P1 Chapter 11 :: Vectors

[email protected]
www.drfrostmaths.com
@DrFrostMaths

Last modified: 23rd July 2018

www.drfrostmaths.com Register now to interactively practise questions on this topic, including
past paper questions and extension questions (including MAT + UKMT).
Everything is completely free. Teachers: you can create student accounts (or students can register
Why not register? themselves), to set work, monitor progress and even create worksheets.

With questions by:

Dashboard with points,

trophies, notifications
and student progress.

Questions organised by topic,

difficulty and past paper.
Teaching videos with topic
tests to check understanding.
Chapter Overview
Vectors used to be a Year 2 A Level topic. However, the more difficult content has been moved to
Further Maths. This chapter is now more intended as providing the ‘fundamentals’ of vectors (most
of which you learned at GCSE), supporting Mechanics and FM.

1:: Add/scale factors and 2:: Calculate magnitude and direction of a

show vectors are parallel. vector.
 If , determine .

3:: Understand and use position 4:: Solve both geometric problems.
vectors.  An orienteer leaves position and
 A donut has position vector walks 15km at a bearing of to the
… position . Determine .

5:: Understand speed vs velocity

 If a ship moves at a velocity of , what
is its speed?
Vector Basics
C  and the two vectors are parallel,
A Whereas a coordinate represents a
equal in magnitude but in
position in space, a vector
opposite directions.
represents a displacement in space.
 𝒂  𝐵
 𝐵
A vector has 2 properties:  𝐴 −𝒂
 
• Direction  𝐴
• Magnitude (i.e. length)
D  Triangle Law for vector addition:
  and are points then is the
If
vector between them.
𝐵
  𝒃
 
 𝑄
𝒂
 
𝐶
 
 𝑃  𝐴 𝒂+𝒃
 
The vector of multiple vectors is
B If
  two vectors and have the known as the resultant vector.
same magnitude and direction, (you will encounter this term in Mechanics)

they’re the same vector and are

This might seem
parallel. obvious, but

 𝑄
students sometimes
think the vector is

 𝑃  𝑆
different because
the movement
occurred at a
 𝑅 different point in
space. Nope!
 Just for your interest…
Erm…
Have you ever wondered what happens if
you ‘multiply’ two vectors or two sets?
In KS2/3 you probably only experienced
But
  when we do we need to define explicitly what operators
variables holding numerical values. You since
like ‘’ and ‘’ mean.
saw that variables can represent other
mathematical types, such as sets or vectors:

𝑥=3
 
Often these operators are defined to give it properties that
are consistent with its usage elsewhere, e.g. ‘commutativity’:
for vector addition just as for numbers.

‘Multiplying’
  two sets (known again as the
cross product) finds each possible combination
of members, one from each:
In
  FM, you will see that ‘multiplying’ two 3D vectors
(known as the cross product) gives you a vector
It has the nice property that
perpendicular to the two.
, where gives the size of the set . Also, .
𝒂  ×𝒃 Vector multiplication is not commutative, so
(however it is ‘distributive’, so
)
 𝒃 The Casio Classwiz can calculate this in Vector mode!
ME-WOW!
 𝒂
Vector Basics
E  
Vector subtraction is defined G A scalar is a normal number, which can
using vector addition and be used to ‘scale’ a vector.
negation: • The direction will be the same.
• But the magnitude will be different
(unless the scalar is 1).
𝒂  𝒂 
𝒃  −𝒃   𝒂
𝒂  −𝒃 2  𝒂
If scalar is negative,
F  
The zero vector (a bold 0),   1 𝒂 opposite direction.
−
represents no movement. 2
H  
Any vector parallel to the vector can
In 2D: be written as , where is a scalar.

 
The implication is that if we can write
one vector as a multiple of another,
then we can show they are parallel.

“Show and are parallel”.

parallel
 Example

Edexcel GCSE June 2013 1H Q27

𝑆𝑄=−𝒃?+𝒂
⃗
Fro Tip: This ratio
wasn’t in the a  
original diagram. I
like to add the ratio
as a visual aid. 3  For (b), there’s two possible paths to
:
2 get from to : via or via . But which
is best?
In (a) we found to rather than to ,
so it makes sense to go in this
direction so that?we can use our
result in (a).

2
is also because it is
b    exactly the same

⃗ ⃗
𝑁𝑅= 𝑆𝑄+𝒃
?
movement as .

5
Fro Workings Tip: While you’re
welcome to start your working with
the second line, I recommend the
first line so that your chosen route
is clearer.
Test Your Understanding
Edexcel GCSE June 2012

 
?
 

?
Exercise 11A
Pearson Pure Mathematics Year 1/AS
Pages 234-235
 Representing Vectors

  should already be familiar that the

You
value of a vector is the displacement in
the and direction (if in 2D).
  3
( ) −2  
3 0
𝒂=
−2? ( ) ( )
?, 𝒃=
−1
!  A unit vector is a vector of magnitude 1.
and are unit vectors in the -axis and
  𝒋 -axis respectively.

  𝒊 e.g.

Fro Side Notes: This allows us to write any vector algebraically without using vector notation. Any point in 2D space, as a vector from the
 origin, can be obtained using a linear combination of and , e.g. if , . For this reason, and are known as basis vectors of 2D coordinate
space. In fact, any two non-parallel/non-zero vectors can be used as basis vectors, e.g. if and , it’s possible to get any vector using a linear
combination of these, i.e. we can always find scalars and such that .
Examples
 Ifthen:
1) Write in vector form.
2) Find in form.

1  
?
2

?
Exercise 11B
Pearson Pure Mathematics Year 1/AS
Pages 237-238
Magnitude of a Vector
 ! The magnitude of a vector is its length.
  If
 𝐵
 3
(4 ) 2 2
4
| 𝐴𝐵|=√ 3 + 4 =5
 
⃗ ?
 𝐴
3

1 −5
|(
 
−1 )|
= √2 ? |(
 
− 12 )|=13
?

 𝒂 = 4
( −1 )
|𝒂|=√ 4 2+12 =
? √ 17
2 |𝒃|=
𝒃=
( )
0
√ 22 +?0 2 =2
Unit Vectors
! A unit vector is a vector whose magnitude is 1
There’s certain operations on vectors that require the vectors to be ‘unit’
vectors. We just scale the vector so that its magnitude is now 1.

3
 

()
  is a vector, then the
If

𝒂=? unit vector in the same

4
direction is

Test Your Understanding: Convert the following vectors to unit vectors.

   

? ?
Exercise 11C
Pearson Pure Mathematics Year 1/AS
Pages 240-242
Position Vectors
 𝑦
 
Suppose we started at a point and
translated by the vector :
  = 3  𝐴 ( 3 , 2 )
𝒂
( )
2

 4
(0 )  𝑂
 𝑥

𝐴  ( 3,2 )  ? A vector used to represent a

position is unsurprisingly
 You might think we can do something like: known as a position vector.
A position can be thought of as
a translation from the origin, as
per above. It enables us to use
But only vectors can be added to other vectors. positions in all sorts of vector
If we treated the point as a vector, then this (and matrix!) calculations.
solves the problem:
!  The position vector of a
point is the vector, where
is the origin. is usually
written as .
Example
 The points and have coordinates and respectively.
Find, in terms of and :
a) The position vector of
b) The position vector of
c) The vector

    can see this by inspection of the

You
a ? change in and the change in :
b ? +8
  −2
 
c ?
More formally:
Further Example
 and . Find:
a) The position vector of .
b) The exact value of in simplified surd form.

 
Either a quick sketch will
help you see this, or
a  
? thinking of as the original
position and as the
translation.
b
?
Exercise 11D
Pearson Pure Mathematics Year 1/AS
Pages 243-244
Solving Geometric Problems
 𝑨
𝑪
 

𝒂  𝑿  𝑴 
𝑶
 
𝑩
𝒃   

 is a point on such that . is the midpoint of .

Show that is parallel to .

For
  any proof question always find the vectors
  involved first, in this case and .
is a multiple of parallel.
The key is to factor out a scalar such
? that we see the same vector.

The magic words here are

“is a multiple of”.
Introducing Scalars and Comparing Coefficients
 𝒂  𝐴
 
Remember when we had identities  𝑂
like:
we could compare coefficients, so
that and .  𝑋
We can do the same with (non-  𝒃
parallel) vectors!

 is a parallelogram, where and . The diagonals and

intersect at a point . Prove that the diagonals bisect
 𝐵  𝐶
each other.
(Hint: Perhaps find in two different ways?)

By
  considering the route :
We don’t know what fraction of the way across the
 point is, so let be the fraction of the way across.
Similarly, considering the line :
We’re hoping that , so that is exactly halfway across
and therefore bisects .

Comparing coefficients of :
Comparing coefficients of : ? We
 It is need to use a different scalar constant, this time .
common to use the letters and for scalars.
is the midpoint of each of the diagonals.
Test Your Understanding
 𝒂
 𝑂  𝑄  𝐴

 𝑋
 𝒃

 𝐵  𝐶

 In the above diagram, and . We wish to find the ratio .

a) If , find an expression for in terms of and .
b) If , find an expression for in terms of and .
c) By comparing coefficients or otherwise, determine the value of , and hence the ratio .

a   ?
Comparing coefficients: and , Expand and collect terms and
 collect terms, so that we can
b
If , then . ? compare coefficients later.

c
?
Area of a Triangle

 and . Determine .

Strategy: Find 3 lengths of triangle then?use cosine rule to find angle.

 𝐴  3 |  ⃗
𝐴𝐵|=√ 13
(−2) ?
 𝐵
 1
(−5)  2
(3?) |  ⃗
𝐶𝐵|=√ 13
?
|  ⃗
𝐴𝐶|= √?26
 𝐶
A
  clever student might at this point realise that we can divide all the lengths by without changing , giving a
triangle (one of our ‘special’ triangles!), and thus instantly getting .
But let’s use a more general method of using the cosine rule:

?
Exercise 11E
Pearson Pure Mathematics Year 1/AS
Pages 246-247

Extension
[STEP
  2010 Q7]
1
Relative to a fixed origin , the points and have position vectors
and , respectively. (The points and are not collinear.) The point has
position vector given by

where and are positive constants with . The lines and meet at the
point with position vector and the lines and meet at the point
with position vector . Show that

and write down in terms of and .

Show further that the point with position vector given by

lies on the lines and . Click here for the solution:

The lines and intersect at the point . Prove that . http://www.mathshelper.c
o.uk/STEP%202010%20Sol
utions.pdf
(go to Q7)
Modelling
In Mechanics, you will see certain things can be Remember a ‘scalar’ just means a
represented as a simple number (without normal number (in the context of
vectors). It can be obtained using the
direction), or as a vector (with direction):
magnitude of the vector.

Vector Quantity Equivalent Scalar Quantity

 
Velocity  
Speed
e.g.

This
  means the ? …which is equivalent
position vector of  5
 4
to moving 5km each
the object changes hour.
by each hour.

 3

 
Displacement  
Distance
e.g. ?
Example
[Textbook]
  A girl walks 2 km due east from a fixed point to ,
and then 3 km due south from to . Find
a) the total distance travelled
b) the position vector of relative to
c)
d) The bearing of from .

 2   𝐴
a   ?
 𝑂 b ?
𝜃 
 3 (3sf)
c ?
d
 𝐵
?
Further Example
[Textbook]
  In an orienteering exercise, a cadet leaves the starting point and walks 15 km
on a bearing of to reach , the first checkpoint. From he walks 9 km on a bearing of to the
second checkpoint, at . From he returns directly to .
Find:
I have no specific advice to offer except:
a) the position vector of relative to 1. Draw a BIG diagram.
b) 2. Remember bearings are measured
c) the bearing of from clockwise from North.
d) the position vector of relative . 3. Don’t forget units (on vectors!)

b N  Using cosine rule on , (3sf)

N
a 120
  °
 𝑂  30 °
N
 𝑂  30 °
N
𝜃  15𝑘𝑚  60 °
𝜃  15𝑘𝑚
 
  ?  𝐴
 𝐴  60 °
? 240
  °
240
  ° 9𝑘𝑚
 
9𝑘𝑚
 
 𝐵
 𝐵
  𝐴= 15 cos 30 ° = 13.0 𝑘𝑚 c  Using sine rule on :
𝑂
⃗
(
15 sin 30 ° 7.5 ) ( ) ?
Bearing (3sf)
Further Example
[Textbook]
  In an orienteering exercise, a cadet leaves the starting point and walks 15 km
on a bearing of to reach , the first checkpoint. From he walks 9 km on a bearing of to the
second checkpoint, at . From he returns directly to .
Find:
a) the position vector of relative to
b)
c) the bearing of from
d) the position vector of relative .

d N
120
  °
 𝑂  30 °
N
13.07 sin 23.41 ° 5.19
𝟑𝟔.  𝟓𝟗° 1 5 𝑘𝑚
 𝐴
  𝐵=
𝑂
⃗
( − 13.07 cos 23.41 °
= ) (
− 12.0
𝑘𝑚 )
23.41°
 𝟏𝟑

 
?
. 𝟎𝟕

9𝑘𝑚
  (I
  think the textbook made a
𝒌𝒎

rounding error due to use of

 𝐵 rounded values. They put )
Exercise 11F
Pearson Pure Mathematics Year 1/AS
Pages 250-251