Material created by students working with the School of Mathematics, Statistics & Physics E-Learning Unit at Newcastle University over the summer of 2017, to support students making the transition from school to university.

Project activity

Stanislav Duris published Cumulative percent decrease 8 years, 4 months ago

Stanislav Duris published Discrete and continuous data 8 years, 4 months ago

Stanislav Duris published Calculate powers of ten 8 years, 4 months ago

Stanislav Duris published Calculate a student discount 8 years, 4 months ago

Aiden McCall on Algebra vocabulary 8 years, 5 months ago

Gave some feedback: Needs to be tested

Aiden McCall on Use formulae for the area and volume of geometric shapes 8 years, 5 months ago

Gave some feedback: Needs to be tested

Lauren Richards commented on Finding the highest common factor of two numbers 8 years, 5 months ago

In part c)i), ii) and iii), I really wanted the individual factors to be listed for each number, and then for the common factors in each individual list to be highlighted but I didn't know how to do this and I think Chris mentioned something would have to be created in order to do this. 

Stanislav Duris on Weight of a scoop in two ice cream parlours 8 years, 5 months ago

Saved a checkpoint:

As I said in one of our meetings, my main goal in creating this question was to show students that two equal means don't mean two equal distributions and to play around with the fact that all measures of average can be misleading when interpreted incorrectly. I started another question as advised by Chris, Christian and Lauren about salaries (many poor people vs few very rich residents leads to false beliefs about average salary in the area) but I don't think I'll manage to get it done up to a point where someone else can finish it, so I think someone else just needs to start that question from the scratch. A histogram could be included in the Salaries question. I tried to play around with Geogebra so I could include graphs in my future questions, but I did not have time to finish this successfully, so someone else may need to do this to cover the GCSE statistics.

Elliott Fletcher commented on Mutually exclusive events MCQ 8 years, 5 months ago

Will add an image to this as well.

Elliott Fletcher on Mutually exclusive events MCQ 8 years, 5 months ago

Gave some feedback: Needs to be tested

Stanislav Duris on Square and cube numbers 8 years, 5 months ago

Saved a checkpoint:

If this question isn't ready and someone needs to adjust this question - make sure that the interval in part c) always includes one square number only! The x variable makes sure the numbers increase in ascending order in the question, so don't confuse x1, x2, etc. with x[0], x[1],.. because these may not be the same and x[0], x[1],.. are the ones used in the question.

Stanislav Duris on Exponential increase 8 years, 5 months ago

Saved a checkpoint:

This question should be good to go. If not, the only thing I can think of as an advice is maybe you can adjust the first part of advice so that if years = 2, the latex does not display the 2 while calculating the root. This would be done via conditional visibility but I don't think doing this is necessarily essential. Maybe playing around with numbers would change things (the rounding could result in slightly different correct answers), so make sure that slight errors are allowed if that happens.

Aiden McCall on Calculate the areas of polygons 8 years, 5 months ago

Gave some feedback: Needs to be tested

Stanislav Duris on Cumulative percent decrease 8 years, 5 months ago

Saved a checkpoint:

I hope this question won't need more huge adjustments, especially in part b, cause this part's advice was quite tricky to write and the answer is a bit tricky to calculate. I'll try to describe how the answer to part b) works:

  1. At first, a random number from 6 to 9 is picked (testn).
  2. Then pricee1 is calculated, which is the smartphone's value after testn months.
  3. Threshold is calculated, which is the crucial number in the question. This is the first multiple of ten higher than pricee1.
  4. We would normally be finished, but the numbers and percentages are not big enough so sometimes the decrease in the smartphone's value is less than 10, which means the smarphone's value one month before testn months may also be below threshold.
  5. We calculate the smartphone's value after testn-1 months, this is pricee2.
  6. Finally, the correct answer is the variable n. This is either testn-1, if pricee2 < threshold, or testn, if pricee2 > threshold.

Right now, pricee3 (the value after testn-2 months) never falls below the threshold (thank god) so it is not used in the question at all. However, if there'll be some adjustments to the price or the percentages in the question, this may not be true anymore. Make sure it is still ALWAYS below the threshold and if not, adjust the variable "n" so sometimes it can also be testn-2. I hope this is not too confusing and if it is, I hope no one has to deal with this anymore.

Picture of Bradley Bush

Bradley Bush on Applied y-intercepts: Investing in boats 8 years, 5 months ago

Gave some feedback: Needs to be tested