Loading...
Error
There was an error loading the page.
Taxonomy:
Contributors
Feedback
From users who are members of Transition to university :
Christian Lawson-Perfect
|
said | Ready to use | 7 years, 5 months ago |
| Stanislav Duris | said | Needs to be tested | 7 years, 5 months ago |
| Vicky Hall | said | Has some problems | 7 years, 5 months ago |
| Elliott Fletcher | said | Has some problems | 7 years, 5 months ago |
History
Stanislav Duris 7 years, 5 months ago
Published this.
Christian Lawson-Perfect 7 years, 5 months ago
Gave some feedback: Ready to use
Christian Lawson-Perfect 7 years, 5 months ago
Saved a checkpoint:
I've changed some of the wording, and used dpformat to make sure currency amounts are always shown to two decimal places. A good, simple question.
Stanislav Duris 7 years, 5 months ago
Gave some feedback: Needs to be tested
Vicky Hall 7 years, 5 months ago
Gave some feedback: Has some problems
Vicky Hall commented 7 years, 5 months ago
I think this should be split into two questions, one on simple interest calculations and the other on compound interest calculations (which I would actually call exponential increase and decrease - if you consider your mobile phone question, there is no interest involved).
The question on exponential increase and decrease could potentially have three subparts to fully cover the subject. The first part would be the mobile phone question as it stands. Secondly, you could ask after how many months will the phone be worth £$x$? Thirdly, if a different phone was originally worth £$y$ and after $z$ months it is worth £$w$, by what percentage did its value decrease each month?
In the steps for calculating compound interest, it would be better to finish by showing that if we decrease something by $5$% three times, this is the same as multiplying by $0.95\times0.95\times0.95=0.95^3$. Showing students how to work with powers could save them a lot of time if the increase/decrease needs to be performed several times, plus it gives them a way to solve variations on the question.
Stanislav Duris 7 years, 5 months ago
Gave some feedback: Needs to be tested
Elliott Fletcher commented 7 years, 5 months ago
I think this is a good question, it is reasonably challenging and well constructed.
Main Parts
a), b) I think you should add a hint for the precision required, even though i know the units are in pounds and there only should be two decimal places, but i would still include a hint saying give your answer to two decimal places.
b) i'm not entirely sure about this but i don't think the steps you give here are entirely relevant, as the steps show an increase in money every year whereas the question is about money decreasing monthly.
Advice
a) I would say "This is the money we would get if we withdrew the whole savings balance today" instead
b) you have an & where there should be a %
When you say "we multiply the original price of the smartphone by our multipliers 12 times", i think this should be "multiplier" (singular) and then "as there are 12 months in a year" rather than "as there is 12 months in a year"
a) and b) i think you should add a £ symbol to your final answers in the advice section just to make it clear that this is an amount of money.
Otherwise, this looks pretty good!
Elliott Fletcher 7 years, 5 months ago
Gave some feedback: Has some problems
Stanislav Duris 7 years, 6 months ago
Gave some feedback: Needs to be tested
Stanislav Duris 7 years, 6 months ago
Created this.| Name | Status | Author | Last Modified | |
|---|---|---|---|---|
| Simple interest | Ready to use | Stanislav Duris | 20/11/2019 14:42 | |
| Cumulative percent decrease | Ready to use | Stanislav Duris | 20/11/2019 14:36 | |
| Exponential increase | Ready to use | Stanislav Duris | 20/11/2019 14:38 | |
| Ida's copy of Cumulative percent decrease | draft | Ida Landgärds | 12/04/2018 10:54 | |
| Spørsmål 4 | draft | Ida Landgärds | 02/12/2020 15:42 | |
| haifa's copy of Cumulative percent decrease | draft | haifa abd | 01/05/2018 14:20 | |
| Consumer Arithmetic - Simple Interest | draft | Paul Hancock | 24/07/2018 03:08 |
There are 9 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.
Built-in 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:
- Powers and indices by Christian Lawson-Perfect in Transition to university.
- Apprentice Maths Diagnostic by sarah hargreaves in sarah's workspace.
- sarah's copy of Apprentice Maths Diagnostic by sarah hargreaves in sarah's workspace.
- maths practice-revision by David Martin in David's workspace.
- Hazel Test Exam 1 by Hazel Corradi in Hazel's workspace.
- QTS by Lyn Gardner in Lyn's workspace.
- Powers and indices by Angus Rosenburgh in Angus's workspace.
- Financial Maths by Katie Bullen in Katie's workspace.
- Powers and indices with functions by Mark Hodds in Tutoring.
- Exponential Applications by haifa abd in NEM1001.
- 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.
- Nick's copy of Powers and indices by Nick Walker in Nick's workspace.
- Neil's copy of Consumer mathematics by Neil Anderson in Neil's workspace.
- Neil's copy of Consumer mathematics by Neil Anderson in Neil's workspace.
- Maria's copy of Powers and indices by Maria Aneiros in Maria's workspace.
- Powers and indices by AJAY OTTA in AJAY's workspace.
- Test 1 by Sandra Ferguson in Sandra's workspace.
- MATH6052 - Short Test 4 by Katie Bullen in Katie's workspace.
- Simple and compound interests by Jinhua Mathias in Maths 2.
- Indices by Wan Mekwi in Introduction to Calculus.
- Scientific Notation by Kevin Bohan in Kevin's workspace.
- Edina's copy of Powers and indices by Edina Kurdi in Edina's workspace.
- Indices Exam by Anna Cartlidge in Glasgow Numbas Question Pool.
- Harry's copy of Indices by Harry Flynn in First year maths.
- Transition Consumer by Chris Templet in Chris's workspace.
- Entry Math Test for BET at Chisholm Institute by Mohammad Rahman in Mohammad's workspace.
- claire's copy of Powers and indices by claire lines in claire's workspace.
- Felix's copy of Powers and indices by Felix Lenders in Felix's workspace.
- All the good stuff by Chris Templet in Chris's workspace.
- FoR Summative Maths Test by Angus Rosenburgh in Angus's workspace.
- Consumer mathematics by Christian Lawson-Perfect in Transition to university.
- Example question set by Julie Usher in Julie's workspace.
- Core Maths Test 2024 by Angus Rosenburgh in Angus's workspace.