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Assignment 1.1.04 - Algebraic Vector Addition

The document explains the concepts of vector components, resolution methods, and algebraic addition of vectors, emphasizing the graphical and trigonometrical methods. It discusses the accuracy of these methods and their applicability based on the situation, including the possibility of extending these methods to three dimensions. The author concludes that understanding three-dimensional vector resolution is relevant despite focusing on two dimensions in high school physics due to real-life applications.

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29 views2 pages

Assignment 1.1.04 - Algebraic Vector Addition

The document explains the concepts of vector components, resolution methods, and algebraic addition of vectors, emphasizing the graphical and trigonometrical methods. It discusses the accuracy of these methods and their applicability based on the situation, including the possibility of extending these methods to three dimensions. The author concludes that understanding three-dimensional vector resolution is relevant despite focusing on two dimensions in high school physics due to real-life applications.

Uploaded by

ado172735
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Daniel Ajuwon

Assignment 1.1.04: Algebraic Vector Addition (A1104) Answer the following questions as you
watch and/or read.

1)​ What are components?


Any vector that is directed in 2 dimensions can be thought of as having 2 parts: how
much it is influenced in a direction along the x-axis (how much the vector goes left/right)
and how much it is influenced in a direction along the y-axis (how much the vector goes
up/down). These parts are known as components, and they depict the influence of that
vector in a given direction. Two one-dimensional components of a vector can replace its
single two-dimensional vector.
2)​ How do you resolve a vector?
There are two main methods of vector resolution: the graphical (parallelogram) method
and the trigonometrical method. The graphical method starts with drawing the vector
accurately and to scale. Next, a parallelogram—specifically, a rectangle with sides that
stretch across the x- and y-axes—is drawn around the vector so that the vector is the
diagonal of the shape. Then, the magnitude of the components, as directed along the x-
and y-axes (the sides of the parallelogram), is found by using the same scale used for
drawing the vector. The trigonometrical method involves using trigonometric functions to
find the components of the vector. This is possible because right-angle trigonometry can
be used with all right triangles, and the point where the components intersect is
perpendicular (makes a 90-degree angle) because one is completely horizontal and the
other is completely vertical. So, as shown in the example under Question 3, we can find
the 2 components Fx and Fy with the provided angle of the vector by using the equations
Fx=FRcos𝜃 and Fy=FRsin𝜃, respectively.

3)​ How do you algebraically add vectors?


As shown in the video, after finding the angles of the vectors, the single two-dimensional
vector can be represented as FR (the length of the sum of the vectors–a single
two-dimensional vector), and its 2 components that make a right angle can be represented
as Fx (how much it is influenced in a direction along the x-axis) and Fy (how much it is
influenced in a direction along the y-axis). Then, right-angle trigonometry can be used to
find 𝛴Fx and 𝛴Fy (the net force in the direction along the x-axis and the y-axis). From
there, the Pythagorean theorem can be used to find the resultant force (FR) and right-angle
geometry can be used to find the angle of the resultant force. An example of this method
is attached below.
4)​ How do you determine exactly what constitutes ‘better’?
When solving a question, I believe that the best method to use is the one that will provide
the most accurate answer. Because of this, I believe that the trigonometrical method is a
better method of vector resolution because it provides a more accurate length of the
vector’s components by using math instead of drawings.
5)​ Does your choice of methods depend on the situation? How?
My choice of method to use depends on the goal of the question and the resources
available. For example, the graphical method is better when trying to actually understand
the problem because it provides a visual representation of the vector and its components,
so it could be seen to make it easier to relate the concept to real-life examples. However,
the trigonometrical method is better when looking for a more accurate answer because it
relies on mathematical equations instead of the accuracy of a scale. Also, without access
to graph paper, a protractor, or a ruler, the graphical method is unlikely to be accurate.
The same goes for the trigonometrical method without a calculator.
6)​ Can the graphical method be changed to incorporate three dimensions?
Yes, the graphical method can be changed to incorporate three dimensions. Although I
believe that it would be much more difficult, if the vector was able to be drawn on a
three-dimensional coordinate graph with perpendicular and accurately scaled axes, it
would be possible to find the value of its components.
7)​ Can the algebraic method be changed to incorporate three dimensions?
Yes, the algebraic method can be changed to incorporate three dimensions. The
components of a given vector can be found with right angle geometry. With this method,
the only difference between two dimensions and three dimensions is an extra component.
In addition to solving for the components Fx and Fy, we would also solve for Fz (how
much the vector goes front/back).
8)​ We will only be working in two dimensions in Physics 11 and 12, why would the last
two questions matter?
The main reason I thought of as to why the last two questions would matter is that
although we will only be working in two dimensions in high school, most real-life
examples of vector resolution involve 3 dimensions. For example, air resistance can
affect an object travelling in the air in three dimensions to slow it down.

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