IBV10 using displacement vectors

In summary, the conversation discusses a problem involving finding the equation of a path and calculating velocity. The solution involves using calculus to find the derivative of the position function, as well as using the given points to derive the equation of the path.
  • #1
karush
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https://www.physicsforums.com/attachments/1341

for (i) just did \(\displaystyle 16^2+12^2=400\) so \(\displaystyle \sqrt{400} = 20\) km

but don't know how they got the \(\displaystyle 13 \frac{km}{min}\)

there are some more ? on this involving the displacement vectors but want to get this (a) part done first.
 
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  • #2
karush said:
https://www.physicsforums.com/attachments/1341

for (i) just did \(\displaystyle 16^2+12^2=400\) so \(\displaystyle \sqrt{400} = 20\) km

but don't know how they got the \(\displaystyle 13 \frac{km}{min}\)

there are some more ? on this involving the displacement vectors but want to get this (a) part done first.
I can't think of a way to do this without Calculus. Well, here it is anyway.

\(\displaystyle v = \frac{dr}{dt}\)

So take the derivative of r, compute v, then find the "size" of v.

-Dan
 
  • #3
I suppose one could assume that given a linear position function, the velocity must be constant...:D
 
  • #4
MarkFL said:
I suppose one could assume that given a linear position function, the velocity must be constant...:D
Nah. Too simple.

Good catch.

-Dan
 
  • #5
OK, if the velocity is constant.
then there is a slope, since \(\displaystyle t\pmatrix{12 \\ -5}\) is Time x Rate then\(\displaystyle \sqrt{(12)^2+(-5)^2}= 13\) km/min

now we have a point $(16, 12)$ and $m=-\frac{5}{12}$
from which we can derive the eq of
$5x+12y=224$

if correct, I did this by conjecture, not knowing the formal process.

still some more ? on this...:cool:
 
  • #6
karush said:
now we have a point $(16, 12)$ and $m=-\frac{5}{12}$
from which we can derive the eq of
$5x+12y=224$
In the future, please post all of the question you need help with.

You seem to be trying to find the line between two points, one of which is (16, 12). What is the other point?

-Dan
 
  • #7
topsquark said:
In the future, please post all of the question you need help with.

You seem to be trying to find the line between two points, one of which is (16, 12). What is the other point?

-Dan

ok, thot this was in the OP but it wasn't

The question was:
Show that the Cartesian equation of the path of Air One is:

$5x+12y=224$

However, from $r_1=\pmatrix{16 \\ 12} + t\pmatrix{12 \\ -5}$

we have point $(16, 12)$ and $m=-\frac{5}{12}$

we can derive $5x+12y=224$
 

FAQ: IBV10 using displacement vectors

What is IBV10 and how is it related to displacement vectors?

IBV10 stands for "Influenza B Virus 10" and it is a strain of the influenza B virus. IBV10 is commonly studied by scientists using displacement vectors, which are mathematical tools used to represent the change in position of an object over time.

What is the significance of studying IBV10 using displacement vectors?

Studying IBV10 using displacement vectors allows scientists to track the movement and spread of the virus, which can aid in understanding its behavior and developing effective treatments or prevention methods.

How are displacement vectors used to study IBV10?

Displacement vectors are used to track the movement of IBV10 by measuring the change in position of the virus over time. This can be done through various methods such as microscopy or using specialized tracking software.

What are the potential applications of studying IBV10 using displacement vectors?

By studying IBV10 using displacement vectors, scientists can gain a better understanding of how the virus spreads and how it interacts with its host. This information can be used to develop more effective treatments and prevention methods for influenza B.

Are there any limitations to studying IBV10 using displacement vectors?

While displacement vectors can provide valuable information about the movement of IBV10, they may not capture all aspects of the virus's behavior. Other methods of study, such as genetic analysis, may also be necessary to fully understand the virus and its effects.

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