What can I do with a physics major?


Do you want to know the universe? Do you want to know the answers to some of the fundamental questions humans have been asking themselves for generations? Do you want to follow in the path of some of the most brilliant individuals the world has ever known? Do you want to learn the skills to answer the question "Why is our universe structured the way it is"? Physics is the key to understanding the smallest of atomic particles, the largest of galaxies, and all other phenomena in between.

As you prepare for university you may be considering taking physics as a major and wondering about the economic, societal, and career benefits of that choice. The following examples demonstrate some of the career paths you can take with physics.

An individual standing with multiple different arrows pointing in different directions.

For someone who completes a physics major, salary can vary widely. It all depends on your level of education and the nature of your specific job.

Complete the following activity by filling in the blank to describe the job depicted in the images. Can you guess how much you could earn in the following jobs? Be sure to check the results to find out.

Identify the career being described. If you happen to be incorrect, do some brief research about that career to understand what they do. Check the feedback for salary information.

Now that you can identify and describe some of the careers related to the field of physics, this course will help give you the baseline knowledge to be able to demonstrate scientific investigation skills (related to both inquiry and research) in four scientific investigation skills: initiating and planning, performing and recording, analyzing and interpreting, and communicating.

Let’s start with initiating and planning when it comes to setting you up for success in this course.

How does physics answer the question, "Are we there yet?"

According to the International Civil Aviation Organization, in 2019 the world’s airlines moved 4.5 billion people around the globe as well as 6.4 trillion dollars of goods. These are numbers our ancestors would have found astounding but we take for granted. We have come to expect to travel great distances with relative ease. At the start of the Industrial Revolution most of our ancestors would not have traveled more than 50 km from their homes in their lifetime.

Air travel involves piloting an aircraft from place to place without getting lost or endangering the safety of those on board or on the ground. Air travel differs from other forms of travel in several ways. Aircraft travel at relatively high speeds, leaving less time to calculate their position on route. Aircraft normally cannot stop in mid-air to ascertain their position.

An aircraft’s time in the air is limited by the amount of fuel it can carry; a surface vehicle can usually get lost, run out of fuel, then simply await rescue. There is no in-flight rescue for aircraft. Additionally, collisions with obstructions are usually fatal. Therefore, constant awareness of position is critical for aircraft pilots.

  • What skills do they need?
  • Where does physics play a role?

In this learning activity we will learn about one of the most powerful tools a pilot has, the understanding of vectors.

Explore This!

watch icon

Examine the following video to help you understand the concept of relative motion. Consider the following questions, while viewing the video:

  • Do we all observe the world in the same way?
  • Are we moving the way we think we are moving?
  • Does your physical description depend on what I am doing?

Some examples of vectors include various quantities such as the displacement, force, velocity, momentum, acceleration and many more. Knowing this, think about what everyday activities involve vectors?


Notebook

Notebook

Set up your notebook

While working through this course, you will need one other tool to help you stay organized. You will need a “notebook.”

This may be an actual pen and paper notebook where you can take notes and write reflections as instructed throughout the course. Alternatively, you may choose to have a digital “notebook” or a file where you type your notes and reflections. This is a personal decision, but it is important that you have a consistent place for your notes. Your notebook is only for your own reference, so keep it in a way that makes sense to you, and will continue to make sense as you progress through the course.

Be sure to add a title to each set of rough notes with the learning activity number and title. Spelling does not matter in these rough notes, but the act of completing these reflections and quick activities is important for your learning.

You will encounter questions throughout the course that ask you to pause and reflect on your learning, or to self-check. Record these questions and your answers in your notebook, then compare your response to the suggested answer if one is provided. Any differences are an opportunity to learn more, but as they are just suggestions they do not mean your answers are wrong. Think about your response, and ask a trusted friend or family member, search online, or contact your TVO ILC academic support team if needed.

person highlighting notes in a notebook

Notebook

Notebook

Consider each of the following terms. They may or may not be familiar to you. In your notebook, create a chart and record the definition, units of measurement, and examples of these concepts. Do your best, and refer back to your current ideas through the unit and course.

  • waves
  • frequency
  • motion
  • acceleration
  • position
  • velocity

Study of motion in physics

Mechanics is the branch of physics dealing with the study of motion. Motion is a fundamental idea in all of science. Its study has led to many developments in our understanding of physics. It is important to study mechanics to serve as a base for other, more advanced, concepts. As we continue our investigation into the physics of motion, avoid memorizing the information. Instead contemplate the information by thinking about its meaning and its applications. The hope is that you gain a comfortable foundation with the language that is used throughout the study of mechanics.

Scalars, vectors, distance, displacement, speed, velocity and acceleration — these words are used with regularity to describe the motion of objects.

Your goal should be to become very familiar with their meanings.

So, what is a vector and how are they used in everyday life?

A vector is a quantity that has both magnitude as well as direction. The term vector is used in mathematics, engineering, and most importantly physics. Unlike vectors, a scalar quantity is a value that is only described by its magnitude.

Notebook

Let’s check your understanding of this distinction. Using your notebook recreate the following table and consider the following quantities. Categorize each quantity as being either a vector or a scalar. Then press the show answers button to learn how you did.

Quantity Scalar or vector
a. 5 m
b. 30 m/sec, East
c. 5km, North
d. 20 degrees Celsius
e. 256 bytes

various urban structures with vectors indicating where the force vectors are located, such as weight bearing pillars

In your studies of physics your ability to represent physical concepts in a visual manner becomes very important. The world that we study in physics is a physical world - a world that we can explore.

Therefore, our ability to visualize and create visual representations in the study of physics helps solidify concepts into a deeper understanding.

Begin cultivating your visualization skills early in this course. Let’s focus on the use of diagrams to describe the motion of objects.

Definition

definition

Vector diagrams are diagrams that depict the direction and relative magnitude of a vector quantity by a vector arrow. Vector diagrams can be used to describe the velocity of a moving object during its motion.

For example, a vector diagram could be used to represent the motion of a car moving down the road.

GIF animation of a car being driven on the road.
Vector diagram of an arrow pointing right labelled “average velocity”

Scalar quantities versus vector quantities

Measurements can be classified into one of two categories: scalar measurements and vector measurements.

Both scalar and vector quantities are used at different times in describing and measuring motion.

Definition

definition

Scalar quantities: consist of a number (the magnitude), and appropriate units.

Scalar measurements, such as time, mass, speed, and distance have numerical values and a unit of measurement. For example:

  • time = t = 4  s
  • speed v = 80 m/s
  • distance = d = 10  m
  • mass m = 10 kg

Definition

definition

A vector is a number (the magnitude), appropriate units, and a direction.

Vector quantities, such as displacement, velocity, and acceleration, include numerical values, a unit of measurement and a direction. For example:

  • displacement = d = 40  m [east]
  • velocity = v = 80  m / s [south]
  • acceleration = a = 9.8  m / s 2 [down]

Notice whenever you specify a vector quantity using a value and a direction, you add the vector symbol (arrow) above the variable.

Vectors in two dimensions

Notebook

Consider the following velocities:

v 1 = 2.4  m / s [forward],

Note that, for the purposes of this course, forward will mean that the vector is horizontal and points towards the right. In other words, this vector is pointing towards the east directionally.

v 2 = 65  k m / h [south] (This can also be written as 65 km/h [S].)

v 3 = 14  c m / s [west 25° north]

v 4 = 7.5  m / s [south 10° east]

Using your notebook, copy the four different velocities given and answer the following questions:

What do these four velocities have in common?

What are the differences in the way they are written?


Describing vectors

A vector is represented as an arrow, with a “head” or “tip” and a “tail,” as shown in the following diagram. The arrowhead shows the vector’s direction.

an arrow, with a “head” or “tip” and a “tail”

Representing a vector graphically and numerically

For example, consider this displacement vector represented graphically beside a reference point. In this course the reference point is often at the center of a 4-point compass rose indicating north, south, east, and west.

Displacement vector of 8 meters east beside a 4-point compass indicating north, south east, & west

This displacement vector may be shown graphically, or may be written numerically as:

8 m [E] or 8 m [east].

All vectors have a direction but not all vectors point directly north, south, east or west, so…

How would you communicate a vector’s direction?

There are several acceptable ways to communicate a vector’s direction in two-dimensions.

In the following diagram, a vector points 50° east of north. In other words, the direction of the vector would start north then rotate 50° towards the east.

Compass rose rotated 50° towards the east

Instead of drawing the vector, you can also state the vector using written notation.

In this example, you would state [N50°E]. The brackets show that it is vector notation. The example used north, east, south and west as labels for direction of the vector but other direction labels are also acceptable.

Let's examine the following two examples:

Example 1

A velocity of 80 km/h [NW] or [N45°W]. As shown in the following diagram.

velocity of 80 km/h [NW]

Example 2

An acceleration of 5 m/s² [S25°E] or [E65°S]. As represented in the following diagram.

acceleration of 5 metres per second squared [S25°E]

Notebook

Notebook

This is self-check list, suggested as guidance for your understanding of the concepts in this learning activity.

  • assess and evaluate your own work
  • determine where you are in your learning, where you need to go, and how best to get there

You will be provided with suggested answers to compare to your own responses throughout the learning activities.

After checking your responses, ask yourself the following reflection questions and answer them in your notebook:

  • What did I do well?
  • What concepts do I need to review?
  • What are my next steps to ensure I understand all the concepts?

Examples

State the direction of each of the following three vectors diagrams shown.

Vector 1:

an arrow pointing southwest

Vector 2:

An arrow pointing 25 degrees counterclockwise from right.

Vector 3:

an arrow pointing north 15 degrees west

Notebook

In a vector diagram, the magnitude of a vector quantity is represented by the size of the vector arrow. If the size of the arrow in each consecutive frame of the vector diagram is the same, then the magnitude of that vector is constant. For this and the next series of questions, copy the question and your answer into your notebook for future reference, then check your response with the suggested answer.

Review each vector diagram on the left. Identify the direction of the vector depicted and record your answer in the second column.

Vector diagram Direction
1.  A vector of 640 m pointing 50 degrees south of west.
2. vector of 12 m/s pointing 8 degrees north of east
3. A vector of 640 m pointing 50 degrees west of south.
4. A vector of 12.5 m/s pointing 8 degrees east of north.

Try it!

Try It!

For the next series of multiple-choice questions, study each of the following vector diagrams shown and choose the correct direction to check your understanding.

Drawing vectors

There are situations in which it is useful to draw scale diagrams of vectors. When you do this, always include a scale statement such as:

“Let 1 cm = 2 m”

To communicate the size of the vector being drawn. For example, to draw a vector that is 10 m long, you may draw a vector that is 5 cm long on your paper and include a statement that “1 cm = 2 m.”

It is suggested that you use a ruler, a protractor, and a compass when drawing these types of diagrams as they need to be created to scale.

Examples

The following examples will guide you through determining an appropriate scale and help to clarify the concepts involved in drawing vectors.

Consider the following velocity vectors that were mentioned previously:

Tools to draw vectors
  • v 1 = 2.4 m/s [forward]
  • v 2 = 65 km/h [south] (This can also be written as 65 km/h [S].)
  • v 3 = 14 cm/s [west 25° north]
  • v 4 = 7.5 m/min [south 10° east]

Note that, for the purposes of this course, forward will usually mean that the vector is horizontal and points towards the right.

First, choose a scale that is easy to draw. To find the length of line you need to draw, take the original measurement and divide by the scale.

For example: 1 cm = 20 km/h that could be expressed as [1 cm : 20 km/h].

Then use this factor to convert the original measurement of v 2 65 km/h [south] to the scaled measurement.

1 cm/ 20 km/h × 65 km/h = 3.25 cm

Now, use the scale and direction to create the given velocities represented with vectors ( v 1 and v 2 ) drawn to scale, as shown in the following diagrams.

Vector 1 moving 2.4 m/s forward and vector 2 moving 65 km per hour south
Vector 2 is 65 km/h being represented on a scale of  1 cm = 20 km/h.

In a similar fashion, use the scale and direction to create the given velocities represented with vectors ( v 3 and v 4 ) drawn to scale, as shown in the following diagrams.

Vector 3 is 14 cm/s being represented on a scale of 1 cm = 5 cm/s.
Vector 4 is 7.5 m/min [S 10o E] being represented on a scale of 1 cm = 2.5 m/min.

To draw vectors that do not lie exactly along a compass direction (N, S, E, or W), it is necessary to work from a reference point with its own compass directions.

Notebook

In your notebook, follow the directions for making vector drawings. Press each tab to learn how to draw vectors when the direction includes an angle.

Example: If the angle is [east 30° north] start on the east line and move 30° north.

Drawing of cardinal points: North, South, East & West with arrow from East 30 degree towards North

Example: If the vector is 200 km, choose a scale of 1 cm = 100 km. The length of the line should be 2 cm.

Draw the vector along the angle to the correct length (measured using the scale).

Drawing of cardinal points: North, South, East and West with arrow from East 30 degree towards North

Try it!

Try It!

For each of the following questions, state the direction of the vector shown using the indicated angle. Press submit to check your understanding.

Vector addition

So far, we’ve discovered that vectors consist of two parts, magnitude and direction. Breaking down a vector into horizontal and vertical components is a very useful technique in understanding physics problems.

Whenever you notice motion at an angle, you should perceive it as moving horizontally and vertically at the same time. Simplifying vectors in this way can speed calculations and help to keep track of the motion of objects.

Components of a vector

The horizontal component stretches from the start of the vector to its farthest x-coordinate. The vertical component stretches from the x-axis to the most vertical point on the vector. Together, the two components and the vector form a right triangle as shown in the following diagram.

Horizontal & vertical components of vector. Together, the 2 components & vector form right triangle

Explore this!

watch icon

The following video explores the differences between scalar and vector quantities. It also uses a demonstration to illustrate the importance of vectors and vector addition which starts at 4:46 second mark of the video.


Definition

definition

Coordinates: Numbers indicating a position with respect to some axis. For example: x and y coordinates indicate position relative to x and y axes.

Axis: An imaginary line around which an object spins or is arranged.

Magnitude: A number assigned to a vector indicating its length.

By taking the vector to be analyzed as the hypotenuse, the horizontal and vertical components can be found by completing a right triangle. The bottom edge of the triangle is the horizontal component and the side opposite the angle is the vertical component.

Review

Review

Before we can really dive into the addition of vectors, let’s refresh our math skills. Can you describe the following terms and expressions?

right-angle triangle

a² + b² = c²

cosine

hypotenuse

sine

tangent

Explore this!

watch icon

Review of the Pythagorean theorem and trigonometry

The following video links have been provided as suggestions only. You are encouraged to search for additional resources to support your understanding.

Examine the following video to review the mathematical concepts of the Pythagorean theorem and right-angle trigonometry before continuing with this section.


The following video explores additional examples to review trigonometry.


Adding and subtracting vectors

Definition

Definition icon

Resultant: The resultant is the vector obtained by adding or subtracting other vectors.

When it comes to adding (and subtracting) vectors there are three methods.

  • Method 1: Using a scale diagram
  • Method 2: Using algebra — trigonometry (sine and cosine law)
  • Method 3: Using perpendicular components

Although in this unit you are learning about vectors of motion (e.g. displacement, velocity, and acceleration), you will also be applying vector concepts throughout this course. Knowing how to draw and represent a vector in physics is an essential skill for this course. Let's examine how we apply this skill next.

Method 1: Vector addition using scale diagrams

When adding vectors, you will be drawing the first vector and then placing the “tail” of the next vector against the “head” or “tip” of the first vector drawn. This is called the “tail-to-tip” or “tip-to-tail” method.

The resultant vector is found by connecting the “tail” of the first vector to the “head” or “tip” of the last vector. In other words, if you are finding the resultant displacement by adding two displacement vectors, you would be connecting the “Start” position to the “Finish” position with a vector.

Explore this!

watch icon

Still not sure how to use this first method? Explore the following video which outlines how this method can be used.


Example 1

Ryan (he/him) is walking through the school library to meet his group to discuss the physics project on dynamics.

Find the displacement for Ryan when he travels 14 m [N] and then 25 m [S].


But what happens when vectors are not aligned in one dimension?

Example 2

Felicia (she/her) is on her way to meet Ryan, however she’s on the other side of the school campus. She travelled 25 m [east] and then 30 m [north]. Find Felicia's displacement.


Try it!

Try It!

Let's review the concepts we've covered so far before we explore methods 2 and 3.

There is a certain order to drawing a scale diagram when solving for displacement. What is the correct order?

Using the dropdown menus, put the steps in the correct order for finding the displacement then press submit to check your understanding.

Notebook

Ready for another one?

You will be required to draw a vector diagram, it is suggested that you use a ruler and a protractor, to solve this problem in your notebook. Compare your work with the suggested answers to check your understanding.

Triangle indicating displacement vectors 25 m east and then 30 m north

A truckload of computers travels across northern Ontario 45 km [west] and then 65 km [south].

Find the truck’s displacement.

Drawing the scale diagram can sometimes give you an answer slightly different from the correct answer because it is hard to measure everything exactly.

A more exact method for finding the answer uses algebra instead of scale diagrams. Next, we will explore using algebra to add vectors.

Method 2: Vector addition using algebra

You may want to review the basic concepts of trigonometry that you need to best understand this learning activity.

Let’s go back to the first few examples from this topic. But this time we’ll solve it using algebra techniques instead of scale diagrams. The answers should be the same.

Example 1

Let’s use the example of Ryan (he/him) walking through the school library to meet his group to discuss the physics project on dynamics. Find the displacement for Ryan when he travels 14 m [N] and then 25 m [S]. Use vector addition using algebra (Method 2) to solve the problem.


Example 2

Let’s continue using the example of Felicia (she/her) on her way to meet Ryan; however she’s on the other side of the school campus. She travelled 25 m [east] and then 30.0 m [north]. Find Felicia's displacement using vector addition using algebra (Method 2).


Think

Think

Do you think regardless of the method we use will we get the same answer?

Let’s revisit the example of the truckload of computers that travels 45 km [west] and then 65 km [south] across Northern Ontario. Find the truck's displacement.

Big 18 wheeler semi trucks on the road

Take a break!

celebration icon

Excellent work! You have just completed the section on representation and drawing of vectors. Now is a great time to take a break before you continue with methods in vector addition.

Vector addition (Non-right triangle)

vector arrows

So far we’ve been able to add vectors that make up a right-angled triangle. But how would you add vectors when they don’t make a right-angle triangle?

In the next example, you will learn to add vectors when you don’t have a right angle.

Example

A Toronto streetcar is traveling across the city. Find the displacement of a streetcar that travels 80.0 km [N] and then 1.0 × 10² km [W20°N].

A scale diagram is nice, but the most accurate way to solve a problem is using math. Let's use the two mathematical approaches to solve the problem: trigonometry, then perpendicular components.

Double stacked container cars passing by railroad crossing

Method 1: Using trigonometry (sine and cosine law)

Algebraically, when adding vectors that are not perpendicular, you can use the sine and cosine law to solve for the resultant vector. Before we try to solve the problem with this method, let’s review the formulas we will be using.

Formula

Formula

Cosine Law: c 2 = a 2 + b 2 - 2 a b cos C where C is the angle across from side c.

Sine Law: a sin A = b sin B = c sin C

Explore this!

watch icon

The following video gives a detailed review of sine and cosine law.


Note regarding your calculator's degree mode

This course uses degrees for angle measurements. Ensure that your calculator is set to degree mode. Refer to your calculator's manual for instructions to change the setting. You can verify the setting by noticing the letter "D" or "DEG" on your calculator display.

We can use the sine and cosine laws to solve this problem.

Find the displacement of the Toronto streetcar that travels 80.0 km [N] and then 1.0 × 10² km [W 20° N].

Press on the steps to view the full solution.

Solution to railway container car that travels 80.0 km North and then 100 km west 20 degrees north

The two individual movement vectors are arranged tip-to-tail from a starting point in the bottom right corner. The displacement (resultant) vector is then added, from the tail of the first vector to the tip of the second vector. We label it d . We can also mark the resultant's direction angle, θ (the Greek letter theta, commonly used in physics to represent unknown angles. We know the angle between the two vectors within the triangle is 110°, since the second vector is 20° north of west, and there is a 90° between west and south.

d 2 = 100 2 + 80 2 2 100 80 cos 110 °

d 2 = 21,872 . 32

d    = 147.9   km

100 sin θ = 147.9 sin 110

sin θ    = 100 sin 1 10 147.9

θ         = 39.4

d = 148   km   N   39°   W

Therefore, the displacement of the streetcar is 148 km [N 39° W].

Method 2: Using perpendicular components

You explored solving vector problems using scale diagrams and trigonometry. The third method of adding two or more vectors is based on resolving or breaking up a vector into perpendicular components.

This is a very common procedure – let’s review this method closely to make sure you understand how it works.

Any vector may be represented in two dimensions as having parts of the vector that lie along the x-axis and the y-axis.

For example, a displacement vector of 5.0 m [N45°E] will have a component that is parallel to the x-axis and a component that is parallel to the y-axis. Those components are perpendicular to each other as shown in the following diagram.

Displacement vector indicating a displacement of 5.0 m [N45E]

Note that the magnitude of a vector can be expressed either with vertical bars around the vector, or by writing the vector's name without an arrow on top. So d is the magnitude of vector d , and so is d . To resolve the vector into the perpendicular components, you will use the following trigonometric ratios. Press each tab to explore the component.

d x = d cos θ

d x = 5.0   m cos 4 5

d x = 3.5   m

d y = d sin θ

d y = 5.0   m sin 4 5

d y = 3.5   m

Now to add vectors in two-dimensions, you will resolve (or break up) all the vectors into their perpendicular components, and then add all the parallel components.

Once this is done, the Pythagorean theorem and the tangent ratio may be used to determine the magnitude of the resultant vector and its direction (angle).

Now we will solve the same example of streetcar as before but the component method will be used:

Find the displacement of a streetcar that travels 80.0 km [N] and then 1.0 × 10² km [W20°N]. Press each tab to explore the solution.

Start by defining which directions are positive. Typically, north and east (up and right on a diagram) will be treated as positive, but we always have the option to change that. [North] and [East] are the positive directions.

For this example, the following diagram includes the perpendicular components.

diagram showing the breakdown of both distances in x and y components

Vector d 1 is already vertical, so it has just one component: 80 km [N]. Vector d 2 has a vertical and a horizontal component: 34.2 km [N] and 94 km [W]. In the previous step, we defined [East] as a positive direction, so we will have to be mindful of that [West] in the next step.

You can explore how the components in the previous diagram were obtained:

d 1 = 80.0   km   N

d 2 = 1.0 × 10 2   km   W   20   N

d 1 x = 0

d 1 y = 80   km

d 2 x = - 100   km cos 2 0 = - 94.0   km

d 2 y =   100   km sin 2 0 = 34.2   km

Now that we have the individual components, we can find the components of the resultant by just adding (or subtracting) parallel components.

d T x = d 1 x + d 2 x = 0 + ( - 94.0   km ) = - 94.0   km

d T y =   d 1 y + d 2 y = 80   km + 34.2   km = 114.2   km

Use Pythagorean theorem and tangent ratio to determine the magnitude of the resultant vector and its direction (angle).

d T = d x 2 + d y 2

d T = 94.0   km 2 + 114.2   km 2

d T = 21,878   km 2

d T = 148   km

tan θ = 94 km 114.2   km

tan θ = 0.823

θ = 39.4

Therefore, the displacement of the streetcar is 148 km [N39°W].

Notice how the answer is the same as the previous method’s answer.

If you are adding more than 2 vectors together, follow the same steps but once you have drawn the second vector, draw a new set of coordinates at the head of the second vector and draw the third vector from there.

The resultant is still drawn from the start of the first vector to the end of the last vector.

Explore this!

watch icon

The following video is on how to draw the addition of 3 vectors, using a method called head to tail addition method.


Mathematical communication

In this course, you will use a word processor to prepare and submit your assignments for grades. Part of that work requires you to use an equation editor to produce professionally-formatted mathematical expressions. Refer to the "Start Here - Welcome to SPH4U!" section of the course for more information.

Diagrams can be created using computer software, or you can draw them on paper. If you draw them, take a clear, well-lit photo. Images, either digitally created or from a photo, can be inserted into your word processing software.

You may need to search online for support in creating your desired expressions using the editor of your choice. In Microsoft Word, hold alt and press the equal button on your keyboard. In Google Docs, open the Insert menu and select "Equation" (this also works in Microsoft Word, if you prefer).

To get you started, here are some useful shortcuts that can be used in Google Docs and Microsoft Word's equation editors. To create a subscript, as in d 1 , use the underscore key. To produce that expression, you would type "d_1", followed by a space. The square root symbol can be inserted using the \sqrt shortcut.

In Microsoft Word's equation editor, you can format a vector by typing "(d_x)\vec" followed by two spaces. The first turns the "\vec" into an arrow, the second correctly places it on top of the letters. For a single letter name, you may choose to omit the parentheses. "v\vec", followed by two spaces.

In Google Docs equations, you would first type the "\vec" shortcut, then a space, then type your vector's name. Press the right arrow on your keyboard to exit the vector formatting.

Significant digits

The study of physics involves the science of measurement. Throughout this course, you will be exposed to numbers that represent real-life measurements. You just encountered a few of those: 80.0 km [N], 1.0×10² km [W20°N], 45 km [west], and some others. When performing calculations on those numbers to get an answer, it's vital to communicate how accurate they are. There is an important distinction between, for example, saying your robot can lift up to 14,000.00 kg, and saying it can lift up to 14,000 kg. The first number communicates a high degree of accuracy. That engineer is certain the robot can lift 13,999.99 kg, but it can't lift 14,000.01 kg. While it's possible they've calculated the capacity to that degree of accuracy, it's not very likely. The second engineer is communicating a limit of around 14,000 kg. We wouldn't be surprised if it could safely lift 14,200 kg, but we wouldn't be disappointed if it broke when trying to lift that amount either.

In science, accuracy in measurements is communicated through significant digits. Significant digits are a simplified form of mathematical analysis that describes how precisely a value is known.

Determining significant digits

Significant digits are the meaningful digits in a measured or calculated quantity. We use the following rules to count the significant digits in a number.

  • Any digit that is not zero is significant.
    • 754 cm has three significant digits: 7, 5, and 4.
    • 1.2345 kg has five significant digits.
  • Zeroes between significant digits are significant.
    • 901 m has three significant digits.
    • 1.803 m/s has four significant digits.
  • Leading zeroes, those to the left of the first nonzero digit, are not significant.
    • 0.000000905 has three significant digits. The zeroes at the start are not significant.
    • 0.5 has one significant digit. The leading zero is not significant.
  • Trailing zeroes, those to the right of the last nonzero digit, are only significant if there are some digits to the right of a decimal point.
    • 0.0900 has three significant digits (900). There are zeroes to the right of the decimal, so the trailing zeroes are significant.
    • 25,000 has two significant digits (25). There are no digits to the right of the decimal, so the trailing zeroes are not significant.
    • 34,000.00 has seven significant digits. There are digits to the right of the decimal, so all trailing zeroes are significant.
  • Exact values, like a number of repetitions, quantity of electrons, etc. have an infinite number of significant digits.

Significant digits and math

When performing a mathematical operation, communicate the final result using the lowest number of significant digits of all inputs. For example, 5.0+3.000105, when entered in a calculator, gives a result of 8.000105. If that were the final answer of a mathematical calculation, we would record the final value with two significant digits: the smaller of 2 and 7. Therefore, the sum of the two numbers is 8.0.

Note that this rule applies only to communicating the final result. You should keep as many digits as possible in your scientific calculator. When recording results in the middle of a longer solution, ensure you record at least two or three extra significant digits (and still keep as many as possible in your calculator). Then, in your final statement, round to the appropriate number of significant figures.

As previously mentioned, significant digits are a simplified way to express precision. There is a whole field of science that analyses precision and accuracy in equations. You may have the opportunity to learn more about that in future courses you take. For our course, follow the rules of significant digits in your submitted work.

Notebook

Notebook

Let's make sure you are comfortable using all of the equations taught in this learning activity. For this practice section it is suggested that you use a notebook, a ruler and protractor. Compare your work with the suggested answers to check your understanding. For the purposes of significant digits, you can assume that all angles provided in this course are exact.

  1. A person drives 8.0 km [N], and then 6.0 km [W]. Find the total displacement.
  2. A person travels 2.0 m [E 20° S], then 4.0 m [S]. Find the total displacement.
  3. A truck drives 1.0 × 10 2 km [S], turns and drives 80.0 km [W 30° S], then turns again and drives 20.0 km [N]. Find the total displacement.

  4. Resolve the following vectors into their components.
    1. 17 m/s [N]
    2. 40 m/s [S 45° E]
  5. Resolve this vector into its components. 25 m/s [E]
  6. Resolve this vector into its components. 95 m/s [N 20° W]

You can review additional example within the following document Vector Addition Using Components(Opens in new window) to learn about adding vectors using components.

Notebook

Notebook

Part 1 — Summarize your learning

You have reviewed a lot about vectors and have applied them to a variety of new scenarios. You will continue to work with vectors as we learn more about motion in this course.

You can only add two vectors if their units and directions match. What must you do if the directions are:

  1. Collinear (i.e. sharing the same line), but opposite in direction?

  2. Non-collinear (i.e. do not have their directions along the same line)?

Recreate the following table into your notebook. To help you fuse your understanding of vectors, complete your vector chart. Compare your work with the suggested answers to check your understanding.

Definition: Vector Characteristics:
Examples: Non-examples (aka scalars):

Part 2 — Summarize your learning: Concept mapping

A concept map is a type of graphic organizer. It starts with a main idea or concept and branches out with sub-topics and related concept terms. Start with a main idea, topic, or issue to focus on, then determine the key concepts that are related to the main idea or concept.

Find the key concepts that relate directly to the main topic. In this way, concept mapping is a hierarchical type of graphic organizer where some parts rank with higher priority than the other topics/concepts. Find the other concepts that relate to those key concepts and keep branching out as necessary.

The unique feature of concept mapping is the connecting of concepts/terms with linking phrases and words. This sets apart a concept map from a mind map. Links may be made between two concepts, and cross-links may be made when a connection is made to a different area of the map. This connecting of concepts is important in understanding complex topics.

How do you create a concept map?

Use a concept map to organize terms based on their relationships with each other after each learning activity. At the end of each unit, you will combine them to provide a comprehensive graphic organizer that summarizes the key concepts of the unit.

The following is an example of concept map.

A concept map for kinematics in 2D such as motion, vectors, math skills, constant velocity etc.

Notebook

Notebook

In the introduction to this course, there were ideas about building concept maps. Choose how you would like to create your concept maps and start by creating your first map now. Save it to use it again at the end of the unit.

You will use a concept map to organize the following terms based on their relationships with each other.

Terms to include in your concept map: (may be used more than once)

  • motion
  • vectors
  • scalars
  • uniform motion
  • non-uniform motion
  • magnitude
  • direction
  • distance
  • components
  • vector addition
  • vector subtraction
  • geometry
  • scale diagram

Part 3 — Reflect on your learning

To check your understanding, reflecting on what you learned in this learning activity will be helpful.

You have learned about three different methods of vector addition. You can use your notebook to complete each of the following questions.

Each method has its advantages and disadvantages. Using what you have learned and experienced while using the various methods, in your notebook replicate and complete the following T-charts for each method.

Method 1: Scale diagram
Advantage Disadvantage
Method 2: Trigonometry
Advantage Disadvantage
Method 3: Perpendicular components:
Advantage Disadvantage

Try it!

Try It!

Practice the concepts just learned in this learning activity by using the following simulation.

Launch the following simulator – apply and reinforce all of your knowledge of vectors:

Phet simulation to understanding and practice vector addition

Press here for long description(Open in new window)

Start (Opens in a new window)

Self-check quiz

Quiz icon

Check your understanding!

Complete the following self-check quiz to determine where you are in your learning and what areas you need to focus on.

This quiz is for feedback only, not part of your grade. You have unlimited attempts on this quiz. Take your time, do your best work, and reflect on any feedback provided.

Connecting to transferable skills

study strategies icon

Ontario worked with other provinces in Canada to outline a set of competencies that are requirements to thrive. Ontario then developed its transferable skills framework as a set of skills for students to develop over time. These competencies are ones that are important to have in order to be successful in today’s world.

Read the following document entitled Transferable Skills Outline (Opens in new window) to explore the framework and the descriptors for each skill. Download, print, or copy the information in the document into your notes - you'll refer to it in each unit.

Press the following tabs to explore the skills.

Explore this!

Explore the following video to learn more about critical thinking and problem solving.


Definition

Critical thinking and problem solving involve examining complex issues and problems from a variety of different points of view in order to make informed judgments and decisions. Learning is deeper when the experiences are meaningful, real world, and authentic.

Students consistently:

  • solve meaningful, real-life problems
  • take steps to organize, design, and manage projects using inquiry processes
  • analyze information to make informed decisions
  • see patterns, make connections, and transfer learning from one situation to another
  • see the connections between social, economic, and ecological systems

Explore this!

Check out the following video to learn more about innovation, creativity, and entrepreneurship.


Definition

Innovation, creativity, and entrepreneurship involve the ability to turn ideas into action to meet the needs of a community. The ability to contribute new-to-the-world thinking and solutions to solve complex problems involves leadership, risk taking, and independent/unconventional thinking. Experimenting with new strategies, techniques, and perspectives through research is part of this skill set.

Students consistently:

  • formulate insightful questions to generate opinions
  • take risks in thinking; experiment to find new ways of doing things
  • demonstrate leadership in a range of creative projects
  • motivate others in an ethical and entrepreneurial spirit

Explore this!

Access the following video to learn more about self-directed learning.


Definition

Self-directed learning means: becoming aware and demonstrating ownership in your learning. Belief in your ability to learn (growth mindset), combined with strategies for planning, monitoring, and reflecting on your past, present, and future goals promote lifelong learning, well-being, and adaptability in an ever-changing world.

Students consistently:

  • are aware of how they learn best
  • ask for support when needed
  • set goals and make a plan to achieve their goals
  • practice new skills they want to improve
  • reflect on their own learning to determine strengths
  • learn to adapt to change and become resilient in the face of adversity
  • become managers of different aspects of their lives to enhance their health and overall well being

Explore this!

Explore the following video to learn more about collaboration.


Definition

Collaboration involves participating ethically and effectively in teams. Being versatile across different situations, roles, groups, and perspectives allows you to co-construct knowledge, meaning, content, and learn from, and with others in physical and online spaces.

Students consistently:

  • participate in teams in respectful and positive ways
  • learn from others; contribute to the learning of others
  • assume various roles on a team as needed being respectful of a diversity of perspectives including Indigenous ways of knowing
  • address disagreements and manage conflict in sensitive and constructive ways
  • network with a variety of people and groups on an ongoing basis

Explore this!

Check out the following video to learn more about communication.


Definition

Communication involves receiving and expressing meaning (e.g., reading and writing, viewing and creating, listening and speaking) in different contexts and with different audiences and purposes. Effective communication increasingly involves understanding both local and global perspectives, including using a variety of media appropriately, responsibly, and safely with regard to your digital footprint.

Students consistently:

  • communicate effectively in a variety of media
  • use digital tools appropriately to create a positive digital footprint
  • listen to understand
  • ask effective questions
  • understand the cultural importance of language

Explore this!

Access the following video to learn more about global citizenship and sustainability.


Definition

Global citizenship and sustainability involve understanding diverse worldviews and perspectives in order to address political, ecological, social, and economic issues that are crucial to living in a in a sustainable world. Being aware of what it means to be an engaged citizen and how the appreciation for the diversity of people and perspectives contributes to a sustainable world are part of this skill set.

Students consistently:

  • take actions and make responsible decisions to support the quality of life for all
  • understand the histories, knowledge, contributions, and inherent rights of Indigenous people
  • recognize discrimination and work to promote the principles of equity
  • contribute to their local and global community
  • participate in an inclusive, accountable, sustainable, and ethical manner, both in groups and in online networks

Explore this!

Explore the following video to learn more about digital literacy.


Definition

Digital literacy involves the ability to solve problems using technology in a safe, legal, and ethically responsible manner. Digitally literate students recognize the rights and responsibilities, as well as the opportunities, that come with living, learning, and working in an interconnected digital world.

Students consistently:

  • select and use appropriate digital tools to collaborate, communicate, create, innovate, and solve problems
  • use technology in a way that is consistent with supporting their mental health and well-being
  • use digital tools effectively to solve problems and inform decisions
  • demonstrate a willingness and confidence to explore new or unfamiliar digital tools and emerging technologies
  • manage their digital footprint by engaging in social media and online communities respectfully, inclusively, safely, legally, and ethically

The transferable skills described in these videos have been adapted from the ministry‘s definitions and descriptions that are available for viewing on the Ministry of Education‘s Curriculum and Resources site: Transferable Skills Outline(Opens in a new window)

Note the indicators that you think you will develop in this course. Throughout this course, you should revisit these skills to reflect on which ones you develop and if your original predictions were correct.

As you continue through this unit and the rest of the course, keep your notebook updated and be mindful of opportunities to apply and develop transferable skills.