Bearings (Edexcel GCSE Maths: Foundation)

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Jamie W

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Jamie W

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Bearings

What are bearings?

  • Bearings are a way of describing an angle
    • They are commonly used in navigation
  • There are three rules which must be followed when using a bearing:
    • They are measured from North
      • North is usually straight up on a scale drawing or map, and should be labelled on the diagram
    • They are measured clockwise
    • The angle should always be written with 3 digits

      • 059° instead of just 59°

  • Knowing the compass directions and their respective bearings can be helpful 

Compass direction bearings

How do I find a bearing between two points?

  • Identify where you need to start
    • "The bearing of A from B" means start at B and find the bearing to A
    • "The bearing of B from A" means start at A and find the bearing to B
  • Draw a North line at the starting point
  • Draw a line between the two points
  • Measure the angle between the North line and the line joining the points
    • Measure clockwise from North
  • Write the angle using 3 figures 

How do I draw a point on a bearing?

  • You might be asked to plot a point that is a given distance from another point and on a given bearing
  • STEP 1
    Draw a North line at the point you wish to measure the bearing from
    • If you are given the bearing from A to B draw the North line at A
  • STEP 2
    Measure the angle of the bearing given from the North line in the clockwise direction
  • STEP 3
    Draw a line and add the point B at the given distance

How do I find the bearing of B from A if I know the bearing of A from B?

  • If the bearing of A from B is less than 180°
    • Add 180° to it to find the bearing of B from A
  • If the bearing of A from B is more than 180°
    • Subtract 180° from it to find the bearing of B from A

How do I answer trickier questions involving bearings?

  • Bearings questions may involve the use of Pythagoras or trigonometry to find missing distances (lengths) and directions (angles)
    • You should always draw a diagram if there isn't one given

Examiner Tip

  • Make sure you have all the equipment you need for your maths exams
    • A rubber and pencil sharpener can be essential as these questions are all about accuracy
    • Make sure you can see and read the markings on your ruler and protractor
  • Always draw a big, clear diagram and annotate it, be especially careful to label the angles in the correct places!

Worked example

A ship sets sail from the point P, as shown on the map below.

It sails on a bearing of 105° until it reaches the point Q, 70 km away. The ship then changes path and sails on a bearing of 065° for a further 35 km, where its journey finishes.

Show on the map below the point Q and the final position of the ship. 
 
Bearings worked example question

Draw in a north line at the point P

Measure an angle of 105° clockwise from the north line

Making sure you are accurate, carefully make a small but visible mark on the map


Bearings worked example working 1

 

Draw a line from P through the mark you have made. Make this line long so that you can easily measure along it accurately
Bearings worked example working 2

Use the scale given on the map (1 cm = 10 km) to work out the number of cm that would represent 70 km

70 km = 70 ÷ 10 = 7 cm

Accurately measure 7 cm from the point P along the line and make a clear mark on the line
Label this point Q
 
Bearings worked example working 3

A bearing of 065 means 65° clockwise from the North

First, draw a North line at the point Q, then carefully measure an angle of 65° clockwise from this line. Make a mark and then draw a line from Q through this mark

Using the scale, find the distance in cm along the line you will need to measure. 

  35 km = 35 ÷ 10 = 3.5 cm

Accurately measure 3.5 cm from the point Q along this new line and make a clear mark on the line 
This is the final position of the ship.
Bearings worked example working solution

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Jamie W

Author: Jamie W

Expertise: Maths

Jamie graduated in 2014 from the University of Bristol with a degree in Electronic and Communications Engineering. He has worked as a teacher for 8 years, in secondary schools and in further education; teaching GCSE and A Level. He is passionate about helping students fulfil their potential through easy-to-use resources and high-quality questions and solutions.