Loading...
Error
There was an error loading the page.
Taxonomy:
Contributors
Feedback
From users who are members of Transition to university :
Christian Lawson-Perfect
|
said | Ready to use | 7 years, 4 months ago |
| Lauren Richards | said | Needs to be tested | 7 years, 5 months ago |
From users who are not members of Transition to university :
| francisco Glezortiz | said | Ready to use | 4 years, 2 months ago |
History
francisco Glezortiz 4 years, 2 months ago
Gave some feedback: Ready to use
francisco Glezortiz 4 years, 2 months ago
Gave some feedback: Needs to be tested
Christian Lawson-Perfect 7 years, 4 months ago
Gave some feedback: Ready to use
Christian Lawson-Perfect 7 years, 4 months ago
Saved a checkpoint:
Changed the storm to an electrical fault, so it's more plausibly instantaneous.
Improved some of the wording in the advice.
Chris Graham commented 7 years, 4 months ago
I've changed the wording to be, I think, clearer. I've not marked it ready to use, as I would be grateful for a second opinion.
Elliott Fletcher 7 years, 5 months ago
Published this.Lauren Richards commented 7 years, 5 months ago
I have made the changes you suggested and made sure the LCM will not be either of the given numbers.
Lauren Richards 7 years, 5 months ago
Gave some feedback: Needs to be tested
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:
Part a is a bit too simple for an incoming university student.
This question should focus just on calculating least common multiples. Remove part a, leaving the nice wordy question. You could have another very simple separate question asking to find the LCM of two numbers when:
- they're coprime;
- their GCD is bigger than 1 but not equal to either number;
- one is a multiple of the other.
I think it should be "platform A" instead of "track A".
I got periods of 12 and 6 minutes for the two platforms - could you make sure that the LCM isn't either of the given numbers?
Bradley Bush commented 7 years, 5 months ago
Good concise question, just a few notes:
- Could the statement be a more formal definition of a multiple followed by what you've already written as a way of thinking of it?
- The first part was really straight forward although it made me feel guilty for not instantly remembering my $16$ times tables.
- For the second part, I think that you need to either make it clear that a train needs to be present on exactly the same minute to clash or maybe think of a different example so that using multiples makes more sense. I.E. if the trains were stopping 1 minute apart, surely they would clash too?
- Maybe you could phrase the question in an alternate reailty where there has yet to be a storm and both tracks are working then just ask for the time when there is a train on both tracks? I'm struggling to be very imaginative here.
- In the advice, it might be good to hint to the fact you are caling lowest common multiples LCM before you start using it by in the first instance of saying lowest common multiples just putting lowest common multiples (LCM) for reference?
Other than that, great question, I learned some times tables :)
Lauren Richards 7 years, 5 months ago
Gave some feedback: Needs to be tested
Lauren Richards 7 years, 5 months ago
Created this.There is only one version of this question that you have access to.
There are 4 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:
- trial run by Lesley Davis in Lesley's workspace.
- Divisibility and factors of integers by Christian Lawson-Perfect in Transition to university.
- maths practice-revision by David Martin in David's workspace.
- Nick's copy of Divisibility and factors of integers by Nick Walker in Nick's workspace.
- Blathnaid's copy of Nick's copy of Divisibility and factors of integers by Blathnaid Sheridan in Blathnaid's workspace.
- Foundation Maths Test 1 by Paul Molloy in Paul's workspace.
- Divisibility and factors of integers by Simon Thomas in Foundation mathematics.
- ALG Divisibilidad y teo del residuo by David Vanegas in Algebra.
- Module 3 by Niharika Singh in Niharika's workspace.
- Laura MATH1901 by Blathnaid Sheridan in Blathnaid's workspace.
- MATH1901 (Laura's Group) by Laura Cooke in Laura's workspace.
- Transition Arithmetic by Chris Templet in Chris's workspace.
- claire's copy of Divisibility and factors of integers by claire lines in claire's workspace.
- All the good stuff by Chris Templet in Chris's workspace.
- MATH1901 (Paul&Laura) by Blathnaid Sheridan in Blathnaid's workspace.
- Raul's copy of Divisibility and factors of integers by Raul Duarte in themes.
- MATH1901 Continuous Assessment by Paul Molloy in Paul's workspace.