Bradley Bush

Bradley Bush commented on Calculate a student discount 7 years, 4 months ago

Very good, straight forward question so only a few minor ideas:

• I know you've said it in the advice but you probably should specify that you want rounding to 2 decimal places (or the nearest penny) particularly because sometimes shops will round up the cost of an item etc.
• If you were able to, a warning message that explains the figure needs to be rounded to 2.d.p might be really useful for cases where students have put the full length answer in.
• On the rounding note, in the advice, it would probably be useful to have the full non-rounded answer then have a extra step where the figure is rounded to 2.d.p.
• I think that it is very thorough that you've included both methods of finding the solution using both fractionas and decimals aswell, so well done for that.

Really good question overall

Bradley Bush on Finding unknown coefficients of a polynomial, using the remainder theorem 7 years, 4 months ago

Gave some feedback: Has some problems

Bradley Bush commented on Finding unknown coefficients of a polynomial, using the remainder theorem 7 years, 4 months ago

Amazing question, most of my feedback revolves around the idea that I think it might be too hard for the student so I only have a few comments on this one:

• I didn't find an example of when s and t weren't both fractions, I think this adds to the complexity and the challenge of the question but is this what we want to be testing? Could this be imporved through making the variables 'nicer' so the answers are whole numbers more often than not?
• If you are leaving the answers as their more complex fraction form then you need to have a go at changing the error message that comes up. The answer gap still accepts a fractional answer if you type the fraction in full, however, if you're slow like me and you type "x/" and then pause for a second, you'll get an error message "your answer is invalid. You must enter an integer or a decimal. This is weird because when you then finish the expresion, the error message goes away. I am just thinking that this might be misdirective to see for anyone typing in their answer slowly. If you can't fix the error message, and you are keeping the fractional answers then it might be worth specifying that answers can be left as fractions in the question.
• On that note, I might write "reduce your answer to simplist [fractional] form" instead of "reduce your answer to it's lowest terms"; or something along those lines.
• I am actually thinking that the question still might be too hard for some students, making it inaccessible to the students who have less algebraic skill; even with the changes I suggested above. Maybe a solution of this is to create a copy of the question (labelling it 'easy version') and have the same question, just break it down into parts by asking students to give an expression for p(factor 1) then p(factor 2) then with the third part asking them to use simultaneous equations to find t and s.
• Your parts and advice seem free of typos and formatting errors (I'm very jealous).

Feel free to ask if you don't understand any of what I've been getting at. High quality question.

Bradley Bush on Straight line equation application: measuring sunflower height 7 years, 4 months ago

Gave some feedback: Needs to be tested

Bradley Bush on Extract common factors of polynomials 7 years, 4 months ago

Gave some feedback: Needs to be tested

Bradley Bush on Using a speed graph to find distance 7 years, 4 months ago

Gave some feedback: Needs to be tested

Bradley Bush commented on Using a speed and acceleration graph 7 years, 4 months ago

Thank you for the feedback, I have acted on this by splitting the question in half and adding a part e) onto the end of this question. I have also moved the axis to make the graph easier to understand.

Bradley Bush on Using a speed and acceleration graph 7 years, 4 months ago

Gave some feedback: Needs to be tested