Loading...
Error
There was an error loading the page.
Metadata
Taxonomy:
Contributors
Feedback
From users who are members of Transition to university :
Chris Graham
|
said | Ready to use | 7 years, 4 months ago |
| Elliott Fletcher | said | Needs to be tested | 7 years, 5 months ago |
| Stanislav Duris | said | Needs to be tested | 7 years, 5 months ago |
Christian Lawson-Perfect
|
said | Has some problems | 7 years, 5 months ago |
| Vicky Hall | said | Has some problems | 7 years, 5 months ago |
History
Chris Graham commented 7 years, 4 months ago
I've rewritten large parts of the advice, especially where visibility conditions were used, and utilised the random names extension to add some context to part b).
Chris Graham 7 years, 4 months ago
Gave some feedback: Ready to use
Elliott Fletcher 7 years, 5 months ago
Saved a checkpoint:
I have rewritten the step so that it includes the variables in the question and gaps asking the student to calculate the decimal multiplier for the decrease and the value after the first month and then after another month.
I have also added a precision hint for the answer in part a).
Elliott Fletcher 7 years, 5 months ago
Gave some feedback: Needs to be tested
Chris Graham commented 7 years, 5 months ago
This step could be specific to the question variables and gaps, perhaps asking for the decimal multiplier for the decrease, and then the first two month.
There are no precision hints given, though the students need to round to 2 decimal places.
Chris Graham 7 years, 5 months ago
Gave some feedback: Has some problems
Stanislav Duris 7 years, 5 months ago
Published this.Stanislav Duris 7 years, 5 months ago
Saved a checkpoint:
I hope this question won't need more huge adjustments, especially in part b, cause this part's advice was quite tricky to write and the answer is a bit tricky to calculate. I'll try to describe how the answer to part b) works:
- At first, a random number from 6 to 9 is picked (testn).
- Then pricee1 is calculated, which is the smartphone's value after testn months.
- Threshold is calculated, which is the crucial number in the question. This is the first multiple of ten higher than pricee1.
- We would normally be finished, but the numbers and percentages are not big enough so sometimes the decrease in the smartphone's value is less than 10, which means the smarphone's value one month before testn months may also be below threshold.
- We calculate the smartphone's value after testn-1 months, this is pricee2.
- Finally, the correct answer is the variable n. This is either testn-1, if pricee2 < threshold, or testn, if pricee2 > threshold.
Right now, pricee3 (the value after testn-2 months) never falls below the threshold (thank god) so it is not used in the question at all. However, if there'll be some adjustments to the price or the percentages in the question, this may not be true anymore. Make sure it is still ALWAYS below the threshold and if not, adjust the variable "n" so sometimes it can also be testn-2. I hope this is not too confusing and if it is, I hope no one has to deal with this anymore.
Stanislav Duris commented 7 years, 5 months ago
I have changed the part b) how you suggested so it's more natural. I have also separated part c) into its own question.
Stanislav Duris 7 years, 5 months ago
Gave some feedback: Needs to be tested
Stanislav Duris 7 years, 5 months ago
Gave some feedback: Has some problems
Christian Lawson-Perfect 7 years, 5 months ago
Gave some feedback: Has some problems
Christian Lawson-Perfect 7 years, 5 months ago
Saved a checkpoint:
Numbers in text should be in LaTeX, unless they're counting numbers, e.g. "two things". It's conventional to use words instead of digits when you're talking about a number of things or an ordinal, rather than a measurement. See this page from the BBC's style guide.
I've done some rewording in part a, and removed the statement - it was superfluous.
Part b is very artificial. A more natural question would be "after how many more months will the price fall below £xxx?", where the price is a multiple of £10.
Part c could be a separate question.
Stanislav Duris commented 7 years, 5 months ago
I've reworded the statement. I've also made all numbers display in LaTeX, but I am unsure about this, because I have been previously told not to do this for all numbers in text. How do we decide which numbers/variables to put in Latex and which ones to keep as text?
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
Make sure all number are in Latex. I think the statement needs changing
Check your tenses. For example, 'How much is it worth after 5 months?' would read much better as 'How much will it be worth after 5 months?'. Also, 'After how many more months is the smartphone's value going to be £511.19?' would be better as 'After how many more months will the smartphone's value be £511.19?'.
In part c), I would say leave out the word 'exponentially' and change the next sentence to say 'What was the average percentage increase per year?'.
Stanislav Duris 7 years, 5 months ago
Gave some feedback: Needs to be tested
Stanislav Duris 7 years, 5 months ago
Created this as a copy of Simple interest.| 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.
- Money by Christian Lawson-Perfect in Transition to university.
- maths practice-revision by David Martin in David's workspace.
- Questions using the random person extension by Christian Lawson-Perfect in Christian's workspace.
- Powers and indices by Angus Rosenburgh in Angus'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.
- Powers and indices [L0 Randomised] by Matthew James Sykes in CHY1205.
- PRE-LECTURE SKILLS by Matthew James Sykes in CHY1205.
- Examen 2 by Jo Cohen in Joël's workspace.
- Test 1 by Patricia Cogan in Patricia's workspace.
- Maria's copy of Powers and indices by Maria Aneiros in Maria's workspace.
- Numeracy practice test MN1105 RHUL by Jose-Rodrigo Cordoba-Pachon in Jose-Rodrigo's workspace.
- More questions MN1105 by Jose-Rodrigo Cordoba-Pachon in Jose-Rodrigo's workspace.
- Powers and indices by AJAY OTTA in AJAY's workspace.
- Test 1 by Sandra Ferguson in Sandra's workspace.
- Demo exam by Christian Lawson-Perfect in Christian'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.
- Test SCORM Export by Iain Bruce in Iain's workspace.
- resit mock1 by Heike Wanke in Heike's workspace.
- Module 3 by Niharika Singh in Niharika's workspace.
- Indices Exam by Anna Cartlidge in Glasgow Numbas Question Pool.
- Harry's copy of Indices by Harry Flynn in First year maths.
- Harry's copy of Powers and indices by Harry Flynn in First year maths.
- Engineering Arithmetic by Harry Flynn in First year maths.
- Engineering Arithmetic by Harry Flynn in First year maths.
- Transition Percentages 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.
- Core Maths Test 2024 by Angus Rosenburgh in Angus's workspace.