I've a question about triangle method in finding the resultant vector of two vectors. The instruction says that I should draw the resultant vector by triangle method and write its component form. The two vectors given are in initial-terminal point form. Is it okay to just draw the resultant vector by transforming one of the vectors so that it would be head-to-tail with the other? I did on the image below.

vectors.jpg

1. The red arrows are the given vectors.

2. The blue arrow is the translated vector (above)

3. the green arrow is the resultant vector.

then I solved its component form by getting the change in x and y of the initial and terminal points of the resultant vector.

Is the drawing just fine? or do still need to draw the two vectors in component form then draw the resultant vector?

Thank you so much for the help.

My teacher recommended using triangles to solve, I tried something else but I'm not necessarily sure if it works and I don't know how to approach it with triangles.

So if you don't mind letting me know if my current answer is correct or not, but also potentially giving me a hint in solving it with triangles.

Thank you

I am preparing for a test. Please help me to solve this problem.

The perimeter of the rectangle ABCD is 30cm. Three other rectangles are placed so that their centers are at the points A, B, D as in the figure.

The sum of their perimeters is 20cm. What is the total length of the thick line?

perimeter.PNG

A) 50cm

B) 45cm

C) 40cm

D)35cm

E) This is impossible to determine.

Thank you.

I have a block of land that is 882sqm. I have 3 sides but not the 4th. The measurements I have are 38m one side, 40m the other side and 16m on the end. Wondering what the width of the 4th side would be.

I've added the image also

Any help is greatly appreciated

Thanks,.

Nick

“In the square above, the area of the shaded parts is 36 cm2. What is the length of one of the sides of the square?”

The above is an entrance-exam question from 6

Vancouverron

She is totally stuck and I have no idea what the lesson might have been about. Any suggestion? ]]>

https://drive.google.com/open?id=1Jdtrp8RKQiapj0uL7HgiGiEtOk5G8Mcs ]]>

I'm soon starting a project where I need to describe the path of an object using 2d vectors. The object can change direction by altering the 'angle' of the vector, the vector will be rotated by x.x radians. The object will be able to tighten it's angle of turn by increasing the value with which the vector is rotated.

That bit I'm fine with. However, I need to change the length of the speed vector as the object is 'turning'. The tighter the turn the slower the object will need to be. Imagine a car travelling a straight line, then entering a corner, the car needs to slow depending on the tightness of the turn.

I'm not working with a car, that's just an easy analogy. It's actually effect sprites on screen, so I don't need to worry about friction or any surface conditions.

I can fudge the speed decrease when turning, but I'd sooner find a tidy equation that will suit.

So I'll have a position vector, a velocity vector, a variable rotation number, and hopefully a calculated value for decreasing the velocity depending upon the rotation.

Any ideas?

Thanks. ]]>

The answer in the back of the textbook is 59.7 kg; 549.5 N

I'm not sure what I'm doing wrong but I seem to be a factor of 10 off

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I was wondering if someone could help shed light on the following maths problem.

A surveyor measures the angle of elevation of the top of a perpendicular building as 19 Degrees.

He moves 120m closer to the building and finds the angle of elevation is now 47 Degrees.

Determine the height of the building.

I can work out all the interior angles of the triangles but I cannot work out the sides of the height of the building.

Can some one help?

Thank you. ]]>

I was wondering if someone could help with a strange Triangle problem.

I am trying to determine whether or not there exists a triangle (right angle or otherwise) where the interior angles and the length of the sides are all whole numbers.

Does anyone have any ideas?

Thanks ]]>

The figure below shows a square ABCD and an equilateral triangle DPC:

Ted makes the chart shown below to prove that triangle APD is congruent to triangle BPC:

Ted makes the chart shown below to prove that triangle APD is congruent to triangle BPC:

Statements | Justifications |
---|---|

In triangles APD and BPC; DP = PC | Sides of equilateral triangle DPC are equal |

In triangles APD and BPC; AD = BC | Sides of square ABCD are equal |

Angle ADC = angle BCD = 90° so angle ADP = angle BCP = 30° | |

Triangles APD and BPC are congruent | SAS postulate |

Which of the following completes Ted's proof?

In square ABCD; angle ADC = angle BCD In square ABCD; angle ADP = angle BCP In triangles APD and BPC; angle ADC = angle BCD In triangles APD and BPC; angle ADP = angle BCP
]]>In every floor there is a quadrilateral polygons, that is have a

Which quadrilateral polygons are in the building?

The answer is: Square, Rhombus, Trapezoid and Kite.

the answer of square I understood because a unique rectangle that has sizes that are equal.

Why the rest are living the building? ]]>