[LON-CAPA-users] Making something out of nothing with preprocessing?
batchelo at sfu.ca
Thu Nov 10 13:19:37 EST 2016
----- Original Message -----
From: "Douglas G Mills" <dmills at illinois.edu>
To: lon-capa-users at mail.lon-capa.org
Cc: "Douglas G Mills" <dmills at illinois.edu>
Sent: Wednesday, 9 November, 2016 11:45:55
Subject: [LON-CAPA-users] Making something out of nothing with preprocessing?
Similarly the coefficent could be "0" (H2O, H+, or OH- for example -- when you want them to decide on which side the equation those would or would not appear).
Several years back, I made resources where students were still required to enter "0" or "1" coeffs, when appropriate.
However, I put in conditions that hide the affected parts of the equation so that, once they have answered the question correctly, some species no longer appear and coeffients of "1" have been removed.
Not quite a solution but, this has worked fine for several years. There remains the issue that, once they have it correct, grader can no longer locate or view the suppressed species nor the "0" and "1" coefficients as entered by the student.
There are times, such as filling in coefficients to balance a chemical equation, when the best answer would be no answer at all. Requiring students to put 1 as the coefficient of O2 in the reaction
"2H2 + O2 -> 2H2O"
when they are presented with [numericalresponse]H2 + [numericalresponse]O2 -> [numericalresponse]H2O because if they don't Lon-Capa will not process the answer because "not all answers were submitted" is an artificial concession to the LMS that I'd like to avoid. I had thought maybe with preprocessing I could instruct students to leave a text field blank -- as such an equation would normally be written -- when the coefficient is 1 and then preprocess and insert a 1 for the case where the textfield is empty so that Lon-Capa is getting an answer without the artificial exercise of the student putting in a coefficient of 1, but that does not seem to be working. Should that be possible and I'm just going about it the wrong way? Any other ideas on how to address this besides instructing students to give 1 as the answer?
Director of Instructional Technology
Department of Chemistry
University of Illinois
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Raymond J. Batchelor, PhD.
Department of Chemistry
Simon Fraser University
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