Additional Mathematics Year 1

SECTION

6 VECTORS
SECTION6 Vectors

GEOMETRIC REASONING AND

MEASUREMENT
Spatial Reasoning

INTRODUCTION
Did you know that the Global Positioning System (GPS) used by Uber, Bolt and
Yango drivers for pick-up and delivery is made possible by knowledge in Vectors?
How about the paths in your favourite video games, did you know vectors are
used for calculating those paths? Well, let’s come to your football games. Vectors
help to determine the direction of a ball and how far the ball moves when kicked
by a player. As we go through this section, it is expected that you will learn about
the types and forms of vectors as well as the algebraic and geometric operations
of vectors. The concepts of vectors are applied in many fields such as physics,
engineering and computer science.

At the end of this section, you will be able to:

• Recognise and explain various forms of vectors and apply the knowledge
to find unit vectors.
• Perform algebraic and graphical operations (addition, subtraction, scalar
multiplication) and their geometrical interpretation.
• Determine the resultant of vectors using triangle and parallelogram laws
of addition.

Key Ideas:

• Vectors are mathematical quantities that represent both magnitude and

direction. The magnitude of a vector is the length or distance of the vector.
• Types of vectors to be discussed are position, collinear, unit, free, negative,
parallel, equal and co-initial.
• Vectors can be represented in column/component and magnitude and
direction forms.

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FORMS AND TYPES OF VECTORS

On a daily basis, specific quantities can be defined mathematically with a single
number, which represents their magnitude or size. Mass, volume, distance and
temperature are some examples of such quantities. Also, there are many other
quantities that require both magnitude and direction to be fully described. These
quantities are represented mathematically by vectors.
For, example, you can decide to throw a ball forward or backwards (direction)
at a particular distance (magnitude). If you push a car forward, backwards or
sideways, you will get different results. Thus, force, velocity and acceleration are
examples of vector quantities. Vectors can come in various types and represented
in different ways. The vector that represents the movement from point B to point
⟶
A can be represented graphically with ​BA ​ ​or i, while vector that represents the
⟶
movement from point F to point E can be represented graphically with ​FE ​​or h as
shown in Figure 1.

Figure 1: Vector Representation

Vectors are mathematical quantities that represent both magnitude and direction.
The magnitude of a vector is the length or distance of the vector.
The Pythagorean theorem ​x​2​ + y​ ​2​ = z​ ​2​ ​is used to calculate the magnitude of a
vector.

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Activity 6.1

i. On a graph paper, plot points O (0, 0), B (4, 5), Z (4, 0) and D (12, 10).
ii. Draw vectors OB and ZD.

Figure 2: Collinear Vectors

iii. On graph paper, plot points A (2, 1), B (5, 5), C (6, 1), and D (9, 5).
iv. Draw vectors AB and CD.

Figure 3:Parallel Vectors

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v. Plot the point A (2, 2), B (5, 5), C (6, 4) and D (3, 6) on the graph.
vi. Draw vectors AB, AC and AD originating from A.

Figure 4: Co-initial vectors

vii. Plot points A (3, 1), B (7, 4), C (10, 4) and D (6, 1).
viii. Draw vectors AB and CD.

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ix. Plot the points A (3, 1), B (7, 4), C (10, 4), and D (6, 1) on the graph.
x. Draw vectors AB and DC.

Figure 6: Equal vectors

xi. Plot points O (0, 0) and P (5, 4).

xii. Draw vector OP

Figure 7: Position Vector

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xiii. Plot points ​A1​ ​(4, 2), ​A2​ ​(3, 1), ​B1​ ​(9, 4), ​B2​ ​(8, 3), A(7, 2) and B(12, 4).
xiv. Draw vectors AB, ​A1​ ​​B1​ ​​ and ​A2​ ​​B2​ ​.

Figure 8: Free Vector

xv. Record your observations from the vectors drawn and discuss with a
friend

Generalisations
i. Vectors that lie on the same straight line (with a common slope) are
collinear.
ii. Vectors starting from the same point are co-initial.
iii. Vectors are parallel because they have the same direction and proportional
components and are scalar multiples of each other.
• Position vectors represent the positions of points A, B, and C
relative to the origin.
• Free vectors are positioned differently, they are identical in
magnitude and direction, making them free vectors.
• Negative Vectors have the same magnitude but opposite direction.
• Equal Vectors have the same magnitude and direction even
though they are placed at different locations.
_
• Unit vector has a magnitude of 1 unit (​√​ ​x​2​+ ​y​2​ ​= 1).

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Forms of Vectors
The varied ways in which vectors can be written or represented are what we term
forms of vectors. The forms we are going to focus on are:
• Column/component form ​(xy​ )​ ​​where x represents the ​x​(horizontal) direction
and ​y​the ​y​(vertical) direction.
• Magnitude and direction form (r, θ​​) where r represents the magnitude
(distance or length) and ​θ​the direction.
Note: Algebraically, we can rewrite a vector as xi + yj.

Example 1

Given that Benyiwa and Ebo move from the same point (0, 0) towards a church
building. If Benyiwa walks 5 units to the right and 2 units upward while Ebo
moves 3 units to the left and 8 units upward, express their position as column
vectors.

Solution

Step 1: Let O represent point of origin

O (0, 0)
Step 2: Let B represent point of Benyiwa’s movement
B (5, 2)
Step 3: Let E represent point of Ebo’s movement
E (-3, 8)
Step 4: Write out column vector for Benyiwa
⟶
​ ​=​ ​​(__
OB ​52 ​)​​

Step 5: Write out column vector for Ebo

⟶
​ ​=​ ​​(___
OE ​−83 ​)​​

A person positioned at O moving 5 units to the right denotes a positive displacement

and 2 units upwards (positive displacement) to get to B. The vector that depicts
⟶
this movement is ​OB ​=​ ​​(__
​52 ​)​​. Similarly, a movement of 3 units to the left and 8
⟶
units upward will move a point from O to E giving, ​OE ​=​ ​​(___ ​−83 ​)​​.

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Example 2
⟶
If the motion represented by ​MN ​= 6​ i − 3j​is the translation of a particle on the
⟶
i − j plane from M to N. Represent ​MN ​as a component vector.

Solution

Step 1: Let the coefficient of i represent the x-coordinate for the column vector
Step 2: Let the coefficient of j represent the y-coordinate for the column vector
⟶
Thus, MN
​ ​=​ ( ​−63 ​)​​.
​​ ___

Example 3

Juliet’s house is 15 metres away from her school and the bearing is 35°. Represent
the location of Juliet’s house in magnitude-direction vector form.

Solution

​(15m, ​35​​0​)​

Example 4

Indicate the parallel vectors from the following given vectors;

​u = ( ​−32 ​)​​, ​v = (
​ ___ ​13 ​)​​, w​=​ (
​ __ ​−96 ​)​​, ​a = (
​​ ___ −9)
​−
​ ___6
​ ​​.

Solution

Step 1: Find the vectors that are scalar multiples of others.

Figure 9: Parallel vector identification

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​−32 ​)​​, ​​(___

​​(___ ​−96 ​)​​the scalar multiple is 3.
Therefore, vectors u and w are parallel.

Example 5
⟶ ⟶
Given that the vector ​AB ​=​ ( ​−34 ​)​​, find the magnitude of AB
​​ ___ ​ ​.​

Solution
_
| |
⟶
​ ​​= ​√ ​3​2​+ ​(​ − 4​)​2​
​AB
_
​
= √​ 9 + 16 ​
_
​
= √​ 25 ​
​
= 5 units​

Example 6

Find the unit vector for g ​=​ ( 6)

− 5 ​ ​​.
​​       
​−

Solution

The unit vector can be determined by g​ˆ​= __

g
​​ |g​|​​.
Step 1: Find the magnitude of the vector
____________
|​g|​= √​ ​(  
​ − 5​)​ ​+ (​ ​ − 6​)​ ​
2 2

_
|​g|​= √​ 25 + 36 ​
|​g|​= 7.810​to three decimal places
Step 2: Substitute the g and |​g|​​in the unit vector formula.
​(−      
​− 65​)​
​gˆ​= ​​ ___ ​​
_____
​ 61 ​
√

​−_
___ 5

(​√​ _ ​)
​
g​ˆ​= ​−​ 61
       ​
√
​ ___ 6
​ ​​
61 ​

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SECTION6 Vectors

ALGEBRAIC AND GEOMETRIC OPERATIONS ON

VECTORS
The basic mathematic operations used are +, ​− , ​÷, ×. For vectors, the operations
that are applicable are addition, subtraction and scalar multiplication. We are
going to explore how to operate on vectors both algebraically and geometrically.
Starting with the algebraical operations, let’s discuss vector addition, subtraction
and scalar multiplication!
In adding of vectors, sum the corresponding x​ −​coordinates and corresponding y​ −​
coordinates. In the case of subtraction, subtract the corresponding ​x−​coordinates
and corresponding y​ −​coordinates. In the case of scalar multiplication, the x​ ​and ​y​
coordinates are both multiplied by the scalar ​k​.

​ 2​)​​, a + b = (
2 )​
Given that a ​=​ ( ​ 1​)​​, b = (
x x x +x
​​ y     ​​ y     ​​  ​           
y
1
+ y
2
​​
1 2 1

Also given that a ​=​ ( ​y1 ​)​​, b = ( ​y2​)​​, a – b = ​​(y           

​ 1 − y 2​)​​
x x x −x
​​      ​​     
1 2 1 2

​y1​)​​, ka = (
Given that a scalar multiplier k and a ​=​ ​​(     ​y 1​)​​ = ​​(      
​k y 1​)​​
x kx kx
​​      
1 1 1

Example 7

Given that u​=​ ( 5)

​12
​​      ​ ​​ and v​=​ (
​​ 3   ​2​)​​, find u + v, u – v and 5v.

Solution

Step 1: Add the corresponding coordinates for vector u and v

u + v = ​​(           
​125 +
+2
3)
​ ​​

=( 8)
​14
​​      ​ ​​

Step 2: Subtract the corresponding coordinates for vector u and v

u – v = ​​( ​           
5−3 )
12 − 2 ​ ​​

=( 2 )
​10
​​       ​ ​​

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Step 3: Multiply the coordinates of vector v by the scalar multiplier 5.

5v = 5​ (
​ 3   ​2​)​​

=( ​10 ​)​​
     
​​ 15

Triangular Law of Vector Addition

Imagine that you walk from your classroom (point A) to the School Assembly
⟶
Hall (point B), then to School Administration block (point C). The vectors, ​AB ​ ​
⟶
and BC
​​ ​ ​can be used to represent the movement. It would be much simpler
and straightforward to move from point A to point C. This movement can be
⟶
represented by ​AC ​geometrically in Figure 10.
(Assuming a straight path connects the classroom to the Assembly Hall, Assembly
Hall to Administration, and Classroom to Administration block).

Figure 10: Triangular law of vector addition

⟶ ⟶ ⟶
Now AC
​ ​is what we refer to as the resultant vector of AB
​ ​and BC
​ ​​.
⟶ ⟶ ⟶
​ ​​= AB
AC ​​ ​+ BC
​ ​
=( ​65 ​)​​ + ​​(−
​​     ​−61 ​)​​
      

= ​​(−     
​ 51 ​)​​

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Note: The triangular law of vector addition can be applied to establish the
⟶ ⟶
relationship between a free vector, say ​BC , ​ and the position vectors, ​OB ​​ also
⟶
written b, ​OC ​and written as c.
⟶ ⟶ ⟶
Recall that ​OB ​+ BC
​ ​= OC​ ​from triangular law of vector addition.

Figure 11: Triangular law of vector addition

⟶ ⟶ ⟶
Applying change of subject, BC
​ ​= OC
​ ​​- OB
​ ​​
⟶ ⟶ ⟶
Now, ​BC ​= OC
​ ​​- OB
​ ​​
⟶
​BC ​ = c - b

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Parallelogram Law of Vector Addition

Recall that a parallelogram is a four-sided figure with specific properties? Great!
We are going to explore how vectors relate when they come together to form a
parallelogram.
Analyse Figure 12 and share your observations with a classmate.

Figure 12: Parallelogram law of vector addition

Generalisation
⟶ ⟶
• Given two vectors, OB
​ ​​and OD
​​ ​, being co-initial vectors and representing
adjacent sides of a parallelogram, OBCD, as in Figure 11, the resultant
⟶
vector OC
​ ​can be represented by the diagonal of the parallelogram passing
through O.
⟶ ⟶ ⟶ ⟶ ⟶ ⟶
• OC
​ ​ = OB ​​+ ​​BC ​​and ​​OC ​= OD ​ + DC ​​by triangular law of vector
addition
⟶ ⟶ ⟶ ⟶ ⟶ ⟶ ⟶
• BC
​ ​ = OD ​​and DC​​ ​ = OA ​, hence OC​ ​= OB ​+ OD ​

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Example 8

The vertices of a parallelogram reservoir are at M (6, − 1), N (5, 1), S (9, 3) and
T (​x, y​).
a) Find the coordinates of T
⟶
b) Find |​​MN ​​|

Solution
⟶ ⟶
a) ​MT ​= NS ​
​ 61 ​)​​ = (
​yx​)​− ​(−     
​​(    ​39​)​​ ​−​ (
​​     ​15​)​​
​​    

( + 1) (3 − 1)
​ ​xy − 6 ​ ​ = ​ ​9 − 5 ​ ​

​ x – 6 = 4​
​ x = 10​
​y + 1 = 2​
​ y = 1​
Hence T (10, 1)
⟶ __________________
​(​5 − 6 )​ ​2​+ (​ ​1 − (​ ​ − 1​)​)​2​
b) |​​MN ​| = ​   
√
_
= √​ 1 + 4 ​
_
= ​ 5 ​​units
√

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REVIEW QUESTIONS

1. Given that ​a = (
​ 1   ​3​)​​ and ​b = ( ​−4 2​)​​, find:
​      
i. ​5a + 2b​
ii. ​12 ​b​
​3a − __

2. Given that ​a = ( ​ 48 ​)​ ​ ​and b = (

​ −      ​−3 2​)​​ find ​r​such that __
​       ​​14 ​a − b + r = (
​ 2   ​1​)​​
3. A hiker travels 4 km north, then turns and walks 3 km west. The hiker
then walks directly back to the starting point.
Represent the hiker’s journey using vectors and apply the triangular law
of vector addition to determine the resultant vector. How far is the hiker
from the starting point after the first two legs of the journey?
4. Ama and Kojo are preparing to go to the market. Ama walks 3 km due
east to reach the main road. From there, she walks 4 km due north to
reach the market. Kojo, on the other hand, starts from a different point and
walks 5 km due west and then 2 km due south to reach the same market.
i. Represent Ama’s and Kojo’s displacements as vectors.
ii. Determine the resultant vector of Ama’s displacement.
iii. If Ama and Kojo were to return home directly, calculate the vector
representing their journey back.
5. A delivery van needs to transport goods from Kumasi to Nsawam. The
driver first travels 120 km southeast to Konongo and then 80 km due east
to Nsawam.
i. Represent the two parts of the journey as vectors.
ii. Determine the total displacement of the van from Kumasi to Nsawam.
iii. If the driver takes an alternative route that goes directly from Kumasi
to Nsawam, calculate the vector of this direct route and compare it
with the total displacement vector.

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6. A cyclist rides 6 km due east from Madina to Legon, then 8 km due north
to Achimota.
i. Represent the cyclist’s journey as vectors.
ii. Calculate the resultant vector representing the cyclist’s total
displacement.
iii. Determine the vector representing the cyclist’s journey if they return
directly to Madina from Achimota.
7. Two fishing boats are on Lake Volta. Boat A moves 4 km due east from
its initial position, while Boat B moves 8 km due east from a point 2 km
north of Boat A’s starting position.
i. Are the displacement vectors of the two boats parallel? Explain your
reasoning.
ii. If the boats were to return to their starting points, would the return
vectors be parallel? Justify your answer.
8. A delivery van travels 10 km due north from Adabraka to Achimota.
Another delivery van starts from Kaneshie and travels 20 km due north to
Kwabenya.
i. Represent the displacement vectors of the two vans.
ii. Determine if the vectors are parallel.
iii. If the second van’s route was due south instead of north, would the
vectors still be parallel?
9. Two Minibuses operate in Kejetia. The first one travels 5 km due west
from Kejetia to Santasi, while the second one travels 15 km due west from
Kejetia to Abuakwa.
i. Are the routes of the two Minibuses represented by parallel vectors?
ii. If a third Minibuses traveled 5 km due east from Kejetia, would its
vector be parallel to the first two?
10. A construction worker in Ghana is tasked with marking a 20-meter
segment of a new road, which is oriented in the direction of the vector ​
v=(​ ​5​ ​)​​meters.
12
i. Find the unit vector in the direction of v.
ii. If the worker needs to mark a 20-meter segment in the same direction,
determine the vector that represents this segment.

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11. Kofi and Kwame are paddling a canoe on Lake Bosomtwe. Kofi paddles
4 km directly north, while Kwame paddles 3 km directly east.
i. Represent Kofi and Kwame’s movements as vectors.
ii. Use the triangular law of vector addition to determine Kwame’s
position relative to Kofi’s position.
iii. Calculate the magnitude and direction of this vector.
12. Two tugboats are towing a cargo ship off the coast of Tema. The first
tugboat exerts a force of 10 kN in a direction due east, and the second
tugboat exerts a force of 6 kN in a direction 60° north of east.
i. Represent the forces exerted by the tugboats as vectors.
ii. Use the parallelogram law of vector addition to determine the
resultant force acting on the cargo ship.
iii. Calculate the magnitude and direction of the resultant force.

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GLOSSARY
• Collinear vectors are vectors that lie along the same line or along
parallel lines. These vectors can have the same or opposite directions.
Mathematically, if two vectors a and b are collinear, then there exists a
scalar k such that a = kb.
• Co-initial vectors are vectors that have the same starting point (initial
point). Even though they may point in different directions or have different
magnitudes, they all originate from the same location.
• Parallel vectors are vectors that have the same or exactly opposite direction.
They may differ in magnitude but lie along lines that are parallel to each
other.
• The triangular law of vector addition states that if two vectors are
represented as two sides of a triangle in sequence, then the third side of the
triangle (taken in the reverse order) represents the resultant vector.
• The parallelogram law of vector addition states that if two vectors are
represented by adjacent sides of a parallelogram, then the resultant vector
is represented by the diagonal of the parallelogram that starts from the
same point.

EXTENDED READING
• Tuttuh-Adegun, M.R & Adegoke, D. G. New (2011) Further mathematics
project Bounty Press Limited, Ibadan
• Otoo, D.K. (2005) Concise elective mathematics, ISBN 9988-0-2259-X
• Backhouse, J.K & Houldsworth, S.P.T. (1985) Pure mathematics 1
• Baffour, A. (2018). Elective mathematics for schools and colleges. Baffour
Ba Series. ISBN: P0002417952

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REFERENCES
1. Adams, R. A. & Essex, C. (2010). Calculus: A complete course (7th ed.).
Pearson
2. Baffour, A. (2018). Elective Mathematics for schools and colleges. Baffour
Ba Series
3. Weir, M. D. & Hass, J. (2010). Thomas’ Calculus: Early transcendentals
(12th ed.) Pearson
4. Larson, R & Hostetler, R. (2007). Precalculus (7th ed.). Houghton Mifflin
Company
5. Stewart, J. (2008). Calculus: Early transcendentals (6th ed.). Thomson
Brooks/Cole
6. Stewart, J., Redlin, L. & Watson, S. (2009). Precalculus mathematics for
calculus (5th ed.). Brooks/Cole Cengage learning

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ACKNOWLEDGEMENTS

List of Contributors
Name Institution
Yaw Efa Ghana National College
Benedicta Ama Yekua Etuaful Ogyeedom SHTS
Isaac Buabeng Ghana Education Service, Accra Metropolitan
Mpeniasah Kwasi Christopher Three-Town SHS

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