The topic of choice is vector-calculus because of its application in different branches of physics and engineering. The rationale for choosing vector-calculus is that it is applicable in various fields that enhance how individual tackle some tasks (Tarasov, 2015). The primary reason why I am interested in Vector-Calculus is its applicability in numerous branches of physics. For instance, it is applicable in various classical mechanics subfields such as fluid mechanics that have been crucial in the development of hydraulic systems (Lipsman& Rosenberg, 2017). Fur, vector-calculus is applicable in electrodynamics, which has been influential in ascertaining that various electronic systems contribute to the development of humanity.
Nevertheless, vector-calculus may be deemed complicated by grade 12 students. On this note, it is imperative to note that students face challenges presented by having to work with theories proposed by renowned scientists such as Albert Einstein (Balankin, Bory-Reyes, & Shapiro, 2016). The Relativity theory proposed by Einstein has been problematic to many students primarily because of the calculations involved in the approach. Nevertheless, instilling the skills and knowledge of vector-calculus to students is essential in ensuring that they are capable of contributing positively to various systems associated with engineering developments (de Goes, Desbrun, Meyer, &DeRose, 2016).
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Vector-calculus is influential in the transport industry. For instance, a simple direction like giving instructions to an individual who needs to know where a particular office is located in the street applies the field (Mengesha& Du, 2016). However, it is most important when it comes to large-scale transport in areas such as shipping and aviation. Tersely, using air and water transport is dependent on vectors to identify the precise destination. Moreover, the sporting field is also reliant on vector-calculus. Sports such as American Football require the athletes to make passing decisions based on vectors.
After completing the vector-calculus, I hope to be able to answer some questions aptly and succinctly. I expect to explain what, when, how, where, why vector-calculus is important and applied. For example, as regards the how and when questions, I hope the subject will instill in me the necessary skills required to address specific multivariable calculus problems and at the right time. I anticipate also being able to answer why vectors-calculus is essential and how it is applied in normal day-to-day activities.
Lastly, there are several student-led activities required when undertaking the vectors-calculus subject. For instance, students are required to create and organize discussion groups, which are primarily needed to practice the vectors formulae. Also, learners are required to complete take-away assignments after each session to test their skills and knowledge of the subject. Besides, students also must engage in brainstorming and active learning to improve their understanding of the topic. Student-teacher consultations are also part and parcel of this course. Most importantly, active listening and participation in class is a prerequisite for the learners to be able to grasp all the vectors-calculus concepts and formulae.
References
Balankin, A. S., Bory-Reyes, J., & Shapiro, M. (2016). Towards a physics on fractals: differential vector calculus in three-dimensional continuum with fractal metric. Physica A: Statistical Mechanics and its Applications , 444 , 345-359.
De Goes, F., Desbrun, M., Meyer, M., &DeRose, T. (2016). Subdivision exterior calculus for geometry processing. ACM Transactions on Graphics (TOG) , 35 (4), 133.
Lipsman, R. L., & Rosenberg, J. M. (2017).Physical Applications of Vector Calculus.In Multivariable Calculus with MATLAB® (pp. 205-234).Springer, Cham.
Mengesha, T., & Du, Q. (2016). Characterization of function spaces of vector fields and an application in nonlinear peridynamics. Nonlinear Analysis , 140 , 82-111.
Tarasov, V. E. (2015). Vector calculus in non-integer dimensional space and its applications to fractal media. Communications in Nonlinear Science and Numerical Simulation , 20 (2), 360-374.
