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From users who are members of Transition to university :
Christian LawsonPerfect  said  Ready to use  2 years, 11 months ago 
Hannah Aldous  said  Needs to be tested  3 years ago 
Vicky Hall  said  Has some problems  3 years ago 
Lauren Richards  said  Has some problems  3 years ago 
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Christian LawsonPerfect 1 year, 1 month ago
Saved a checkpoint:
Replaced JavaScript marking with pattern restrictions.
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 changed the parts so:
 part a always has two negative roots
 part b always has one positive root and one negative
 part c is the difference of two squares.
I don't think there was any point in the version which had a constant on the RHS.
I've added a marking script to check that the student's answer is factorised, rather than using string restrictions.
Elliott Fletcher 2 years, 11 months ago
Published this.Hannah Aldous 3 years ago
Gave some feedback: Needs to be tested
Christian LawsonPerfect 3 years ago
Gave some feedback: Has some problems
Christian LawsonPerfect 3 years ago
Saved a checkpoint:
You need to write a feedback message to show when the student doesn't use brackets.
I got $x^216$ for part b, which I'd solve by noticing it's the difference of two squares. Can you make sure the coefficient $x$ is nonzero?
I'd spin part b into its own question: first factorise, then write down the roots.
Hannah Aldous 3 years ago
Gave some feedback: Needs to be tested
Vicky Hall 3 years ago
I think this question should be renamed to 'factorising quadratic equations with $x^2$ coefficient $1$, and your other question (Factoring quadratics with larger coefficients) should be renamed 'factorising quadratic equations with $x^2$ coefficient greater than $1$.
There should be another line in the statement that shows how to solve the equation if it factorises to $(x+m)(x+n)=0$, as you ask the student to solve in the final part of the question.
In part a), I think it's a good idea to have a difference of two squares example to get students to think about how the equation can sometimes look a bit different. However, I think this should be moved to a subpart iii), and subpart i) should have a straightforward quadratic that looks exactly like the general form $ax^2+bx+c$.
Vicky Hall 3 years ago
Gave some feedback: Has some problems
Hannah Aldous 3 years ago
Gave some feedback: Needs to be tested
Lauren Richards 3 years ago
Gave some feedback: Has some problems
Lauren Richards 3 years ago
 MAIN PARTS
 There is a "$" sign in the statement.
 MAYBE suggest the form to answer the question in in part a) but then again if they have read the statement, they should know which form to have it in so up to you really.
 I think you should put a full stop after the formula in part b) and then start "input" with a capital letter.
 ADVICE
 No comma needed after "obtain" in part a)i).
 Part b is fine!
 Great question!
Hannah Aldous 3 years ago
Gave some feedback: Needs to be tested
Hannah Aldous 3 years ago
Created this.No variables have been defined in this question.
This variable doesn't seem to be used anywhere.
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