Chapter 21. Arrow Addition
The terms arrow and vector will be used
interchangeably.
Map Addition Method
In navigation, drawing an arrow on a map from a point A to a point
B represents a linear
displacement or movement between them, that is the tail point A
and the head point B.
FOOTNOTE: Physically, the arrow from A to C
should lie on the path a taut line or string would follow between the two
points.
To show a second displacement from the head point B, put the tail
of one second arrow at B. The result of these two movements, is a
nonlinear movement from a tail point A of the first arrow to the
head point, say C, of the second arrow.
The straight arrow joining the tail point A of the
first arrow to the head point C of the second is a third arrow
called the sum of the first two. It represents a linear movement from the
points A to the point C. The foregoing describes the
head to tail map addition method for adding two arrows
together when the head of one is at the tail of another.
Two of the solid arrows and dotted lines parallel to them in the above
diagram form the sides and diagonal of a parallelogram. The three solid
arrows form a triangle. Another triangle is formed by the dotted lines
and the diagonal arrow of the parallelogram. The rotation of these
triangles and the parallelogram will have a deep consequence in the
following overlapping discussion of complex, sines and cosines.
Reading Guide
Too much may be said in this chapter. If you get lost in the details,
read this chapter lightly or go on to the next chapter. One aim of this
chapter was to make fuss about some technical details - gaps in the
author's comprehension perhaps.
Parallelogram Addition Method
When two arrows have the same tail points, they determine a
parallelogram as well. They can be added by moving without a change in
direction, one the arrows to the head of the other. This gives the
parallelogram method for adding or summing two arrows with the
same tail points/origins.

Observe the presence of a two triangles and a parallelogram.
The dotted lines indicate positions of two of the solid arrows, after a
movement to the head of the other without a change of direction. We will
describe each displacement as a parallel movement of one along the other.
The arrows before and after movement altogether form the sides of a
parallelogram. The addition of one arrow to a second is represented by
the parallel movement of the tail point of one to the head of the other.
The formation of the parallelogram implies that which is added to which
is immaterial, the result will be the same. Either way, the solid arrow
along the diagonal of the parallelogram gives the (linear) arrow sum of
the other two.
Arrow Components

The above diagram shows how the arrow from A to B can be
regarded as the parallelogram sum of a horizontal arrow and a
vertical arrow. The horizontal and vertical arrows are respectively
called the horizontal and vertical components of the initial arrow from
A to B. These components depend on the choice of
directions for the so-called horizontal and vertical axes. The
initial arrow is the map and parallelogram sum of the two component
arrows. In the representation of arrows, an arrow can be viewed as the
map addition of its vertical component to horizontal component arrows.
Here the tail of the vertical component is moved to the head of the
horizontal component. The arrow could be also be viewed as the map
addition of the horizontal component to the vertical one. Which map
addition is shown on a diagram is immaterial.
Component Addition Method
The following diagram shows the map addition of two solid arrows, namely
the tail to head addition of the arrow from B to C to the
arrow from A to B gives the same result as parallelogram
addition of [i] the sum of the vertical components to [ii] the sum of the
horizontal components.
The following diagram show the parallelogram addition of two arrows,
gives the same result as parallelogram addition of [i] the sum of the
vertical components to [ii] the sum of the horizontal components.
This implies the component method for computing the components of the map
or parallelogram sum of two arrows. Compute the horizontal and vertical
components of the sum by adding the horizontal and vertical components,
respectively, of the summands. The sum itself is then give by the map or
parallelogram sum of its components.
Coordinates of Points and Arrows
Recall the rectangular and polar coordinates of points in a plane. These
coordinates can be measured \rm with ruler and protractor.
Measurement of these coordinates in a few examples is enough to convince
us of their existence.
In the coordinate plane, each point is represented by a pair of
rectangular, alias Cartesian coordinates $(a,b).$ Each point $(a,b)$ in
the plane determines a vector with tail is at the origin $(0,0)$ and head
at the point $(a,b).$ This vector represents the linear displacement from
the origin to the point.
Polar coordinates $[r,\theta]$ define for each point a distance or
length $r$ to the origin $0=(0,0)$, and an angle $\theta.$ The latter is
a measure of the angle between the positive half of the horizontal axis,
the line segment joining the origin to the point. Points in the plane can
now be located using rectilinear displacements from the origin, or using
counterclockwise angular displacements from the horizontal axis and a
distance from the origin. Note the Pythagorean theorem implies
\[r=\sqrt{|a|^2+|b|^2}\]
For convenience, we will also represent the point $(a,b)$ in the
Cartesian coordinate plane by its polar coordinates $[r,\theta].$ That
is, we write $[r,\theta]=(a,b)$ when both determine the same point. Here
square brackets are reserved to indicate the polar coordinates of a point
while round brackets indicate rectangular or Cartesian coordinates of the
same point.
The use of square and round brackets is an alternative to the use of
subscripts or the use function notation $h(r,\theta)$ and $g(a,b)$ to
respectively represent the points determined by polar and rectangular
coordinates.
A point or arrow with tail at the origin be specified by giving
rectangular or polar coordinates, or both.
Note the origin $(0,0)=[0,\theta]$ is a special case for polar
coordinates. It is located by $r=0.$ The value of the angle $\theta$ has
no effect and can be selected arbitrary. The arrow of zero length has no
defined direction. Adding it to any arrow yields that arrow.
Coordinates and Components
Each point $(a,b)$ regarded as an arrow or vector, is the sum of two
components: the horizontal component is determine by the point $(a,0)$
and the vertical component is determined by the point $(0,b).$
Coordinate Addition Method
The arithmetic sum of the rectangular coordinates $(a_1,b_1)$ and
$(a_2,b_2)$ is given by their arithmetic sum $(a_1+a_2,b_1+b_2).$ So we
write \[(a_1,b_1)+(a_2,b_2) = (a_1+a_2,b_1+b_2) \] For example,
$(2,3)+(5,7)=(2+5,3+7)=(7,10).$
Arrows equal in length to the components of two arrows being added
are indicated in the following diagram. The previous conclusions drawn
illustrated by this diagram.
The rectangular coordinates $(a_1,b_1)$ and $(a_2,b_2)$ respectively
identify two arrows from the origin $0=(0,0)$ of the plane. We will
compute the sum of the horizontal and vertical components of these two
arrows. The horizontal components are $(a_1,0)$ and $(a_2,0).$ Their sum
is $(a_1+a_2,0).$ This gives the horizontal component of the
parallelogram sum of the two arrows specified by the rectangular
coordinates $(a_1,b_1)$ and $(a_2,b_2).$
Similarly, the vertical components of the two arrows specified by
$(a_1,b_1)$ and $(a_2,b_2)$ are $(0,b_1)$ and $(0,b_2).$ Their sum is
$(0,b_1+b_2,).$ This gives the vertical component of the parallelogram
sum of the two arrows determined by the rectangular coordinates
$(a_1,b_1)$ and $(a_2,b_2).$ Finally, the parallelogram sum of the two
arrows specified by $(a_1,b_1)$ and $(a_2,b_2)$ is the sum of its
components $(a_1+a_2,0)$ and $(0,b_1+b_2,).$ The latter sum yields the
arrow associated with the rectangular coordinates $(a_1+a_2,b_1+b_2).$
Thus the component method for addition of arrows agrees with the
arithmetic method
\[(a_1,b_1)+(a_2,b_2)=(a_1+a_2,b_1+b_2)\]
Thus the addition of arrows can be represented and done in terms of
coordinates - The axes need not be orthogonal.
Real Multiples of Vectors
Multiplication By Positive Numbers or $-1$
Observe the addition of a point $(a,b)$ to itself yields $(a+a,b+b)
=(2a,2b).$ The product of $(a,b)=[r,\theta]$ with a positive number $c$
is taken to be the point \[c\cdot (a,b) =(ca,cb)=[rc,\theta]\]
When $c=n$ is a whole number, multiplication by $c=n$ corresponds to
adding the point $(a,b)$ to itself $n$ times. This can be shown using the
principle of mathematical induction.
More generally, when $c=\frac nm$ is a rational number,
multiplication by $c$ correspond to adding the point $(\frac1m a,\frac 1m
b)$ to itself $n$ times. Here adding the point $(\frac 1m a,\frac 1mb)$
to itself $m$ times yields the original point $(a,b).$ Finally,
multiplication by -1 is assumed to reverse the direction of an arrow and
the linear displacement that the arrow represents. This reversal does not
change the arrows length. Two reversals presumably yield the original
direction. See the next diagram.
Note that integer multiples of the an arrow preserve the slope or
direction or angle of the arrow. We further assume
$(-a,-b)=[r,\theta+180^\circ]$ if $(a,b)=[r,\theta].$
In general, the product of a point $(a,b)=[r,\theta]$ in the plane
with a real number $c>0$ is $(ca,cb)=[cr,\theta]$ if $c>0$ and
$(ca,cb)=(|c|r,\theta+180^\circ) = (-|c|a,-|c|b)$ if $c<0.$
|
|
Teachers & Tutors: Site pages offer better or best practices for providing skills -
simpler than expected & comprehensive but for exercises. For your charges, your duty is to study them alone or in
groups and develop skill building exercises & activities to share. Start now. The effort here is the best I can do.
Others are welcome to refine or exceed it. Please do.
Secondary
Mathematics for Ages 11+, A Practical Approach for home-tutoring or -schooling, or for schools & colleges
with local curriculum control. Study how to include site content - its skill development how-TOs and innovations
into present or future lesson plans - some reading required.
Road
Safety Messages and Questions: When and why should you face
traffic when walking along a road or cycle path? Is it a good
idea to hang limbs outside of cars etc? What gives more
protection in a crash: a car, motorbike or bicycle?
See too, the BBC-Belgium story Texting and
Driving - texting & the impossible test - the article links to a gruesome utube video on the subject
The Logic of Injustice:
How Texas sent
an innocent man to his death - The wrong Carlos. Some judgments are irreversible. Procescution: Where and when prosectors play to win rather than for
justice, guilt beyond a reasonable doubt goes unrespected due to prosecutors who putting winning
first, those innocence before the law may be convicted. Some procescutors offices in continuing to accuse after a pardon
due to reasonable doubt or innocent being shown, may sucessfully oppose compensaton for false convictions
by asserting a pardon individual is still under suspicion. Then the pardoned individual or the latter's estate
is not compensation for years or decade
of improper or false imprisonment, or for execution. Site chapters on Logic
and some in Pattern
Based Reason may slowly lead to greater precision in reading, applying and
writing laws.
May 2012, Composition Starting:
Pre-School and Primary Mathematics - Quantitative Skills, An
Intellectual View, Feedback Welcome:
The 8 Most Popular Site Inlinks
Parent Center: Help your child or teen
learn:
Parent-friendly
Work Booklets for ages 3+ to 13 Use these or others to check
or build skills. Other booklets are available but these booklets
allow parents unsure of themselves in mathematics to help their
children. The selection acquired in Canada is published in the
USA. So it has a US orientation. In retrospect, the selection
shows parents what to check with the booklets or by other ways,
the choice is theirs. But in retrospect, the selection does not
cover integral and fractions liquid weights and measures - ask
the publishers to correct that! For ages 9 to 12 say, parents may
compensate by showing boys and girls how to use weights or mass,
and further measures in food preparation. Beyond that children
may be shown how to measure and calculate angles, lengths and
areas [proportional amounts too] directly or by using maps and
plans drawns to scale. Learning how to gather and measure all the
ingredients, pots and pans for a dish or a meal, along with
cleaning up sets the stage for like activities or experiments in
science courses, and in developing organizational skills,
gives boys and girls a head start. Good luck. At the other
extreme, more comprehensive than light, if your motto is
McCainian: drill, drill, drill then Toronto
mathematician and actor John Mighton's jump math organization has jump math
workbooks for at least grades 3 to 8 for at-home and in-school
use - training sessions for teachers available. Jump math has
been expanding to cover older students. Jump Math Samples: plus
Fractions for
Grades 3-4 & Grades 5-6 [Read] Free Resources grades 1 to 8
[unread - likely to be good]. and
Mathematics
Skills For Ages 3 to 14 - technical!
Skills with take
home value - A few ideas
Basic skills include
time-date-calendar Matters; money matters; map, plan and
scale diagram matters;counting, measuring and figuring;
decision making with logic and likelyhood; being careful and
being aware of the domino effect of mistakes; reading and
writing with precision.
Is your child able to add, subtract and multiply amounts
of money, work with fractions, work with clocks and calendars,
work with maps and plans, and measure length, weight-mass and
volume? Schools may promote your son or daughter without
providing basic skills in reading, writing and
arithmetic.
Arithmetic
and Number Theory Skills
Algebra
Starter Lessons
Geometry
- maps plans trigonometry vectors
More
Algebra
70
Calculus Starter Lessons
Calculus Lessons Elsewhere:
-
How to Ace Calculus: Street Wise Guide - Mostly
Text.
-
Flash
Video for Calculus Phobics
They cover basic topics in ways likely to complement your
notes, your textbooks and site material. When Goldilocks
trespassed in the house of the three bears, she found three bowls
of porridge, two not to her liking, and one just right. Different
bears have different tastes. As invited guest here and elsewhere,
if one or more explanations is not to liking, try another. It may
be better or just right.
Unsolicited Advice
Learning to do and high marks if it comes to easy is often
deceptive - light rather than deep. For that reason, students
with learning difficulties determined not to let it get in their
way may go deeper and farther than those with none. High marks,
if the come easy, may be deceptive - provide a too light and not
a deep mastery. That could have been your problem in secondary
school, one that leads to comprehension shock or difficulties in
calculus and more generally in the first year of college. Bon
Appetite.
|
|