Loading...
Error
There was an error loading the page.
Taxonomy:
Contributors
Feedback
From users who are members of Transition to university :
Christian LawsonPerfect  said  Ready to use  6 years, 8 months ago 
Elliott Fletcher  said  Needs to be tested  6 years, 9 months ago 
Chris Graham  said  Has some problems  6 years, 9 months ago 
Aiden McCall  said  Needs to be tested  6 years, 9 months ago 
Hannah Aldous  said  Needs to be tested  6 years, 9 months ago 
Lauren Richards  said  Has some problems  6 years, 9 months ago 
History
Christian LawsonPerfect 6 years, 8 months ago
Gave some feedback: Ready to use
Christian LawsonPerfect 6 years, 8 months ago
Saved a checkpoint:
I've done a lot of rewording, and added random names.
Elliott Fletcher 6 years, 9 months ago
Published this.Elliott Fletcher 6 years, 9 months ago
Gave some feedback: Needs to be tested
Chris Graham commented 6 years, 9 months ago
Elliott, since you've been working on this one already, can we add a step with the equation for an arithmetic sequence and gaps for the first value and difference. In addition, let's put everything before "How many customers..." into the statement.
Chris Graham 6 years, 9 months ago
Gave some feedback: Has some problems
Elliott Fletcher commented 6 years, 9 months ago
I have mentioned that ticket number 1 recieves strawberry ice cream in the question statement.
Elliott Fletcher 6 years, 9 months ago
Gave some feedback: Needs to be tested
Chris Graham commented 6 years, 9 months ago
Yes please Elliott
Elliott Fletcher commented 6 years, 9 months ago
Do you want me to edit this question as well Chris?
Chris Graham commented 6 years, 9 months ago
The advice assumes that the student knows that ticket number 1 receives strawberry ice cream. That works out OK, but perhaps this should be stated explicitly in the statement.
Chris Graham 6 years, 9 months ago
Gave some feedback: Has some problems
Aiden McCall commented 6 years, 9 months ago
I have added advice to the question.
Aiden McCall 6 years, 9 months ago
Gave some feedback: Needs to be tested
Christian LawsonPerfect 6 years, 9 months ago
Saved a checkpoint:
I've split the parts into separate questions, since they're unrelated.
This leaves the ice cream shop question, and it needs new advice.
Christian LawsonPerfect 6 years, 9 months ago
Gave some feedback: Has some problems
Hannah Aldous 6 years, 9 months ago
Gave some feedback: Needs to be tested
Christian LawsonPerfect 6 years, 9 months ago
Gave some feedback: Has some problems
Christian LawsonPerfect 6 years, 9 months ago
Saved a checkpoint:
Part d should follow on from c, using the same sequence, and only ask for one (large) term. As it is, I've got to work out the formula for two new sequences and only get marked on the final answer.
Has something gone awry with the ice cream question? Jenny's friends both have tickets with larger numbers than hers. How does that help work out how many people got strawberry before Jenny? Unless you don't want to say explicitly how many flavours there are, that information is sort of a red herring.
Hannah Aldous 6 years, 9 months ago
Gave some feedback: Needs to be tested
Lauren Richards 6 years, 9 months ago
Gave some feedback: Has some problems
Lauren Richards commented 6 years, 9 months ago
 Typo in part b)  it says sequeces instead of sequences. Also, I think you should separate the different questions in part a) and part b) by i) and ii).
 i) in part c) should be in italics and the writing for the question should be on the line underneath it. I would say the sentences coming after the i) should be capitalised, too. You're missing full stops at the end of the sentences in part c).
 Is part c)ii) necessary? I'm not sure that it is particularly clear and don't think it is testing anything of importance.
 The sequence I got given in part d) was exactly the same as the sequence I got in part c). Is it randomised? Is there a way of making sure you don't get the same sequence? I think I would put part d) as an extension of part c) and get rid of c)ii).
 part e)  not sure that I would say "cycles through"  I think "alternates between sequentially" might be better.
 For part c) in the advice, you have said "We can use the formula to find the 6 term." but in the parts you have managed to formulate it so it says "6th term". Also, maybe at the end of c)ii) advice, reiterate that the answer you get is the value of the 6th term.
 I would definitely make part d)i) to be another section of part c) if the sequence is supposed to be the same.
 I don't think the middle section of the advice for part e) is particularly clear. In the question, I actually don't think I would tell them how many flavours there are, I thinl that should be part of the question.
 There is a typo in the advice for part e)  it says "are" instead of "our".
 I think part a) and b) should be swapped around. For a) they need to know how to calculate the common difference and then use that to generate values but in b) they only need to calculate common differences, which is less difficult.
 I do really like this question, and particularly part e).
Hannah Aldous 6 years, 9 months ago
Gave some feedback: Needs to be tested
Christian LawsonPerfect 6 years, 9 months ago
Gave some feedback: Has some problems
Christian LawsonPerfect commented 6 years, 9 months ago
In part c, I'd ask the student to give an expression for $a_n$ in terms of $n$ before getting them to compute a value. (Or, ask for $a_n$ at a particular small $n$ to check they've got the correspondence right, then ask for an expression, then calculate $a_n$ for a given big $n$)
Part d smells a lot like a fake context. Suppose you're Jenny, and you want to know how many other customers have had the strawberry ice cream before you. What information do you have? You wouldn't be told "the 1st, 6th, 11th, ... customers receive strawberry". You'd either be told "there are five flavours, and the shops cycles through them", or you'd notice that people 5 and 10 places in front of you in the queue also got strawberry. You also need to give a reason for Jenny to know which number customer she is.
Maybe turn it around slightly: Jenny counts $x$ people buy ice creams before her, and the people $y$ and $y+a$ places in front of her got strawberry. How many people were given strawberry before Jenny?
Christian LawsonPerfect commented 6 years, 9 months ago
Before I even look at this question: never say "basic"!!!
Hannah Aldous 6 years, 10 months ago
Gave some feedback: Needs to be tested
Hannah Aldous 6 years, 10 months ago
Gave some feedback: Has some problems
Bradley Bush commented 6 years, 10 months ago
Great question, I only have a few really pedantic points.
For part b) of the advice, I might add a another step for 2d=\simpifly{variable 1}{variable 2} into the solution so that you aren't jumping two lines of algebra.
With the equation punctuation in the advice, I'm not sure you are treating every equation like part of a sentence.
Your last line of advice reads "..she is the 31th person", maybe either reword your question so this doesn't happen, remove variables that wont fit the current sentence or alter the "th" to be a variable dependant on the number before it to solve this.
Hannah Aldous 6 years, 10 months ago
Gave some feedback: Needs to be tested
Hannah Aldous 6 years, 10 months ago
Created this.There are 40 other versions that do you not have access to.
Name  Type  Generated Value 


Error in variable testing condition
There's an error in the variable testing condition. Variable values can't be generated until it's fixed.
No variables have been defined in this question.
Generated value:
 :
This variable doesn't seem to be used anywhere.
No parts have been defined in this question.
Select a part to edit.
This gap is not used in the parent part's prompt.
The student will not be able to enter an answer to this gap.
Ask the student a question, and give any hints about how they should answer this part.
Pattern restriction
Variables
String restrictions
For each combination of answer and choice, specify the number of marks to add or subtract when the student picks it.
For each combination of answer and choice, write 1 if the student should tick it, or 0 if they should leave it unticked.
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:
This is an extension type part. There is no expected answer, and it's assumed that the marking depends on interactions within the part's prompt.
You can test this part's marking algorithm by interacting with the rendering of the part's prompt below.
Feedback
Score:
Question variables
These variables are available within the marking algorithm.
Name  Value  

Marking parameters
These values are available as extra variables in the marking algorithm.
Name  Value 

Part settings
These values are available as entries in the settings
variable.
Name  Value 

This feedback is based on your last submitted answer. Submit your changed answer to get updated feedback.
Warnings:
Alternative used:
These are the notes produced by this part's marking algorithm.
Note  Value  Feedback 




Click on a note's name to show or hide it.
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: 
A difference in feedback messages does not cause this test to fail. A difference in warnings does not cause this test to fail. 
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.
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.
Previous parts
This part can follow on from:
This part doesn't follow on from any others.
to
Choose a type for this new .
by  More information 
Select extensions to use in this question.

There was an error loading this extension.
Define rulesets for simplification and display of mathematical expressions.
Builtin constants
Custom constants
Names  Value  LaTeX  

Add styling to the question's display and write a script to run when the question is created.
Use this tab to check that this question works as expected.
There was an error which means the tests can't run:
Part  Test  Passed? 

Hasn't run yet
Running
Passed
Failed

This question is used in the following exams:
 Sequences by Elliott Fletcher in Elliott's workspace.
 Arithmetic sequences by Christian LawsonPerfect in Transition to university.
 Questions using the random person extension by Christian LawsonPerfect in Christian's workspace.
 P12  Series & Sequences by Rob Beckett in Rob's workspace.
 Arithmetic sequences by Simon Thomas in Maths support.
 Series and Sequences MHB + MSB by Max S in Max's workspace.
 Arithmetic Quiz by Chetna Patel in Chetna's workspace.
 4: Formative assessment (Arithmetic sequences)  Numbas by Izabela Walczak in Izabela's workspace.
 Jean jinhua's copy of Arithmetic sequences by Jean jinhua Mathias in Maths 32020.
 Types of sequences and arithmetic sequences by Jean jinhua Mathias in Maths 32020.
 Arithmetic sequences and series by Mike Phipps in Intro Maths.
 Transition Frequencies by Chris Templet in Chris's workspace.
 claire's copy of Arithmetic sequences by claire lines in claire's workspace.
 Wenling's copy of Arithmetic sequences by Wenling Zhang in Wenling's workspace.