Clip+3+Activity+1+Feedback

> //Done. Also increased font size and position of the two moving items to more closely match the following elements.// > //Fixed by putting correct pause status in activity. You do lose the focus by doing this.// > //Retooled all the combomessage boxes to use new version and display better.// > //Put "This measure does stay the same, but it is not the only one. Try again."// > //The tolerance has been increased from 0.01 to 0.02//. > //Done. with an animation a la Dave Winsa.// > //Moved Erase button up.// > //Cannot replicate on MacBook or on Greg's Mac, though the first text entry looks too high on a Mac and all the values in the table have been moved down so they are not so close to the horizontal segment of table.// > //Added grid lines (white) a la Judi Hanta - only for the scene when you have to drag points within 10 pixels of its location// > //Done.// > //Changed the question to the instruction "Drag point C to at least one of the positions recorded in the table."// //The continue button only shows when C is in a position within 1 degree of 10, 20, 30, ..., 80.// > //See above.// > //Done.// > //Done. The angle does not snap, the measurements displayed on the sides are forced to be correct for the whole numbered angle.// > Scene 8 of 9 -- fr:80 --> "feedback" -- is a bit confusing based on the wording "increasing by a decreasing amount". Perhaps use the phrase "a changing amount". > //The feedback has been changed to "As the angle increases by 10 degrees, the sine ratio does not change by a constant amount."// > //Added Chevrons.//
 * Items changed**
 * Scene 3, frames 3-34 remove box around 0.5
 * Scene 3, Frame 35: Go to tools and then close the tools, the flash file automatically moves to frame 36 and puts an answer in the textbox (30 degrees-correct) -
 * Scene 3 of 9 -- fr:35 --> the BC and AC script in the solution is hard to read (box may be too small cutting off part of the C). - determined by ComboMsg?
 * Scene 4 of 9 -- fr:4 give better feedback if they get one of the two correct boxes checked.
 * Scene 4 of 9 -- fr:4 --> instructions to include (click all that apply), also feedback should mention the angle remaining the same as well. - //Feedback change above addresses the first part. The feedback refers to the "given angle".//
 * Scene 4, frame 5: The instructions state that the hypotenuse should be close to 1, but the user has to make the hypotenuse equal 1. The instructions should state that the user should make the hypotenuse equal to 1 (or have it 'move to 1' if the user drags to 1.02 or 1.01)
 * Scene 7, Frame 4: Need to label the axes on the graph (A and sin A)
 * Scene 7, Frame 79: The button "alt" tag (the text that gives more info on the button) is hidden behind the erase button
 * Scene 7, Frame 3: When dragging the triangle, the textbox holding the values for A is cutting off the decimal value for each value (slightly) (Safari on Mac)
 * Scene 7, Frame 4: Suggest putting horizontal and vertical grid lines on the graph to make it easier to place points.
 * //retooled all the checkboxes to use the new tool - the last set use check for yes and x for no//
 * Scene 7, frame 83, Move Continue button up
 * Scene 8, Frame 3: The question, "What advantage..." is not really addressed in the lesson. Secondly, the summary seems to be addressing the linear/non-linear nature of the graph. Isn't this new learning? Should it be in the summary, or should the summary be about opposite over adjacent?
 * Scene 8 of 9 -- fr:3 --> "Summary" section suggests user to think about the advantage of having the angles increase by the same amount, we were unsure of the benefit especially when the increment is 10 degrees. (other than the graph given is done by a scale of 10 degrees) The "special" angles would be hit more specifically at intervals of 15 degrees.
 * Scene 8, frame 3, add after length 1
 * Scene 8, frame 3, change instruction to "Drag point C to make  to aid in the delta part -- show at least the first difference, perhaps with a chevron. **check how much students retain from grade 9.**
 * //Scene 8 has had the ending revised to morph the graph of sin A vs A to the graph of y=sinx. Do you like it?//

**Items unchanged**
> //The current message says "Drag Point C until the table of values in completed" - isn't that sufficient?// > //The instruction changes to blue and says "Drag Point C to create more of the graph" if they have not drawn a segment in each decade - isn't that sufficient?// > //It is just meant to give a clue as to what the next step in Clip 3's progression is - we are trying to get to the full graph of y=sinx.// > //Done.//
 * Scene 7, Frame 3: If you drag the button too quickly, you get gaps in the table of values...you may need to add a message to users to indicate they may need to drag more slowly.
 * Scene 7, Frame 82: The instructions should let the user know to drag slowly, as dragging too fast leaves gaps in the graph
 * Scene 8, Frame 81: Extension of the domain beyond 90 degrees is new learning. Should it be in the summary?
 * Scene 8, frame 150, Make explanation come in three bits, and have last bit "the value of sinx will be represented by y" line up with the previous bit.

**Items outside activity's control**
> //CLIPS has been optimized to still work on 800by600 screens. Users with higher resolutions can drag the calculator wherever they would like within that space. It would be nice if minicalc was not subject to the mask so that it could be dragged right off the space used by the wrapper and activity. It would be nice to have a copy and paste ability from the calculator.// > //True. We have plans to brand our own, but are also assuming that Grade 11 students will have their own handheld calculator that they are in the habit of using.//
 * Scene 3, Frame 3: If minicalc is open, you cannot enter information in the textbox to answer the question. Any key strokes are taken by minicalc. When using the calculator, it would be nice to either enlarge the wrapper to move the calculator off the activity. In this activity, you have to close the calculator to continue the activity.
 * Scene 4, Frame 3: No scientific calculator-you have to go to an external web page