@Pierre  I could not agree more, it would be fairly simple HTMl for them to allow the instructor to force, either Text Or Symbolic (in the same way one can force students with the Maple-Graded response type).

I tend to use Maple-Graded, forcing students to use the symbolic entry.  I also include in the grading code a self-authored syntax checker, that automatically places *'s in for the student.  So when they write "3x" it automatically gets interpreted at "3*x", "xy" automatically gets interpreted as "x*y".

try using "$RESPONSE" as the correct answer in a Maple-Graded (symbolic entry) and it will give you an idea on what was interpreted vs what was typed in.

The issue you mentioned with the symbolic editor is likely due to the missing "*" between the "x^8" and the "(".   It is worth mentioning however that, by nature of differences between interpretations between symbolic and text entry, I tend to gravitate to Maple-Graded responses and force one of the entry modes.

You would need to construct a list/array to pull from...  Although I would recommend accomplishing what you are attempting using a single maple call (why have 2???).

To fix what you have:

$selector=range(1,5,1);
$TA=maple("
option1:=geom3d[point](P1,[5,2,1]):
option2:=geom3d[point](P2,[4,0,-4]):
option3:=geom3d[point](P3,[1,1,1]):
option4:=geom3d[plane](E1,[P1,P2,P3]):
option5:=geom3d[Equation](E1,[x,y,z]):
[option1,option2,option3,option4,option5];
");

$LE=maple("$TA[$selector]"); 

A BETTER WAY that is more efficient (single maple call)....

$selector=range(1,5,1);
$TA=maple("
option1:=geom3d[point](P1,[5,2,1]):
option2:=geom3d[point](P2,[4,0,-4]):
option3:=geom3d[point](P3,[1,1,1]):
option4:=geom3d[plane](E1,[P1,P2,P3]):
option5:=geom3d[Equation](E1,[x,y,z]):
listOfAll:=[option1,option2,option3,option4,option5];
selected:=listOfAll[$selector];
[convert(selected,string),convert(listOfAll,string)]
");

$theChosenOne=switch(0,$TA);
$theRest=switch(1,$TA);

I forgot to mention, for you to see it work the question must be on an actual assignment.  Also it goes without saying that the assignment will need more than one question.

There have been some requests for a timed question as opposed to an overall timer on the entire assignment.  Below you will find a question that can be used to provide a countdown timer on individual questions, that forces students to move onto the next question when the timer runs out.  The question contains a script that simulates the student pushing the next button after a defined amount of time.  In order to effectively utilize a timed question an instructor should disable the assignment option for "allow resubmit" (otherwise having a timed question is completely pointless, as the student could simply return to the question later).

Here is what the question and timer looks like:

Here is a link to the question, for you to import:  link

To alter the time a student has on the question simply open the HTML editor and change the variable markTimer (the default value is =12 seconds).

you should find this link very helpful

https://www.math.uwaterloo.ca/...

I could be wrong, but I think you can use the HTML code associated with the plot in the switch function.  Which would randomly select the HTML code for a given plot.  This in effect will do what you want.

Here is a question that uses the letter "U" to formulate a union of two intervals to specify the domain of a function:

The question(.zip) can be downloaded here:  https://naitca-my.sharepoint.c...

***notes:  the question ignores annoying spaces the student might add into their response

This is what the question looks like: