PHYSICS COURSE – YEAR 11

MODULE 1: KINEMATICS
MECHANICS

The branch of Physics that is concerned with the motion and equilibrium of bodies in
a particular frame of reference is called “mechanics”. Mechanics can be divided into
three branches: (i) Statics – which deals with bodies at rest relative to some given
frame of reference, with the forces between them and with the equilibrium of the
system; (ii) Kinematics - the description of the motion of bodies without reference to
mass or force; and (iii) Dynamics – which deals with forces that change or produce
the motions of bodies.

Some common terms used in the study of mechanics (and indeed many other branches
of Physics) are: scalars, vectors and SI Units.

1. Scalars – A scalar is a physical quantity defined in terms of magnitude (size)

only. Eg temperature, mass, volume, density, distance

2. Vectors – A vector is a physical quantity defined in terms of both magnitude

and direction. Eg force, velocity, acceleration, electric field strength.
Diagramatically we can represent a vector by a straight line with an arrow on
one end. The length of the line represents the magnitude of the vector
quantity and the direction in which the arrow is pointing represents the
direction of the vector quantity. We will say much more about vectors later in
this topic.

3. Systeme International (SI) Units – The internationally agreed system of units.

There are seven fundamental units. The three that we will use in this topic are the
metre (length), the kilogram (mass) and the second (time). Various prefixes
are used to help express the size of quantities eg a nanometre (1 nm) = 10-9 of a
metre, a gigametre (1 Gm) = 109 metres (see Appendix C, p.243 of Excel
Preliminary Physics by Warren for a list of some common SI units and prefixes).

Since describing the features of something is usually a lot simpler than explaining
how or why it works, we will start our Year 11 Physics course with a look at
kinematics.

MOTION IN A STRAIGHT LINE

Inquiry Question: How is the motion of an object moving in a straight line described
and predicted?

The following terms are commonly used to describe motion.

Physics Course 2018M1 1

Mr R Emery
1. Displacement – is the distance of a body from a given point in a given direction.
It is a vector quantity. The SI unit of displacement is the metre (m).

2. Speed – The speed of a body is the rate at which it is covering distance. It is a

scalar quantity. The SI units are m/s, which can also be written as ms-1.

d
v av =
t
where vav = average speed, d = total distance travelled and t = total time taken to
travel distance d.

3. Velocity – The velocity of a body is its speed in a given direction. In other words,
velocity is the rate of change of displacement with time. It is a vector quantity
with the same SI units as speed.

Δs
v av =
Δt
where vav = average velocity, s = change in displacement and t = change in
time taken to achieve that change in displacement. Note that the symbol r is
sometimes used in place of s to denote displacement.

Another way to express average velocity is as the average of the initial and final
velocities.

u+ v
v av =
2
where vav = average velocity, u = initial velocity of the body and v = final
velocity of the body. Note that this equation applies ONLY when the velocity
of the body is increasing or decreasing at a constant rate.

4. Acceleration – The acceleration of a body is the rate of change of the velocity of

the body with time. It is a vector quantity, with units of (metres/second)/second,
written as ms-2.

Physics Course 2018M1 2

Mr R Emery
 Δv
a av=
Δt
where aav = average acceleration, v = change in velocity of the body and t =
change in time over which the change in velocity took place. Alternatively, we
may write:

v−u
a av=
t
where aav = average acceleration, v = final velocity of the body, u = initial velocity
of the body, and t = time over which the change in velocity took place.

Note that a body accelerates when:

a. It speeds up;
b. It slows down;
c. It changes direction.

5. Uniform – The word uniform as used in Physics in reference to motion refers to

constant motion. So, uniform velocity means constant velocity – a velocity that
does not change. Uniform acceleration means constant acceleration. Something
that accelerates uniformly, increases or decreases its velocity at a constant rate.

6. Rectilinear Motion – Motion that is in a straight line is called rectilinear motion.

A more precise definition says: Rectilinear motion is a linear motion in which the
direction of the velocity remains constant and the path is a straight line.

When describing rectilinear motion there are only ever two possible directions that
we need to consider, backwards and forwards along the line. We usually refer to
one of those directions as the positive direction and the other as the negative
direction. We can choose either direction to be positive as long as we are
consistent once we have made that choice. We usually take motion to the right as
positive and to the left as negative, as on a number line. Likewise motion upwards
is usually taken as positive and downwards as negative.

7. Uniformly Accelerated Motion – Motion that has a constant acceleration is

called uniformly accelerated motion. eg A car moving with a constant
acceleration of 2 ms-2 can be said to be undergoing uniformly accelerated motion.
A car moving with a constant velocity is also undergoing uniformly accelerated
motion. The acceleration in this example is zero.

Now try Worksheet 1 on Kinematics.

Physics Course 2018M1 3

Mr R Emery
MOTION GRAPHS

Often the most effective way to describe the motion of a body is to graph it.

Displacement-Time Graphs:

These may be used to gain information about the displacement of an object at various
times or about the velocity of the object at various times.

Clearly, the gradient (slope) of a displacement-time graph gives the velocity.

Δs
Gradient = Δt = velocity

Note that a positive gradient implies a positive velocity and a negative gradient
implies a negative velocity.

For a curved displacement-time graph, the gradient of the tangent to the curve at a
particular point equals the gradient of the curve at that point, which in turn equals the
velocity of the object at that particular time. Such a velocity, that is, the velocity at a
particular instant in time, is called the instantaneous velocity.

Physics Course 2018M1 4

Mr R Emery
An example of an instrument that measures instantaneous velocity is the speedometer
in a car. In older cars the speedometer was linked mechanically to the transmission.
These days, however, a device located in the transmission produces a series of
electrical pulses whose frequency varies in proportion to the vehicle's speed. The
electrical pulses are sent to a calibrated device that translates the pulses into the speed
of the car. This information is sent to a device that displays the vehicle's speed to the
driver in the form of a deflected speedometer needle or a digital readout.

Note that a straight line displacement-time graph implies that velocity is constant. A
curved line displacement-time graph implies that velocity is changing with time (ie
the object is accelerating).

Velocity-Time Graphs:

These may be used to gain information about the displacement, velocity and
acceleration of an object at various times.

Physics Course 2018M1 5

Mr R Emery
The gradient is clearly the acceleration of the object.

Δv
Gradient = Δt = acceleration

Note that a positive gradient implies a positive acceleration and a negative gradient
implies a negative acceleration.

Also, the area under the graph,

1
A= 2 ΔtΔv
in the case above, has units of: seconds x metres per second = metres. Thus, the area
under a velocity-time graph is equal to the displacement travelled by the object in the
time t.

Note that a horizontal straight line velocity-time graph implies that acceleration is
zero – ie velocity remains constant.

A non-horizontal, straight line velocity-time graph implies that acceleration is

constant and non-zero.

A curved line velocity-time graph implies that acceleration is varying.

Acceleration-Time Graphs:

These may be used to gain information about the velocity and acceleration of an
object at various times.

Physics Course 2018M1 6

Mr R Emery
The area under an acceleration-time graph gives the velocity of an object. Check the
units of the area: (ms-2 x s = ms-1).

A horizontal straight line acceleration-time graph implies that velocity is varying at a

constant rate (ie velocity is increasing or decreasing by the same amount each
second). That is, acceleration is constant.

Now try all the graphing exercises on the Kinematics webpage.

RELATIVE VELOCITY ALONG A STRAIGHT LINE

Often it is necessary to compare the velocity of one object to that of another. For
instance, two racing car drivers, A and B, may be travelling north at 150 km/h and
160 km/h respectively. We could say that the velocity of car B relative to car A is 10
km/h north. In other words, driver A would see driver B pull away from her with a
velocity of 10 km/h north.

Likewise, two jet aircraft, C and D, flying directly at each other in opposite directions
(hopefully as part of an aerobatics display) may have velocities of 900 km/h north and
1000 km/h south respectively. We could say that the velocity of D relative to C is
1900 km/h south. In other words, jet C will observe jet D flying towards it at a speed
of 1900 km/h.

Clearly, when the objects are travelling in the same direction, the velocity of one
relative to the other is the difference between their speeds, taking due care to state the
appropriate direction. When the objects are travelling in opposite directions the
velocity of one relative to the other is the sum of their speeds, again taking due care to
state the correct direction.

There is a vector equation which can be used to calculate the relative velocities of
objects, even when the objects travel at various angles to one another.

The velocity of Object A relative to Object B is given by:

Where, vab = velocity of A relative to B, va = velocity of A relative to the ground

and vb = velocity of B relative to the ground. Note that the arrow above the v
denotes that the quantity represented by v is a vector quantity.

Physics Course 2018M1 7

Mr R Emery
Eg A boy is running due north along a straight road at a speed of 9m/s. His friend is
running towards him due south at a speed of 5 m/s. Calculate the velocity of the boy
relative to his friend.

Solution: Let vb represent the boy and vf his friend. Then we have that vb = 9 m/s
N and vf = 5 m/s S. Also, let north be the positive direction and south the negative.

From vbf = vb - vf
We have vbf = 9 – (-5), the 5 is negative since its direction is south.

Therefore, vbf = 14 m/s and since it is positive its direction is north.

So, the velocity of the boy relative to his friend is 14m/s north.

This makes sense. If you imagine you are the friend running south towards the boy,
the boy is approaching you at 9 m/s and you are approaching the boy at 5 m/s. So, the
boy would seem to be approaching you at 14 m/s.

Relative velocity along a straight line can seem trivial. Why even use a formula?
Learn the formula now as it will prepare you for when we need to calculate the
relative velocities of objects travelling at angles to each other rather than along a
straight line. The formula is then invaluable.

Now try the Worksheet on relative velocity along a straight-line, Kinematics

Worksheet 2.

EQUATIONS OF UNIFORMLY ACCELERATED MOTION

So far in this module we have defined some basic terms used in the description of
motion. We have used various types of motion graphs to gain a better understanding
of what those definitions mean. We have learned that graphing motion is a very
effective way of gathering data about motion and that motion graphs can be used to
further analyse the motion we are studying.

Analysis in kinematics can also be done algebraically using equations. We shall now
derive a series of equations for this purpose. They are often referred to as the
equations of uniformly accelerated motion.

These equations are really vector equations and involve vector addition in straight
lines only.

Derivation

Assign pronumerals as follows:

Physics Course 2018M1 8

Mr R Emery
u = initial velocity (m/s)
v = final velocity (m/s)
s = displacement (m)
a = acceleration (m/s2)
t = time elapsed (s)

Since we are dealing here with uniform (constant) acceleration, the instantaneous
acceleration equals the average acceleration at all times.

From our definition of average acceleration, we have that average acceleration:

From our definition of average velocity, we have:

Now from equation 1 above:

Physics Course 2018M1 9

Mr R Emery
So, substituting for t from equation 1 into equation 2, we have:

By substituting for v from equation 1 into equation 2 we have:

Physics Course 2018M1 10

Mr R Emery
Notes:
 The above equations may be used when the acceleration is uniform (ie
constant or zero) and the motion is considered in one dimension.

 The correct sign must accompany each vector quantity in these equations.
Time is the only scalar quantity in these equations.

 The data and the unknown quantity (ie four quantities in all) will determine
which equation is appropriate.

 In addition, always keep in mind the definitional equations given at the start of
this module.

In summary, the three main equations of uniformly accelerated motion are:

Now try the Worksheet on the equations of uniformly accelerated motion,

Kinematics Worksheet 3.

Physics Course 2018M1 11

Mr R Emery
MOTION ON A PLANE
Inquiry Question: How is the motion of an object that changes its direction of
movement on a plane described?

VECTOR ANALYSIS

As stated at the start of this module, a vector is a physical quantity defined in terms of
both magnitude and direction. Vectors play an extremely important role in Physics.
They can be manipulated to enable the analysis of quite complex physical situations
and systems. There is an entire branch of mathematics devoted to vectors and vector
analysis. If you become a Physicist or an Engineer or work in one of the many fields
of Physical Science, vectors will be an important part of your study and work.

Vector Notation

Common forms of vector notation include:

The squiggle under the A in number 1 above is called a tilde (pronounced tilda). The
arrow above the A as in 2 above is what is used in the Syllabus document for this
course. The heavy print A as in 3 above is often used in text books. The notations in
4 & 5 are less common. The notations in 6 & 7 refer strictly to the magnitude of the
vector A.

Physics Course 2018M1 12

Mr R Emery
Vector Addition

There are two main methods of vector addition: graphical and analytical.

Graphical Methods

Method of Parallelogram of Vectors: This can be used where there are just two
vectors to add together. Form a parallelogram using the two given vectors as sides.
The resultant vector is formed by drawing in the diagonal of the parallelogram from
the point of intersection of the two given vectors. The diagram must be drawn to
scale.

eg Find the resultant of displacements of 3.0 m and 4.0 m inclined at 1350 to each
other.

The magnitude of the resultant is found by measuring the length of the resultant
vector and using the scale. The direction is found by using a protractor.

Physics Course 2018M1 13

Mr R Emery
So, the resultant is 2.85 m at 480 to the 4.0 m vector as shown.

When representing vectors graphically, the magnitude of the vector is given by the
length of the line and the direction of the vector is given by the direction in which the
arrow on the line is pointing. When using graphical methods to manipulate vectors
accuracy in measurement is essential.

Method of Vector Polygon: Usually the sum of a number of vectors is found

graphically by drawing a vector polygon. Each of the vectors in the sum is drawn to
scale and in the appropriate direction, tail to head. The equilibrant is the vector that
closes the vector polygon in the same sense as the component vectors. The resultant
is the vector that closes the polygon in the opposite sense to the component vectors.

Eg Find the resultant of the following four displacements.

To solve this problem, we pick a displacement vector to begin with – it does not
matter which one. Let’s start with the 4.5 m vector. We draw it on the page and then
following the instructions above, we add the next vector, say the 5 m vector, with its
tail touching the head of the 4.5 m vector and in a direction at 900 to the direction of
the 4.5 m vector as shown in the diagram above. And so we proceed until we have
added all vectors into the sum.

Physics Course 2018M1 14

Mr R Emery
By using ruler & protractor on the vector polygon above we find that:

The resultant displacement vector, R, is 3.2 m at an angle of 390 clockwise from the
direction of the 4.5 m displacement.

Had the equilibrant vector been asked for, it would be a vector of the same size as the
resultant but in the opposite direction to the resultant.

Note that when using a graphical approach, the scale must be clearly stated on
the diagram. Always choose a sensible numerical scale. Also, choose a scale that
will produce a large diagram. The larger the diagram, the more accurate the answer.
For the example problem above, the scale used was 1 m = 1.5 cm. This is certainly
the smallest scale I would use for this problem. Anything less is too inaccurate. A
scale of 1 m = 2 cm would be preferable. The smaller scale was used here to fit the
diagram neatly onto this page.

Note also, that depending on which printer is used to print these notes, there may
be a small discrepancy between the stated scale and the actual scale on the page.

Practice Problem: An Aircraft Carrier heads due West at a steady speed of 15m/s. A
current of 3 m/s is running due south. Use graphical vector addition to calculate the
resultant velocity of the Aircraft Carrier. (Answer: 15.3 m/s W110S or S790W)

Physics Course 2018M1 15

Mr R Emery
Solution to Practice Problem: As the ship moves west, the current pushes the ship
south. The net effect is that ship moves in a direction that is a little bit south-west.

By measuring the length of the resultant and using the scale we find that the
magnitude of the resultant velocity of the aircraft carrier is 15.3 m/s. By using a
protractor, we measure the resultant direction of the aircraft carrier as W110S (or
S790W or any other equivalent statement of direction).

So, although the ship heads west, the current pushes it south. The two velocities add
together to give the resultant motion. If you were sitting on the sea-bed looking
upwards you would see the ship move in direction slightly south of west.

Note in the vector diagram above, the scale is stated & a compass is marked on the
diagram to indicate direction. Do these things every time you draw a graphical
solution to a vector problem.

Clearly, if the Captain of the aircraft carrier wants to move west, he or she will have
steer the ship in a direction slightly north of west to allow the current to pull the ship
back onto a westerly course.

Practice Problem: So, if the Captain wanted his or her course to be 15 m/s West, in
which direction and at what speed would he or she have to steer the ship? Assume the
current remains at 3 m/s South.

Solution: This time we know the resultant. We want the ship’s velocity + the
current’s velocity to add together to produce a resultant velocity of 15 m/s west. We
need to find the ship’s velocity (produced by its engines) that will allow this to
happen.

Physics Course 2018M1 16

Mr R Emery
Note that we have added the ship’s velocity to the current’s velocity to produce the
resultant velocity. We know the values of the current’s velocity (3 m/s S) & the
resultant velocity (15 m/s W). We use the vector diagram to measure the velocity
with which the ship must head into the current to allow the current to bring the ship
back onto a westerly course.

When we complete these measurements, we find that the ship must travel at 15.3 m/s
in a direction W110N to achieve a net velocity of 15 m/s W with the help of the
current.

This result would be expected. Why?

Analytical Methods

Method of Triangle of Vectors: When given only two vectors to add together we can
simply draw the vectors tail to head to form the sides of a triangle. The third side will
be the resultant. The diagram need not be drawn to scale, since we are going to use
mathematics to determine the resultant.

Eg A jet is flying at 1000 km/h due east. There is a cross-wind blowing in a direction
East 60o South at 100 km/h. Calculate the velocity of the jet relative to the ground.

Physics Course 2018M1 17

Mr R Emery
By cosine rule:

And by sine rule:

So, the velocity of the jet relative to the ground is 1054 km/h in a direction of East 5o
South.

NOTE: You must be familiar with trigonometric ratios and the sine and cosine
rules in order to solve vector problems in Physics.

Physics Course 2018M1 18

Mr R Emery
Method of Resolution of Vectors: It is often necessary to resolve a vector into two
component vectors at right angles to each other, such that the sum of the two
component vectors is equal to the original vector. Such components are called the
rectangular components of the vector.

Example: Resolve the velocity vector below into its rectangular components. The
vector is 12 ms-1 NE.

Solution:
We must resolve this vector into two component vectors at right angles to each other,
such that the sum of the two component vectors is equal to the original vector. This
can be achieved as follows:

How do we calculate x and y. Use simple trigonometry.

In the triangle formed above, sin 45° = y / 12, so y = 12 sin 45°

Likewise, x = 12 cos 45°.

We say that the easterly component of the velocity is 12 cos 45° = 8.5 m/s and the
northerly component of the velocity is 12 sin 45° = 8.5 m/s.

Being able to resolve vectors into rectangular components is an essential skill that you
will use throughout your study of Physics. It is this method that is used in computer
programs to perform additions of multiple vectors often involved in complex
engineering situations.

Physics Course 2018M1 19

Mr R Emery
Method of Resolution of Vectors (More Generalised): We have just seen a specific
example of vector resolution. Let us now generalise this method. Consider the vector
R̰ as shown below making an angle  with the positive direction of the x-axis.

A̰x and A̰y are the components of A̰ in the x and y directions respectively.

Therefore, Rx = R cos 
Ry = R sin 

And R̰ = R̰x + R̰y

To add two or more vectors together using this method, firstly resolve each vector into
its rectangular components. Then sum the x-components to obtain the x-component
of the resultant, sum the y-components to obtain the y-component of the resultant and
use Pythagoras’ Theorem to calculate the magnitude of the resultant.

eg To find the magnitude of the resultant R̰ of three vectors A̰, B̰ and C̰:

Rx = A x + B x + C x
Ry = A y + B y + C y

Note that because the x-component of each vector lies along the x-axis we can just
add them together to obtain the x-component of the resultant. Similarly, for the y-
components to obtain the y-component of the resultant. Be careful to take account of
the sign of each component – some may be positive while others are negative.

Once we have the x-component of the resultant and the y-component of the resultant,
we can use Pythagoras’ Theorem to calculate the magnitude of the resultant, since the
x and y components form two sides of a right-angled triangle, as shown in the
diagram above.

So, R = √ (Rx2 + Ry2)

The angle , made by the resultant with the positive direction of the x-axis is given
by:

Physics Course 2018M1 20

Mr R Emery
 tan-1(Ry / Rx)

Clearly, this method of vector addition lends itself easily to being programmed into a
computer to sum any number of vectors.

Example Problem: A girl walks north for 2.0 m and then turns in a direction N60°E
and walks a further 5.0 m. Find the resultant displacement of the girl from her start
point.

Firstly, draw the vectors on an x-y plane, as below. We need each vector drawn from
the origin because we want to resolve each vector into its rectangular components.
The vectors need not be to scale and the angle between them does not need to be
accurately measured. It does help if the given vectors are drawn roughly to the right
relative sizes and angles just by eye, as below. This helps you to assess whether the
size and relative direction of the resultant seems correct. Also, if possible draw one of
the vectors along the x or y axis. This simplifies the calculations a little. Draw in the
resultant vector (marked as R̰ at an angle  below). Then proceed with the
calculations as shown below the vector resolution diagram.

Next, we look at the vector resolution diagram above and determine the x and y
components of each of the vectors we are trying to sum. Then we can calculate the

Physics Course 2018M1 21

Mr R Emery
magnitude and direction of the resultant displacement.

Therefore, the girl’s resultant displacement is 6.2 m E460N from her start point.

Note that we have quoted the answer above to no more decimal places than were
stated in the question, when it gave us the magnitudes and directions of the girl’s
displacement vectors. The magnitude of the resultant displacement is expressed to
one decimal place and the angle is expressed to the nearest full degree. For an
explanation of why this is important, see the section on Significant Figures in the
notes on Measurement available on my website:
https://www.bobemeryphysics.com/measurement

We have now covered all four standard methods for the addition of vectors. No
matter what vectors you come across from now on, be they displacements or forces or
momenta or electric field strength, you can successfully perform vector addition.
Which method should you use? Sometimes, the question will demand that you use a
particular method. If this is not the case, use whichever method provides the easiest
solution. You will come to know this instinctively.

Now we turn our attention to vector subtraction. You may have already guessed
how we handle this. If so, well done.

Physics Course 2018M1 22

Mr R Emery
Vector Subtraction

If the vector A̰ is as shown below

Then the vector -A̰ is a vector of the same magnitude as A̰ but in the opposite
direction.

In order to find the difference of two vectors, add the negative of the second
vector to the first.

Example Question: If A̰ = 5 km North and B̰ = 10 km East, find the resultant of A̰ - B̰.

So, A̰ - B̰ = 11 km N630W (to the correct number of significant figures)

Physics Course 2018M1 23

Mr R Emery
Vector subtraction is important because we often need to calculate changes in vector
quantities. When we need to determine the change in displacement of an object or
its change in velocity we do so by vector subtraction.

Change in Displacement
The change in displacement of an object is defined as:

s̰ = s̰ - s̰ f i

Where s̰ = change in displacement of object

s̰
f = final displacement of object

s̰
i = initial displacement of object

Example: A girl walks due north for 2.0 m from her start point and then stops. Then
the girl starts walking again. A short time later she stops again and now her
displacement from her start point is 6.2 m E460N.

(a) Determine the change in displacement between these two stops.

(b) Explain if it is possible to determine the distance travelled by the girl between
these two stops.

Physics Course 2018M1 24

Mr R Emery
Solution:
(a) Using s̰ = s̰ f - s̰ i and the method of triangle of vectors, we create the
following vector diagram.

sf = 6.2 m and si = 2 m
The vector sf has a direction E46 N. 0
s
So, the angle between the vectors f and -si is
0
44 .

Cosine rule can now be used to determine the magnitude of s and sine rule for the
direction. (That is why we do not need a scale on the vector diagram. We are
working completely mathematically here.)

Physics Course 2018M1 25

Mr R Emery
So, writing the answer to the correct number of significant figures, we have that the
change in displacement between the two stops is 5 m in a direction E300N.

Note how well this answer agrees with the example given in the section on Resolution
of Vectors (as it should, seeing it is the same situation).

(b) Now, can we say how far the girl walked on the second leg of her journey?
The answer is no. Although we know the final displacement from her start
point, we do not know that she walked from her first stop to her second stop in
one straight line. She could have zig-zagged all over the place and still ended
up at her second stop at a displacement of 6.2 m in a direction E460N of her
start point. Distance and displacement are not the same quantity. The former
is a scalar, the latter a vector. (Note that we can be sure the girl walked a
distance of exactly 2 m on the first leg of her journey because we were told
she walked for 2 m in a direction due north – one straight line.)

Change in Velocity
The change in velocity of an object is defined as:

v̰ = v̰ - v̰ f i

Where v̰ = change in velocity of object

v̰ = final velocity of object
f

v̰ = initial velocity of object

i

Have you picked up the pattern? Just as for scalar quantities, the change in any vector
quantity is always the final value of the vector minus the initial. The difference is that
to calculate the change in a vector quantity we usually have to draw a vector diagram.

Physics Course 2018M1 26

Mr R Emery
Example: An object is moving due east at 20 ms-1. Ten seconds later it is moving due
north at 20 ms-1. Calculate the change in velocity of the object. Find the average rate
of change of velocity over the ten second interval.

Solution:

We know that vi = 20 m/s E and vf = 20 m/s N.

Using v̰ = v̰f - v̰i, we draw the following vector diagram.

v = √(202 + 202 = 28.28 m/s

As the vector triangle is isosceles (two equal sides), the angle marked is 450.

So, the change in velocity of the object is 28 ms-1 in a direction NW.

The average rate of change of velocity (the average acceleration) over the ten
second interval is given by:

a = 28 ms-1 / 10 s

So, a = 2.8 ms-2

Physics Course 2018M1 27

Mr R Emery
Relative Velocity
We introduced the concept of relative velocity earlier when we were dealing with
motion in a straight line in one dimension. You may like to review the notes in that
section before proceeding.

We are now going to focus on the relative velocity of objects that move at angles to
one another in two dimensions. You will note that we use the same formula as before.
Don’t be concerned that the vector notation used is different. The equation is the
same as that in the earlier section.

The velocity of Object A relative to Object B is the velocity of Object A minus

the velocity of Object B.

v̰ = v̰ - v̰
AB A B

Where v̰AB = velocity of Object A relative to Object B

v̰A = velocity of Object A relative to the ground

v̰B = velocity of Object B relative to the ground

Example: A battleship, A, is moving due north at a speed of 5.5 m/s. Nearby at the
same time, a submarine, B, is cruising on the surface at a speed of 8.3 m/s due east.
Calculate the velocity of the battleship relative to the submarine.

Solution is on next page.

Physics Course 2018M1 28

Mr R Emery
Solution: For practice, we shall use the resolution of vectors method. The equation
we are using is: v̰AB = v̰A - v̰B

Firstly, construct the relevant vector resolution diagram. Draw in v̰A and v̰B. Then
draw -v̰B. Add v̰A to -v̰B to produce v̰AB. Then we can do the maths below the
diagram.

Physics Course 2018M1 29

Mr R Emery
Therefore, the velocity of the battleship relative to the submarine is 10.0 ms-1 in a
direction W330N or N570W or a bearing of 3030 (whichever way you like to give the
angle – usual to use the same method as in the question).

Think for a moment about the answer to this example. Does it make sense to
you? If you think about the original situation, if you were on the submarine
heading due east, it would appear that the battleship was moving both north and
away from you in a westerly direction. So, yes, it would seem that the battleship
was heading in a north-west sort of direction. Also, as that puts the sub and the
ship almost moving in opposite directions, you would expect the speed of the ship
relative to the sub to be higher than the sub’s speed. You should always think
about your answers – do they make sense. Physics is logical.

Practice Problems – Relative Motion in Two Dimensions

The solutions to these questions are contained in the pdf document “Practice Problems
– Solutions” in the Worksheets section on the Kinematics Module page of this
website.

1. A motor boat sets out from one bank of a flowing river and heads for the other
side, as shown in the diagram below. The boat heads in a direction
perpendicular to the bank from which it left at its top speed of 12 ms-1. The
river current is flowing downstream at 5 ms-1.

Assume the banks of this section of river are straight and parallel to each
other.
a. Calculate the velocity of the boat as seen by someone standing on the
bank from which it left.
b. If it takes 10 minutes for the boat to reach the other bank, determine
how far downstream the boat travels before reaching the other bank.
c. Following on from part (b) above, how wide is the river?
d. In which direction should the boat head at its top speed in order to
reach the other bank exactly opposite the point from which it left.
e. In part (d) above, what is the net speed of the boat perpendicular to the
banks.

Physics Course 2018M1 30

Mr R Emery
 2. A Maserati is travelling at 25ms-1 in a direction due East. A Lamborghini is
travelling at 18ms-1 in a direction N300E. Find the velocity of the Maserati
relative to the Lamborghini.

3. An F-16 fighter jet is travelling with a true airspeed of 195 ms-1 in a direction
S450W. A strong cross-wind is blowing at 30 ms-1 in a direction S450E.
Calculate the velocity of the F-16 relative to the ground.

NOTE: For aircraft, the true airspeed (TAS) is the actual speed of the aircraft
through the air (the speed of the aircraft relative to the air).  The wind speed is
usually measured relative to the ground. Groundspeed is the speed of the
aircraft relative to the ground.  The groundspeed of the aircraft is the vector
sum of the true airspeed and the wind speed.

Physics Course 2018M1 31

Mr R Emery
APPENDIX A

Statement of Syllabus Content Covered in these Notes

The following indicates the specific content from the Stage 6 Physics Syllabus that
has been covered in the notes, worksheets & practicals provided on the Kinematics
Module web page.

The resources on this website are meant to supplement the work you do in class NOT
replace it. The notes will always provide you with a comprehensive and accurate set
of notes on the Module under study. The worksheets will provide some introduction
& practice to appropriate problem-solving skills for the topic. You will need to do
much more problem-solving practice than just what is provided on this website. The
practicals section will provide some experiments relevant to the topic but again you
will need to do more than just what is suggested here. Your teacher should provide
you with much more problem-solving & practical experience than you will find on
this website.

The content statements that are ticked have been covered. Those left without a tick
have either not been covered at all or have been only partially covered. These are
mainly content statements requiring practical work of some kind.

Content
Motion in a Straight Line
Inquiry question: How is the motion of an object moving in a straight line described
and predicted?

Students:

● describe uniform straight-line (rectilinear) motion and uniformly accelerated

motion through:
– qualitative descriptions 
– the use of scalar and vector quantities (ACSPH060) 
● conduct a practical investigation to gather data to facilitate the analysis of
instantaneous and average velocity through:
– quantitative, first-hand measurements
– the graphical representation and interpretation of data (ACSPH061)

● calculate the relative velocity of two objects moving along the same line using
vector analysis 
● conduct practical investigations, selecting from a range of technologies, to record
and analyse the motion of objects in a variety of situations in one dimension in
order to measure or calculate:

Physics Course 2018M1 32

Mr R Emery
 – time
– distance
– displacement
– speed
– velocity
– acceleration

● use mathematical modelling and graphs, selected from a range of technologies, to

analyse and derive relationships between time, distance, displacement, speed,
velocity and acceleration in rectilinear motion, including:
1
– ⃗s = u⃗ t + ⃗at2
2

– ⃗v = u⃗ + a⃗ t 
– ⃗v2 = u⃗ 2 + 2a⃗ ⃗s (ACSPH061) 
Motion on a Plane
Inquiry question: How is the motion of an object that changes its direction of
movement on a plane described?

Students:

● analyse vectors in one and two dimensions to:

– resolve a vector into two perpendicular components 
– add two perpendicular vector components to obtain a single vector
(ACSPH061) 
● represent the distance and displacement of objects moving on a horizontal plane
using:
– vector addition 
– resolution of components of vectors (ACSPH060) 
● describe and analyse algebraically, graphically and with vector diagrams, the ways
in which the motion of objects changes, including:
– velocity 
– displacement (ACSPH060, ACSPH061) 

Physics Course 2018M1 33

Mr R Emery
● describe and analyse, using vector analysis, the relative positions and motions of
one object relative to another object on a plane (ACSPH061) 

● analyse the relative motion of objects in two dimensions in a variety of situations,

for example:
– a boat on a flowing river relative to the bank 
– two moving cars 
– an aeroplane in a crosswind relative to the ground (ACSPH060, ACSPH132)


Physics Course 2018M1 34

Mr R Emery