January 2020 Page 1 of 5 Project Fields to Include .docx

January 2020
Page 1 of 5
Project Fields to Include in ITP Deliverables
Contents
• Tasks to include in ITP Deliverables
• Project Configuration Settings
• ITP-1 - Project WBS with Durations
• TTP-3 - Project Schedule with Dependency Links
• TTP-4 - Project Resources and Costs
• ITP-3 - Project Risk Assessment
• TTP-5 - Consolidated Project Management Plan
• TTP-6 - Project Execution, Tracking and Changes
Tasks to Include in ITP Deliverables
First, before we get to fields - Please make sure that your WBS
(and .mpp file) include the following tasks
as part of your WBS. Note that this these are necessary but far
from sufficient. Many more tasks are
needed. This also does not mean that a single task will
necessarily suffice for each of these. Rather,
include as many tasks as it takes to do the job, but please
include at least the following kinds of tasks in
addition to whatever else you were planning for your WBS:
• Tasks regarding ordering, delivering, and receiving hardware
• Tasks regarding ordering, delivering, and receiving software

• Tasks regarding ordering, delivering, and receiving
networking
• Tasks regarding installing hardware
• Tasks regarding installing software
• Tasks regarding installing networking
• Tasks regarding managing, controlling, and monitoring the
project and the team
• Project meetings
To reiterate, there is a lot more to the WBS than this. However,
you will find these tasks to be needed in
later ITP deliverables. Omitting them would likely be
detrimental for many assignments.
January 2020
Page 2 of 5
Project Configuration Settings
Project needs some configuring before you submit these
assignments. Hint: This step will count
towards your grade.
NOTE: This is a one-time setup. If you follow the configuration

steps for ITP-1, you do not need to
configure Project for later assignments.
Launch Project and open a Blank Project. Open Project Options
and adjust your calendar options
settings to look EXACTLY like this:
Verify your scheduling options look EXACTLY like this
Verify your calculation settings look EXACTLY like this
January 2020
Page 3 of 5
ITP-1 – Project WBS with Durations
Please ensure that your .mpp file includes at least the following
fields (columns) visible in the
left-hand table portion of the Gantt chart view or the Tracking
Gantt view:
• Indicators (white "i" in a solid blue circle, listed in the
Columns list as "Indicators") [a
default field]

• Task Mode
• Name (i.e., task name) [a default field]
• Duration [a default field]
TTP-3 - Project Schedule with Dependency Links
Before we get to TTP-3 fields, a note about the general
structure of the TTP-3 schedule: The
Gantt Chart and the Network Diagram should not look like
waterfalls, wherein each task has
only one predecessor and only one successor. That is not only
unrealistic, but is problematic for
most projects. There should be parallelism. This means that
typical tasks should have multiple
successors and/or predecessors.
Gantt view:
• All fields from ITP-1
• Start date [a default field]
• Finish date [a default field]
• Predecessors [a default field]

• Successors
Additionally, please ensure that the Critical Tasks box in the
Format tab is checked.
TTP-4 - Project Resources and Costs
Gantt view and also in the
Resource Sheet view:
• All fields from ITP-1 and TTP-3
• Resource Name
• Material
• Type
• Group
• Standard Rate
• Cost per Unit
• Cost
• Work

January 2020
Page 4 of 5
ITP-3 - Project Risk Assessment
Please ensure that your risk register spreadsheet file includes at
least the following fields
(columns):
• WBS ID
• Task Name or brief description
• Task Level (see note in assignment instructions)
• Risk Description
• Risk Category (Risk Type)
• Risk Probability
• Risk Consequences (Impact)
• Initial Risk Score (Probability * Impact)
• Risk Handling Category
• Risk Handling/Control Plan
• Risk Owner (Risk Manager)
Additional suggested fields:

• Est. Cost of Mitigation
• Remaining Probability after Mitigation
• Remaining Consequences (Impact) after Handling
• Final Risk Score
• Current Risk Status
• Notes and discussion
TTP-5 - Consolidated Project Management Plan
Gantt view:
• All fields from ITP-3
TTP-6 - Project Execution, Tracking and Changes
left-hand table portion of the Tracking Gantt view:
• All fields from TTP-5
• Actual Start

• Actual Finish
• Actual Duration
• Baseline Start
• Baseline Finish
• Baseline Duration
January 2020
Page 5 of 5
On Resource Sheet view:
• All fields from TTP-4
• Baseline Cost
Additional suggested fields:
• Earned Value - EV (BCWP)
• PV (BCWS)
• AC (ACWP)
• Schedule Variance (SV)
• Cost Variance (CV)

• Estimate at Completion (EAC)
• Budget at Completion (BAC)
• Schedule Performance Index (SPI)
• Cost Performance Index (CPI)
• Percent Complete
PHYS 103
Report 2 Instructions
Projectile Motion
Download this document and record the results in the table
below as prompted by the procedure. Save the completed
document to your computer, include photos, and upload the
final 1–2-page Word document.
Take a photo of the setup at the prompt in the assignment.
The Data Table is intended to be filled out from left to right
with the columns before calculated distance being computed by
the principles within the laboratory exercise. Using the data
table, calculate for an initial angle (and incremented angles
thereafter), the acceleration of the steel ball, the velocity, time
until the ball hits the ground, and the horizontal distance the
ball should travel. You will mark the calculated position on the
floor and then measure the actual distance traveled.
Submit photo of completed table showing all your work.
Submit Report 2 by 11:59 p.m. (ET) on Monday of
Module/Week 3.

Projectile Motion
Carolina Distance Learning
Investigation Manual
2
©2015 Carolina Biological Supply Company
Table of Contents
Overview
...............................................................................................
........ 3
Objectives
...............................................................................................
...... 3
Time Requirements
...................................................................................... 3
Background
...............................................................................................
... 4

Materials
...............................................................................................
......... 7
Safety
...............................................................................................
.............. 8
Preparation
...............................................................................................
.... 8
Activity 1: Projectile launched in a horizontal direction.
................... 10
Data Table
...............................................................................................
... 12
3
Overview
In this investigation, students will explore two-dimensional
motion and learn how
vectors are used to describe the trajectory of an object.
Students will observe the

motion of an object launched horizontally at various speeds, and
they will learn how
to predict the motion of the launched object using their prior
knowledge of kinematics
combined with new knowledge of vectors and the trajectory of
projectiles.
Objectives
-dimensional
and projectile motion
tory of a horizontally launched projectile
using vectors and
kinematics equations.
Time Requirements
Preparation
.............................................................................................1
5 minutes
Activity 1
...............................................................................................
..30 minutes
Activity 2
...............................................................................................

..20 minutes
4
Background
Projectiles are objects that are given an initial velocity and
subsequently travel along
their trajectory (flight path) due to their own inertia. Vectors
describe the velocity,
acceleration, and forces that act upon a projectile in terms of
direction and
magnitude. The principles of vector addition are used to
understand and predict the
trajectory of projectiles and can be used in other applications of
two-dimensional
motion, such as circular motion or the elliptical orbits of
planets and comets.
Therefore, vector addition is an important subject in the field of
mechanics, a branch

of physics that studies how physical bodies behave when
subjected to forces or
displacements.
Once the motion of a projectile is understood, knowledge of a
few initial parameters
can allow the calculation of many aspects of the projectile’s
trajectory, such as the
maximum height, the time of flight, and the range, or the
horizontal distance the
object will travel.
A simple example of a projectile is a ball that is thrown. A ball
thrown with less force
has a lower speed and hits the ground sooner and nearer than
the same ball thrown
with greater force. However, the angle at which the ball is
thrown also affects the
trajectory of the ball. Which matters more, the initial speed or
the release angle?
What happens when a ball is thrown at a high speed, but at a
shallow angle? Will it
travel farther than a ball traveling at a low speed at a greater
angle? The answers to
these questions can all be calculated by applying kinematics

equations and some
knowledge about vectors.
Projectiles will tend to follow a parabolic trajectory. If you
draw a line that follows the
movement of a ball after you throw it, you would see the shape
of a parabola. The
shape of the parabola depends on the initial speed and the
release angle, but all
projectiles launched at an angle follow this parabolic curve (see
Figure 1).
Figure 1.
5
In order to understand the motion of a projectile, it helps to
consider the object as
moving in two dimensions, the vertical (y) direction and the
horizontal (x) direction.
The velocity of the projectile at any given time can be broken

down or resolved into a
vector in the x direction and a vector in the y direction. The
magnitudes of these
vectors are independent of one another. Gravity only affects the
vertical component
of the velocity, not the horizontal component.
Consider Figure 1. When the projectile is launched, the
velocity, v, consists of two
independent, perpendicular components, vx, and vy. If air
resistance is negligible, the
horizontal component of the velocity, vx, remains constant,
whereas the vertical
component of the velocity vy changes due to gravitational
acceleration. The initial
value for vy decreases as the projectile travels to the highest
point in the parabolic arc
and then increases in the opposite direction as the projectile
descends. If air
resistance is negligible, the vertical velocity of the projectile
when it returns to the
elevation from which it was launched will have the same
magnitude as when the
projectile was launched, but the direction will have turned 180°.

Consider two projectiles launched horizontally at exactly the
same time and from the
same height, but one projectile has an initial velocity that is
twice the other projectile.
If the ground beneath the projectiles is level and air resistance
is ignored, both
projectiles will land on the ground at the same time. This may
seem counter intuitive,
because the projectile with the greater speed is traveling farther,
but experimentation
proves that the time of flight of both projectiles will be the
same, and both projectiles
will land at the same time. The projectile with the greater
velocity will land farther and
its parabolic trajectory will be different, but the time for the
two projectiles to reach
the ground is the same.
When air resistance is taken into account, the mathematics
describing the motion of
projectiles can be challenging, but in many cases the air
resistance is negligible and
can be ignored. If air resistance is ignored, the motion of a
projectile can be
described by kinematics equations. The motion in the

horizontal direction is constant
and can be described with this simple equation:
�� =
�
�
where vx is the magnitude of the horizontal component of the
projectile’s velocity, x is
the horizontal distance that the object travels, and t is the time.
Although the
projectile’s velocity in the horizontal direction is constant, its
velocity in the y direction
is constantly being accelerated by gravity at a rate of g = 9.8
m/s2.
If a projectile is fired at an angle of 0° from the horizontal (i.e.
in the x direction), the time
for the projectile to fall to the ground depends only on the
initial height and the
acceleration due to gravity. The time is independent of the
horizontal velocity.
The motion of the projectile in the y direction, which is affected
due to the acceleration
of gravity, can be described by kinematics equations, as
follows:

6
� =
1
2
��2 + ��
��2
2 = ��1
2 + 2��
��2 = ��1 + ��
� =
1
2
(�� + ��)�
where y is the displacement of the projectile in the y direction,
a is the acceleration in
the y direction (which in this context is equal to the
acceleration due to gravity, g = 9.8
m/s2), vy2 is the velocity of the object in the y direction at time

t2, vy1 is the velocity in the
and t2.
Because the magnitudes of perpendicular vectors are
independent of each other, the
time that a projectile travels can be calculated by considering
only the vertical
component of the velocity. Once the time of flight for the
projectile is known, the
horizontal distance that the object travels can be calculated by
multiplying this time by
the horizontal speed of the projectile.
In this activity, you will predict and then measure the horizontal
distance of a projectile
launched from an elevated position with an initial velocity that
has only a horizontal
component. In order to measure the horizontal distance that the
projectile will travel,
you will need to know the horizontal speed of the projectile,
and the time that the
projectile will be in the air.
The projectile in this activity will be the steel sphere from the
mechanics materials kit.

The sphere will roll down an incline using the angle bar as a
track, then transition to a
grooved ruler so that it will travel horizontally when it leaves
the table. You will apply
your knowledge of kinematics to determine the velocity of the
sphere as it leaves the
table.
Since the sphere has no vertical velocity as it leaves the table,
the time for the sphere
to reach the ground is determined only by the height of the table
and the
acceleration due to gravity, which will be g = 9.8 m/s2.
7
Materials
Included in the Mechanics Module kit:

Metal Sphere 1
Acrylic Sphere 1
Angle Bar 1
Clay 1
Needed from the Central Materials set:
Ruler 1
String 1
Washer 1
Tape Measure 1
Protractor 1
Needed, but not supplied:
Book 1
Masking Tape 1
Calculator 1
Reorder Information: Replacement supplies for the Projectile
Motion investigation can

be ordered from Carolina Biological Supply Company,
Conceptual Physics Mechanics
Module kit 580404.
Call 1-800-334-5551 to order.
8
Safety
Safety Goggles should be worn at all times during this
experiment.
Read all the instructions for this laboratory activity before
beginning. Follow the
instructions closely and observe established laboratory safety
practices, including
the use of appropriate personal protective equipment (PPE) as
described in the
Safety and Procedure section.
Safety Goggles should be worn during this experiment.

Do not eat, drink, or chew gum while performing this activity.
Wash your hands with
soap and water before and after performing the activity. Clean
up the work area
with soap and water after completing the investigation. Keep
pets and children
away from lab materials and equipment.
Preparation
1. Locate a smooth, level surface or table at least 70 cm from
the floor.
2. Clear the table and the floor in front of the table.
3. Place the book on the table so that one end of the angle bar
may rest on the
book and the other end stops about 5 centimeters from the end
of the table
(see Figure 2).
4. Place some clay on the book to create a seat for the angle bar.
5. Place the grooved ruler at the end of the angle bar so that the
angle bar rests in
the groove of the ruler, and the ruler runs to the end of the
table.

6. Tape the yellow ruler to the table to keep the ruler in place.
Place the tape
behind the point where the angle bar rests on the ruler so that
the tape does not
interfere with the sphere as it rolls.
Note: For this experiment the sphere must roll down the angle
bar and leave
the table with a horizontal velocity. The groove in the ruler
allows the
sphere to transition from the incline to a horizontal direction.
9
7. On the edge of the table, just below the end of the ruler, tape
a piece of string
and allow it to hang vertically from the table. The string should
stop about 3 cm
from the floor.
8. At the bottom end of the string, tie a washer. This is a plumb
line, and it will allow
you to find the point on the floor directly below the point where

the sphere will
leave the table.
Measure the angle of the angle bar vs the table with the
protractor (see Figure
2). Record the value in the Data Table in the column titled θ
for Trial 1.
9. Mark a point about 3 cm from the higher end of the angle
bar. This will be the
start point.
10. Take a photograph of your complete setup.
Figure 2
Book
10

Activity 1: Projectile launched in a horizontal direction.
1. Measure straight down from the top of the table to the floor
with the tape
measure. Follow the plumb line to make sure the tape measure
is straight.
2. Rearrange the kinematics equation for vertical displacement s
to give an
equation for time. Calculate the value for time using this
equation and write it in
the Data Table. This time should be the same for each trial.
� =
1
2
�∆�2
In other words,
� = √
2�
�

Because the sphere is in free-fall after it leaves the table, the
acceleration will be
equal to gravitational acceleration:
� = � = 9.8
�
�2
The displacement s is the vertical height from the table to the
floor.
� = ℎ
Therefore, the equation for the time of flight, t, can be rewritten
as
� = √
2ℎ
�
3. Calculate the horizontal velocity the sphere will have as it
leaves the table by
calculating the velocity of the sphere at the bottom of the
incline.
First calculate the acceleration of the sphere as it rolls down the

incline. The
acceleration of the sphere as it rolls is given by:
� = 0.7� sin �
substitute the angle of the incline for θ, and record the value for
acceleration in
the Data Table.
4. Use this value for the acceleration to find the horizontal
speed of the sphere as it
leaves the table, by applying the following kinematics equation:
11
��
2 = �1
2 + 2��
where vx is the translational velocity of the sphere as it reaches
the bottom of the
track, v1 is the initial velocity of the sphere, and is 0 m/s,
because the marble will
be released from rest. a is the acceleration of the sphere. s is

the length of the
track from the start point to the end of the slope. Assume the
sphere travels at
this speed along the length of the horizontal ruler.
Rearrange the equation and substitute the value for a from the
previous
calculation, and the length of the angle bar from the start point
to the end of
the ramp.
�� = √2��
Record the value for vx in the Data Table.
5. Multiply the value for the horizontal velocity, vx by the time
found in step 2.
Record the value (in meters) in the Data Table.
This is the distance that the sphere will travel before it strikes
the floor.
6. Using the tape measure, find the point on the floor that is at
the same distance
from the table as the value calculated in step 5. Measure from
directly beneath

the plumb line, and measure in the same direction that the angle
bar is pointing.
7. Place the sphere at the start point on the high end of the
angle bar.
8. Release the sphere, and allow the sphere to roll down the
angle bar, to the
grooved ruler, and off the table. The sphere should land on or
close to the point
you marked on the floor.
9. Measure the distance to the point where the steel sphere
struck the floor.
10. Find the percent error between the distance you calculated
and the distance
actually traveled by the sphere.
�� =
|�� − ��|
��
� 100%
11. Repeat the experiment with the acrylic sphere.
12. Repeat the experiment using both the steel and acrylic
spheres, increasing the
angle by 5° then 10°.

12
Data Table
Data Table
Trial Sphere θ a =
0.71(9.8)sinθ
�� = √2��
� = √
2ℎ
�
Calculated
Distance
� = ��
Actual
Distance
Percent

Difference
1 Steel
2 Steel +5°
3 Steel +10°
4 Acrylic
5 Acrylic +5°
6 Acrylic +10°
ITP-1 - Project WBS with Durations Page 1 of 6
ITP-1 Project Work Breakdown Structure with Durations
(Individual project)
Please be sure to read the Team Contribution Assessment and
Grading of Team Assignments and the
Project Documentation Requirements sections of the ITP Master
Document.
Assignment for the ITP-1 Project Deliverable
The objective of this assignment is for each member of the team
to individually determine the
tasks that will be required to build the IT project for the client
organization and to put these tasks
into a format that will facilitate your team's efforts (next week)

to build a single WBS for the next
ITP assignment.
Please post your ITP WBS assignment in your Assignment
Folder; please include your last name and "ITP-
1" as part of the file name (example: Jones - ITP-1 - WBS).
This assignment has two parts.
Part 1. Work Breakdown Structure in Microsoft Project
Review your project charter and the overview of the ITP posted
in the Syllabus and in the previous
project assignment. Read the Week 2 Lecture - How to Build
Work Breakdown Structures. Then,
individually, develop and submit a project work breakdown
structure (WBS). Use the textbook and LEO
Conferences (and other valid sources, such as PMI) and submit
in Microsoft Project .mpp format. The
Readings in your weekly Content will help with your
assignments.
Note that subsequent ITP deliverables will be in Microsoft
Project, so if you have not yet loaded
Microsoft Project, please do so now.
Required:
Your copy of Microsoft Project needs some configuring before
you get into this assignment. Hint: This
step will count towards your grade.
NOTE: This is a one-time setup.
• Launch Microsoft Project and open a Blank Project

• Open the Project Options dialog
• Verify your calendar options settings look EXACTLY like this
http://www.pmi.org/
• Verify your scheduling options look EXACTLY like this
• Verify your calculation settings look EXACTLY like this
You will find that there are MANY ways to add information to
your Microsoft Project. If you find yourself
struggling with the software, please consider:
• Using Microsoft Project's Help feature
• Using the tutorials at Microsoft.com
• Checking out online tutorials on YouTube
• Looking for other on-line help
• Using the library or a bookstore for supplemental texts
• Asking me for help
Your WBS should include all work necessary to complete the
scope of the project, specifically including
the technical IT work of the project, but also including the

project management work as well. At this
stage, this deliverable should not yet include predecessor-
successor linkages, time or duration, dates, or
resource (cost, staff, etc.) data. This is because Microsoft
Project performs a complex algorithm with
each project element that is added. To see the impact of each
project element, we need to add them
one at a time. For this assignment, after the WBS is completed,
we will add only durations in this
assignment.
Here are some suggested Level 2 WBS elements:
• IT System Design
• System Hardware
• System Software
• System Networking
• System Test
• Project Management
• System Transition
With respect to hardware, software and networking - lower level
WBS elements will deal with Orders,
Delivery, Receiving, Installation, etc.
To reiterate, there is a lot more to the WBS than this. Do not

spend too much time getting "down into
the weeds". A good size for this class would be no more than 10
Level 2 elements. Decompose these to
Level 3 elements (or Level 4 if absolutely necessary).
Remember, the lowest level elements (those with
indented sub-tasks, not indented summary tasks) will be your
work packages.
Pay close attention to the Week 2 Lecture, How to Build Work
Breakdown Structures, including:
• WBS Creation process
• Definitions
• Convention for WBS structure
• Considerations for building the WBS
• Schedule development process
• Terminology
You MAY work with your teammates to determine the summary
tasks. On your own, you should
provide your own summary tasks that may be different, plus
sub-tasks based on your own
knowledge of the project, the project scope and what you know
about IT systems .
Now you are going to define and list sub-tasks within each work
package. Once you have the sub-tasks
loaded, apply estimated durations for each one. When working
with your schedule, you want to be
careful not to interfere with Project's scheduling engine. This
means only loading durations for sub-

tasks, NOT the Summary Tasks! Just because Project does not
stop you from changing Summary Task
durations, it does not mean changing them is a good idea!
Scheduling conventions in Project
• Do not enter dates (i.e., Start, Finish, etc). Only enter activity
durations and let the MS-Project
scheduling engine calculate the dates.
• Try to avoid overly small (micromanaged) or overly large
durations (which bite off more than
you can chew). Keep the durations reasonable and realistic. A
best scheduling practice is to keep
sub-task durations to 80 hours (10 days) or less.
• Do not use "manually scheduled" sub-tasks. Make sure every
sub-task uses the "automatically
scheduled" setting. Auto-Schedule is on the tool bar at the top
and includes push-pins and blue
arrows. When manually scheduled, the dates are essentially
hard-coded (set to a defined date)
and not allowed to automatically adjust when the sub-task
durations and critical paths change.
• In Microsoft Project, the Summary Tasks are "roll up" tasks
and should have no work
themselves. Do not enter a duration for Summary Tasks as
Microsoft Project automatically
calculates their durations from the durations of the sub-tasks
indented beneath.
Submit Part 1 as a single Microsoft Project (.mpp) file. Include
your name in the file name and post in
the Assignment area for ITP-1. Be careful to post in the right
place.

Part 2. Answers to Questions in Microsoft Word
Read and think through the options and alternatives suggested
by these questions before you build your
WBS. Then finally, when your WBS is completed, answer the
following questions and submit them as a
word doc in addition to your wbs file (above). As a 400-level
class, writing should be of a style
appropriate for a senior level college class.
"Yes" or "No" answers with no explanations or discussions are
not appropriate answers.
1. Does your WBS include everything in your team's charter and
all deliverables (promised
deliverables to the client organization customer)? Does your
WBS address tasks that were not
discussed in the Project Charter? If so, what are they and how
did you decide you needed the
additional tasks?
2. Does your WBS include project management tasks necessary
to manage the project, as well?
3. Did you develop your WBS top-down or bottom up approach?
Why? To answer this question,
please define the terms first. This is an opportunity to include
additional research to answer the
question completely.

4. Did you use a product-oriented WBS, or a process-oriented
(e.g., SDLC phases) WBS, or
something else? What are the definitions and how did those
definitions affect your decision?
Why?
5. It is often a good idea to prepare the WBS in an OUTLINE in
Word instead of Excel, or Excel
instead of Project. This helps team members visualize the order
of the tasks and how the tasks
might decompose into lower levels. Did you do this (use Word
or Excel first) or did you only use
Excel or Project? If you only used Project, did you find yourself
rearranging the order of the tasks
as you were inputting them or as you were finishing the WBS?
6. Did you initially approach it graphically (e.g., like an
organization chart) or tabularly (like a list or
table), or something else? Why?
7. Did you work with your teammates to determine the major
tasks or did you do it all on your
own? How well did it work?
As you prepare for the next assignment, please discuss with
your teammates how you will manage the
WBS. One possibility is to divide up the major tasks among
teammates. Each teammate would have
responsibility for that "area" and all areas will be consolidated
into a single Microsoft Project document.
However, all the team members' submissions taken together
should cover the entire project WBS. You
may use any other approach that works well for your team. Any
approach other than each team
member doing the entire project WBS must be explained in each
submission.

Submit the Microsoft Word document in the Assignment area.
Please include your name in the file
name and be sure to post in the right place (ITP-1).
Afterward, each team member should post his/her WBS in the
LEO Group area for merging and for
consolidation into a single team WBS for the next ITP
assignment.
Does it seem as though perhaps there is not enough information
to complete the project and the WBS?
If so, please ask the client/customer (your instructor).
Grading approximate breakdown by areas include:
• General: Structure, Format, Mechanics, Style (~5%)
• WBS accomplishes the project (~20%)
• WBS, technical (~30%)
• Schedule (durations) (~35%)
• Questions (~10%)
Rubrics and Grading for the ITP-1 Project Deliverable
Spelling, punctuation and formatting are worth a significant
portion of the grade/points earned. In other words, if
a WBS is graded as an 8.4 but has several writing/editing errors,
the grade for the assignment could be as low as

6.0.
To earn 90-100% of the points available for this assignment -
All requirements of the assignment are met. The WBS includes
at least 10 major summary tasks and at least 60
lower level sub-tasks. The sub-tasks are all single-verb
statements, and sub-tasks (lower level tasks) are indented
to the appropriate level. The WBS is logical, complete, and
flows well from beginning to end. The textbook and at
least 2 references are used from academically credible sources
are used to help build the WBS. A Reference Page is
included. All questions in Part 2 are answered in a writing style
appropriate for a senior level course; background is
included and decisions and reasoning for decisions are included.
The WBS has durations for lowest-level sub-tasks.
Summary tasks have no hard-coded durations assigned
(Microsoft Project automatically calculates their durations).
Durations include minutes, hours, days, and weeks in whole
numbers (no decimals!). There should be a single
project start milestone and a single project end milestone.
Microsoft Project is used (vice MS Word or Excel), the
Notes feature is used to provide supplemental information, and
at least two other features of Microsoft Project
have been used and discussed in the text document. All
questions in Part 2 are answered. Additionally, the WBS is
logical and flows well from beginning to end.
All requirements are met. The WBS includes 8-10 major
summary tasks and 40-60 lower level sub-tasks. The sub-
tasks are verb statements, with 4 or fewer tasks that do not
begin with a verb or 4 or fewer that are double verbs.
Sub-tasks are indented to the appropriate level. The WBS is
logical and flows well from beginning to end. There

should be a single project start milestone and a single project
end milestone. At least 1 reference is used from an
academically credible source and the textbook is used. A
Reference Page is included. The textbook is used and
discussed in the text document. The WBS has durations for
lowest-level sub-tasks. Summary tasks have no hard-
coded durations assigned (Microsoft Project automatically
calculates their durations). Durations include hours,
days, and weeks in whole numbers (no decimals!). All Part 2
questions are answered.
All requirements are met. The WBS includes 7-9 major
summary tasks and 30-40 total sub-tasks. The sub-tasks are
verb statements, with 7 or fewer sub-tasks that do not begin
with a verb or 5 or fewer that are double verbs. Sub-
tasks are indented to the appropriate level with 5 or fewer that
are not at the appropriate level. The WBS is logical
and flows well from beginning to end. There should be a single
project start milestone and a single project end
milestone. All questions are answered.
The WBS includes fewer than 7 major summary tasks and fewer
than 14 lower level sub-tasks. More than more
than 7 sub-tasks do not begin with a verb or are double verbs.
More than 5 sub-tasks are not indented to the
appropriate level. The WBS is not sequential or does not follow
a logical order. The WBS does not include a project
start milestone or a project end milestone. Not all questions are
answered.

Less than 60% -
WBSs that do not meet the requirements will earn a zero. WBSs
that are not original work will earn a zero.

January 2020 Page 1 of 5 Project Fields to Include .docx

Recommended

Recommended

More Related Content

Similar to January 2020 Page 1 of 5 Project Fields to Include .docx

Similar to January 2020 Page 1 of 5 Project Fields to Include .docx (20)

More from ShiraPrater50

More from ShiraPrater50 (20)

Recently uploaded

Recently uploaded (20)

January 2020 Page 1 of 5 Project Fields to Include .docx