Transition to university

Hannah Aldous on Rearranging Logarithms involving Indices 8 years, 6 months ago

Gave some feedback: Needs to be tested

Christian Lawson-Perfect on Fraction multiplication 8 years, 6 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect commented on Fraction multiplication 8 years, 6 months ago

This looks good, but part d seems vindictively hard! What's it assessing?

From the advice, it looks like:

• BODMAS - this isn't what the question's about
• Squaring fractions - have a smaller question on this earlier, e.g. "calculate $\left(\frac{a}{b}\right)^2$".
• Division of fractions - again, not what the question's about.

I reckon you could just delete part d, or spin it into a separate question.

Christian Lawson-Perfect on Solving linear inequalities 8 years, 6 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect commented on Solving linear inequalities 8 years, 6 months ago

Parts

Part e has "x<..." in the expected answer. It should just be a number.

In part f, I think you've forgotten the coefficient of $a$.

Advice

I've corrected "on it's own" to "on its own".

Why were there sometimes brackets around the numbers? I've removed them.

Part d: minus signs have gone missing in the second line. You say you've highlighted something in red, but I can't see it because I'm colourblind. Find a way to refer to things in text.

Something's gone wrong in part e: the right-hand $x$ term goes missing in the second line. And I wouldn't think of this as pulling out a factor of $x$ anyway: you're collecting like terms. The thrid line seems to be nonsense too.

Part f: I think the second line is supposed to have collected all the $x$ terms on the left, but the coefficient is wrong. And then I got a third line showing division by $15-5$. Why wouldn't you collect together first and just divide by $10$?

I dispute that it's easier to divide first in part $g$! I got an $h$ term and the advice says to divide by $2$ first. Maybe make sure that you're dividing by the gcd of all the coefficients, and the gcd is greater than 1.

Bradley Bush on Inverse and composite functions 8 years, 6 months ago

Gave some feedback: Needs to be tested

Bradley Bush commented on Inverse and composite functions 8 years, 6 months ago

Thank you for the advice, I've acted on those two points, let me know if you think I should make any further alterations.

Stanislav Duris on Calculate powers of ten 8 years, 6 months ago

Gave some feedback: Needs to be tested

Stanislav Duris on Discrete and continuous data 8 years, 6 months ago

Gave some feedback: Needs to be tested

Elliott Fletcher on Probability - Notation and Conversion between Percentages, Decimals and Fractions 8 years, 6 months ago

Gave some feedback: Needs to be tested

Bradley Bush on Expansion of brackets 8 years, 6 months ago

Gave some feedback: Doesn't work

Bradley Bush commented on Expansion of brackets 8 years, 6 months ago

Thank you for the advice, I've removed 1 as a variable and I had added expected variable names but I've now added warning messages, although I have run into another problem with x*( being required overriding this message, so I'm going to need to ask how to change that.

Christian Lawson-Perfect on Inverse and composite functions 8 years, 6 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect commented on Inverse and composite functions 8 years, 6 months ago

Use \left( and \right) around fractions to make sure the brackets stretch to the correct height.

In the advice for the final part, I would use an identity symbol ($\equiv$), and maybe preface the identity with "it is always true that"

Christian Lawson-Perfect on Square and cube numbers 8 years, 6 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect commented on Square and cube numbers 8 years, 6 months ago

I don't think part a is a well-conceived question. First of all, I don't like telling students not to use calculators. You can sometimes hint that a calculator won't be useful, but don't give them the idea that using calculator is ever bad.

When you're told $x$ and $x^3$ but not $x^2$ - why would you ever calculate $(x^3)^{2/3}$ instead of just squaring $x$?

Similarly, when you're given $x^3$ and $x^3$ but not $x$, I don't think anyone would take the cube root instead of the square root. So why show both?

Some ideas for different questions on the same topic:

• Calculate $x^2$ for $x$ from 1 to 10.
• Calculate $x^3$ for $x$ from 1 to 10.
• Find a number such that $x^2 \gt 100$ and $x^2 \lt 120$.
• An "always/sometimes/never" question for some statements. The student has to say if each of the statements is always true, sometimes true, or never true.
  • $x^3$ is greater than $x^2$. (sometimes)
  • If $x$ is negative, $x^2$ is negative (never)
  • If $x$ is negative, $x^3$ is negative (always)
  • $x^2 = x$ (sometimes)
  • $(x+1)^2 \gt x$ (sometimes)
  • $(x+1)^3 \gt x$ (always)
  • When $x$ is a whole number, $x^2$ divides $x^3$ (always)
  • $x^3$ has the opposite sign to $x$ (never)

Part b is good - it could be a separate question, called "calculate powers of ten"