ADDITIONAL MATHEMATICS PROJECT WORK 2014

NAME : NURSYAHIRAH BT SUHAILI

CLASS : 5 IBNU SINA
IC NUMBER : 970608-12-5328
FACILITATOR: MDM GRACE LASIMBANG
DATE : 29 JUNE 2014

\CONTENTS PAGE :

CONTENTS
Introduction
Part 1
Part 2
Part 3
Further Exploration
Conclusion

PAGES

INTRODUCTION :

Vectors are used to "visually realize different ways in which objects and their relations
can be represented" (Kress and van Leeuwen 56). Vectors act as visual cues to the observer of an
image that perform like road signs to connect two separate objects that give the viewer direction
as to where to look and what to look at next in a temporal capacity, or artifact. The importance
lays in the connection that is conveyed by the use of a vector or vectors because they not only act
as visual cues in paintings, but are found in everyday images and scenes. We experience and
interpret vectors in our everyday lives whether through photos, diagrams, architecture, or
advertisements. Vectors tell us visually what we would normally say verbally.

PART 1 :

1. History of vector :

Vectors were born in the first two decades of the 19 th century with the geometric
representations of complex numbers. Caspar Wessel (1745--1818), Jean Robert
Argand (1768--1822), Carl Friedrich Gauss (1777--1855), and at least one or two
others conceived of complex numbers as points in the two-dimensional plane, i.e.,
as two-dimensional vectors. Mathematicians and scientists worked with and
applied these new numbers in various ways; for example, Gauss made crucial use
of complex numbers to prove the Fundamental Theorem of Algebra (1799). In
1837, William Rowan Hamilton (1805-1865) showed that the complex numbers
could be considered abstractly as ordered pairs (a, b) of real numbers. This idea
was a part of the campaign of many mathematicians, including Hamilton himself,
to search for a way to extend the two-dimensional "numbers" to three dimensions;
but no one was able to accomplish this, while preserving the basic algebraic
properties of real and complex numbers.

2. 5 vector quantities :

Veloncity
Acceleration
Momentum
Displacement
Force

3. Situation that involve the application of vector :

velocity of your car - when driving you car, the car's movement is a vector
quantity
Swing - when playing with kids in the playground, the swing is a favorite, the
direction of the swing keeps changing back and forth as thw swing goes up and
then down and then back up again.
Ceiling fan - the motion of the ceiling fan blades is a vector quantity.

PART 2 :

1. Sketch the given vector with the initial points at the origin , as accurately as possible on your
graph paper :

On the graph
2. (a) Determine the angle

in degrees , for each vector measured in anticlockwise

direction from the positive - axis . Then , state the magnitude of each vector

for V i = 270
for V i = 45

Magnitude for Vi = 800kmh

Magnitude for V2 = 100kmh

(b) Vector above in the form v = xi + yz and v =

x
y

V1 = -800 j = ( 800 )

V2 =

1002

5000 =

5000+ 5000
=

x2 +

x2

5000

since it Northeasterly direction

y2

=2 x

3. The actual course of the plane is the sum of the given vectors as stated in question 2(a)
above.This is called resultant vector

a) Would you use the Triangle Law or the Parallelogram Law to find this sum ? Explain
your choice :

Parallelogram Law
Whereas in the parallelogram rule, you join both the vectors at their respective
bases & then draw their respective parallel vectors starting from the the
terminus of the other vector thereby creating a parallelogram for you. Now, he
resultant vector must be the diagonal vector of the parallelogram starting at
the first common base point of the two given vectors & ending at the vertex
on the diagonally opposite side of the parallelogram.
In both cases, you can find the angle that the resultant vector makes w.r.t one
of the original vectors trigonometrically.
For the kind of problem given by you, the parallelogram method is more
useful as the vectors already have a common base, i.e the origin of the
Cartesian coordinate system.

b) () Based on your choice in 3(a) , draw the resultant vector , by using a suitable scale

* Scale 100 kmh

: 1 cm

* On the graph

() Hence , find the magnitude and the direction of the resultant vector from 3(b)

Magnitude = 7.23 cm 100

1
= 730 km h

Direction = 5 from V
= 275 from the -axis

4. (a) By using another method , find the magnitude of the resultant vector ,
Show your working .
V

= ( 800
=

5000 ) - ( 5000 )

536862,92

1
= 732.71 km h

(b) Find the bearing of the resultant vector in degree . Give your answer correct to
one decimal place.
tan

5000

 9000

800

tan 1

0.09696

= 5.5

PART 3 :

An aircraft is h km above the ground at poit P when it starts to land on point A with angle of
depression of 39

a) Calculate the veloncity of the aircraft when it descends fron point B to point A . State
your assumption(s)

:
cos 39=

90
BA

BA =

V BA

90
cos 39

= 115.81
1
= 115.81 kmh

b) Based on Diagram 4 and you answer in PART 3 (a) , calculate the horizontal component
and the vertical component of vector BA

Horizontal component = 90 km h

Vertical component = 115.81 sin 39

1
= 72.88 km h

c) If the aircraft eventually land on point A within the range 7 8 minutes , what is the
range of the value of h ? Give your answer correct to two decimal places .
Distance AB = Veloncity Time
= 115.81 time

For 7 minute ,

Distance AB = 115.81

7
60

= 13.51 km
sin 39

h
BA

h = BA sin 39
= 13.51 sin 39
= 8.50 km
For 8 minute ,
Distance AB = 115.81

8
60

= 15.44 km
h = 15.44 sin 39
= 9.72 km

range of h : 8.50 h 9.72

FURTHER EXPLORATION :

1
An aircraft will land on the runway due south at constant ve,oncity 90 km h
. At the same

1
time , the wind blows at 20 km h
from the direction North 60 East.Assume that you are

the pilot , you have to set the direction and speed of the aircraft so that it can land on the runaway
safely .Explain how you obtain the direction and speed of the aircraft.Show your working.

V2 =

= 90

+ 20

- 2 (90) (20) cos 30

5382.31

1
=73.36 km h

From the diagram , = 8

south 8 west

CONCLUSION

This coursework means a lot to me because I was able to learn many stuffs throughout
carrying out this coursework. By conducting this coursework, I was able to learn on how to
practically apply mathematical skills in real-life situations. Thus, it provided me a better
understanding of the topics which are being discussed in this project work. Apart from that, this

coursework has also enhanced my skills in terms of technology. I had to virtually find the
resultant force, magnitude and type out various mathematical equations which needs some kind
of knowledge in computers . This coursework has provided me that knowledge. This coursework
has also taught me to be independent. Everything that can be seen in this coursework - words,
draw and equations are genuinely drawn and typed by myself though I had referred some sources
to ensure my work is correct. To some degree, the fact that this work of mine is genuine satisfies
me. Indirectly, I consider this coursework as a revision for my upcoming examination. It is
because, while carrying out this task, I had to revise previous topics in order to complete this
work.