Physics Vector Addition

Slides:



Advertisements
Similar presentations
Mathematics Probability: Monty Hall Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Advertisements

Physics 1-D Kinematics: Relative Velocity Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Physics Dynamics: Friction Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Electrostatics: Coulomb’s Law – Force on a Third Charge Science and Mathematics Education Research Group Supported by UBC Teaching and Learning.
Physics Dynamics: Springs Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Kinematics: Projectile Motion Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Mathematics Parallel and Perpendicular Lines Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Physics Equilibrium: Torque Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Mathematics Number: Ratios Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics 2D Kinematics Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department of.
Physics Equilibrium: Torque Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Circuits Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department of Curriculum.
Mathematics Quadratic Formula Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Mathematics Shape and Space: Area of Triangles Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund.
Mathematics Shape and Space: Area Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Electrostatics: Electric Field Diagrams Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund.
Mathematics Numbers: Exponents Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Momentum: Collisions
Mathematics Finance: Compound Interest Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
In this section you will:
Mathematics Intersection of Lines Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physical Science Astronomy: Eclipses Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Mathematics Arithmetic Series Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Dynamics: Atwood Machine Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Mathematics Number: Percents Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Mathematics Trigonometry: Unit Circle Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Mathematics Numbers: Absolute Value of Functions II Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement.
Mathematics Relations and Functions: Factoring Polynomials Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement.
Physics Electrostatics: Electric Potential Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Mathematics Arithmetic Sequences Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Mathematics Geometric Series Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Mathematics Geometry: Dimensions Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Mathematics Parabolas Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department of.
Mathematics Relations and Functions: Multiplying Polynomials Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement.
Physics Dynamics: Forces Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Dynamics: Forces Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Mathematics Conditional Probability Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Physics Magnetism Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department of Curriculum.
Physics Uniform Circular Motion Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Waves Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department of Curriculum.
Physics Kinematics: Reference Frames Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Mathematics Numbers: Multiples
Math Shape and Space: Perimeter Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Electrostatics: Coulomb’s Law Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Mathematics Geometry - Diagonals Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Optics: Lenses Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department of.
Physics Dynamics: Forces Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Objectives The student should be able to: 1.Distinguish between a scalar and a vector 2.Combine vectors using graphical methods 3.Sketch a vector diagram,
Physics Electrostatics: Electric Fields at a Point Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement.
Physics Momentum: Collisions Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Gravitation Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department of Curriculum.
Physics More Vector Problems Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Wave Problems Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department of.
Physics Momentum: Elastic Collisions Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund
Physics Conservation of Energy Science and Mathematics Education Research Group Supported by UBC Teaching and Learning Enhancement Fund Department.
Physics Momentum: Collisions
Mathematics Transformation of Lines
Science and Mathematics Education Research Group
Science and Mathematics Education Research Group
Magnitude The magnitude of a vector is represented by its length.
Physics Circuits: Current / Voltage / Resistance
Physics Circuits: Series
Physics Special Relativity
Mathematics Trigonometry: Special Triangles ( )
Chemistry Stoichiometry: Mole Ratios
Physics 2-D Kinematics: Relative Velocity
Physics Dynamics: Forces
Mathematics Trigonometry: Special Triangles ( )
Physics Gravitation: Force
Physics Forces: Tension
Presentation transcript:

Physics Vector Addition FACULTY OF EDUCATION Department of Curriculum and Pedagogy Physics Vector Addition Science and Mathematics Education Research Group Categories: Secondary – Physics – Vectors Tags: vectors, components Excerpt: This problem set shows visually how vectors can be added together. Supported by UBC Teaching and Learning Enhancement Fund 2012-2013

Question Title Question Title Vector Addition Students can manipulate vectors using this simulation on PhET http://phet.colorado.edu/en/simulation/vector-addition

Question Title Question Title Vector Addition with PhET Students can manipulate vectors using this simulation on PhET http://phet.colorado.edu/en/simulation/vector-addition http://phet.colorado.edu/en/simulation/vector-addition

Question Title Question Title Vector Addition I When adding two vectors v and w, the resulting vector v + w will be: A B C D In this question set, any bolded variable is considered a vector.

Comments Comments Solution Answer: B Justification: Vectors are added tip to tail. Since both vectors are pointing to the right, the answer must also point to the right. This eliminates A as a possibility. C represents how much longer vector w is than vector v, and D is merely a copy of vector w. B demonstrates the length of v + w.

Question Title Question Title Vector Addition II Which image represents the proper procedure for adding vectors a and b? The red vector is the resultant vector. B D A C

Comments Comments Solution Answer: B Justification: Vectors are added tip to tail. In A and D, the vectors are placed with the tails together, which gives no information about the resultant vector. In B and C the vectors are placed tip to tail, which is the correct placement. The resultant vector goes from the tail of the first vector to the tip of the final vector. Since the vectors are placed in the order a and then b, the resultant vector goes from the tail of a to the tip of b. In C, the resultant vector is going in the opposite direction.

Question Title Question Title Vector Addition III Given v and w, which diagram correctly represents the sum v + w, shown in black? C. E. A. B. D.

Comments Comments Solution Answer: C Justification: The first two options, A and B, show the vectors tail to tail. This is how the angle between the two vectors is determined. In order to add vectors, they must be placed tip to tail, as in C, D, and E. In C and E the vectors are placed in the proper order, with the tip of v connected to the tail of w. C is the correct answer because the resultant vector is drawn from the tail of v to the tip of w. D shows the vectors in the opposite order, w + v. This gives the same resultant vector as v + w, since the resultant vector still travels the same distance v upwards and w to the right.

Comments Comments Vector Addition IV Given v and w which diagram correctly represents the sum v + w? Students can manipulate vectors using this simulation on PhET http://phet.colorado.edu/en/simulation/vector-addition A. B. C. D. Both A and B

Comments Comments Solution Answer: D Justification: In diagram C, the vectors are placed tip-to-tip. Since vectors are added tip-to-tail, this is not the right option. Diagram B represents v + w, since the vectors are placed tip-to-tail in that order. Diagram A represents w + v since the vectors are placed tip-to-tail in that order. However, like scalar addition, the order in which two objects are added does not affect the answer. Therefore, v + w = w + v, and both answers are correct.

Question Title Question Title Vector Addition IV Given v and w, which diagram correctly represents v-w? Both B and D are correct A B C D E

Comments Comments Solution Answer: E Justification: When adding or subtracting vectors, the vectors in question are drawn tip-to-tail, unlike in A. The question is asking for v-w. The direction of w must be reversed, so we can add v + (-w) – as it is done in B or add (-w) + v – as it is done in D. Therefore, both solutions B and D are correct, making E the correct answer.