FOUNDATION

PHYSICS A

U1

MEASUREMENTS
AND VECTORS
SI Units, Dimensional Analysis, Analysis of Vectors

Prepared for the course team by

Shivneel Prasad, Krishnam Nair,

Barnabas Sahayam & Mohammed Shakeel Khan
 Unit 1 Concept Map
This map represents the core concepts that we’ll be covering in this unit, and the
relationships between them.

Study Organiser

Introduction

1. Measurement
2. Vectors

1. Measurement 2. Vectors

1.1 Standards of Length, Mass and Time 1.5 Scalar and Vector Quantities
 3 basic Physical quantities (Length (m),  Scalars
Mass (kg), Time (s) - will have only magnitude.
 Derived Unit (m2) - look in text for examples
 Vectors
1.2 Conversion of Units - will have both magnitude and
 Have to know the basics (E.g. direction.
1m=100cm, 1kg = 1000g, - Vectors are always added head to tail.
1m2 = 1 x 106 cm2) etc.
Tail Head
1.3 Dimensional Analysis
 You will be using basic physical - look in text for examples
quantities (E.g. Length (L), Mass (M)
and Time (T)  know compass

1.4 Significant Figures and Uncertainties

 Significant Figures
Rules
1. When +/- final answer should be to the
least number of decimal places.
2. When x/ final answer should be to the  1 Dimension
least number of significant figures
 2 dimension
 Uncertainties - X and y components
X component- x cos 
Rules
Y component- y sin 
1. Uncertainties are always added.
2. When +/- absolute uncertainties are added. Resultant - √𝒙𝟐 + 𝒚𝟐
𝑶
3. When x/ percentage uncertainties are Angle = 𝒕𝒂𝒏 𝜽 =
𝑨
added.
4. Uncertainties are always reported to one Key terms
significant figure.  Vector, scalar, magnitude, distance,
displacement, position, reference point,
positive and negative directions

Unit 1: Measurements and Vectors 1.2

Stud y o rg aniser
Before you begin this unit, please check through your study organiser. It shows the
topics that we’ll be covering, the skills you need to acquire (the outcomes) and the
activities you’ll do to help you acquire these skills.

Topic Outcomes Activities/Examples

Unit 1: Measurements At the end of this unit, you

and Vectors should be able to:

1.1: Standards of  Explain the importance of Example 1.1

Length, Mass measurements in physics. Activity 1.1
and Time  List the standard units for
length, mass and time in SI
system.

1.2: Dimensional  Perform dimensional Examples 1.1 – 1.3

Analysis analysis and uncertain Activity 1.1
calculations. Activity 1.2
Activity 1.3

1.3: Conversion of  Change from one unit to Example 1.4

Units another using a method Activity 1.4
called chain-link
conversion.

1.4 Significant  Explain and use significant Examples 1.5 – 1.9

Figures and figures in arithmetic Activity 1.5
Uncertainties operations/ Activity 1.6
Activity 1.7

1.5 Scalar and  Demonstrate an Examples 1.10 – 1.11

Vector Quantities understanding of the Activity 1.8
difference between vector Activity 1.9
and scalar quantities and
their calculation methods.

It is suggested that you spend at least one week on this unit.

That is approximately 8 hours.

Unit 1: Measurements and Vectors 1.3

I nt rodu ct ion
Measurements and Vectors are concerned with the concept of dimensional analysis,
conversion of units in physics and the vector analysis. The concept of dimensional
analysis and the uncertainty calculations are thoroughly discussed with appropriate
examples. Some mathematical notations are concisely defined in order for you to
have a clear understanding of physics. Vector analysis methods are also concisely
emphasised.

Relationships among physical quantities are expressed by the laws of Physics.

We discover physics by learning how to measure the physical quantities involved in
physics. The physical quantities of mechanics can all be expressed in terms of three
fundamental concepts as:

 length (or space)

 mass (or matter)
 time

On the level of our everyday observations, space and time seem to be more obvious.
We distinguish things from one another by their position in space, and we mark
happenings by their date of occurrence.

1.1 St and ards of L ength , M as s and Tim e

Theoretical description of nature is linked with experimental observations thought
qualitative measurements of physical quantities. A physical quantity is defined either
by measuring them (base or fundamental quantity) or by stating how it is calculated
from other measurements (derived quantity).

Measurements of any physical quantity are made by comparing that quantity to

some precisely defined standard, or unit, of that quantity. For example, the length
of the day, which is a physical quantity, can be expressed in units of seconds (for
100 m sprints) or days (for the spin of the earth)

Thus in order to report the measurement of a certain quantity to someone, a unit for
the quantity must be defined. In 1960, an international committee agreed on a
system of standards and designations for length, mass and time, called the Système
International (SI), also known as the metric system. The seven physical quantities
chosen as base or fundamental quantities in the SI units are shown in Error!
Reference source not found. on the following page (Note some of the quantities
will be used in the second semester).

Unit 1: Measurements and Vectors 1.4

Table 0.1 SI base units
Quantity Unit Name Unit Symbol
Length Meter m
Mass Kilogram kg

Time Second s

Thermodynamic Temperature Kelvin K

Amount of Substance Mole Mol

Semester 2

Electric Current Ampere A

Luminous Intensity Candela Cd

In addition to these seven base units, other physical quantities can be defined by
expressing them as algebraic combinations of the base or fundamental quantities,
called the derived units. Speed for example is derived as:

𝑑 𝑚
𝑠= = = 𝑚𝑠 −1
𝑡 𝑠

1.2 D im en siona l An a ly s is
In physics dimensional analysis provides powerful and useful technique to verify the
consistency of a formula. The dimension denotes the physical nature of the quantity.
Table 0.1 shows the three most fundamental dimensions used in this course.

Table 0.1 Dimensions for length, time and mass

Quantity Unit Name Unit Symbol Dimension1
Length Meter m L

Mass Kilogram kg M
Time Second s T

It should be noted that dimensions can treated as algebraic quantities. That is

quantities can be added or subtracted only if they have the same dimensions. Note
L + L = L but L x L = L2. In addition to this, the terms on both sides of an equation
must have the same dimensions, if it does not than the equation is wrong.

1
Note the dimensions are written in upper case letters

Unit 1: Measurements and Vectors 1.5

 i. Dimensional analysis does not check whether an expression is
correct or not.
ii. Dimensional analysis cannot reveal the presence of numerical
constants in an equation.

When you are presented with an equation, dimensional analysis is performed by

stripping the numerical components and leaving only the unit types (such as Length,
Mass, or Time). It may also be used to determine the type of unit used for an
unknown variable. For example:

F  ma
 mass  acceleration
It gets converted to the following:
L
M
T2
L
M 2
T
ML
 2
T

and as such, the unit of force involves multiplying mass and length, and dividing by
the square of the time.

Activity 1.1

State the derived units and the dimensions for the following quantities.

Quantity Derived units Dimensions2

Area

Volume

Density

Velocity

Acceleration

Force

Impulse

2
The dimensions of a quantity are the base units that make it up
Unit 1: Measurements and Vectors 1.6
 Work

Energy

Example 1.1

The distance, x traveled by a car in time t from rest and moves with constant
acceleration a is given by:

x  1 at 2
2

Show that this equation is dimensionally consistent.

Solution
Step 1 dimensions for

Symbol Quantity (units) Dimensions

LHS side

x Length (m) L

RHS side*
a Acceleration (m s-2) L T-2
t Time (T) T
1
*The factor 2 was ignored since it is a dimensionless constant.

Step 2 carry out dimensional analysis on the formula

The units of time
[ L]
LHS: [L] RHS: 2
.[T ]2  [ L] cancel out, leaving
[T ] the unit of length.

Since the LHS = RHS we can conclude that the equation is dimensionally correct.

Example 1.2

The period of a simple pendulum is defined as the time for one complete oscillation.
It is measured in time units and is given by:

l
T  2
g

Unit 1: Measurements and Vectors 1.7

where l is the length of the pendulum and g is the acceleration due to gravity. Show
that this equation is dimensionally consistent.

Solution
Since 2 is a dimensionless constant, it can be ignored. Substituting dimensions into
the equation gives:

LHS: [T]

[ L] [T ]2 [T ]2 Cancel out
 [ L]  [ L] common terms
[ L] [ L] [ L]
RHS: [T ]2
 [T ]2  [T ]

Thus the above equation is dimensionally consistent i.e. both sides have the same
units.

Example 1.3

The third equation that describes the motion of an object moving with constant
acceleration along the x-axis is:

v f 2  vi 2  2as

where v and u are the final and initial velocities respectively, a is the acceleration
and s is the displacement. Show that the above equation is dimensionally consistent.

Solution
2
 [ L]  [ L]2
LHS = v f 2    
[T ]  [T ]2

RHS  vi 2  2as
[ L]2 [ L]
  .[ L] The factor 2 was ignored
[T ]2 [T ]2
because it does not have
[ L]2 [ L]2
  any dimensions.
[T ]2 [T ]2
[ L]2

[T ]2

Thus the above equation is dimensionally consistent.

Unit 1: Measurements and Vectors 1.8

 Activity 1.2

Which of the following equations are dimensionally correct?

1
1. 𝑥 = 2 𝑎𝑡 3 ________________________________

1
2. 𝐸 = 2 𝑚𝑣 ________________________________

𝐹𝑥
3. 𝑣 = √ 𝑚 ________________________________

1
4. v f  vi  at 2 ________________________________
2

Activity 1.3

Suppose an equation relating position, x, to time, t, is given by x = b t3 + c t2, where

b and c are constants. What are the dimensions of b and c to make the expression
dimensionally correct?

Unit 1: Measurements and Vectors 1.9

1 . 3 Co nversio n of Un it s
When a physical quantity is measured, we always specify the units we are measuring
in. Generally the SI unit system is used for measurements, but all kinds of units are
possible. For example a problem arises if I am to measure something in centimeters
(cm) but I am supposed to give you the answer using SI units?

Thus it is essential to know how to convert from one unit to another. This is done by
using a method called a chain-link conversion. For instance, consider the problem
of converting 44 km per hr to meters per second.

44km 1000m 1hr

44 km hr 1     12.2 m s 1
hr 1km 3600s
The number & The units you
units you start want to end with
with The conversion
factors (The equality
that looks like a
fraction)

Notice that units obey the same algebraic rules as variables and numbers i.e. the
units of kilometers and hours cancel out to leave an answer in meters per second.

Example 1.4

A car is traveling at a speed of 10 m s-1. If the speed limit of the town is 30 km hr-1,
is it exceeding the allowed speed limit?

Solution:
Using the chain-link conversion method, we have:

10m 1km 3600s

10 m s 1     36 km hr 1 .
s 1000m 1hr

The units of meters and seconds will cancel out to leave the answer in terms of
kilometers per hour. Now since the car is traveling at a speed of 36 km hr-1, it is
definitely exceeding the speed limit.

Unit 1: Measurements and Vectors 1.10

 Activity 1.4

Convert 12 kg m-3 to g cm-3:

When operations are carried out using units, the units from the same
topic area must be the same, e.g.

Addition and Subtraction

Measurements can only be added or subtracted if they have the same units.

You can directly add

2m+3m=5m

But in order to add

10 m + 5 cm =

You will first need to convert 5 cm to SI units (or 10 m to cm) before you can carry
out the addition.
10 m + 0.05 m = 10.05 m

Multiplication and Division

Multiplication
When multiplying the same topic area units the indices (power numbers) are added
together.

You can directly multiply

2 m x 3 m = 6 m2

But in order to multiply

10 m x 5 cm =

You will first need to convert 5 cm to SI units (or 10 m to cm) before you can carry
out the addition.

Unit 1: Measurements and Vectors 1.11

 1𝑚
10 m x 5 cm = 10 m x (5 cm x ) = 10 𝑐𝑚 𝑥 0.05 = 0.5 𝑚2
100 𝑐𝑚

Division
When the same units with the same power are divided they cancel each other and in
some cases the result is a ratio.

3600 𝑚𝑠 −1
1 ℎ𝑟

However note that since s and hr are both time you will need to convert hr to SI
units before carry out the operation i.e.

3600 𝑚𝑠−1 1 ℎ𝑟 3 𝑚 𝑥 60𝑠

𝑥 = =0.05 m
1 ℎ𝑟 3600𝑠 3600 𝑠

1.4 Sign ificant F igu res and

Un cert ain ties
The number of significant figures is the number of digits whose values are known
with certainty. Instruments cannot perform measurements to arbitrary precision.

For example, a meter ruler normally has markings 1 millimeter (mm) apart, so
distances smaller than that cannot be measured accurately with a meter ruler. The
only way significant digits are reported is that for those whose values we feel sure
are accurately measured.

Whenever different quantities are measured, there are always some uncertainties
associated in the measured value. The uncertainty in a numerical value may be
expressed in terms of a tolerance. For example, 23.52 ± 0.05 . A good estimate of
the absolute uncertainty of a measurement is the smallest division of the instrument
used to make the measurement.

Two types of errors are involved in data collection. These are:

Systematic Errors:
This error could result due to a fault in the equipment’s or design of the experiment.
For example, not taking into account possible zero error on a measuring instrument.
If a systematic uncertainty is suspected, it must be tackled either by a redesign of the
experimental technique or theoretical analysis

Unit 1: Measurements and Vectors 1.12

Examples of systematic errors are:

1. Zero error, which is caused by an incorrect position of the zero point.

2. An incorrect calibration of the measuring instrument.
3. Consistently improper use of equipment.

Zero error
1. A zero error arises when the measuring instrument does not start from
exactly zero.
2. Zero errors are consistently present in every reading of a measurement.
3. The zero error can be positive or negative.

Figure 0.1 (NO ZERO ERROR: The pointer of the ammeter place on zero when no
current flow through it.)

Figure 0.2 (NEGATIVE ZERO ERROR: The pointer of the ammeter does not place on
zero but a negative value when no current flow through it.)

Figure 0.3 (POSITIVE ZERO ERROR: The pointer of the ammeter does not place on
zero but a positive value when no current flow through it.)

Unit 1: Measurements and Vectors 1.13

Random Errors
These occur in any measured quantity. The uncertainty of each reading cannot be
reduced by repeat measurement but the more measurements which are taken, the
closer the mean value of the measurements is likely to be to the “true” value of the
quantity. Taking repeat readings is therefore a way of reducing the effect of random
uncertainties.

One example of random error is the parallax error. Random error can be reduced
by:

 taking repeat readings

 Finding the average value of the reading.

Parallax error
A parallax error is an error in reading an instrument due to the eye of the observer
and pointer are not in a line perpendicular to the plane of the scale.

Significant Figures in Measurement

1. All non-zero number is significant.

a. 123.54  has 5 significant figures

b. 23.15  has 4 significant figures

2. A zero between two non-zero numbers is significant.

a. 1007  has 4 significant figures

b. 5.02  has 3 significant figures

Unit 1: Measurements and Vectors 1.14

 3. A zero to the right of the decimal point and to the left of a non-zero number
is not significant.

a. 0.0008  has 1 significant figure

b. 0.052  has 2 significant figures

4. A zero that is to the right of the decimal point following a non-zero number
is significant.

a. 4.00  has 3 significant figures

b. 4.200  has 4 significant figures

5. A zero to the right of a non-zero number and to the left of an understood

decimal point is not significant.

a. 5000  has 1 significant figure

b. 4200  has 2 significant figures

6. A zero that is to the right of the decimal point following a non-zero number
is significant.

a. 4.00  has 3 significant figures

b. 4.200  has 4 significant figures

7. A zero to the right of a non-zero number and to the left of an understood

decimal point is not significant.

a. 5000  has 1 significant figure

b. 4200  has 2 significant figures

Activity 1.5

State the number of significant digits in each measurement.

a. 2804 m ________________________________

b. 2.84 cm ________________________________

c. 0.0029 m ________________________________

d. 0.003068 m ________________________________

e. 4.65 x 106 m ________________________________

Unit 1: Measurements and Vectors 1.15

Operations with Significant Figures
Significant figures in Addition and Subtraction
When quantities are added or subtracted, the result should be the same as the least
number of decimal places (not significant figures) in any of the numbers being
added or subtracted.

Example 1.5

Consider the case where one is required to find the sum of 10.273, 0.2 and 2.89.

10.273  0.2  2.89  13.363

Solution:
Now since the second term has the smallest number of decimal places, the final
answer should be only correct to 1 decimal place. Thus the answer should be given
as 13.4.

Significant figures in Multiplication and Division

In any calculation involving multiplication or division, the number of significant
figures in a result should be equal to the least number of significant figures (not the
decimal places) in any one of the numbers being multiplied or divided.

Example 1.6

Consider the case where the following numbers are multiplied: (10.28, 2.1 and 0.32).

10.28  2.1  0.32  6.90816

Solution:
Now since the lowest number of significant figures in the three terms is 2, therefore
the final answer should be correct to 2 significant figures. Thus the answer should be
given as 6.9.

Activity 1.6

Carry out the following operations using the significant figure rules.

1. 6.201 cm + 7.4 cm + 0.68 cm + 12.0 cm

2. 3.2145 km x 4.23 km

Unit 1: Measurements and Vectors 1.16

Error Propagation
A. Addition and Subtraction
The absolute uncertainty in the sum or difference of two physical quantities equals
the sum of the absolute uncertainties in the individual quantities.

Example 1.7

Let the measured values of two lengths be L  1.75  0.01 m and M  1.52  0.01 m.

If Z = L + M and W = L – M, determine Z and W.

Solution
Z  LM
 1.75  0.01  1.52  0.01
 1.75  1.52    0.01  0.01
  2.27  0.02  m

W  LM
 1.75  0.01  1.52  0.01
 1.75  1.52    0.01  0.01
  0.23  0.02  m

B. Multiplication and Division

The percentage uncertainty in the product or quotient of two physical quantities
equals the sum of the percentage uncertainties in the individual quantities.

Example 1.8

A designer wishes to estimate the area of the board shown.

L= (15.0  0.2) cm

W = (10.0  0.2) cm

Determine the area of the board with correct uncertainty.

Unit 1: Measurements and Vectors 1.17

Solution Absolute to Percentage Uncertainty
𝐀=𝐋𝐱𝐖
0.2
= (𝟏𝟓. 𝟎 ± 𝟎. 𝟐)𝐱 (𝟏𝟎. 𝟎 ± 𝟎. 𝟐) 𝐿= 𝑥 100 = 1.3 %
15.0

0.2
𝑊= 𝑥 100 = 2 %
10.0
= (15.0)x(10.0) cm2 ± (1.3 + 2)%

Thus, we have,
Percentage to Absolute uncertainty
2
= 150 cm ± 3.3 %
3.3
2
𝑥 150 = 4.95
= (150 ± 4.95 ) cm 100

= (150 ± 5) cm2

{Your uncertainty should be correct to one significant figure only and the final
answer should have the same number of decimal places as your uncertainty}

C. Exponents
If a quantity appears with a power (n>1), its error contribution increases n-fold. For
example, the percentage error in d 2 will be twice the percentage error in d .

Example 1.9

In an experiment to determine the density of a thin metal rod, the following

measurements were obtained by a group of students.

Diameter, d   3.815  0.005 mm

Length, l  10.85  0.01 cm

Mass, M   40.65  0.05 g

4M
If the density of the rod is given by   , calculate the density of the rod with
 d 2L
its associated uncertainty.

Unit 1: Measurements and Vectors 1.18

Solution Percentage uncertainty in
𝟒𝑴 0.05
𝝆= 𝑀= 𝑥 100 = 0.12 %
𝝅𝒅𝟐 𝑳 40.65

𝟒 𝒙 (𝟒𝟎. 𝟔𝟓 𝒙 𝟏𝟎−𝟑 ± (𝟎. 𝟎𝟓)) Percentage uncertainty in

= 𝟐
𝝅 (𝟑. 𝟖𝟏𝟓 𝒙 𝟏𝟎−𝟑 ± (𝟎. 𝟎𝟎𝟓)) (𝟏𝟎. 𝟖𝟓 𝒙 𝟏𝟎−𝟐 ± (𝟎. 𝟎𝟏)) 0.005
𝑑2 = 2 𝑥 𝑥 100 = 0.26 %
3.815

Percentage uncertainty in
The density of the rod is then:
0.01
4𝑀 𝐿= 𝑥 100 = 0.09 %
10.85
𝜌=
𝜋𝑑2 𝐿
𝟒 𝒙 (𝟒𝟎.𝟔𝟓 𝒙 𝟏𝟎−𝟑 )
= 𝟐 ±(𝟎. 𝟏𝟐 + 𝟎. 𝟐𝟔 + 𝟎. 𝟎𝟗) %
𝝅 (𝟑.𝟖𝟏𝟓 𝒙 𝟏𝟎−𝟑 ) (𝟏𝟎.𝟖𝟓 𝒙 𝟏𝟎−𝟐 )

= 𝟑𝟐𝟕𝟕𝟓. 𝟕 ± 𝟎. 𝟒𝟕 %
Percentage to Absolute
= 𝟑𝟐𝟕𝟕𝟓. 𝟓 ± 𝟏𝟓𝟒 uncertainty
= (𝟑. 𝟐𝟕𝟕𝟓 ± 𝟎. 𝟎𝟏𝟓𝟒)𝒙 𝟏𝟎𝟒
0.47
𝑥 32775.7 = 154
= (𝟑. 𝟐𝟖 ± 𝟎. 𝟎𝟐)𝒙 𝟏𝟎𝟒 𝒌𝒈𝒎−𝟑 100

Activity 1.7

1. A student uses a micrometer calibrated in 0.01 mm and a vernier caliper

calibrated in 0.1 mm to measure the diameter and length of a cylinder
respectively. The three measurements of each are shown in the table below.

Reading Diameter (mm) Length (mm)

1 16.446 28.4

2 16.444 28.3

3 16.442 28.5

i. What absolute error is associated with each diameter reading?

ii. Determine the average value for the diameter of the cylinder together with its
absolute uncertainty?
iii. Determine the volume of the cylinder with its associated uncertainty?

Unit 1: Measurements and Vectors 1.19

2. The volume of a cube is given by 𝑉 = 𝑆 3 , where S is the length of one side of
the cube. You measure 𝑆 ± ∆𝑆 = 2.05 ± 0.01 𝑐𝑚. Find the Volume of the cube
with correct number of significant figures and all error calculation’s.

3. You measure the following quantities:

A= (1.0  0.2) m and B = (2.0  0.2) m

Find:
i. √𝐴 𝑥 𝐵
ii. (𝐴 𝑥 𝐵)2

1.5 Scalar and Ve c to r Qu ant it i es

Every physical quantity can be categorized as either a scalar or a vector quantity.
Many physical quantities can be totally specified by their magnitude. Such quantities
are called scalars. For example, time of 20 s does not need direction to make it
meaningful. Other common examples of scalars are:

 distance
 mass
 temperature

A vector is a mathematical quantity that requires both magnitude and direction to be

specified. For example a velocity of 60 m s-1 westwards or a displacement of 10 m
North. Other examples of vector quantities are:

 displacement
 velocity
 acceleration
 force
 torque

Unit 1: Measurements and Vectors 1.20

Vectors and their Components
Vectors are represented graphically by use of arrows. The ‘arrow’ has a length
proportional to the vector’s magnitude and points in the same direction as the vector.
This vector, say B in the rectangular co-ordinate system can be further divided into
its components as such, B  Bx + By , where B x and B y represent the x- and the y-
components of the vector B .

Case 1: Angle taken from x-axis

The magnitudes of the components of B are:

Bx  B cos  and By  B sin 

Case 2: Angle taken from y-axis

Bx
B
θ By θ B
The magnitudes of the components of B are:

𝐵𝑥 = 𝐵 sin 𝜃 and 𝐵𝑦 = 𝐵 cos 𝜃

In the case where Bx and By are given, then the vector B and θ can be found as
follows:

𝐵 = √𝐵𝑥2 + 𝐵𝑦2 (Pythagoras equation)

𝐵𝑦 𝐵
𝜃 = tan−1 𝐵 𝑜𝑟 𝜃 = tan−1 𝐵𝑥 (Depending on case 1 or 2 respectively).
𝑥 𝑦

Unit 1: Measurements and Vectors 1.21

Vector Notation
The direction of a vector in one-dimensional motion is simply given by a plus (+) or
minus (-) sign.

- +

We shall take all components in the positive x and the positive y directions as
positive and all components in the negative x and the negative y directions as
negative.

10 10

Ax  10cos30  8.66 Bx  10cos 45  7.07

Ay  10sin 30  5 By  10sin 45  7.07

For vector A, both the x and the y components are positive since they are in our
chosen positive directions for x and y. However, for vector B, the x component is in
the negative x direction and thus is negative. The y component for vector B is
positive since it is in the positive y direction.

Activity 1.8

1. A car travels 3 km east and then turns and travels 5 km west.

a) What is her displacement?

b) What distance does the car travel?
c) What is the magnitude of her displacement?

Unit 1: Measurements and Vectors 1.22

2. If your velocity is 5 m s–1 at 300 east of North, what is the horizontal and vertical
component of the velocity?

Example 1.10

A cross-country skier travels 1 km north and then 2 km east on a horizontal

snowfield.

Determine:

a) how far and in what direction is she from the starting point?
b) what are the magnitude and direction of her resultant displacement?

Solution
Geometrically:

2 km Finishing
point
N
1 km
 R

Starting
pot
a) The length of the straight line joining the starting and finishing points gives the
displacement of the skier. Using trigonometry we have:

R  (1)2  (2)2  2.24km

2
tan      63.4o
1

b) The magnitude of displacement is 2.24 km. Using the calculated value for the
angle as in above; one may state the direction to be either 63.4o east of north or E
63.40 N.

Unit 1: Measurements and Vectors 1.23

 Example 1.11

A box is being pulled with forces F1 and F2 as shown.

Find a single force that is equivalent to the two forces shown.

F2 = 80 N

F1 = 120 N

50°
60°

Solution
Resolving the forces into their respective components, we have:

Force x-component y-component

F1 120cos50  77.1 N 120sin 50  91.9 N
F2 80cos60  40 N 80sin 60  69.3 N
Total F x  77.1  40  37.1 N F y  91.9  69.3  161.2 N

The resultant vector has an x-component of 37.1 N and a y-component of 161.2N.

F x  37.1 N F y  161.2 N
F x  39.3N

Fy
 37.1  161.2 F
2 2
Resultant F = Fx 2  Fy 2   165.4 N

Fx
 161.2 
  tan  1
  77
0

 37.1 

Unit 1: Measurements and Vectors 1.24

 Activity 1.9

In the finals of the contest of Survivor, three finalists are brought to the center of a
large, flat field. Each is given a meter stick, a compass, a calculator, a shovel, and (in
a different order for each contestant) the following three displacements.

72.4 m, 320 east of north

57.3 m, 360 south of west
17.8 m, straight south

The three displacements lead to a point where the keys to a new BMW are buried.
Two contestants start measuring immediately, but the winner first calculates where
to go. What does the winner calculate?

Unit 1: Measurements and Vectors 1.25

Summ ary
 The three fundamental physical quantities that are usually encountered in the
study of mechanics are lengths, mass and time.

 Their SI units are usually in meters (m), kilograms (kg) and seconds (s)
respectively. It is often helpful to use dimensional analysis to check the
consistency of units and to use them in deriving equations.

- Uncertainties are always added.

- Adding or Subtracting- absolute uncertainties are added.

- Multiplying or Dividing – percentage uncertainties are added.

- Errors are always to 1 significant figure.

- Number of decimal points in error determines no of decimal points in

value.

- A vector differs from a scalar in that a scalar only contains information

about the magnitude. For example, “a cyclist cruising at 7 meters/second”
is a scalar quantity, where as “a cyclist cruising at 7 meters/second West” is
a vector quantity.

 Two vectors can be added geometrically by either triangle method or by

parallelogram method to yield the method or by to yield the resultant vector.
The negative of a vector is a vector with the same magnitude but in opposite
direction.

 The x-component of a vector is equivalent to the projection of a vector along

the x-axis of the coordinate system and the y-component of a vector is
equivalent to the projection of a vector along the y-axis of the coordinate
system.

Unit 1: Measurements and Vectors 1.26

G lo ssary
It’s important that you have a strong understanding of the key terms that will be used
throughout this course. Start to develop your own glossary by completing the
following table, filling in the definitions that relate to the given terms.

Term Definition

SI unit a standard scientific unit of measurement in an international

system.
E.g. metre (m), kilogram (kg), second (s), ampere A), kelvin (k),
and mole (mol)

Physical quantities Primary (Physical Quantities)- Mass, length and time

𝑑
Secondary (Derived Physical Quantities) – E.g 𝑆 = 𝑡

Dimension type of the quantity e.g. length (m)-[L]

Systematic error

Random error

Vectors

Scalars

components

magnitude

resultant

Unit 1: Measurements and Vectors 1.27