There was an error loading the page.
From users who are members of Transition to university :
|Christian Lawson-Perfect||said||Ready to use||3 years, 3 months ago|
|Bradley Bush||said||Needs to be tested||3 years, 3 months ago|
|Hannah Aldous||said||Has some problems||3 years, 4 months ago|
|Chris Graham||said||Has some problems||3 years, 4 months ago|
J. Richard Snape 3 years 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, 3 months 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, 4 months 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, 4 months 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, 4 months 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, 4 months 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, 4 months 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.
No variables have been defined in this question.
This variable doesn't seem to be used anywhere.
Error in variable testing condition
There's an error in the condition you specified in the Variable testing tab. Variable values can't be generated until it's fixed.
No parts have been defined in this question.
Select a part to edit.
Test that the marking algorithm works
Check that the marking algorithm works with different sets of variables and student answers using the interface below.
Create unit tests to save expected results and to document how the algorithm should work.
There's an error which means the marking algorithm can't run:
Click on a note's name to show or hide it. Only shown notes will be included when you create a unit test.
No unit tests have been defined. Enter an answer above, select one or more notes, and click the "Create a unit test" button.
The following tests check that the question is behaving as desired.
This test has not been run yet This test produces the expected output This test does not produce the expected output
This test is not currently producing the expected result. Fix the marking algorithm to produce the expected results detailed below or, if this test is out of date, update the test to accept the current values.
One or more notes in this test are no longer defined. If these notes are no longer needed, you should delete this test.
|This note produces the expected output||Current:||
This test has not yet been run.
In order to create a variable replacement, you must define at least one variable and one other part.
|Variable||Answer to use||Must be answered?|
The variable replacements you've chosen will cause the following variables to be regenerated each time the student submits an answer to this part:
These variables have some random elements, which means they're not guaranteed to have the same value each time the student submits an answer. You should define new variables to store the random elements, so that they remain the same each time this part is marked.
This part can't be reached by the student.
Add a "next part" reference to this part from another part.
None of the parts which can lead to this part are reachable either.
Next part options
Variable replacementsNo variable replacements have been defined for this next part option.
This part can follow on from:
This part doesn't follow on from any others.
This question is used in the following exams:
- Algebra and functions by Elliott Fletcher in Elliott's workspace.
- Malcolm's copy of Algebra and functions by Malcolm Roberts in Malcolm's workspace.
- Algebraic manipulation by Christian Lawson-Perfect in Transition to university.
- MATH6057 Tutorial 2 by Julie Crowley in MATH6057.
- P1 - Algebra & Functions by Rob Beckett in Rob's workspace.
- Nick's copy of Algebraic manipulation by Nick Walker in Nick's workspace.
- Algebra by Samantha Konig in Samantha's workspace.
- Algebraic manipulation [L1] by Matthew James Sykes in CHY1205.
- NUMBAS - Algebraic manipulation by Katy Dobson in Katy's workspace.
- Initial maths test by J. Richard Snape in J. Richard's workspace.
- Simplifying and manipulating algebra by Jo-Ann Lyons in Jo-Ann's workspace.
- Year 10 Practice Exam 1 by Neil Anderson in Neil's workspace.
- test by Fady Ghanem in Fady's workspace.
- Ryan's copy of Algebra and functions by Ryan Poling in Ryan's workspace.
- Numbas Lab by Katie Bullen in Katie's workspace.
- Test 1 by Patricia Cogan in Patricia's workspace.
- Fundamentals of Algebra by Simon Thomas in Maths support.
- Algebra by Alan Levine in Mathtest Questions.
- Algebraic manipulation by Guillermo Bernardo DURÁN GONZÁLEZ in Numbas N° 7.
- Algebra varias preguntas con ejercicios by Guillermo Bernardo DURÁN GONZÁLEZ in Numbas N° 7.
- Kwame's copy of Malcolm's copy of Algebra and functions by Kwame D Dwamena in Kwame D's workspace.
- Preliminary Mathematics Advanced Assessment Task 1 by Joanna Rankins in Joanna's workspace.
- Preliminary Advanced Mathematics Assessment Task by Joanna Rankins in Joanna's workspace.
- ALG Operaciones algebraicas by David Vanegas in Exámenes.
- test exam algebra by Jose Camarena Brenes in Jose's workspace.
- ibrahim's copy of Algebraic manipulation by ibrahim khatib in KS3.
- MEM23004A by Mykola Kyrylenko in Mykola's workspace.
- Week 2 by Anne Crowley in Anne's workspace.
- algebraQuestions by Ed Southwood in Ed's workspace.
- alge by Ed Southwood in Ed's workspace.