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From users who are members of Transition to university :
|Christian Lawson-Perfect||said||Ready to use||2 years, 11 months ago|
|Bradley Bush||said||Needs to be tested||3 years ago|
|Hannah Aldous||said||Has some problems||3 years ago|
|Chris Graham||said||Has some problems||3 years ago|
J. Richard Snape 2 years, 9 months ago
Thanks for this fantastic question set in "Transition to University". I'm trialling using them in my teaching this year. I have a tiny problem with part h in this question - for some reason when I use it when a student enters a correct answer it marks it wrong, giving feedback that it can be further simplified. I attach a screenshot - not sure what rule is triggering this as even the 419 constant is prime, so I can't see any further gathering of terms possible. I'll try to debug myself, but any help would be appreciated :) It seems to be using "all" for simplification in the marking, but so are other parts in this question that work fine.
Christian Lawson-Perfect 3 years ago
Saved a checkpoint:
The string restrictions aren't doing a great job here. I don't think you should require the asterisk.
Talk to Elliott about adding pattern matching.
This should be two questions - a question with each of the items from part a as a separate part, and part b on its own.
Bradley Bush 3 years ago
Thank you for the feedback and s0rry for the typing errors. Changing the marking order was very difficult but has been done using either string restrictions or marking scripts. Thank you for the advice for the wording of wuestions, I need to get more concise with the way I word things. I am glad you liked it.
Lauren Richards 3 years ago
- MAIN PARTS
- Typo in the statement - "bellow" instead of "below".
- Part v) gave me "1ab" as one of the terms. Maybe make sure the 1 cancels.
- I think part b) sounds a little complicated when it is your friend. I suggest you make it yourself or a specific person, eg. Jim. "Jim has a fondness of handmade sweets and is trying to work out the amount of money he has spent on them in one week. He eats [blah] lollipops, [blah] toffees and [blah] jelly sweets. Lollipops cost [blah], toffees are £1 more expensive than lollipops and jelly sweets are half the price of toffees."
- Make sure all your i), ii)... are in italic in both the main question and the advice.
- i) in part b) - "it's" should be "its" and "simplist" should be "simplest". I also think you should specify not to have brackets in your answer.
- ii) in part b) - I think you should just say "If the cost of a lollipop was [blah], calculate Jim's total expenditure on sweets for the week." I also think you should put a pound sign before the gap fill as the units are pounds.
- Issue with numbas not acccepting answers as terms are in a different order to that which it is expecting. Maybe in the question, specify which order to put the terms to avoid this happening.
- In parts vi), vii) and viii), I think I would add a line expanding out the brackets to make it more clear.
- I think the advice for b)i) could be more helpful rather than just telling them to read carefully! Explain how (x+1) means toffees are £1 more expensive etc.
- Part b)ii), I think you could write "Using the equation we had devised from part b)i), we can substitute the price of lollipops, x=2, to calculate Jim's total expenditure."
- Good question, I like it!
Hannah Aldous 3 years ago
all of your part a answers require * using in the answers, however some parts of v don't. Not sure I would require * for the answers.
part b i) typo "tofffee",
make sure x and £ in the question is written in LaTeX,
you need to place gaps in before and after the = for both i and ii,
the question for part i seems a bit clunky and long maybe split it after algerbraic expression and start the next sentence as 'write the answer in...'
in b ii) maybe write '...calculate total cost..'
in the advice part a make sure x^2 and x are in LaTeX
also you've written x^2+x=x^2+2?
in part b i you've centred and aligned part of your text with the equations
for ii use \times instead of *
Bradley Bush 3 years ago
Thank you for the feedback!
The 'doesn't work' was something Christian set when he came over and the changes we had made to the editor weren't being reflected in the test runs. I have made the statement more direct, added some string restrictions, changed the advice errors and the part b advice.
However, for the part b) question I wanted to test the ability of the student to turn the text they are reading into equations which can then be manipulated as a higher level skill to round off the question, but I would like to hear any further opinion you have on this.
Chris Graham 3 years ago
I've changed the Doesn't Work status as it seems to run OK. What was the problem?
The statement is currently more of a description of the question, rather than instructions for the student. "For each of the expressions below, collect terms..." would be more direct.
In part b) you can use the string restrictions tab to set the expected variables and warn the student if they use anything other than those.
The prompt in b) starts quite abruptly with "One bag...". Why not say e.g. "Brad has two bags of tokens. The first bag contains..." I think I would move the bag contents to two lists, which is easier for the student to work with.
In the advice you have some small errors e.g. $7z(=$, and you could make use of the align environment. Similarly with part (b).
In the final part of the advice I would give an expression for each bag first, in terms of $r,b,y$ and then put the two together.
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