UPDATE!
As we typically get many students signing up around this time, we’ve temporarily discounted our full memberships to just €59 for the year!
SAMPLE PROJECTS
OVERVIEW
Below, we have provided three completed projects for the very first Applied Maths project brief from 2022/23, titled as follows:
Select one or more aspects of projectile motion in a sporting context.
These three projects are provided in varying quality (high, average & low) so that students can see what are often minor differences between these three quality standards.
Aiming for the Top Corner
by
Ciarán Kenny
1) Introduction and Research
THIS CONTENT IS FOR MEMBERS ONLY!
THIS CONTENT IS FOR MEMBERS ONLY!
THIS CONTENT IS FOR MEMBERS ONLY!
2) The Modelling Process
THIS CONTENT IS FOR MEMBERS ONLY!
THIS CONTENT IS FOR MEMBERS ONLY!
THIS CONTENT IS FOR MEMBERS ONLY!
3) Interpretation of Results
THIS CONTENT IS FOR MEMBERS ONLY!
THIS CONTENT IS FOR MEMBERS ONLY!
THIS CONTENT IS FOR MEMBERS ONLY!
Additional Improvements
The High Quality project above could even be further improved if the following changes were made.
THIS CONTENT IS FOR MEMBERS ONLY!
Final Notes
Below, we have described some important points about the high quality project above.
1) Word Count
One of the aspects of the project that students find the most difficult to deal with is keeping within the word count of 900 words.
Although it may appear that our high quality project above has gone way beyond that limit, it’s important to also remember that equations etc. are not included!
Therefore, if you are concerned that a certain approach may not be viable because it would contain too much maths, you in fact have nothing to worry about!
2) Variety
The high quality report above includes content from all of the following topics:
A) Vectors and Scalars
B) Vector Decomposition
C) SUVAT Equations
D) Projectile Motion
E) Newton’s 2nd Law
F) Drag Forces
G) Differential Equations
H) Integration by substitution
In addition, material from Leaving Cert maths (trigonometric identities, solving logarithmic equations etc.) is also used.
As we have therefore demonstrated a broad understanding of many concepts within the curriculum, the examiner will be quite pleased!
3) No “Fancy” Maths
A common mistake that students make with the project is the following assumption:
“Including college maths = An impressed examiner”
In fact, the inclusion of such maths is more likely to confuse and/or annoy the examiner!
The purpose of the project is not to research maths that is outside of the curriculum.
Instead, as was done in the high quality project above, the student should focus on using maths that is part of the syllabus, improving on the resulting model with one iteration after another.
