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Solve both parts and justify the conditions used. Part A: Explain why parallel vectors cannot form a basis for the plane. Part B: Give a unit vector in the same direction.

Read the idea, work independently, then explain what changed.

TOPIC 01

Plane vectors and applications: mixed assessment

A mixed assessment: identify the method, justify it and revise your reasoning.

What you will be able to explain

  • Connect the chapter skills without relying on the order of the exercises.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Transfer#Your turn

Solve both parts and justify the conditions used. Part A: Explain why parallel vectors cannot form a basis for the plane. Part B: Give a unit vector in the same direction.

A: e2=2e1B: a=(24,32)\begin{gathered}\text{A: }\mathbf e_2=2\mathbf e_1\\\text{B: }\mathbf a=(24,32)\end{gathered}
  • Use the domain, units and sampling assumptions stated in the question.
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
A: Use a nonparallel basis or Cartesian coordinates and solve component equations.
Hint 2
B: Separate magnitude, direction and position; compare vectors by displacement.
Worked solution
  1. Part A reasoning

  2. Use a nonparallel basis or Cartesian coordinates and solve component equations.

  3. Calculate or simplify this relation.

    ae1+be2=(a+2b)e1a\mathbf e_1+b\mathbf e_2=(a+2b)\mathbf e_1
  4. They cannot represent a vector outside that line.

  5. Part B reasoning

  6. Separate magnitude, direction and position; compare vectors by displacement.

  7. Calculate or simplify this relation.

    a∣a∣=(3/5,4/5)\frac{\mathbf a}{|\mathbf a|}=(3/5,4/5)
  8. Normalizing a zero vector would be undefined.

A: All their linear combinations stay on one line. B: (3/5,4/5).

Checks and common pitfalls: They cannot represent a vector outside that line. Normalizing a zero vector would be undefined.

Reasoning checklist · self / teacher assessment
  • Solve part A with its stated restrictions.
  • Solve part B using an appropriate representation.
  • Give the reasoning and check conditions in both parts.

Think first. Reveal a hint when the class is ready.

Focus on one question

Teacher preparation and assessment

Question sequence

  • Ask students to name the relevant condition before calculating.

Board plan

  • Compare valid methods and annotate their conditions.

Anticipated thinking

  • A correct final value may still hide a missing assumption.

Assessment checklist

  • Check the method, conditions, reasoning and interpretation separately.

No sign-in. Work stays in this browser. Export before clearing browser data. Written reasoning is assessed with a checklist.

Curriculum and source notes ↗