCUMENT();