Was Bluebeard Just a Lucky Pirate?

Vectors, Maps, and the Global Positioning System

Developed by: Megan Schnorenberg
Overview
We use vectors every day when we talk about physical quantities which have direction; for
example when we talk about velocity, acceleration, or even weight. Vectors are an integral part of math,
physics, and engineering, and since vectors can be easily represented in two-dimensions using the
coordinate plane, vectors are easy for students to visualize. This unit introduces the concept of a vector in
Lesson 1, then in Lesson 2 has students become treasure hunters and follow a set of vectors (where
vectors are represented by an angular direction using a compass and a magnitude) which lead to a
treasure chest, thus learning compass use, practicing vector notation, and interpreting vectors as they
apply to everyday situations. Lesson 3 has students becoming the pirates as they create vector treasure
maps for their colleagues to follow, gaining a deeper understanding of how vectors work. As they apply
these vector concepts to actual maps while practicing triangulation in Lesson 4, students begin to
understand one of the many uses of vectors today.
Topics

Basic vector arithmetic

Applications of vectors

Map Reading

Representing vectors both arithmetically

Latitude and Longitude

Compass/GPS usage

and graphically

Applications of vectors

Lessons and Activities within the Unit:

1. Just the Basics: Whats in a Vector?
a. Activity One - Why We Need Vectors
b. Activity Two - Speak Vector to Me!
2. Bluebeards Treasure Hunt. (Learning the basic concepts of vectors and applying those concepts
by following a treasure map of vector directions.)
a. Pre-Activity One - Getting from point a to point b: Vectors in the Classroom
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b. Pre-Activity Two - A Crash Course in Compass Use

c. Pre-Activity Three - Compass Scavenger Hunt
d. Main Activity Finding Bluebeards Treasure
3. Becoming a Pirate: How to Make a Treasure Map (Making our own vector treasure map for others
to follow.)
a. Pre-Activity: How to Shoot a Bearing like a Sharp-Shooter
b. Main Activity Creating a Map
4. Bluebeard meets Carmen San Diego (Applying the idea of vectors to map triangulation by learning
to shoot bearings)
a. Whats in a Map?
b. A Spiderweb of Triangulation
Standards and Benchmarks: (Wyoming Mathematical Content and Performance Standard
MA7.3.1 Students apply estimation and measurement of length to content problems and
convert, within the U.S. customary (in, ft, yd, mi) and within the metric system
(mm, cm, m, km).
MA7.3.6 Students measure angles with a protractor
MA7.4.4 Students understand and use basic concepts of the coordinate system, including
plotting points in all four quadrants.
MA7.2.3 Students communicate the reasoning used in indentifying geometric relationships in
problem-solving saturations appropriate to grade level.
MA8.2.4 Students use geometric formulas including the Pythagorean Theorem.
MA8.2.5 Students represent geometric figures using a rectangular coordinate plane.
MA11.2.2 Students communicate, using mathematical language to:

Interpret, represent, or create geometric figures;

Draw or build figures from a mathematical description;

Analyze properties and determine attributes of 2- and 3- dimensional

objects.

MA11.2.4 Students solve problems involving the coordinate planes such as the distance
between two points, the midpoint, and the slope.
MA11.2.5 Students connect geometry with other mathematical topics.
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Lesson 1
The Basics: Whats in a Vector?
Developed by Megan Schnorenberg
Grade Level: 7-12
Topics Covered:

Estimated Time:

45-60 minutes

Definition of a vector
Representing vectors graphically
Adding and subtracting vectors (algebraically and graphically)
Multiplying vectors by a scalar (algebraically and graphically)
Representing two-dimensional vectors using rectangular coordinates,
Representing two-dimensional vectors using cylindrical coordinates (i.e. by degree
and magnitude)

Goals:

Students will understand the concept of a vector and be able to perform basic vector operations
(addition, subtraction, scalar multiplication).

Students will be able to draw vectors on the coordinate plane and graphically add, subtract, and
multiply by a scalar.

Students will be able to decompose vectors into components along the directions of given axes in
two-dimensions.

Students will be able to combine vector components into a magnitude and direction.

Vocabulary:
Vector a geometric object which has both magnitude and direction.
Components the parts of a vector; generally broken down into a y-component and an x-component which
correspond to the x and y axis on the coordinate plane.
Scalar a number which does not have a direction associated with it
Magnitude the length of a vector
Resultant the vector obtained by adding or subtracting two vectors
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Knowledge Assumptions:
I. It is assumed the students have a basic understanding of graphing concepts including the following:
o Cartesian Coordinate System - also known as the Cartesian plane or the rectangular
coordinate system (as opposed to the spherical or cylindrical coordinate system.) consists
of two perpendicular real number lines, the x and the y axis. Because the plane consists
of two crossed real number lines, it is often known as R R or R 2 .
o Origin the point of intersection between the two axes
o Quadrants the four sections the axes divide the plane into are known as quadrants
o Ordered Pairs indicate a point on the plane by giving an x-coordinate (the first
coordinate) and a y-coordinate (the second coordinate.)
II. It is also assumed students are capable of plotting points on the plane.
Background Information
Vectors play an important role in physics: velocity, acceleration, and force all can be interpreted as
vectors since they have both a magnitude and a direction. Vectors can be added, subtracted, multiplied by
a scalar in ways similar to regular numbers, and vector operations obey the familiar algebraic laws of
commutativity, associativity, and distribution. The sum of two vectors with the same initial point can be
found geometrically using the parallelogram law while multiplication by a positive number, or scalar is really
changing the magnitude (or length) of vector. Multiplication by the scalar -1 preserves the magnitude of a
vector but reverses its direction.

The Cartesian Coordinate System provides a systematic way of

describing vectors and operations on them both algebraically and graphically. In two-dimensions, we use
the x y plane, and vectors become a two-tuples of two real numbers, a vectors x and y scalar
components. We can also represent vectors as their magnitude and their angle from some point of
reference.
Activity 1: Why We Need Vectors.
Materials:
A Cartesian coordinate plane

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Procedure:
To be discussed in class:
We notice that some physical quantities have a direction associated with them as well as a quantity. For
example, when we talk about how fast something is moving, we often want to know the direction in which it
is moving: i.e. the car is moving south at 25 meters per second. We need to describe quantities like these
with both an amount (also called the magnitude) and a direction or angle.
A quantity that has both magnitude and direction is a vector.
A quantity without direction is a scalar.
Student Question:

What types of things can be thought of as vectors?

Possible Answers:

Velocity (the car was going north (a direction) at 25 mph (a magnitude).)

Directions (go 20 feet (a magnitude) toward your right (a direction).)

Vectors allow us to represent velocities: For example, say we are flying an airplane into a head wind. As
the plane flies, the wind is slowing the velocity of the plane, so how can we know how we are progressing
relative to the ground? Vectors help answer that. Vectors help answer that.
Similarly, forces, accelerations, magnetic fields from several sources, all are added like vectors. Engineers
who put up a bridge or a building and want to make sure all forces balance so the bridge or building wont
fall down need vectors.
Talking about Vectors
When we talk about vectors, we want to be able to distinguish them from ordinary numbers, which we call
scalars. We do this by marking a vector with an arrow above it: v is a variable which is just a plain old

scalar, while v is a vector. The simplest kind of vector is a displacement vector, which shows how far and
in which direction something moved. For example, say a pirate ship begins in Belize and travels to
Jamaica. The vector which represents the pirate ships displacement will have magnitude approximately
800 kilometers (the distance from Belize to Jamaica) and direction east. We can represent this vector by
drawing an arrow from Belize to Jamaica. Now say the pirate ship travels from Jamaica to Panama. The
vector representing the ships displacement as it moves from Jamaica to Panama will be a vector with
magnitude 700km and direction south. (See map included in the accompanying power point.)

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Student Question: If you are the first mate on the pirate ship and your captain asks you how far away you
now are from Belize, what will you tell him?
Answer: We can use the Pythagorean Theorem to calculate the distance:

800 2 700 2 1063 ,

so we

are 1063 kilometers away.

Student Question: What if the captain asks you if you could have plotted a course directly from Belize to
Panama? Can you come up with a vector which goes from Belize to Panama?
This is how we graphically add vectors by setting them tip-to-tail and finding the resultant vector which
goes from the tail of the first vector to the tip of the second vector. Note that it doesnt make any difference
which of the two is added first and which second.
Using the idea of tip-to-tail adding, we can resolve a vector into its components. We will be talking about
two-dimensional vectors, so generally we want to talk about vectors in terms of their x and y
components. We can decompose a vector into its

x and y components by setting its tail at the origin and

looking at the ordered pair where its tip is. (See the PowerPoint for examples.) Thus we often write vectors
as x, y , where x shows how far we travel in the x -direction and y shows how far we travel in the

y -direction. (Note that this is different from the ordered pair x, y as it indicated we are traveling in a
straight line from the origin to the tip of the vector it has both a magnitude and a direction.) Using this
idea, we can add vectors by adding their components; this idea matches up perfectly to the graphical
picture.
Student Question: What would it look like to subtract one vector from another?
Answer: If we subtract one vector from another, we simply reverse the direction of the vector we wish to
subtract (i.e. make the tail the tip and the tip the tail) and then add this new vector in the
normal way.
Subtraction is done tail-to-tail by connecting two vectors at their tails and then finding the resultant vector
between them. Note that when subtracting vectors it is easier to think in terms of adding a negative of the
vector you wish to subtract.

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How else can we represent vectors?

Mini-Activity: Speak Vector to Me!
Objective: Introduce students to the angle-magnitude form of a vector.
Procedure: Stand at the front of the room and tell the students you only understand vectorspeak; that is you can follow directions given in terms of a vector, but cant
understand anything else. Tell the students that they must direct you from the
front of the classroom out the classroom door (without running you into anything).
Remind students that a vector is anything that has magnitude and direction. (If
students are having trouble, have them consider the following examples: Take
two steps left, take three hops toward the door, walk north ten feet, etc.)
Evaluate: What are some of the typical direction words we use every day, say when reading
maps? (Ideally this will get students thinking about using the cardinal directions
when giving vector directions.)

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Lesson 2
Bluebeards Treasure Hunt
Developed by Megan Schnorenberg
Adapted from the lessons of Bernie Schnorenberg

Grade Level: 9-12

Estimated Time:

30-45 minutes in-class

30-45 minutes following a vector map

Topics Covered:

Basic Vector Arithmetic

Applications of Vectors
Compass use

Goals:

Students will understand the concept of a vector and be able to perform basic vector operations
(addition, subtraction, scalar multiplication).

Students will be able to recognize applications of vectors outside of mathematics. (i.e. in physics,
geography, etc.)

Students will be able to use a compass to follow vector directions.

Vocabulary:
(Review from Lesson 1) Vector a geometric object which has both magnitude and direction.
(Review from Lesson 1) Components the parts of a vector; generally broken down into a y-component
and an x-component which correspond to the x and y axis on the coordinate plane.
(Review from Lesson 1) Scalar a number which does not have a direction associated with it
(Review from Lesson 1) Magnitude the length of a vector
(Review from Lesson 1) Resultant the vector obtained by adding or subtracting two vectors
Compass - a navigational instrument that indicates the direction to the magnetic poles
Materials:

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Red, Blue, Green, and Yellow Balloons (4 of each) with the words there be treasure here written on them
(one word per balloon)
Compasses One per student or student group
Treasure Map One per student or student group
Treasure Chest (or something signifying the treasure at the end of the map) One per student or student
group
Preparation:
Prior to providing the students with a vector treasure map to follow, one must be developed. This can be
done by following the procedure in Lesson 3 and can be tailored based on location and time. In order to
keep things simple, try to keep your vectors from crossing as students follow the directions. (See Appendix
B for an example.)
Procedure:
Engage:
As everyone knows, a pirate is only as good as his or her treasure, and a treasure is only as good
as its hiding point, and a hiding place, of course, is only as good as the map which allows you to find it
again. In this lesson, we will examine one way of giving good directions to a treasure.
Explore: What does it mean to give directions in terms of a vector?
Pre-Activity One: Getting from point a to point b: Vectors in the classroom
Objective: Help students understand the concept of following a vector.
Procedure: A vector can be anything which has both direction and magnitude, for example the
statement take three steps towards the front of the room can be thought of as a
vector with magnitude 3-steps and direction toward the front of the room. With this
in mind, give the students several vector directions in this fashion, then have them
break into pairs. Have each pair practice giving vector directions in navigating around
the classroom.
Explain:
Pre-Activity Two: A Crash-Course in Compass Use.
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Objective: Give students a basic understanding of how to use a compass.

Procedure: Use the picture in Appendix C to explain the parts of a compass and how a compass
works; i.e. the red part of the compass needle is always pointing towards the earth's
magnetic north pole, so if you want to go north, turn the compass housing until the N
(for north) and the direction arrow are aligned, hold the compass level, and turn your
body until the compass needle and the direction of travel arrow are in a line. You are
now facing north. If you want to go in a direction other than north, turn the compass
housing so that the direction you wish to go is lined up with direction of travel arrow,
hold the compass level, and turn your body until the red compass needle is inside the
orienting arrow, (the red needle should be pointing directly at N). The travel arrow is
now facing the direction in which you want to go.
Have the students find various directions and practice walking in specific directions,
being careful to keep the compass level as they walk and checking often that they are on
course.
Pre-Activity Three: Compass Scavenger Hunt
Objective: Give students a basic understanding of how to use a compass.
Procedure: Set up a mini-courses for students to practice on; Split the students into 4 groups and
give each group one of the following Treasure Maps on a piece of paper, telling
them to follow the map and collect the balloon in their groups color at each stop.
Group One red group

45 degrees 14 steps

0 degrees - 10 steps
225 degrees 14 steps
90 degrees 20 steps
225 degrees 14 steps
Group Two blue group
180 degrees - 10 steps
45 degrees 14 steps
270 degrees 20 steps
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Group Three green group

Group Four yellow group

90 degrees - 10 steps

270 degrees - 10 steps

315 degrees 14 steps

135 degrees 14 steps

180 degrees 20 steps

0 degrees 20 steps

315 degrees 14 steps

135 degrees 14 steps

Note: To set up this the balloons for each group, simply place one balloon of each color (with the
words inside) ten steps away from the starting point in each of the cardinal directions,
north, south, east, and west.
Once the students have collected all the balloons of their color, have them pop the balloons and
assemble the appropriate pirate phrase from the words inside.
Activity: Finding Bluebeards treasure.
Procedure:
Break the students into teams of three or four, give each the list of vector directions and have them use
their compasses to follow them to the treasure chest. (It will be helpful to stagger the start of each group
and space the groups out enough that they cannot simply follow in the footsteps of the group ahead of
them. Alternately, different maps may be made for each group.)
Elaborate:
After students have successfully located their treasure chest, ask them what was difficult in the
activity. How did they overcome those difficulties? (Expect answers such as It was hard to keep the
compass level or I wanted to just go straight to the treasure chest! or If we messed up one of the
directions, our whole map got messed up.)
Evaluate:
After discussing the activity, have the students draw a vector representation of the path they took
on graph paper, then figure out the resultant vector which would lead them directly from their initial starting
point to the treasure chest. (See Appendix A for an example.) Have them think about the following
questions:
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Why didnt we just give the resultant vector as a direction to our treasure?
Possible Answer: There were things (trees, rocks, buildings etc.) in our way!

Why would a vector map be more useful than one based on landscape features, i.e. go
12 paces past the giant tree and take a left at the rock that looks like a barnacle?
Possible Answer: Landscapes could change with time.

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Lesson 3
Becoming a Pirate: How to Make a Treasure Map
Developed by Megan Schnorenberg
Adapted from the lessons of Bernie Schnorenberg

Grade Level: 9-12

Estimated Time:

30-45 minutes in-class preparing maps

30-45 minutes testing maps (optional)

Topics Covered:

Basic vector arithmetic

Applications of vectors
Representing vector graphically
Compass use

Goals:

Students will understand the concept of a vector and be able to perform basic vector operations
(addition, subtraction, scalar multiplication).

Students will be able to recognize applications of vectors outside of mathematics. (i.e. in physics,
geography, etc.)

Students will be able to use a compass to follow vector directions.

Students will be able to use a compass and create vector directions which classmates can
successfully follow.

Vocabulary:
(Review from Lesson 1) Vector a geometric object which has both magnitude and direction.
(Review from Lesson 1) Components the parts of a vector; generally broken down into a y-component
and an x-component which correspond to the x and y axis on the coordinate plane.
(Review from Lesson 1) Scalar a number which does not have a direction associated with it
(Review from Lesson 1) Magnitude the length of a vector
(Review from Lesson 1) Resultant the vector obtained by adding or subtracting two vectors
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(Review from Lesson 2) Compass - a navigational instrument that indicates the direction to the magnetic
poles
Bearings - the direction one object is from another object
Materials and Preparation:
Compasses 1 per student or student group
Graph Paper and Pencils
Optional: Treasure chests for students to hide (one per group)
Procedure:
Pre-Activity How to Shoot a Bearing like a Sharp-Shooter
Objective: A compass is used primarily to shoot a bearing from your current position toward
someplace you want to head towards. A bearing is a horizontal angle which is
measured clockwise from north to some point in the real world. In this activity, we will
practice shooting a bearing to determine a direction as well as walking a bearing; that
is following a bearing to get where you want to go.
Procedure: Use the following steps to explain shooting bearings to students, then have them
break into partners and practice shooting and walking bearings.
Shooting a Bearing
1)

First, to shoot a bearing, point the compasss travel arrow to the place you wish to go. Make
sure you keep the compass level as you do this!

2)

Next, rotate the compass housing until the north orienting arrow of the compass housing
lines up with the red magnetic needle. (i.e. get the red arrow inside the red arrow shape)

3)

Read the bearing (in degrees) by looking at where the degree dial is lined up with the
direction of travel arrow. Congratulations! You just shot a bearing!

Walking a Bearing
1)

After youve taken a bearing, you most likely will want to head in the direction of your
bearing. Holding the compass as level as possible, line up the degrees of the bearing with
the direction of travel area.
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2)

Rotate your whole body (still holding the compass level!) until the red magnetic needle
is in the red arrow shape. (You should be facing in the direction of the direction of travel
arrow.)

3)

Try to find some kind of feature of the land (like a particular tree or an easily
distinguished rock feature) that lies along your bearing and walk toward that feature as you
continue to check your compass.

Activity Creating Your Own Treasure Map!

Objective: Students will practice shooting bearings and writing vector directions as they create
their own treasure maps.
Procedure: Inform students they are going to create their own treasure maps for other students to
follow by creating a list of vector directions which will start at a specific location and
lead to a treasure. Break students into groups of 2-4 people and have them use the
following procedure to create their maps: (See Student Handout Packet)

Create a starting point: Where will your map start? Be sure to include a starting position!

Create a standard of measurement: Think about the units you will use in your directions will
you use feet, meters, inches, or make up your own unit: for example giant hops or skips.
Make sure if you create your own unit of measurement it is something other groups can
easily duplicate and use.

Shoot and record your bearings! Once you are at your starting location, decide which
direction you want your treasure hunters to go and shoot a bearing in the direction

Determine Distance: Figure out how far you want your map-readers to travel in the direction
of your bearing. Use your standard of measurement to record that distance.

Repeat! Continue shooting bears measuring distances until you reach a location you want to
hide your treasure! (Your vector map should include at least 5 vector directions.)

Things to Think About:

o How will you go around objects in your treasure hunt? (For example, say you want to direct
your map-readers around a tree or a building.)
o How will your map-readers know they have reached their treasure. Make sure you leave
something for your direction-followers to find!

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Test Your Map ONE: Once you have completed your map and hidden your treasure, return to
your staring point and follow your own map to make sure it makes sense!

Test Your Map TWO: Using graph paper, plot out your vectors and then determine the
resultant vector. Now return to the starting point of your map and try to follow your resultant
vector. Does it get you to your treasure? (Be sure to indicate some type of scale on your
drawing.)

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Lesson 4
Bluebeard meets Carmen San Diego
Developed by Megan Schnorenberg
Grade Level: 6-12
Topics Covered:

Estimated Time:

45 minutes

Map Reading
Graphing Vectors (grades 8-12)

Goals:

Students will be able to shoot bearings using a compass and a fixed object

Students will be able to triangulate their location on a map by shooting two or more bearings.

Students will be able to represent triangulation on the coordinate plane.

Vocabulary:
(Review from Lesson 1) Vector a geometric object which has both magnitude and direction.
(Review from Lesson 1) Components the parts of a vector; generally broken down into a y-component
and an x-component which correspond to the x and y axis on the coordinate plane.
(Review from Lesson 1) Scalar a number which does not have a direction associated with it
(Review from Lesson 1) Magnitude the length of a vector
(Review from Lesson 1) Resultant the vector obtained by adding or subtracting two vectors
(Review from Lesson 2) Compass - a navigational instrument that indicates the direction to the magnetic
poles
(Review from Lesson 3) Bearings - the direction one object is from another object
Triangulation - process of pinpointing the location of something by taking bearings to it from two remote
points.
Map Legend describes the symbols and orientation of the map; the map scale is usually included in the
legend.
Map Scale -The ratio of distances on a map versus the actual distance in real life.

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Materials and Preparation:

Compasses preferably one per student
Several long pieces of string or yarn
Large piece of paper
Local map (optional)
Procedure:
Engage: Have you ever been somewhere that you dont normally go say a new city or hiking in the
woods and realized you were lost? What could you do to prevent this? ( Most students will respond with
bring a map, bring a GPS, bring a compass, ask directions, etc.) What if there was no one around to ask
directions; but you, being the smart person that you are, had a map with you. How would you use the map
to determine where you were?
Activity One Whats in a Map?
Objective: To acquaint students with the basic properties of maps.
Procedure: Have the students break into groups and create maps of your classroom including all
the features they deem relevant; for example desks, tables, doors, etc. Make sure the
students decide on a scale for their map and that their map includes a legend.
Once your students have created their classroom maps, ask them how they would use such a map to figure
out their location. (Expect answers such as, well, Id look at what was around me and then find something
similar on the map.) Ask your students what would happen if they were standing by a desk. If there are
several desks on the map, how would they know they had the right one? ( Expect answers such as, well Id
look at what else was around and make sure that matched too.) Help the students develop the idea that
they need at least two good points of reference (such as distinguishing landmarks) to help them locate
themselves on the map.
Activity Two A Spiderweb of Triangulation
Objective: To acquaint students with the ideas behind triangulation.
Procedure: Stand in the middle of the classroom and tell the students you are lost and need to use
a map to locate yourself. Ask them what feature of the room they should pick off the
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map to help locate yourself. When they pick something (say your desk) locate it in the
room and have the students run a piece of string from the desk to you. (This is
representative of shooting a bearing from the desk to you.) Ask the students if this is
enough to locate you on the map. (If they say yes, take a few steps forwards or
backwards along the same direction as the string and explain that according to the
map, you could be anywhere along the string.) Now ask them to pick another
distinguishing feature from the map and run a string from it to you. Where the strings
cross represents your location. Explain to the students this is what happens when they
shoot two bearings and compare them with the map; they will pinpoint their location!
Now have the students break back up into their map groups from activity one. Have
each group go to a different location in the room and use their compasses to shoot
bearings., then use strings to plot those bearings on their maps. Do the strings cross
the map at their location in the room?
Explore/Evaluate: Ask the students what kind of features they could use on a real map to help
determine their location. If you have time (and a local map), take them outside and see
if they can locate themselves on the map by shooting bearings and practicing
triangulation.

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