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, 4 months ago

Gave some feedback: Ready to use

#### Christian Lawson-Perfect3 years, 4 months ago

Saved a checkpoint:

Good stuff!

#### Elliott Fletcher3 years, 4 months ago

I did try to make it so that s and t were always integers but i think there are so many numbers involved in the calculation that it would be very difficult to do. Instead i have restricted the values that the variables can take to make the fractions in the answers slightly nicer.

I see what you mean about the error message, i'm not sure how to fix this but i have said that you can leave your answer as a fraction in the question.

I have also split the question up into parts to make it more accessible to students with less algebraic skill.

#### Elliott Fletcher3 years, 4 months ago

Gave some feedback: Needs to be tested

#### Bradley Bush3 years, 5 months ago

Gave some feedback: Has some problems

#### Bradley Bush3 years, 5 months ago

Amazing question, most of my feedback revolves around the idea that I think it might be too hard for the student so I only have a few comments on this one:

• I didn't find an example of when s and t weren't both fractions, I think this adds to the complexity and the challenge of the question but is this what we want to be testing? Could this be imporved through making the variables 'nicer' so the answers are whole numbers more often than not?
• If you are leaving the answers as their more complex fraction form then you need to have a go at changing the error message that comes up. The answer gap still accepts a fractional answer if you type the fraction in full, however, if you're slow like me and you type "x/" and then pause for a second, you'll get an error message "your answer is invalid. You must enter an integer or a decimal. This is weird because when you then finish the expresion, the error message goes away. I am just thinking that this might be misdirective to see for anyone typing in their answer slowly. If you can't fix the error message, and you are keeping the fractional answers then it might be worth specifying that answers can be left as fractions in the question.
• On that note, I might write "reduce your answer to simplist [fractional] form" instead of "reduce your answer to it's lowest terms"; or something along those lines.
• I am actually thinking that the question still might be too hard for some students, making it inaccessible to the students who have less algebraic skill; even with the changes I suggested above. Maybe a solution of this is to create a copy of the question (labelling it 'easy version') and have the same question, just break it down into parts by asking students to give an expression for p(factor 1) then p(factor 2) then with the third part asking them to use simultaneous equations to find t and s.
• Your parts and advice seem free of typos and formatting errors (I'm very jealous).

Feel free to ask if you don't understand any of what I've been getting at. High quality question.

#### Elliott Fletcher3 years, 5 months ago

Gave some feedback: Needs to be tested

#### Elliott Fletcher3 years, 5 months ago

Created this.
Finding unknown coefficients of a polynomial, using the remainder theorem Ready to use Elliott Fletcher 20/11/2019 14:39
George's copy of Finding unknown coefficients of a polynomial, using the remainder theorem draft George Loughlin 06/07/2017 15:09
Encontrar los coeficientes de un polinomio, usando el teorema del resto Ready to use Luis Hernandez 08/11/2020 02:09
Simon's copy of Finding unknown coefficients of a polynomial, using the remainder theorem draft Simon Thomas 28/02/2019 12:15
Finding unknown coefficients of a polynomial, using the remainder theorem draft Johnny Yi 30/04/2019 03:19
Christian's copy of Finding unknown coefficients of a polynomial, using the remainder theorem draft Christian Lawson-Perfect 20/05/2019 13:55
Finding unknown coefficients of a polynomial, using the remainder theorem draft Xiaodan Leng 10/07/2019 21:44
Lovkush's copy of Finding unknown coefficients of a polynomial, using the remainder theorem draft Lovkush Agarwal 30/04/2020 11:36
Finding unknown coefficients of a polynomial by the remainder theorem Ready to use Wan Mekwi 11/10/2020 21:25
Wan's copy of Finding unknown coefficients of a polynomial, using the remainder theorem draft Wan Mekwi 11/10/2020 21:24

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)

#### Warning

• When applying the function,
##### Suggestions
• Change the signature of parameter from to .

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.

Select extensions to use in this question.