NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 M2

PRECALCULUS AND ADVANCED TOPICS

Lesson 20: Vectors and Stone Bridges

Student Outcomes
 Students understand the forces involved in constructing a stone arch.
 Students add and subtract vectors given in magnitude and direction form.
 Students solve problems that can be represented by vectors.

Lesson Notes
Lesson 19 specified vectors by using either the initial and terminal point, such as �����⃑
𝐴𝐴𝐴𝐴 , or by its components, such as
𝐯𝐯 = 〈1,2〉. In this lesson, students apply the vector and magnitude form of a vector as they explore how tall a stone arch
can be built without the thrust forces causing the structure to collapse.
Magnitude and direction are both properties of vectors and
can be used together to describe a vector. There is no
universal way to represent a vector using its magnitude and
direction. In this lesson and the ensuing problem set, we will
use two different but equivalent methods. The magnitude of
a vector is clearly defined and described as a positive number
that measures the length of the directed line segment that
defines the vector. The direction can be specified either by
using a geographical description, or by measuring the amount
of rotation 𝜃𝜃 that the positive 𝑥𝑥-axis undergoes to align with
the vector when its tail is placed at the origin. For example,
consider the vector 𝐯𝐯 shown above. We can use magnitude
and direction to describe 𝐯𝐯 in the following ways:
1. Magnitude 2 and direction 32° north of west.
2. Magnitude 2 and direction 148° from the positive 𝑥𝑥-axis.
There is some ambiguity in using the geographical description of direction, because 32° north of west is equivalent to
58° west of north. Thus, there is more than one valid way to use a geographic description to specify a vector. However,
in application problems in physics, this type of geographic description of direction is the norm, so students should learn
both approaches, and see that they are equivalent.
The construction of a stone arch is illustrated in the interactive app “Physics of Stone Arches”, available from PBS/Nova
here: http://www.pbslearningmedia.org/resource/nv37.sci.engin.design.arches/physics-of-arches/.
If students have access to computers for classroom use, then adapt the opening to let them experiment with the
software themselves. Otherwise, demonstrate this interactive app at the front of the classroom. The Physics of Stone
Arches app will emulate the construction of a stone arch on top of a stack of blocks we will call the base column. The
goal of the app is to construct an arch on as tall a base column as possible. Although the app allows users to experiment
with different fortification strategies, this lesson only addresses buttressing.

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PRECALCULUS AND ADVANCED TOPICS

There is also a GeoGebra App, NineStoneArch (http://eureka-math.org/G12M2L20/geogebra-NineStoneArch), available

that you may choose to either demonstrate at the front of the room, or allow students to experiment with during the
lesson. This app shows a simplified version of the force vectors in a stone arch with nine stones, allowing users to
increase the weight of the individual stones as well as the height of the base columns.
This lesson addresses standards N-VM.A.3, N-VM.B.4a, and N-VM.B.4b. To extend this lesson, consider asking students
to construct physical arch bridges from a substance such as floral foam or Styrofoam. You may consider extending this
lesson to two days, allowing a full day for the Exploratory Challenge.
Materials needed: Protractor marked in degrees, a ruler marked in centimeters, and a computer with access to
GeoGebra and the Internet.

Classwork
Opening (3 minutes)
 The ancient Romans were the first to recognize the potential of arches for bridge construction. In 1994,
Vittorio Galliazzo counted 931 surviving ancient Roman bridges scattered throughout 26 different countries.
Most of these bridges were made of stone, and many have survived for more than 2,000 years. Roman arch
bridges were usually constructed using semicircular arcs, although some used arcs less than a semicircle. The
Pont Julien (French for “Julien Bridge”) in southeast France, built in the year 3 BC, is based on semicircular arcs.
It was used for all traffic, including car traffic, until 2005, when a replacement bridge was constructed to
preserve the old bridge. This bridge was used for more than 2,000 years!

Photograph by Veronique Pagnier, courtesy of Wikimedia Commons/Public domain

 Stone arch bridge construction centers on the idea that the arch distributes the force of gravity acting on the
stone (i.e., the thrust) through the curve of the arch and into the column of stones beneath it, which we will
call the base columns. If the resultant forces were not contained in the stones or the ground, the structure
would collapse.

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PRECALCULUS AND ADVANCED TOPICS

Demonstrate the Physics of Stone Arches app. Let the students guide you in constructing an arch, and watching it
inevitably collapse as you add more and more blocks to the base columns. Experiment with the different types of
fortification: buttresses, pinnacles, and flying buttresses. Although there is an option to select a pointed or rounded
arch, this lesson only addresses the rounded arch and simple buttresses, so use your own discretion whether to explore
the other possibilities.
 The Physics of Stone Arches app demonstrates an arch with nine stones. The Pont Julien contains many more
stones in its three arches. To keep things simple, we will experiment with arches made of nine or fewer
stones.
 Additionally, our work will not completely align with the Physics of Stone Arches app because we need to
simplify the model to make it accessible to students.
 Our biggest simplification is in assuming that each stone pushes on another with a force of equal magnitude.
In reality, the angle of the stone affects the magnitude of these force vectors.

Discussion (12 minutes)

This discussion relies on the GeoGebra app, G12-M2-L20-NineStoneArch.ggb. Ideally, students will be able to access this
app directly, but if there are not enough available computers, then demonstrate at the front of the classroom.
 What forces are acting on the stones in the bridge?
 Gravity, friction, compression.
Note to teacher: It is likely that students will be able to name gravity as a force acting on the stone, but
possibly not friction or compression. Friction is the attractive force between stones caused by the
roughness of the surface that keeps the stones from sliding away from each other. Compression is the
force of one stone pushing on the one next to it. We will disregard the force of friction in our model,
which is common with mathematical models.
 Have you heard the saying “For every action, there is an equal and opposite reaction?”
 (Students will answer yes or no. Continue to explain the meaning of this statement either way.)
 “For every action there is an equal and opposite reaction” is a restatement of Newton’s third law of motion,
which says “When one body exerts a force on a second body, the second body simultaneously exerts a force
equal in magnitude and opposite in direction on the first body.” What does this mean for the stones in our
bridge?
 If a stone pushes down on the stone under it, the lower stone also pushes up on the stone above it in
the opposite direction but with the same magnitude.
 Let’s consider the keystone, that is, the stone at the top of the bridge. This stone is often shaped differently
than the others for aesthetic reasons, but for our purposes all the stones in the arch are the same shape and
size. If the bridge is standing, is the keystone moving?
 No. If the keystone is moving, then the bridge is falling down.
 What forces are acting on the keystone, and in what direction?
 Gravity is pulling the keystone straight downward. The stone on the left is pushing upward on the left
edge of the keystone in the direction perpendicular to the edge between the stones. The stone on the
right is pushing upward on the right edge of the keystone in the direction perpendicular to the edge
between the stones.

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PRECALCULUS AND ADVANCED TOPICS

Draw or display a figure of the trapezoidal stone shown at right, marking

the three force vectors acting on the stone. We do not have a way to
accurately represent the magnitude of these vectors, but the two vectors
on the sides should mirror each other. We will make some assumptions
later in the lesson about these vectors, which will enable us to do some
calculations with their magnitude and direction.

 What do we know about the sum of these three vectors acting on the
keystone? Why?
 Because the keystone is not moving, the net force acting on it
is zero. That is, the three force vectors sum to zero. This
means that if placed tip-to-tail, the three vectors would form
a triangle.
 We are going to greatly simplify our model by assuming that all of the stones except the keystone push on each
other with compression forces of equal magnitude. The weight of the keystone is carried by both the left and
right sides of the arch, so it pushes on the stones to the left and right with compression forces of half of the
magnitude of the other stones.
 Thus, the force vectors for each stone push downward in a direction perpendicular to the joint between the
stones and, except for the forces from the keystone, the force vectors are assumed to have the same
magnitude.
Display the GeoGebra app, G12-M2-L20-NineStoneArch.ggb, and show the force vectors. Except for the one from the
keystone, the blue vectors all have the same magnitude, and each is perpendicular to the edge that it crosses. In the
diagram, the blue vectors have an initial point at the center of mass of each stone. The green vector shows the result of
adding up all of the blue force vectors. The bridge will stand or collapse based on whether or not the tip of this resultant
vector is contained either in the arch itself or in the ground. The arch will stand if the vector is green, and will fall if it is
red.

Figure 1: The resultant force is contained Figure 2: The resultant force is not contained
within the arch. The arch will stand. within the arch. The arch will collapse.

Use the GeoGebra app to explore what happens as the height ℎ of the base columns changes using the slider on the left.

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 If there is time, ask the students what should happen if

they use the slider on the right to change the weight 𝑤𝑤
of the stones.
 The resultant force is stronger but points in the
same direction, so the weight of the stones in
this model does not affect the outcome.
Check the box to add buttresses to the model and explore
the result.
 When we add the buttresses, the width of each base
column doubles. Does that double the maximum height
of the base columns before the structure collapses?
 No. Without the buttresses, the structure
stands with base columns of height up to 4
units. With the buttresses, the structure stands
with base columns of height up to 6.8 units.
Adding buttresses makes the arch stronger, but
does not double the maximum height of the
base columns.

Discussion (3 minutes)
This discussion describes the magnitude and direction form of a vector, which is key to
Scaffolding:
N-VM.A.3, N-VM.B.4a and N-VM.B.4b. Highlight this description before having the
Use a visual approach to
students start the challenge.
magnitude and direction form.
 In Lesson 19, we described vectors by either specifying the coordinates of their Show a vector and ask students
endpoints or by specifying their components. We can also describe vectors to describe it in magnitude and
using magnitude and direction: if we know the length of a vector and the direction form.
direction in which it points, then we have uniquely identified that vector in
magnitude and direction form.
 However—there are two acceptable ways for us to identify the direction of a vector.
a. We can describe the direction of the vector relative to the compass points north, east, south, and west.
Then we can describe the direction of the vector
𝐯𝐯 = 〈−1,1〉 as 45° north of west.
b. We can describe the direction of the vector as the amount of rotation 𝜃𝜃, measured in degrees, that the
positive horizontal axis must undergo to align with the vector when its tail is placed at the origin, for
– 180 < 𝜃𝜃 ≤ 180. Then the direction of the vector 𝐯𝐯 = 〈−1,1〉 is 135° from the positive horizontal axis.
 Then the magnitude and direction form of the vector 𝐯𝐯 = 〈−1,1〉 can be described in any of these ways:
a. Magnitude √2, direction 45° north of west.
b. Magnitude √2, direction 45° west of north.
c. Magnitude √2, direction 135° from the positive horizontal axis.

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Exploratory Challenge (20 minutes)

In these exercises, students calculate the magnitude and direction of the force vectors acting on the stones in the arch
for a bridge with five arch stones. They can then test the stability of the arch by finding the sum of the three vectors
acting on one side of it. To test their understanding of magnitude and direction form of vectors, this challenge does not
ask students to find the component form of the vectors; the arch stability is tested geometrically.

Exploratory Challenge

1. For this Exploratory Challenge, we will consider an arch made with five trapezoidal stones on top of the base
columns as shown. We will focus only on the stones labeled 1, 2 and 3.

a. We will study the force vectors acting on the keystone (stone 1) and stones 2 and 3 on the left side of the
arch. Why is it acceptable for us to disregard the forces on the right side of the arch?

Due to symmetry, the forces on the right side of the arch will be the same magnitude as the forces on the left,
but with directions reflected across the vertical line through the center of the keystone.

b. We will first focus on the forces acting on the keystone. Stone 2 pushes on the left side of the keystone with
force vector 𝐩𝐩𝟏𝟏𝟏𝟏 . The stone to the right of the keystone pushes on the right of the keystone with force vector
𝐩𝐩𝟏𝟏𝟏𝟏. We know that these vectors push perpendicular to the sides of the stone, but we do not know their
magnitude. All we know is that vectors 𝐩𝐩𝟏𝟏𝟏𝟏 and 𝐩𝐩𝟏𝟏𝟏𝟏 have the same magnitude.
i. Find the measure of the acute angle formed by 𝒑𝒑𝟏𝟏𝟏𝟏 and the horizontal.

We need to consider the angles in the triangles formed by the trapezoidal stones. Since there are five
stones that form the arch, each trapezoid creates a triangle with angles that measure
𝟑𝟑𝟑𝟑°, 𝟕𝟕𝟕𝟕°, and 𝟕𝟕𝟕𝟕°. The vector 𝐩𝐩𝟏𝟏𝟏𝟏 is shown in green. Looking more closely at just the keystone, we see
that the 𝟑𝟑𝟑𝟑° angle is bisected by the vertical line through the center of the keystone. Thus, the angle
𝐩𝐩𝟏𝟏𝟏𝟏 makes with the vertical direction is 𝟗𝟗𝟗𝟗° + 𝟏𝟏𝟏𝟏°. Therefore, vector 𝐩𝐩𝟏𝟏𝟏𝟏 makes an 𝟏𝟏𝟏𝟏° angle with the
horizontal axis.

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ii. Find the measure of the acute angle formed by 𝐩𝐩𝟏𝟏𝟏𝟏 and the horizontal.
Due to symmetry, the acute angle formed by 𝐩𝐩𝟏𝟏𝟏𝟏 and the horizontal is congruent to the acute angle
formed by 𝐩𝐩𝟏𝟏𝟏𝟏 and the horizontal. Thus, this angle measures 𝟏𝟏𝟏𝟏°.

c. Move vectors 𝐩𝐩𝟏𝟏𝟏𝟏, 𝐩𝐩𝟏𝟏𝟏𝟏 and 𝐠𝐠 tip-to-tail. Why must these vectors form a triangle?

Because the keystone does not move, we know that the forces acting on the stone sum to zero. Thus, the
vectors that represent these forces will form a triangle when placed tip-to-tail, as we saw in the previous
lesson.

d. Suppose that vector 𝐠𝐠 has magnitude 1. Use triangle trigonometry together with the measure of the angles
you found in part (b) to find the magnitudes of vectors 𝐩𝐩𝟏𝟏𝟏𝟏 and 𝐩𝐩𝟏𝟏𝟏𝟏 to the nearest tenth of a unit.
i. Find the magnitude and direction form of 𝐠𝐠.

We know that 𝐠𝐠 has magnitude 𝟏𝟏 and direction – 𝟗𝟗𝟗𝟗° from

the positive horizontal axis.

ii. Find the magnitude and direction form of 𝐩𝐩𝟏𝟏𝟏𝟏 .

Using the figure at right, we see that there are two right
triangles with angles 𝟏𝟏𝟏𝟏° and 𝟕𝟕𝟕𝟕°. Since 𝒈𝒈 has magnitude
𝟏𝟏, these triangles have a short leg of length 𝟏𝟏/𝟐𝟐. We will
use 𝒙𝒙 to represent the magnitude of 𝐩𝐩𝟏𝟏𝟏𝟏. Using triangle
trigonometry, we see that
𝟏𝟏/𝟐𝟐 𝟏𝟏
𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏°) = and then 𝒙𝒙 = ≈ 𝟏𝟏. 𝟔𝟔.
𝒙𝒙 𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬�𝟏𝟏𝟏𝟏°�
Thus, vector 𝐩𝐩𝟏𝟏𝟏𝟏 has magnitude 𝟏𝟏. 𝟔𝟔 and direction 𝟏𝟏𝟏𝟏° from the positive horizontal axis.

iii. Find the magnitude and direction form of 𝐩𝐩𝟏𝟏𝟏𝟏 .

Due to symmetry, we know that ‖𝐩𝐩𝟏𝟏𝟏𝟏 ‖ = ‖𝐩𝐩𝟏𝟏𝟏𝟏 ‖ so the magnitude of 𝒑𝒑𝟏𝟏𝟏𝟏 is also 𝟏𝟏. 𝟔𝟔. Then the vector
𝐩𝐩𝟏𝟏𝟏𝟏 has magnitude 𝟏𝟏. 𝟔𝟔 and direction 𝟏𝟏𝟏𝟏𝟏𝟏° from the positive horizontal axis.

e. Vector 𝐩𝐩𝟏𝟏𝟏𝟏 represents the force of stone 𝟏𝟏 pushing on the keystone, and by Newton’s third law of motion,
there is an equal and opposite reaction. Thus, there is a force of the keystone acting on stone 𝟐𝟐 that has the
same magnitude as 𝐩𝐩𝟏𝟏𝟏𝟏 and the opposite direction. Call this vector 𝐯𝐯𝟏𝟏𝟏𝟏.
i. Find the magnitude and direction form of 𝐯𝐯𝟏𝟏𝟏𝟏 .
The vector 𝐯𝐯𝟏𝟏𝟏𝟏 has magnitude 𝟏𝟏. 𝟔𝟔 and direction −𝟏𝟏𝟏𝟏𝟏𝟏° from the positive horizontal axis.

ii. Carefully draw vector 𝐯𝐯𝟏𝟏𝟏𝟏 on the arch below, with initial point at the point marked 𝑶𝑶, which is the
center of mass of the keystone. Use a protractor measured in degrees and a ruler measured in
centimeters.

See the final drawing in part i.

f. We will assume that the forces 𝐯𝐯𝟐𝟐𝟐𝟐 of stone 2 acting on stone 3 and 𝐯𝐯𝟑𝟑𝟑𝟑 of stone 3 acting on the base column
have the same magnitude as each other, and twice the magnitude as the force 𝐯𝐯𝟏𝟏𝟏𝟏 . Why does it make sense
that the force vector 𝐯𝐯𝟏𝟏𝟏𝟏 is significantly shorter than the other two force vectors?

The keystone compresses the stones on both the left and right sides of the arch equally, so the gravitational
pull on that stone is split in half down the right and left sides. Thus, it is reasonable to assume that the stones
2 and 3 act with twice the compressive force as stone 1.

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g. Find the magnitude and direction form of vector 𝐯𝐯𝟐𝟐𝟐𝟐, the force of stone 2 pressing on
stone 3. Carefully draw vector 𝐯𝐯𝟐𝟐𝟐𝟐 on the arch on page 152, placing its initial point at Scaffolding:
the terminal point of 𝐯𝐯𝟏𝟏𝟏𝟏 .  Challenge advanced
Vector 𝐯𝐯𝟐𝟐𝟐𝟐 has twice the magnitude of vector 𝐯𝐯𝟏𝟏𝟏𝟏, so its magnitude is 𝟑𝟑. 𝟐𝟐. Because students or rapid finishers
each stone is rotated 𝟑𝟑𝟑𝟑° from the neighboring stones, vector 𝐯𝐯𝟐𝟐𝟐𝟐 is rotated to calculate the maximum
– 𝟏𝟏𝟏𝟏𝟏𝟏° + 𝟑𝟑𝟑𝟑° = −𝟏𝟏𝟏𝟏𝟏𝟏° from the horizontal. Thus, vector 𝐯𝐯𝟐𝟐𝟐𝟐 has magnitude 𝟑𝟑. 𝟐𝟐 and height of the base columns
direction −𝟏𝟏𝟏𝟏𝟏𝟏° from the positive horizontal axis.
before the arch will
collapse.
h. Find the magnitude and direction form of vector 𝐯𝐯𝟑𝟑𝟑𝟑, the force of stone 𝟑𝟑 pressing on  Also, challenge these
the base column. Carefully draw vector 𝐯𝐯𝟑𝟑𝟑𝟑 on the arch on page 152, placing its initial
point at the terminal point of 𝐯𝐯𝟐𝟐𝟐𝟐 .
students to consider the
effect of adding buttresses
Vector 𝐯𝐯𝟑𝟑𝟑𝟑 has the same magnitude as vector 𝐯𝐯𝟐𝟐𝟐𝟐 and it is rotated an additional 𝟑𝟑𝟑𝟑° to the arch; with
counterclockwise. Thus, vector 𝐯𝐯𝟑𝟑𝟑𝟑 has magnitude 𝟑𝟑. 𝟐𝟐 and direction – 𝟏𝟏𝟏𝟏𝟏𝟏° + 𝟑𝟑𝟑𝟑° =
buttresses, what is the
−𝟗𝟗𝟗𝟗° from the positive horizontal axis. Thus, vector 𝐯𝐯𝟑𝟑𝟑𝟑 points straight downward.
maximum height of the
base columns before the
i. Use the parallelogram method to find the sum of the force vectors 𝐯𝐯𝟏𝟏𝟏𝟏 , 𝐯𝐯𝟐𝟐𝟐𝟐 , and 𝐯𝐯𝟑𝟑𝟑𝟑 on arch will collapse?
the left side of the arch.

(The diagram of the force vectors is shown below.)

j. Will the arch stand or fall? Explain how you know.

The forces are all contained within the arch, so the arch will stand.

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Plot the force vectors acting on the arch on this diagram to determine whether or not this arch will be able to stand or if it
will collapse.

Closing (3 minutes)
Ask students to turn to a partner and explain how they found the following forces in the arch. Partner 1 can explain (a),
and partner 2 can explain (b).
a. The magnitude of the force of stone 2 pushing on stone 1, which we called 𝐩𝐩𝟏𝟏𝟏𝟏 .
b. The total force acting on the left side of the arch.

Lesson Summary
A vector can be described using its magnitude and direction.

The direction of a vector 𝐯𝐯 can be described either using geographical description, such as 𝟑𝟑𝟑𝟑° north of west, or by
the amount of rotation the positive 𝒙𝒙-axis must undergo to align with the vector 𝐯𝐯, such as rotation by 𝟏𝟏𝟏𝟏𝟏𝟏° from
the positive 𝒙𝒙-axis.

Exit Ticket (4 minutes)

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Name Date

Lesson 20: Vectors and Stone Bridges

Exit Ticket

We saw in the lesson that the forces acting on a stone in a stable arch must sum to zero since the stones do not move.
Now, we will consider the upper-left stone in a stable arch made of six stones. We will denote this stone
by 𝑆𝑆. In the image below, 𝐩𝐩𝐋𝐋 represents the force acting on stone 𝑆𝑆 from the stone on the left. Vector 𝐩𝐩𝐑𝐑 represents the
force acting on stone 𝑆𝑆 from the stone on the right. Vector 𝐠𝐠 represents the downward force of gravity.

a. Describe the directions of vectors 𝐠𝐠, 𝐩𝐩𝐋𝐋 , and 𝐩𝐩𝐑𝐑 in terms of rotation from the positive 𝑥𝑥-axis by 𝜃𝜃 degrees, for
−180 < 𝜃𝜃 < 180.

b. Suppose that vector 𝐠𝐠 has a magnitude of 1. Find the magnitude of vectors 𝐩𝐩𝐋𝐋 and 𝐩𝐩𝐑𝐑 .

c. Write vectors 𝐠𝐠, 𝐩𝐩𝐋𝐋 , and 𝐩𝐩𝐑𝐑 in magnitude and direction form.

Lesson 20: Vectors and Stone Bridges

Date: 1/30/15 360
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 M2
PRECALCULUS AND ADVANCED TOPICS

Exit Ticket Sample Solutions

We saw in the lesson that the forces acting on a stone in a stable arch must sum to zero since the stones do not move.
We will consider the upper left stone in a stable arch made of six stones. We will denote this stone by 𝑺𝑺. In the image
below, 𝐩𝐩𝐋𝐋 represents the force acting on stone 𝑺𝑺 from the stone on the left. Vector 𝐩𝐩𝐑𝐑 represents the force acting on
stone 𝑺𝑺 from the stone on the right. Vector 𝐠𝐠 represents the downward force of gravity.

a. Describe the directions of vectors 𝐠𝐠, 𝐩𝐩𝐋𝐋 , and 𝐩𝐩𝐑𝐑 in terms of rotation from the positive 𝒙𝒙-axis by 𝜽𝜽 degrees, for
−𝟏𝟏𝟏𝟏𝟏𝟏 < 𝜽𝜽 ≤ 𝟏𝟏𝟏𝟏𝟏𝟏.

Vector 𝐠𝐠 is vertical, pointing downward, so 𝐠𝐠

aligns with the terminal ray of rotation by
– 𝟗𝟗𝟗𝟗°.

Vector 𝐩𝐩𝐑𝐑 is perpendicular to the vertical edge

of the stone at point 𝑵𝑵, so it is horizontal and
pointing to the left. Thus, 𝐩𝐩𝐑𝐑 aligns with the
terminal ray of rotation by 𝟏𝟏𝟏𝟏𝟏𝟏°.

Vector 𝐩𝐩𝐋𝐋 is perpendicular to line ⃖������⃗

𝑴𝑴𝑴𝑴 shown
at left. Thus, vector 𝐩𝐩𝐋𝐋 is rotated 𝟏𝟏𝟏𝟏𝟏𝟏° from
vertical. Hence, 𝐩𝐩𝐋𝐋 aligns with the terminal
ray of rotation by 𝟑𝟑𝟑𝟑° from horizontal.

b. Suppose that vector 𝐠𝐠 has a magnitude of 𝟏𝟏. Find the magnitude of vectors 𝐩𝐩𝐋𝐋 and 𝐩𝐩𝐑𝐑 .

We need to move the vectors tip-to-tail, and since the forces sum
to zero, the vectors should make a triangle. Since 𝐠𝐠 is vertical and
𝐩𝐩𝐑𝐑 is horizontal, the vectors will make a right triangle.

By part (a), the angle made by vectors 𝐩𝐩𝐑𝐑 and 𝐩𝐩𝐋𝐋 measures 𝟑𝟑𝟑𝟑°.
𝟏𝟏
We are given that ‖𝐠𝐠‖ = 𝟏𝟏. Then we know that 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑°) = � ,
𝐩𝐩𝐋𝐋�
𝟏𝟏 𝟏𝟏
so = and then ‖𝐩𝐩𝐋𝐋 ‖ = 𝟐𝟐.
𝟐𝟐 ‖𝒑𝒑𝑳𝑳 ‖

�𝐩𝐩𝐑𝐑 � √𝟑𝟑 ‖𝐩𝐩𝐑𝐑 ‖

Then 𝐜𝐜𝐜𝐜𝐜𝐜(𝟑𝟑𝟑𝟑°) = �𝐩𝐩𝐋𝐋 �
, so = and ‖𝐩𝐩𝐑𝐑 ‖ = √𝟑𝟑.
𝟐𝟐 𝟐𝟐

c. Write vectors 𝐠𝐠, 𝐩𝐩𝐋𝐋 , and 𝐩𝐩𝐑𝐑 in magnitude and direction form.

Vector 𝐠𝐠 has magnitude 𝟏𝟏 and direction −𝟗𝟗𝟗𝟗° from the positive horizontal axis

Vector 𝐩𝐩𝐋𝐋 has magnitude 𝟐𝟐 and direction 𝟑𝟑𝟑𝟑° from the positive horizontal axis.

Vector 𝐩𝐩𝐑𝐑 has magnitude √𝟑𝟑 and direction 𝟏𝟏𝟏𝟏𝟏𝟏° from the positive horizontal axis.

Lesson 20: Vectors and Stone Bridges

Date: 1/30/15 361
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 M2
PRECALCULUS AND ADVANCED TOPICS

Problem Set Sample Solutions

1. Vectors 𝐯𝐯 and 𝐰𝐰 are given in magnitude and direction form. Find the coordinate representation of the sum 𝐯𝐯 + 𝐰𝐰
and the difference 𝐯𝐯 − 𝐰𝐰. Give coordinates to the nearest tenth of a unit.
a. 𝐯𝐯: magnitude 𝟏𝟏𝟏𝟏, direction 𝟓𝟓𝟓𝟓° east of north
𝐰𝐰: magnitude 𝟖𝟖, direction 𝟑𝟑𝟑𝟑° north of east

𝐯𝐯 = 〈𝟏𝟏𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(𝟒𝟒𝟒𝟒°) , 𝟏𝟏𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(𝟒𝟒𝟒𝟒°)〉; 𝐰𝐰 = 〈𝟖𝟖 cos(𝟑𝟑𝟑𝟑°) , 𝟖𝟖 𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑°)〉

𝐯𝐯 + 𝐰𝐰 ≈ 〈𝟏𝟏𝟏𝟏. 𝟏𝟏, 𝟏𝟏𝟏𝟏. 𝟕𝟕〉
𝐯𝐯 − 𝐰𝐰 ≈ 〈𝟐𝟐. 𝟑𝟑, 𝟑𝟑. 𝟕𝟕〉

b. 𝐯𝐯: magnitude 𝟐𝟐𝟐𝟐, direction 𝟓𝟓𝟓𝟓° south of east

𝐰𝐰: magnitude 𝟑𝟑𝟑𝟑, direction 𝟏𝟏𝟏𝟏° west of south

𝐯𝐯 = 〈𝟐𝟐𝟐𝟐 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟓𝟓𝟓𝟓°) , 𝟐𝟐𝟐𝟐 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟓𝟓𝟓𝟓°)〉; 𝐰𝐰 = 〈𝟑𝟑𝟑𝟑 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟏𝟏𝟏𝟏𝟏𝟏°) , 𝟑𝟑𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟏𝟏𝟏𝟏𝟏𝟏°)〉

v + w ≈ 〈𝟐𝟐. 𝟓𝟓, −𝟒𝟒𝟒𝟒. 𝟕𝟕〉
v − w ≈ 〈𝟐𝟐𝟐𝟐. 𝟎𝟎, 𝟏𝟏𝟏𝟏. 𝟔𝟔〉

2. Vectors 𝐯𝐯 and 𝐰𝐰 are given by specifying the length 𝒓𝒓 and the amount of rotation from the positive 𝒙𝒙-axis. Find the
coordinate representation of the sum 𝐯𝐯 + 𝐰𝐰 and the difference 𝐯𝐯 − 𝐰𝐰. Give coordinates to the nearest tenth of a
unit.
a. 𝐯𝐯: length 𝒓𝒓 = 𝟑𝟑, rotated 𝟏𝟏𝟏𝟏° from the positive 𝒙𝒙-axis
𝐰𝐰: length 𝒓𝒓 = 𝟒𝟒, rotated 𝟏𝟏𝟏𝟏° from the positive 𝒙𝒙-axis

𝐯𝐯 = 〈𝟑𝟑 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏°) , 𝟑𝟑 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏°)〉; 𝐰𝐰 = 〈𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏°) , 𝟒𝟒 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏°)〉

v + w ≈ 〈𝟔𝟔. 𝟕𝟕, 𝟏𝟏. 𝟗𝟗〉
𝐯𝐯 − 𝐰𝐰 ≈ 〈−𝟎𝟎. 𝟗𝟗, −𝟎𝟎. 𝟔𝟔〉

b. 𝐯𝐯: length 𝒓𝒓 = 𝟏𝟏𝟏𝟏, rotated 𝟏𝟏𝟏𝟏𝟏𝟏° from the positive 𝒙𝒙-axis

𝐰𝐰: length 𝒓𝒓 = 𝟒𝟒𝟒𝟒, rotated −𝟏𝟏𝟏𝟏° from the positive 𝒙𝒙-axis

𝐯𝐯 = 〈𝟏𝟏𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) , 𝟏𝟏𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°)〉; 𝐰𝐰 = 〈𝟒𝟒𝟒𝟒 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟏𝟏𝟏𝟏°) , 𝟒𝟒𝟒𝟒 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟏𝟏𝟏𝟏°)〉

v + w ≈ 〈𝟐𝟐𝟐𝟐. 𝟔𝟔, 𝟎𝟎. 𝟕𝟕𝟕𝟕〉
𝐯𝐯 − 𝐰𝐰 ≈ 〈−𝟓𝟓𝟓𝟓. 𝟏𝟏, 𝟐𝟐𝟐𝟐. 𝟗𝟗〉

Lesson 20: Vectors and Stone Bridges

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 M2
PRECALCULUS AND ADVANCED TOPICS

3. Vectors 𝐯𝐯 and 𝐰𝐰 are given in magnitude and direction form. Find the magnitude and direction of the sum 𝐯𝐯 + 𝐰𝐰 and
the difference 𝐯𝐯 − 𝐰𝐰. Give the magnitude to the nearest tenth of a unit and the direction to the nearest tenth of a
degree.
a. 𝐯𝐯: magnitude 𝟐𝟐𝟐𝟐, direction 𝟒𝟒𝟒𝟒° north of east
𝐰𝐰: magnitude 𝟖𝟖, direction 𝟒𝟒𝟒𝟒° west of north
The tip of the vector 𝐯𝐯 has coordinates
�𝟏𝟏𝟏𝟏√𝟐𝟐, 𝟏𝟏𝟏𝟏√𝟐𝟐� and tip of vector 𝐰𝐰 has
coordinates �−𝟒𝟒√𝟐𝟐, 𝟒𝟒√𝟐𝟐�. Then the sum has
tip
𝐯𝐯 + 𝐰𝐰 = �𝟔𝟔√𝟐𝟐, 𝟏𝟏𝟏𝟏√𝟐𝟐�. The rotation of 𝐯𝐯 + 𝐰𝐰
𝟏𝟏𝟏𝟏�𝟐𝟐 𝟕𝟕
is 𝜽𝜽 = 𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 � � = 𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 � �, so
𝟔𝟔�𝟐𝟐 𝟑𝟑
𝜽𝜽 ≈ 𝟔𝟔𝟔𝟔. 𝟖𝟖°. The length of 𝐯𝐯 + 𝐰𝐰 is |𝐯𝐯 + 𝐰𝐰| =
𝟐𝟐 𝟐𝟐
��𝟔𝟔√𝟐𝟐� + �𝟏𝟏𝟏𝟏√𝟐𝟐� = √𝟒𝟒𝟒𝟒𝟒𝟒 ≈ 𝟐𝟐𝟐𝟐. 𝟓𝟓. Thus,
𝐯𝐯 + 𝐰𝐰 has magnitude approximately 𝟐𝟐𝟐𝟐. 𝟓𝟓
and direction 𝟔𝟔𝟔𝟔. 𝟖𝟖° north of east.
The difference has tip 𝐯𝐯 − 𝐰𝐰 = �𝟏𝟏𝟏𝟏√𝟐𝟐, 𝟔𝟔√𝟐𝟐�.
𝟔𝟔�𝟐𝟐
The rotation of 𝐯𝐯 − 𝐰𝐰 is 𝜽𝜽 = 𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 � �=
𝟏𝟏𝟏𝟏�𝟐𝟐
𝟑𝟑
𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 � �, so 𝜽𝜽 ≈ 𝟐𝟐𝟐𝟐. 𝟐𝟐°. The length of
𝟕𝟕
𝟐𝟐 𝟐𝟐
𝐯𝐯 − 𝐰𝐰 is |𝐯𝐯 − 𝐰𝐰| = ��𝟏𝟏𝟏𝟏√𝟐𝟐� + �𝟔𝟔√𝟐𝟐� = √𝟒𝟒𝟒𝟒𝟒𝟒 ≈ 𝟐𝟐𝟐𝟐. 𝟓𝟓. Thus,
𝐯𝐯 − 𝐰𝐰 has magnitude approximately 𝟐𝟐𝟐𝟐. 𝟓𝟓 and direction 𝟐𝟐𝟐𝟐. 𝟐𝟐° north of east.

b. 𝐯𝐯: magnitude 𝟏𝟏𝟏𝟏. 𝟒𝟒, direction 𝟓𝟓𝟓𝟓° south of

west
𝐰𝐰: magnitude 𝟏𝟏𝟏𝟏. 𝟎𝟎, direction 𝟑𝟑𝟑𝟑° west of
south

Since 𝟓𝟓𝟓𝟓° south of west and 𝟑𝟑𝟑𝟑° west of

south are the same direction, vectors v and w
are collinear. Thus, the vector v + w has
length 𝟏𝟏𝟏𝟏. 𝟒𝟒 + 𝟏𝟏𝟏𝟏 = 𝟐𝟐𝟐𝟐. 𝟒𝟒 and direction
𝟓𝟓𝟓𝟓° south of west.

The vector v − w has length |𝟏𝟏𝟏𝟏. 𝟒𝟒 − 𝟏𝟏𝟏𝟏| =

𝟑𝟑. 𝟔𝟔 and direction 𝟓𝟓𝟓𝟓° north of east.

Lesson 20: Vectors and Stone Bridges

Date: 1/30/15 363
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 M2
PRECALCULUS AND ADVANCED TOPICS

4. Vectors 𝐯𝐯 and 𝐰𝐰 are given by specifying the length 𝒓𝒓 and the amount of rotation from the positive 𝒙𝒙-axis. Find the
length and direction of the sum 𝐯𝐯 + 𝐰𝐰 and the difference 𝐯𝐯 − 𝐰𝐰. Give the magnitude to the nearest tenth of a unit
and the direction to the nearest tenth of a degree.
a. 𝐯𝐯: magnitude 𝒓𝒓 = 𝟏𝟏, rotated 𝟏𝟏𝟏𝟏𝟏𝟏° from the positive 𝒙𝒙-axis
𝟏𝟏
𝐰𝐰: magnitude 𝒓𝒓 = , rotated 𝟏𝟏𝟏𝟏° from the positive 𝒙𝒙-axis
𝟐𝟐
𝟏𝟏 𝟏𝟏
𝐯𝐯 = 〈𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏𝟏𝟏°) , 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏𝟏𝟏°)〉; 𝐰𝐰 = 〈 𝐜𝐜𝐜𝐜𝐜𝐜(𝟏𝟏𝟏𝟏°) , 𝐬𝐬𝐬𝐬𝐬𝐬(𝟏𝟏𝟏𝟏°)〉
𝟐𝟐 𝟐𝟐
𝐯𝐯 + 𝐰𝐰 ≈ 〈𝟎𝟎. 𝟑𝟑, 𝟏𝟏. 𝟏𝟏〉

‖𝐯𝐯 + 𝐰𝐰‖ ≈ �𝟎𝟎. 𝟑𝟑𝟐𝟐 + 𝟏𝟏. 𝟏𝟏𝟐𝟐 ≈ 𝟏𝟏. 𝟐𝟐

𝟏𝟏. 𝟏𝟏
𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 � � ≈ 𝟕𝟕𝟕𝟕. 𝟕𝟕°
𝟎𝟎. 𝟑𝟑
The sum 𝒗𝒗 + 𝒘𝒘 has magnitude approximately 𝟏𝟏. 𝟐𝟐 and direction 𝟕𝟕𝟕𝟕. 𝟕𝟕° from the positive 𝒙𝒙-axis.

v − w ≈ 〈−𝟎𝟎. 𝟕𝟕, 𝟎𝟎. 𝟖𝟖〉

‖v − w‖ ≈ �𝟎𝟎. 𝟕𝟕𝟐𝟐 + 𝟎𝟎. 𝟖𝟖𝟐𝟐 ≈ 𝟏𝟏. 𝟏𝟏
𝟎𝟎. 𝟖𝟖
𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 �− � ≈ −𝟒𝟒𝟒𝟒. 𝟖𝟖°
𝟎𝟎. 𝟕𝟕
Since 𝐯𝐯 − 𝐰𝐰 lies in the second quadrant, it aligns with the terminal ray of rotation by
𝟏𝟏𝟏𝟏𝟏𝟏° − 𝟒𝟒𝟒𝟒. 𝟖𝟖° = 𝟏𝟏𝟏𝟏𝟏𝟏. 𝟐𝟐°. The vector v − w has magnitude approximately 𝟏𝟏. 𝟏𝟏 and direction 𝟏𝟏𝟏𝟏𝟏𝟏. 𝟐𝟐° from the
positive 𝒙𝒙-axis.

b. 𝐯𝐯: magnitude 𝒓𝒓 = 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏, rotated −𝟏𝟏𝟏𝟏𝟏𝟏° from the positive 𝒙𝒙-axis

𝐰𝐰: magnitude 𝒓𝒓 = 𝟓𝟓𝟓𝟓𝟓𝟓, rotated −𝟏𝟏𝟏𝟏° from the positive 𝒙𝒙-axis

𝐯𝐯 = 〈𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟏𝟏𝟏𝟏𝟏𝟏°) , 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟏𝟏𝟏𝟏𝟏𝟏°)〉; 𝐰𝐰 = 〈𝟓𝟓𝟓𝟓𝟓𝟓 𝐜𝐜𝐜𝐜𝐜𝐜(−𝟏𝟏𝟏𝟏)° , 𝟓𝟓𝟓𝟓𝟓𝟓 𝐬𝐬𝐬𝐬𝐬𝐬(−𝟏𝟏𝟏𝟏°)〉

𝐯𝐯 + 𝐰𝐰 ≈ 〈−𝟏𝟏𝟏𝟏𝟏𝟏. 𝟑𝟑, −𝟗𝟗𝟗𝟗𝟗𝟗. 𝟓𝟓〉

‖𝐯𝐯 + 𝐰𝐰‖ ≈ �𝟏𝟏𝟏𝟏𝟏𝟏. 𝟑𝟑𝟐𝟐 + 𝟗𝟗𝟗𝟗𝟗𝟗. 𝟓𝟓𝟐𝟐 ≈ 𝟗𝟗𝟗𝟗𝟗𝟗. 𝟎𝟎

−𝟗𝟗𝟗𝟗𝟗𝟗. 𝟓𝟓
𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 � � ≈ 𝟖𝟖𝟖𝟖. 𝟒𝟒°
−𝟏𝟏𝟏𝟏𝟏𝟏. 𝟑𝟑
Since 𝐯𝐯 + 𝐰𝐰 lies in the third quadrant, it aligns with the terminal ray of rotation by
−(𝟏𝟏𝟏𝟏𝟏𝟏° − 𝟖𝟖𝟖𝟖. 𝟒𝟒°) = −𝟗𝟗𝟗𝟗. 𝟔𝟔°. The sum 𝒗𝒗 + 𝒘𝒘 has magnitude approximately 𝟗𝟗𝟗𝟗𝟗𝟗 and direction −𝟗𝟗𝟗𝟗. 𝟔𝟔°
from the positive 𝒙𝒙-axis.

𝐯𝐯 − 𝐰𝐰 ≈ 〈−𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏. 𝟑𝟑, −𝟔𝟔𝟔𝟔𝟔𝟔. 𝟓𝟓〉

‖𝐯𝐯 − 𝐰𝐰‖ ≈ �𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏. 𝟑𝟑𝟐𝟐 + 𝟔𝟔𝟔𝟔𝟔𝟔. 𝟓𝟓𝟐𝟐 ≈ 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏. 𝟔𝟔
−𝟔𝟔𝟔𝟔𝟔𝟔. 𝟓𝟓
𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚𝐚 � � ≈ 𝟑𝟑𝟑𝟑. 𝟔𝟔°
−𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏. 𝟑𝟑
Since 𝐯𝐯 − 𝐰𝐰 lies in the third quadrant, it aligns with the terminal ray of rotation by
−(𝟏𝟏𝟏𝟏𝟏𝟏° − 𝟑𝟑𝟑𝟑. 𝟔𝟔°) = −𝟏𝟏𝟏𝟏𝟏𝟏. 𝟒𝟒°. The difference 𝒗𝒗 − 𝒘𝒘 has magnitude approximately 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏. 𝟔𝟔 and
direction−𝟏𝟏𝟏𝟏𝟏𝟏. 𝟒𝟒° from the positive 𝒙𝒙-axis.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 M2
PRECALCULUS AND ADVANCED TOPICS

5. You hear a rattlesnake while out on a hike. You abruptly stop hiking at point 𝑺𝑺 and take eight steps. Then you take
another six steps. For each distance below, draw a sketch to show how the sum of your two displacements might
add so that you find yourself that distance from point 𝑺𝑺. Assume that your steps are a uniform size.
a. 𝟏𝟏𝟏𝟏 steps

b. 𝟏𝟏𝟏𝟏 steps

c. 𝟐𝟐 steps

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 M2
PRECALCULUS AND ADVANCED TOPICS

6. A delivery driver travels 𝟐𝟐. 𝟔𝟔 𝐤𝐤𝐤𝐤 due north, then 𝟓𝟓. 𝟎𝟎 𝐤𝐤𝐤𝐤 due west, and then 𝟒𝟒. 𝟐𝟐 𝐤𝐤𝐤𝐤 𝟒𝟒𝟒𝟒° north of west. How far is
he from his starting location? Include a sketch with your answer.

He is about 𝟗𝟗. 𝟕𝟕𝟕𝟕 𝐤𝐤𝐤𝐤 from his starting location.

7. Morgan wants to swim directly across a river, from the east to the west side. She swims at a rate of 𝟏𝟏 𝐦𝐦/𝐬𝐬. The
current in the river is flowing due north at a rate of 𝟑𝟑 𝐦𝐦/𝐬𝐬. Which direction should she swim so that she travels due
west across the river?

There is no way for Morgan to swim due west if she can only swim at a rate of 𝟏𝟏 𝐦𝐦/𝐬𝐬. She would need to cancel out
the north vector by swimming south at an equal rate (𝟑𝟑 𝐦𝐦/𝐬𝐬). If she swims due south, she will still be swept
downstream at a rate of 𝟐𝟐 𝐦𝐦/𝐬𝐬.

8. A motorboat traveling at a speed of 𝟒𝟒. 𝟎𝟎 𝐦𝐦/𝐬𝐬 pointed east encounters a current flowing at a speed 𝟑𝟑. 𝟎𝟎 𝐦𝐦/𝐬𝐬 north.

a. What is the speed and direction that the motorboat travels?

The motorboat is traveling 𝟓𝟓 𝐦𝐦/𝐬𝐬 at a direction 𝟑𝟑𝟑𝟑. 𝟖𝟖𝟖𝟖° N of E.

b. What distance downstream does the boat reach the opposite shore?

Since the vectors are perpendicular, the north flowing current does not affect the easterly direction and vice
𝟐𝟐𝟐𝟐
versa. It takes = 𝟓𝟓 seconds to reach the other side, and in that time the boat will have moved
𝟒𝟒
𝟑𝟑 ⋅ 𝟓𝟓 = 𝟏𝟏𝟏𝟏 𝐦𝐦 downstream.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 M2
PRECALCULUS AND ADVANCED TOPICS

9. A ball with mass 𝟎𝟎. 𝟓𝟓 𝐤𝐤𝐤𝐤 experiences a force 𝐅𝐅 due to gravity of 𝟒𝟒. 𝟗𝟗 Newtons directed vertically downward. If this
ball is rolling down a ramp that is 𝟑𝟑𝟑𝟑° inclined from the horizontal, what is the magnitude of the force that is
directed parallel to the ramp? Assume that the ball is small enough so that all forces are acting at the point of
contact of the ball and the ramp.

The diagram at right shows the forces that arise in this

situation. We know that the magnitude of 𝐅𝐅 is 𝟒𝟒. 𝟗𝟗 N, and we
need to find the magnitude of vector 𝐯𝐯. The three force vectors
form a 𝟑𝟑𝟑𝟑° − 𝟔𝟔𝟔𝟔° − 𝟗𝟗𝟗𝟗° triangle, so we know that
‖𝑭𝑭‖
𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑°) = .
‖𝐯𝐯‖
Thus,
‖𝐅𝐅‖
𝐯𝐯 =
𝐬𝐬𝐬𝐬𝐬𝐬(𝟑𝟑𝟑𝟑°)
= 𝟐𝟐(𝟒𝟒. 𝟗𝟗 𝐍𝐍)
= 𝟗𝟗. 𝟖𝟖 𝐍𝐍.

Therefore, the force along the ramp has magnitude

𝟗𝟗. 𝟖𝟖 Newtons.

10. The stars in the Big Dipper may all appear to be the same distance from Earth, but they are, in fact, very far from
each other. Distances between stars are measured in light years, the distance that light travels in one year. The star
Alkaid at one end of the Big Dipper is 𝟏𝟏𝟏𝟏𝟏𝟏 light years from Earth, and the star Dubhe at the other end of the Big
Dipper is 𝟏𝟏𝟏𝟏𝟏𝟏 light years from earth. From the Earth, it appears that Alkaid and Dubhe are 𝟐𝟐𝟐𝟐. 𝟕𝟕° apart. Find the
distance in light years between stars Alkaid and Dubhe.

The angle of elevation does not matter and the only thing that does is the angle between them. The distance
between the two stars will be the same no matter what angle we observe them, so we can treat the Alkaid star as
being at a direction of 𝟎𝟎° and the Dubhe star as being at a direction of 𝟐𝟐𝟐𝟐. 𝟕𝟕°. Then we find the difference
between the two vectors, and we find that the distance between them is about 𝟔𝟔𝟔𝟔. 𝟗𝟗 light years.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 M2
PRECALCULUS AND ADVANCED TOPICS

11. A radio station has selected three listeners to compete for a prize buried in a large, flat field. Starting in the center,
the contestants were given a meter stick, a compass, a calculator, and a shovel. Each contestant was given the
following three vectors, in a different order for each contestant.
𝟔𝟔𝟔𝟔. 𝟐𝟐 𝐦𝐦, 𝟑𝟑𝟑𝟑° east of north
𝟒𝟒𝟒𝟒. 𝟓𝟓 𝐦𝐦, 𝟐𝟐𝟐𝟐° south of west
𝟏𝟏𝟏𝟏. 𝟐𝟐 𝐦𝐦 due south.

The three displacements led to the point where the prize was buried. The contestant that found the prize first won.
Instead of measuring immediately, the winner began by doing calculations on paper. What did she calculate?

The winner calculated the sum of the three vectors. The prize is −𝟐𝟐. 𝟐𝟐 𝐦𝐦 to the west and 𝟏𝟏𝟏𝟏. 𝟐𝟐 𝐦𝐦 to the north. This
is only about 𝟏𝟏𝟏𝟏. 𝟑𝟑 𝐦𝐦 away from the starting position, while someone following the directions blindly would travel
a total of 𝟏𝟏𝟏𝟏𝟏𝟏. 𝟗𝟗 𝐦𝐦.

Lesson 20: Vectors and Stone Bridges

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