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Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

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Page 1: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Vectors

Turn in Freefall LabsDay 1: Read pp. 119 – 125 in

textbook

Day 2: Vector Sheet A

Day 3: Vector Sheet B

Page 2: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Note: Some additional reading sources have been placed online. These .pdf files introduce vectors, two dimensional kinematics, and projectile motion (the topics covered in this unit.) These are for your reference only, and not required reading. If you need a little extra help for vectors, please read through these packets.

Page 3: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Introduction to Vectors {2010}:

I. Introduction:

In physics, some physical quantities measure only an __________.

Other physical quantities must also include a ______________

with the measured amount. The quantities that measure only an

amount are called ___________. Those quantities that include a

direction are called ____________.

amount

direction

scalars

vectors

Page 4: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Examples of scalars:

mass, time, distance, speed, energy, temperature

Examples of vectors:

displacement, velocity, acceleration, force, momentum, fields (gravitional, electric and magnetic)

Page 5: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

II. Representing Vectors:

When representing a vector in mathematical equations, some kind of notation must be used to distinguish the vector from the scalar. Scalars will be represented with ordinary letters, whereas vectors will be represented by a letter with an arrow over the top of it. For example:

TEtm ,,, = scalars

xpFav ,,,, = vectors

When drawing a picture detailing a given problem, vectors arerepresented by arrows. The length of the arrow represents the amount of the vector, and the direction of the arrow gives the direction of the vector.

Page 6: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

velocity of an airplane

Page 7: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

sum of two displacements.

Page 8: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

boat traveling across a stream, flow of river carries boat downstream.

Note that the boat is not pointing in the direction it is traveling! We will see an example of this later…

Page 9: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

III. Equality of Vectors:

If two vectors have the same length and the same direction, then

these two vectors are considered ___________. Any vector can be

moved from one place to another, and so long as the magnitude

(length) and direction are not changed, it will still be considered

the ____________ vector.

equal

same

Page 10: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Even though each of these vectors start and finish in a different location, each has the same length and direction as the others. These vectors are all considered equal to one another.

The picture can also be interpreted as the same vector drawn in 4 different locations.

Page 11: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Even though each of these vectors start and finish in a different location, each has the same length and direction as the others. These vectors are all considered equal to one another.

Page 12: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

IV. Scalar Multiplication of Vectors:

A vector may be multiplied by a scalar. Multiplying a vector by a positive scalar will only change the length (and possibly the unit) of the vector quantity, but it will not change the direction of the vector.

Example #1: Given vector measures 3.00 cm towards the right, what is ?

A

A

3

rightcmA 00.3

Page 13: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

IV. Scalar Multiplication of Vectors:

A vector may be multiplied by a scalar. Multiplying a vector by a positive scalar will only change the length (and possibly the unit) of the vector quantity, but it will not change the direction of the vector.

Example #1: Given vector measures 3.00 cm towards the right, what is ?

A

A

3

rightcmA 00.3

is a vector 3 times as long as vector , in the same direction.A

3 A

rightcmA 00.93

Page 14: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Just as a little extra, here is an example of a scalar multiplication that changes units: momentum is mass times velocity

vmp

kg s

ms

mkg

Since mass is a positive quantity, the momentum and the velocity vector always point in the same direction.

Page 15: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

IV. Scalar Multiplication of Vectors: {continued…}

A vector may also be multiplied by a negative scalar. The negative sign will reverse the direction of the vector. The size of the scalar will change the length of the vector.

Example #2: Given vector measures 3.00 cm towards the right, what are and ?

A

A

rightcmA 00.3

A

2

Page 16: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

The negative of a vector is a vector with the same length that points in the opposite direction.

rightcmA 00.3

leftcmA 00.3

leftcmA 00.322

leftcm00.6

Page 17: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

V. Adding and Subtracting Vectors:

Two vectors may be added together provided that the values of the vectors have the same units. The diagrams below show the addition of two vectors, and .1V

2V

1V

2V

The addition of two vectors can be viewed as a series of operations: first do vector #1 then do vector #2.

Page 18: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

The tip – to – tail method of adding vectors places the tail (starting point) of one vector at the tip (ending point) of another vector.

21 VV

1V

2VRV

The resultant vector extends from the start of the first vector to the end of the second vector.

Page 19: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

The parallelogram method of adding vectors places the tails (starting points) of both vectors at the origin. Recall that a parallelogram has two sets of parallel sides, with each member of the same set having the same length.

1V

2V

Next place copies of each vector at the tip of the other vector to finish off the parallelogram.

2V

1V

The resultant vector will extend from the origin out as a body diagonal.

RV

Note that when this is compared to the tip – to – tail method, the order of addition does not make any difference.

1221 VVVVVR

Page 20: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Why is this diagram incorrect?

1V

2V

C

Vector ‘C’ does not represent the sum of the two vectors. This vector is the wrong body diagonal on the parallelogram method. This is a common mistake, though.

Vector ‘C’ actually represents a difference, or subtraction, between the two vectors. From the tip – to – tail method, get:

CVV

12

12 VVC

Page 21: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

This diagram shows again that the order of addition of vectors is not important. Note the parallelogram method for vector addition.

Page 22: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

This diagram also shows that the order of addition of vectors is not important. Here, three vectors are added in various orders. The result is the same each time.

Page 23: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

This diagram shows tip – to – tail method for adding three vectors.

Page 24: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Another diagram detailing order of addition…

Page 25: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

This diagram details how to subtract two vectors. Just view the subtracted vector as adding the negative of the vector.

Page 26: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Another diagram showing how to interpret the subtraction of two vectors…

Page 27: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

VI. Reporting Directions: Map Coordinates, Bearing, Azimuth

N

EW

S

Say a vector is given pointing as shown. How do we write the angle for this vector to show direction?A

30

The first system will write the numeric value of the angle to a one side of a given axis. This example would be written as:

30 degrees to the north side of the east axis.

NEeastofnorth 3030

Page 28: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Vector Directions: Map Coordinates

This angle is measured as NE for North of the East axis

This a

ngle

is m

easu

red

as

EN for E

ast o

f the

Nor

th a

xis

This angle is measured as NW for North of the West axis

WN

SW

WS ES

SE

N

W E

S

Page 30: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B
Page 31: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Vector Directions: Map Bearings

The angle is measured clockwise from the North axis. North is 0°, east is 90°, south is 180°, and west is 270°.

N

E

S

W

Page 32: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Vector Directions: Azimuth

The angle is measured as degrees East or West of the North/South axis.

The angle is written in the form N35°E, or S27°W.

A

Vector A is measured as N35°E, or 35° East of the North axis.

35°

27°

B

Vector B is measured as S27°W, or 27° West of the South axis.

N

E

S

W

Page 33: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

EXAMPLES: 3. Convert 17° SW in to a WS direction , a bearing, and an azimuth.

17° SW

90° – 17° = 73° WS

This vector also measures as S73°W as an azimuth.

This vector also measures as 180° + 73° = 253° as a bearing.

N

E

S

W

Page 34: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

4. Convert 34° ES in to a SE direction , a bearing, and an azimuth

34° ES

90° – 34° = 56° SE

Bearing = 90° + 56° = 146°

Azimuth = S34° E

N

E

S

W

Page 35: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

5. Convert a bearing of 52° in to two different directions and an azimuth

Bearing 52° is

also 52° EN and azim

uth N52°E

Finally 90° – 52° = 38° NE

N

E

S

W

Page 36: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

6. Convert a bearing of 306° in to two different directions and an azimuth

Bearing = 306°

Direction = 306° – 270° = 36° NW

Direction = 360° – 306° = 54° WN

Azimuth = N54° W

N

E

S

W

Page 37: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Angles measured from vertical and horizontal…….

Vertical

Horizontal

From vertical

Above horizontal

Below horizontal

Page 38: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Vectors, Day #2

Tonight: Vector Sheet A

Day 3: Vector Sheet B

Page 39: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

VII: Combining vectors

____________________ : the combination of 2 or more vectors.

(also called... _______, _________, ______)

Resultant

sum total net

Example #6: A swimmer averages 3.00 km/h in still water. A river flows due east at a rate of 2.00 km/hr. Calculate the velocity of the swimmer if she swims East:

River Swimmer

Resultant is 3.00 km/hr + 2.00 km/hr = 5.00 km/hr East

Page 40: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Example #7: A swimmer averages 3.00 km/h in still water. A river flows due east at a rate of 2.00 km/hr. Calculate the velocity of the swimmer if she swims West:

River

Swimmer

Resultant is 3.00 km/hr West + 2.00 km/hr East = 1.00 km/hr West

Alternative: Let west be negative and east positive. The sum becomes:

(-3.00 km/hr) + (+2.00 km/hr) = -1.00 km/hr = 1.00 km/hr West

Page 41: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Example #8: A swimmer averages 3.00 km/h in still water. A river flows due east at a rate of 2.00 km/hr. Calculate the velocity of the swimmer if she swims North. Calculate the answer both using (a) trig and (b) graphically.

(b) Graphical Solution :

Solve the vector sum by drawing the vectors on a piece of paper. Use a ruler and protractor to put a scale to the length and to make the angle measurements for the vectors. On your picture, draw the resultant vector and measure its length with the ruler and its direction with the protractor. Finally, convert that length with the scaling factor you used to draw the original vectors.

Page 42: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

(a) Trig Solution:

Draw the vectors

River 2.00 km/hr East

Sw

imm

er

3.00

km

/hr

Nor

th

Draw the resultant

By Pythagorean Theorem the resultant is:

222 cba 22 bac

hrkmc 61.3

The angle is needed for direction:

NEhrkm

hrkm

3.5600.2

00.3tan 1

Page 43: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Ex. #9: A swimmer can swim at a speed of 3.00 km/h relative to still water. The swimmer wishes to cross the river from the south bank to the north bank, but the river flows eastward at a rate of 2.00 km/h. (a) Which direction should the swimmer aim so that she can reach the opposite bank directly? (b) How fast is she effectively moving across the river? (c) If the river is 255 meters wide, how long will it take her to cross the river?

Do not write all this, just think logically about it:First, the 3.00 km/hr is the speed of the swimmer relative to the water, independent of whether the water is moving relative to land! If the water is moving relative to land, then the velocity of the swimmer adds as a vector to the velocity of the water to make the overall velocity of the swimmer relative to the ground.

Always use logic to solve these problems. Where is the swimmer starting? Where does the swimmer want to end? What does the swimmer have to do to make this possible?

For example, this swimmer wants to go due north. The river flows to the east. Which way should the swimmer point to arrive due north? Directly across or at some angle? Why?

Page 44: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Since the swimmer wants to go north, but the current will move the boat to the east, the swimmer must turn to an angle opposite to the current. In other words, the boat must aim west of north! Set up the picture as follows:

Desired path of sw

imm

er.

Direction the swimm

er must aim

, also

the speed of the swimm

er relative to

water. 3.00 km/hr This is not the

actual path of the swimm

er!

Velocity of water = 2.00 km/hr

hrkm

hrkm

00.3

00.2sin 1

Direction of swimmer:

WN 8.41

Page 45: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

As for the time to cross, this depends on how far across and how fast the swimmer actually crosses the river. Remember, the 3.00 km/hr is how fast the swimmer travels relative to the water, not the shore! Solve for the speed of the swimmer across the river with Pythagorean’s Theorem.

2.00 km/hr

3.00 km/hr

A =

actual speed.

222 bac

22 00.200.3 hrkm

hrkmA

hrkmA 24.2

hrkm

ttimehrkm

114.024.2

255.0

84.6t minutes

Page 46: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

REVIEW PROBLEM: A boat that goes 8.00 km/h in still water is to cross a river 385 m wide. The river is flowing south with a velocity of 2.50 km/h. (a) If he starts from the west bank of the river, where should the river boat pilot aim the boat so as to go directly across the river? (b) How long will it take to cross the river?

Desired v

River vBoat v

, where

to aim

NEhrkm

hrkm

2.1800.8

50.2sin 1

22 50.200.8 hrkm

hrkmA

sm

hrkmA 11.260.7

04.318211.2

385 s

mt

sm

min

Page 47: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

VECTORS DAY 2: Vectors not at right angles

Vectors not at right angles: can be solved by making _________ and

then applying ____________ (law of __________ and ____________).

Example 1: A boy walks 1.55 km East and then 2.45 km 37.0° NE.Find his displacement (which includes both magnitude and direction!).

triangle

trigonometry sines cosines

N

E

W

S

37.0°143.0°

1.55 km

2.45 kmResultant

Page 48: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Solve for the resultant using the law of cosines:

CabbaR cos2222

143cos45.255.1245.255.1 22 kmkmkmkmR

kmR 80.3

Solve for the direction angle, , using the law of sines:

kmkm 80.3

143sin

45.2

sin

NE 8.22

Page 49: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

N

EW

S

Example 2: Find the displacement: 122 km 37.0° NE, 175 km 17.5° WS

A =122 km

B=

175

km

R

37.0°

17.5

°

37.0°

35.5°

Upper right corner:90 - 37.0 - 17.5 = 35.5°

Page 50: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

First, solve for R with law of cosines.

CABBAR cos2222

5.35cos1751222175122 22 kmkmkmkmR

kmR 104664.103 Now solve for . Since this may be an ambiguous case, solve using the law of cosines.

cos2222 ARRAB

222cos2 BRAAR

AR

BRA

2cos

222

Page 51: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

AR

BRA

2cos

2221

664.1031222

175664.103122cos

2221

4.101

Now subtract 37.0° from . This will give R from the east axis.

SEDirection 4.640.374.101

Page 52: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Example #3: An airplane is flying with an airspeed of 255 mph, and the compass indicates the plane is flying at an angle of 35.0° NW. If the wind is blowing 65.0 mph from the west, what is the actual velocity of the airplane relative to the ground?

N

S

EW

255 mph

35.0°

65.0 mph

R

35.0°

from west means towards east

Page 53: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

First, solve for R with law of cosines.

CABBAR cos2222

0.35cos0.6525520.65255 22 mphmphmphmphR

mphR 20517.205 Now solve for .

mphmph 17.205

0.35sin

0.65

sin

5.10

0.35direction NW 5.45

Page 54: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

N

EW

S

Example #4: To be on schedule a pilot needs to arrive at airport in 5.00 hours. The airport is located 1500 km 40.0° NW of her present location. If the wind averages 70.0 km/h from the southwest, where should she aim and how fast should she fly?

R = Desired velocity = 300 km/h

40.0°

Wind is from the southwest, so towards the northeast. The angle is 45.0°.

45.0°wind = 70.0 km/h

P = pilot should fly

45.0° 40.0°

95.0°

Page 55: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

First, solve for P with law of cosines. P is where the pilot should fly, R is the resultant of 300 km/h, and W is the wind at 70.0 km/h.

0.95cos2222 RWWRP

0.95cos70300270300 22 kmkmkmkmP

hkmP 314944.313

Use law of sines to solve for .

hkm

hkm 944.313

0.95sin

0.70

sin

8.12

Subtract from 40.0° to get the direction.

NWdirection 2.278.120.40

Page 56: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

The End

Page 57: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

N

EW

S

Example 5: The pilot of a river boat (that goes 10.0 km/h in still water) wants to go to a dock that is located 300 m upstream from his present location on the southern bank of a1200m wide river. If the river is flowing 3.00 km/h eastward (a) where should he point the boat to go directly to the dock and (b) how long will it take to cross the river

120

0 m

300 m

R = desired

W = 3.00 km/h

P = pilot aim = 10.0 km/h

This would be a good bonus question!

Page 58: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Solve first for angle .

m

m

1200

300tan 0.14

Next solve for angle . 0.760.140.9090

Next solve for angle . 0.1040.760.180180

Next use the law of sines to solve for angle .

hkm

hkm 0.10

0.104sin

00.3

sin

9.16

Page 59: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Finally add angle onto angle for the direction.

WNdirection 9.309.160.14

(b) For the time to cross, we need the speed along the actual path the boat takes, which is the desired path. Because of the current, the boat’s actual speed is slower than 10.0 km/h. First solve for angle then use law of sines to solve for R.

0.599.160.1040.180180

0.104sin

0.10

sinhkmR

sm

hkmR 455.284.8

Page 60: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B

Finally find the distance of travel with Pythagorean theorem.

mmmd 12373001200 22

Solve for the time with d = v t

min40.8504455.2

1237 s

m

v

dt

sm

Page 61: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B
Page 62: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B
Page 63: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B
Page 64: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B
Page 65: Vectors Turn in Freefall Labs Day 1: Read pp. 119 – 125 in textbook Day 2: Vector Sheet A Day 3: Vector Sheet B