Physics Primer
Due: 11:59pm on Tuesday, June 5, 2018
You will receive no credit for items you complete after the assignment is due. Grading Policy
Learning goals and the necessary prerequisite math skills (if applicable).
Succinct explanations of the topic that are pertinent to a physics course.
The proper amount of math needed to apply to relevant physics topics.
Hints and feedback that are based on common mistakes that students make.
Short video presentations that supplement some of the topics.
Click here to watch a video on the relationship between physics and mathematics.
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ANSWER:
A tutorial of the most important physics concepts covered in introductory physics courses.
An detailed explanation of all of the mathematics you will use in your introcuctory physics course.
Scientific Notation
Convert both very large and very small numbers into scientific notation.
Convert numbers from scientific notation into regular notation.
Multiply and divide numbers written in scientific notation.
For additional practice, you may want to review Conversion to Scientific Notation.
The traditional format for numbers written in scientific notation is 10 is where is a number between 1 and 10 and is
an integer (either positive or negative). For the examples above, the mass of an electron can be written as 9.11 10-31
and the mass of the Sun can be written as 1.989 1030 .
A day has 86,400 second . Notice that the decimal point is to the far right of the number. The first part of scientific notation
is a number between 1 and 10. Move the decimal point to the left to obtain 8.64, which equals in our traditional notation.
The value for is given by the number of places the decimal point was moved from its location in 86,400 to 8.64. Thus,
86,400 = 8.64 104 . Because the decimal was moved four places to the left (and the value is larger than 1), the exponent
is a positive integer. If you had a very precise clock, you could write this as 8.640 104 , or 8.6400 104 . The number of
digits you keep in the first part of the notation describes the precision of your value and determines the number of significant
digits.
As another example, the fastest glacier in the world has an average speed of 0.0012 mile/hour. The first part of scientific
Typesetting math: 21%
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notation is a number between 1 and 10. Move the decimal point to the right to obtain 1.2, which equals in our traditional
notation. The value for is given by the number of places the decimal point was moved from its location in 0.0012 to 1.2.
Thus, 0.0012 mile/hour = 1.2 10-3 mile/hour. Because the decimal was moved three places to the right, and the value is
smaller than 1, the exponent is a negative integer.
Hint 2. Finding
Count the number of place values you moved the decimal point.
ANSWER:
Hint 2. Finding
Count the number of place values you moved the decimal point.
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ANSWER:
Hint 2. Finding
Count the number of place values you moved the decimal point.
ANSWER:
Hint 2. Finding
Count the number of place values you moved the decimal point.
Hint
Typesetting 3. Sign
math: 21% of the exponent
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ANSWER:
The mass of a high speed train is 4.5 105 , and it is traveling forward at a velocity of 8.3 101 . Given that
momentum equals mass times velocity, determine the values of and when the momentum of the train (in )
is written in scientific notation.
Enter and , separated by commas.
ANSWER:
Hint
Typesetting 1. Sun
math: 21% to Earth distance
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Recall the average distance between the Sun and the Earth from part B.
ANSWER:
Calculator Use
Recognize the importance in learning the rules for the particular calculator being used
Learn specific features of calculators that will be commonly used
Employ a strategy for using a calculator that reduces the chance of making errors
Use a calculator to evaluate numerical expressions commonly encountered in physics
Note: it is strongly recommended that you work through this unit using the specific calculator that you will use in class, on
homework assignments, and for tests!
For additional practice, you may want to review Evaluating Powers of 10, or Solving Radical Equations.
1. Different calculators operate in different ways. The order in which numbers, operations, and functions are
entered, the markings of the keys that perform functions, the way the information is displayed, and the way the
calculator is set to interpret information entered (e.g., whether angles are in degrees or radians), can all vary
widely from calculator to calculator. Therefore, it is highly recommended that you make a habit of using the
specific calculator with which you are familiar for all of the work in your physics course.
2. The order in which information is entered into the calculator and operations are performed matters! This is
called “precedence of operation,” and you must familiarize yourself with it. In general, you cannot simply enter
an expression into a calculator in the order you read it and obtain the correct result! A very helpful strategy for
avoiding precedence of operation errors when evaluating longer expressions with a calculator is to perform
intermediate calculations one step at a time:
3. Below are calculator keys and operations which you must be able to use correctly for a physics class:
Clear key (you may need to use different keys to clear the display and clear values from the
memory of the calculator)
Number keys , including the decimal point
Operation keys
Change sign key (note that on some calculators the change sign key looks very similar to the
subtraction key; these two keys do NOT do the same thing so you must be careful to distinguish
between them)
Typesetting math: 21%
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Finally, use the calculator to perform the division to obtain the correct final numerical answer:
Note that if you enter the values and operations into your calculator in exactly the same order that you read them in the
expression, 15 + 5 ÷ 2 + 3, your calculator will display the wrong answer for the expression. This would be a precedence of
operation error! An alternative approach in a case like this is to place parentheses around the terms in the numerator and
denominator separately in your calculator: (15 + 5) ÷ (2 + 3). When entered this way, your calculator, which follows the order
of operations, gives the correct answer. Now try a problem on your own.
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Hint 2. One-step-at-a-time
Use the one-step-at-a-time strategy (or properly utilize parentheses)
ANSWER:
-0.718\;\rm meter/second^2
0.718\;\rm meter/second^2
11.5\;\rm meter/second^2
-1.24\;\rm meter/second^2
\large{\begin{alignat}{2}{\normalsize{R
Typesetting math: 21% =} \sqrt{\frac{1}{\left(\frac{1}{149 \times 10^9\;\rm meter}\right)^2-\left(\frac{1}{298
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Hint 2. One-step-at-a-time
Use the one-step-at-a-time strategy
ANSWER:
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Hint 3. One-step-at-a-time
Use the one-step-at-a-time strategy, where one step will be to multiply \theta by 2 before you evaluate the sine
function.
ANSWER:
66.7\;\rm meter
31.5\;\rm meter
69.5\;\rm meter
10.5\;\rm meter
For their experiment, d=0.725\;\rm meter, \theta = 45.0^\circ, \mu_k=0.120, and g=9.80\;\rm{meter/second^2}. Use your
calculator to obtain the value that their hypothesis predicts for v.
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Hint 3. One-step-at-a-time
Use the one-step-at-a-time strategy.
ANSWER:
3.15\;\rm meter/second
2.97\;\rm meter/second
2.43\;\rm meter/second
6.25\;\rm meter/second
Unit Conversions
Scientific notation
1. Identify the equality relationship between the quantities that are being converted (e.g. 1 \: \text{mile} = 5280 \:
\text{foot}). Metric prefixes (see the table below) are just a shorthand for an equality relationship between units,
and are based on powers of 10 (e.g. 1 \: \text{millimeter} = 10^{-3} \: \text{meter})
2. Use the equality relationship to obtain a conversion factor that is a ratio of the units. Since the numerator and
denominator of a conversion factor are equal, it will always have a value of exactly 1. Therefore, when you
multiply a quantity by a conversion factor, it will not change its inherent value, rather just the associated units.
The conversion factor can have either of the units in the numerator, with the other in the denominator. The
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placement of the units depends on the quantity being converted. (e.g. \large{\frac{5280\;\rm{foot}}{1\;\rm{mile}}}
or \large{\frac{1\;\rm{mile}}{5280\;\rm{foot}}})
3. Multiply the quantity to be converted by the appropriate factor obtained in the step above. If the same unit
appears in the numerator and denominator of a fraction, it cancels. Therefore, write your conversion factor such
that the unit being converted cancels out. Be sure to write these conversion expressions with both the
numerical quantities and the units so that they can be correctly evaluated (e.g. \large{\normalsize{14,411
\;\text{foot}\times}\large{\frac{1\:\text{mile}}{5280\:\text{foot}}} = \normalsize{2.7294 \:\text{mile}}})
4. To convert quantities with compound units, apply multiple factors using the steps above. To check that the units
being converted have all cancelled out and only the desired units remain, you may find it helpful to cross off the
cancelled units along the way (e.g.
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Hint 1. Which unit in the numerator and which in the denominator of the conversion factor?
Note that the quantity 28.4\;\rm inch can be written as a fraction by writing it as \large{\frac{28.4\:\text{inch}}{1}}
. When you do this, note that the units inch are in the numerator (the top portion) of the fraction. Since you want
to convert from inch to a different unit, you want your conversion factor to cancel the inch units. In order to cancel
the inch units when you mulitiply by the conversion factor, should the conversion factor have the inch units in the
numerator or in the denominator (lower portion of fraction)?
ANSWER:
Denominator
Numerator
ANSWER:
\large{\frac{2.54\:\text{inch}}{1\:\text{centimeter}}}
\large{\frac{1\:\text{inch}}{2.54\:\text{centimeter}}}
\large{\frac{2.54\:\text{centimeter}}{1 \:\text{inch}}}
\large{\frac{1\:\text{centimeter}}{2.54\:\text{inch}}}
ANSWER:
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Add, subtract, multiply and divide physical quantities that are expressed as fractions.
Evaluate the numerical value of physical quantities expressed as fractions.
For additional practice, you may want to review Adding Fractions.
is easier, faster, and less prone to errors. Students who haven’t developed the habit of using variables
sometimes don’t believe this because they are less familiar with the approach, but with just a little effort and
practice using variables rather than numerical values, they will find it true.
can provide some very easy to use and important checks that a problem has been solved correctly.
gives results that are much more informative than results found by early substitution of the numerical values.
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The numerator of the resulting fraction is the product of the numerators of the two fractions, while
the denominator of the resulting fraction is the product of the denominators of the two fractions.
(e.g. \large{\frac{a}{g}\cdot\frac{m_1}{m_2} = \frac{a\cdot m_1}{g\cdot {m_2}}})
Note that a quantity that is not written in fraction form can be easily written in fraction form by
writing the quantity as the numerator of a fraction whose denominator is 1.
Example 1: \;m\cdot \large{\frac{v^2}{r} = \frac{m}{1}\cdot\frac{v^2}{r} = \frac{m v^2}{r}}
Example 2: \;\rm{\small{2\;kilogram}} \large{\rm{\cdot\frac{2\;meter}{7\;second}=\frac{4
\;kilogram\cdot meter}{7\;second}}}
Dividing one fraction by another: Invert the fraction in the denominator and then multiply it by the fraction in the
numerator.
Multiply each fraction by a factor that equals 1 so that they have the same denominator (i.e., find
a common denominator). A simple and general way to do this is to multiply the first fraction by a
fraction that has the denominator of the second fraction in both its numerator and denominator,
and multiply the second fraction by a fraction that has the denominator of the first fraction in both
its numerator and denominator.
The numerator of the resulting fraction is the sum or difference of the numerators of the two
fractions; the denominator of the resulting fraction is just the common denominator.
Example: \large{\frac{2d}{3} - \frac{2d}{5} = (\frac{5}{5}\cdot\frac{2d}{3})-(\frac{3}{3}\cdot
\frac{2d}{5}) = \frac{10d}{15}-\frac{6d}{15}=\frac{10d-6d}{15}=\frac{4d}{15}}
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\tfrac{a_1}{m}
\tfrac{m a_1}{F}
\tfrac{a_1}{1}
\tfrac{a_1}{F}
ANSWER:
\large{(\frac{1}{m}\cdot\frac{a_1}{1})+(\frac{1}{m}\cdot\frac{F}{m})}
\large{(\frac{m}{m}\cdot\frac{a_1}{1})+(\frac{m}{m}\cdot\frac{F}{m})}
a=
\large{(\frac{m}{m}\cdot\frac{a_1}{1})+(\frac{1}{1}\cdot\frac{F}{m})}
\large{(\frac{m}{m}\cdot\frac{a_1}{1})+(\frac{F}{F}\cdot\frac{F}{m})}
ANSWER:
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\large{\frac{m(a_1 + F)}{2m}}
a=
\large{\frac{m a_1 + F}{2m}}
\large{\frac{a_1 + F}{m}}
ANSWER:
22.7\;\rm meter/second^2
a= 4.71\;\rm meter/second^2
4.71\;\rm kilogram
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Understand that expert physics problem-solvers associate quantities with variables and solve for unknowns in
terms of these variables.
Simplify algebraic relationships for expressions that are commonly encountered in physics.
For additional practice, you may want to review Rearrangement of Algebraic Expressions.
It is widely believed that it is easier to work physics problems by substituting numerical values in at the very beginning of the
problem. However, expert physics problem-solvers will typically solve physics problems using variables, and substitute
known values only as a final step, because this approach is generally faster, easier, reduces mistakes, and results in a better
and more general understanding of physics. This approach may take a little practice and effort initially, but it has important
benefits. Throughout this primer are several techniques that are useful for simplifying physical relationships expressed in
terms of variables.
Technique 1 : Substitute in known values of 0 that will simplify expressions (this is the exception to the rule that known
numerical values should only be substituted in at the final step).
Example: Analysis of the physics of a system indicates that an appropriate expression describing it is given by: x = x_0 + v_0
t + \tfrac{1}{2} a t^2. The problem requires solving for a, and the known values for the system are x = 3.50\;\rm meter, x_0 =
1.50\;\rm meter, v_0 = 0\;\rm meter/second, and t = 0.639\;\rm second. In this case, substituting in the known value of 0
would be the next step in the analysis, resulting in: x = x_0 + \tfrac{1}{2}at^2.
Part A
Imagine you derive the following expression by analyzing the physics of a particular system: v^2 = v_0^2 + 2 a x. The
problem requires solving for x, and the known values for the system are a = 2.55\;\rm meter/second^2, v_0 = 21.8\;\rm
meter/second, and v = 0\;\rm meter/second. Perform the next step in the analysis.
ANSWER:
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0 = v_0^2 + 2 a x
v^2 = v_0^2 + 2 a x (no simplification should be performed on the expression in this situation)
Example: Assume that the following expression is derived by analyzing the physics of a particular system: F = ma - mg. By
pulling out the common factor, the expression for F can be simplified by writing: F = m(a-g).
Part B
Imagine you derive the following expression by analyzing the physics of a particular system: a = g\sin\theta - \mu_k
g\cos\theta, where g = 9.80\;\rm meter/second^2. Simplify the expression for a by pulling out the common factor.
ANSWER:
Technique 3 : Reduce compound fractions (note: compound fractions are fractions that have a fraction in the numerator
and/or the denominator).
Example: Assume that the following expression is derived by analyzing the physics of a particular system: t = \large{\frac{v}
{\frac{F}{m}}}. By reducing the compound fraction, the expression for t can be simplified as: t = \large{\frac{mv}{F}}.
Technique 4 : Consolidate and/or cancel variables if they occur multiple times in a single expression.
Example: Assume that the following equation is derived by analyzing the physics of a particular system: d = \sqrt{2 a x}
\large{\sqrt{\frac{2 x}{a}}}. By consolodating and canceling variables, the expression for d can be simplified as: d = 2x.
Part C
Typesetting math: 21%
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Imagine you derive the following expression by analyzing the physics of a particular system: M = \large{\frac{(\frac{mv^2}
{r})}{(\frac{mG}{r^2})}}. Simplify the expression for M by consolidating and/or canceling variables.
ANSWER:
M = \large{\frac{v^2 r}{G}}
Part D
A student solving a physics problem to find the unknown has applied physics principles and obtained the
expression: \mu_k m g \cos\theta = m g \sin\theta - m a, where g = 9.80\;\rm meter/second^2, a = 3.60\;\rm
meter/second^2, \theta = 27.0^\circ, and m is not given. Which of the following represents a simplified expression
for \mu_k?
ANSWER:
\tan\theta - \large{\frac{a}{g}}
The single equation has two unknowns and cannot be solved with the information given.
To avoid making mistakes, the expression should not be simplified until the numerical values are substituted.
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Identify situations that involve solving two equations and two unknowns.
Use substitution to obtain one equation and one unknown.
Simplify the above result and solve for both of the unknowns.
Often in physics, we have a situation (such as projectile motion or the sum of forces in two dimensions) where we have two
equations with the same two unknowns in each. The most common method is substitution, which generally follows these
steps:
1. Isolate one of the variables in one of the two equations. Let's say that we have
a. 2A - B = 0
b. A + 2B = 5
b. A + 2(2A) = 5
b. A + 4A = 5\;\rightarrow\; 5A = 5 \;\rightarrow\; A = 1
4. Substitute this result into either of the original two equations to solve for the other variable:
3A - B = 5
2A + 3B = -4
and want to isolate one of the variables, such that it appears by itself on one side of the equation. Which of the following
is an equation with one of the above variables isolated?
ANSWER:
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B = 5 - 3A
2A = -3B - 4
B = 3A - 5
3B = -2A - 4
Part B - Substitution
Now that we have one of the variables from Part A isolated, and written in terms of the other variable, we can now
substitute this into the other of the two original equations. Which of the following options represents this?
ANSWER:
2(B + 5) + 3B = -4
2A + 3(3A - 5) = -4
3A - (3A - 5) = -4
2A + 3(-5) = -4
A = 1.00
ANSWER:
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A, B = 1,-2
3C + 4D = 5
2C + 5D = 2
None of these terms has a coefficient of 1. Instead, we'll pick the variable with the smallest coefficient and isolate it.
Move the term with the lowest coefficient so that it's alone on one side of its equation, then divide by the coefficient.
Which of the following expressions would result from that process?
ANSWER:
D =\tfrac{2}{5} -\tfrac{2}{5}C
C = 1 -\tfrac{5}{2}D
C =\tfrac{5}{3} -\tfrac{4}{3}D
D =\tfrac{5}{4} -\tfrac{3}{4}C
D = -0.571
ANSWER:
C, D = \large{{\frac{17}{7}},-{\frac{4}{7}}}
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Click here to watch a video that walks through an example on solving two equations with two unknowns, then answer the
questions that follow.
F\cos{\theta} - \mu_s N = 0
F\sin{\theta} + N - mg = 0
In order to find the magnitude of force F, we have to solve a system of two equations with both F and the normal force N
unknown. Use the methods we have learned to find an expression for F in terms of m, g, \theta, and \mu_s (no N).
ANSWER:
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ANSWER:
Identify what the different parts of the slope-intercept form of a line equation correspond to on a graph.
Determine what the slope of a position vs. time graph tells you about velocity.
Determine what the slope of a velocity vs. time graph tells you about acceleration.
For additional practice, you may want to review Finding the Equation (y=mx+b) from a Graph.
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the slope has doubled and the acceleration of the object with this motion is
8\;\rm \tfrac{m/s}{s}. The initial velocity on the other hand has not changed
(1\;\rm m/s).
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ANSWER:
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ANSWER:
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The slope of the second segment is \large{\frac{2\;\rm m/s - 2\;\rm m/s}{2\;\rm s} = \normalsize{0\;\frac{\rm m/s}{\rm s}}}.
The slope of the third segment is \large{\frac{5\;\rm m/s - 2\;\rm m/s}{1\;\rm s} = \normalsize{3\;\frac{\rm m/s}{\rm s}}}.
Note: Don't worry about the discontinuity between line segments. In reality,
velocities can't change instantaneously so there would be a very steep line
segment for a very short time interval between the flat segments.
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ANSWER:
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The equation for this graph is x = 3t-2. If x is measured in meters, each term on the
right side must be in meters as well. If we plug in t=0\;\rm s, we get x=-2\;\rm m, which
tells us the position starts off at -2\;\rm m (also known as the initial position). Also, the
slope must have units of \rm m/s. This indicates that the slope of the line is 3\;\rm m/s,
which represents the velocity. This leads to the velocity vs. time graph shown in .
ANSWER:
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Right Triangles
Determine the length of a side of a right triangle, given the length of the two other sides.
Determine the length of a side of a right triangle, given the length of one other side and an angle.
For additional practice, you may want to review Right Triangle Calculations.
Which of these relationships you need to use depends on the specific parameter you are attempting to solve in a problem.
When you know the length of two sides of a triangle but don’t know the length of the third side, you should use the
Pythagorean Theorem. When you know the length of one side of a triangle and the value of one angle (other than the right
angle), you should use the corresponding trigonometric function. For example, if you knew the length of side c and the angle
A, you could find the length of side a from the formula \sin A = \tfrac{a}{c}. In general, apply the formula that includes the two
parameters you know as well as the one you don’t know and intend to solve.
While we often think of right triangles as applying only to lengths, the rules listed above apply in general to any vector
quantity, which can be depicted as having a magnitude (i.e. the hypotenuse of the triangle), and two components that are at
right angles to one another and represent the other two sides of the triangle. Some examples include velocity (see Part C),
force, and momentum.
Click here to watch a video that walks through two examples on right triangles, then answer the questions that follow.
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Part A - Finding an unknown side when you know the two other sides
Your GPS shows that your friend’s house is 10.0 \rm km away . But there is a big hill between your houses and you don’t
want to bike there directly. You know your friend’s
street is 6.0 \rm km north of your street. How far do
you have to ride before turning north to get to your
friend’s house?
ANSWER:
8.0 \rm km
ANSWER:
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Part C - Finding an unknown side when you know one other side and an angle
In aviation, it is helpful for pilots to know the cloud ceiling, which is the distance between the ground and lowest cloud.
The simplest way to measure this is by using a spotlight to shine a beam of light up at the clouds and measuring the
angle between the ground and where the beam hits the clouds. If the spotlight on the ground is 0.75 \rm km from the
hangar door as shown in , what is the cloud ceiling?
ANSWER:
0.273 \rm km
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Hint 1. Orientation
Note that this triangle is flipped upside down with respect to Figure 1.
ANSWER:
5.70 \rm{km/hr}
Analyze physical quantities related through the properties of a right triangle to obtain expressions for angles in
terms of inverse trigonometric functions.
Use a calculator to evaluate the numerical value of angles using inverse trigonometric functions.
Trigonometric functions
Using your calculator (specifically trigonometric functions)
For additional practice, you may want to review Right Triangle Calculations.
1. Inverse trigonometric functions are used to obtain the value of an angle when the trigonometric function of that
anglemath:
Typesetting (e.g.21%
\cos(\theta),
\sin(\theta), or \tan(\theta)) is known. Knowing the value of \sin(\theta) for instance is not
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the same as knowing the value of \theta itself – that's the role played by inverse trigonometric functions.
2. The notation for inverse trigonometric functions is given in the following table:
If: Then:
\theta =
\cos(\theta) = x
\arccos(x)
\theta = \arcsin(x)
\sin(\theta) = x
\theta = \arctan(x)
\tan(\theta) = x
Think of the "arc" as meaning: "the angle whose {cos, sin, tan} is..."
Some textbooks and other materials (including most calculators) use the notation \cos^{-1}(x),
\sin^{-1}(x), and \tan^{-1}(x) for inverse trigonometric functions. When you encounter this notation,
it is important to understand that it does not mean for instance \large{\frac{1}{\cos(x)}} (in contrast
to the use of the x^{-1} notation in other contexts)!
Part A
In the town of Centralburg , which is laid out in a uniform block grid,
the grocery store is three blocks East and four blocks North of the
post office. Which of the following is a correct equation for the
quantities represented in this scenario?
Hint 1. Mnemonic
Use SohCahToa .
ANSWER:
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\tan(\theta) = \large{\frac{d_n}{d_e}}
\sin(\theta) = \large{\frac{d_n}{d_e}}
\theta = \large{\frac{d_n}{d_e}}
\arctan(\theta) = \large{\frac{d_n}{d_e}}
Part B
Which of the following is a correct equation for the angle \theta?
ANSWER:
\theta = \large{\frac{d_n}{d}}
\theta = \large{\frac{d_e}{d}}
Part C
What is the angle (in degrees) North of East from the post office to the grocery store in Centralburg?
Express your answer to two significant figures.
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ANSWER:
\theta = 53 ^{\circ}
Click here to watch a video that walks through an example on inverse trigonometric functions, then answer the question that
follows.
Part D
A force is applied to a block sliding along a surface . The
magnitude of the force is 15 \rm N, and the horizontal
component of the force is 4.5 \rm N. At what angle (in
degrees) above the horizontal is the force directed?
Express your answer to two significant figures.
ANSWER:
Score Summary:
Your score on this assignment is 90.0%.
Typesetting math: 21%
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