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From users who are members of Transition to university :
|Chris Graham||said||Has some problems||2 years, 11 months ago|
|Christian Lawson-Perfect||said||Ready to use||4 years ago|
|Bradley Bush||said||Needs to be tested||4 years ago|
|Lauren Richards||said||Has some problems||4 years ago|
|Elliott Fletcher||said||Has some problems||4 years, 1 month ago|
Christian Lawson-Perfect 4 years ago
Saved a checkpoint:
I've rejigged the advice - each part's advice now begins with a description of the common factors, and I've been very careful about the use of brackets so that it's obvious what "pulling outside the brackets" means.
Christian Lawson-Perfect 4 years ago
Saved a checkpoint:
Factorising by finding a common (constant) factor and factorising quadratics are very different tasks. I think the scope of this question is only the first kind.
For example, to factorise $2x + 4y + 16xy$, I only need to see that $2$, $4$ and $16$ have a factor of $2$ in common. To factorise $x^2-1$, I need to know a fact about quadratics: the terms $x^2$ and $1$ don't have a proper factor in common.
So, I'm going to split the qudratics part into a separate question, leaving only the expressions with common factors.
Lauren Richards 4 years ago
- I think it is good to give directions on making sure numbas accepts the answer, but you don't need I.E. inside the brackets, the asterisk would be fine.
- You don't need the words "there is" in the last sentence of the first section of the advice.
- Slight mistake in part ii) of the advice - it says 613 instead of 6x13 in the second bracket, before y^2.
- There isn't very much consistency in when you use X and when you use * and it gets a little confusing. Also for instance, in part a) when you state the question again before completing in in the advice, the statement of the question doesn't actually match the question in the parts, form-wise. I think you should only use * at the end, to show which form numbas would have accepted it in.
- Slight mistakes in parts iv) and v) of the advice. The second term in each stated (52) instead of (5x2) and (62) instead of (6x2). The third term in v) also stated (619) instead of (6x19).
- Typo right at the end of the advice talking about the video - bellow instead of below.
- Good question.
Bradley Bush 4 years, 1 month ago
Thank you for the feedback, I should have fixed the marking now and improed the advice. The brackets do make everyhing look clearer. I have also included all the *'s especially seeing as they're needed for the question to be marked right now.
I havent put full stops at the end of EVERY calculation because it just feel unnecissary where they aren't part of a statement.
Elliott Fletcher 4 years, 1 month ago
a) i) good
ii) There is an issue with the marking here, i had 102y+12y^2, and had the answer as 6*y*(17+2*y) which was marked incorrect and the displayed answer was 6*y(2y+17).
iii) Again there is an issue with the marking here.
In the question you don't write an * between each of the algebraic variables in the first term, making it look different to the other term. I think this then creates an issue in the marking as the displayed answer i got was xyz(41xyz+3) so the answer is only correct if you don't include the * between the variables even though in the statement you tell the students to include the * in their answer.
v) again there is an issue with the marking here in the same way as in iii)
iii) there is an issue with the marking here too, even inputting the displayed answer is marked incorrect as numbas thinks it is not a valid mathematical expression.
a) (all questions) i would write any products in brackets just for neatness, e.g 74x+62 = (2*37x)+(2*31).
Also, be careful when writing out big products of variables like xyz, i think you need to have an * between each variable
And i think there should be full stops at the end of each calculation.
I think the formula for the quadratic equation should be ax^2+bx+c = (x+n1)(x+n2)
iii) i would put brackets around the products here.
Sorry for all the feedback!
Lauren Richards 4 years, 1 month ago
- You're missing the word factors in the first sentence of the statement.
- It really does not like formatting like at all. My answers to part a) were marked wrong on 3 occasions because of underuse of * in between each term which wasn't required. For part b)iii), the question was to factorise 9x^2+6x. I had written "3x(3x+2)" and then "3x*(3x+2)", both of which it said was incorrect. It wanted "3*x(3x+2)". I don't think the user will immediately jump to writing "ax*(bx+c)" or "a*x(bx+c)" so if you want them to answer the question in this format, you should state so in the question. Otherwise, it can be quite demoralising when it is just marked wrong but what they have written is technically right.
- In part a) I literally can't get it to accept my answers for love nor money. They always seem to be in the wrong form. This is either due to * not being used or the brackets being in the wrong order, for example: for the question "37xyz+31x^2y^2z^2", I wrote "x*y*z(37+31x*y*z)" which it marked as incorrect, as it wanted "x*y*z(31*x*y*z+37)". I think most students would give up and would not expel too much energy trying to get it to accept their answer in the right form. Give some guidance on the right form that it will accept or make it accept a simplified form.
- Part a)i) gave me an incorrect expected answer. The question was to factorise: "86x+62" which I wrote as "2(43x+31)" but the expected answer was "2(43x+3)" which is wrong. It had the correct answer in the advice.
- In your advice for part b), you need a space after b and your semi-colon should have a space after it before both and not before it.
- In part b)i), "the only numbers fitting this description..." should be a new sentence and capitalised. The final answer should be centred. This point also applies to part b)iv), b)v) and b)vi).
- The advice for part b)ii) seems quite short. You might want to explain what the difference of two squares is and what happens to the x terms.
- Prof should have a full stop after it.
Bradley Bush 4 years, 1 month ago
I have made tha change now and the question is working but I was actually looking for a way to have a and b as a random vector of primes with b=(reapeat(random([1,2,3,5,7,11,13...] except a[i])),(Is there a way to code for this?). I instead ended up manually creating lists for a and b where every other prime was in a and the others were in b. Is there a way to code for this? Thank you!
Vicky Hall 4 years, 1 month ago
Question bii) asked me to factorise $x^2+4$ and the solution came up as $(x+2)(x-2)$. This needs to be fixed so that either the answer is 'has no real solutions and cannot be factorised' or the expression is $x^2-4$ instead.
Also, I would reword the question for b). There's no need for the student to complete the square for any of the expressions so I would just change it to say 'factorise the following expressions'.
Bradley Bush 4 years, 1 month ago
I've improved on the typos and changed the lettering for the questions and the advice as well as moving and prefacing the video. I have put the viedo on the Trello list of reasources to be made and changed the x and y variables in the last question to c and d. Thank you for the feedback!
Chris Graham 4 years, 1 month ago
In the statement, "common factors that go into", you really mean "common factors of". You could start by stating what a factor is, if this is not covered elsewhere, e.g. what the the factors are of, say, 12.
It would be consistent with the other numbering styles to use a parenthesis after i),ii) and also place these in italics for emphasis.
In a) iv) you move away from $x,y,z$, which is a good idea: you could do a bit more of this with the other expressions.
Typo "epressions" in part (a).
"when there are no further factorisation can be done" needs re-wording.
In the advice, the same adjustment to the numbering as above. If an equation is on its own line then use display style.
In the advice for (b), the video needs some context "In the following video...", and I would probably put it at the end of this part as students are likely going to be more interested in the specific solution in the first instance. A very valid alternative would be to add this as a step to part (b).
I think it would be nice to have a video for both parts, and if one does not exist for part (a) then you could create two new ones (or add to the list to be created).
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