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College Board AP® Physics 1: Your notes

Algebra-Based
Scalars & Vectors
Contents
Scalar & Vector Quantities
Combining Vectors

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Scalar & Vector Quantities

Your notes
Scalar & vector quantities
Some physical quantities in math and physics are scalar quantities and some are vector quantities
Scalar quantities have only magnitude (no direction)
Vector quantities have both magnitude and direction
For example, 10 m/s is a scalar quantity, and 10 m/s north is a vector quantity
Vectors can be visually modeled using arrows
The length of the arrow represents the magnitude of the vector
The direction of the arrow represents the direction of the vector
The length of the arrows must be proportional their magnitudes

The lengths of vector arrows are proportional to their magnitudes. The 10 m/s vector arrow is twice as
long as the 5 m/s vector arrow, and the 15 m/s vector arrow is three times as long as the 5 m/s arrow.

Examples of scalar and vector quantities

The table below lists some examples of scalar and vector quantities
Corresponding scalar and vector quantities are aligned where applicable

Table of scalar and vector quantities

Scalar Vector

position

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distance displacement
Your notes
speed velocity

acceleration

mass weight

force

momentum

energy

temperature

power

Distance and displacement

Distance is a measure of how far an object travels
Distance is a scalar quantity with a magnitude but not a direction
For example, an athlete runs a 300 m race on a 400 m track; the distance traveled by the athlete is 300
m

Distance traveled on a race track

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Your notes

The total distance traveled by the athlete is 300 m

Displacement is a measure of the change in an object's position

Displacement is a vector quantity with both magnitude and direction
For example, the athlete's displacement is 100 m to the right

Distance and displacement on a race track

Although the athlete has run a distance of 300 m, their change in position, or displacement, is 100 m to
the right of where they started

Another example is a person hiking in the woods who marks out their route on a map

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The distance traveled is the path they walked

Their displacement is a straight line arrow drawn from their starting position to their finishing position Your notes
(so this includes their direction)
Distance and displacement of a hiker

The distance traveled is the dotted line, this is the route they walked. Their displacement is a straight line
showing the change in position between their starting point and their finishing point

Speed and velocity

Speed is the distance traveled per unit time
Speed is a scalar quantity with a magnitude only
Velocity is the rate of change of displacement
Velocity is a vector quantity with both magnitude and direction
In other words, velocity is speed in a given direction

Mass and weight

Mass is a measure of the amount of matter in an object

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Mass is a scalar quantity with a magnitude only

Weight is the gravitational force exerted on an object with mass when placed in a gravitational field Your notes
Force is a vector quantity with both magnitude and direction

Examiner Tips and Tricks

Forces as vectors are covered in more detail in the study guide on Free-body diagrams

Vector notation
Vectors are given a specific notion with an arrow above the symbol for the given quantity
→
v =→
v0 + →
at
Where:
→
v = velocity, measured in m/s
→
v 0 = initial velocity, measured in m/s
→
a = acceleration, measured in m/s2
t = time, measured in s
The magnitude of a vector quantity is represented by parallel lines at either side of the symbol
 →  →  →
 v  =  v 0  +  a t
Where:
 →
 v  = the magnitude of the velocity, measured in m/s

 →
 v 0  = the magnitude of the initial velocity, measured in m/s


 →
 a  = the magnitude of the acceleration, measured in m/s2


t = time, measured in s

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Examiner Tips and Tricks

You may see different types of vector notation in textbooks. Vectors can be represented in the Your notes
following ways:

A, A , A⎯⎯⎯ , ⎯A or ⎯A

⎯
In your exam, it is always best to stick with the notation used by the College Board, which is A as
shown on the equation sheet.

When not to use vector notation

For vectors in one dimension, the positive or negative value represents the direction

For vectors in one dimension, vector notation is not required. The positive and negative values
represent the direction

When vectors are presented along an axis, the axis provides the direction

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Your notes

When vectors are presented on axes, vector notation is not required. The axes provide the direction

Likewise, when the axes are presented in algebraic form, vector notation is not required

v x = v x 0 + ax t
Where:

v x = velocity in the x direction, measured in m/s

v x 0 = initial velocity in the x direction, measured in m/s

a x = acceleration in the x direction, measured in m/s2

t = time, measured in s

Derived equation
In one dimension, the sign of a component completely describes the direction of an object

For example, in the following equation, the direction is either positive or negative along the x -axis

v x = v x 0 + ax t
Step 1: Identify the fundamental principle
Vector components are indicated with arrows above the vector quantities, such as in the following
equation:

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→
v =→
v0 + →
at
Step 2: Apply the specific conditions
Your notes

In the x direction, the vector components become:

→
v ⇒ vx
→
v 0 ⇒ vx 0
→
a ⇒ ax

Therefore, the equation in terms of the motion along the x axis becomes:

v x = v x 0 + ax t

Examiner Tips and Tricks

You will be asked to derive an equation in the exam. Always start by identifying the fundamental
principle, which may be a fundamental law, a relationship, or an equation. Then apply the
fundamental principle to the situation using logical reasoning. It is a good idea to use words to
briefly outline your process so that the examiner can follow your logic. The examiner can only award
marks if they understand your process.

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Combining Vectors
Your notes
Combining vectors
Vector sums in one dimension
In one-dimensional coordinate systems, vectors of opposing directions are represented as positive
and negative

Vectors A and -A are equal in magnitude but opposite in direction. Vectors B and -B are equal in
magnitude and opposite in direction. Vectors B and -B are smaller in magnitude than vectors A and -A,
and have a different direction.

Scalar multiplication
Vectors can be multiplied by a scalar
The effect is either a change in magnitude or a reversal of the direction
⎯
For example, vector B is multiplied by 2
⎯
B is the vector
2 is the scalar
⎯
The resultant vector is 2 B

The magnitude of the vector has doubled

The direction has not changed

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Your notes

When the vector B is multiplied by the scalar 2, the magnitude of the vector doubles but the direction
stays the same

⎯
When vector B is multiplied by −1
⎯
B is the vector
−1 is the scalar
⎯
The resultant vector is −B

The magnitude of the vector has not changed

The direction has reversed

When the vector B is multiplied by the scalar -1, the magnitude of the vector stays the same, but the
direction reverses

Vector addition
Vectors can be added together using a vector sum
The effect is a resultant vector that describes the combined effect of both vectors
⎯ ⎯
For example, vector A is added to vector B
⎯ ⎯
The resultant vector is A + B

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⎯ ⎯ ⎯ ⎯

A+B=A+B
There are two methods to adding vectors graphically: Your notes
The tip-to-tail method
The parallelogram method

Tip-to-tail method of adding vectors

Vector A and vector B are added together, the resultant vector is A + B

The tip-to-tail method places the vector arrows tip-to-tail to find the resultant vector

Parallelogram method of adding vectors

The parallelogram method gives the same resultant vector A + B. Notice that the dotted line for vector B
is positioned in the exact same way as the tip to tail method

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The parallelogram method places the vectors tail-to-tail to find the resultant vector

Vector subtraction Your notes

Vectors can also be subtracted using a vector sum and scalar multiplication
⎯ ⎯
For example, vector B is subtracted from vector A
⎯
Vector B is first multiplied by the scalar −1
⎯ ⎯
This reverses the direction of vector B to give −B

The vectors are then added by placing them tip to tail

⎯ ⎯
The resultant vector is A + (−B)
⎯ ⎯ ⎯ ⎯
A − B = A + (−B)

Vector B is subtracted from vector A by using scalar multiplication to reverse the direction of B and
using vector addition by placing vectors A and -B tip to tail

Vectors in one and two dimensions

A one-dimensional vector has magnitude and direction along a single straight line

This can be along the x -axis or y -axis in a coordinate system

A two-dimensional vector has magnitude and direction in a plane

This means it has two component vectors: one along the x -axis and one along the y -axis

Resolving vectors in two dimensions

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Two-dimensional vectors can be resolved into two perpendicular one-dimensional vectors

The vector along the horizontal x -axis Your notes

The vector along the vertical y -axis

These are called component vectors

Two-dimensional vectors can be resolved into their component vectors along the x and y axes

Finding the magnitude of the vector

The magnitude of a two-dimensional vector can be found using Pythagoras' theorem

a2 + b 2 = c2

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Pythagoras' theorem is used to find the length of an unknown side of a right angled triangle
Your notes
The two-dimensional vector is the hypotenuse of the triangle, therefore:
⎯ ⎯ ⎯
(A ) 2 = (A y ) 2 + (A x ) 2
⎯
A= 2 2
(A y ) + (A x )

Finding the direction of the vector

The direction of the vector can be described with respect to an axis

This is usually the horizontal x -axis, unless otherwise directed

The symbol theta θ is used for an unknown angle

The angle is generally measured from the x-axis unless otherwise stated

Trigonometry can then be used to find:

the angle, if the magnitude of the vectors are known
the magnitude of a vector, if the angle and the magnitude of one vector are known

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Your notes

Trigonometry is used for calculating an angle in a right angled triangle

Worked Example
A kayaker rows from the north bank to the south bank of a river flowing due east at speed r . The
kayaker knows they can maintain an average speed of k when rowing in still water.

(a) State an equation relating the velocities k and r .

(b) Give an expression for the direction of the kayaker as they cross the river in terms of k and r .

(c) Before the kayaker sets off, the river flow slows to half its initial speed. Derive an equation for the
new velocity that the kayaker needs to cross the river.
Answer:
Analyze the scenario
Sketch a diagram to help visualize the situation

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Your notes

The kayaker travels from the north bank to the south bank, therefore:
The kayaker is positioned on the north bank
The kayaker travels south across the river
The kayaker can maintain a speed of k in still water, therefore:
→
The kayaker's velocity in still water can be written as k to the south
The river flows due east at an initial speed of r , therefore:
→
The initial velocity of the river can be written as r 0 to the east
The kayaker will be pulled to the east by the current, therefore:
→
The initial resultant velocity of the kayaker can be written as v at angle θ east from south
0 0
Part (a)

State an equation relating the velocities k and r

Step 1: Identify the relevant fundamental principle

→ →
The initial velocity vectors k and r 0 are the components of vector →
v0
Therefore, the relevant fundamental principle is vector addition
Step 2: Apply the fundamental principle to the scenario
→ →
The sum of vectors k and r 0 is equal to the resultant vector →
v0
→
v0 = k + →
r0
Part (b)

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Give an expression for the direction of the kayaker as they cross the river in terms of k and r

Step 1: Identify the direction of the resultant vector v

→ Your notes
0

The direction of a resultant vector is described by an angle

The value of the initial angle is unknown, so it can be written as θ
0
→
Step 2: Determine the trigonometric ratio for the resultant vector v
0

Use the mnemonic SOH CAH TOA to recall the trigonometric ratios
→ →
Choose the ratio that includes the terms of k and r0
→
k is the side adjacent to the angle θ 0
→
r 0 is the side opposite to the angle θ 0
Therefore, the correct trigonometric ratio is tangent
⎛⎜ →
r0 ⎞⎟
−1
θ 0 = tan ⎜⎜ →
⎜ ⎟⎟
⎟
⎝ k ⎠
Part (c)
Before the kayaker sets off, the river flow slows to half its initial speed. Derive an equation for the
new velocity that the kayaker needs to cross the river
Step 1: Add the information to the sketch

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Your notes

Step 2: Determine an expression for the new river speed vector

→
The initial velocity vector for river speed is r 0 east
The new river speed is half of the initial speed
⎯
r0
Therefore, the new velocity of the river can be written as
2
Step 3: Determine the magnitude of the new resultant vector
→
The new resultant velocity vector can be written as v
→
→
r0
The magnitude of this vector is the sum of the vectors k and
2
→
r0
→
v =k+
2
Step 4: Determine the direction of the new resultant vector

The direction of the new resultant vector is the new angle, which can be written as θ
The expression for the initial direction from part (B) can be applied to the new situation
⎛⎜ →
r 0 1 ⎞⎟
−1
θ = tan ⎜ ⎜
⎜ · → ⎟⎟
⎟
⎝ 2 k ⎠
⎛⎜ →
r0 ⎞⎟
−1
θ = tan ⎜ ⎜ ⎟⎟
⎝ 2k ⎠

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Step 5: State the magnitude and direction of the new resultant vector
→
r0 ⎛⎜ →
r 0 ⎞⎟ Your notes
→ −1
v =k+ at an angle θ = tan ⎜⎜ → ⎟⎟ east from south
⎜ ⎟
2 ⎝ 2k ⎠

Examiner Tips and Tricks

The problem above is an example of the Qualitative/Quantitative Translation style of free-response
question. This is where you are expected to make and justify a claim about a scenario, derive an
equation related to the scenario, and then use consistent reasoning to formulate your answer.
You are expected to use algebra as a mode of communication, but it is always a good idea to also
use worded statements to show the examiner your thought process. The examiner can only award
marks where your logic is clear enough for them to follow. For this reason, it is always a good idea to
read through your answer and check for clarity, adding in any notes that you think it needs.

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