F = ma & Vector Notation (Edexcel International A Level Maths): Revision Note

Amber

Author

Amber

Last updated

Did this video help you?

Forces in 2D - Vector Notation

How are forces and vectors linked?

  • Forces are vectors – they have magnitude and direction.

  • The magnitude of a force is measured in Newtons and the direction of a force is an angle, usually measured in degrees, anti-clockwise from the horizontal

  • There are other ways to talk about direction – in particular Cartesian coordinates(x, y) are used to describe the position of a point in two-dimensional space (plane), relative to a fixed origin O.

  • You may see questions start with a sentence along the lines of “Relative to the frame of reference Oxy …” – this means the two-dimensional space (plane) and distances within it will be based on horizontal (x) and vertical (y) components relative to the origin O.

What is vector notation?

  • Forces in 2D should be given in the form pi +qj where i and j are unit vectors

  • Both column vectors and i, j notation can be used for calculating resultant vectors

    • Column vectors can be useful when calculating with vectors as mistakes are less common, but you must remember to change the answer back to i, j notation form

  • A force written as a vector is written with its two components separated so the magnitude and direction of the vector are not directly known

What are the notations for magnitude and direction?

  • The magnitude of the force F N would be denoted by |F| N  or F N  – notice the use of bold and italics in particular

  • Direction is an angle, usually measured in degrees anti-clockwise from the horizontal, θ° is usually used

How do I find the magnitude and direction of a force from its components?

  • For a force F = xi + yj N to find

    • its magnitude, |F| N or F N, use Pythagoras’ theorem

    • its direction (as an angle), use a diagram and trigonometry

    3-1-4-fig1-finding-the-magnitude-and-direction
  • If either (or both) components are negative then still use a diagram and tan space theta degree space equals space y over x but

    • treat x and y as positive (so |x| and |y| strictly speaking)

    • the angle found from tan space theta degree space equals space y over x may need adjusting depending on where, and which way, the direction is being measured from
      e.g. Find the direction at which the force F = (-8i - 6j) N, giving your answer as an angle measured in degrees anti-clockwise from the positive horizontal direction

    3-1-4-fig2-negative-components

What does equilibrium with vectors mean?

  • In two dimensions a particle is in equilibrium if the resultant force acting on it in both directions is zero

    • For vectors in i-j notation, a resultant force of zero would look like (0i + 0j) N 

    • Both forms may be written as 0 N (called ‘the zero vector’)

Worked Example

Two forces, (3i + 8j) N and (—5i — Ilj) N act on a particle.

(i) Find the resultant force.

(ii) Find the magnitude of the resultant force and its direction as an angle measured anti-clockwise from the i-direction.

(iii) A third force is applied to the particle such that it is brought into equilibrium. Find the third force, giving your answer in the form left parenthesis x bold i plus y bold j right parenthesis space straight N

3-1-4-fig3-we-solution

Examiner Tips and Tricks

  • Ideally you should stick to the i-,j- vector notation used in a question but if you prefer to use column vectors within calculations you can use a mixture within the same question.  Just be careful your final answer is in the correct format.

  • Draw diagrams – including ‘mini’-diagrams of individual forces/vectors – this can help in understanding a problem and being accurate.

You've read 0 of your 5 free revision notes this week

Sign up now. It’s free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Did this page help you?

Amber

Author: Amber

Expertise: Maths

Amber gained a first class degree in Mathematics & Meteorology from the University of Reading before training to become a teacher. She is passionate about teaching, having spent 8 years teaching GCSE and A Level Mathematics both in the UK and internationally. Amber loves creating bright and informative resources to help students reach their potential.