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.

#### Chris Graham3 years, 12 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 Graham3 years, 12 months ago

Gave some feedback: Ready to use

#### Elliott Fletcher4 years 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 Fletcher4 years ago

Gave some feedback: Needs to be tested

#### Chris Graham4 years 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 Graham4 years ago

Gave some feedback: Has some problems

Published this.

#### Stanislav Duris4 years 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:

1. At first, a random number from 6 to 9 is picked (testn).
2. Then pricee1 is calculated, which is the smartphone's value after testn months.
3. Threshold is calculated, which is the crucial number in the question. This is the first multiple of ten higher than pricee1.
4. 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.
5. We calculate the smartphone's value after testn-1 months, this is pricee2.
6. 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 Duris4 years 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 Duris4 years ago

Gave some feedback: Needs to be tested

#### Stanislav Duris4 years ago

Gave some feedback: Has some problems

#### Christian Lawson-Perfect4 years ago

Gave some feedback: Has some problems

#### Christian Lawson-Perfect4 years 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 Duris4 years 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 Duris4 years ago

Gave some feedback: Needs to be tested

#### Vicky Hall4 years ago

Gave some feedback: Has some problems

#### Vicky Hall4 years 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 Duris4 years ago

Gave some feedback: Needs to be tested

#### Stanislav Duris4 years ago

Created this as a copy of Simple interest.
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
Financial Mathematics - Simple interest Ready to use Apodytes-ATG apodytes 25/10/2020 18:56
Spørsmål 4 draft Ida Landgärds 02/12/2020 09:27

Give any introductory information the student needs.

No variables have been defined in this question.

#### 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.

← Depends on:
→ Used by:

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

For each choice, specify the number of marks to add or subtract when the student picks it.

For each choice, write 1 if the student should tick it, or 0 if they should leave it unticked.

You must set a maximum number of marks in order to use this marking method.

You must set a maximum number of marks in order to use this marking method.

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.

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:

#### 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

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.

Define rulesets for simplification and display of mathematical expressions.

Define functions to use in JME expressions.

• Parameters
• : of

## Built-in constants

Tick the built-in constants you wish to include in this question.

## Custom constants

You can define constants in terms of the built-in constants, even if they're disabled.
Names Value LaTeX

Add styling to the question's display and write a script to run when the question is created.

This script will run after the question's variable have been generated but before the HTML is attached.
Apply styling rules to the question's content.

This question is used in the following exams: