Loading...

There was an error loading the page.


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?

Metadata

Taxonomy:

Contributors

Feedback

From users who are members of Transition to university :

History

Comment

Checkpoint description

Describe what's changed since the last checkpoint.

Picture of Chris Graham

Chris Graham 7 years, 3 months ago

Gave some feedback: Ready to use

Picture of Chris Graham

Chris Graham commented 7 years, 3 months ago

I've split off the prime numbers part into its own question and re-used the variables from part a) in b) and c), so that the parts lead on from eachother.

Elliott Fletcher 7 years, 4 months ago

Published this.

Lauren Richards commented 7 years, 4 months ago

In part c)i), ii) and iii), I really wanted the individual factors to be listed for each number, and then for the common factors in each individual list to be highlighted but I didn't know how to do this and I think Chris mentioned something would have to be created in order to do this. 

Lauren Richards 7 years, 4 months ago

Gave some feedback: Needs to be tested

Picture of Chris Graham

Chris Graham commented 7 years, 4 months ago

I had 25 marked as prime in part b). I think you may need to update the marking matrix after removing the choice below? 

Picture of Chris Graham

Chris Graham 7 years, 4 months ago

Gave some feedback: Has some problems

Lauren Richards 7 years, 4 months ago

Gave some feedback: Needs to be tested

Picture of Chris Graham

Chris Graham 7 years, 4 months ago

Gave some feedback: Has some problems

Picture of Chris Graham

Chris Graham commented 7 years, 4 months ago

I think I would avoid 1 as an option altogether in part (b). Whether 1 is prime or not will trip up a lot of students but is unlikely to be of importance in their studies; I think it's more important to test their knowledge of whether a number is or isn't composite, rather than catch them out on (arguably) a technicality.  

RE your problem in the comment below: h/6 is less than 6 ~50% of the time, so you could either re-think your variables, or use sort to arrange into the correct order, for example set up a new list of numbers containing the factors... sort([1,2,3,h/6,6...]).

There's a mix of singular and plural in the statement. I think I would write "A number that can be...".

"divided evenly by whole numbers" would be better as "divided without remainder..." to avoid confusion with even numbers.

Part (c) in the advice does not provide much additional informtation. I guess you haven't included all of the factors as it would be a pain! That's fine I think. 

Lauren Richards commented 7 years, 4 months ago

- There is a slight problem with variable h in the table in that sometimes its divisors are not in the right order. 

Lauren Richards 7 years, 4 months ago

Gave some feedback: Needs to be tested

Elliott Fletcher 7 years, 4 months ago

Gave some feedback: Has some problems

Elliott Fletcher commented 7 years, 4 months ago

I think this is a really good question and it works well. Just a few comments

Main Parts

In the statement i would write a definition of composite as well as some students might not know what this means.

a) good

b) in the question i would write "Identify which of the following are prime numbers:" instead of "Identify the prime numbers from below."

One of the numbers here for me was 43, which is a prime number, however if you say it is a prime number it is marked incorrect as the displayed answer is that it is composite.

Advice

Good job getting the list of factors thing to work!

b) you could put the numbers in the table in the order that they appear in the question but it's up to you. I would also write "composite" instead of "not prime".

Also you could extend the table a little bit to the right, so that some numbers don't go onto a new line in the divisors column.

Lauren Richards 7 years, 4 months ago

Gave some feedback: Needs to be tested

Lauren Richards 7 years, 4 months ago

Gave some feedback: Has some problems

Lauren Richards 7 years, 4 months ago

Gave some feedback: Needs to be tested

Vicky Hall commented 7 years, 4 months ago

Also, the bit in the advice that says 'Whilst $1$ technically fits the criteria for a prime number, it is not considered a prime number' needs to be changed. $1$ does not meet the criteria for being a prime as it only divides by $1$, whereas all other primes have two distinct divisors, themselves and $1$.

Vicky Hall 7 years, 4 months ago

Gave some feedback: Has some problems

Vicky Hall commented 7 years, 4 months ago

I would change the title to 'Identifying prime numbers' to make it clearer what the question is about. In the question I would change the word 'composite' to 'not prime', just to make the language a bit simpler.

Lauren Richards 7 years, 4 months ago

Gave some feedback: Needs to be tested

Lauren Richards 7 years, 4 months ago

Created this.
Name Status Author Last Modified
Finding the highest common factor of two numbers Ready to use Lauren Richards 20/11/2019 14:39
Prime numbers Has some problems Chris Graham 12/10/2020 07:40
ggd om breuken te vereenvoudigen draft Johan Maertens 30/11/2017 17:28
Marlon's copy of Prime numbers draft Marlon Arcila 03/02/2018 16:22
HCF draft Radu Dragomir Manac 06/11/2023 10:48

There are 22 other versions that do you not have access to.

Give any introductory information the student needs.

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.

Error:

for seconds

Running for ...

No variables have been defined in this question.

This variable was automatically created because there's a reference to it somewhere in this question.

Error

Warning

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

This variable is an interactive HTML node. Interactive 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.

Generated value:

:
← Depends on:
→ Used by:

This variable doesn't seem to be used anywhere.

Help with explore mode

(sum of objective limits)

Objectives

Name Limit

Penalties

Name Limit

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.

The correct answer is an equation. Use the accuracy tab to generate variable values satisfying this equation so it can be marked accurately.


Advanced settings


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.

(this might be a )

Pattern restriction


Variables


String restrictions

(no maximum)

Advanced settings


(The midpoint of the minimum and maximum accepted values)


Advanced settings



Advanced settings


(not displayed in columns)
(no maximum)

Advanced settings


(not displayed in columns)
(no maximum)

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.

(no maximum)

Advanced settings


(no maximum)

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.

Advanced settings


(Same as correct answer)
(Same as correct answer)
(No limit)
(No limit)
(No limit)
(No limit)



Help with this part type



Base marking algorithm

                
Custom marking algorithm

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:


            
Your answer is being marked.

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.

Your answer is being marked.
Gap Expected answer Student's answer
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:
Messages

No feedback messages.

Warnings

No warnings.

Expected:
Messages

A difference in feedback messages does not cause this test to fail.

No feedback messages.

Warnings

A difference in warnings does not cause this test to fail.

No warnings.

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.

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.

More information about this problem

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.

to

Choose a type for this new .

by
More information

Give a worked solution to the whole question.

Select extensions to use in this question.

  • There was an error loading this extension.

Define rulesets for simplification and display of mathematical expressions.

Functions

Define functions to use in JME expressions.

Select a function to edit.

No functions have been defined in this question.

Name Type
of
Output type

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.

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: