Applications of Vectors in Real Life Project Why have a final project instead of a final exam? Well, I think most people would agree it’s less stressful for students, so let’s start there � �� ��� Sec

Applications of Vectors in Real Life Project

Why have a final project instead of a final exam? Well, I think most people would agree it’s less stressful for students, so let’s start there � �� ���

Second, I think it has the capability to meet the same learning goals as a final exam! So if it does the same thing, but is less stressful, why the

heck not!

To help you be successful in creating your project, I will provide you with a few different things. First, a rubric clearly communicating the

expectations and grading system for the project. Second, examples of topics that you might use. Third, examples of other projects, what these

might look like and what tools they might use. Each of these things are included here.

Rubrics & Grading

There will be two separate deadlines for the project: a first and a final draft. The due dates for those are 10/11 and 12/9 respectively. The project

as a whole will account for 10% of the Step 2 grade, with the first and final draft both being worth 5% each. There are also bonus points

available in the project! This will help you make up for points lost on other things (missed an AYK submission, etc.).

The project drafts are scaffolded to fit with the class topic schedule. The first draft will focus on vector basics: why do you need vectors for

this? What properties of vectors are important in describing the topic? Etc. The final draft then incorporates topics covered later in the semester,

such as writing a vector in component form, etc. The scaffolded nature of the project is intended to increase your understanding of both the

topic you chose and the learning outcomes we will cover.

Any format is okay: typed paper, powerpoint presentation, video recording, actual physical model representation, etc. As long as it allows you

to meet the rubric requirements, you’re good to go! � �� ���

Plagiarism is strictly prohibited. All major aspects of your project should be original (created and completed by yourself). It’s okay to use

outside resources (you should certainly be using our course materials and discussing with your peers) but that should only provide you with

contextual knowledge. The project itself is your brainchild! If you use resources outside of our class materials, you must clearly indicate and

cite those resources.

You should include all materials that you’ve used up to that point in each draft submission. I.e. be sure to include materials from your first draft

in your final draft, even if you found out something was incorrect!

First Draft Rubric

Rubric Item Highest demonstration → Lowest demonstration

1. Student picked a novel

topic to which vectors can

be applied.

3/3 = Student picked a

novel topic to which

vectors can be applied.

1/3 = Student picked a

novel topic.

1/3 = Student picked a

topic to which vectors can

be applied.

0/3 = Student did neither

etc.

Bonus points. Student

picked a topic related to

their major/degree

program.

+3 = Student picked a topic related to their

major/degree program, with a brief discussion and a

screen cap from MyWings.

+0 = Student did not pick a topic related to their

major/degree program, or did not explain that it was

related.

2. Student discussed why

vector properties are

relevant.

3/3 = Brainstorming or

general ideas about how

only vectors can

accurately describe the

topic (as opposed to using

scalars).

2/3 = Some discussion

about use of vectors and

vector properties. No

discussion of why scalars

would fall short.

1/3 = Discussion about

scalar properties as it

relates to the topic.

0/3 = No discussion of

vector or scalar properties

as it relates to the topic.

3. Student included vector

diagrams demonstrating

the use of vectors to

describe their topic.

3/3 = Diagram included

with vectors and vector

labels. Vectors are clearly

related to specific

phenomena from the

topic.

2/3 = Diagram included

with vectors, but vectors

are not clearly related to

specific phenomena.

1/3 = A diagram is

included, but either it’s a

scalar diagram, or it’s

unclear how it’s related to

the topic.

0/3 = No diagram

included.

Total graded: 9 points. Total available: 12. This means that you can earn 2.5% bonus towards your final Step 2 grade!!!! � � � �

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Final Draft Rubric

Rubric Item Highest demonstration → Lowest demonstration

1. Student responded to

feedback from the

instructors.

3/3 = Student included a

discussion or response for

each feedback item from the

first draft.

1/3 = Student responded to some of the feedback, but

not all.

0/3 = Student did not

respond to feedback.

2. Student discussed what

vector operations may be

used to describe the topic.

3/3 = Student discussed

several of the following:

vector addition, dot product,

cross product. And whether

or not they thought these

would be useful in

describing their topic.

2/3 = Student discussed

one of the following:

vector addition, dot

product, cross product.

And whether or not they

thought these would be

useful in describing their

topic.

1/3 = Student discussed

one of the following:

vector addition, dot

product, cross product. But

did not address whether or

not they thought these

would be useful in

describing their topic.

0/3 = Student did not

discuss or address

vector operations.

Note: for the above, you do not have to be correct! You just have to incorporate your knowledge from this semester in your explanation � � �

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3. Student was able to

identify whether or not

multiple types of vectors

may be used to describe

their topic.

3/3 = Student included a

discussion of the vectors

they’ve used so far, what

they describe, and was able

to identify whether or not

those vectors may be

physically different

(position vector v. force

vector).

2/3 = Student included a

discussion of the vectors

they’ve used so far,

including what they

describe but did not

identify whether or not

those vectors may be

physically different.

1/3 = Student included a

discussion of the vectors

that they’ve used so far.

0/3 = Student did not

discuss they vectors

they’ve used so far.

Bonus Points: Student

found another set of

vectors not previously

used, that describe a

+3 = Student included a vector diagram representing this

newly discovered vectors, included a discussion of why

these vectors are necessary to describe their topic, and

+0 = Student did not attempt to find a new set of

vectors within their topic, did not explain or discuss

etc.

new/different physical

phenomenon related to

the same topic.

addressed why they are different from previously used

vectors.

If you make a substantial effort towards the above bonus, but are not able to find a new set of vectors in your topic, but you explain your

process/cite evidence for new vectors not existing etc. then you can still get the bonus points � � �

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4. Student was able to

assign reasonable values

(magnitude and direction)

to their vectors, and make

use of these values to

write their vectors in

component form. Or the

student did the opposite:

first writing their vector

in component form, and

then using that

information to determine

its magnitude and

direction.

3/3 = Student included their original values, along with a

discussion of why these are reason within the context of

their topic. Student included their mathematical process

for writing their vectors in component form or vice versa

etc.

1/3 = Student wrote their

vectors in component form,

demonstrating some of

their mathematical process

(or vice versa), but did not

include all their work or

did not include a

discussion.

0/3 = Student didn’t

write their vectors in

component form or

vice versa, or didn’t

include any

mathematical work

whatsoever.

5. Student was able to

identify which Learning

Outcomes they

demonstrated

understanding of during

their project.

3/3 = Student included a list

of at least 3 learning

outcomes that they used in

their project, with

discussion.

2/3 = Student included a

list of 2 learning

outcomes that they used

in their project, with

discussion.

1/3 = Student included a

learning outcome that they

used in their project, with

discussion.

0/3 = Student did not

include or did not

discuss learning

outcomes.

Total graded: 15 points. Total available: 18. This means that you can earn 1.5% bonus towards your final Step 2 grade!!!! � � � �