A powerful question bank
Create powerful activities without textbooks or extra subscriptions, and store your own questions.
Process large assessments seamlessly
Bulk upload, automatic splitting and every page transcribed, working, tables and graphs included. Hours saved on marking logistics, with every script stored in one place.
Bulk Upload
Scanning instructionsMarked against the QCAA marking checklist
Each step of the working ticked against the checklist. Every mark yours to change.
Instructions
20 marksEvaluate how Eliot's distinctive style has enhanced your understanding of complex ideas represented in his poetry. In your response, make close reference to your prescribed text.
Response
Through the analysing of construction, language and context of a universal text, audiences are able to garner their own interpretations on the author's desired intention in their respective context. It is clear, in Eliot's unified poetic oeuvre, Eliot's distinctive and compelling voice as well as his subversion of typical poetic forms characterises him as a modernist writer. In "Rhapsody on a Windy Night" Eliot condemns the dissolution and fragmentation of memory, subverting typical Romantic forms to comment on the pursuit of superficiality which leads to disillusionment. Eliot further extends audience understanding in "Hollow Men" compelling avoidance of the lack of spiritual fortitude influenced by the horrors of World War One and the dissolution of Christian paradigms. He compels the need for a reconnection with spirituality, urging audiences against doubt of faith resulting in paralysed psyche. With this, Eliot provides hope, enhancing audiences understanding on the complex nature of the solution to preventing emotional disorientation through "The Journey of the Magi" urging the necessary undertaking of a spiritual journey paralleling his own conversion from unitarianism to Anglicanism in 1927, in order to reach fulfilment and catharsis. Eliot enhances audience understanding of the harmful consequences of pursuing superficial paradigms, resulting in a lack of spiritual fortitude that can only be cured through a reconnection to religion. Eliot condemns the fragmentation of memory and time in "Rhapsody" with the pursuit of hedonistic ideals, resulting in estrangement and disillusionment. The title of "Rhapsody" is known as a musical piece with an often upbeat and jolly rhythm, however Eliot subverts this through his use of decaying and disorientating imagery that parallels a jolting rhythm. This is also combined with the jolting momentum of "Twelve o'clock, one-o'clock" highlighting modernity ruled by objective time, fragmenting the individual to deadlines and schedules which undermine their sense of fulfilment. This is furthered by the subversion of Romantic forms in "like a madman shakes a geranium" this simile underscores emotions of hysteria and madness, urging the audience to remain cognisant of their urban surroundings cautioning against a state of insanity perpetuated by pursuit of superficial paradigms in modernity. In addition, Eliot utilises an ironic tone in "Memory! you have the key!" his declarative and exclamatory tone paralleling a sense of hope for the individual in being able to rediscover purpose and fulfilment in life, however it immediately juxtaposed by daily, mundane imagery of "shoes" and "toothbrush" ultimately destroying all hope for the individual to attain purpose in a superficial and hedonistic society. Eliot in "Rhapsody" criticises the fragmentation of time and memory, urging the audience to understand the hopelessness of discovering fulfilment in an urban landscape. Eliot further extends on this idea with his condemnation of modern society's lack of spiritual fortitude resulting in an ultimate disconnection with religion which render individuals lost and disillusioned. Eliot opens with an epigraph with allusions to Guy Fawkes and the Gunpowder Plot, as well as Joseph Conrad's "Heart of Darkness" displaying the ultimate downfall of individuals in the pursuit of hedonistic ideals with greed and ambition, urging audiences against a loss of spirituality to not become estranged or disillusioned. Furthermore, Eliot integrates inclusive pronouns in "we are the hollow men, we are..." perpetuating a direct connection to the audience, further compelling audiences' understanding of the collective emotional deterioration and stagnation that is felt due to a collective loss of religion and spiritual belief due to the impact of world war one and the dissolution of Christian religion in modernity. Eliot further describes individuals imprisoned within a state of paralysis due to the loss of belief in God in "shape without form, gesture without motion" demonstrating a liminal and paradoxical space where individuals are entrapped within and ultimately estranged from a sense of purpose and rendered empty. Eliot's further subversion of poetic forms in his allusion to the Lord's prayer in "For Thine is... For life is..." illustrates the fragmentation of the image of God and religion, with the motif of eyes "throughout" also contributing to a doubt in faith and spirituality for individuals. Thus, Eliot urges against the complex nature of a loss of spiritual fortitude which results in empty and estranged collectives who are ultimately purposeless.
General
Response to Question
5/7Textual Analysis
7/7Structure and Expression
5/6Rubric
| Criteria description | 0 | 1-4 | 5-8 | 9-12 | 13-16 | 17-20 |
|---|---|---|---|---|---|---|
Response to Question | Presents nothing of relevance to the task. | Attempts to describe some aspects of the prescribed text. | Describes some aspects of the understanding of the literary value of the prescribed text. | Evaluates how the artistry and integrity of the prescribed text has influenced an understanding of its literary value. | Evaluates effectively how the artistry and integrity of the prescribed text has influenced an understanding of its literary value. | Evaluates skilfully how the artistry and integrity of the prescribed text has influenced an understanding of its literary value. |
Textual Analysis | Presents nothing of relevance to the task. | Attempts to compose a response to the question. | Demonstrates some knowledge of the prescribed text with limited textual references. | Demonstrates a sound understanding of context, language, form and ideas using textual references. | Demonstrates an informed understanding of context, language, form and ideas using detailed textual references. | Demonstrates a well-informed understanding of context, language, form and ideas using well-selected and detailed textual references. |
Structure and Expression | Presents nothing of relevance to the task. | Attempts to compose a response to the question. | Composes a limited response. | Composes a sound response using language appropriate to audience, purpose and form. | Composes an effective response using language appropriate to audience, purpose and form. | Composes an insightful response using language appropriate to audience, purpose and form. |
Instructions
Question 1 · 4 marksFind the stationary points of f(x) = x³ − 6x² + 9x + 1 and determine their nature.
Response
Rubric
- Finds f′(x) and solves f′(x) = 01
- Finds both stationary points1
- Determines the nature of each point with a test2
Try it with your class.
Try Edexia freeReview, then release
Add voice notes, edit and add feedback, and release to the class once you're happy.
Instructions
4 marksFind the stationary points of f(x) = x³ − 6x² + 9x + 1 and determine their nature.
Response
f′(x) = 3x² − 12x + 9
3x² − 12x + 9 = 0 ⇒ 3(x − 1)(x − 3) = 0
x = 1 or x = 3
f(1) = 5, f(3) = 1
f″(x) = 6x − 12, f″(1) = −6 < 0 ∴ (1, 5) is a maximum
and (3, 1) is a minimum
General
Finds f′(x) and solves f′(x) = 0
1/1Finds both stationary points
1/1Determines the nature of each point with a test
1/2EA Paper 1: Technology-free
Year 12 Mathematical Methods · 8 submissions
| Student | Submitted | Grade | Status |
|---|---|---|---|
| Oliver Marsh | Mon 9:12am | 6/7 | Approved |
| Ethan Brooks | Mon 9:40am | 5/7 | Approved |
| Sam Wright | Mon 10:03am | 6/7 | Needs Review |
| Lena Kovac | Mon 11:20am | 4/7 | Approved |
| Zara Hassan | Mon 1:15pm | 6/7 | Approved |
| Grace Lin | Mon 2:48pm | 5/7 | Needs Review |
| Priya Sharma | Tue 8:30am | 7/7 | Approved |
| Noah Patel | Tue 9:05am | 5/7 | Approved |
An AI tutor for every student
A curriculum expert that coaches students through the working and never gives the answer.
Find the stationary points of f(x) = x³ − 6x² + 9x + 1 and determine their nature.
f′(x) = 3x² − 12x + 9. Stationary points are where the gradient is zero. I don't know how to find them from here.
Analytics
See where the class is strong and where it slips, down to each student.
Class Analytics
Strengths
- •Differentiation:Most students now differentiate products and chains accurately across the last three tasks.
- •Solving f′(x) = 0:Students find the x-values of stationary points reliably by factorising.
Areas to Improve
- •Setting out working:Correct answers often appear with steps missing, so method marks are lost.→Set a short task where every line of working must be justified.
- •The second-derivative test:Many students find the stationary points but don't test their nature.→Ask students to finish every stationary-point question with f″(x) and a conclusion.
- •Notation:Function notation and coordinates are written loosely in final answers.→Model a final line that states each point as a coordinate with its nature.
Fri 23 Oct · AI feedback · Grade shown to students
Activity Analytics
Overall
Strengths
- •Students differentiate the cubic correctly and set the derivative to zero.
Areas to Improve
- •Few responses justify the nature of each stationary point.→Add a nature-testing line to every stationary-point question this week.
Question 1 (out of 4)
Areas to Improve
- •Most of the class lost marks here by not testing the nature of the stationary points.→Have students redo the question with the second-derivative test written out.
Question 2 (out of 3)
Strengths
- •Accurate tangent equations, with the gradient found from the derivative.
| Name | Activities | Practice | |
|---|---|---|---|
| Ethan B. | ethan.b@riverside.edu.au | 6/6 | 3 |
| Grace L. | grace.l@riverside.edu.au | 6/6 | 7 |
| Lena K. | lena.k@riverside.edu.au | 5/6 | 2 |
| Noah P. | noah.p@riverside.edu.au | 6/6 | 5 |
| Oliver M. | oliver.m@riverside.edu.au | 4/6 | 1 |
| Priya S. | priya.s@riverside.edu.au | 6/6 | 4 |
| Sam W. | sam.w@riverside.edu.au | 5/6 | 0 |
| Zara H. | zara.h@riverside.edu.au | 6/6 | 6 |
lena.k@riverside.edu.au
Student Analysis
Strengths
- •Differentiation:Derivatives are accurate, including the chain rule.
Areas to Improve
- •Setting out working:Jumps from f′(x) to the answer, so method marks are lost.→Show the substitution step on every line.
- •Testing the nature:Names maxima and minima without testing them.→Finish each stationary point with f″(x) and a conclusion.
Subjects offered
- General Mathematics
- Mathematical Methods
Discover new ways to engage students and drive outcomes at your school.
Explore how Edexia is already helping 50+ schools lift results, ease teacher workload and assess well in the age of AI.