Name Peter Sorrentino
Class Physics
Date 11/26
Monday
Chapter 3: Two-Dimensional Motion and Vectors
Section 3-1: Introduction to vectors
Objectives
1. Distinguish between a scalar and a vector.
2. Add and subtract vectors using the graphical method.
3. Multiply and divide vectors by scalars.
National Science Education Standards Covered
UCP 2: Evidence, models, and explanation
UCP 3: Change, consistency, and measurements
SAI 1: Abilities to do scientific inquiry
SAI 2: Understanding about scientific inquiry
Motivate 5 minutes
Demonstration 1, ATE p. 85. “Vector addition.” This demonstration previews
force as a vector quantity to demonstrate vector addition.
Teach 30 minutes
The Language of Physics, ATE p. 84. This feature stresses the importance of
establishing a convention for distinguishing vectors from scalars for use in the
classroom.
Teaching Tip, ATE p. 86. This tip suggests that students use a ruler and
protractor to better understand the commutative property of vectors.
Close 10 minutes
Section Review Worksheet 3-1, “Introduction to Vectors.” Diagram Skills
activities bridge the gap between a real, physical situation and the diagram that
simplifies it so that key physics principles and equations can be applied.
Tuesday
Chapter 3: Two-Dimensional Motion and Vectors
Section 3-2: Vector operations
Objectives
1. Identify appropriate coordinate systems for solving problems with vectors.
2. Apply the Pythagorean theorem and tangent function to calculate the magnitude and
direction of a resultant vector.
3. Resolve vectors into components using the sine and cosine functions.
4. Add vectors that are not perpendicular.
Holt Physics
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 3 Lesson Plan p. 1
National Science Education Standards Covered
UCP 2: Evidence, models, and explanation
UCP 3: Change, consistency, and measurements
Focus 5 minutes
I’ll write the following fill-in-the-blank questions on the chalkboard or on an
overhead projector. “Use your knowledge of sign conventions from Chapter 2 to
fill in the blanks below. 1. Movement to the right along the x-axis is considered
_____. 2. Movement downward along the y-axis is considered ______. 3.
Movement upward along the y-axis is considered ________. 4. Movement to the
left along the x-axis is considered _______.” (positive; negative; positive;
negative)
Motivate 5 minutes
Visual Strategy, ATE p. 88. This feature points out the two very different choices
for coordinate axes in Figure 3-6.
Teach 35 minutes
Misconception Alert, ATE p. 89. Point out to students that the Pythagorean
theorem and all of the trigonometric functions can be used only when they are
applied to a right triangle.
Sample Problem 3A, pp. 90–91. “Finding resultant magnitude and direction.”
This problem demonstrates how to find the resultant magnitude and direction by
using the tangent function and the Pythagorean theorem.
Additional Examples, ATE p. 90. “Finding resultant magnitude and direction.”
This section offers problems that can be used as teamwork exercises or for further
demonstration at the chalkboard or on an overhead projector.
Sample Problem 3B, PE p. 93. “Resolving vectors.” This problem demonstrates
how to resolve a vector into its components by using the sine and cosine
functions.
Homework
Section Review, p. 97. Assign items 1–3.
Wednesday
Teach 35 minutes
Teaching Tip, ATE p. 94. This tip points out that problems involving vectors that
are not perpendicular act as a nice summary to the concepts of this section.
Visual Strategy, ATE p. 95. This feature points out that each type of vector in
Figure 3-12 is represented by a different type of arrow.
Sample Problem 3C, pp. 95–96. “Adding vectors algebraically.” This problem
demonstrates how to find the magnitude and direction of the resultant vector of
two vectors that are not perpendicular.
Close 10 minutes
Holt Physics
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 3 Lesson Plan p. 2
Section Review Worksheet 3-2, “Vector Operations.” Diagram Skills activities
bridge the gap between a real, physical situation and the diagram that simplifies it
so that key physics principles and equations can be applied.
Thursday
Section 3-3: Projectile Motion
Objectives
1. Recognize examples of projectile motion.
2. Describe the path of a projectile as a parabola.
3. Resolve vectors into their components and apply the kinematic equations to solve
problems involving projectile motion.
National Science Education Standards Covered
UCP 2: Evidence, models, and explanation
UCP 3: Change, consistency, and measurements
SAI 1: Abilities to do scientific inquiry
SAI 2: Understanding about scientific inquiry
Focus 5 minutes
Visual Strategy, ATE p. 98. This feature asks students to consider the importance
of the angle of take-off for the jumper represented in Figure 3-17.
Motivate 5 minutes
Demonstration 2, ATE p. 99. “Air resistance.” This demonstration shows the
effects of air resistance on the flight of a projectile.
Teach 35 minutes
Teaching Tip, ATE p. 99. This feature reviews the definition of a parabola.
Demonstration 3, ATE p. 100. “Two-dimensional motion.” This demonstration
shows that projectiles launched horizontally have a vertical acceleration equal to
free-fall acceleration.
Sample Problem 3D, PE p. 101. “Projectiles launched horizontally.” This
problem demonstrates how to calculate the horizontal displacement of a projectile
launched horizontally.
Additional Examples, ATE p. 101. “Projectiles launched horizontally.” This
section offers problems that can be used as teamwork exercises or for further
demonstration at the chalkboard or on an overhead projector.
Homework
Section Review, p. 105. Assign items 1–5.
Friday
Lab 45 minutes
Laboratory Exercise, pp. 120–121. “Velocity of a Projectile.” Students measure
the velocity of projectiles in terms of their horizontal displacement during free
fall.
Holt Physics
Copyright  by Holt, Rinehart and Winston. All rights reserved.
Chapter 3 Lesson Plan p. 3