Chris Graham

Chris Graham commented on Basic arithmetic operations: addition and subtraction 8 years, 6 months ago

Which part is it that only works for you sometimes?

In (b), on the final line, you have two equations in-line. I'm not sure why, as they could be merged but, as a result, \displaystyle not applied to the second.

In the advice in part (a), I think I would put the information and examples into a table, with columns for the sign of the first and second number, a column for the resulting sign, and an example. This would help the student to pick out patterns. 

"press the symbol S⇔D" seems too specific, as my calculator certainly doesn't have that button.

When describing the mixed number, I think this needs to be broken down further. Start with e.g. 8 = 8 x 1 = 8 x 8/8 = 64/8 to explain where the first term comes from. 

Rather than the horizontal lines in the advice it would be better to give the answers to each part and bring up the rules as they occur. For example in part (c) the rules that you describe are relevant for the second and third gap respectively. You could add sub-numbering i),ii),iii) to each expression to help with referencing.

Chris Graham on Extract common factors of polynomials 8 years, 6 months ago

Gave some feedback: Has some problems

Chris Graham commented on Extract common factors of polynomials 8 years, 6 months ago

In the statement, "common factors that go into", you really mean "common factors of". You could start by stating what a factor is, if this is not covered elsewhere, e.g. what the the factors are of, say, 12.

It would be consistent with the other numbering styles to use a parenthesis after i),ii) and also place these in italics for emphasis. 

In a) iv) you move away from $x,y,z$, which is a good idea: you could do a bit more of this with the other expressions.

Typo "epressions" in part (a).

"when there are no further factorisation can be done" needs re-wording.

In the advice, the same adjustment to the numbering as above. If an equation is on its own line then use display style.

In the advice for (b), the video needs some context "In the following video...", and I would probably put it at the end of this part as students are likely going to be more interested in the specific solution in the first instance. A very valid alternative would be to add this as a step to part (b).

I think it would be nice to have a video for both parts, and if one does not exist for part (a) then you could create two new ones (or add to the list to be created).

Chris Graham on Impulse: Find initial speeds of colliding players 8 years, 10 months ago

Gave some feedback: Needs to be tested

Chris Graham on Impulse: Find initial speeds of colliding players 8 years, 11 months ago

Gave some feedback: Needs to be tested

Chris Graham on Calculate momentum given mass and speed 8 years, 11 months ago

Gave some feedback: Needs to be tested