3 Motion on a plane

OUTCOMES
INQUIRY Students:
QUESTION •• analyse vectors in one and two dimensions to:
How is the motion of an – resolve a vector into two perpendicular components
object that changes its – add two perpendicular vector components to obtain a single vector (ACSPH061) N
direction of movement •• represent the distance and displacement of objects moving on a horizontal plane using:
on a plane described? – vector addition
– resolution of components of vectors (ACSPH060) ICT N
•• describe and analyse algebraically, graphically and with vector diagrams, the ways in which the motion of
objects changes, including: ICT
– velocity
– displacement (ACSPH060, ACSPH061) N
•• describe and analyse, using vector analysis, the relative positions and motions of one object relative to
another object on a plane (ACSPH061)
•• analyse the relative motion of objects in two dimensions in a variety of situations, for example:
– a boat on a flowing river relative to the bank
– two moving cars
– an aeroplane in a crosswind relative to the ground (ACSPH060, ACSPH132) ICT N
Physics Stage 6 Syllabus © NSW Education Standards Authority for and on behalf of the Crown in right of the State of New South Wales, 2017

Alamy Stock Photo/Buzz Pictures

9780170409063 57
 The previous chapter explored motion in a straight line.

Shutterstock.com/Eugene Sergeev
It also introduced the idea of a vector, which is a quantity
with a magnitude (a size or length) and a direction. This
modern idea of a vector was developed independently by
Oliver Heaviside (1850–1925) and J. Willard Gibbs (1839–
1903) late in the 19th century. They also showed how to
work with vectors mathematically. Gibbs in particular
developed much of the notation we use today. Although
the use of vectors may at times seem complicated and
difficult, their invention was an improvement over earlier
approaches. Today, vectors are used in most branches
of physics, and are common in engineering, computer
science and elsewhere.
FIGURE 3.1.  A radar plot shows how far away
Many quantities
 can be represented as vectors,
something is and the direction it is in. Vectors are where if A is a vector then A is its magnitude.
used to describe quantities with magnitude and
direction.
Displacement, velocity and acceleration were presented
in chapter 2. Later chapters will explore concepts
Weblink
Willard Gibbs such as force (chapters 4 and 5), momentum (chapter 6), electric field (chapter 12) and magnetic field
Find out what other (chapter 14). All these are vector quantities. In fact, vector mathematics was first invented to deal with
contributions Gibbs
made to physics and electromagnetism. Because they are so widespread, being able to manipulate vectors is a useful skill.
mathematics.

Analysing vectors in one

3.1
and two dimensions
Quite often, motion is not restricted to a single direction. If a car is driven 100 km north and then 100 km
WS west, it is easy to see that it has gone a total of 200 km. For one thing, the odometer will read 200 km more
Worksheets
Some useful
Homework
than it did at the start. But how far from the starting point is it? It might be 200 km by road, but how far
background is that ‘as the crow flies’? Simple addition will not work. We need to add up the two legs of the journey
allowing for direction. The way to do that is to treat the two legs as vectors. Vectors can be added to form
new vectors, or subtracted to obtain the difference between two vectors. A single vector can be resolved
into its components.
Vectors can also be multiplied (or divided) by a scalar. In chapter 2, a velocity was calculated from
  
a displacement. One vector, s , was divided by a scalar, t, to obtain another vector, v . The vector s is the

displacement, t is the time over which the displacement occurred and v is the average velocity during the
 
displacement. The scalar, t, has units (seconds), which means that v has different units from s . However,
 
because t is a scalar, the division does not change the direction of the vector, so v is parallel to s .

Resolving a vector into perpendicular components

It is possible to take a vector that lies in a two-dimensional plane and break it up into two perpendicular
vectors. This is called resolving the vector into components.
When a vector is to be resolved into components, it is important to think about what coordinates
should be used. If the motion is along the ground, such as the car, it may make sense to use the compass
directions (north, south, east and west). Other motions, such as a ball being thrown, may take place in a
vertical plane. In that case, the two directions would be horizontal and vertical. Perpendicular axes can
be represented on paper as an x axis whose positive arm points to the right, and a y axis whose positive
arm points up the page. This is known as the x–y-plane.

58 MODULE ONE » KINEMATICS 9780170409063

 We try to choose axes that will help us solve the problem most easily. Chapters 4 and 5 look at
objects sliding down slopes. In that case, we choose one component parallel to the slope and another
perpendicular.
In every case, the two axes are perpendicular. There are some useful tools for working with vectors at
right angles: Pythagoras’ theorem and trigonometry.

Say we have a vector, s . It can be expressed as the sum of two vectors, one pointing along x and one
along y, as shown in Figure 3.2.
  
s = sx + s y
The magnitudes of these vectors are related. (Remember, when we take the arrow off the top of a
vector we are talking about magnitudes.)
sx = s cos θ
s y = s sin θ
 
where s is the magnitude of s and sx and sy are the magnitudes of the component vectors. sx is sometimes
 
referred to as the projection of s onto the x axis; similarly for s y.
Figure 3.2 shows that sy is opposite the angle, so sine is used to find its length. The side sx is adjacent
to the angle, and so cosine is used. This may vary, depending on how the angles and sides are defined. In
this case, θ is measured relative to the x axis and positive angles are anticlockwise. This is the convention
 
for x and y coordinates. The vector sx is a vector of length sx in the x direction. In Figure 3.2, sx points
along the positive x direction. With θ defined as shown, the equation for sx given above will give a positive
answer.

y FIGURE 3.2 A
vector, s , and its

components,
 sx
and s y. The angle is
measured from the
x axis. It is a positive
angle because it is
 anticlockwise from
s  the x axis.
sy

u x

sx

It is always important to think about the signs of quantities. A vector of length −12 m in the +x

knilbeW
direction is the same as one of +12 m in the –x direction.
Angles will not always be defined as anticlockwise from the x axis. In situations that use the compass Vectors in two
points, angles increase as they go clockwise. An angle may be written like this: θ = N30°E. This means the dimensions
Watch the video to
angle is 30° east of north. An angle of N45°E is the same as north-east. Sometimes the important angles help visual vectors
will be angles between vectors themselves. Because there is no one way to define an angle, it is important in two dimensions.

to draw a diagram of the situation. A diagram can help in working out which angles are relevant, which
trigonometric functions to use, which quantities are positive and which negative.
Once you have drawn a diagram, the components of a vector can be found using trigonometry or a
careful scale drawing.

9780170409063 CHAPTER 3 » MOTION ON A PLANE 59

 WORKED EXAMPLE 3.1

An orienteer is at a position, d, which is 600 m N30°W from the origin.

Use trigonometry to find the magnitudes of the northward and westward components, dN and dW, of the
orienteer’s position. Take 600 m as having three significant figures.

ANSWER LOGIC

N •• Draw a diagram showing the position as a vector.

d5
600 m
dN
308

W E
dW

S
FIGURE 3.3  The position of the orienteer,
shown on a set of compass axes

d N = d cos θ •• Use your diagram to work out which angle is sine, and which is cosine.
d W = d sin θ

d N = (600 m)cos30° •• Substitute the known values with units into the equations, calculate the answers
and state them with correct units and appropriate significant figures.
= 520 m
d W = (600 m)sin 30°
= 300 m

TRY THIS YOURSELF

The orienteer now moves to a point 600 m N60°E from the origin. What are the north and east components of
their position now? What are the north and west components of their position?

y Adding vector components

The reverse of resolving a vector into components is
Weblink
Vector adding components to obtain a vector. Mathematically,
components   
Change a vector’s s = sx + s y . Assuming the components are
magnitude and  
sx perpendicular along x and y, then the length of s , s, is
direction and see how
the components vary.
x obtained from Pythagoras’ theorem,
u

 s = sx 2 + s y 2
 sy
s
where sx and sy are the magnitudes of the components.

However, s is a vector, so its direction must also be

found. Figure 3.4 shows the component vectors, sx and
  
FIGURE 3.4  Adding components
 
s x and s y to s y , as well as s , and the angle s makes to the x axis, θ.

obtain the resultant vector, s

60 MODULE ONE » KINEMATICS 9780170409063

 From Figure 3.4 it can be seen that
sy
tanθ =
sx
So, by using Pythagoras’ theorem and some trigonometry, it is possible to find the length and direction
of the resultant vector.

WORKED EXAMPLE 3.2

Figure 3.5 represents the journey of a car. The  FIGURE 3.5  A car
journey begins at the bottom right-hand side of sw
drives north and
the picture, where the tails of the black and red then west. The two
perpendicular black
arrows meet. The black arrows represent the vectors combine
actual path the car took. The red represents the to give a third, the
resulting displacement away from the starting  diagonal red vector.
 sn Conversely, it could
point. First the car drives 125 km north (up the s
be said that the
page) then 125 km to the left (west). black vectors are
components of the
u red vector.

Find the magnitude and direction of the


resultant vector, s , in Figure 3.5.

ANSWER LOGIC

sN = 125 km; sW = 125 km •• Identify the relevant data in the question.

The two paths are at 90° to each other. •• Recognise that the paths are perpendicular.

s = sN 2 + sW 2 •• Apply Pythagoras’ theorem to find the distance from the origin.

•• Substitute the known values with units into the equation.
= (125 km )2 + (125 km )2
= 177 km •• Calculate the answer. State the final answer with correct units and appropriate
significant figures.
 •• Identify the relevant data in the question.
That gives s, the length of the vector s .
Next, its direction must be established.
sN = 125 km; sW = 125 km
sW •• Identify the appropriate formula. In this case sW is opposite θ, sN is adjacent.
tan θ =
sN
•• Substitute the known values with units.
125 km
tan θ = =1
125 km •• Calculate the answer. State the final answer with correct units and appropriate
θ = 45° significant figures.
The total (or net) result is the same as if the
car had driven 177 km north-west.

TRY THESE YOURSELF

1 Repeat the calculation, but with a northward component of 200 km.

2 Copy Figure 3.5 onto a sheet of graph paper at a scale of 1 cm = 10 km. Measure the resultant vector
with a ruler. Does it agree with the calculation? Compare the precision of the methods.

9780170409063 CHAPTER 3 » MOTION ON A PLANE 61

 Note that in Worked example 3.2, the hypotenuse was found in the first part of the question. It could
have been used to find the angle. By using tan, we avoided relying on a quantity that we had to calculate
ourselves. That removed one possible source of error from the angle. When working out the angle, the
units (km) cancel out. This is a useful test, because it does not make sense to put a number with units
into a trigonometric function. Lastly, a diagram is very useful when working out where the vector is
actually pointing. The maths gives a 45° angle, but the diagram shows what that means.

INVESTIGATION 3.1

Displacement vectors
Critical and AIM
creative
thinking To investigate how displacement vectors can be decomposed into components, and to practise calculating
experimental uncertainties
Numeracy Write an appropriate inquiry question or hypothesis for this investigation.

MATERIALS

•• 20-m tape measure

•• Marker pegs
•• Coin
•• 2 dice
•• Set square
•• Open space, such as the school oval
!
RISK WHAT ARE THE RISKS IN DOING THIS INVESTIGATION? HOW CAN YOU MANAGE THESE RISKS TO STAY SAFE?
ASSESSMENT
Excess sun exposure is dangerous. Wear a hat, and any other appropriate sun protection.

What other risks are associated with your investigation, and how can you manage them?

METHOD

1 Place a marker peg in the starting position.

2 Stand at the start position and throw the dice. Take as many steps forward in a straight line as the total
shown on the dice. Take the dice with you.
3 Place a marker peg at your position.
4 Toss the coin. If it comes up heads, turn left 90°. If it comes up tails, turn right 90°. Use the set square to help
you turn through the correct angle.
5 Throw the dice. Take as many steps forward in a straight line as the total shown on the dice. Place a marker
peg at your final position.
6 The pegs should make a right-angled triangle, if you have been careful. Measure the distances (side
lengths) between the pegs.
7 Repeat steps 2–6, either with the same person or different people.

RESULTS

•• Record the distances measured and the number of steps each time.
•• Record the uncertainty in each measurement.

62 MODULE ONE » KINEMATICS 9780170409063

 ANALYSIS OF RESULTS

1 Draw a diagram for each set of results.

2 Based on the two perpendicular sides, calculate the length of the hypotenuse.
Compare the calculated length to the measured length.
The uncertainty in the calculated length can be found using the range method:
1
∆d = ( dmax − dmin )
2
where
dmax = ( xmax )2 + ( ymax )2 and dmin = ( xmin )2 + ( ymin )2

xmax is the maximum possible value of the first distance walked allowing for the measurement uncertainty,
xmin is the minimum possible value of the first distance walked allowing for the uncertainty. ymax and ymin are the
corresponding values for the second distance walked.
3 Was there a consistent relationship between number of steps taken and distance travelled for an
individual? What about between different people?

DISCUSSION

1 Did the calculated and measured values of the displacement agree, within the uncertainties? If not, can you
explain why? Was there a source of uncertainty that you did not take into account?
2 Give the answer to your inquiry question or state whether your hypothesis was supported.
3 How could you improve or extend this experiment?

CONCLUSION
With reference to the data obtained and its analysis, write a conclusion based on the aim of this investigation.
KEY CONCEPTS

●● A vector is a quantity that has both magnitude and direction.

●● Vectors can be resolved into perpendicular components. These are aligned with the axes on a
sketch or the cardinal directions on a compass.
●● Trigonometry and Pythagoras’ theorem are useful tools for resolving vectors into components
and for combining components into vectors.
    
●● If s is a vector in a plane, it is possible to write s = s x + s y where s x is a vector parallel with the

x axis and s y is a vector parallel with the y axis.
  
●● If s is the magnitude of s , and sx and sy are the magnitudes of s x and s y , then s x = s cos θ,
s y
s y = s sin θ, s = s x 2 + s y 2 and tan θ = .
sx
●● Compass directions (north, south, east and west) can be used as axes when resolving vectors.
●● Vectors can be represented as arrows on scale diagrams. This is very useful in interpreting the
results of calculations.

CHECK YOUR
1 Describe the difference between a scalar and a vector. UNDERSTANDING
2 Identify examples of scalars and vectors.
3 A rider on a horse rides 28 km N25°E. Calculate the perpendicular components of the journey – one 3.1
component pointing east, and one pointing north.
4 Calculate the components of the journey in question 3, except now one component points north-east, and
one points north-west.
5 For the journey in question 3, sketch the two different sets of components on a single drawing.
6 Gayani takes a piece of chalk and a tape measure, and goes onto the outdoor basketball court. She faces
south and draws a straight line 3.5 m long. She turns east and draws another line, 4.5 m long. Calculate
Gayani’s net displacement, including direction.

9780170409063 CHAPTER 3 » MOTION ON A PLANE 63

 7 Two children push a shopping trolley. Marcus pulls it 4 m along the aisle. Laurence pushes it sideways by 2 m.
a On graph paper, accurately draw the two components to the same scale. Assume ‘along the aisle’
means up the page and ‘across’ means to the right. Use a ruler to obtain the magnitude, and a
protractor to determine the angle relative to the aisle.
b Calculate the net displacement of the trolley and the direction relative to the aisle. Compare with your
result from part a.

3.2 Distance and displacement in a plane

Two important quantities are distance and displacement, as described in chapter 2. Displacement
means how far the object is from where it started and in what direction. It may or may not have started
on the origin of the coordinate system.

In two dimensions, it is important to remember that displacement
 is a vector.
  The displacement, s ,

is the difference between initial and final positions, d i and df . Therefore, s = df − d i. The path used does
not matter.
A displacement can begin anywhere, but a position is measured relative to the origin. It is an
important difference.

FIGURE 3.6 The
150 km
road distances and
displacement (orange North
dotted straight line)
between town A and
town B 130 km
Town B

100 km

170 km
Town A

Cars travelling from Town A to Town B in Figure 3.6 would, when they get to B, have the same
displacements (100  km in an approximately north-easterly direction). But they would have travelled
different distances. Someone who drove from A to B and back again might have driven a distance of over
300 km, but their displacement would be zero. When they were at B, their displacement was 100 km NE,
but when they got home it was zero. So, the displacement depends on when the measurement is made.
Chapter 2 introduced the idea that displacement can depend on time. The constant acceleration
1
kinematics equations, such as s = ut + at 2 , allow calculation of the magnitude of the displacement, s,
2
as a function of time. This chapter examines displacements in a two-dimensional plane. We have to be
aware of their vector nature as well as their time dependence.

64 MODULE ONE » KINEMATICS 9780170409063

 Adding displacements using vectors
In section 3.1, two components were combined to make a single vector. It is a logical extension of that to
put two vectors together to make a third one. In fact, the components of a vector are vectors themselves.
They are just vectors that point along a convenient set of perpendicular axes. When adding the vectors
together, we are effectively putting them head-to-tail and seeing where they point to. When using a
graphical method like this, it is important that all the vectors are drawn to the same scale and the angles
are correct.

a b  c 
B B

 
A 1 B
  
A A Resultant (R)

   
FIGURE 3.7   a Vector A and vector B are to be added. b Vector B is moved  so that its tail is made to connect with the head of vector A . c The resultant
vector, R , is found as the arrow running from the tail of A to the head of B .

Figure 3.7 shows the process of adding two vectors to find the resultant vector. The same idea works
for any number of vectors. If all vectors to be summed are drawn head-to-tail, then the resultant is found
by drawing an arrow from the tail of the first vector
 to the tip of the last. The result of vector addition
does not depend on whether B is added to A , or A to B . This is known as the parallelogram rule, and is
illustrated in Figure 3.8.
 Subtracting
 
vectors can be thought of as adding the negative of one vector to another, because

A − B = A + (− B ) . This is illustrated in Figure 3.9 (page 66). The negative of a vector is obtained by
swapping the head and the tail. The parallelogram rule still works, as long as the negative of the second
vector is taken before the construction is drawn. In mathematical terms,
     
A − B = A + (− B ) = (− B ) + A
but
   
A − B ≠ −A + B

a b c

 
A 1 B
 
A A

Resultant (R)

 
B B
   
FIGURE3.8  a Vector A andvector B are to be added. b Vector B is moved so that its tail is made
 to contact the tail of vector A, and a copy is put on the
 connects the heads of the copies of vector B (these copies are shown by the dashed orange lines). This
head of A. A copy of vector A is added so that it
draws a parallelogram. c The resultant vector, R , is the diagonal of the parallelogram. It runs from the tails of the two vectors to the opposite corner.

9780170409063 CHAPTER 3 » MOTION ON A PLANE 65

 FIGURE
 3.9  a Vector
B is to be subtracted
 c
from vector  A.
b Vector
 B is changed
to ‘ − B ’ by flipping the
arrow to point in the 
oppositedirection. a b A
c Vector A is then  
R
added to vector − B
using the head-to-tail
method.  
 2
 A 1 2B
A B 
–B

Vector subtraction is very useful. Velocity is the change in displacement divided by the change in
time. Displacement is a vector, so the change in displacement is the difference between two vectors. We
obtain it by subtracting the initial displacement from the final displacement. If we divide that by the time,
we get the average velocity for the journey.

Resolving and adding vectors

The previous section demonstrated vector addition and subtraction using diagrams. Here, a more
WS mathematical approach is described.
TheWorksheets
graph paper
Homework
First, each vector is resolved into its components. The same set of axes must be used for both vectors.
game The parallel components can then be added. This gives the components of the resultant vector. These

can be combined to obtain the final vector. Similar to the discussion of Figure 3.2, we might say that if s
 
is the vector sum of s1 and s2 , then
  
s = s1 + s2
where each of the three vectors can be resolved into x and y components:
  
s = sx + s y
  
s1 = s1, x + s1, y
  
s2 = s2, x + s2, y
The x and y terms can be collected to make two equations,
     
sx = s1, x + s2, x and s y = s1, y + s2, y
and these can be combined to give the final vector:
    
s = ( s1, x + s2, x ) + (s1, y + s2, y )
This process would work equally well when adding more than two vectors.

Pythagoras’ theorem can be used to obtain the magnitude, s, of s :

s = (s1, x + s2, x )2 + ( s1, y + s2, y )2

  
and trigonometry gives the direction, since s , sx and s y make a right-angled triangle. The process is best
illustrated with an example. In Worked example 3.3, it may help to think of east as the x component and
north as the y component.

66 MODULE ONE » KINEMATICS 9780170409063

 WORKED EXAMPLE 3.3

A number of orienteers run two legs of a course. First, they run 600 m S30°E, back to the origin. This first
 
displacement can be referred to as s1. Then they run 400 m N60°E. That is s 2. Their final position is at the

tip of s 2.

What is their final displacement, s , relative to where they started? Take 400 m and 600 m as having three
significant figures. Note that the runner is not starting on the origin.

ANSWER LOGIC

N •• Draw a diagram using the information in the question.

•• Resolve vectors into components, add them, and determine the resultant.
SEast
u

s SNorth

s1
u1
u2 
s2
W E

FIGURE 3.10

 •• Identify relevant data in the question.

s1 = 600 m S30°E

s 2 = 400 m N60°E

s = resultant

s1 = 600 m; θ1 = 30°

s2 = 400 m; θ2 = 60°
East is positive horizontal; north is •• Define coordinates.
positive vertical
  
s = s1 + s 2 •• Write an expression for the total displacement.

s1East = s1 sin θ1 •• Write the expressions for the east–west components (magnitudes).

s 2East = s 2 sin θ2

s1North = s1 cos θ1 •• Write the expressions for the north–south components (magnitudes).

s 2North = − s 2 cos θ2

s1East = ( 600 m) sin 30° = 300 m E •• Substitute the known values with units (written as vectors, with units and
 directions included).
s 2East = ( 400 m) sin 60° = 346 m E

s1North = ( − 600 m) cos30° = −520 m N

s 2North = ( 400 m) cos60° = 200 m N

9780170409063 CHAPTER 3 » MOTION ON A PLANE 67

 ANSWER LOGIC
   •• Add components. Remember that north and south are negative of each other.
s East = s1East + s 2East

= 300 m E + 346 m E •• We can see from the vector resolution of s2 that the runner’s final position
(compared to the origin) is 346 m E, 200 m N. Relative to where they started, their
= 646 m E final position is 646 m E, 320 m S. A pair of components like that is a valid way
  
s North = s1North + s 2North of expressing the answer. The direction is implicit in the relative lengths of the
= −520 m N + 200 m N components. However, the more standard form is to give a direction and a length.

= −320 m N

s = ( s North )2 + ( s East )2 •• Apply Pythagoras’ theorem to the magnitudes to find the net length.

s = ( −320 )2 + ( 646 )2 = 721 m •• Substitute the known values with units and calculate the answer.

s North •• Write the relationship between the angle and the distances.
tan θ =
s East
−320 m •• Substitute the known values with units.
tan θ = = −0.495
646 m
θ = –26° •• Calculate the answer.

s = 721 m E26°S •• State the final answer with correct units and significant figures.
   = 721 m S64°E.

TRY THESE YOURSELF

1 If the orienteer is to have the maximum possible displacement, at what angle should the second leg
of their run be if we keep the length fixed but let the angle vary?
2 If the orienteer runs at the angles in the example above, but both legs have a length of 600 m, what is
their final displacement from their starting position?

INVESTIGATION 3.2

Adding vectors
Weblink
Adding vectors
Explore how the
resultant of adding AIM
two vectors changes
as you change the
To investigate the addition of more than two vectors
vectors. Write an inquiry question for this investigation.

MATERIALS
Critical and
creative •• Computer with internet access
thinking
METHOD
Numeracy 1 Open the weblink ‘Vector addition simulator’.
2 Add three vectors (not necessarily of the same length) to the simulation to create a resultant vector of
Information and length 20 at an angle of 30°. There are many possible ways of doing this – compare your method with
communication
technology other people’s. Sketch your own arrangement, and at least two others.
capability

68 MODULE ONE » KINEMATICS 9780170409063

 3 Clear the simulation. Select three vectors of the same length, l. Arrange them to give the resultant vector of

knilbeW
maximum possible length. What is this maximum possible length in terms of l? Now arrange the vectors to
give the minimum possible length. What is this length? Sketch a vector diagram for each arrangement.
Vector addition
4 Clear the simulation. Select three vectors of different lengths. Arrange them to give the resultant vector of simulator
maximum possible length. Now arrange the vectors to give the minimum possible length. Sketch a vector This simulation of
vector additions will
diagram for each arrangement. be used for your
investigation.
5 Clear the simulation and add three vectors of equal length to create a resultant of length 0. Sketch a vector
diagram for your arrangement. Can you find more than one way of getting a resultant of zero?
6 Repeat step 4 with four, five, six and seven vectors of equal length. Sketch a vector diagram for each case,
and note whether there is more than one way of making a resultant of zero length.

RESULTS AND ANALYSIS

Record your vector diagrams with the length of the resultant in each case.

DISCUSSION

•• Describe a general method for adding vectors to give the resultant vector of maximum and minimum
possible lengths.
•• Describe a general method for adding vectors to give a resultant vector of zero.

CONCLUSION
Summarise your results and answer your inquiry question for this investigation.

 
KEY CONCEPTS

●● Displacement, s , represents a change of position (d ) with respect to the starting point, which
may or may not be the origin. It has both magnitude (the distance) and direction, so it is a
vector.
  
●● The displacement is the difference between the final and initial positions, s = d f − d i .
●● We can add displacements by resolving them into components and adding the components:
    
s = ( s1,x + s 2,x ) + ( s1, y + s 2, y )
●● We can add displacements graphically by drawing vectors head-to-tail.
 Subtraction
  is  
performed by reversing the second vector, and then adding them. A − B = A + ( − B ) = ( − B ) + A
●● We can work using compass directions, x and y coordinates, or any other sensible set of axes.

CHECK YOUR
1 a On paper (preferably graph paper), construct
 the vector triangles needed to add the pairs of vectors UNDERSTANDING
shown in Figure 3.11. Label the resultant R in each case.
3.2
a b

A 
B

A 
B

c d

  B
A B 
A

FIGURE 3.11  Pairs of vectors to be graphically added and subtracted

9780170409063 CHAPTER 3 » MOTION ON A PLANE 69

 b Repeat part a, but this time subtract the second vector from the first in each pair. Again, label the
resultant in each case.
2 On the screen of a GPS map, each grid square is 10 km wide (east–west) and 10 km tall (north–south). Rosa
follows a road north for seven grid squares and west for four grid squares.
a Calculate Rosa’s displacement.
Rosa now drives north-west for 50 km.
b Calculate Rosa’s total displacement.
3 When going from one to two dimensions, describe what extra factors need to be considered when
working with positions, distances and displacements.
4 Describe the axes of a coordinate system (perpendicular axes) that would be suitable for analysing the
motion of a bowling ball along a lane.
5 A boat is tacking into a wind that is blowing from north to south. First, the boat sails for 5.2 km N40°E. Then
it sails 4.8 km N45°W. Calculate the boat’s displacement.
6 A triathlete swims 5.5 km due south, runs 25.0 km S30°E, and cycles 30 km N25°W.
a Find the distance they have run after 1, 2 and 3 legs of the triathlon.
b Calculate their displacement after 1, 2 and 3 legs of the triathlon.
c If the triathlete took a total of 2 hours, calculate their average speed and average velocity.

3.3 Describing motion using vectors

In chapter 2, we saw that the velocity vector is found by dividing the displacement vector by the time over
which the displacement occurred. This remains true when the motion is in a two-dimensional plane.

Velocity is a vector
y When an object moves, at any moment it is going in a particular
 direction with a particular speed. To describe the motion, we need to
vx
specify the magnitude (size) of the speed and its direction. For example,
a car may be going south at 60 km h−1 but the car might be speeding
 up (accelerating) or slowing down. Just like the displacement, the
v 
velocity, v , sometimes changes with time. When it does so, there is

vy u an acceleration.
Just like displacement, a velocity vector can be resolved into
components. It may have a component along x and a component
along y, or a component to the east and one to the north. If a car
x
is heading north-west at a speed of 60 km h−1, it has a velocity
component to the north and one to the west. Trigonometry can be
used to resolve a velocity into components. Components can be
combined to obtain a resultant velocity.

Figure 3.12 shows a velocity vector, v , and its components (in this
case along the x and y directions). In vector notation, we write
  
v = vx + v y
where the magnitudes are related by Pythagoras’ theorem:
FIGURE 3.12  Using trigonometry, velocities can be resolved
into components along perpendicular axes. v = vx 2 + v y 2

70 MODULE ONE » KINEMATICS 9780170409063

 As previously for displacements, the angle is obtained from trigonometry:

knilbeW
vy
tan θ =
vx Velocity
components
When drawing displacement vectors on graph paper, it is necessary to specify a scale, such as ‘1 cm Watch how
represents 100 m’. Velocities can be illustrated in exactly the same way. The difference is the scale might velocities are
broken into
now read ‘1 cm represents 100 m s−1. As long as the units are correct, all the results pertaining to vectors components
still apply. Because the units are different, velocities and displacements cannot be added together.
WS

Adding and subtracting velocities Worksheets

Adding velocities
Homework
on a wheel
It is possible to think of a situation where a motion has two perpendicular components; for example,
people moving around on a train or bus. The net (total) velocity of a passenger is the vector sum of the
passenger’s movement within the vehicle and the movement of the vehicle itself.

WORKED EXAMPLE 3.4

−1
Mario is on a train that is going east along a straight track at 60.0 km h . The train is nearly empty. He
decides to change seats, from a left window to a right window. He moves from one side of the carriage to
the other in 1.0 s. The carriage is 3.0 m wide. What is Mario’s net velocity while he is moving?

60.0 km h21 N

3.0 m s21 E

− −
FIGURE 3.13  The train carriage is moving east at 60.0 km h 1 and Mario is walking across the carriage at 3.0 m s 1. What is
Mario’s total velocity relative to the train tracks? Arrows show directions of velocities, but not magnitudes.

ANSWERS LOGIC

  
v East = v Train = 60.0 km h −1east •• Identify relevant data and define variables. vMario to train is Mario’s velocity relative to
  his seat.
vSouth = v Mario to train = 3.0 m s −1 south

   •• Write the relationship between the net velocity and the components.
v Mario, total = v East + vSouth

•• Convert to SI units.
1000 m km−1
v East = 60.0 km h −1 ×
3600 s h −1
v East = 16.7 m s −1

•• Recognise that the velocities are perpendicular, so we can apply Pythagoras’

v Mario, total = (v East )2 + (vSouth )2 theorem to obtain the net magnitude.

= (16.7 m s −1 )2 + (3.0 m s −1 )2 •• Substitute the known values with units.

•• Calculate the answer.
= 17.0 m s −1

9780170409063 CHAPTER 3 » MOTION ON A PLANE 71

 ANSWERS LOGIC

•• Find the expression for the angle. Substitute the known values with units.
vSouth 3.0 m s −1
tan θ = = = 0.18 
v East 16.7 m s −1 •• Since vSouth ( vMario to train ) was the ‘opposite’ side of the triangle we used to obtain
the angle, θ is measured away from the direction of the train (east).

θ = 10.2° •• Calculate the answer.

 •• State the final answer with correct units and appropriate significant figures.
v Mario, total = 17.0 m s −1 E10°S
= 7.0 m s −1 S80°E

TRY THIS YOURSELF

−1
Mario now runs back to his original seat at a speed of 6 m s . What is his net velocity as he does this?
Give the magnitude and direction.

 
When two velocities are perpendicular, one can be equated with v x and the other with v y . This
allows the total to be found from Pythagoras’ theorem. When they are not perpendicular (the more

general case), we resolve the vectors and add the components. This adds steps to the calculation. If v is
 
the vector sum of v1 and v 2 , then
  
v = v1 + v 2
where the velocities can be resolved into their components:
     
v1 = v1, x + v1, y and v 2 = v 2, x + v 2, y

v can also be resolved into its components:
  
v = vx + v y
We then collect the x components into one equation and the y into another:
     
v x = v1, x + v 2, x and v y = v1, y + v 2, y

Pythagoras’ theorem can be used to obtain the magnitude, v, of v :

v = (v1, x + v 2, x )2 + (v1, y + v 2, y )2
  
By definition, v , v x and v y make a right-angled triangle. That means trigonometry can be used to

obtain the direction of v .
With that in mind, what if Mario from Worked example 3.4 is still fidgeting about on the train, and has
seen a seat somewhere in front of him that he likes? See Worked example 3.5.

WORKED EXAMPLE 3.5

Continuing on from Worked example 3.4, Mario moves from the left to the right of the train carriage, but
also moves two seats forward. He moves a total of 3.6 m in 1.0 s, in a direction 56° south of east, relative
to the carriage (see Figure 3.14). What was Mario’s resultant velocity relative to the tracks while he was
−1
moving? Give the magnitude and direction. The train is still moving at 60.0 km h .

72 MODULE ONE » KINEMATICS 9780170409063

 a 60.0 km h21 N

3.6 m s21
E

16.7 m s21
b u 56°
 3.6 m s21
vMario, total

FIGURE 3.14  a A schematic diagram of the situation. The vectors are not to scale, but it shows how Mario is moving in
−
the carriage. b A vector diagram with vectors to scale. It illustrates the train’s velocity relative to the tracks (16.7 m s 1 to
−
the east) and Mario’s velocity relative to the train (3.6 m s 1 56° south of east).

ANSWER LOGIC

 •• Identify the relevant data in the question.

v Train = 16.7 m s −1 to the east

v Mario on train = 3.6 m s −1 56° south of east
   •• Define variables, and use them in the vector equations.
v Mario, total = v Train + v Mario to train
  
v Mario total = v East + vSouth

v East = v Train, east + v Mario to train, east •• Write an appropriate equation for each component. (We are now
vSouth = v Train, south + v Mario to train, south working with magnitudes.)


v Mario to train, east = ( v Mario to train ) cos θ •• Break v Mario to train up into its components.

v Mario to train, south = ( v Mario to train ) sin θ

v Train, east = v Train 

•• Break v Train up into its components. (It is going east, so the other
v Train, south = 0 component is zero.)

•• Substitute the known values with units into the equations for each
v East = 16.7 m s −1 + 3.6 m s −1 cos 56°
component and calculate the answers.
= 18.7 m s −1 east
vSouth = 0 m s −1 + 3.6 m s −1 sin 56°
= 3.0 m s −1 south

•• Apply Pythagoras’ theorem to find the magnitude of the total velocity.

v Mario, total = (v East )2 + (vSouth )2

= (18.7 m s −1 east)2 + (3.0 m s −1 south)2

•• Substitute the known values and calculate the answer.
= 18.9 m s −1

•• Find the expression for the angle. Substitute the known values with
vSouth 3.0 m s −1
tan θ = = = 0.16 units.
v East 18.7 m s −1
•• Calculate the answer.
θ = 9.1°
 •• State the final answer with correct units and appropriate significant
v Mario, total = 18.9 m s −1 S81°E figures.

9780170409063 CHAPTER 3 » MOTION ON A PLANE 73

 TRY THIS YOURSELF
What if Mario went across the carriage, but two seats backwards instead? Without doing any maths,
would you expect v Mario, total to become bigger or smaller, or stay the same? What about v Mario on train, east
and v Mario on train, south? What about θ?

Change in velocity
Weblink
We have looked at adding velocity vectors to obtain the resultant velocity. The change in a vector is found
How fast are you
moving now? by subtracting ‘before’ from ‘after’ (or ‘initial’ from ‘final’). The change in velocity of a body may be referred

Earth is spinning and to as ∆v (‘delta-vee’). It is worked out by subtracting the initial velocity from the final:
going around the Sun.   
Find out just how fast ∆v = v f − v i
you’re really moving.

If ∆v is then divided by the time taken for the change in velocity, the result is the average acceleration.
This can be positive or negative, and since it is a vector subtraction, it need not be in the direction of the

initial or final velocity. The magnitude of ∆v is written as ∆v .
We will look at two kinds of velocity subtraction. The first is the case of a single object before and after
some event (see Worked example 3.6). The second looks at two bodies moving relative to each other (see
the next section).

WORKED EXAMPLE 3.6

−1
A tennis ball strikes the wall at an angle of 30° to the wall, with a velocity of 6.0 m s , and bounces off at
the same speed and angle. Determine the change in the velocity of this tennis ball.

ANSWER LOGIC

•• Draw a diagram based on the information given in

the question.
30° 30° •• The first step is to take the negative of the
  initial
  vf vector ( vi ) and then add it to the final, v f , and draw
vi Dv 
in the resultant, ∆v. This is shown in Figure 3.15.
2
The angles are marked in carefully. We can see 
from
 the drawing that the components of −vi and
 30°
Dv v f that are parallel to the wall will cancel out. This
30°
is because the vectors have the same magnitude
and the angles have  the same
 magnitudes. The

2vi components of −vi and v f perpendicular to the
wall are the same.

FIGURE 3.15  A ball bouncing off a wall. The red arrow


 ∆v
gives the change in velocity, ∆v . Half that length is , as
shown in green. 2

   •• Write the vector equation for subtraction.

∆v = v f + (− v i )

∆v •• Identify a right-angled triangle and use

= v f sin 30° trigonometry to relate the magnitudes.
2

∆v •• Substitute the known values with units and

= 6.0 m s −1 sin30° = 3.0 m s −1 calculate the answer
2

74 MODULE ONE » KINEMATICS 9780170409063

 ANSWER LOGIC

•• State the final answer with correct units and

∆v = 6.0 m s −1
appropriate significant figures.
Since the component of velocity parallel to the wall does not
change, the change in velocity is 6.0 m s−1 perpendicular to the wall
and away from the wall.

TRY THIS YOURSELF

This time, imagine the ball is a bit squishy. When bounced off the wall, the ball came off with half the

speed but in the same direction. What is ∆v in this case?

In Worked example 3.6, the initial and final velocities were different in direction but the same in
magnitude. In other worlds, the ball’s speed did not change, but its velocity did.
If the time for the ball to collide with the wall and bounce off is known, the acceleration could be

 ∆v
determined from a = .
t

INVESTIGATION 3.3

Measuring velocity vectors and components Critical and

creative
thinking
In this experiment, you will roll a ball at various speeds to derive a relationship between the components of
the velocity, the total velocity, and the angle at which the ball is rolled. Numeracy

AIM Information and

communication
Write a hypothesis for this investigation. technology capability

MATERIALS

•• Tape measure •• Stopwatch

•• Chalk •• Ball
•• Large protractor •• Basketball court or tennis court

!
WHAT ARE THE RISKS IN DOING THIS INVESTIGATION? HOW CAN YOU MANAGE THESE RISKS TO STAY SAFE? RISK
ASSESSMENT
Excess sun exposure is dangerous. Wear a hat, and any other appropriate sun protection.

What other risks are associated with your investigation, and how can you manage them?

METHOD

1 Measure the width and length of the court – these are dx and dy . Use the chalk and protractor to measure
the angle between the long side and the diagonal.
2 One person stays at a corner of the court with a ball. A second person stands at the opposite corner from
them with the stopwatch, and measures times. The experimental arrangement is shown in Figure 3.16.

9780170409063 CHAPTER 3 » MOTION ON A PLANE 75

 3 The first person slowly rolls the ball to the second
person. The second person measures the time taken for
the ball to reach them.
4 Repeat step 3 at least 10 times, rolling the ball a bit faster
each time.

RESULTS

• Record the distances dx and dy.

• Record your time measurements in a table similar to the
one shown.

− − −
TRIAL TIME (S) vx (m s 1) vy (m s 1) vtotal (m s 1) dy

2 
v
…

ANALYSIS OF RESULTS dx
1 
Complete the table by:
FIGURE 3.16  Experimental arrangement
d showing distances to be measured
calculating vx for each time using v x = x
t
dy
calculating vy for each time using v y =
t
calculating vtotal for each time using vt = v x 2 + v y 2 .

2 Use a spreadsheet to plot a graph of vx vs vtotal. Display a line of best fit and the equation for the line on your
graph. Record the gradient.
3 Use a spreadsheet to plot a graph of vy vs vtotal. Display a line of best fit and the equation for the line on your
graph. Record the gradient.

DISCUSSION

1 Did your calculated gradient agree with what you would expect from your measurements of the court? If
not, can you explain why?
2 State whether your hypothesis was supported.
3 How could you improve or extend this experiment?

CONCLUSION
Summarise your results and write a statement of whether your hypothesis was supported or disproved by your
results.
KEY CONCEPTS

●● Velocities are vectors. Speeds are scalar.

   
●● A velocity, v , can be resolved into perpendicular components, v = v x + v y .
  
●● If v is the magnitude of v , and v x and v y are the magnitudes of v x and v y, then v x = v cos θ,
vy
v y = v sin θ, v = v x2 + v y2 and tan θ = .
vx
●● We can add and subtract velocities by resolving them into components.
●● As with displacements, we can add velocities graphically by drawing vectors head-to-tail.
●● Change in velocity, ∆v , is found by subtraction of initial velocity from final velocity.

76 MODULE ONE » KINEMATICS 9780170409063

 CHECK YOUR
1 Describe the difference between speed and velocity. UNDERSTANDING
−
2 An aeroplane has a velocity of 500 km h 1 S50°E. Calculate the velocity’s components to the north, east,
west and south. A sketch may be useful. 3.3
3 A passenger on the aeroplane in question 2 takes 6.0 s to run 40 m along the aisle towards the tail of the
plane. Calculate the average velocity of the passenger during their run.
4 A rider on a horse takes an hour to ride 28 km N25°E.
a Calculate their average speed.
b Write down their average velocity.
c Calculate the northward and eastward components of their velocity.
−
5 A child throws a ball of plasticine horizontally at a vertical wall. Initially, it is travelling at 10 m s 1 at an angle
−
of 35° to the wall. It does not bounce very well, so when it comes off the wall it is travelling at 3.0 m s 1,
again at 35° to the wall.
a Suggest the coordinate system you might use to tackle this problem. Draw a sketch, noting labels and
quantities. Also draw a vector diagram.

b What is the change in velocity, ∆v , of the ball of plasticine?

c If the plasticine hit the wall and stopped (i.e. stuck to it), what would ∆v be then?

3.4 Relative motion in a plane


The relative position of  an object depends on the position of the observer. If an object is at position d1
and an observer is at d2 , then
  
s1 relative to 2 = d1 − d 2
 
For example, if a dog is at d1, 3 m from a wall, and a cat is at d2, 6 m from the wall in the same
direction, then the dog is (3 − 6) = −3 m from the cat. The minus sign comes in because the distance
away from the wall is positive. From the cat’s point of view, the dog is towards the wall, which is the
negative direction.  

s1 relative to 2 is also the displacement that needs to be applied to the cat at d2 to bring it to d1 . This is a
one-dimensional example. We have already looked at subtraction of displacement vectors ( for example,
 
Worked
 example 3.3), and this is another application. Sometimes, s1 relative to 2 may be written as s1,2 or
d1,2, but this notation does not make it very clear what is relative to what. It is generally preferable to be
as clear as possible, even if it means using more words.
The relative motion of an object depends on the motion of the observer. It might be said that it
depends on what the object’s velocity is being measured against. In Worked example 3.4, when Mario
was sitting down, his velocity relative to the carriage was zero. Relative to the tracks, his velocity was
60 km h−1. A passenger in the same carriage (the ‘carriage frame of reference’) saw Mario as stationary. A
passenger standing beside the tracks (‘track frame of reference’) would see Mario moving. When Mario
changed seats, the passenger in the carriage saw his movement relative to the carriage – they saw only
one aspect of his motion.
In Figure 3.17 (page 78), car A is moving 2 m s−1 faster than car B. To an observer standing still on the
roadside (looking into the page), both cars are moving to the right. If the observer was seated in car B, still
looking into the page, car A would seem to be moving to the right at 2 m s−1. Car B would be stationary
relative to the observer. If the observer was a passenger in car A, car B would seem to be moving to the
left. This shows that the situation looks different for different frames of reference. The cars are in motion
relative to each other and relative to the road. They have positions, velocities and accelerations relative
to each other and relative to the road. For now, we are looking at velocities.

9780170409063 CHAPTER 3 » MOTION ON A PLANE 77

 FIGURE 3.17 Two
cars with different Car A
velocities relative to
the road, but in the
same direction
v 5 4 m s21

v 5 2 m s21

Car B

For this one-dimensional example,

v1 relative to 2 = v1 − v 2
where v1 relative to 2 is the velocity of object 1 relative to object 2. In this case, v1 is the velocity of object 1
relative to the ground, and v 2 is that of object 2 relative to the ground. In the more general case, when
the velocities are not parallel,
  
WS v1 relative to 2 = v1 − v 2
Worksheets
Change in velocity
Homework
and relative
where the velocities are now vectors. The vectors could be parallel, perpendicular or somewhere in
motion between.

WORKED EXAMPLE 3.7

−1
Aditya (A) and Belinda (B) are riding motorbikes. Aditya is riding north at 15 m s . Belinda is riding east
−1
at 20 m s , as shown in Figure 3.18. What is Aditya’s velocity relative to Belinda? Take north as positive y
and east as positive x.

FIGURE 3.18 Vector
diagram for Belinda’s
and Aditya’s relative
velocities. The
 horizontal vector has
 vA relative to B been reversed for
15 m s21 (va) subtraction.

u

20 m s21 (2vb)

ANSWER LOGIC

v A = 15 m s −1 north •• Identify relevant data from the question.

v B = 20 m s −1 east
   •• Identify the appropriate vector equation.
v A relative to B = v A − v B

78 MODULE ONE » KINEMATICS 9780170409063

 ANSWER LOGIC
  
v A relative to B = v A + ( − v B ) •• Subtract by adding the negative.

•• Velocities are perpendicular, so apply Pythagoras’ theorem to find the

v A relative to B = ( v A )2 + ( − v B )2 magnitude of the resultant.
= (15 m s−1 )2 + ( −20 m s−1 )2 •• Substitute the known values with units and calculate the answer.
−1
= 25 m s
vA •• Use trigonometry to determine the angle.
tan θ =
vB
15 m s −1 •• Substitute the known values with units.
tan θ = = 0.75
20 m s −1
•• Calculate the answer.
θ = 37°
 •• State the final answer with correct units and appropriate significant figures.
v A relative to B = 25 m s −1 N53° W

TRY THIS YOURSELF

What is Belinda’s velocity relative to Aditya? Is there a really quick way of working this out from your
first answer?

In Worked example 3.7, the velocity of one motorbike relative to another was calculated. It may be
desirable to work the other way around. If a particular relative velocity is required, what components
need to go into it? This is a common situation. An aeroplane travels through the air, which is moving. But
what is important to the passengers is its speed relative to the ground. Similarly, a swimmer or a boat
moves through flowing water, but ultimately it is their movement relative to the land that is important.

WORKED EXAMPLE 3.8

−1
Imagine a boat (B) on a river. The river flows from south to north at 0.400 m s (relative to the shore).
−1
What must the boat’s velocity be relative to the water (W) if it is to go due west at 2.00 m s relative to
the shore?

ANSWER LOGIC

•• Identify the relevant data from the question.

v B = 2.00 m s −1 west
v W = 0.400 m s −1 north

•• Draw the vector diagram based on the relevant

2.00 m s21 information.
u
0.400 m s21 
vB relative to W

FIGURE 3.19  Vector diagram for the boat crossing the river. The boat must
−
have a velocity component to the south of 0.400 m s 1. The remaining velocity
−
component must be westerly at 2.00 m s 1.

9780170409063 CHAPTER 3 » MOTION ON A PLANE 79

 ANSWER LOGIC
   •• Identify the appropriate vector equation.
v B relative to W = v B − v W

   •• Subtract by adding the negative.

v B relative to W = v B + (− v W )

•• Velocities are perpendicular, so apply

v B relative to W = (v B )2 + (− v W )2 Pythagoras’ theorem to find the magnitude of
the resultant.
= (2.00 m s −1 )2 + (−0.400 m s −1 )2 •• Substitute the known values with units and
= 2.04 m s −1 calculate answer.

vW •• Use trigonometry to determine the angle.

tan θ =
vB
0.400 m s −1 •• Substitute the known values with units.
tan θ = = 0.2
2.00 m s −1
•• Calculate the answer.
θ = 11.3°
•• State the final answer with correct units and
v B relative to W = 2.04 m s −1 S79° W
appropriate significant figures.
So the boat has to aim at an angle of 11° south of west to end up
travelling perpendicularly across.

TRY THESE YOURSELF


1 As the river flows faster, what happens to the magnitude and angle of v B relative to W ?
2 Calculate the velocity of the boat relative to the water to still go due west at 2.00 m s−1 if the water
−1
flows at 1.00 m s .

The example of an aeroplane in a crosswind may be treated much like the boat in Worked example 3.8.
However, in real life, the aeroplane will not be dragged sideways at the same speed as the crosswind, but
at some lesser velocity. When it comes to aeroplanes, the assumption that the air and the plane have the
same crosswise velocity is an approximation.
Worked examples 3.7 and 3.8 both look at velocities that are perpendicular. This may not always
  
be so. The vector equation v1 relative to 2 = v1 − v 2 still works if the velocities are not perpendicular, but
it is necessary to resolve the vectors into components. Worked example 3.9 brings together vector
subtraction, resolving vectors into components, and the Red Baron.

WORKED EXAMPLE 3.9

The Red Baron (R) is flying at 100 km h−1 S35°W. He spots a Sopwith Camel (S). It is at the same height,
but flying at 120 km h−1 N72°E. What is the velocity of the Sopwith relative to the Red Baron’s Fokker
triplane?

ANSWERS LOGIC

•• Identify the relevant data; remember one vector has to be

v R = 100 km h −1 S35° W
reversed when drawing the diagram.
vS = 120 km h −1 N72°E

80 MODULE ONE » KINEMATICS 9780170409063

 ANSWERS LOGIC

•• Draw a labelled diagram, showing angles and vector lengths.

 
vS relative to R  2vR, north
2vr
R


 2vr, east
s  
vs vs, north

vs, east

FIGURE
  3.20 
 Vector diagram for  the relative velocities,
v S, vR and v S relative to R. Note that vR has been reversed to do the
subtraction.

     •• Identify the appropriate vector equation.

vS relative to R = vS − v R = vS + (− v R )

vS, east = vS sin θS •• Write an expression for each component. Note that signs are
important.
vS, north = vS cos θS
− v R, east = v R sin θR
− v R, north = v R cos θR

vS relative to R, east = vS, east + (− v R, east ) •• Write the expressions for the vector components of the
solution.
vS relative to R, north = vS, north + (− v R, north )

vS relative to R, east = vS sin θS + v R sin θR •• From these derive expressions for the scalar components of the
solution.
vS relative to R, north = vS cos θS + v R cos θR

•• Substitute the known values with units and calculate the

vS relative to R, east = 120 km h −1 sin 72° + 100 km h −1 sin 35° answers.
= 171.5 km h −1
vS relative to R, north = 120 km h −1 cos 72° + 100 km h −1 cos 35°
= 119.0 km h −1
vS relative to R = (171.5 km h −1 )2 + (119.0 km h −1 )2 •• Apply Pythagoras’ theorem to find the net magnitude.

vS relative to R = 209 km h −1 •• Calculate the answer.

vS relative to R, east •• Use trigonometry to determine the angle.

tan θ =
vS relative to R, north

171.5 km h −1 •• Substitute the known values with units.

tan θ = = 1.44
119.0 km h −1
θ = 55.2° •• Calculate the answer.

9780170409063 CHAPTER 3 » MOTION ON A PLANE 81

 ANSWERS LOGIC

 •• State the final answer with correct units and appropriate

vS relative to R = 209 km h −1 N55°E
significant figures.
Relative to the Red Baron the Sopwith is moving at
−1
209 km h and appears to be travelling in a direction 55°
east of north. Because the angles were measured from
north, cosine is used to obtain the northerly components.

TRY THIS YOURSELF

If we let the Sopwith's direction (but not the speed) vary, what is the maximum possible magnitude of
vS relative to R ? What is the minimum? Thinking about aspects such as these can help you to check your
mathematical answers.
KEY CONCEPTS

●● The relative position of an object depends on the position of the observer.

●● The displacement
 of object
 1 relative to object 2 is found from subtraction of position
vectors, d 1 relative to 2 = d 1 − d 2.
Weblink
Relative velocities ●● The relative motion of an object depends on the motion of the observer.
Watch these
animations and work ●● The velocity of object 1 relative to object 2 is found from subtraction of velocity
  
through the examples. vectors, v1 relative to 2 = v1 − v 2 .

CHECK YOUR
UNDERSTANDING 1 Describe what is meant by ‘frame of reference’.
2 An ant is on a chessboard. It is in the centre of the fourth square up in the third column from the left.
3.4 A beetle is in the centre of the second square up in the seventh column from the left. Calculate the
displacement of the beetle relative to the ant, in units of squares. (Hint: drawing a diagram may be useful.)
3 A passenger on a bus walks from the back to the front. It takes them 2.0 s to walk 10 m. The bus is moving
−
south at 30 km h 1 relative to the road.
a Calculate the passenger’s velocity:
i relative to the bus.
ii relative to the road.
b What is the bus’s velocity relative to the passenger?
−
4 A spider is near the top of a vertical water spout. If rain is washing down the spout at 2.0 m s 1 relative to
−
the spout, and the spider is climbing up at 5.0 cm s 1 relative to the water, what is the spider’s velocity
relative to the spout? How long will it take for the spider to get washed out if it is 2.2 m above the bottom
of the spout?
−
5 An aeroplane is flying north at 200 km h 1 relative to the ground. There is a crosswind blowing from west to
−
east at 55 km h 1 relative to the ground.
a Calculate the velocity of the aeroplane relative to the wind. Include a sketch in your working.
−
The wind now swings around and blows towards the north-east at 55 km h 1 relative to the ground.
b Calculate the velocity of the aeroplane relative to the wind, assuming its velocity remains unchanged.

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 3   CHAPTER SUMMARY

◗◗ Motion can occur in one, two or three dimensions.  

◗◗ Displacement is the vector, s ,from an initial position, d , to a
    i
◗◗ When motion occurs in more than one dimension, it is final position, df . This means df = di + s or s = df − di.
useful to express displacements and velocities as vectors.
◗◗ When calculating displacement, the path followed does not
◗◗ Vectors can be represented as arrows, where the length of matter.
the arrow gives the magnitude and the angle of the arrow 
◗◗ Velocity is a vector (v ). Its magnitude is the speed.
relative to some axis gives the direction.   
◗◗ Velocity can be resolved into components: v = v x + v y ,
◗◗ We use a variable with an arrow on top to represent a
where v x = v cos θ and v y = v sin θ.
vector. If A is a vector, then A (no arrow) is its magnitude.
◗◗ Vector magnitude and direction can be calculated from the
◗◗ A vector can be resolved into components. These are
vectors along useful directions (perpendicular axes) that magnitudes of the components: v = v x 2 + v y 2 and
vy
add to give the original vector. tan θ = .
 vx
◗◗ The vector s can be written as the sum of components in ◗◗ Two velocities can be added or subtracted by resolving
  
the x and y directions: s = s x + s y . them into components. Just like displacements, they can
 also be added and subtracted using diagrams.
◗◗ If the direction of the vector s is given by an angle to the
 
x axis, θ, then the magnitudes of s x and s y are given by ◗◗ The change in an object’s velocity after an event, such as
s x = s cos θ and s y = s sin θ. 
a collision or acceleration, is denoted ∆v (‘delta-vee’). It is
  
◗◗ If constructing a vector from its components, the angle calculated from the vector equation ∆v = v f − vi .
sy 
can be found from tan θ = and the magnitude from ◗◗ If ∆v is divided by the time taken for the change in
sx 
2 2  ∆v
s = sx + sy . velocity, the result is the average acceleration: a = .
t
◗◗ Vectors can be added graphically by putting vector arrows ◗◗ The velocity of object 1 relative to that of object 2 is given
head-to-tail.   
by the vector equation v1 relative to 2 = v1 − v 2.
◗◗ Vectors can be subtracted by reversing the second
vector (exchanging head and tail) and then adding:
   
A − B = A + ( −B ).

3   CHAPTER REVIEW QUESTIONS Qz

Review quiz

1 Name four areas in physics where vectors are used. 6 A basketball court is 28 m long and 15 m wide. Calculate
the length of the diagonal and the angle it makes to the
2 Explain why it is useful to represent some quantities as
long side.
vectors.
7 Draw vector diagrams to show two-dimensional
3 Explain what happens to a vector when it is multiplied or
changes in:
divided by a scalar quantity with units.
a displacement.
4 The second hand of a wall clock is 11 cm long. If the x axis
b velocity.
points from the centre to the ‘3’ and the y axis points from
the centre to the ‘12’, then: 8 Find the change in displacement and average velocity for
a calculate the angle to the x axis if the second hand is the following movements. For each case, give your answer
−1
pointing to the ‘2’. in both m and km for the displacement and m s and
−1
km h for the average velocity.
b calculate the x and y components of the position of the
tip of the second hand. a 100 km, N to 240 km, W in 2.0 h
b 250 km, N45°E to 550 km, N45°W in 88 min
5 A dog runs away from its kennel 332 m S28°W. Calculate
how far south and how far west it is of the kennel. c 350 m, S35°E to 475 m, S20°E in 17.5 min

9780170409063 CHAPTER 3 » MOTION ON A PLANE 83

 9 Draw the following to scale. 12 In an orienteering event, a runner moves from a
a The change of displacement of a body that moves from checkpoint at 200 m N30°E from the start to another
10 m N25°W to 20 m N25°E checkpoint at 400 m S60°E. What is the change of
displacement of the runner?
b The change of velocity of a body that has an initial
−1
velocity of 20 m s S40°W, and a final velocity of 13 An ant walks 34 cm north-west, and then 52 cm east.
−1
20 m s S65°W Calculate its total displacement.
10 Use vector diagrams to add thepairs of vectors shown in 14 After a walk consisting of two segments, an ant has a
Figure 3.21. Label the resultant R . displacement from its starting point of 1.25 m N25°E.
The first part of its journey was a walk 2.00 m north-west.
Calculate the length and direction of the second part of
a the walk.
−1
15 A car is heading north-west at a speed of 60 km h .
  Calculate the northerly and westerly components of its
A 1 B
velocity.
−1
16 A car is heading north-west at a speed of 60 km h .
Calculate the north-easterly component of its velocity.
Explain your logic.
−1
b 17 A car is heading S35°E at a speed of 75 km h . Draw
a scale vector diagram representing the car’s velocity.
  Indicate the scale and label the axes. Work out the
A 1 B southerly and westerly velocity components using your
diagram.
18 A toy car rolls the length of a corridor. The corridor is
2.0 m wide and 22.0 m long. The car goes from one end
c to the other, and also goes sideways by 1.2 m. If the toy
−1
car’s speed is 10 m s , what are the velocities parallel and
 perpendicular to the length of the corridor?
 B
1 −1
A 19 A girl is riding her bike north at 35 km h . At the
−1
same time, she throws a tennis ball east at 20 m s .
Calculate the velocity of the tennis ball just after it leaves
her hand.
  −1
FIGURE 3.21  Add the vectors A and B . Label
 20 A bird flies at 25 km h in a north-easterly direction.
−1
the resulting vector R . It sees a cat and turns and flies at 56 km h S35°W.

Calculate ∆v for the bird.
−1
11 Use vector diagrams to subtract the pairs of vectors 21 A girl (G) is sitting in a train travelling north at 35 km h .
shown in Figure 3.22. Label the resultant R . She throws a tennis ball (B) to a friend across the aisle
−1 
(east) at 20 m s . Calculate vB relative to G.
a
 
A 2 B

b
 
A 2 B

 
FIGURE 3.22 Subtract
 B from A . Label the
resultant vector R .

84 CHAPTER ONE
MODULE 11 » »CHEMISTRY
KINEMATICS 9780170409063
 » END-OF-MODULE REVIEW MODULE 1  : KINEMATICS

Answer the following questions.

−1
1 A vehicle travels west at 100 km h for 45 minutes. It 6 Chen has ridden his bike east for 30 km and north
stops for 15 minutes, and then resumes its journey west at for 12 km.
−1
80 km h for 20 minutes. After stopping for another half a Explain why it is necessary to provide distance and
−1
an hour, it returns to its first rest stop at 85 km h . direction information to describe his movements.
a What distance did the vehicle travel? b If the first leg of his journey took 1 hour and the
b What is its final displacement? second leg took 20 minutes, calculate the average
c What is its average speed? speed for each leg of the journey.
d What is its average velocity? c Given the times in part b, calculate the average
velocity for the entire ride, including the direction.
2 A spacecraft accelerates from 0 to 1000 km h−1 at 9.8 m s−2.
a How far does the spacecraft travel while doing this? 7 A student is adding vectors by plotting them on graph
paper.
b How long does it take?
a Explain why the student has to draw the vectors all to
3 At exactly 3:00 p.m., a stationary motorcycle begins to the same scale.
−1
accelerate to 110 km h , achieving this velocity in 15 s. b Explain the parallelogram rule and how it can help
−1
A car that had been travelling at a constant 90 km h avoid errors when adding vectors graphically.
was 0.6 km in front of the motorcycle at 3:00 p.m., and c Explain how you would use a vector diagram to
travelling in the same direction as the motorcycle. subtract one vector from another.
a How long does it take for the motorcycle to pass the car? d Explain how a diagram can be used to add and/or
b How far had the motorcycle travelled at this point? subtract any number of vectors, not just two.
c What was the velocity of the car relative to the −1
motorcycle? 8 An aeroplane has a velocity of 950 km h N35°W.
d What was the velocity of the motorcycle relative to a Sketch the velocity vector on a suitable set of axes and
the car? add in its components to the north and west. Note the
angle.
4 A stone is dropped from the top of an 80-m cliff. After b What is the northerly component of the aeroplane’s
2 s, the stone meets a helium-filled balloon that had velocity? What is the westerly component?
previously been released from the bottom of the cliff. The c For how long must the plane keep flying to travel
−1
balloon is ascending at a constant 2 m s . 2000 km north?
a What is the relative velocity of the stone from the d For how long must the plane keep flying to go
balloon’s point of view? 2000 km to the north-west (that is, N45°W)? (Hint –
b What is the relative velocity of the balloon from the resolve the plane’s velocity into components different
stone’s point of view? from those you used in part b.)
c How far from the bottom of the cliff did this encounter −1
take place? 9 A dog is running north-east at 10 m s . It then turns and
−1
runs due north at 6.0 m s .
d At what time, relative to the stone’s release, was the
balloon released? a For how long was the dog running north-east if it ran
150 m before turning?
5 Two ships pass in the night, travelling in opposite b If the dog ran north for 20 s, what was the total
directions (t = 0). Ship A is travelling at 20 knots, and ship distance the dog ran?
B at 25 knots. After they have travelled for another two c Draw a vector diagram of the distances involved in the
minutes, ship A blasts its horn. The speed of sound in air dog’s journey, including the net displacement. Draw a
−1
under prevailing conditions is 341 m s , and 1 knot = second diagram of the velocities.
−1 
1.852 km h . d What is ∆v , the change in velocity (magnitude and
a How far apart are the two ships when the horn blasts direction), between the first leg and the second leg of
(t = 2 minutes)? the run? What was the average velocity for the whole
b How far apart are the two ships when ship B hears the journey?
horn?
c At what time does ship B hear the horn?

9780170409063 CHAPTER 3 » MOTION ON A PLANE 85

 10 Two girls are misbehaving on a train (train 1) and throwing this tell us about the velocities of train 1, train 2 and
a basketball back and forth along the aisle of a carriage. the basketball?
While they do this, the carriage passes under a bridge c From the frame of reference of the bridge, are the two
and another train (train 2) passes them, going the same trains moving in the same or different directions?
direction but faster. d From the frame of reference of train 1, are the two
a List four frames of reference that might be used to trains moving in the same or different directions? Are
describe this situation. they moving at all?
b An observer in train 2 looks across at train 1, and for a
moment sees the basketball as stationary. What does

▻▻ Research engine design for chemically-propelled spacecraft. When are constant-thrust engines
appropriate, and list three spacecraft that have used them. When might variable-thrust engines be
deployed?

▻▻ The Centre for Plasmas and Fluids at the Australian National University developed the Dual-Stage
4-Grid (DS4G) thruster. What is its purpose, how is it accomplished, and what performance could it
achieve?

▻▻ Bullets, artillery shells and cannon balls all use chemical propulsion. What are the strengths and
weaknesses of chemical propulsion in this context, and how does it compare to electrical propulsion
of ammunition?

▻▻ Drag racing uses a standard quarter-mile course. Research the final velocities of dragsters since the
1960s.

▻▻ Research the value of the acceleration due to gravity on the Moon and the planets in the solar
−1
system. In each case, if a projectile is fired straight upwards at 300 m s , draw a table of the distance
it would travel to the point where its velocity is zero.

▻▻ Investigate vectors in three dimensions. Vector decomposition becomes a bit trickier, but show some
examples of how it can be done.

▻▻ Using GPS, maps, and actual journeys, compare the distance you actually travel to the net
displacement for some journeys you commonly take, such as the trip to your school or the shops.

▻▻ Trace the use of vectors back through the history of science, looking at other attempts to tackle
quantities with magnitude and direction.

▻▻ Assemble a spreadsheet that can plot two vectors and their sum, or can resolve a vector into
components.

▻▻ Using skateboards, tennis balls tossed back and forth, and an open space such as a basketball court,
explore some aspects of relative motion.

86 MODULE ONE » KINEMATICS 9780170409063