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KEEP IT SIMPLE SCIENCE
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keep it simple science

Physics Year 11 Module 1

Kinematics
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 Topic Outline
KISS Resources for NSW Syllabuses & Australian Curriculum.

keep it simple science 1. Speed Speed & distance revision

Graphing Motion
Vectors & Scalars & Velocity Displacement-time graphs
Average & instantaneous Velocity-time graphs
What is this topic about? speed & velocity
To keep it as simple as possible,
(K.I.S.S. Principle) this topic covers:

1. SPEED & VELOCITY

2. Acceleration
Review of distance, time, speed relationship & “travel Acceleration concept
graphs”. Scalars & Vectors. Displacement & velocity
vectors. Displacement-time graphs. Velocity-time Acceleration on motion graphs

Kinematics
graphs. Measuring motion... prac. work

2. ACCELERATION
Concept of acceleration. Motion graphs of acceleration.
Measuring motion in the laboratory.

3. EQUATIONS of MOTION 3. Equations

Derivation of the “Equations of Motion” by graphical
analysis. Using the equations to analyse & predict
of Motion
motion. Deriving the equations of motion
4. Vector Analysing motion using equations
4. VECTOR ANALYSIS
Representing motion with vector diagrams Analysis
in 1-D and in 2-dimensions. Analysing motion using vector diagrams
Combining vectors to find a “resultant”.
Relative displacement & velocity in 1-D & 2-D. Vector analysis in 1-D & 2-D
Resolving a vector into components. Relative displacement & velocity
Resolving vectors into components
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keep it simple science

Kinematics
Kinematics is the branch of Physics concerned with measuring & analysing motion.
In this topic you will study things like velocity & acceleration, but without considering the causes of the motion...
that will be covered in a later topic. A knowledge of Kinematics allows you to analyse & predict the motion of an object.

1. Speed & Velocity

Average Speed for a Journey
If you travelled by car a distance of 300 km in exactly 4 hours, then your “average speed” was:

average speed = distance travelled = 300 = 75 km/hr (km.hr-1)

time taken 4

However, this does not mean that you actually travelled at a speed of 75 km/hr the whole way.
You probably went faster at times, slower at other times, and may have stopped for a rest at some point.

Distance-Time Graphs Distance-Time Graph Graph section D

300
Travelled 150km in 1.5 hr:
Perhaps your journey was similar to this graph. gradient = distance
time Av.Speed = 100 km/hr

DISTANCE TRAVELLED (km)

= speed

250
Start at the bottom-left of the graph and consider each section A, D
B, C and D. Graph section C

200
Travelled 50 km in 1.0 hr:
So although the average speed for the entire journey was Av.Speed = 50 km/hr

150
75km/hr, in fact you never actually moved at that speed. C
B Graph section B

100
This raises the idea of INSTANTANEOUS SPEED: the speed at a Zero distance moved in 0.5hr:
particular instant of time. The speedometer in your car gives you gradient = zero Av.Speed = zero.
a moment-by-moment reading of your current speed... this is A i.e. stopped

your instantaneous speed. 50

Graph section A
Travelled 100 km in 1.0 hour:
0

On the graph, the GRADIENT at any given point is equal to 0 1 2 3 4 Av.Speed = 100 km/hr
INSTANTANEOUS SPEED. TIME (hours)

DISTANCE-TIME GRAPHS show the DISTANCE (from the starting point) at each TIME.
The GRADIENT at any point equals INSTANTANEOUS SPEED. A horizontal section means that the object was not moving.

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Speed-Time Graphs This graph represents the same journey shown by
the previous Distance-Time graph.
The same journey (from previous slide) could also be represented by a Graph sections A, B, C & D correspond exactly.
different graph, showing the SPEED at different times:
A D

100
Study this graph carefully and compare it with the other. You must not
confuse the 2 types of graph and how to interpret them.

80
SPEED (km/hr)
These “Flat” parts DO
This graph is very unrealistic in one way. It shows the speed changing NOT mean stopped, but
mean constant speed.

60
INSTANTLY from (say) 100 km/hr to zero (stopped), without any time to C
slow down. It also shows the car travelling at exactly 100 km/hr for an

40
hour at a time... very unlikely with hills, traffic etc.

20
Stopped.
Changes of speed (ACCELERATION) will be dealt with in the next Speed scale reads zero.
section. For now we’re Keeping It Simple! B

0
Serious 0 1 2 3
TIME (hr)
4

Speed
Area Under the Graph
Airforce jet at the If you calculate the area of the rectangles under each section:
“speed of sound”
(about 1,200km/hr). Section A area = 100 x 1 = 100
Section B area 0
The “sonic boom” Section C area = 50 x 1 = 50
shock wave is Section D area = 100 x 1.5 = 150
causing Total = 300 = distance moved, in km.
condensation of
This is always true for a SPEED-TIME graph.
water vapour to
form a visible mist.

SPEED-TIME GRAPHS show the SPEED of a moving object at each TIME. The speed at any time can be read from the vertical scale.
A horizontal section means that the object was moving at constant speed. The area under the graph is equal to the distance moved in that time.

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Scalars & Vectors
A Scalar quantity is something that has a size BUT, consider the “NET journey”: at the end of the journey you end up
(magnitude) but no particular direction. 30 km EAST of the starting point. So, your final displacement is “30
A Vector quantity has both size (magnitude) km east”.
AND DIRECTION.
The VECTOR journey was:
So far we have dealt with only distances & • travelled 30 km east displacement in 1.5 hours.
speeds... these are Scalar quantities, since • average velocity = 30/1.5 = 20 km/hr east.
they do not have any special direction
associated. Notice that both displacement and velocity have a direction (“east”)
specified.... they are VECTORS!
Now you must learn the vector equivalents:
“Displacement” = distance in a given To make better sense (mathematically) of the journey, the directions
direction, and east & west could have (+) or ( - ) signs attached. Let east be (+) and
“Velocity” = speed in a given direction. west be ( - ).

Consider this journey: Then the total journey displacement was (+60) + (-30) = +30 km.
START drove 60 km EAST in 1 hour
Average = Displacement Note: The symbol “S” is used for
Velocity time Displacement
then
drove 30 km WEST in 0.5 hour. Δ) is often used
The Greek letter delta (Δ
Vav = ΔS to indicate a change in some quantity.
Δt Δt means the change in time value, or
As a SCALAR journey: the amount of time that has elapsed.
• travelled a total 90 km distance in 1.5 hours, ΔS means the change in displacement value during that time.
• average speed = 90/1.5 = 60 km/hr
The small arrow above a symbol indicates that this is a vector quantity.
In this case, velocity & displacement are vectors & must have a direction specified.
Time is a scalar quantity.
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MORE GRAPHS...
keep it simple science

Displacement - Time ...and the corresponding Velocity - Time Graph

Refer to the previous Distance-Time graph.

100
Positive values mean
A north-bound velocity
What if the 300km journey had been 150 km north (sections

north
A, B, C) then 150 km south (section D)?
C

50
The Displacement - Time Graph would be:

Velocity (km/hr)
B TIME (hrs)
150

Down-sloping line means

Displacement NORTH (km)

0
travelling SOUTH 1 2 3 4
C
Zero velocity
e

B
itiv

Negative value:
100

south
Gra

means stopped

-50
os

south-bound
die
tp

velocity
nt
ien

D
neg
ad

D
50

Back at starting

-100
Gr

ativ

point.
A
e

(Displacement = 0 )
The velocity values for each part of this graph are equal
to the gradients of the corresponding parts of the
0

0 1 2 3 4
TIME (hours) Displacement - Time Graph.
In vector terms displacement north is positive (+)
Note: Since the journey ends back at the starting point,
displacement south is negative ( - ) total displacement = zero & average velocity = zero for the whole trip.

In section D, displacement = -150 km (south) (However, this simply points out how little information an “average”
Now try sometimes gives you. The instant-by-instant Physics of the journey is in the
graph details.)
velocity = displacement Worksheets
time 1,2,3 If you calculate the area “under” the graph (between the graph & the
= -150 /1.5 time axis. Section D is negative) you will find that the total is zero,
equal to the total displacement.
= -100 km/hr (i.e. 100km/hr southward)
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Discusssion / Activity 1
®

keep it simple science

The following activity might be for class discussion, or there may be paper copies for you to complete.
If studying independently, please use these questions to check your comprehension before moving on.

Motion Graphs Student Name .................................

Graph 1
1. In Graph 1, which graph section(s) represents: E
a) speed zero? D
b) the fastest speed? C

Distance
c) moving at the slowest speed? B
Graph 2 A

2. Sketch the Speed-Time

graph which would Time

correspond to Graph 1. Speed

Label A, B, C, etc.
Time

3. Graph 1 can be “vectorised” with the following information:

Sections A, C & E all covered the same distance. A & C were northwards (+ve), part E
was southwards (-ve). Sketch the shapes for the corresponding Displacement-Time and
Velocity-Time graphs. Label A, B, C, etc.

Graph 3 Graph 4
Displacement

Time
Velocity

Time

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2. Acceleration
Change of Velocity = Acceleration Acceleration is a vector, so direction counts.
Any change in velocity is an acceleration. “Deceleration” (or negative acceleration) simply means
that the direction of acceleration is opposite to the current
Mathematically, motion... the object will slow down rather than speed up.
acceleration = velocity change = final vel. - initial velocity positive VELOCITY
time taken time taken
VECTOR
negative
a = Δv Δ (Greek letter “delta”) refers
Δt to a change in a quantity
ACCELERATION THIS CAR IS SLOWING
or This is often VECTOR DOWN... DECELERATING
a=v-u v = final velocity written as
t u = initial velocity Example Problem 1
t = time involved v = u + a.t A motorcycle travelling at 10.0 ms-1, accelerated for 5.00s
to a final velocity of 30.0 ms-1.
Units What was its acceleration rate?
If velocities are in ms-1, and time in seconds, then
acceleration is measured in metres/sec/sec (ms-2). Solution: a = v - u = (30.0-10.0)/5.00 = 20.0/5.00
t = 4.00 ms-2.
Explanation Example Problem 2
Imagine a car that accelerates at 1 ms-2: A car moving at 25.0 ms-1 applied its brakes producing an
acceleration of -1.50 ms-2 (i.e. deceleration) lasting for
Start 1 sec. later 1 sec.later 1sec.later 12.0 s. What was its final velocity?
v =0 v = 1 ms-1 v=2 ms-1 v=3ms-1
Solution: a = v - u, so v = u + at
t = 25.0 + (-1.50) x 12.0
Every second, its velocity increases by 1 ms-1. Therefore, = 25.0 - 18.0
the rate at which velocity is changing is 1 ms-1 each = 7.00 ms-1. (still moving forward, but slower)
second, or simply 1 ms-2.
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Graphs of Accelerating Vehicles Tape of trolley moving at constant velocity
(for comparison)

You may have done laboratory work to study the motion of an accelerating
trolley. If you used a “Ticker-timer”, the paper tape records would look Tape of trolley accelerating...
something like these: dots get further apart

The graphs that result from acceleration are as follows:

Trolley decelerating (negative
acceleration)... dots get closer
THESE 2 GRAPHS CORRESPOND
TO THE SAME MOTION

VELOCITY-TIME GRAPH
DISPLACEMENT-TIME GRAPH A common error is to think
that this means the object is
Remember, Gradients Constant moving backwards. Wrong! It
Gradient decreasing Velocity is moving forward, but

+ve
(curve flattens g
equals tin slowing down.
Velocity out)
ele
ra Now try
c (If it were to move
De Worksheet 4

g
loc nt

backwards its velocity

in

De
Ve cre
ity
Ve nsta

would become negative.)

at

de
ea ty

lo as

ce
g
ler
Velocity

sin
cr ci

cit in

ler
Co

ce
Gradient constant

in lo
Displacement

Velocity = 0

y g

at
Ve
Ac
(straight line)

in
∴ Stopped!

g
g
in
at

Gradients increasing
er

0
el

(curve gets steeper)

cc

Time
A

Gradient positive Gradient negative

-ve
Time
On a Velocity-Time Graph, Gradient = Acceleration

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Discusssion / Activity 2
®

keep it simple science

The following activity might be for class discussion, or there may be paper copies for you to complete.
If studying independently, please use these questions to check your comprehension before moving on.

Velocity & Acceleration Student Name .................................

1. Outline the difference between:

a) a scalar measurement and a vector measurement.

b) distance and displacement.

c) speed and velocity.

d) average velocity and instantaneous velocity.

2. The acceleration of a car was described as being “5 km/hr per sec”.

Explain what this means in terms of changing velocity.

3. For each graph part A, B, C, etc, identify the motion as either “stopped”, “constant
velocity”, “+ve acceleration” or “-ve accleration” (deceleration).
(These graphs do NOT correspond to each other... different motions) A=
Displacement-Time Graph Velocity-Time Graph B=
F C=
D=
Displacement

B E
A C
G E=
K F=
Velocity

Time
D
J G=
H H=
Time J=
K=
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Tape Measure & Stopwatch

Measuring Motion
®
The simplest method of all: measure the distance
keep it simple science Prac Work: or displacement involved, and the time taken.
You will probably experience one or more of these Then use
common ways to measure motion.
speed (velocity) = distance (displacement)
You might do some measurements as time
suggested by this diagram Typical Results
Distance Time Velocity
Time to travel from A to B measured by stopwatch (m) (s) (ms-1)

Car 87 6.2 14.0

Bicycle 87 22.4 3.9
Distance between landmarks However, this can only give you the AVERAGE
Landmark measured with sports tape Landmark
A B speed or velocity. In Physics we often need to
consider INSTANTANEOUS velocity.

The “Ticker-Timer” Although this method is very out-dated, it is still commonly used as a
Every time the hammer hits the way for students to learn how to measure instantaneous velocity.
moving strip of paper
it leaves a dot.
The string of dots can be analysed Moving lab. trolley
to study the motion of the trolley. drags a strip of A moving object drags a paper strip on which dots get printed (usually
paper behind it every 0.02 second) as it goes. The gap between dots is a record of
displacement and time. This allows you to calculate the velocity over
every 0.02 s. It’s still an average, but over such small time intervals it
“Ticker-timer” device has a small hammer which approximates the instantaneous velocity.
vibrates up and down every 0.02 sec.

Electronic or Computer Timing Sonar “transponder” gives out

You may use devices that use either
“Light Gates” or “SONAR” to record
pulses of ultra-sound and picks displacements and times for you.
Moving trolley equipped with a sonar reflector. up any returning echoes
(An aluminium pie dish will do) Once again, any velocities calculated are
averages, but the time intervals are so
short (e.g. as small as 0.001 s) that the
velocity calculated is essentially
To computer for
instantaneous.
analysis

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Practical Work (cont.)

The syllabus requires you to carry out a variety of practical activities to

measure & analyse the motion of objects in various forms of motion,
Measuring the Motion
If using a trolley, the old-fashioned “ticker-timer” can be used, but the
such as constant velocity, uniform acceleration & uniform deceleration. analysis of the motion can be quite laborious. The paper tape with dots
In all cases, the motion should be in a straight line. on it is a record of both distance (displacement) and time.
Some Suggestions A sonar device also works well with a trolley and has the added benefit
Constant Velocity Motion that the computer software does most of the tedious number-crunching
A laboratory “reaction trolley” accelerates up to its maximum velocity for you.
when the spring is “fired”. This acceleration occurs within the first
20cm (approx) of travel. The ticker-timer does not work with an air-track because the paper pulls
on the glider & causes its motion to be unstable & non-uniform.
On a smooth, level surface its velocity will then be very close to Air-track measurements are best done using “light-gate” devices and a
constant, at least over the next metre (or so) of travel. data-logger.

Even better, is the motion of a “glider” on a horizontal air-track. There is Analysis of the Measurements
virtually no friction, so if the glider is given a little push, its velocity will Computer-assisted technologies can, of course, do ALL the analysis for
be constant until it hits the end of the track. you, but that way you might learn very little!

Constant Acceleration / Deceleration Ideally, you want a set of data showing the displacement AND the
The diagram shows a very simple set-up: velocity of the object at regular time intervals. The total elapsed time
Glass rod or pulley
wheel to reduce might only be a fraction of a second. Use this data to construct a
friction Displacement-Time graph and a Velocity-Time graph for each motion.
Lab. trolley accelerates Calculate gradients & areas as suggested below.
String Constant Velocity Uniform Acceleration Uniform Deceleration

gradient at any
Bench top ci
ty point is the
lo gradient of a
S ve S tangent to S
n t= the curve
You can produce higher rates of acceleration e
Slotted a di
by adding more masses on the string, or lower gr
accelerations by adding mass to the trolley. masses are
(eg add a house brick) pulled down t t t
by gravity.
With an air track, adjust it so it is NOT level. This causes gradient =
The glider will accelerate down the slope, or if constant acceleration
pushed up-hill it will decelerate uniformly. acceleration V V Area under V
of the trolley. the graph =
To decelerate a trolley you could fire it up a displacement
ramp. It is best to tilt the entire work-bench or table to make a slope. t t t
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Discusssion / Activity 3
®

keep it simple science

The following activity might be for class discussion, or there may be paper copies for you to complete.
If studying independently, please use these questions to check your comprehension before moving on.

Measuring Motion Student Name .................................

1. Outline the advantage(s) and disadvantage(s) of measuring speed/velocity using:

a) tape measure & stopwatch.

b) ticker-timer.

c) “light gate” or sonar devices with data-logger.

2. answer by writing A,B,C, etc

A B C
Which graph(s) at the right:
S S S
a) show constant velocity?

b) have a gradient equal to the acceleration? t t t

c) allow you to determine the displacement by
calculation of the area under the graph?
V V V
d) show an object decelerating?
D E F
e) have gradients equal to velocity? t t t

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®
3. Equations of Motion
Analysing motion using graphs is not the only way. There are also a number of mathematical equations (formulas)
which allow you to calculate velocity, acceleration, displacement, etc. so you can solve problems & make predictions
regarding the motion of any object. These equations work for motion in a straight line, with constant acceleration only.
The “Equations of Motion” can be derived by considering the graph of an accelerating object, as follows:
Graphical Derivation The “area under the graph” is equal to the displacement
Make youself familiar with the following graph. of the object during time “t”.

This area is a trapezium as in this diagram. v

At time t = 0 the object was moving with an initial velocity = “u”. u
It is accelerating at a constant rate, so at time “t” its velocity has
increased to “v”. Area = (sum of parallel sides) x perp. dist. apart t
2
v so, displacement S = (v + u) t S = (v + u).t
2 2
tion
ce lera
nt = ac v-u Note that the term (v + u)/2 can be Equation 2
die thought of as the “average velocity”
gra
of the motion.
u v Equation 2 is NOT one you might use very often, but it will be needed
later to derive an important one.
Velocity

u Instead of using the trapezium area, we can also find v-u

the area under the graph as the sum of a
Area under the graph = displacement rectangle plus a triangle.

Rectangle Area = u.t u

0 Time t Triangle Area = (v-u).t
2
t
By definition, the acceleration is the rate of change of velocity, so it is
equal to the gradient of the graph: Area under graph = Displacement
so, S = u.t + (v-u).t That’s a bit messy...
Equation 1 2
gradient = acceleration = v - u a = Δv From equation 1, v-u = a.t
t
Δt so, S = u.t + (a.t).t
You have seen this equation before. or 2 S = u.t + 1 a.t2
We shall call this “Equation 1”. a=v-u S = ut + at2 2
2
t This one is very useful! Equation 3

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Equations of Motion (cont.)
keep it simple science
So far we have: Example Problem 3
A bullet in the chamber of a gun is initially at rest. (u=0)
Equation 1 Equation 2 Equation 3 When fired, it reaches a velocity of 150 ms-1 in 0.100s.
What is the acceleration rate? (use Eq.1)
a = Δv
Δt S = (v + u).t S = u.t + 1 a.t2 Solution: a = v - u = (150-0)/0.100 = 1,500 ms-2
2 2 t
or
a=v-u
t Example Problem 4
The bullet is fired vertically upwards (up = +ve) leaving the
From Equation 1, t = v-u barrel at u=150ms-1. It rises vertically until (momentarily) it
a stops (v=0) before falling again.
If we substitute that into equation 2, Acceleration due to gravity ≅ -10ms-2 (down = -ve)
S = (v + u).t = (v + u)(v - u) a) How high will it go? (use Eq.4)
2 2 a b) How long will it take to reach the apex? (use Eq.1)

S = v2 - u2 Solution: a) v2 = u2 + 2aS so S = (v2 - u2) / 2a

2a = (0 - 1502) / 2 x -10
This is usually written as = - 22,500/ -20
= 1,125 m
Equation 4 b) a = v - u so t = v - u = (0 - 150) / -10 Now try
Equation 4 can be very useful
t a Worksheets
in cases where you do NOT
= 15 s 5&6
v2 = u2 + 2.a.S know the time involved. Note
that the variable “t” is not in it.
Example Problem 5
Armed with these equations (especially 1, 3 & 4) you can A car travelling at 28 ms-1 applies brakes & decelerates
(-ve) at -4.0 ms-2 for 5.0 s.
now calculate & predict the outcomes of all sorts of
How far does it travel in this time? (Eq.3)
motion.
Solution: S = ut + 1at2 = 28 x 5 + 0.5 x -4 x 52
Study the example problems at the right, then get ready 2 = 140 - 50
for lots of practice worksheets from your teacher. = 90 m
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4. Vector Analysis
As well as graphing motion, and using the Equations of Motion to calculate aspects of motion, another useful technique is to consider the motion
in terms of its vector quantities. If we look only at motion in a straight line, this is relatively easy. It becomes a little more challenging when we look
at vector analysis in a 2-dimentional plane. In 3-dimensions... forget it; we’re not going there!

Vectors in 1-Dimension Relative Velocity

The idea is that we can represent vectors by diagrams involving Imagine you are in Car A in diag.1. It will be obvious that you are
arrows. The arrow points in the direction of the vector quantity. catching up to car B, but what is the “relative velocity” of car B as seen
(Remember that vectors have a magnitude AND a direction) from car A?
(Another way to think about this is: what if you couldn’t tell that you are moving?
Lets start with the simplest vector; displacement. All you can see is that car B is getting closer to you. If you measured car B’s
velocity somehow, what would you find?)
Imagine that town “Q” is 30 km east of town “P”. Another town, “R”
is 50km east of “Q”. The way to solve this with vectors is: Relative Velocity of
N
This doesn’t really need a fancy
“B”, seen from “A”
We can sketch a simple diagram for this:
formula: all you have to do is start
P 30km Q 50km R W
S
E with the observed vector & subtract Vrel = VB - VA
the observer’s vector.
These arrows represent the displacement vectors for these towns. (The only tricky thing is that to subtract a
vector, you must ADD its opposite vector.) = VB + (- VA)
It is suddenly obvious that (for example) “P” is 80 km west of “R”.
That is a simple analysis of these vectors! Easy as! So,
Note that an opposite
Velocity Vectors
VB = 90 km/hr EAST
vector has the same
Now consider these 2 cars travelling EAST on the same straight road. magnitude, but
opposite direction.
A Diag. 1 B (VA ) = 100 km/hr WEST)

The resultant vector is a relative velocity of 10 km/hr WEST.

v = 100 km/hr v = 90 km/hr
Car A will see the rear of car B approaching them (apparently heading
It is easy to see what is happening above, or below, west) at 10 km/hr.

A Diag. 2 B Viewed from car B, the relative velocity of car A is 10 km/hr EAST. They
see car A coming up behind them, eastward at 10 km/hr.

v = 60 km/hr v = 80 km/hr In diag.2, the relative velocity of B (seen from A) is 20 km/hr EAST.

but what do you see if you are in one of those cars? The relative velocity of A (seen from B) is 20 km/hr WEST.

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Now try Worksheet 7
 KISS Resources for NSW Syllabuses & Australian Curriculum.

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Vectors in 2-Dimensions
When 2 or more vectors are all in one line, adding them together is simple arithmetic.
What if they act in different directions? Here is the method to use, explained with example problems.

Displacement Vectors Velocity Vectors

An aircraft flies 200km east, then 100km south. A ship is travelling due east at velocity 5.0ms-1.
The tide is flowing from the south at 1.8ms-1.
Where is it in relation to its starting point?
200km What is the ship’s actual velocity?
φ
nt
ulta
Reslocity

100km
Di Res Ve 1.8
sp u φ
lac lta
emnt
en 5.0
t
Tan φ = 1.8/5.0
R2 = 2002 + 1002 R2 = 5.02 + 1.82
Tan φ = 100/200 = 0.36
= 50,000 = 0.500 = 28.24 ∴ φ ≅ 20o N of E
∴ R = 50,000 ∴ φ ≅ 27o (this angle is 70o
= 224 km ∴ R = 28.24 clockwise from north,
= 5.3ms-1 ∴ bearing = 70o)

Final displacement = 224 km, direction 27o S of E

(bearing from north = 117o) Actual Velocity = 5.3ms-1, on bearing 70o

Understand the Technique?

• Represent each vector by an arrow, pointed appropriately. Graphical Scale Diagrams
If the diagram is drawn accurately to scale, the size of the resultant can be
• To add vectors, join them head-to-tail. In this topic we will measured using the scale. Direction angles can be measured by protractor.
keep it simple by adding only 2 vectors, but there can be any This technique is covered in the worksheets.
number.
Mathematical (Algebraic) Methods
• The “resultant vector” (the sum of all the vectors) is an arrow If the 2 starting vectors are at right angles, (as above) the resultant forms a
which joins the begining of the first vector to the head (point) right triangle. The magnitude of the resultant can be found using
of the last vector. Pythagorus’ Rule. Simple trigonometry finds the direction.

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Relative Displacement & Velocity in 2-Dimensions
Relative Displacement Relative Velocity car K
Imagine 3 towns P, Q & R, located as shown: Two cars are approaching the N
same intersection at right angles,
P as shown. What are their relative
W E
P is 15 km due north of Q. velocities? 70 km/hr S
R is 20 km due east of Q. N
The vector diagram
15 km

below shows the

What is the relative displacement of W E
relative velocity of K, 80 km/hr car J
S
P as seen from R? as seen from J.
20 km
Q R Re
su
Remember that to determine relative vectors you must start with Vk = 70 φ lta
nt
the observed vector then subtract the observer’s vector.
(Also remember that to subtract a vector, you must add the opposite vector.) R2 = 702 + 802
= 11,300
So, the following vector diagram shows the relative displacement -VJ = 80
of P, as seen from R.
20 km ∴ R = 11,300
P Tan φ = 80 / 70 = 106 km/hr
The resultant vector can be
found by Pythagorus, etc. = 1.143
∴ φ ≅ 49o E of S Now try
15 km
Re
R2 = 152 + 202 su (this angle is 131o clockwise from
lta Worksheets
= 625 n t φ north, ∴ bearing = 131o)
7&8
∴ R = 625 Tan φ = 20 / 15 R
= 1.333 So, the relative velocity of K, seen from J is 106 kmhr-1 on a bearing of
= 25 km 131o. In other words, the people in car J see the car K approaching them
∴ φ ≅ 53o W of N
(this angle is 307o clockwise from from (roughly) NW at over 100 km/hr.
north, ∴ bearing = 307o)
Meanwhile, passengers in car K would see J approaching them at the
same velocity from roughly SE; it would seem to them that J was heading
So, town P is 25 km from R on bearing 307o. roughly NW towards them. (The actual reciprocal bearing of the relative
velocity vector is 311o)
The exact opposite vector (25 km on bearing 127o) would be the
relative position of R as seen from P.

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 KISS Resources for NSW Syllabuses & Australian Curriculum.

Resolving a Vector
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All the previous examples have involved adding together two perpendicular vectors to find
one “resultant” vector. It can also be useful to do the opposite... turn one vector into 2 perpendicular “components”.
First, imagine a displacement or velocity vector which is Example Problems
represented by this diagram: 1. Raffa’s house, as seen from N
R
Fred’s house, is 350m away on
“M ” bearing 300o, as shown in the RF=
tor sketch diagram. 350 W E
vec m S
θ
How much further north,
30o
and west, is Raffa’s house?
The angle θ might be above the horizontal, or it might represent a F
map direction between north & east. Easy! Just treat the arrow RF as a displacement vector and resolve
it into northerly & westerly components:
To “resolve” this vector, we think of it as being the resultant of 2
vectors at right angles to each other. We simply build a right-triangle RF= Northerly component = RFy
around our vector: 350
m
component “My” RFy RFy = 350.sin30 = 175m
” 30o
to r “M
vec RFx Westerly component = RFx
θ
component “Mx”
Raffa’s house is 175m further north, RFx = 350.cos30 = 303m
and 303m further west, than Fred’s
These imaginary “components” of “M” add together to be exactly house.
equivalent to M. In fact, there are an infinite set of possible
components which can add up to M; we chose these 2 because they 2. A rocket was launched from a ramp so that it rises at an angle of 70o
are at right angles to each other. “Mx” is horizontal (or east) while above the horizontal. While its motor is burning, its velocity through the
“My” is vertical (or north). air is 420ms-1. At what rate is it gaining altitude?
ie what is its vertical velocity?
The magnitudes of each component can be found from the right- s -1 Rate of gaining vertical height = Vy
triangle as follows: Warning! If the
20m

angle is measured
θ = My / M θ Vy = V.sin70 = 395ms-1
sinθ so My = M sinθ between vector and Vy Now try
v =4

y-axis, the link to

and
the sine or cosine Worksheet 9
cosθθ = Mx / M so Mx = M cosθ θ
ratios is reversed.
70o
Always consider The rocket is gaining altitude at 395ms-1.
Let’s see how to use this... the diagram
Vx
carefully! (Vx is its horizontal velocity... not required in this question.)

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Discusssion / Activity 4
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The following activity might be for class discussion, or there may be paper copies for you to complete.
If studying independently, please use these questions to check your comprehension before moving on.

Vector Analysis Student Name .................................

1. Outline the general algebraic method for adding together 2 perpendicular vectors to find a “resultant”.

2. a) What is the basic concept for finding a “relative” displacement or velocity.

b) How can you subtract a vector?

3. What is meant by “resolving” a vector?

4.
a) Outline the “graphical” method for adding or resolving vectors. (see tutorial worksheet 10 if not sure)

b) What is/are the advantage(s) and disadvantage(s) of the graphical method compared to an algebraic
method?

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Some Final Vector Analysis Problems
We finish the explanations for this topic with 2 final examples. However, you need to practice on lots more!
1. N 2. train
A boat is steering due north and crossing a A car travelling north at 110kmhr-1
river at a velocity of 12ms-1. W E is approaching a level crossing.
S N
There is a current flowing west at 5.0ms-1. There is a train on the track travelling
west at 75kmhr-1. W
What is the boat’s actual velocity across E
S
the river? (Relative to the river bank point Seen from the train, what is the car’s
where it started from.) current relative velocity?
(Remember, you must add the car’s vector Car
VC = 5 to the negative of the observer’s vector)

- (VT) = 75kmhr-1
R2 = 122 + 52
Re

= 169 R2 = 752 + 1102

VB = 12
sul

= 5,625 + 12,100
tan

VC = 110kmhr-1
∴ R = 169 = 17,725
t

nt
= 13 ms-1
∴ R = 17,725

lta
su
= 133 kmhr-1

Re
Tan φ = 5 / 12 φ
= 0.4166 Tan φ = 75 / 110 People on the train see the car
approaching from (roughly) the SW, at
∴ φ ≅ 23o W of N = 0.6818
a velocity of
(this angle is 337o clockwise from ∴ φ ≅ 34o E of N
133kmhr-1.
Now try
north, ∴ bearing = 337o) ∴ bearing = 34o)
(∴ Worksheet 10

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