Lesson 1

Goals

1. Students know the definition of a vector with its background information situated in real contexts.
2. Students know terminology pertinent to the topic ( zero vector, unit vector, inverse vector, initial and end points of a vector)
3. Students know the definition of the vector equality and find if given vectors are equal or not.
4. Students can represent vectors in a polar representation as well as in component representation and convert them into another form.
5. Students can find the magnitude of a given vector with its two components.

Prerequisite:
1. Students can find the distance between two points by using Pythagorian theorem.
2. Students know polar and rectangular coordinate systems.

Teaching procedure:
Step1: Teachers can start with asking some questions or showing a short video related to the topic, plane vectors in order to introduce this new concept.

Show "Weather forecast video"

Q1. On the map, what do the arrows mean?
and what is the similarity between them?

Q2. Determine if two arrows mean the same thing or not.

Q3. How can we represent the quantity when a weather forecast  says,
" the  winds are from the northeast at 20 miles per hour." ?

Teachers make students think about the question and discuss with peers.

Step 2:

Teachers use this GSP file to introduce definition, new terminology and how to represent vectors.
See the file

Step 3:

Now teachers give students the definition of the equality of vectors.
What it means that vectors are equal

Step 3:

Teachers can use GSP to teach how to represent vectors.
How to represent vectors

Step 4:

Teachers explain how to find the magnitude of a vector by using its components in component representaion.
Theorems

Students Activity:

Technology connection:
1. Access the web site to motivate students.
2. Use GSP for effective teaching and students' better understanding.

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