Math Problem Statement

Name each vector, then write the vector in component form.

Name each vector, then write the vector in component form.

Solution

Let's break down both vectors from the given image:

Vector 5 (from TT to SS):

  1. The coordinates of TT are approximately (2,6)(2, 6).
  2. The coordinates of SS are approximately (6,3)(6, 3).

To write the vector in component form, we subtract the coordinates of the initial point TT from the terminal point SS:

Vector TS=(x2x1,y2y1)=(62,36)=(4,3)\text{Vector } \mathbf{TS} = (x_2 - x_1, y_2 - y_1) = (6 - 2, 3 - 6) = (4, -3)

So, the vector TS\mathbf{TS} in component form is TS=4,3\mathbf{TS} = \langle 4, -3 \rangle.


Vector 6 (from EE to FF):

  1. The coordinates of EE are approximately (4,4)(-4, 4).
  2. The coordinates of FF are approximately (2,3)(2, -3).

To write the vector in component form, we subtract the coordinates of EE from FF:

Vector EF=(x2x1,y2y1)=(2(4),34)=(2+4,34)=(6,7)\text{Vector } \mathbf{EF} = (x_2 - x_1, y_2 - y_1) = (2 - (-4), -3 - 4) = (2 + 4, -3 - 4) = (6, -7)

So, the vector EF\mathbf{EF} in component form is EF=6,7\mathbf{EF} = \langle 6, -7 \rangle.


Would you like any further details or explanations? Here are 5 related questions that can expand on this:

  1. How do you calculate the magnitude of a vector from its component form?
  2. What is the direction of each vector, and how can it be found using the components?
  3. Can you visualize the resultant vector if you add TS\mathbf{TS} and EF\mathbf{EF}?
  4. How would the vectors change if the points were translated by a certain amount?
  5. What does it mean for two vectors to be parallel or perpendicular?

Tip: When writing vectors in component form, remember the order matters. Always subtract the coordinates of the initial point from the terminal point.

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Math Problem Analysis

Mathematical Concepts

Vector Components
Coordinate Geometry

Formulas

Vector in component form: (x2 - x1, y2 - y1)

Theorems

Coordinate Subtraction for Vector Components

Suitable Grade Level

Grades 8-10