Loading...
Error
There was an error loading the page.
Taxonomy:
Contributors
History and Feedback
Elliott Fletcher 2 years, 4 months ago
Yeah i think there is an always/sometimes/never question already for this.
Chris Graham 2 years, 4 months ago
Gave some feedback: Ready to use
Chris Graham 2 years, 4 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.
Stanislav Duris 2 years, 4 months ago
Published this.Stanislav Duris 2 years, 4 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[0], x[1],.. because these may not be the same and x[0], x[1],.. are the ones used in the question.
Stanislav Duris 2 years, 4 months ago
Gave some feedback: Needs to be tested
Christian LawsonPerfect 2 years, 4 months ago
Gave some feedback: Has some problems
Christian LawsonPerfect 2 years, 4 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 Fletcher 2 years, 4 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.
Advice
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 115"
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 Duris 2 years, 4 months ago
Gave some feedback: Needs to be tested
Christian LawsonPerfect 2 years, 4 months ago
Gave some feedback: Has some problems
Christian LawsonPerfect 2 years, 4 months ago
I don't think part a is a wellconceived 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 Duris 2 years, 5 months ago
Gave some feedback: Needs to be tested
Stanislav Duris 2 years, 5 months ago
Created this.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:
 Powers and indices by Christian LawsonPerfect in Transition to university.
 maths practicerevision by David Martin in David's workspace.
 Powers and indices by Angus Rosenburgh in Angus's workspace.
 Powers and indices with functions by Mark Hodds in Tutoring.
 Eva's copy of Powers and indices by Eva Szatmari in Eva's workspace.
 Blathnaid's copy of Eva's copy of Powers and indices by Blathnaid Sheridan in Blathnaid's workspace.
 Huuuuuge test by Angus Rosenburgh in Angus's workspace.
 Nick's copy of Powers and indices by Nick Walker in Nick's workspace.
 Powers and indices [L0 Randomised] by Matthew James Sykes in CHY1205.
 PRELECTURE SKILLS by Matthew James Sykes in CHY1205.
 NUMBAS Powers and indices by Katy Dobson in Katy's workspace.
 Indices by JoAnn Lyons in JoAnn's workspace.
 Maria's copy of Powers and indices by Maria Aneiros in Maria's workspace.
 MATH1901 Arithmetic & Basic Algebra by Blathnaid Sheridan in Blathnaid's workspace.