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.

Published this.

#### Christian Lawson-Perfect3 years, 1 month ago

Gave some feedback: Ready to use

#### Christian Lawson-Perfect3 years, 1 month ago

Saved a checkpoint:

Looks good. Got there in the end!

#### Vicky Hall3 years, 1 month ago

I have swapped the $x$ and $y$ part b) of the advice so it says:

$X$ axis when the $y$ coordinate of the point is zero.

$Y$ axis when the $x$ coordinate of the point is zero.

#### Aiden McCall3 years, 1 month ago

Gave some feedback: Needs to be tested

#### Christian Lawson-Perfect3 years, 1 month ago

Gave some feedback: Has some problems

#### Christian Lawson-Perfect3 years, 1 month ago

Name the quadrants A,B,C,D instead of 1,2,3,4. Or could you give them compass coordinate NW,NE,SW,SE? Trying to keep two coordinate numbers in your head and then remember a number for the corresponding quadrant will tax some minds! It sounds silly but difficulty with holding numbers in your head is much more common than you'd think.

It looks like part a is always in the top-right quadrant, and similar for the next three parts. If you replace parts a to d with a "match choices with answers" part, you can shuffle the order of the choices, so that the answer isn't the same every time.

You could do the same with parts e to g.

The explanation at the top of the advice is very wordy and hard to follow. Here's my version:

You can think of a pair of coordinates as a directions to the desired point, starting from the origin.

The first part of the coordinates tells you how far to move along the horizontal $x$-axis. Positive numbers are on the right and negative numbers are on the left.

The second part of the coordinates tells you how far to move along the vertical $y$-axis. Positive numbers are above the origin and negative numbers are below.

For each part, something like "the first part is positive and the second part is negative, so the point lies in quadrant 3".

Lots of spelling mistakes - "coordiante", "axsis".

"All points on the x-axis correspond to a y value of 0, so we can assume that anything on the line y=0 is on the x-axis." is a little bit wrong. We don't assume anything. By definition, points with zero $y$ coordinate are on the $y$ axis.

For $(0,0)$ - your explanation is very long-winded. You can just say "the $x$ coordinate is 0 so it's on the $x$-axis, and the $y$ coordinate is zero so it's also on the $y$ axis."

Check the order of the parts in the advice.

#### Bradley Bush3 years, 1 month ago

Gave some feedback: Needs to be tested

#### Bradley Bush3 years, 1 month ago

Created this.
Aiden's copy of Quadrant coordinates MCQ draft Aiden McCall 26/06/2017 16:16

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.