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# Adrienne Fraser P a g e | 1

Physics 11 Kinematics – Vector Analysis Treasure Hunt
Objectives: Students will be expected to…  Use vectors to represent position, displacement, velocity, and acceleration (325-5)

Activity Description: The class will be divided into groups of 2-4, depending on class size. Ideally smaller groups are better, and no more than 12 groups should be used in order to avoid chaos. Each group will be provided with a “map” of the school grounds (see Appendix A), with a scale and North compass included, the necessary materials listed below, an instruction sheet (see Appendix B) and their first clue. If unable to be performed outdoors due to weather constraints or school policies, the activity/map could either be altered to be used inside the school, or so that it could be done without physically travelling between points (ie at the students’ desks; see Appendix E). If possible, number the groups (1 to n) and try to have each group start at a different location so that everyone needs to actually solve their clues in order to complete the activity. When the group reaches their “treasure” there would be a small prize for each student (ooh, a pink protractor, awesome!). Prior to class starting the teacher would have to place all of the “clues” in their correct location. Each clue would consist of a sheet of paper (see Appendix C) containing different vector components for each group, which they would have to solve in order to move on to the next clue. This is why it would be better to have each group numbered and following separate paths, so that no two paths are the same and students cannot just follow each other. Possible Activity Extension for Assessment: Students could be provided with an activity sheet (see example, Appendix D) that included further information for each clue (ie the time it took a bird to fly between the two points) and students would have to solve for the velocity, or acceleration, or be required to provide a graph, etc. This worksheet could be handed in and used as a form of assessment for learning, to see where any difficulties may lie. Note that there would have to be a different worksheet for each group that corresponded to their treasure map path. Another possible extension would be for students to create their own treasure maps (such as in Appendix A) and exchange them with other students in their class to solve.

Adrienne Fraser P a g e | 2 Materials Needed:       Surveyor’s Wheels (to measure distance) Magnetic Compasses Protractor (360˚if available) 30 centimetre Ruler (with millimetres) Calculator Graph Paper

Appendix A – Sample Map

Fence

Woods

A

School

S t r e e t l

N

Parking Lot

0m

50m

100m

Adrienne Fraser P a g e | 3 Appendix B – Sample Student Instructions

Treasure Map Directions – Group 1