Loading...
Error
There was an error loading the page.
Taxonomy:
Contributors
Feedback
From users who are members of Transition to university :
Christian LawsonPerfect  said  Ready to use  3 years, 11 months ago 
Hannah Aldous  said  Needs to be tested  4 years ago 
Elliott Fletcher  said  Has some problems  4 years ago 
Vicky Hall  said  Has some problems  4 years ago 
History
Christian LawsonPerfect 3 years, 11 months ago
Saved a checkpoint:
Whoops  the prompt had the constant term as $c \times d$ instead of $b \times d$. Thanks for pointing this out!
Christian LawsonPerfect 3 years, 11 months ago
Gave some feedback: Ready to use
Christian LawsonPerfect 3 years, 11 months ago
Gave some feedback: Has some problems
Katherine Tomlinson 3 years, 11 months ago
Has some problems. I was given the equation 24x^2  37x  8 and it said that factorised this was (3x+5)(8x1).
Christian LawsonPerfect 3 years, 12 months ago
Gave some feedback: Ready to use
Christian LawsonPerfect 3 years, 12 months ago
Saved a checkpoint:
Removed a lot of rubbish which must have come from a previous question, and renamed the variables so they make sense.
It's important that the coefficients of $x$ in the two factors aren't the same  otherwise, the order of the factorisation would be ambiguous.
Elliott Fletcher 4 years ago
Published this.Hannah Aldous 4 years ago
Gave some feedback: Needs to be tested
Christian LawsonPerfect 4 years ago
Gave some feedback: Has some problems
Christian LawsonPerfect 4 years ago
Saved a checkpoint:
The statement says you can factorise as $(ax+m)(bx+n)$ but then part a asks you to factorise in the form $a(x+m)(x+n)$. Should this be a separate question, since spotting a common factor of all the coefficients is a fairly simple corollary of factorising a quadratic with leading coefficient 1?
In fact, part b is the same! I was shown $8x^2+240x+1600=0$, which factorises as $8(x+10)(x+20) = 0$. The expected answer had roots $5/4$ and $5/2$, which is equivalent to $8x^2+30x+25=0$. So is it the displayed equation that's wrong?
The marking for part a is wrong  I think the wrong variable is used somewhere, but it's not obvious where.
Part b could begin by asking you to find the factorisation.
In part c, I got $2x^2+13x+20$, so a particularly pedantic student might want to leave the second gapfill empty, since the coefficient of $x$ in the second part is $1$. Can you make sure that the coefficient of $x^2$ in the equation is greater than $2$?
I got $5/3$ as one of my roots in part d, so I've enabled "allow the student to enter a fraction".
Parts c and d could use the same equation  why not? That would make a nice, selfcontained question.
So, in summary:
 Fix the marking in parts a and b.
 If they use the same equation rather than a new one in each part, I think parts (a,b) make a selfcontained question, and (c,d) another.
Hannah Aldous 4 years ago
Gave some feedback: Needs to be tested
Elliott Fletcher 4 years ago
Gave some feedback: Has some problems
Elliott Fletcher 4 years ago
I think the questions here are good and will be reasonably challenging for the students, there are just a few errors that i noticed.
Main Parts
a) the correct numbers that you put into the answer box are marked correct, but the expected answer comes up as somethinwe g else which would be incorrect. For example, i was given the equation 2x^2+12x+10 =0, which factorises to 2(x+5)(x+1) = 0, which is marked correct, however the expected answer comes up as 2(x+4)(x+3) = 0.
b) Here the correct answer is marked incorrect,
i had 8x^2+112x+320=0 which factorises to 8(x+10)(x+4) = 0. Thus x1 = 10 and x2=4. However this is marked wrong and the expected answer is x1=5 and x2= 1, which wouldn't be right.
c) good
d) i would write "in order to calculate the possible values of x that satisfy the equation" instead of "in order to calculate the possible values of x".
Again, the correct answer is marked incorrect. The expected answer shows different values which would be incorrect.
Advice
a)
I don't think you need a comma after "with" on the first line here.
I think there should be a 2 in front of the brackets in the final answer, as you have done in the question itself.
b)
I don't think you need a comma after "with" on the first line here.
I think you need a full stop after the factorised equation on the 7th line.
c)
The equation here shows the wrong coefficient of x in the second factor, for example for
6x^2+5x+1 = 0, you have
"This means our factorised equation must take the form (3x+a)(3x+b) = 0" whereas the equation should be "(3x+a)(2x+b) =0".
On that note i think it should be 3b+2a = 5 instead of 3a+2b=5.
I would put the multiplications in brackets here when you write when you multiply the values of a and b by 3 and 2.
d)
I think you should just write "we need to find two values that add together to make 5 and multiply to make 6" as one line instead of two.
Typo: "mutipy" should be "multiply"
I think this part needs more explanation for how you obtain each of the numbers for the factorised expression, something like you have done in part c)
Although the way you find the final answer does make sense and does work, i don't really see why you need to find the previously mentioned values like 3 and 2 that add and multiply to make a certain number to do this. I think you'd be better answering this question in the same way as you answered part c.
Sorry for all the feedback!
Hannah Aldous 4 years ago
Gave some feedback: Needs to be tested
Vicky Hall 4 years ago
Gave some feedback: Has some problems
Vicky Hall 4 years ago
The statement is exactly the same as the other quadratic equations questions, but this time its not true that $ax^2+bx+c$ factorises to $(x+m)(x+n)$  the $x$s need coefficients.
I think there should be two more parts to this question, a question at the beginning that only wants to students to factorise, and a question at the end that doesn't give them one of the $x$ coefficients.
It would also be very helpful to tell students in the statement that we can sometimes divide through by the $x^2$ coefficient to obtain a simpler equation, but sometimes the coefficent is not a factor of all terms so we can't. (I know you show this in the advice but it would be nice for the student to see this before they try the question as otherwise they will start looking for factors of the existing numbers).
Hannah Aldous 4 years ago
Gave some feedback: Needs to be tested
Hannah Aldous 4 years, 1 month ago
Gave some feedback: Has some problems
Hannah Aldous 4 years, 1 month ago
Gave some feedback: Needs to be tested
Hannah Aldous 4 years, 1 month ago
Gave some feedback: Has some problems
Chris Graham 4 years, 1 month ago
In part a), i),ii) should be in italics, and I would start a new line afterwards.
You need some string restrictions in part (a), for example I can enter the expression into the gap as given, and get full marks. See the bottom of the Numbas tutorial.
In (b) and (c) "values of x in the following equation" would be better expressed as "values of x which satisfy the following equation".
In the advice, put a),b)... on a new line, and preferably set the style using format>Formats>Headings>Heading 4
The advice is not easy to scan, and unfortunately students will not take care to read the whole thing. Help them out by placing any important equations on a new line, so that the student can easily see how the solution develops. And as a general rule, use display style for any equations on their own line.
In part (d) of the advice you obtain the possible values of x, however this is not asked in the question. Did you intend to include this? If you do so you will need to think about the precision that you would like, and formatting in the advice (see e.g. dpformat on the jme reference page).
Hannah Aldous 4 years, 1 month ago
Gave some feedback: Needs to be tested
Hannah Aldous 4 years, 1 month ago
Created this.No variables have been defined in this question.
This variable doesn't seem to be used anywhere.
Name  Type  Generated Value 

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.
Ask the student a question, and give any hints about how they should answer this part.
Pattern restriction
Variables
String restrictions
For each combination of answer and choice, specify the number of marks to add or subtract when the student picks it.
For each combination of answer and choice, write 1 if the student should tick it, or 0 if they should leave it unticked.
Answers  

Choices 
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:
Question variables
These variables are available within the marking algorithm.
Name  Value  

Marking parameters
These values are available as extra variables in the marking algorithm.
Name  Value 

Part settings
These values are available as entries in the settings
variable.
Name  Value 

Alternative used:
Note

Value  Feedback 


Click on a note's name to show or hide it. Only shown notes will be included when you create a unit test.
Unit tests
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.
Name  Value 

Note  Value  Feedback  

This note produces the expected output  Current: 


Expected: 

This test has not yet been run.
When you need to change the way this part works beyond the available options, you can write JavaScript code to be executed at the times described below.
To account for errors made by the student in earlier calculations, replace question variables with answers to earlier parts.
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
Define the list of parts that the student can visit after this one.
Previous parts
This part can follow on from:
This part doesn't follow on from any others.
to
Select extensions to use in this question.

There was an error loading this extension.
Define rulesets for simplification and display of mathematical expressions.
Define functions to use in JME expressions.

Parameters
 : of
Builtin constants
Custom constants
Names  Value  LaTeX  

Add styling to the question's display and write a script to run when the question is created.
This question is used in the following exams:
 Quadratic expressions and equations by Christian LawsonPerfect in Transition to university.
 Week 1 Teacher 1 Support Homework by Heidi Steele in Sir Isaac Newton Sixth Form Year 12 Maths 201718 Teacher 1.
 Nick's copy of Quadratic expressions and equations by Nick Walker in Nick's workspace.
 Quadratic expressions and equations [Randomised L4] by Matthew James Sykes in CHY1205.
 NUMBAS  Quadratics by Katy Dobson in Katy's workspace.
 Ann's copy of NUMBAS  Quadratics by Ann Smith in Ann's workspace.
 Quadratics homework by Ann Smith in Ann's workspace.
 Blathnaid's copy of Ann's copy of NUMBAS  Quadratics by Blathnaid Sheridan in Blathnaid's workspace.
 JP by Julie Crowley in JP.
 Quadratics by Kevin Bohan in Kevin's workspace.
 lksadjf by Jordan Childs in Jordan's workspace.
 Workbook 6 by Jordan Childs in Jordan's workspace.
 QuadraticEquationAndExpression by AJAY OTTA in AJAY's workspace.
 Algebra by Alan Levine in Mathtest Questions.
 test exam algebra by Jose Camarena Brenes in Jose's workspace.
 Summer Bridge Course by AJAY OTTA in Koutilya.
 Quadratic expressions and equations by Wan Mekwi in Introduction to Calculus.
 Factorise quadratic equations by Jean jinhua Mathias in Maths 32020.
 Jean jinhua's copy of Quadratic expressions and equations by Jean jinhua Mathias in Jean jinhua's workspace.
 Solving Quadratics by Kevin Bohan in Kevin's workspace.
 Edina's copy of Quadratic expressions and equations by Edina Kurdi in Edina's workspace.
 International Summer School: Quadratics 2 by Rachel Binks in MSP International Summer School.