MOTION IN TWO

DIMENSIONS
CHAPTER 2
VECTORS AND
DIRECTION
LESSON 1
• A study of motion will involve the introduction of a variety of quantities that
are used to describe the physical world.
• Examples of such quantities include distance, displacement, speed, velocity,
acceleration, force, mass, momentum, energy, work, power, etc.
• All these quantities can by divided into two categories - vectors and scalars.
• A vector quantity is a quantity that is fully described by both magnitude and
direction.
• On the other hand, a scalar quantity is a quantity that is fully described by its
magnitude.
• Examples of vector quantities that have been previously
discussed include displacement, velocity, acceleration, and
force.
• Each of these quantities are unique in that a full description
of the quantity demands that both a magnitude and a
direction are listed.
REPRESENTING
VECTOR
• Vector quantities are often represented by scaled
vector diagrams.
• Vector diagrams depict a vector by use of an arrow
drawn to scale in a specific direction.
• Vector diagrams were introduced and used in earlier
units to depict the forces acting upon an object.
• Such diagrams are commonly called as free-body
diagrams.
• An example of a scaled vector diagram is shown in
the diagram at the right.
• The vector diagram depicts a displacement vector.
• Observe that there are several characteristics of
this diagram that make it an appropriately drawn
vector diagram.
1. A scale is clearly listed.
2. A vector arrow (with arrowhead) is drawn in a
specified direction. The vector arrow has a head
and a tail.
3. The magnitude and direction of the vector is
clearly labeled. In this case, the diagram shows
the magnitude is 20 m and the direction is (30
degrees West of North).
 CONVENTIONS FOR
DESCRIBING DIRECTIONS
OF VECTORS
• Vectors can be directed due East, due West,
due South, and due North.
• But some vectors are directed northeast (at a
45 degree angle); and some vectors are even
directed northeast, yet more north than east.
• Thus, there is a clear need for some form of a
convention for identifying the direction of a
vector that is not due East, due West, due
South, or due North.
• There are a variety of conventions for describing the direction of
any vector. The two conventions that will be discussed and used in
this unit are described below:
1. The direction of a vector is often expressed as an angle of
rotation of the vector about its "tail" from east, west, north, or
south. For example, a vector can be said to have a direction of
40 degrees North of West (meaning a vector pointing West has
been rotated 40 degrees towards the northerly direction) of 65
degrees East of South (meaning a vector pointing South has
been rotated 65 degrees towards the easterly direction).
2. The direction of a vector is often expressed as a counterclockwise
angle of rotation of the vector about its "tail" from due East. Using
this convention, a vector with a direction of 30 degrees is a vector
that has been rotated 30 degrees in a counterclockwise direction
relative to due east. A vector with a direction of 160 degrees is a
vector that has been rotated 160 degrees in a counterclockwise
direction relative to due east. A vector with a direction of 270
degrees is a vector that has been rotated 270 degrees in a
counterclockwise direction relative to due east. This is one of the
most common conventions for the direction of a vector and will be
utilized throughout this unit.
• Two illustrations of
the second
convention
(discussed above)
for identifying the
direction of a vector
are shown below.
• Observe in the first example that the vector is
said to have a direction of 40 degrees.
• You can think of this direction as follows: suppose
a vector pointing East had its tail pinned down
and then the vector was rotated an angle of 40
degrees in the counterclockwise direction.
• Observe in the second example that the vector is
said to have a direction of 240 degrees.
• This means that the tail of the vector was pinned
down and the vector was rotated an angle of 240
degrees in the counterclockwise direction
beginning from due east
• A rotation of 240 degrees is equivalent to
rotating the vector through two quadrants (180
degrees) and then an additional 60 degrees into
the third quadrant.
 REPRESENTING THE
MAGNITUDE OF A VECTOR
• The magnitude of a vector in a scaled vector
diagram is depicted by the length of the arrow.
• The arrow is drawn a precise length in accordance
with a chosen scale.
• For example, the diagram at the right shows a
vector with a magnitude of 20 miles.
• Since the scale used for constructing the diagram
is 1 cm = 5 miles, the vector arrow is drawn with a
length of 4 cm.
• That is, 4 cm x (5 miles/1 cm) = 20 miles.
• Using the same scale (1 cm = 5 miles), a
displacement vector that is 15 miles will
be represented by a vector arrow that
is 3 cm in length.
• Similarly, a 25-mile displacement vector
is represented by a 5-cm long vector
arrow.
• And finally, an 18-mile displacement
vector is represented by a 3.6-cm long
arrow.
• See the examples.
• In conclusion, vectors can be represented by use of a scaled vector diagram.
• On such a diagram, a vector arrow is drawn to represent the vector.
• The arrow has an obvious tail and arrowhead.
• The magnitude of a vector is represented by the length of the arrow.
• A scale is indicated (such as, 1 cm = 5 miles) and the arrow is drawn the proper length
according to the chosen scale.
• The arrow points in the precise direction.
• Directions are described by the use of some convention.
• The most common convention is that the direction of a vector is the counterclockwise
angle of rotation which that vector makes with respect to due East.
 EXAMPLE!

1. Given the SCALE: 1 cm = 10

m, represent the vector 50
m, 30-degrees by a scaled
vector diagram.
 EXAMPLE!

2. Given the SCALE: 1 cm = 10

m, represent the vector 60
m, 150-degrees by a scaled
vector diagram.
 EXAMPLE!

3. Given the SCALE: 1 cm = 20

m, represent the vector 140
m/s, 200-degrees by a scaled
vector diagram.
 PRACTICE!

4. Given the SCALE: 1 cm = 15

m/s, represent the vector
120 m/s, 240-degrees by a
scaled vector
 PRACTICE!

5. Given the SCALE: 1 cm = 5

m/s, represent the vector 35
m/s, 270-degrees by a scaled
vector diagram
 PRACTICE!

6. Given the SCALE: 1 cm = 5

m/s, represent the vector 31
m/s, 310-degrees by a scaled
vector diagram.
VECTOR RESOLUTION
• Adding scalars can be done algebraically.
• Let us say you have . When you get the net or the total mass you
will have 11kg.
• But, adding two or more vectors can be resolved geometrically
because of their directions.
• The sum of vectors is commonly known as resultant.
• It can be expressed as:
 GRAPHICAL SOLUTION
• The resultant vector using graphical solution must drawn
properly.
• Drawing materials, like rulers and protractors, are
important tools to resolve vectors using this method.
• A ruler, for instance, is used for scaling the magnitude of
each vector while a protractor is for measuring the angle
drawn out on the Cartesian plane necessary in locating
their directions.
 GRAPHICAL SOLUTION
• Under graphical solution are the polygon and parallelogram methods.
• The polygon method is also known as tail-head method.
• You connect the tail of the first vector at the origin of the Cartesian
plane.
• Succeeding trails of vectors are connected at the head of the last vector
drawn.
• The resultant can be drawn by connecting and arrow from the origin of
the first vector to the head of the last vector.
SAMPLE PROBLEM
STEP- BY- STEP
STEP- BY- STEP
STEP- BY- STEP
STEP- BY- STEP
 ANALYTICAL SOLUTION
• In analytical solution, the resultant vector can be computed using
mathematical tools, like geometry and trigonometry.
• Analytical solutions have two methods: the triangle and
component methods.
• The triangle method can be used if you are solving two vectors
connected tail to head.
• The resultant vector is the vector connected from the origin of the
first to the head of the last vector drawn and forms a triangle.
THE PYTHAGOREAN
THEOREM
• The Pythagorean theorem is a useful method for determining the result
of adding two (and only two) vectors that make a right angle to each
other.
• The method is not applicable for adding more than two vectors or for
adding vectors that are not at 90-degrees to each other.
• The Pythagorean theorem is a mathematical equation that relates the
length of the sides of a right triangle to the length of the hypotenuse of
a right triangle.
 This problem asks to determine the result of adding two
displacement vectors that are at right angles to each
other. The result (or resultant) of walking 11 km north
and 11 km east is a vector directed northeast as shown
To see how the method in the diagram. Since the northward displacement and
works, consider the the eastward displacement are at right angles to each
following problem: other, the Pythagorean theorem can be used to
determine the resultant (i.e., the hypotenuse of the right
triangle).

Eric leaves the base camp

and hikes 11 km, north
and then hikes 11 km east.
Determine Eric's resulting
displacement.
𝑅 =( 5 ) +(10¿¿ 2)¿
2 2
𝑅 =( 30 ) +(40¿¿2)¿
2 2
 PRACTICE MORE!!

1. 12 km, North + 8 km, East (scale: 1cm = 2km)

2. 40 km, West + 55 km South (scale: 1cm = 10 km)
3. 10 cm, East + 6 cm, South
USING TRIGONOMETRY TO
DETERMINE A VECTOR'S
DIRECTION
• The direction of a resultant vector can often be determined by use of
trigonometric functions.
• Most students recall the meaning of the useful mnemonic SOH CAH
TOA from their course in trigonometry.
• SOH CAH TOA is a mnemonic that helps one remember the meaning of
the three common trigonometric functions - sine, cosine, and tangent
functions.
• These three functions relate an acute angle in a right triangle to the
ratio of the lengths of two of the sides of the right triangle.
• The sine function relates the measure of an acute angle to the ratio of
the length of the side opposite the angle to the length of the
hypotenuse.
• The cosine function relates the measure of an acute angle to the ratio
of the length of the side adjacent the angle to the length of the
hypotenuse.
• The tangent function relates the measure of an angle to the ratio of the
length of the side opposite the angle to the length of the side adjacent
to the angle.
• These three trigonometric functions can be applied to the hiker
problem in order to determine the direction of the hiker's overall
displacement.
• The process begins by the selection of one of the two angles (other
than the right angle) of the triangle.
• Once the angle is selected, any of the three functions can be used to
find the measure of the angle.
• Write the function and proceed with the proper algebraic steps to solve
for the measure of the angle.
Eric leaves the base
camp and hikes 11
km, north and then
hikes 11 km east.
Determine Eric's
resulting
displacement. • Once the measure of the angle is determined, the
direction of the vector can be found.
• In this case the vector makes an angle of 45 degrees with
due East.
• Thus, the direction of this vector is written as 45
degrees.
• (Recall from earlier in this lesson that the direction of a
vector is the counterclockwise angle of rotation that the
vector makes with due East.)
EXAMPLE 2!

• The measure of an angle as determined through

use of SOH CAH TOA is not always the direction of
the vector.
• The following vector addition diagram is an
example of such a situation.
• Observe that the angle within the triangle is
determined to be 26.6 degrees using SOH CAH
TOA.
• This angle is the southward angle of rotation that
the vector R makes with respect to West.
• Yet the direction of the vector as expressed with
the CCW (counterclockwise from East) convention
is 206.6 degrees.
 ACTIVITY 6 – DIRECTION OF RESULTANT

Sketch and find the angle using Trigonometry

1. A man walks 6 miles North and 4 miles East. (SCALE: 1 cm = 1 mi)

2. 35 miles East, and 20 miles South (SCALE: 1 cm = 5 mi)
3. 20 m West and 28 m South (SCALE: 1 cm = 4 m)