Transition to university

Elliott Fletcher on Finding the missing value of a constant in a polynomial, using the Factor Theorem 8 years, 6 months ago

Gave some feedback: Needs to be tested

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

Gave some feedback: Has some problems

Lauren Richards commented on Probability - Notation and Conversion between Percentages, Decimals and Fractions 8 years, 6 months ago

• You don't need either of the commas in the second sentence of the statement. 
• The question statement of part a) sounds like it should be the first sentence in the advice. It should just be "The probability that it will rain today is 90%."
• i) and ii) should be i) and ii) in italics in both the questions and the advice. 
• I think that the bracket after P in both i) and ii) should just say (rain) rather than (it rains today).
• Again in part b), I think it should say "The probability that the bus is late today is 0.7." rather than "You are told that the probability that your bus is late today is 0.7."
• Again in part b), I think the bracket should just say (late) rather than (Your bus is late). Also pointing out that you capitalised this bracket but didn't in part a). I don't know which one is right but you should probably keep it consistent. 
• Again in part c), I think it should say "The probability that a football match between Newcastle and Manchester ends in a draw is 1/7." Also, I think you should add United after Newcastle and United/City after Manchester (but preferably United haha) just so the context seems more realistic. 
• I would not use "just" anywhere in the advice. It is almost the same as saying "simply" which Christian hates and is a little belittling to someone who is actually finding this difficult. 
• I like all the contexts and how you switch the questions around so the user has to be able to convert to all three things! :) 

Elliott Fletcher commented on Use the factor theorem to identify factors of a polynomial 8 years, 6 months ago

Not sure if i can write the title for this in a simpler way

Elliott Fletcher on Use the factor theorem to identify factors of a polynomial 8 years, 6 months ago

Gave some feedback: Needs to be tested

Lauren Richards on Working with standard index form 8 years, 6 months ago

Gave some feedback: Has some problems

Lauren Richards commented on Working with standard index form 8 years, 6 months ago

• In the statement, you do not need "is a way that", it reads fine and makes more sense without it. 
• I think you should say what the large number equivalent would be for the example in the statement to make it make a link for the user. They understand what large numbers are but it is difficult to deal with them, and you showing what the large number equivalent of the example standard form will help them to understand how to use it more.  
• I think you should alter the question part of a to include an example of how you would like the answer typed. I tried to type x as an * as I think many users might try, and obviously numbas didn't like that very much. If you put "Write these in standard index form (for example, a.bcd*10^n):", I think it would be clearer. 
• I think you should write "the following" instead of "these" in parts a) and b), not just part c). 
• I had a question in part d that technically did not follow the standard index form as A was not between 1 and 10. It was 81*10^2. If following the standard index form you had stated in the statement, it should have been 8.1*10^3.
• I think the advice for part c) could be expanded quite a bit, especially the first sentence. You haven't said what you mean by "convert". 
• Minor point, but I think "Similarly" in part d) advice should have a comma after it to make it look less lonely. 
• I think this is a good question!

Stanislav Duris on Using BODMAS to evaluate arithmetic expressions 8 years, 6 months ago

Gave some feedback: Needs to be tested

Lauren Richards commented on Division of fractions 8 years, 6 months ago

Vicky, I have tried to change part e to be variables but struggled and it needs a bit of work still.  

It is coming out as a whole integer at the end which is correct, but some of the numbers earlier in the question are unrealistic and in some cases at the start I am also getting mixed numbers with a 0 on the numerator and can't work out how to stop that at the moment.

I worked backwards, so created mixed numbers from improper fractions but the user will start with the mixed numbers. 

Hannah Aldous on Using the Quadratic Formula to Solve Equations of the Form $ax^2 +bx+c=0$ 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: Needs to be tested

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

I was going to try and use a few less questions, but i wanted to make sure all directions of conversions were covered. (e.g fractions - decimals and decimals - fractions).

Elliott Fletcher on Probability - Notation and Conversion between Percentages, Decimals and Fractions 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

Aiden McCall on Substitute values into formulas 8 years, 6 months ago

Gave some feedback: Needs to be tested

Christian Lawson-Perfect commented on Solve quadratic inequalities 8 years, 6 months ago

(I realise I contradicted Vicky's suggestion. Not sure if what you've done is exactly what she imagined, but it doesn't read clearly to me!)

Christian Lawson-Perfect on Solve quadratic inequalities 8 years, 6 months ago

Gave some feedback: Has some problems

Christian Lawson-Perfect commented on Solve quadratic inequalities 8 years, 6 months ago

I've changed "sketch the quadratic" to "sketch each quadratic".

The prompt doesn't actually say what should go in the first gap for each part. I know the statement says factorise first, but you should be absolutely clear what you want.

I'd have:

"Factorise $f(x)$:

$x^2+ax+b = $ [[gap]]

Hence, find the range of values for $x$ such that $x^2+ax+b \gt 0$."

You need a conjunction between the two inequalities at the end of parts a and b: "$x \gt ??$ OR $x \lt ??$" in part a, and $x \gt ??$ AND $x \lt ??$" for part b. If you want, you can make that a dropdown.

The inequality signs for part b are the other way round to part a. Why?

Part c doesn't make sense - you can't rearrange an inequality to get an equality. I'd ask them to rearrange to get something $\gt 0$ - this also makes sure they don't give the negation of what you're expecting - and then say "by factorising or otherwise, give the range of values for which $ax + b \gt x^2$. Keeping track of the inequality makes it easier to work out which way round the upper and lower bounds should go.

In the advice, I'd give examples of some values of $x$ that satisfy the inequality - in part a, a big negative value and a big positive value, and in part b a vlaue between the roots. For part c, I think it would be very helpful to show the graphs of $x^2$ and $ax+b$ on top of the graph of $x^2-ax-b$ to show that the inequality holds for the same values in both arrangements - i.e., $x^2 \gt ax+b$ exactly when $x^2-ax-b \gt 0$.