Try to answer the following questions here:

• What is this question used for?
• What does this question assess?
• What does the student have to do?
• How is the question randomised?
• Are there any implementation details that editors should be aware of?

### Feedback

From users who are members of Transition to university :

### History

#### Checkpoint description

Describe what's changed since the last checkpoint.

#### Elliott Fletcher3 years, 2 months ago

Yeah i think there is an always/sometimes/never question already for this.

#### Chris Graham3 years, 2 months ago

Gave some feedback: Ready to use

#### Chris Graham3 years, 2 months ago

This is OK. I'm not sure if we wrote an always/sometimes/never question, but if we didn't then it would be an excellent addition.

Published this.

#### Stanislav Duris3 years, 2 months ago

Saved a checkpoint:

If this question isn't ready and someone needs to adjust this question - make sure that the interval in part c) always includes one square number only! The x variable makes sure the numbers increase in ascending order in the question, so don't confuse x1, x2, etc. with x, x,.. because these may not be the same and x, x,.. are the ones used in the question.

#### Stanislav Duris3 years, 2 months ago

Gave some feedback: Needs to be tested

#### Christian Lawson-Perfect3 years, 2 months ago

Gave some feedback: Has some problems

#### Christian Lawson-Perfect3 years, 2 months ago

Saved a checkpoint:

I don't think you need the $x_i$ notation. This question should test that the student knows what a superscript 2 or 3 means. This question could just be, "Find $5^2$"; "Find $3^3$"; "Find the first square number between $124$ and $165$".

#### Elliott Fletcher3 years, 3 months ago

Main Parts

a) i would write (x_n)^2 instead of x^2.

b) i would write (x_n)^3 instead of x^3. Also, its up to you but you could maybe include (x_5)^3 as an extra question here.

c) i think there should be a full stop after the inequality here.

a) i think there should be full stops at the end of each of the calculations, like after the 9 in the calculation for 3^2.

b) again i think there should be full stops at the end of each of the calculations.

c) i would say "Here is a table of square numbers for integers from 1-15"

I would also include an extra sentence before you calculate the square root of y^2. You could say "To calculate y we must calculate the square root of y^2," and then have a full stop at the end of the equation here as well.

Otherwise, this looks good!

#### Stanislav Duris3 years, 3 months ago

Gave some feedback: Needs to be tested

#### Christian Lawson-Perfect3 years, 3 months ago

Gave some feedback: Has some problems

#### Christian Lawson-Perfect3 years, 3 months ago

I don't think part a is a well-conceived question. First of all, I don't like telling students not to use calculators. You can sometimes hint that a calculator won't be useful, but don't give them the idea that using calculator is ever bad.

When you're told $x$ and $x^3$ but not $x^2$ - why would you ever calculate $(x^3)^{2/3}$ instead of just squaring $x$?

Similarly, when you're given $x^3$ and $x^3$ but not $x$, I don't think anyone would take the cube root instead of the square root. So why show both?

Some ideas for different questions on the same topic:

• Calculate $x^2$ for $x$ from 1 to 10.
• Calculate $x^3$ for $x$ from 1 to 10.
• Find a number such that $x^2 \gt 100$ and $x^2 \lt 120$.
• An "always/sometimes/never" question for some statements. The student has to say if each of the statements is always true, sometimes true, or never true.
• $x^3$ is greater than $x^2$. (sometimes)
• If $x$ is negative, $x^2$ is negative (never)
• If $x$ is negative, $x^3$ is negative (always)
• $x^2 = x$ (sometimes)
• $(x+1)^2 \gt x$ (sometimes)
• $(x+1)^3 \gt x$ (always)
• When $x$ is a whole number, $x^2$ divides $x^3$ (always)
• $x^3$ has the opposite sign to $x$ (never)

Part b is good - it could be a separate question, called "calculate powers of ten"

#### Stanislav Duris3 years, 3 months ago

Gave some feedback: Needs to be tested

#### Stanislav Duris3 years, 3 months ago

Created this.
Square and cube numbers Ready to use Stanislav Duris 20/11/2019 14:43
Stanislav's copy of Tables of square/cube numbers and powers of ten before needs to be tested Should not be used Stanislav Duris 22/06/2017 14:27
Calculate powers of ten Ready to use Stanislav Duris 20/11/2019 14:34
Always, sometimes or never: square and cube numbers Ready to use Stanislav Duris 20/11/2019 14:32
Positieve en negatieve machten van 10 draft Johan Maertens 10/07/2017 12:47
Q3.Homework7 draft Patrick Joyce 07/08/2017 16:32
Q17.(new) draft Patrick Joyce 10/08/2017 15:53
Q18.(new) draft Patrick Joyce 10/08/2017 15:56
Q17.(new) Ready to use Patrick Joyce 05/12/2017 12:47
Q18.(new) Ready to use Patrick Joyce 05/12/2017 12:48
Q19.(new) Ready to use Patrick Joyce 05/12/2017 12:50
Q20.(new) Ready to use Patrick Joyce 30/11/2017 17:16
Grainne's copy of Q19.(new) draft Grainne Scanlon 16/01/2018 13:45
Louise's copy of Calculate powers of ten draft Louise Lynch 09/02/2018 23:32
Always, sometimes or never: square and cube numbers draft Xiaodan Leng 11/07/2019 01:45
Square and cube numbers 1 draft Leonardo Juliano 19/09/2019 16:05
Calculate powers of ten Ready to use Melissa D'Ascenzio 12/06/2020 15:12
ALG Conceptos de algebra siempre nunca algunas veces draft David Vanegas 05/06/2020 03:05
Calculate powers of ten Ready to use John Ian Keng 01/07/2020 14:57
Square and cube numbers Ready to use John Ian Keng 01/07/2020 15:07
Always, sometimes or never: square and cube numbers Ready to use John Ian Keng 01/07/2020 14:56
Ulrich's copy of Always, sometimes or never: square and cube numbers draft Ulrich Görtz 16/09/2020 12:21

Give any introductory information the student needs.

No variables have been defined in this question.

(a number)

Numbers between and (inclusive) with step size
A random number between and (inclusive) with step size

(text string)

(numbers)

(text strings)

This variable is an HTML node. HTML nodes can not be relied upon to work correctly when resuming a session - for example, attached event callbacks will be lost, and mathematical notation will likely also break.

If this causes problems, try to create HTML nodes where you use them in content areas, instead of storing them in variables.

Describe what this variable represents, and list any assumptions made about its value.

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.

Error:

for seconds

Running for ...

Name Limit

### Penalties

Name Limit

No parts have been defined in this question.

Select a part to edit.

The correct answer is an equation. Use the accuracy tab to generate variable values satisfying this equation so it can be marked accurately.

#### Checking accuracy

Define the range of points over which the student's answer will be compared with the correct answer, and the method used to compare them.

#### Variable value generators

Give expressions which produce values for each of the variables in the expected answer. Leave blank to pick a random value from the range defined above, following the inferred type of the variable.

#### String restrictions

Both choices and answers must be defined for this part.

Help with this part type

#### 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

Alternative used:

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

 This note produces the expected output

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.

Run this script the built-in script.

This script runs after the built-in script.

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.

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.

This part can't be reached by the student.

Add a "next part" reference to this part from another part.

None of the parts which can lead to this part are reachable either.

### Next part options

Define the list of parts that the student can visit after this one.

• #### Variable replacements

No variable replacements have been defined for this next part option.
Variable Value

### Previous parts

This part can follow on from:

This part doesn't follow on from any others.

### Parts

#### Steps

Give a worked solution to the whole question.