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This is a very basic and simple review of adding and subtracting vectors graphically. It may be necessary in studying three phase circuits. Students are recommended to solve more exercises analytically and graphically and compare results. The graphical vector representation is very essential in understanding the problem even if you solve analytically only.
Physical Review Special Topics - Physics Education Research, 2015
A small number of studies have investigated student understanding of vector addition and subtraction in generic or introductory physics contexts, but in almost all cases the questions posed were in the vector arrow representation. In a series of experiments involving over 1000 students and several semesters, we investigated student understanding of vector addition and subtraction in both the arrow and algebraic notation (usingî,ĵ,k) in generic mathematical and physics contexts. First, we replicated a number of previous findings of student difficulties in the arrow format and discovered several additional difficulties, including the finding that different relative arrow orientations can prompt different solution paths and different kinds of mistakes, which suggests that students need to practice with a variety of relative orientations. Most importantly, we found that average performance in the ijk format was typically excellent and often much better than performance in the arrow format in either the generic or physics contexts. Further, while we find that the arrow format tends to prompt students to a more physically intuitive solution path, we also find that, when prompted, student solutions in the ijk format also display significant physical insights into the problem. We also find a hierarchy in correct answering between the two formats, with correct answering in the ijk format being more fundamental than for the arrow format. Overall, the results suggest that many student difficulties with these simple vector problems lie with the arrow representation itself. For instruction, these results imply that introducing the ijk notation (or some equivalent) with the arrow notation concurrently may be a very useful way to improve student performance as well as help students to learn physics concepts involving vector addition and subtraction.
2010
In this article we investigate the effect of: 1) the context, and 2) the position of the vectors, on 2D vector addition tasks. We administered a test to 512 students completing introductory physics courses at a private Mexican university. In the first part, we analyze students' responses in three isomorphic problems: displacements, forces, and no physical context. Students were asked to draw two vectors and the vector sum. We analyzed students' procedures detecting the difficulties when drawing the vector addition and proved that the context matters, not only compared to the context-free case but also between the contexts. In the second part, we analyze students' responses with three different arrangements of the sum of two vectors: tail-to-tail, head-to-tail and separated vectors. We compared the frequencies of the errors in the three different positions to deduce students' conceptions in the addition of vectors.
In most sciences one generation tears down what another has built and what one has established another undoes. In Mathematics alone each generation builds a new story to the old structure. – HERMAN HANKEL
Arxiv preprint arXiv: …, 2010
We investigate if the visual representation of vectors can affect which methods students use to add them. We gave students one of four questions with different graphical representations, asking students to add the same two vectors. For students in an algebra-based class the arrangement of the vectors had a statistically significant effect on the vector addition method chosen while the addition or removal of a grid did not.
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