Vectors

Eileen Wild                     Retired
                           
Objective:

The student is introduced to the concept that both magnitude and direction are  
necessary when giving instructions for locating a place.  Modifications of this 
material make it suitable for grades three through twelve. 

Materials Needed:

Map transparencies------Chicago Loop, School neighborhood, I.I.T. campus,
                        Cartesian graph paper
Chalk board
Meter stick

Suggested Strategy:

Activity 1.             Using the Chicago Loop transparency, the class is 
                        invited to take an architectural tour of the Loop. We 
                        meet in front of Sears Tower and I inquire as to the 
                        route that must be taken to reach the Civic Opera House.  
                        The student who answers must give both the number of 
                        blocks and the direction.  The next step is to go to the 
                        chalk board and draw, using arrows whose lengths 
                        represents the number of blocks and whose tips point in 
                        the correct direction, the route to be taken.  This 
                        process is repeated for several different locations in 
                        the Loop. 

Activity 2.             Students are shown a map of the I.I.T. campus on the 
                        Overhead projector.  After dividing the class into 
                        groups of two, they are given different locations to 
                        find on the campus.  The unit of distance chosen for 
                        this exercise was the pace.  Upon returning to the 
                        classroom, each group had to draw on the chalk board 
                        their route using vectors.  In addition, they had to 
                        change their pace unit of distance into meters. 
 
Scalars:

Objective: 
                        
To enable students to become familiar with the concept that certain numbers have 
only magnitude.

Equipment:
                        Room transparency
                        Overhead projector pen
                        Thermometers

Suggested Strategy:

Activity:               Students are located near windows, doors and at varying
                        heights throughout the room.  Their task is to take and
                        record the temperature at their location.  After five
                        minutes, each person goes to the chalk board where the
                        projected image of the room appears and records the
                        results.

                        The class then analyses the temperature distribution
                        field that they produced.  Places of approximately
                        equal temperature are connected.  The result is called
                        a temperature field and the lines are called isotherms.
                        A two day sequence of weather maps enable the class to
                        see the movement of hot air across the country.
 

Performance Assessment:

                        Both classroom demonstrations and student participation 
                        provided varied approaches to understanding.