```VectorsEileen 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 paperChalk boardMeter stickSuggested 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                        ThermometersSuggested 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.

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