Transition to university

Bradley Bush commented on Rounding and estimating calculations 8 years, 6 months ago

I really like this question, especially the gap fills! I would just suggest a few small improvements.

In each part you have the question then the gap fills and then you say "Therefore, x*y=z", I think this would be better if it said "Therefore, your estimate for: x*y=z." because that way you are making clear to the student that this is an estimate, not the real answer.

In the first part of the advice, you write "we look at the first non-zero digit, increasing this digit by one if the following digit is 5 or more", I think it might be better to write what happens if the following digit is bellow 5 as well as this. I know it seems obvious, but there might be a student decreasing the figure by one if it's bellow 5.

Finally, it also might be nice to restate the original equation in the advice so the student doesn't have to scroll back to the question.

Bradley Bush on Drag points to given Cartesian coordinates 8 years, 6 months ago

Gave some feedback: Needs to be tested

Elliott Fletcher on Laws of Indices 8 years, 6 months ago

Gave some feedback: Needs to be tested

Stanislav Duris on Limits of accuracy in measuring weight in a gym scenario 8 years, 6 months ago

The question structure was completely rebuilt to make more sense. Some unnecessary parts were removed, while new more relevant parts were added.

Elliott Fletcher commented on Laws of Indices 8 years, 6 months ago

Scratch that

Elliott Fletcher on Laws of Indices 8 years, 6 months ago

Gave some feedback: Has some problems

Elliott Fletcher commented on Laws of Indices 8 years, 6 months ago

Thanks for the feedback Aiden, think i should have fixed all of the string restrictions now.

Elliott Fletcher on Laws of Indices 8 years, 6 months ago

Gave some feedback: Needs to be tested

Hannah Aldous on Combining Logarithm Rules to Solve Equations 8 years, 6 months ago

Gave some feedback: Needs to be tested

Stanislav Duris on Working with standard index form 8 years, 6 months ago

Gave some feedback: Needs to be tested

Bradley Bush commented on Surds simplification 8 years, 6 months ago

This question was really hard to criticise, I only came up with a few pedantic points.

It might have been nice to see more random variables in part a) and maybe part b) so the student can repeat this question for practice.

You may have missed a fullstop in the advice for part bi), and I'm not sure you need fullstops after each equation in the advice to part b, maybe using a comma instead would be better?

Bradley Bush commented on Extract common factors of polynomials 8 years, 6 months ago

Thank you for your feedback, I have made all of your suggested changes apart from the a*b problem which is proving dificult to solve.

Stanislav Duris on Rounding numbers to a given number of significant figures 8 years, 6 months ago

Gave some feedback: Needs to be tested

Aiden McCall commented on Rationalising the denominator - surds 8 years, 6 months ago

Advice:

a) The advice for part a does not match the question. You could also possibly show another method of multiplying by the denominator to realise the bottom; I could be overcomplicating it with this alternative method, so it is up to you.
b) I would put the 12 in '12 is the denominator' in math mode. Not sure what the last line means I think it is suppose to read $\frac{\sqrt{ab}}{1}$ but reads as $\frac{\sqrt{ab}}{[1,1,1,1,1]}$.
c) Is good
d) There could be some confusing with the wording, "this is the denominator with a changed sign." It could be interpretted as the whole denominator changing signs; I would possibly change it to the rational term sign changed, or something to that effect. 

Lauren Richards on Using Surds, Rationalising the Denominator 8 years, 6 months ago

Gave some feedback: Has some problems

Lauren Richards commented on Using Surds, Rationalising the Denominator 8 years, 6 months ago

• MAIN PARTS
• Part a) should have more numbers rather than just two. 
• I think you will have a problem with people not knowing how to insert a square root sign into their answers, meaning they will be scuppered for all of the questions. I think you will need to tell them how to in the parts by giving an example. Say like "3\sqrt{5} can be written as 3*sqrt(5)". Alternatively, you could set it up via gap fill so that all of the answers can be given in a pre-prepared square root sign. 
• Part b)'s steps could be a little off-putting for someone. They only need the first rule to do part b) but you have given them an extra rule that isn't relevant. It might confuse them. 
• You don't need colons after "Simplify" in each part. 
• Part h), your model answer included an unsimplified numerator, which might not be what the user gives. You didn't multiply out 3(\sqrt{3}+18) but writing 3\sqrt{13}+54 is not wrong. 
• ADVICE
• I think you should restate the question in part a) after stating the rule and before the actual advice for part a). 
• The examples listed for part a) and b) were not the ones I was asked in the test run. It was talking about \sqrt{405} both times when I had been asked about \sqrt{1377} in part a) and \sqrt{1053} in part b).
• In part c), I think you should show how the fraction cancels down a bit more by stating that the two \sqrt{17} cancel on the numerator and denominator. Someone might get lost if they followed the first method. 

Stanislav Duris on Rounding numbers to a given number of significant figures 8 years, 6 months ago

Gave some feedback: Has some problems

Stanislav Duris on Combining Logarithm Rules to Solve Equations 8 years, 6 months ago

Gave some feedback: Has some problems