1

Topic 1

Vectors

Contents
1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 Vectors and scalars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2.1 Distance and displacement . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2.2 Other vector and scalar quantities . . . . . . . . . . . . . . . . . . . . . 4
1.3 Combining vectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.4 Components of a vector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
1.5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2 TOPIC 1. VECTORS

1.1 Introduction
Vectors play an important role in Physics. You will be using vectors to describe a large
number of different physical quantities throughout this course, so this Topic provides
you with all the skills you need to use vectors. We will deal with two issues: how to
add vectors, and how to find components of a vector. You will find that these two tasks
appear time and time again as you progress through the course. If you pick up a good
understanding of vectors now, other Physics Topics will be made a lot simpler.

1.2 Vectors and scalars

Learning Objective


ÆTo distinguish between vector and scalar quantities.

1.2.1 Distance and displacement
Consider these two situations. On Monday morning, you leave your house and walk
directly to school, 500 m from your home. On Tuesday morning, instead of walking
directly to school, you take a turn off the direct route to your friend’s house. From there
you walk to the newsagent to buy a magazine, and from there you walk to school.
Now, in both of these cases, you have ended up a distance of 500 m from where you
started, but clearly on Tuesday you have walked a lot further to get there. In Physics we
distinguish between your displacement and the distance you have travelled.
The displacement of an object from a particular point is defined as the distance in
a specified direction between that point and the object. When we are talking about
displacement, we are not concerned with the distance travelled by the object, only its
direct distance from the starting point. So even if your route to school on Tuesday
covered 800 m, your final displacement from home is still 500 m.
Displacement is an example of a vector quantity. A vector is a quantity that has
direction, as well as magnitude. Distance is called a scalar quantity; one which has
magnitude but no direction.

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1.2. VECTORS AND SCALARS 3

To illustrate the difference between vectors and scalars, consider Figure 1.1.
O


 
  
   
  

N

Figure 1.1: Points at different displacements from the origin

The coordinates of the points A, B, C, D and E are as shown. Let us now consider
a direction, such as the x-direction. Although they are at different distances from the
origin, points A and C have the same displacement in the x-direction (given by their
x-coordinate). Point D has zero displacement in the x-direction, whilst point E has a
negative x-displacement.

Distance and displacement

You can try this activity online or by writing the answers down on paper.
Answer the following questions which refer to Figure 1.1. 10 min

Q1: Which point has the same displacement in the y-direction as point A?

Q2: Which point has a displacement of zero in the y-direction?

Q3: Which point has a negative x-displacement and a negative y-displacement?

Q4: Which point is at the same distance from the origin as point A, but with different x-
and y-displacements?

Two points can lie at the same distance from the origin yet have different displacements.

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4 TOPIC 1. VECTORS

1.2.2 Other vector and scalar quantities

We have seen that we can make a distinction between distance and displacement, since
one is a scalar quantity and the other is a vector quantity. There are also scalar and
vector quantities associated with the rate at which an object is moving.
Speed is a scalar quantity. If we say an object has a speed of 10 m s -1 , we are not
specifying a direction. The velocity of an object is its speed in a given direction, so
velocity is a vector. We would say that an object is moving with a velocity of 10 m s-1 in
the x-direction, or a velocity of 10 m s-1 in a northerly direction, or any other direction.
Just as with displacement, it is important to specify the direction of velocity. Suppose we
throw a ball vertically upwards into the air. If we specify upwards as the positive direction
of velocity, then the velocity of the ball will start with a large value, and decrease as the
ball travels upwards. At the highest point of its motion, the velocity is zero for a split
second before the ball starts moving downwards. When it is moving back towards the
Earth, the velocity of the ball is negative, because we have defined "upwards" as the
positive direction.
We have described the difference between the scalar quantities distance and speed
and the vector quantities displacement and velocity. Which other physical quantities are
scalar quantities, and which are vector quantities?
Acceleration is the rate of change of velocity, and so it is a vector quantity. Force is also
a vector quantity. Along with displacement and velocity, acceleration and force are the
most common vector quantities we will be using in this course.
Amongst the other scalar quantities you will have already met in Physics are mass and
temperature. There is no direction associated with the mass or temperature of an object.
Scalar quantities are combined using the normal rules of mathematics. So if you have a
5.0 kg mass, and you add a 3.5 kg mass to it, the combined mass is
5.0 + 3.5 = 8.5 kg. As we will see in the next section, it is not always so straightforward
to combine two or more vectors.

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1.3. COMBINING VECTORS 5

1.3 Combining vectors

Learning Objective


ÆTo calculate the resultant when a number of vectors are combined.

What happens when we add two (or more) vectors together? We will start by looking at

the simplest case, which is two vectors acting in the same direction. For example, if two
men are trying to push-start a car, one may be applying a force of 50 N, the other may
be applying a force of 70 N. Since the two forces are acting in the same direction, the
resultant force is just the sum of the two, 50 + 70 = 120 N.
We can get the same result if we use a scale drawing, as shown in Figure 1.2. Draw the
two vectors "nose-to-tail", in either order, and the resultant is equal to the total length of
the two vectors, 120 N.

120 N

50 N 70 N

Figure 1.2: Collinear vectors acting in the same direction

Two vectors acting in the same direction are called collinear vectors.
What about two vectors acting in opposite directions, like the opposing forces in a
tug-of-war contest? Suppose one tug-of-war team pulls to the right with a force of 800
N, while the other team pulls to the left with a force of 550 N, as shown in Figure 1.3.

550 N 800 N

Figure 1.3: Two forces acting in opposite directions

The resultant force can be found by adding the two vectors, but remember that a vector
has direction as well as magnitude. Common sense tells us that the tug-of-war team
pulling with the greatest force will win the contest. Acting to the right, we have forces
of +800 N and -550 N, so the total force acting to the right is 800 - 550 = +250 N. This
process is called finding the vector sum of the two vectors.
Again, we can use a nose-to-tail vector diagram, as in Figure 1.4. The resultant force is
250 N to the right.

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6 TOPIC 1. VECTORS

+250 N

-550 N
+800 N

Figure 1.4: Collinear vectors acting in opposite directions

We can combine as many collinear vectors as we like by finding their vector sum.

Adding collinear vectors

Online simulation showing how to find the resultant of two or more collinear vectors.
20 min Full instructions are given on-screen.

The resultant of several collinear vectors can be determined by vector addition or by an

accurate scale diagram.

The next case to look at is the addition of two vectors which act at right angles to
each other, sometimes called rectangular, orthogonal or perpendicular vectors. We can
consider the general case of a vector X acting in the positive x-direction, and a vector Y
acting in the positive y-direction. Figure 1.5 shows two orthogonal vectors.

: N
Figure 1.5: Orthogonal vectors
We could compare this situation to that of a man walking a certain distance to the east,
who then turns and walks a further distance northwards. Again, common sense tells us
his total displacement will be somewhere in a north-easterly direction, which we can find
by the vector addition of the two east and north displacement vectors.

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1.3. COMBINING VECTORS 7

If we look at the nose-to-tail vector diagram in this case (Figure 1.6), we can see that
the resultant is the hypoteneuse of a right-angled triangle whose other sides are the two
vectors which we are adding. So whenever we are combining two orthogonal vectors,






the resultant is vector R, where the magnitude of R is which is given by



 . The direction of R is given by the angle , where  
 
.
So we would say the the resultant is a vector of magnitude R, acting at an angle  to the
x-axis.

4
;

θ
: N
Figure 1.6: Resultant of two orthogonal vectors

Crossing the river

An example of two (velocity) vectors combining occurs when a boat crosses a fast-
flowing river. The velocity of the boat and the velocity of the stream combine to produce 15 min
a resultant velocity. Use this simulation to investigate how the two vectors add together.
Full instructions are given on-screen.

The laws of right-angled triangles can be used to determine the magnitude and direction
of the resultant of two perpendicular vectors.

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8 TOPIC 1. VECTORS

The general case of two vectors acting in different directions can be solved by using a
scale drawing. As an example, let’s consider a force A of magnitude 20 N, acting at 30 Æ
to the x-axis, and a force B of magnitude 40 N acting at 45 Æ to the x-axis, where both
forces act in the direction away from the origin. This set-up is shown in Figure 1.7

)
N
Figure 1.7: Two forces
An accurate scale drawing allows us to determine the magnitude and direction of the
resultant force.

4
*

)
N
Figure 1.8: Scale drawing to determine the resultant of two vectors
In this case the scale drawing shows us that the magnitude of the resultant R is 60 N,
and the direction of R (measured with a protractor) is 40 Æ to the x-axis.
Again, we can find the resultant of any number of vectors by drawing them in scale,
nose-to-tail.

Addition of vectors
This online simulation allows you to find the resultant of up to four vectors.
15 min
Full instructions are given on-screen.

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1.3. COMBINING VECTORS 9

An accurate scale drawing can be used to determine the magnitude and direction of the
resultant of several vectors.

Quiz 1 Adding vectors

Multiple choice quiz.
First try the questions. If you get a question wrong or do not understand a question, 15 min
there are ’Hints’ at the the back of the book. The hints are in the same order as the
questions. If you read the hint and still do not understand then ask your tutor.

Q5: Two forces are applied to an object to slide it along the floor. One force is 75 N,
the other is 40 N. If the two forces act in the same direction, what is the magnitude of
the total force acting on the object?

a) 0.53 N
b) 1.875 N
c) 35 N
d) 85 N
e) 115 N

Q6: What is the resultant force when the two following forces are applied to an object:
a 25 N force acting to the north, and a 55 N force acting to the south?

a) 30 N acting northwards
b) 30 N acting southwards
c) 80 N acting northwards
d) 80 N acting southwards
e) 1375 N acting northwards

Q7: Two orthogonal forces act on an object: a 120 N force acting in the positive
x-direction, and a 70 N force acting in the positive y-direction. What is the magnitude of
the resultant force acting on the object?

a) 9.5 N
b) 14 N
c) 90 N
d) 139 N
e) 190 N

Q8: Following on from the previous question, what is the angle between the resultant
force and the x-axis?

a) 1.7Æ
b) 30Æ
c) 36Æ
d) 54Æ
e) 60Æ

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10 TOPIC 1. VECTORS

Q9: Consider the two vectors P and Q shown in the diagram.

N
3

Which of the following could represent the resultant R of the two vectors P and Q?

a)
O

b)
O

c)
O

d)
O

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1.4. COMPONENTS OF A VECTOR 11

1.4 Components of a vector

Learning Objective


ÆTo determine the orthogonal components of a vector.

Looking back to the previous section, we saw that the resultant of two orthogonal
vectors could be found using the laws of right-angled triangles. It is often useful
for us to do the opposite process, and work out the rectangular (or orthogonal)
components of a vector. Let’s look at the two vectors X and Y and their resultant
R, shown again in Figure 1.9.

4
;

θ
: N
Figure 1.9: Orthogonal components of a vector
If we know the values of R and  , we can work out the values of X and Y using the laws
of right-angled triangles:

sin =

  
cos =



 
We will meet many situations in Physics where we use the orthogonal components of a
vector, so it is important that you are able to carry out this process.

Example
Problem:
A car is travelling at 20 m s-1 . A compass on the dashboard tells the driver she is
travelling in a direction 25Æ east of magnetic north. Find the component of the car’s
velocity

1. in a northerly direction;
2. in an easterly direction.

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12 TOPIC 1. VECTORS

Solution:

ve

vn
v
N
E
W
25o S
Figure 1.10: Components of velocity

1. Referring to Figure 1.10, the component vn in the northerly direction is

  
  
  m s

2. The component v e in the easterly direction is


  
 
  
 
 m s

One final point should be noted about the components of a vector. If we are adding two
or more vectors together, we can use the components of each vector. If we find the x-
and y-components, say, of each vector, then these components can be easily combined
as they are collinear. Adding all the x-components together gives us the x-component of
the resultant vector, and adding all the y-components together gives us its y-component.
This method is often easier to use than making an accurate scale drawing.

Example
Problem:
The two forces shown in Figure 1.11 act on an object placed at the origin. By finding the
rectangular components of the two forces, calculate the magnitude and direction of the
resultant force acting on the object.

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1.4. COMPONENTS OF A VECTOR 13

1.2 N
7.4 N
70o 25o
N

Figure 1.11: Two forces acting at the origin

Solution:
The y-components of the two forces both act in the positive direction, so the
y-component Ry of the resultant is

    
   

   N
The x-components of the two forces act in opposite directions, so the x-component R x
of the resultant is

          
    N
The magnitude R of the resultant is





 
 
  N
Both Rx and Ry act in a positive direction, so R acts in the (+x,+y) direction. The angle
 between R and the x-axis is

 
 
 
  Æ

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14 TOPIC 1. VECTORS

Components of a vector
Online simulation showing how to find the resultant of two orthogonal vectors. The
20 min simulation can also be used to find the components of a single vector.
Full instructions are given on-screen.

Any vector can be split into orthogonal components.

Quiz 2 Components of a vector

Multiple choice quiz.
15 min First try the questions. If you get a question wrong or do not understand a question,
there are ’Hints’ at the the back of the book. The hints are in the same order as the
questions. If you read the hint and still do not understand then ask your tutor.

Q10: A marksman fires his gun. The bullet leaves the gun with speed 320 m s -1 at an
angle of elevation 40 Æ . What is the horizontal component of the bullet’s velocity as it
leaves the gun?

a) 8.0 m s-1
b) 206 m s-1
c) 245 m s-1
d) 268 m s-1
e) 418 m s-1

Q11: Consider the two vectors A and B shown in the diagram.

O
)=15.0

25o
70o N

*=10.0

By considering the components of each vector, what is the y-component of the resultant
of these two vectors?

a) -10.2
b) -3.06
c) +3.06
d) +10.2
e) +15.7

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1.4. COMPONENTS OF A VECTOR 15

Q12: What is the x-component of the resultant of the vectors A and B shown in the
previous question?

a) -10.2
b) -3.06
c) +3.06
d) +10.2
e) +15.7

Q13: A woman is dragging a suitcase along the floor in an airport. The strap of the
suitcase makes an angle of 30 Æ with the horizontal. If the woman is exerting a force of
96 N along the strap, what is the horizontal force being applied to the suitcase?

a) 24 N
b) 48 N
c) 62 N
d) 83 N
e) 96 N

Q14: To carry a new washing machine into a house, two workmen place the machine
on a harness. They then lift the harness by a rope attached either side. The ropes make
an angle of 20 Æ to the vertical, as shown in the diagram.

. .

20o 20o

If each workman applies a force F = 340 N, what is the total vertical force applied to the
washing machine?

a) 82 N
b) 230 N
c) 250 N
d) 320 N
e) 640 N

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16 TOPIC 1. VECTORS

1.5 Summary
By the end of this Topic you should be able to:

 distinguish between distance and displacement, and between speed and velocity;
 define and classify vector and scalar quantities;
 state what is meant by the resultant of a number of vectors;
 use scale diagrams to find the magnitude and direction of the resultant of a number
of vectors;

 carry out calculations to find the rectangular (orthogonal) components of a vector.

Online assessments
Two online test are available. Each test should take you no more than 20 minutes to
complete. Both tests have questions taken from all parts of the Topic.

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