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From users who are members of Transition to university :
Christian Lawson-Perfect
|
said | Ready to use | 3 years, 11 months ago |
| Elliott Fletcher | said | Needs to be tested | 4 years ago |
| Lauren Richards | said | Has some problems | 4 years ago |
Chris Graham
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said | Has some problems | 4 years ago |
From users who are not members of Transition to university :
| francisco Glezortiz | said | Ready to use | 5 months, 2 weeks ago |
History
francisco Glezortiz 5 months, 2 weeks ago
Gave some feedback: Ready to use
francisco Glezortiz 5 months, 2 weeks ago
Gave some feedback: Needs to be tested
Christian Lawson-Perfect 2 years, 1 month 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 3 years, 11 months ago
Published this.
Christian Lawson-Perfect 3 years, 11 months ago
Gave some feedback: Ready to use
Christian Lawson-Perfect 3 years, 11 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 4 years ago
Gave some feedback: Needs to be tested
Lauren Richards 4 years ago
Gave some feedback: Has some problems
Lauren Richards 4 years 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 pre-prepared square root sign.
- Part b)'s steps could be a little off-putting 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 4 years ago
Thanks for your feedback, i have corrected the mistakes
Elliott Fletcher 4 years ago
Gave some feedback: Needs to be tested
Chris Graham 4 years 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 4 years ago
Gave some feedback: Has some problems
Elliott Fletcher 4 years ago
Gave some feedback: Needs to be tested
Elliott Fletcher 4 years ago
Created this.No variables have been defined in this question.
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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 Lawson-Perfect 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.
- PRE-LECTURE SKILLS by Matthew James Sykes in CHY1205.
- NUMBAS - Surds by Katy Dobson in Katy's workspace.
- Surds by Jo-Ann Lyons in Jo-Ann'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.
- Paul's copy of Surds by Paul Verheyen in InleidendeCursus.
- Surds by AJAY OTTA in AJAY's workspace.
- 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.
- MEM23004A by Mykola Kyrylenko in Mykola's workspace.
- Week 2 by Anne Crowley in Anne's workspace.
- Simplify Surds by Jean jinhua Mathias in Maths 3-2020.
- Simplify Surds for maths 2 by Jean jinhua Mathias in Maths 2.