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From users who are members of Transition to university :
Christian LawsonPerfect  said  Ready to use  3 years, 4 months ago 
Hannah Aldous  said  Needs to be tested  3 years, 4 months ago 
Chris Graham  said  Has some problems  3 years, 4 months ago 
Vicky Hall  said  Has some problems  3 years, 5 months ago 
Lauren Richards  said  Has some problems  3 years, 5 months ago 
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Elliott Fletcher 3 years, 4 months ago
Published this.Christian LawsonPerfect 3 years, 4 months ago
Gave some feedback: Ready to use
Christian LawsonPerfect 3 years, 4 months ago
Saved a checkpoint:
I'm not sure why part b had two equations in it. I've split it into two parts.
A couple of uses of "question" instead of "equation" in the advice.
The quadratic formula was missing $x=$ a few times in the advice!
Otherwise, this is good.
Hannah Aldous 3 years, 4 months ago
Gave some feedback: Needs to be tested
Chris Graham 3 years, 4 months ago
Nearly there!
In the steps you'll need to give the form of the quadratic equation associated with the solution, to assist the student in identifying $a$, $b$ and $c$.
Chris Graham 3 years, 4 months ago
Gave some feedback: Has some problems
Hannah Aldous 3 years, 4 months ago
Gave some feedback: Needs to be tested
Chris Graham 3 years, 4 months ago
I have changed the wording of the statement slightly and also removed "require trailing zeros" in part (a), which was too harsh.
I've removed (i) from part (a) as there is only one subpart.
Otherwise looks good. However, if this is the first time we meet the quadratic formula (I'm guessing from the way the statement is worded) then I would like to have it available to the student, perhaps as a step to part (a)?
Chris Graham 3 years, 4 months ago
Gave some feedback: Has some problems
Hannah Aldous 3 years, 5 months ago
Gave some feedback: Needs to be tested
Vicky Hall 3 years, 5 months ago
Gave some feedback: Has some problems
Vicky Hall 3 years, 5 months ago
I would give the quadractic formula in the statement and have $x=$ in front of it. I would amend the statement so that it says it can also be useful to use the formula if equations are difficult to factorise (perhaps if coefficients are large), as the equations in part a) and part b)i) could both be solved by factorising instead but using the formula is (probably) quicker.
The expected answers in part a) are the numbers that would appear in the factorised equation and not the roots so you need to negate the answers and then swap their gaps around.
Hannah Aldous 3 years, 5 months ago
Gave some feedback: Needs to be tested
Christian LawsonPerfect 3 years, 5 months ago
Gave some feedback: Has some problems
Christian LawsonPerfect 3 years, 5 months ago
The nonzero righthand sides in part a are gotchas: I'd like to have a nice part first, where the righthand side is zero.
Could you make the coefficients in part b work so that you get integers out? You want to see if the student can work out how to deal with getting an algebraic answer, and rounding errors would be a distraction.
In part b it looks like the roots are the wrong way round  the lowest root is second.
You could split this into two questions: "use the quadratic formula to solve an equation with nonzero RHS", and "use the quadratic formula to solve an equation in terms of another variable".
Hannah Aldous 3 years, 5 months ago
Gave some feedback: Needs to be tested
Lauren Richards 3 years, 5 months ago
 Your i) and ii) need to be not bold and in italics in the parts.
 The quadratic formula equation in the start of the advice is slightly incorrect  it should be 2a on the denominator, not 2.
 Something is not quite right for a)ii) in the advice as it is written as it would be when writing it and also midway through the advice for part b).
Lauren Richards 3 years, 5 months ago
Gave some feedback: Has some problems
Hannah Aldous 3 years, 5 months ago
Gave some feedback: Needs to be tested
Hannah Aldous 3 years, 5 months ago
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