To add vector b to vector a you join the tail of vector b to the head of vector a. We can add two vectors by joining them end on end. We're going to start by looking at how you add vectors. When looking at a vector diagram the length of the line shows its magnitude and the arrow represents the direction of the vector. This unit of work is just one of several approaches that you could take when teaching this topic, and you should aim to adapt the resources to match ability level of your learners, as well as your school context.Īs we have already seen a vector has magnitude (size) and direction. For this reason it is important to be rigorous when using the language of vectors and scalars in the classroom. They can confuse the language of vectors for example speed and velocity which are often used incorrectly in the media and online, and they can also be confused by the different notation used for vectors. Some think that the magnitude of a component is equal to the magnitude of the vector, and others know the “rule” that components are shorter than the vector but have problems identifying the magnitude of the components graphically. Learners can have difficulty understanding the difference between vector and scalar quantities and will often struggle to understand that vectors need a direction as well as a magnitude. They will also solve problems in Vector Geometry. For example we will demonstrate how you can use vectors to describe the translation of shapes by plotting the translation of each of the individual points.Įxtended learners will apply vectors to real life problems including finding the magnitude and direction of a vector. We will extend learners’ understanding by exploring practical situations including real life problems and Vector Geometry. In this unit of work, are going to formalise work learners have already completed on transformations, securing links to different areas of mathematics, specifically Pythagoras theorem and trigonometry.
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