Project Based Interactions Title of Lesson: Exploring Vectors UFTeach Students Names: Deanna Kicklighter and Thomas Colontonio

Teaching Date and Time: Wednesday, March 20, 2013 & Thursday, March 21, 2013 Length of Lesson: 2 50 minute intervals Grade / Topic: 11th & 12th Pre-calculus Source of the Lesson: CPALMS Concepts: Vectors are specified by both direction and magnitude. Real-life examples of vectors include a force pushing downward, a train traveling at 60 km/h towards New York, and walking 10 meters towards the cafeteria. Each of these has a particular magnitude (size) and direction (course or trend). A vector is not the same quantity as a scalar. A scalar has magnitude but no direction. Vectors can be represented algebraically or geometrically. Algebraically, we represent vectors with matrix or coordinate representation. The vector starting at (0,0) and extending towards (x,y) can be written as <x,y>. Vector addition is performed by adding each component of the terms separately. Geometrically, vectors are represented by arrows. The length of the arrow is the vectors magnitude, and the way the arrow points is its direction. The base of the arrow is the starting point of the vector, called the tail. The pointed end of the arrow is the terminal point, called the head. Geometrically, vector addition is performed by connecting the vectors tail to head. The vector that goes from the tail of the first vector to the head of the last vector is the sum. The properties of vectors (including the associative property and the commutative property) are fairly straightforward and should be familiar to high school students. Vectors are useful in everyday life, from weather patterns to physical forces. Sources: (http://www.intmath.com/vectors/1-vector-concepts.php) (http://hyperphysics.phy-astr.gsu.edu/%E2%80%8Chbase/vect.html) Florida State Standards (NGSSS) with Cognitive Complexity: Benchmark Number MA.912.D.9.1 Benchmark Description Demonstrate an understanding of the geometric interpretation of vectors and vector operations, including addition, scalar multiplication, dot product and cross product in the plane and in three-dimensional space. Demonstrate an understanding of the algebraic interpretation of vectors and vector operations, including addition, scalar multiplication, dot product and cross product in the plane and in three-dimensional space. Cognitive Complexity Level 2: Basic Applications of Skills and Concepts Level 2: Basic Applications of Skills and Concepts

MA.912.D.9.2

Performance Objectives: Students will be able to:

Project Based Interactions Define a geometric vector. [Day 1] Manipulate geometric vectors in 2D space. [Day 1] Use combinations of vectors to model paths. [Day 1] Add vectors. [Day 2] Calculate a vector with a scalar. [Day 2] Determine whether 2 given vectors are equivalent and justify their reasoning. [Day 2]

Materials List and Student Handouts Dancing Vectors Worksheet [Day 1] [45 copies] [1 per student] Routine Cards [Day 1] [23 copies] [1 per student] [There are 2 copies on each page] Evaluation [Day 1] [45 copies] Exploring Vector Properties Worksheet [Day 2] [45 copies] [1 per student] Vector Magnitudes and Unit Vectors Worksheet [Day 2] [45 copies] [1 per student] Evaluation [Day 2] [45 copies] [1 per student] Advance Preparations PowerPoint Presentation [2: Day 1 & Day 2] Projector Clear the dance floor! Make suitable space in the classroom by arranging student desks at the back of the room [Day 1] Music [Day 1] Internet connection for Engage video (http://youtu.be/A05n32Bl0aY ) [Day 1] make sure Ms. Wallace can access or download the video and music. Make copies of all worksheets and gather materials.[flash drive, name tags, music] Safety Make sure students are spread out far enough during the dance so that no one gets hurt. Make sure the dance floor is clean and clear of obstacles. Remove objects that might pose a slipping hazard. Remind students to be aware of everyones personal space. Remind students that because this is a fun, physical activity, it is important to keep the noise level down in order to hear all instructions.

Project Based Interactions 5E Lesson: Engagement: Day 1 (3-20) Time: 5 minutes What the Teacher Teacher Directions and Will Do Probing Questions [Open PP to S1] Introduce myself. Welcome the students to the classroom and direct their attention to the instructions on the PowerPoint. [Open PP to S2] When students are settled, begin by showing the Youtube video Vectors Introduction http://youtu.be/A0 5n32Bl0aY [Open PP to S3] Please have a seat at the back of the classroom. Read the instructions on the PowerPoint and wait for your next instructions.

Student Responses/Possible Misconceptions

Hello again! I am Ms. Kicklighter/Mr. Colontonio, and today I will be showing you a little bit about vectors. Before we begin, I have a quick clip of a video to show you. In that clip, Vector explains that a -[Direction, vector is a mathematical term, magnitude] represented by an arrow with both _______ and ________.

Today, we will focus on the geometric representation of vectors, and what it means when we say a vector has direction and magnitude. Exploration: Day 1 (3-20) Time: 25 minutes What the Teacher Teacher Directions and Will Do Probing Questions [Open PP to S4] Introduce and explain the activity. [Read from S4] Show each of the dance moves with help from volunteers. Ask probing questions to We can think about vectors as instructions. These four vectors are represented by dance moves. Ill need a few volunteers to help demonstrate the dance moves. The first move is the jump, which is represented here by vector a. On the first beat, bend your knees

Student Responses/Possible Misconceptions

Project Based Interactions check the general understanding. Be sure to show that a negative vector undoes a positive vector. and crouch. On the next beat, jump forward about 2 tiles on the floor. Earlier we said that vectors have direction and magnitude. What do you think is the direction of vector a? What about the magnitude of vector a? What do you think it means to do the vector negative a? Continue with the same probing questions for each of the dance moves. [Open PP to S5] Pass out Routine Cards. Practice the moves with the entire class without music first. [Forward.] [About 2 tiles.] [Jump backwards about 2 tiles.]

Well be dancing to the greatest disco hit from 1979, Hot Stuff by Donna Summer. First well all practice together without the music, and then well put it all together with the song. Now, spread out on the dance floor with enough space to move around. Once students have Remember to look at your routine had sufficient card or at the PowerPoint for the practice, start the instructions. music for the final How will we know everyone performance. understands the vectors and their notation? Explanation: Day 1 (3-20) Time: 10 minutes What the Teacher Teacher Directions and Will Do Probing Questions Have students return Now were going to talk about to their seats. adding vectors. What do you think it means to add two vectors together? What would that look like on the routine grid? Is this the same as combining moves? Using vectors, write two different

[If we look like we are dancing and not running into each other.] Student Responses/Possible Misconceptions [Doing one dance move, and then doing another.] [Two connected arrows.] [Yes.] -

[Open PP to S6]

Project Based Interactions Follow the questioning guide on the PowerPoint. Call randomly on students and have them come up to the whiteboard to explain their answers. routines that will be get you from point Q to point P. There are many different, but correct answers. Earlier we mentioned the heads and tails of vectors. What is the tail of a vector? What is the head of a vector? [a+b+a+b+a+b+a+b +b+b ] Or [a+a+a+a+b+b+b+b +b+b] Or [b+b+b+b+b+b+a+a +a+a] *Students should see that there many different AND correct answers. [The starting point.] [The end point (terminal point).] -[10 moves] -[4a+6b] Which routine/combination is that? What is the shortest vector routine that can get you from point P to point Q? Use the whiteboard to illustrate vectors Does that look familiar? multiplied by scalars. Right. Well we can write it (-4a-6b) or (4a+6b) Why might these be the same? [Open PP to S8] Write, in terms of a and b, the vector PM. Write, in terms of a and b, the vector QM. What can you say about the point M? Elaboration: Day 1 (3-20) -[-4a-6b] -[Its the same as Q to P, but negative.]

[Open PP to S7] Continue calling on students, discussing as necessary.

What is the fewest number of moves that can get you from point Q to point P?

-[Going from point P to point Q is the same size (magnitude) as going from point Q to point P. The direction is different.] -[2a+3b] -[2a+3b] -[M is the midpoint of QP because 2 times MP is the same as 2 times QM is the same as QP]

Project Based Interactions Time: 5 minutes What the Teacher Will Do If time permits, pass out the Dancing Vectors worksheet. *Collect these if students complete the activity.

Teacher Directions and Probing Questions Take a few minutes to work on this individually. If you need any help, please raise your hand and I can come assist you.

Student Responses/Possible Misconceptions [BC = 2r AB = 7s - r AC = r +7s] [The point D should be one space below point M] Student Responses/Possible Misconceptions

Evaluation: Day 1 (3-20) Time: 5 minutes What the Teacher Teacher Directions and Will Do Probing Questions [Open PP to S9] *Collect the formative assessment when students finish. Now that we are at the end of the lesson, I would like to see how well I taught you today. (: [Reassure the students that this is not a test or quiz.]

Engagement: Day 2 (3-21) Time: 10 minutes What the Teacher Teacher Directions and Will Do Probing Questions [Open PP to S1]. Introduce the lesson and myself. Hi, so if youve forgotten from yesterday Im Miss Kicklighter/Mr. Colontonio but you can call me Miss Kick/Mr. C if you would like. Yesterday we explored vectors geometrically. Today we are going to explore vectors algebraically. So lets think back on what we learned yesterday. [Student Name], What defines a vector?

Student Responses/Possible Misconceptions

*call on a couple students until the correct definition is reached.

- [A vector is defined by something that has magnitude and direction.] -[Planes, Cars, Boats, Skateboards, etc].

[Open PP to S2].

PQ: What are some real-life examples of vectors? Yesterday we learned about adding vectors geometrically. Lets recap on that!

Project Based Interactions *Make sure that [Use PP S2.] students understand that you add the xs Now we are going to learn another of vectors a and b method on finding the resultant of and the ys together two vectors. We are going to use of vector a and b to algebra! get a new vector, c. [Use PP S2]. Exploration: Day 2 (3-21) Time: 15 minutes What the Teacher Teacher Directions and Will Do Probing Questions [Open PP to S3]. Now that you have learned this new method, you are going to explore adding two vectors algebraically. Now that we know the properties of vectors and how they work, you are going to work on an activity. [Read PP to S4]. -[No.] Are there any questions before you begin?

Student Responses/Possible Misconceptions

[Open PP to S3] Disburse Exploring Vector Properties Worksheet. [1 per student]. *Circulate around the classroom to make sure students are staying on task.

Explanation: Day 2 (3-21) Time: 10 minutes What the Teacher Teacher Directions and Will Do Probing Questions [Open PP to S4]. *Call attention to the class. Now we are going to discuss as a class your solutions to the worksheet. [Student Name], please come to the board and show the class how you solved question 1: Calculate a+d and d+a. *This should be familiar to the students because they should have been previously What do you notice about the results? Does the order matter when you add two vectors?

Student Responses/Possible Misconceptions

-[They were the same.] -[No.] -[Yes.]

Project Based Interactions taught mathematics properties such as the Commutative, Associative, and Distributive. [Use PP S5].

Is there a property in mathematics that tells us that order doesnt -[The Commutative matter when adding 2 numbers? Property.] What is it called? [Student Name], please come to the board and show the class how you solved question 2: Calculate b+c and c+b. -[They were the same.] What do you notice about the results? Does the order matter when you add two vectors? -[No.] -[Yes.]

*This should be familiar to the students because they should have been previously taught mathematics properties such as the Commutative, Associative, and Distributive. [Use PP S6].

*This should be familiar to the students because they should have been previously taught mathematics properties such as the Commutative, Associative, and Distributive. [Use PP S7].

Is there a property in mathematics that tells us that order doesnt matter when adding 2 numbers? -[The Commutative Property.] What is it called? [Student Name], please come to the board and show the class how you solved question 3: Calculate (a+b)+c and a+(b+c). -[They were the same.] What do you notice about the results? -[No.] Does it matter that we changed the order of parentheses when you add three vectors? -[Yes.] Is there a property in mathematics that tells us that the order of parentheses doesnt matter when -[The Associative adding 3 numbers? Property.] What is it called? [Student Name], please come to the board and show the class how you solved question 4: Calculate 2(a+c) and 2a+2c. -[They were the same.] What do you notice about the results? -[No.]

*This should be familiar to the

Project Based Interactions students because they should have been previously taught mathematics properties such as the Commutative, Associative, and Distributive. Does the order of distribution matter when you add two vectors? -[Yes.] Is there a property in mathematics that tells us that order of distribution doesnt matter when -[The Distributive adding 2 numbers? Property.]

What is it called? [Use PP S8]. Use PP to go over the table of Vector Properties. Highlight the *Collect all properties that were not touched worksheets. on during the Exploration. Elaboration: Day 2 (3-21) Time: 5 minutes What the Teacher Teacher Directions and Will Do Probing Questions [Open PP to S9]. *If time permits, Disburse Vector Magnitudes and Unit Vectors worksheet. Use the PP to explain the concept magnitude of a vector and unit vector. *If time permits, we will go over the worksheet together as a class.

Student Responses/Possible Misconceptions

*Collect worksheet if students complete this. Evaluation: Day 2 (3-21) Time: 10 minutes What the Teacher Teacher Directions and Will Do Probing Questions [Open PP to S10 ] Disburse Evaluation worksheet. [1 per student] *Remind students that they are to work individually on this assignment. *Collect Evaluations. Now that we are at the end of the lesson, I would like to see how well I taught you today. (: [Reassure the students that this is not a test or quiz] [Read PP S10].

Student Responses/Possible Misconceptions

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Routine Card

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Routine Card

Dancing Vectors
Combinations

Project Based Interactions For the following diagram you are only allowed to use the moves r and s as defined below

Write down in terms of the vectors (moves) r and s, the following combination moves; a) BC

AB

AC

b) If a new vector (move) is defined as BD = r 3s, put the point D on the diagram

Dancing Vectors Solutions

Combinations

Project Based Interactions For the following diagram you are only allowed to use the moves r and s as defined below

Write a) b)

down in terms of the vectors (moves) r and s, the following combination moves; BC AB AC r+r or 2r s+s+s+s+s+s+s -r or 7s-r s+s+s+s+s+s+s+r or 7s+r

If a new vector (move) is defined as BD = r 3s, put the point D on the diagram

Vectors in Geometry 1) Define the following vector terms: i) Magnitude - _________________________________________________________________

Project Based Interactions ii) Direction- __________________________________________________________________ iii) Head- _____________________________________________________________________ iv) Tail- ______________________________________________________________________

2) Use vectors a and b as defined below. Draw and label the following vectors on the grid: i) 2a iii) a+2b ii) -3b iv) a+4b

Vectors in Geometry Solutions 1) Define the following vector terms: i) Magnitude - _The size (quantity) of a vector._______________________________________ ii) Direction- _Which way the vector goes. __________________________________________

Project Based Interactions iii) Head- _The starting point of the vector.__________________________________________ iv) Tail- _The end (terminal) point of the vector. ______________________________________ 2) Use vectors a and b as defined below. Draw and label the following vectors on the grid: i) 2a iii) a+2b ii) -3b iv) a+4b

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Exploring Vector Properties

Use the given vectors to answer the question below. a=<2,-3> b=<6,1> c=<-4,-2> d=<-9,5> 1. Calculate: a+d

d+a

2. Calculate: b+c

c+b

3. Calculate: (a+b)+c. a+(b+c)

4. Calculate:

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2(a+c). 2a+2c

1.

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2.

3.

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4.

Exploring Vector Properties Solutions

Use the given vectors to answer the question below. a=<2,-3> b=<6,1> c=<-4,-2> d=<-9,5> 1. Calculate a+d. <2,-3> + <-9,5> =<(2+(-9)),((-3)+5)> =<-7,2 > Same as d+a 2. Calculate b+c. <6,1> + <-4,-2> =<(6+(-4)),(1+(-2))> =<2,-1> Same as c+b

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3. Calculate (a+b)+c. [<2,-3> + <6,1>] + <-4,-2> =[<(2+6),((-3)+1)>] +<-4,-2> =<8,-2> + <-4,-2> =<(8+(-4)),((-2)+(2))> =<4,0> Same as a+(b+c) 4. Calculate 2(a+c). 2[<2,-3> + <-4,-2>] =2[<(2+(-4)),((-3)+(-2))>] =2[<-2,-5>] =<-4,-10> Same as 2a+2c

Vector Magnitudes and Unit Vectors

Use the given vector to answer the questions below. a=<3,-4> 1. What is the magnitude of vector a?

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2. What is the unit vector of vector a?

Vector Magnitudes and Unit Vectors Solutions

Use the given vector to answer the questions below.

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a=<3,-4> 1. What is the magnitude of vector a? <3,-4> = = = =5

2. What is the unit vector of vector a? =

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Evaluation
Use the given vectors to answer the question below. a=<0,1> c=<2,3> b=<1,0> d=<-2,1>

1. Is 5a-2b equivalent to c+2d? Justify your answer.

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Evaluation Solution
Use the given vectors to answer the question below. a=<0,1> c=<2,3> b=<1,0> d=<-2,1>

1. Is 5a-2b equivalent to c+2d? Justify your answer.

YES! Algebraically: 5a-2b =5(0,1)-2(1,0) =(0,5)-(2,0) =(-2,5) Geometrically: c+2d =(2,3)+2(-2,1) =(2,3)+(-4,2) =(-2,5)

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