# Graphical answer

#### Wiris Quizzes 4 feature

This feature is only available for Wiris Quizzes 4. You can see all the changes the tool undergoes here.## Graphic question type

When the *Graphic* option is selected, the equation editor gets replaced by the drawing tool. You may readily draw the correct answer to the question using the upper toolbar.

Bear in mind students will use the same toolbar (or a reduced version) to answer the question. They will be also able to use the handwriting to do so, you can see more details here.

### Initial content

It's also possible to include initial content for the students. It can be very useful when, for instance, we want them to indicate some elements of a given object.

As a brand new option of Wiris Quizzes, it's also possible to import information from the initial content to the correct answer or vice-versa. Thus, you can build the corresponding graph once and it will appear automatically on the correct answer, ready to be edited.

## Input options

In the *Input options* screen you can control how *toolbar* provided to the students is displayed and the offered *auxiliary input*.

### Customize toolbar

Sometimes we may be interested in not providing the student with all the graph resources. In the *Customize toolbar* section, you can define which of them will be shown in the student's graph by simply checking or unchecking the corresponding box. They are all selected by default.

The graph resources are divided into five sections explained below: toolbar, menu, floating, contextual (elements), and contextual (labels).

#### Toolbar

The *Toolbar* is at the core of many of the graph's possibilities. You can hide some icons to facilitate the research of those which the students need or to make the problem's resolution a little bit more complicated.

Element | Description | Icon |
---|---|---|

Select | To select objects and see its algebraic expression and modify its properties | |

Handwriting | To handwrite any of the existing objects. See how here | |

Point | To draw a single point | |

Lines | Line: To draw a line passing through two given points | |

Segment: To draw a segment between two given points | ||

Ray: To draw a ray given a starting point and a direction | ||

Vector: To draw a vector given a starting point and a direction | ||

Parallelogram: To draw a parallelogram given a starting point and two different directions | ||

Polyline: To draw a polyline given an ordered set of points | ||

Polygon: To draw a polygon given a closed ordered set of points | ||

Conic sections | Circle by center and point: To draw a circle given its center and a belonging point | |

Circle by three points: To draw a circle passing through three given points | ||

Arc: To draw an arc of circumference | ||

Parabola: To draw a parabola given a directrix line and its center | ||

Ellipse: To draw an ellipse given an axis and a belonging point | ||

Hyperbola: To draw an hyperbola given | ||

Conic: To draw a general conic section given five belonging points | ||

Measures | Area: To fill an enclosed region and calculate its area | |

Angle: To calculate the counterclockwise angle between two given elements | ||

Length: To calculate the length of a bounded unidimensional element | ||

Label | To include any label within the plotter | |

Expression | To include the graphic representation of any mathematical expression | |

Undo | To undo the last performed action | |

Redo | To redo the last erased action |

#### Menu

The *Menu* options allow the students to configure the main plotter settings.

Element | Description | Icon |
---|---|---|

Delete all | To delete everything drawn in the graph (included the initial content) | |

Settings | To modify the plotter configuration. See all the available options here |

#### Floating

The *Floating* elements are thought to facilitate the students' view of the plotter and to make the content creation more comfortable.

Element | Description | Icon |
---|---|---|

Zoom in | To zoom in the plotter | |

Zoom out | To zoom out the plotter | |

Anima | To make the elements apparition dynamic. The different objects of the answer will appear one by one in its creation order. | |

Maximize | To maximize (or minimize) the plotter |

#### Contextual (elements)

The *Contextual (elements)* options enable the capability of modifying a plotted object appearance.

Element | Description | Icon |
---|---|---|

Fix label | To fix the algebraic expression of the represented object | |

Line width | To modify the line width of the represented object | |

Line style | To modify the line style of the represented object | |

Line color | To modify the line color of the represented object | |

Delete | To delete the represented object |

#### Contextual (labels)

The *Contextual (labels)* enables the capability of representing a function by giving its algebraic expression or to include any text in the plotter. The labels in grey are only available if we are introducing a mathematical expression.

Element | Description | Icon |
---|---|---|

Bold | To write text in bold | |

Italic | To write text in italics | |

Color | To write text in any of the available colors | |

Big fraction | To add a fraction | |

Superscript | To add a superscript | |

Square root | To add a square root | |

Root | To add a generic root | |

Number | To add the irrational numbers </html> or </html> | |

Functions | To add any of the available functions (</html>, </html>, </html>, …) | |

Delete | To delete the written text or formulas |

### Answer input method

Here, you can choose what kind of auxiliary entry you want to offer to the students.

There are four options:

**Display auxiliary CalcMe**: You can supply your students with our online calculator while answering the question, and set initial content for the calculator if desired. Keep in mind that the calculator can do a lot more than numerical computations!**Replace answer input with auxiliary CalcMe**: You can replace the answer input field with an auxiliary CalcMe calculator for the student answer.**Display auxiliary text field**: You can provide your students with a text editor to make them include the reasoning they have followed to answer the question. For more details see this page: Auxiliary input.**Don't show auxiliary input**: Don't show the auxiliary CalcMe calculator nor the auxiliary text editor in the input field for the student's answer.

## Validation options

The validation options field allows to define us how we want to evaluate the student's answer. This section is divided into two sections explained below.

### Elements

The *Elements* subsection is thought to select the elements in the answer to be evaluated. By default, all the elements will be taken into account and they will have to match the student answer to be graded correctly.

On the other hand, it's also possible to distribute the grade among those selected elements in case we want to consider partial grading.

### Criteria

The *Criteria* subsection is thought to set the amount of error allowed between the student answer and the correct answer. Moreover, it's also possible to consider some additional properties explained below.

- Prohibit superfluous elements in the student answer: There can't be more elements in the student answer than in the correct answer.

- Match color: The elements in the student answer must have the same color as in the correct answer.

- Match line type: The elements in the student answer must have the same line type as in the correct answer.

## Example: Perpendicular line

Imagine we want to create a question asking to draw, given the line , its perpendicular line through the point . To do so, we have to start defining the initial content. You can use the *line* icon or introduce its algebraic expression.

Once we have defined the initial content, we have to move on to the *Correct answer* field and define the perpendicular line.

Then, we need to define which elements do we want the students to use to provide an answer. As they have to draw a line, we may be only interested in keeping the *line* icons and the *expression* option.

Finally, we have to define the validation properties which we want to take into account to grade the students answer correctly. We will only validate the answer if it matches the perpendicular line.

We can preview the question by clicking the *Test the question*. Thus, we can verify if it's working as we expected.