Equation of a Line in Vector Form (Cambridge (CIE) A Level Maths: Pure 3): Revision Note

Exam code: 9709

Dan Finlay

Written by: Dan Finlay

Reviewed by: Lucy Kirkham

Updated on

Guided study available on this topic

Understand this topic with deeper explanations and understanding checks.

Equation of a line in vector form

How do I find the vector equation of a line?

  • You need to know:

    • The position vector of one point on the line

    • A direction vector of the line (or the position vector of another point)

  • There are two formulas for getting a vector equation of a line:

    • r = a + t (b - a)

      • use this formula when you know the position vectors a and b of two points on the line

    • r = a + t d

      • use this formula when you know the position vector a of a point on the line and a direction vector d

    • Both forms could be compared to the Cartesian equation of a 2D line

      • y = mx + c

      • The point on the line a is similar to the “+c” part

      • The direction vector d or b – a is similar to the “m” part

  • The vector equation of a line shown above can be applied equally well to vectors in 2 dimensions and to vectors in 3 dimensions

  • Recall that vectors may be written using i, j, kreference unit vectors or as column vectors 

  • It follows that in a vector equation of a line either form can be employed – for example,

 r=3i+j−7k+t(i−2j)  and  r=(31−7)+t(1−20)   

                             show the same equation written using the two different forms

How do I know if a point is on a line?

  • Each different point on the line corresponds to a different value of t

    • For example: if an equation for a line is r = 3i + 2j - k + t (i + 2j)

      • the point with coordinates (2, 0, -1) is on the line and corresponds to t = -1

    • However we know that the point with coordinates (-7, 5, 0) is not on this line

      • No value of t could make the k component 0

Can two vector equations represent the same line?

  • Why do we say a direction vector and not the direction vector? Because the magnitude of the vector doesn’t matter; only the direction is important

    • we can multiply any direction vector by a (non-zero) constant and this wouldn’t change the direction

  • Therefore there are an infinite number of options for a (a point on the line) and an infinite number of options for the direction vector

  • For Cartesian equations – two equations will represent the same line only if they are multiples of each other

    • x − 2y = 5 and 3x − 6y = 15

  • For vector equations this is not true – two equations might look different but still represent the same line:

    • r=(50)+t(21) and r=(1−2)+t(−2−1)

Worked Example

7-3-1-equation-of-a-line-in-vector-form-we-solution-part-1
7-3-1-equation-of-a-line-in-vector-form-we-solution-part-2

Examiner Tips and Tricks

  • Remember that the vector equation of a line can take many different forms. This means that the answer you derive might look different from the answer in a mark scheme. 

  • You can choose whether to write your vector equations of lines using reference unit vectors or as column vectors – use the form that you prefer!

  • If, for example, an exam question uses column vectors, then it is usual to leave the answer in column vectors, but it isn’t essential to do so - you’ll still get the marks!

Unlock more, it's free!

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

the (exam) results speak for themselves:

Build on this topic

Dan Finlay

Author: Dan Finlay

Expertise: Portfolio Lead

Dan graduated from the University of Oxford with a First class degree in mathematics. As well as teaching maths for over 8 years, Dan has marked a range of exams for Edexcel, tutored students and taught A Level Accounting. Dan has a keen interest in statistics and probability and their real-life applications.

Lucy Kirkham

Reviewer: Lucy Kirkham

Expertise: Content Creator

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.