Loading...
Error
There was an error loading the page.
Taxonomy:
Contributors
Feedback
From users who are members of Transition to university :
Chris Graham
|
said | Ready to use | 7 years, 4 months ago |
Christian Lawson-Perfect
|
said | Ready to use | 7 years, 4 months ago |
Bradley Bush
|
said | Needs to be tested | 7 years, 5 months ago |
From users who are not members of Transition to university :
| Christopher boyd | said | Ready to use | 6 years, 11 months ago |
History
Chris Graham commented 6 years, 6 months ago
Fixed bug in correct line plot, caused by reading wrong student answer box (must have had a part added)
Christopher boyd 6 years, 11 months ago
Gave some feedback: Ready to use
Chris Graham 7 years, 4 months ago
Gave some feedback: Ready to use
Christian Lawson-Perfect 7 years, 4 months ago
Gave some feedback: Ready to use
Christian Lawson-Perfect 7 years, 4 months ago
Saved a checkpoint:
Made sure neither of the points lies on the $y$-axis.
Split $a$ into two parts, since you need to work out the gradient before you find the $y$ intercept.
Reworded some of the advice a bit.
Chris Graham 7 years, 4 months ago
Gave some feedback: Needs to be tested
Chris Graham commented 7 years, 4 months ago
This was a bit of a mess, as the points A and B had originally been illogically ordered, and this had only been half fixed.
Part a) had mathematical expression gaps which should have been number entry, and I have added fractionNumbers simplification in the advice and displayed answer.
I've adjusted the axis ranges so that the intercept is always on the grid.
Chris Graham commented 7 years, 5 months ago
The points A and B should be switched; it doesn't make sense to describe the leftmost point as B, and in fact the gradient is calculated from A to B in the advice. There are places in the advice where $y_1-y_2$ needs to be inverted.
Chris Graham 7 years, 5 months ago
Gave some feedback: Has some problems
Elliott Fletcher 7 years, 5 months ago
Published this.
Chris Graham commented 7 years, 5 months ago
RE the point below from Aiden, this is OK, it is giving the student the opportunity to explore the terms in the equation and how they relate to the graph. This sort of question is really for formative use.
Aiden McCall commented 7 years, 5 months ago
This is also true for all other questions of this nature.
Aiden McCall 7 years, 5 months ago
Saved a checkpoint:
I have edited the main and advice to make sense and tweaked parts. There is a problem with the question that where you put y = mx +c you can write m in the gap fill and even when restricting the string it shows what m is on the graph so you can effectively 'cheat' this also works in the same way if you type in c. I cannot think of a way to fix this without the JSXgraph code and I don't know where abouts that is.
Bradley Bush 7 years, 5 months ago
Gave some feedback: Needs to be tested
Bradley Bush commented 7 years, 5 months ago
Thank you for the feedback Chris, I have done everything you've suggest4ed here as well as making the same changes to differenet versions of this question.
Chris Graham commented 7 years, 5 months ago
One more. If I do not attempt the question, but reveal the answers, then the advice refers to an absent green line. This is another good reason to put the correct plot in the advice.
Chris Graham commented 7 years, 5 months ago
Similar points to our earlier discussion:
This is a candidate for using the Numbas variables to set the jsxgraph axis limits. Move the block of code where you grab the Numbas variables in front of making the board, so that you have access to them. And then you can use them in the bounding box definition
boundingBox:[yb-2,...]or whatever is sensible. Don't forget you'll want the intercept to be on the board.Since you are only asking for the equation of the straight line through the points, you might consider creating a step with gapfills for the gradient and intercept, to allow the student to break the question down.
And you could add a second plot with the solution to the advice.
One final thing: on one run I had B at the origin. You may wish to avoid this as it makes parts of the advice obsolete.
Chris Graham 7 years, 5 months ago
Gave some feedback: Has some problems
Bradley Bush 7 years, 5 months ago
Gave some feedback: Needs to be tested
Bradley Bush 7 years, 5 months ago
Created this.There are 103 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:
- my test by Chris Graham in Chris's workspace.
- Find the equation of a line through two points by Christian Lawson-Perfect in Transition to university.
- maths practice-revision by David Martin in David's workspace.
- Numbas Workshop by Caitríona Ní Shé in Caitríona's workspace.
- Find the equation of a line through two points by Angus Rosenburgh in Angus's workspace.
- Introductory Maths for analytical chemistry by aine whelan in aine's workspace.
- Alex 1st exam by Alessandro Ottazzi in Alessandro's workspace.
- första lilla test-test by Ida Landgärds in Test projekt .
- Test1 by Joan Lewis in Joan's workspace.
- Find the equation of a line through two points [L3 Randomised] by Matthew James Sykes in CHY1205.
- NUMBAS- Find the equation of a line through two points by Katy Dobson in Katy's workspace.
- JP by Julie Crowley in JP.
- Year 10 Practice Exam 1 by Neil Anderson in Neil's workspace.
- Test Exam 1 by Kevin Bohan in Kevin's workspace.
- test1 by Justin McGuinness in Justin's workspace.
- test1 by Justin McGuinness in Justin's workspace.
- Offer Holder Day by Chris Graham in Chris's workspace.
- Preliminary Mathematics Advanced Assessment Task 1 by Joanna Rankins in Joanna's workspace.
- Preliminary Advanced Mathematics Assessment Task by Joanna Rankins in Joanna's workspace.
- Construction Engineering Outcome 3 by Sandra Ferguson in Sandra's workspace.
- Simon's copy of Practice for year 1 by Simon Vaughan in PA1710.
- MEM23004A by Mykola Kyrylenko in Mykola's workspace.
- Access Maths formative test 1 by Ruth Douglas in Ruth's workspace.
- self-test by Rachel Long in New module.
- Edina's copy of Find the equation of a line through two points by Edina Kurdi in Edina's workspace.
- resit mock1 by Heike Wanke in Heike's workspace.
- Trial by Niharika Singh in Niharika's workspace.
- Module 3 by Niharika Singh in Niharika's workspace.
- a copy of Find the equation of a line through two points by david arcila in david's workspace.
- Transition Geometry by Chris Templet in Chris's workspace.
- Robert's copy of Find the equation of a line through two points by Robert Barham in Robert's workspace.
- claire's copy of Find the equation of a line through two points by claire lines in claire's workspace.
- CHM1012-week8-graphs by Natalia Martsinovich in Natalia's workspace.
- All the good stuff by Chris Templet in Chris's workspace.
- FoR Summative Maths Test by Angus Rosenburgh in Angus's workspace.
- Back to Maths diagnostic test by Inna Namestnikova in Inna's workspace.
- ME0006 Wk 1 Test 2 by claire lines in claire's workspace.
- Summer Quiz 1 by Kate Vincent in Kate's workspace.
- Core Maths Test 2024 by Angus Rosenburgh in Angus's workspace.
- Engineering First Year Skills Audit by S Russell in Engineering Maths booster.
- Week 1 Diagnostic test by Anne-Sophie Kaloghiros in MA1630 - Fundamentals of Mathematics 2024-2025.
- Bridging General Maths Quiz 2 by Kate Vincent in Kate's workspace.