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From users who are members of Transition to university :
Christian LawsonPerfect  said  Ready to use  5 years, 6 months ago 
Bradley Bush  said  Needs to be tested  5 years, 6 months ago 
Vicky Hall  said  Has some problems  5 years, 7 months ago 
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Elliott Fletcher 5 years, 6 months ago
Published this.Christian LawsonPerfect 5 years, 6 months ago
Gave some feedback: Ready to use
Bradley Bush 5 years, 6 months ago
Gave some feedback: Needs to be tested
Bradley Bush commented 5 years, 6 months ago
Thank you for the feedback, I agree on second reading of the question, it isn't the best approach to ask this in this way at this point in the question. I was trying to test that the student can identify rate of change just be reading the equation but I think it is slightly pointless without any calculus now that you point it out.
I'm just going to remove that part for now and then I'll add developing a question on recogising ate of change to my to do list.
Christian LawsonPerfect 5 years, 6 months ago
Gave some feedback: Has some problems
Christian LawsonPerfect 5 years, 6 months ago
Saved a checkpoint:
What's the idea with part e? Without calculus, how do I answer it? I think the choices and answers are the wrong way round  you have two options for "no acceleration". I think looking at graphs is more appropriate at this level. Either way, it should be a separate question.
Bradley Bush commented 5 years, 7 months ago
Thank you for the feedback, I have acted on this by splitting the question in half and adding a part e) onto the end of this question. I have also moved the axis to make the graph easier to understand.
Bradley Bush 5 years, 7 months ago
Gave some feedback: Needs to be tested
Vicky Hall 5 years, 7 months ago
Gave some feedback: Has some problems
Vicky Hall commented 5 years, 7 months ago
You need to shift the $x$ axis up so it joins the $y$ axis at $(0,0)$. The graph looks very unusual with the $x$ axis where it is and it also makes it hard to see that some of the accelerations are negative. I also think that it would look better to have speed on one graph and acceleration on another. You could still ask the student to idenitfy which graph is which.
Make sure $\mathrm{metres}$ is spelt the English way.
I think $3$ questions on finding the distance is excessive  one where the area under the graph is a rectangle and another where it is not would suffice.
Currently the final part of the question just requires the student to add lots of numbers together. A better question would be to give them the distance travelled over the time periods they haven't yet calculated and ask them to calculate the average speed over the full time period.
I actually think this could become two questions, one that looks at using a speedtime graph to find distance and one that looks at the relationship between speed and acceleration, as it is a long question assessing many aspects of the topic. It could also be good to encourage the student to think about what the speedtime graph will look like if the acceleration is not constant.
Bradley Bush 5 years, 7 months ago
Gave some feedback: Needs to be tested
Bradley Bush 5 years, 7 months ago
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