Loading...
Error
There was an error loading the page.
Contributors
Feedback
From users who are members of Transition to university :
Christian LawsonPerfect  said  Should not be used  9 months, 3 weeks ago 
Bradley Bush  said  Needs to be tested  4 years, 2 months ago 
Hannah Aldous  said  Needs to be tested  4 years, 2 months ago 
From users who are not members of Transition to university :
Jean jinhua Mathias  said  Has some problems  9 months, 3 weeks ago 
Martin Kilian  said  Ready to use  2 years, 4 months ago 
Luis Hernandez  said  Has some problems  2 years, 8 months ago 
History
Christian LawsonPerfect 9 months, 3 weeks ago
Gave some feedback: Should not be used
Jean jinhua Mathias 9 months, 3 weeks ago
Gave some feedback: Has some problems
Martin Kilian 2 years, 4 months ago
Gave some feedback: Ready to use
Luis Hernandez 2 years, 8 months ago
Gave some feedback: Has some problems
Luis Hernandez 2 years, 8 months ago
Gave some feedback: Ready to use
Christian LawsonPerfect 4 years, 2 months ago
Saved a checkpoint:
I don't think this question is worth saving. I've split part d, about finding a given term, into a separate question.
Ideally, there'd be a question combining parts a and b, asking you to sort a few sequences into linear, quadratic, geometric, or other.
I don't think there's any point in the parts which ask you to give the next three terms of the triangle, square, and cube numbers.
Christian LawsonPerfect 4 years, 2 months ago
Gave some feedback: Should not be used
Elliott Fletcher 4 years, 2 months ago
Published this.Bradley Bush 4 years, 2 months ago
Gave some feedback: Needs to be tested
Bradley Bush 4 years, 2 months ago
Thank you for the feedback Christian:
 I have added tables to the feedback for parts a and b to make the working easier to follow.
 I have added a table to the feedback for c also to analyse the difference between terms but I have included Hannahs solution using the formula as an alternative method of solving this.
 I have altered question d to be the more generic randomisable sequence equation which you suggested.
 I attempted to explain the solution using a table here to find the differences too but I am not too sure how thoroughly this would explain the way you work out that the sequence is squared numbers and cubic numbers without simply recognising them. Nor am I confident I even know how to recommend solving this problem if you do not recognise the squared or cubic terms on your own?
Christian LawsonPerfect 4 years, 2 months ago
Gave some feedback: Has some problems
Christian LawsonPerfect 4 years, 2 months ago
Saved a checkpoint:
Advice for part a could show each sequence with the common differences underneath, so it's easy to see which are linear. That's how I'd work it out.
Similarly with common ratios for part b.
For part c, I just use the fact that the difference between consecutive triangle numbers increases by 1 at each step. A drawing of the first few triangle numbers would help show this. While you can use the formula, it's not obvious, and you'd look at common differences first.
In part d, rather than using the triangle sequence in particular, I'd give a formula of the form $\frac{an(n+b)}{c}$ (what constraints are there on randomising this?)  you want to see that the student's comfortable with using a formula to get the nth term of a sequence without working out all the previous terms.
Part e relies on noticing that the sequences are the squares and cubes, respectively. How would you work this out? It's not enough to just state it in the advice. You might look at common differences, then make a guess that it's $n^2$ or $n^3$. The advice should show this experimental thinking  is it really $n^2$? How do we check? Draw a table of $n$ against $a_n$?
Hannah Aldous 4 years, 2 months ago
Gave some feedback: Needs to be tested
Hannah Aldous 4 years, 2 months ago
Created this as a copy of Finding the $n^{\text{th}}$ Term of a Quadratic Sequence.No variables have been defined in this question.
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.
No parts have been defined in this question.
Select a part to edit.
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.
Answers  

Choices 
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 

Note  Value  Feedback  

This note produces the expected output  Current: 


Expected: 

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
Select extensions to use in this question.

There was an error loading this extension.
Define rulesets for simplification and display of mathematical expressions.
Define functions to use in JME expressions.

Parameters
 : of
Builtin constants
Custom constants
Names  Value  LaTeX  

Add styling to the question's display and write a script to run when the question is created.
This question is used in the following exams: