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From users who are members of Transition to university :
Christian Lawson-Perfect
|
said | Ready to use | 7 years, 3 months ago |
| Lauren Richards | said | Needs to be tested | 7 years, 4 months ago |
From users who are not members of Transition to university :
| francisco Glezortiz | said | Ready to use | 4 years, 1 month ago |
History
francisco Glezortiz 4 years, 1 month ago
Gave some feedback: Ready to use
francisco Glezortiz 4 years, 1 month ago
Gave some feedback: Needs to be tested
Christian Lawson-Perfect 7 years, 3 months ago
Gave some feedback: Ready to use
Christian Lawson-Perfect 7 years, 3 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, 3 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, 4 months ago
Published this.Lauren Richards commented 7 years, 4 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, 4 months ago
Gave some feedback: Needs to be tested
Christian Lawson-Perfect 7 years, 4 months ago
Gave some feedback: Has some problems
Christian Lawson-Perfect 7 years, 4 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, 4 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, 4 months ago
Gave some feedback: Needs to be tested
Lauren Richards 7 years, 4 months ago
Created this.There is only one version of this question that you have access to.
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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.