# Mathematical Journey/Group Project/e-Learning activity - Group Project

You have now selected the topic for your final project. If you've selected from the page of suggestions, you already have a starting point. If your final project is a group project, you will be getting an e-mail from the group project facilitator.

Your final project report should have the following sections: Description of Project: Tools Used; Assumptions Made: Description of Model Used To Arrive at Solution; Application of Model; Explanation of Solution; Validation of Solution (checking to see if it makes sense); Self-Assessment; Conclusion.

All final projects will be assessed with this rubric:

Attribute/Level |
Not Acceptable |
Minimally Acceptable |
Acceptable |
Exceeds |
---|---|---|---|---|

Toolbox |
Does not have the algebraic tools at hand to solve stated problems |
Can access tools with some prodding and then is able to apply with success toward the problem at hand |
Has tools at hand and can access them as needed to solve the problem at hand. |
Not only has a solid available toolbox of methods but also has the skills available to add to that toolbox as needed. |

Assumptions |
Does not identifying any assumptions before addressing the problem at hand |
Identifies some assumptions, but has an incomplete list |
Identifies critical assumptions for the problem at hand |
Addresses all assumptions and thinks ahead to the implications of those assumptions for the solution of the problem |

Model |
Model is either non-existent or so unorganized that it is nearly impossible to follow; conclusions are unsupported and often incorrect |
Model is presented with some explanation and followed through; conclusion may have a few minor flaws, but is generally acceptable |
Model is laid out clearly and followed through; good organization makes model clear; model leads to defendable conclusion |
Excellent documentation accompanies the model and it is followed through to a clearly laid-out conclusion, which is supported throughout with good mathematics |

Articulation |
Little (if any) explanation is given regarding the mathematics used and/or incorrect interpretation is proposed. Terms are not defined. |
General steps are identified for a proposed solution, although some details are missing or unclear. Interpretation of the mathematics is generally correct. Most terms are defined. |
The problem-solving process is clearly articulated and the interpretation of the math used is correct. All terms are identified correctly. |
The whole process is explained fully in each step. All results are fully interpreted and there is a depth to the interpretation. All terminology is defined in one’s own words and demonstrates a solid comprehension of all terms and approaches. |

Validation |
The solution is not validated. |
Some attempt is made to check the solution for validity. |
The solution is validated. |
Several approaches are used to validate the given solution. |

Self-Assessment |
No self-assessment occurs. |
Some strengths and areas for improvement are identified. |
Good insight is added to careful identification of strengths demonstrated as well as areas to improve. |
Along with clear articulation of strengths and areas to improve, the learner demonstrates impressive insight into the whole process. |

When you are ready to write a report on your project, go to Assignment 3

Or, Return to Study Desk