Loading...
Error
There was an error loading the page.
Metadata
Taxonomy:
Contributors
Feedback
From users who are members of Transition to university :
Christian LawsonPerfect  said  Ready to use  2 years, 11 months ago 
Bradley Bush  said  Needs to be tested  2 years, 11 months ago 
Vicky Hall  said  Has some problems  2 years, 11 months ago 
History
Elliott Fletcher 2 years, 10 months ago
Published this.Christian LawsonPerfect 2 years, 11 months ago
Gave some feedback: Ready to use
Christian LawsonPerfect 2 years, 11 months ago
Saved a checkpoint:
I've fixed a couple of typos, but otherwise this is OK!
Bradley Bush 2 years, 11 months ago
Thank you for the feedback, I can see your logic, so I've changed it to your way of asking.
The inequality signs have been swapped to make sure the student is paying attention to their direction because of it's significance to the question.
Both graphs struggled to fit on the same figure so I have added another graph at the end with an brief bit of text to justify that both x ranges are the same.
Bradley Bush 2 years, 11 months ago
Gave some feedback: Needs to be tested
Christian LawsonPerfect 2 years, 11 months ago
(I realise I contradicted Vicky's suggestion. Not sure if what you've done is exactly what she imagined, but it doesn't read clearly to me!)
Christian LawsonPerfect 2 years, 11 months ago
Gave some feedback: Has some problems
Christian LawsonPerfect 2 years, 11 months ago
I've changed "sketch the quadratic" to "sketch each quadratic".
The prompt doesn't actually say what should go in the first gap for each part. I know the statement says factorise first, but you should be absolutely clear what you want.
I'd have:
"Factorise $f(x)$:
$x^2+ax+b = $ [[gap]]
Hence, find the range of values for $x$ such that $x^2+ax+b \gt 0$."
You need a conjunction between the two inequalities at the end of parts a and b: "$x \gt ??$ OR $x \lt ??$" in part a, and $x \gt ??$ AND $x \lt ??$" for part b. If you want, you can make that a dropdown.
The inequality signs for part b are the other way round to part a. Why?
Part c doesn't make sense  you can't rearrange an inequality to get an equality. I'd ask them to rearrange to get something $\gt 0$  this also makes sure they don't give the negation of what you're expecting  and then say "by factorising or otherwise, give the range of values for which $ax + b \gt x^2$. Keeping track of the inequality makes it easier to work out which way round the upper and lower bounds should go.
In the advice, I'd give examples of some values of $x$ that satisfy the inequality  in part a, a big negative value and a big positive value, and in part b a vlaue between the roots. For part c, I think it would be very helpful to show the graphs of $x^2$ and $ax+b$ on top of the graph of $x^2axb$ to show that the inequality holds for the same values in both arrangements  i.e., $x^2 \gt ax+b$ exactly when $x^2axb \gt 0$.
Bradley Bush 2 years, 11 months ago
Gave some feedback: Needs to be tested
Bradley Bush 2 years, 11 months ago
Gave some feedback: Has some problems
Bradley Bush 2 years, 11 months ago
Gave some feedback: Needs to be tested
Bradley Bush 2 years, 11 months ago
Thank you for the feedback, those typos were careless and hopefully they are all sorted now, I have also reworded the question for you.
I hate to disagree but I think that it would be useful for students who are struggling in particular to have the factorise step left in the question to give the student a mid way point. But if there is more logic behind removing the gap, I am happy to take it out.
Vicky Hall 2 years, 11 months ago
Gave some feedback: Has some problems
Vicky Hall 2 years, 11 months ago
Reword the questions here to say something like: find the range of values of $x$ for which ${function}>0$. You have told the student to factorise in the statement so you don't need to say it again. I would also remove the gap asking them to give the factorised form.
Have a check through the advice as I noticed a couple of typos and a rogue part d).
Bradley Bush 2 years, 11 months ago
Gave some feedback: Needs to be tested
Bradley Bush 2 years, 11 months ago
How do I allow either or answers for the gap in part a?
Bradley Bush 2 years, 11 months ago
Created this as a copy of Solving linear inequalities.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
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:
Name  Value  

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.
to
This question is used in the following exams:
 trial run by Lesley Davis in Lesley's workspace.
 test ingresso quarta F by riccardo belle' in riccardo's workspace.
 P1  Algebra & Functions by Rob Beckett in Rob's workspace.
 MATH1601 Quiz 3 by Blathnaid Sheridan in Blathnaid's workspace.
 Bridging Course Tutorial 1 by Daniel Mansfield in Fundamentals of Mathematics.
 Possible applicable questions from previous year by Tom Bold in Transition to university maths.
 MATH1601 CA1 Semester 1 by Blathnaid Sheridan in Blathnaid's workspace.
 MATH1601 CA1 Sem1(2019) by Blathnaid Sheridan in Blathnaid's workspace.
 Algebra by Alan Levine in Mathtest Questions.