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!!!! � � � �
