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From users who are members of Transition to university :
Chris Graham  said  Ready to use  5 years, 4 months ago 
Aiden McCall  said  Needs to be tested  5 years, 4 months ago 
Vicky Hall  said  Has some problems  5 years, 5 months ago 
From users who are not members of Transition to university :
Simon Vaughan  said  Needs to be tested  2 years, 5 months ago 
History
Simon Vaughan 2 years, 5 months ago
Gave some feedback: Needs to be tested
Elliott Fletcher 5 years, 4 months ago
Published this.Chris Graham 5 years, 4 months ago
Gave some feedback: Ready to use
Chris Graham commented 5 years, 4 months ago
I've made some small changes in the advice. You should use
\mathrm{...}
where you have words in the equations, such as "Volume". I've also made some further adjustments to the variable ranges.Looks good.
Aiden McCall 5 years, 4 months ago
Gave some feedback: Needs to be tested
Chris Graham 5 years, 4 months ago
Gave some feedback: Has some problems
Chris Graham commented 5 years, 4 months ago
You need to think about the scale of your objects here. If you've gone to the effort of including a tennis ball then it would be a good idea not to give it a 30cm radius (unless it's one of those huge beach ones!). Same for the ice cream cone.
Aiden McCall 5 years, 4 months ago
Gave some feedback: Needs to be tested
Aiden McCall 5 years, 4 months ago
Gave some feedback: Has some problems
Aiden McCall 5 years, 4 months ago
Gave some feedback: Doesn't work
Vicky Hall 5 years, 5 months ago
Gave some feedback: Has some problems
Vicky Hall commented 5 years, 5 months ago
The answer to part a) in the advice is wrong. There's also an issue with the answer to part b). You give all lengths and the angle to the student to two decimal places but then you calculate the answer using more decimal places, which makes your answer slightly more accurate than theirs can ever be. In the example I just did, it still rounds the same to two decimal places in the end (although it might not always) but it wasn't the same to five decimal places, which you give on the line above. This may seem like a small thing but it will confuse the student as no matter how many times they retype it they will not get the same answer as Numbas. You could fix this by rounding your numbers to two decimal places in the variables section.
The advice here is far too wordy. Try it shorten it to get straight to the point. In part a), for example, it would sound better to say:
'We can see from the diagram that the radius of the frisbee is $22\mathrm{cm}$. Replacing the letter $r$ in the formula for the area of a circle with $22$ gives....' etc.
Try to do this with all of the sections.
I have also put all occurences of $\mathrm{volume}$ and $\mathrm{area}$ into \mathrm and changed your American spelling of 'centimetres'.
Aiden McCall 5 years, 5 months ago
Gave some feedback: Needs to be tested
Aiden McCall 5 years, 5 months ago
Gave some feedback: Has some problems
Stanislav Duris commented 5 years, 5 months ago
This question is very nice, I like how there is some context in every part. The images are great and it's clear what the question asks people to do. Good job with geogebra and all those variables. I've noticed some tiny problems.
 You use "Area =" or "Volume =" a lot in the question and sometimes this is displayed in Latex and sometimes it's not. For example, in parts a)c)d)e), before the gap, it is displayed as normal text. In part b), the font is different and much nicer. Do you want to fix this so it is consistent?
 In part c), "Calculate the volume of a cone given the formula for the area of a cone is" should be "Calculate the volume of a cone given the formula for the volume of a cone is".
 In part d), there is a sentence saying "Using the diagram and applying the volume of a sphere to the tennis ball." which is a bit out of place. Do you want to remove it or maybe adjust it so it makes more sense?
 Is it possible to align geogebra applets to the centre? If not, don't worry.
Advice
 In part a), "(the perimeter of the circle) of the circle." does not read well, I think you should just keep (the perimeter) in brackets. I feel like the sentence starting with "Identifying from the diagram that the radius.." is unfinished but maybe that's just me. Maybe replacing "that" with a comma would fix this. Similar problem in part c).
 In part b), the first line of the equation should look like the formula you gave them in the question, with sin as a function rather than just letters s,i,n.
 I think your a)b)c)d)e) headings shouldn't be bold as well, because now they seem way too big in the advice.
Aiden McCall 5 years, 5 months ago
Gave some feedback: Needs to be tested
Aiden McCall 5 years, 5 months ago
Gave some feedback: Has some problems
Aiden McCall 5 years, 5 months ago
Gave some feedback: Needs to be tested
Vicky Hall 5 years, 5 months ago
Gave some feedback: Has some problems
Vicky Hall commented 5 years, 5 months ago
I meant to link all formulae to the question so that the student understands why they have been given a particular formula. When asking them to calculate the volume of a tennis ball, tell them that you are providing the formula for the volume of a sphere. Hopefully this will help them to learn the correct formulae at the same time as practising substition.
Ensure that in all formulae the words 'Area' and 'Volume' are in Roman and also use \displaystyle to make the formulae clearer. Use $\sin C$ instead of $sin(C)$.
It's not necessary to state the value of $\pi$ (and certainly not after every part of the question!) as the student will be using their calculator for these questions anyway.
Please remember full stops at the end of all sentences.
Most of these comments also apply to 'Substitutuion without geometry' as well so please have a check through that too.
Aiden McCall 5 years, 5 months ago
Gave some feedback: Needs to be tested
Vicky Hall 5 years, 5 months ago
Gave some feedback: Has some problems
Vicky Hall commented 5 years, 5 months ago
In part c), you have mixed up the values of $r$ and $h$ in the solution. I would also change the possible values of $r$ and $h$ so that $h$ is always greater than $r$, because the diagram makes it look as though this is the case.
Link the formulae you are stating to the questions you are asking. For example, in part a), reword the question to say: 'Calculate the area of the frisbee given that the area of a circle is $\mathrm{Area}=\pi r^2$. Part d) needs to be reworded as the current prompt doesn't make sense and has 'cm' randomly placed in the sentence.
Remember full stops at the end of all sentences and at the end of the statement. If the formula is the end of your question, put the full stop after that.
In the advice section there are issues with a few of the solutions. In part a), the penultimate line of working is correct but the final line gives a totally different number. In part c), $r$ and $h$ are mixed up like they were in the expected answer to the question. And in part d), the solution isn't rounded in the final line of working, as you've done in all of the other sections.
Aiden McCall 5 years, 5 months ago
Gave some feedback: Needs to be tested
Aiden McCall 5 years, 5 months ago
Created this as a copy of Substitution with Geometry.No variables have been defined in this question.
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This question is used in the following exams:
 Units of measurement by Christian LawsonPerfect in Transition to university.
 Volume by Christian LawsonPerfect in Transition to university.
 David's copy of Area of geometric shapes by David Rickard in David's workspace.
 Jane's copy of Area of geometric shapes by Jane Courtney in Jane's workspace.
 Linn's copy of Units of measurement by Linn Flaten in Linn's workspace.
 Nick's copy of Units of measurement by Nick Walker in Nick's workspace.
 Units of measurement [L1 Randomised] by Matthew James Sykes in CHY1205.
 Lecture 1 by Matthew James Sykes in CHY1205.
 David's copy of Units of measurement [L1 Randomised] by David Rickard in PHYS1010.
 Volume by Kevin Bohan in Kevin's workspace.
 Transition Formula by Chris Templet in Chris's workspace.
 claire's copy of Volume by claire lines in claire's workspace.
 claire's copy of Units of measurement by claire lines in claire's workspace.