P1 Chapter 11 :: Vectors

[email protected]
www.drfrostmaths.com
@DrFrostMaths

Last modified: 21st August 2017

Use of DrFrostMaths for practice

Register for free at:

www.drfrostmaths.com/homework
Practise questions by chapter, including
past paper Edexcel questions and extension
questions (e.g. MAT).

Teachers: you can create student accounts

(or students can register themselves).
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 𝒂 = 3𝒊 + 4𝒋, determine |𝒂|.

3:: Understand and use position 4:: Solve both geometric problems.
vectors. An orienteer leaves position 𝑂 and
A donut has position vector walks 15km at a bearing of 120° to
4𝒊 + 3𝒋… the position A. Determine 𝑂𝐴.

5:: Understand speed vs velocity

If a ship moves at a velocity of
12𝑖 + 5𝑗 𝑘𝑚/ℎ, what is its speed?
Vector Basics
Whereas a coordinate represents a C 𝐴𝐵 = −𝐵𝐴 and the two vectors
A are parallel, equal in magnitude
position in space, a vector
represents a displacement in space. but in opposite directions.
𝒂 𝐵
A vector has 2 properties: 𝐵
𝐴 −𝒂
• Direction 𝐴
• Magnitude (i.e. length)
D Triangle Law for vector addition:
If 𝑃 and 𝑄 are points then 𝑃𝑄 is 𝐴𝐵 + 𝐵𝐶 = 𝐴𝐶
the vector between them. 𝐵 𝒃
𝒂
𝑄 𝐶
𝑃 𝐴 𝒂+𝒃
The vector of multiple vectors is
B If two vectors 𝑃𝑄 and 𝑅𝑆 have known as the resultant vector.
the same magnitude and (you will encounter this term in Mechanics)

direction, they’re the same

vector and are parallel. This might seem
obvious, but
students sometimes
𝑄 think the vector is
different because
𝑃 𝑆 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: 3 1 4
1+3=4 + =
−2 0 −2
𝑥=3 3 1
1 2 × 0 =? 𝑎, 𝑏, 𝑐 × 𝑑, 𝑒 =?
𝒂= −1 1
−2
𝑇 = {2,5,9,10} Often these operators are defined to give it properties that
are consistent with its usage elsewhere, e.g. ‘commutativity’:
𝒂 + 𝒃 = 𝒃 + 𝒂 for vector addition just as 2 + 4 = 4 + 2 for
‘Multiplying’ two sets (known again as the numbers.
cross product) finds each possible
combination of members, one from each:
𝑎, 𝑏, 𝑐 × 𝑑, 𝑒 = { 𝑎, 𝑑 , 𝑎, 𝑒 , {𝑏, 𝑑}, In FM, you will see that ‘multiplying’ two 3D vectors
𝑏, 𝑒 , 𝑐, 𝑑 , 𝑐, 𝑒 } (known as the cross product) gives you a vector
perpendicular to the two.
It has the nice property that
𝑛 𝐴 × 𝐵 = 𝑛 𝐴 × 𝑛(𝐵), where 𝑛 𝐴 gives
𝒂×𝒃 Vector multiplication is not commutative, so
𝒂 × 𝒃 ≠ 𝒃 × 𝒂 (however it is ‘distributive’, so
the size of the set 𝐴. Also, 𝐴 × 𝐵 = 𝐵 × 𝐴.
𝒂× 𝒃+𝒄 = 𝒂×𝒃 + 𝒂×𝒄 )
𝒃 The Casio Classwiz can calculate this in Vector mode!
3 1 2
ME-WOW! 2 × 0 = −4
𝒂 −1 1 2
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.
𝒂 − 𝒃 = 𝒂 + −𝒃 • But the magnitude will be different
(unless the scalar is 1).
𝒂
𝒂 𝒃
−𝒃 𝒂
𝒂−𝒃 2𝒂
If scalar is negative,
F The zero vector 𝟎 (a bold 0), 1
− 𝒂
opposite direction.
represents no movement. 2
𝑃𝑄 + 𝑄𝑃 = 𝟎 H Any vector parallel to the vector 𝒂 can
0 be written as 𝜆𝒂, where 𝜆 is a scalar.
In 2D: 𝟎 =
0
The implication is that if we can write
one vector as a multiple of another,
then we can show they are parallel.

“Show 2𝒂 + 4𝒃 and 3𝒂 + 6𝒃 are parallel”.

3
3𝒂 + 6𝒃 = 𝒂 + 2𝒃 ∴ parallel
2
 Example

Edexcel GCSE June 2013 1H Q27

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

b 2 𝑄𝑅 is also 𝑏
𝑁𝑅 = 𝑆𝑄 + 𝒃 because it is exactly
5 the same
2 movement as 𝑃𝑆.
Fro Workings Tip: While you’re = −𝒃 + 𝒂 + 𝒃
welcome to start your working with 5
the second line, I recommend the 2 3
first line so that your chosen route = 𝒂+ 𝒃
is clearer. 5 5
Test Your Understanding
Edexcel GCSE June 2012

𝐴𝐵 = 𝐴𝑂 + 𝑂𝐵
= −𝒂 + 𝒃

3
𝑂𝑃 = 𝒂 + 𝐴𝐵
4
3
= 𝒂 + 4 −𝒂 + 𝒃
1 3
= 4𝒂 + 4𝒃
Exercise 11A
Pearson Pure Mathematics Year 1/AS
Pages 234-235
 Representing Vectors

You should already be familiar that the

value of a vector is the displacement in
the 𝑥 and 𝑦 direction (if in 2D).
3
3 0
−2 𝒂= , 𝒃=
−2 −1
3
𝒂+𝒃=
−3
6
2𝒂 =
−4
! A unit vector is a vector of magnitude 1.
𝒊 and 𝒋 are unit vectors in the 𝑥-axis and
𝒋 𝑦-axis respectively.
1 0
𝒊= 𝒋=
0 1
𝒊
4 1 0
e.g. =4 +3 = 4𝒊 + 3𝒋
3 0 1
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 𝒊 and 𝒋, e.g. if 𝑃 5, −1 , 𝑂𝑃 = 5𝒊 − 𝒋. For this reason, 𝒊 and 𝒋 are known as basis
5 3
vectors of 2D coordinate space. In fact, any two non-parallel/non-zero vectors can be used as basis vectors, e.g. if 𝒂 = and 𝒃 = , it’s
2 0
𝑥 𝑥 5 3
possible to get any vector 𝑦 using a linear combination of these, i.e. we can always find scalars 𝑝 and 𝑞 such that 𝑦 = 𝑝 +𝑞 .
2 0
Examples

If 𝒂 = 3𝒊, 𝒃 = 𝒊 + 𝒋, 𝒄 = 𝒊 − 2𝒋 then:
1) Write 𝒂 in vector form.
2) Find 𝒃 + 2𝒄 in 𝒊, 𝒋 form.

1 3
𝒂=
0
2 𝒃 + 2𝒄 = 𝒊 + 𝒋 + 2 𝒊 − 2𝒋
= 𝒊 + 𝒋 + 2𝒊 − 4𝒋
= 3𝒊 − 3𝒋
Exercise 11B
Pearson Pure Mathematics Year 1/AS
Pages 237-238
Magnitude of a Vector

! The magnitude |𝑎| of a vector 𝑎 is its length.

𝑥
𝐵 ! If 𝒂 = 𝑦 𝒂 = 𝑥2 + 𝑦2
3
4
4
𝐴𝐵 = 32 + 42 = 5
𝐴
3

1 −5
= 2 = 13
−1 −12

4
𝒂= 𝒂 = 42 + 12 = 17
−1

2
𝒃= 𝒃 = 22 + 02 = 2
0
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
𝒂= If 𝒂 is a vector, then the
4
unit vector 𝒂ෝ in the
𝒂 = 32 + 42 = 5 same direction is
3/5 𝒂
ෝ=
𝒂 ෝ
𝒂=
4/5 𝒂

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

12 1
𝒂= 𝒃=
−5 1
𝒂 = 𝟏𝟐𝟐 + 𝟓𝟐 = 𝟏𝟑 𝒃 = 𝟏𝟐 + 𝟏𝟐 = 𝟐
𝟏𝟐 𝟏
ෝ = 𝟏𝟑
∴𝒂 ෡= 𝟐
𝟓 ∴𝒃
− 𝟏
𝟏𝟑
𝟐
Exercise 11C
Pearson Pure Mathematics Year 1/AS
Pages 240-242
Position Vectors
𝑦
Suppose we started at a point 3,2
4
and translated by the vector :
0 3 𝐴 3,2
𝒂=
2
4
0 𝑥
𝑂
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
4 a translation from the origin, as
3,2 + = 7,2
0 per above. It enables us to use
positions in all sorts of vector
But only vectors can be added to other vectors. (and matrix!) calculations.
If we treated the point 𝟑, 𝟐 as a vector, then
this solves the problem: ! The position vector of a
point 𝐴 is the vector 𝑂𝐴,
3 4 7 where 𝑂 is the origin. 𝑂𝐴
+ =
2 0 2 is usually written as 𝒂.
Example
The points 𝐴 and 𝐵 have coordinates 3,4 and (11,2) respectively.
Find, in terms of 𝑖 and 𝑗:
a) The position vector of 𝐴
b) The position vector of 𝐵
c) The vector 𝐴𝐵

a 𝑂𝐴 = 3𝒊 + 4𝒋 You can see this by inspection of the

change in 𝑥 and the change in 𝑦:
b 𝑂𝐵 = 11𝒊 + 2𝒋
+8 −2

c 𝐴𝐵 = 8𝒊 − 2𝒋
𝐴 3,4 → 𝐵(11,2)

More formally:

𝐴𝐵 = 𝑂𝐵 − 𝑂𝐴
11 3 8
= − =
2 4 −2
Further Example
𝑂𝐴 = 5𝑖 − 2𝑗 and 𝐴𝐵 = 3𝑖 + 4𝑗. Find:
a) The position vector of 𝐵.
b) The exact value of 𝑂𝐵 in simplified surd form.

Either a quick sketch will

help you see this, or
a 5 3 8
𝑂𝐵 = 𝑂𝐴 + 𝐴𝐵 = + = thinking of 𝑂𝐴 as the
−2 4 2
original position and 𝐴𝐵
b 𝑂𝐵 = 82 + 22 = 2 17 as the translation.
Exercise 11D
Pearson Pure Mathematics Year 1/AS
Pages 243-244
Solving Geometric Problems
𝑨 𝑪

𝒂 𝑿 𝑴

𝑶 𝑩
𝒃
𝑋 is a point on 𝐴𝐵 such that 𝐴𝑋: 𝑋𝐵 = 3: 1. 𝑀 is the midpoint of 𝐵𝐶.
Show that 𝑋𝑀 is parallel to 𝑂𝐶.

For any proof question always find the vectors

𝑂𝐶 = 𝑎 + 𝑏 involved first, in this case 𝑋𝑀 and 𝑂𝐶.
1 1 1 1
𝑋𝑀 = −𝑎 + 𝑏 + 𝑎 = 𝑎 + 𝑏
4 2 4 4 The key is to factor out a scalar such
1
= 𝑎+𝑏 that we see the same vector.
4
𝑋𝑀 is a multiple of 𝑂𝐶 ∴ parallel.
The magic words here are
“is a multiple of”.
Introducing Scalars and Comparing Coefficients
𝒂 𝐴
Remember when we had identities 𝑂
like: 𝑎𝑥 2 + 3𝑥 ≡ 2𝑥 2 + 𝑏𝑥
we could compare coefficients, so
that 𝑎 = 2 and 3 = 𝑏. 𝑋
We can do the same with (non- 𝒃
parallel) vectors!

𝑂𝐴𝐶𝐵 is a parallelogram, where 𝑂𝐴 = 𝑎 and 𝑂𝐵 = 𝑏.

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

By considering the route 𝑂 → 𝐵 → 𝑋:

𝑂𝑋 = 𝒃 + 𝜆 𝐵𝐴 We don’t know what fraction of the way across 𝐵𝐴
= 𝒃 + 𝜆 −𝒃 + 𝒂 = 𝒃 − 𝜆𝒃 + 𝜆𝒂 the point 𝑋 is, so let 𝜆 be the fraction of the way
1
= 𝜆𝒂 + 1 − 𝜆 𝒃 across. We’re hoping that 𝜆 = 2, so that 𝑋 is exactly
Similarly, considering the line 𝑂𝐶: halfway across and therefore bisects 𝐵𝐴.
𝑂𝑋 = 𝜇 𝑂𝐶 = 𝜇 𝒂 + 𝒃 = 𝜇𝒂 + 𝜇𝒃
∴ 𝜇𝒂 + 𝜇𝒃 = 𝜆𝒂 + 1 − 𝜆 𝒃 We need to use a different scalar constant, this time 𝜇.
Comparing coefficients of 𝒂: 𝜇 = 𝜆 It is common to use the letters 𝜆 and 𝜇 for scalars.
Comparing coefficients of 𝒃: 𝜇 = 1 − 𝜆
1
∴𝜇=𝜆=
2
∴ 𝑋 is the midpoint of each of the diagonals.
Test Your Understanding
𝒂
𝑂 𝑄 𝐴

𝑋
𝒃

𝐵 𝐶
1
In the above diagram, 𝑂𝐴 = 𝒂, 𝑂𝐵 = 𝒃 and 𝑂𝑄 = 𝒂. We wish to find the ratio 𝑂𝑋: 𝑋𝐶.
3
a) If 𝑂𝑋 = 𝜆 𝑂𝐶, find an expression for 𝑂𝑋 in terms of 𝒂, 𝒃 and 𝜆.
b) If 𝐵𝑋 = 𝜇 𝐵𝑄, find an expression for 𝑂𝑋 in terms of 𝒂, 𝒃 and 𝜇.
c) By comparing coefficients or otherwise, determine the value of 𝜆, and hence the ratio 𝑂𝑋: 𝑋𝐶.

a 𝑂𝑋 = 𝜆 𝑂𝐶 = 𝜆 𝒂 + 𝒃 = 𝜆𝒂 + 𝜆𝒃
b 1 1 Expand and collect 𝒂 terms
𝑂𝑋 = 𝒃 + 𝜇 𝐵𝑄 = 𝒃 + 𝜇 −𝒃 + 𝒂 = 𝜇𝒂 + 1 − 𝜇 𝒃 and collect 𝒃 terms, so that we
3 3 can compare coefficients later.
1 1
c Comparing coefficients: 𝜆 = 3 𝜇 and 𝜆 = 1 − 𝜇, ∴ 𝜆 = 4
1
If 𝑂𝑋 = 4 𝑂𝐶, then 𝑂𝑋: 𝑋𝐶 = 1: 3.
Area of a Triangle

𝐴𝐵 = 3𝒊 − 2𝒋 and 𝐴𝐶 = 𝒊 − 5𝒋. Determine ∠𝐵𝐴𝐶.

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

𝐴 3 𝐴𝐵 = 13
−2

𝐵
1
−5
2
𝐶𝐵 = 13
𝐴𝐶 = 26 3
𝐶
A clever student might at this point realise that we can divide all the lengths by 13 without changing ∠𝐵𝐴𝐶,
giving a 1: 1: 2 triangle (one of our ‘special’ triangles!), and thus instantly getting ∠𝐵𝐴𝐶 = 45°.
But let’s use a more general method of using the cosine rule:

𝑎 = 13, 𝑏 = 13, 𝑐 = 26
13 = 13 + 26 − 2 × 13 × 26 × cos 𝐴
1
cos 𝐴 = → 𝐴 = 45°
2
Exercise 11E
Pearson Pure Mathematics Year 1/AS
Pages 246-247

Extension

1 [STEP 2010 Q7]

Relative to a fixed origin 𝑂, the points 𝐴 and 𝐵 have position vectors
𝒂 and 𝒃, respectively. (The points 𝑂, 𝐴 and 𝐵 are not collinear.) The
point 𝐶 has position vector 𝒄 given by
𝒄 = 𝛼𝒂 + 𝛽𝒃,
where 𝛼 and 𝛽 are positive constants with 𝛼 + 𝛽 < 1. The lines 𝑂𝐴
and 𝐵𝐶 meet at the point 𝑃 with position vector 𝒑 and the lines 𝑂𝐵
and 𝐴𝐶 meet at the point 𝑄 with position vector 𝒒. Show that
𝛼𝑎
𝒑=
1−𝛽
and write down 𝑞 in terms of 𝛼, 𝛽 and 𝑏.
Show further that the point 𝑅 with position vector 𝑟 given by
𝛼𝒂 + 𝛽𝒃 Click here for the solution:
𝒓= ,
𝛼+𝛽 http://www.mathshelper.c
lies on the lines 𝑂𝐶 and 𝐴𝐵. o.uk/STEP%202010%20Sol
𝑂𝑄 𝑂𝑆 utions.pdf
The lines 𝑂𝐵 and 𝑃𝑅 intersect at the point 𝑆. Prove that = .
𝐵𝑄 𝐵𝑆 (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
direction), or as a vector (with direction): vectors). It can be obtained using the
magnitude of the vector.

Vector Quantity Equivalent Scalar Quantity

Velocity Speed
3
e.g. 𝑘𝑚/ℎ = 5 𝑘𝑚/ℎ
4
This means the …which is equivalent
position vector of 5 to moving 5km each
the object changes 4 hour.
3
by each hour.
4
3

Displacement Distance
−5 = 13 𝑘𝑚
e.g. 𝑘𝑚
12
Example
[Textbook] A girl walks 2 km due east from a fixed point 𝑂 to 𝐴,
and then 3 km due south from 𝐴 to 𝐵. Find
a) the total distance travelled
b) the position vector of 𝐵 relative to 𝑂
c) 𝑂𝐵
d) The bearing of 𝐵 from 𝑂.

a 2 + 3 = 5𝑘𝑚
2 𝐴
𝑂 b 2
𝑂𝐵 = 𝑘𝑚
𝜃 3
3
c 𝑂𝐵 = 22 + 32 = 13 = 3.61𝑘𝑚 (3sf)
d 3
90° + tan−1 = 56.3°
2
𝐵
Further Example
[Textbook] In an orienteering exercise, a cadet leaves the starting point 𝑂 and walks 15 km
on a bearing of 120° to reach 𝐴, the first checkpoint. From 𝐴 he walks 9 km on a bearing of
240° to the second checkpoint, at 𝐵. From 𝐵 he returns directly to 𝑂.
Find:
I have no specific advice to offer except:
a) the position vector of 𝐴 relative to 𝑂 1. Draw a BIG diagram.
b) 𝑂𝐵 2. Remember bearings are measured
c) the bearing of 𝐵 from 𝑂 clockwise from North.
d) the position vector of 𝐵 relative 𝑂. 3. Don’t forget units (on vectors!)

b N Using cosine rule on Δ𝑂𝐴𝐵,

N
a 120° 𝑂𝐵 = 13.1𝑘𝑚 (3sf)
𝑂 N
𝑂 N 30°
30° 𝜃 60°
𝜃 15 𝑘𝑚
15 𝑘𝑚 𝐴
𝐴 60°
240°
240° 9 𝑘𝑚
9 𝑘𝑚
𝐵
𝐵
15 cos 30° 13.0 c Using sine rule on Δ𝑂𝐴𝐵:
𝑂𝐴 = = 𝑘𝑚 𝜃 = 36.6 … °
15 sin 30° 7.5
∴ Bearing = 120 + 36.6° = 157° (3sf)
Further Example
[Textbook] In an orienteering exercise, a cadet leaves the starting point 𝑂 and walks 15 km
on a bearing of 120° to reach 𝐴, the first checkpoint. From 𝐴 he walks 9 km on a bearing of
240° to the second checkpoint, at 𝐵. From 𝐵 he returns directly to 𝑂.
Find:
a) the position vector of 𝐴 relative to 𝑂
b) 𝑂𝐵
c) the bearing of 𝐵 from 𝑂
d) the position vector of 𝐵 relative 𝑂.

d N
120°

𝑂 N
30° 13.07 sin 23.41° 5.19
𝟑𝟔. 𝟓𝟗° 𝑂𝐵 = = 𝑘𝑚
−13.07 cos 23.41° −12.0
23.41° 𝐴

9 𝑘𝑚 (I think the textbook made a

rounding error due to use of
𝐵 5.1
rounded values. They put )
−12.1
Exercise 11F
Pearson Pure Mathematics Year 1/AS
Pages 250-251