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Christian LawsonPerfect 4 months ago
Saved a checkpoint:
Replaced some javascript with pattern restrictions. There are still some string restrictions that could be replaced with pattern restrictions.
Elliott Fletcher 2 years, 1 month ago
Published this.Christian LawsonPerfect 2 years, 2 months ago
Gave some feedback: Ready to use
Christian LawsonPerfect 2 years, 2 months ago
Saved a checkpoint:
I changed the denominators for parts f,g and h from number entry to mathematical expression. While the answer is always a number, a student who's misunderstood might want to write a surd. You should let them fail!
I don't know why each line of the derivations ended with a comma, but this isn't conventional.
With those things fixed, this is a good question.
Elliott Fletcher 2 years, 2 months ago
Gave some feedback: Needs to be tested
Lauren Richards 2 years, 2 months ago
Gave some feedback: Has some problems
Lauren Richards 2 years, 2 months ago
 MAIN PARTS
 Part a) should have more numbers rather than just two.
 I think you will have a problem with people not knowing how to insert a square root sign into their answers, meaning they will be scuppered for all of the questions. I think you will need to tell them how to in the parts by giving an example. Say like "3\sqrt{5} can be written as 3*sqrt(5)". Alternatively, you could set it up via gap fill so that all of the answers can be given in a preprepared square root sign.
 Part b)'s steps could be a little offputting for someone. They only need the first rule to do part b) but you have given them an extra rule that isn't relevant. It might confuse them.
 You don't need colons after "Simplify" in each part.
 Part h), your model answer included an unsimplified numerator, which might not be what the user gives. You didn't multiply out 3(\sqrt{3}+18) but writing 3\sqrt{13}+54 is not wrong.
 ADVICE
 I think you should restate the question in part a) after stating the rule and before the actual advice for part a).
 The examples listed for part a) and b) were not the ones I was asked in the test run. It was talking about \sqrt{405} both times when I had been asked about \sqrt{1377} in part a) and \sqrt{1053} in part b).
 In part c), I think you should show how the fraction cancels down a bit more by stating that the two \sqrt{17} cancel on the numerator and denominator. Someone might get lost if they followed the first method.
Elliott Fletcher 2 years, 2 months ago
Thanks for your feedback, i have corrected the mistakes
Elliott Fletcher 2 years, 2 months ago
Gave some feedback: Needs to be tested
Chris Graham 2 years, 3 months ago
Rather than having "Answer:" before the gap, I think I'd rather that the surd was repeated, e.g. "$\frac{1}{\sqrt{11}}=$"
In (g) and (h) your answers are displayed with a decimal on the numerator, which I presume is not what you intended. The reason for this is that the braces evaluate {{n}sqrt({a})} to a decimal number. Try this instead to retain the integer values of n and a:
({n}sqrt({a}))/{{n}^2{a}}.
Good work with the advice, which is well laid out and punctuated.
Chris Graham 2 years, 3 months ago
Gave some feedback: Has some problems
Elliott Fletcher 2 years, 3 months ago
Gave some feedback: Needs to be tested
Elliott Fletcher 2 years, 3 months ago
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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.
 Surds by Christian LawsonPerfect in Transition to university.
 Surds by Mark Hodds in Tutoring.
 P1  Algebra & Functions by Rob Beckett in Rob's workspace.
 Nick's copy of Surds by Nick Walker in Nick's workspace.
 Surds [L0 Randomised] by Matthew James Sykes in CHY1205.
 PRELECTURE SKILLS by Matthew James Sykes in CHY1205.
 NUMBAS  Surds by Katy Dobson in Katy's workspace.
 Surds by JoAnn Lyons in JoAnn's workspace.
 Ryan's copy of Algebra and functions by Ryan Poling in Ryan's workspace.
 Exam 1 by Sam Dougherty in Sam's workspace.
 Test 1 by Ian Jeavons in Ian's workspace.