Easter College Incorporated

SENIOR HIGH SCHOOL DEPARTMENT

Easter School Road, Guisad, Baguio City

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Module 2 – (Chapter 2)

Prepared by: Irene B. Utang

1st Quarter, 1st Semester
S.Y. 2021 – 2022

THIS MATERIAL IS FOR EASTER COLLEGE SENIOR HIGH SCHOOL STUDENTS ONLY! No part of this
material may be reproduced in any form or by any means or otherwise without the prior written permission
of the creator.
I. Course/Subject Title: General Physics 1
II. Schedule of the Subject: September 7, 2021 to September 21, 2021

III. Course Description: Mechanics of particles, rigid bodies, and fluids; waves; and heat
and thermodynamics using the methods and concepts of algebra, geometry,
trigonometry, graphical analysis, and basic calculus.

IV. Course Outcome: The learner is able to solve, using experimental and theoretical
approaches, multiconcept, rich-context problems involving measurement, vectors,
motion in 1D, 2D and 3D, Newton’s Laws, work, energy, center of mass, momentum,
impulse and collisions.

V. Topic: How are Physical Quantities Described?

1. Identifying Scalars and Vectors
2. Adding Vectors
2.1. Resultant Vectors
2.2. Graphical Methods of Adding Vectors
2.3. Vector Resolution

VI. Competencies/Objectives:

 Differentiate vector and scalar quantities

 Perform addition of vectors
 Rewrite a vector in component form

VII. Learning Experiences:

A. Engage

Describing an object is a great challenge for everyone. It takes one’s profound

knowledge and imagination to describe physical phenomena from the core of its existence
and explain how it moves over a course of time. It is in nature to use quantifiable facts.
However, a single number alone is not enough to describe and explain a phenomena, that is
why additional information is required.
Just like giving instructions to someone to go to a certain place. For example, you give
the distance in kilometers or meters, but you also give the direction. In this way, he will be
able to reach his destination. And so, with physics, it requires two mathematical quantities
to describe and explain things, namely magnitude and direction.
In this chapter, you will learn how mathamatics helps explain physical phenomena
with the conce[pt of vector.

B. Explore

Scalar quantities and vector quantities are two different quantities. The basic
difference between scalar and vector quantity is that scalar quantity is described completely
by its magnitude only while vector quantity is described by magnitude and direction. It
describes why 50 Newtons is different from 50 Newtons downward, or why 60km/h is
different from 60km/h North.

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 2

C. Explain

As mentioned, physical quantities are either scalars or vectors.

Scalar Quantity Definition

Scalar quantities are physical quantities which have only magnitude. It is fully
described by a magnitude or a numerical value. Scalar quantity does not have directions. In
other terms, a scalar is a measure of quantity.

For example, if I say that the height of a tower is 15 meters, then the height of the
tower is a scalar quantity as it needs only the magnitude of height to define itself. Let’s take
another example, suppose the time taken to complete a piece of work is 3 hours, then in this
case also to describe time just need the magnitude i.e. 3 hours.

Other examples of scalar quantities are mass, speed, distance, time, energy, density,
volume, temperature, distance, work and so on.

Vector Quantity Definition

The physical quantities for which both magnitude and direction are defined
distinctly are known as vector quantities.

For example, a boy is riding a bike with a velocity of 30 km/hr in a north-east

direction. Then, as we see for defining the velocity, we need two things, i.e. the magnitude of
the velocity and its direction. Therefore, it represents a vector quantity.

Other examples of vector quantities are displacement, acceleration, force, momentum,

weight, the velocity of light, a gravitational field, current, and so on.

Table 1. Difference Between Scalar and Vector Quantity

Scalar Quantity Vector Quantity

It has magnitude only It has both magnitude and the direction
It does not have direction It has direction
It is specified by a number and a It is also specified by a number along with the
unit direction and unit
It is represented by quantity It is represented by quantity symbol in bold or
symbol with the arrow sign above
Example: Temperature, speed, etc Example: Acceleration, velocity, etc

Vector Representation

Let us have a look at the line segment drawn below. A vector quantity always has a
starting point and an endpoint. It represents a directed line segment. The length of the arrow
is proportional to the magnitude of the vector. The tail indicates the starting point of the
vector. The orientation of the arrow head indicates the direction.

The directed line segment with an initial point A and terminal point B is symbolically
⃑⃑⃑⃑⃑ and the length a of the vector represents its magnitude
denoted as AB in bold or as 𝐴𝐵

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 3

which is denoted by |AB|. Instead of using double letter notation we can use a single letter
notation to represent a vector as a, b, c
and it denotes their magnitudes.

As it is difficult to write letters in bold

we use a bar above the letters to represent vectors
as 𝑎̅.

⃑⃑⃑⃑⃑ = 𝑎 then |𝐴𝐵| = 𝑎

Therefore, if 𝐴𝐵
where |𝐴𝐵| indicates the magnitude of the vector.

Characteristics of Vectors
 Vectors possess magnitude as well as the direction
 It does not obey the ordinary law of algebra
 Either the magnitude or direction change or both change
o Scalar and Vector Quantity Example
 Moment, Linear Momentum, Average Velocity.

Now we are familiar with what are vectors and scalars. Now if somebody asks if
acceleration is a vector or a scalar, we can easily tell that it’s a vector because it has direction
as well as magnitude. Similarly, when asked if the distance is a vector or scalar, it is quite
evident that as distance has only magnitude, it is a scalar quantity.

D. Elaborate

Addition of Vectors

The Resultant Vectors

A variety of mathematical operations can be performed with and upon vectors. One
such operation is the addition of vectors. Two vectors can be added together to determine the
result (or resultant). Observe the following summations of two vectors:

There are a variety of methods for determining the magnitude and direction of the
result of adding two or more vectors. The two methods that will be discussed in this lesson
and used throughout the entire unit are:

 the head-to-tail method using a scaled vector diagram

 the Pythagorean theorem and trigonometric methods

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 4

Use of Scaled Vector Diagrams to Determine a Resultant

The magnitude and direction

of the sum of two or more vectors
can also be determined by use of an
accurately drawn scaled vector
diagram. Using a scaled diagram,
the head-to-tail method is
employed to determine the vector
sum or resultant.
This is a way wherein the
second vector is drawn such that its
tail is connected to the arrowhead of
the first vector.

Let us consider vector addition in one dimension. Take the following examples and find
the resultant displacement.

Example 1.
Jane walks 300 m East, stops to rest and then continues 400 m East.

Example 2.

Mimi walks home from school 300 m East and remembers that she had to bring home
her Science book which a classmate borrowed. She walks back 500 m West to her
classmate’s house.

The next example takes into consideration vector addition in two dimensions.

Example 3.

Collin walks 500 m East and then turns North and walks 300 m.

If you measure the resultant displacement,

it is about 5.8 cm. Converting this into meters,
the resultant displacement is about 580 m; this
also represent as the magnitude. The direction
can be determined by measuring the angle
represented by 𝜃 with a protactor; thus, 𝜃 is
approximately is approximately 310.

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 5

 The resultant vector in example 3 can be found
using the parallelogram method. Let us draw the given
⃑ 1 and d
vectors d ⃑ 2 both starting from the origin. From the
tip if ⃑d1, draw ⃑d2' using a broken line and from the tip of
⃑d2, draw ⃑d1' using again a broken line. A parallelogram is
formed and the diagonal emerging from the origin is the
resultant vector.

What if there are more than two vectors? To find the resultant of three or more
vectors, use the polygon method. In this method, follow the same procedure used in adding
two vectors such as in example 3. The order of addition can be interchanged but the
direction and length of each vector must not be changed.
Example 4.
Gina walks 600 m East, then turns 400 m North and finally walks 300 m West.

The resultant displacement is the vector drawn from the origin to the tip of the last
vector ⃑d3. notice that a polygon has been formed when the resultant, ⃑dR , has been drawn,
⃑ R ≈500 m 540 NE.
when d

The magnitude of any two vectors can be determined using trigonometry.

Trigonometry deals with the relationships among angles and sides of triangles discussed
above.

The Pythagorean Theorem and trigonometric methods

 The Pythagorean Theorem

The Pythagorean theorem is a useful method for determining the result of adding two
(and only two) vectors that make a right angle to each other. The method is not applicable for
adding more than two vectors or for adding vectors that are not at 90-degrees to each other.
The Pythagorean theorem is a mathematical equation that relates the length of the sides of a
right triangle to the length of the hypotenuse of a right triangle.

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 6

To see how the method works, consider the following problem:

Example 5. Eric leaves the base camp and hikes 11 km, north and then hikes 11 km east.
Determine Eric's resulting displacement.

This problem asks to determine the result of adding two displacement vectors that are
at right angles to each other. The result
(or resultant) of walking 11 km north and
11 km east is a vector directed northeast
as shown in the diagram to the right.
Since the northward displacement and
the eastward displacement are at right
angles to each other, the Pythagorean
theorem can be used to determine the
resultant (i.e., the hypotenuse of the
right triangle).

The result of adding 11 km, north plus 11 km, east is a vector with a magnitude of
15.6 km. Later, the method of determining the direction of the vector will be discussed.

 Using Trigonometry to Determine a Vector's Direction

The direction of a resultant vector can often be determined by use of trigonometric

functions. Most students recall the meaning of the useful mnemonic SOH CAH TOA from
their course in trigonometry. SOH CAH TOA is a mnemonic that helps one remember the
meaning of the three common trigonometric functions - sine, cosine, and tangent functions.
These three functions relate an acute angle in a right triangle to the ratio of the lengths of
two of the sides of the right triangle. The sine function relates the measure of an acute angle
to the ratio of the length of the side opposite the angle to the length of the hypotenuse.
The cosine function relates the measure of an acute angle to the ratio of the length of the
side adjacent the angle to the length of the hypotenuse. The tangent function relates the
measure of an angle to the ratio of the length of the side opposite the angle to the length of
the side adjacent to the angle. The three equations below summarize these three functions in
equation form.

These three trigonometric functions can be applied to the hiker problem in order to
determine the direction of the hiker's overall displacement. The process begins by the
selection of one of the two angles (other than the right angle) of the triangle. Once the angle is
selected, any of the three functions can be used to find the measure of the angle.

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 7

Example 6. Write the function and proceed with the proper algebraic steps to solve for the
measure of the angle. The work is shown below.

Once the measure of the angle is determined, the direction of the vector can be found.
In this case the vector makes an angle of 45 degrees with due East. Thus, the direction of
this vector is written as 45 degrees. (Recall from Pre- Calculus that the direction of a vector is
the counterclockwise angle of rotation that the vector makes with due East.)

The Calculated Angle is Not Always the Direction

The measure of an angle as determined through

use of SOH CAH TOA is not always the direction of the
vector. The following vector addition diagram is an
example of such a situation. Observe that the angle
within the triangle is determined to be 26.6 degrees
using SOH CAH TOA. This angle is the southward angle
of rotation that the vector R makes with respect to West.
Yet the direction of the vector as expressed with the
CCW (counterclockwise from East) convention is 206.6
degrees.

If you are given a single vector, can you think of these as a resultant of two vectors? It
is possible to start with a single vector and get two new vectors in directions that are
perpendicular to each other. These vectors are called the rectangular components of the
single vector. The process of finding the magnitudes of the components in certain directions
is called vector resolution.

Example 7. A man exerts a force of 60 N along the handle of the lawn mower to push it
across the lawn. If the handle is held at an angle of 30 0 with the lawn, what are
the horizontal and vertical components of the force exerted by the man?

⃑ =60 N, 300 (resultant force)

Given: F
Find: a. F⃑ x (horizontal component of the force)
⃑ y (vertical component of the force)
b. F

Solution:

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 8

 Fx adjacent side Fy opposite side
a. cos 300 = ( ) b. sin 300 = (
⃑F hypothenuse
)
F hypothenuse
Fx Fy
cos 300 = sin 300 =
60 N 60 N

Fx = (60 N)( cos 300 ) Fy = (60 N)( sin 300 )

= (60 N)(0.87) = (60 N)(0.5)
⃑ x =52.2 N
F ⃑ y =30.0 N
F

⃑ using the two components. F

If you want to check your answers, find F ⃑ itself will serve
as he hypotenuse while its components will serve as the legs of the triangle in the
Pythagorean theorem. Thus,

⃑ x = 52.2 N
b=F
⃑ y = 30.0 N
a=F
⃑ which is what we are looking for
c=F

so, c = √(30.0 N)2 + (52.2 N)2

= √900 N2 + 2725 N2
= √3625N2
= 60.21 N

ANALYTICAL METHOD OF ADDING VECTORS

We have already seen how the graphical method can be used to find the
resultant vector. This part will show you how to determine the resultant vector in different
situations by using the analytical or mathematical method.

 Adding Vectors in the Same or Opposite Directions

Same Direction. The magnitude of the resultant vector is given by the arithmetic sum
of the magnitudes of the individual vectors. The direction follows that of the given vectors.

Example 1.

Given: v⃑1 = 20 m/s E

v⃑2 = 40 m/s E
Find: Resultant velocity 𝐯⃑R

Solution: 20 m/s E + 40 m/s E = 60 m/s E

Therefore, resultant velocity, 𝐯⃑R = 60 m/s E

Opposite Directions. The magnitude of the resultant vector is given by the arithmetic
difference of the magnitudes of the individual vectors. The direction follows that of the vector
with bigger magnitude.

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 9

Example 2.
Given: ⃑d1 = 15 m N
⃑ 2 = 28 m S
d
Find: Resultant displacement, 𝐝R

Solution: 28 m – 15 m = 13 m
Therefore, resultant displacement,𝐝R = 13 m S
(S, since the vector with the bigger magnitude has a South
direction.)

 Adding Vectors at Right Angle to Each Other

The Pythagorean Theorem may be used to find the resultant vector given two vectors
which are perpendicular to each other.

Example 3.

Given: F1 = 6 newtons E
⃑ 2 = 5 newtons N
F
⃑R
Find: a. Resultant force, F
b. direction

Solution:
a. Use the Pythagorean theorem to solve for the magnitude
2 2 2
⃑ R)
(F ⃑ 1 ) + (F
= (F ⃑ 2)

= (6)2 + (5)2
⃑ R = √36 newtons 2 + 25 newtons 2
F
⃑ R = √61 newtons 2
F
⃑ R = 7.81 newtons
F

b. To find the direction,

5 newtons opposite side
tan θ = ( )
6 newtons adjacent side

tan θ = 0.83
θ = tan−1 (0.83)
= 39.690
Therefore, resultant force is 𝐅R = 7.81 newtons 39.690 NE

Adding Two or More Vectors Using the Component Method

You may have found out by now that you can only use the Pythagorean theorem to
add vectors that are perpendicular or (900) to each other. If the vectors involved are oriented
to each other at angles other than 900, then you can use other analytical method called the
component method. Here are the steps:

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 10

 For the following vectors v⃑1 , v⃑2 , v⃑3 :
1. Draw each vector.
2. Find the 𝑥 − and 𝑦 −components of each vector.
3. Find the sum of the 𝑥 −components. (The symbol ∑ means summation)
(∑ v⃑x = v⃑1x + v⃑2x + v⃑3x )
4. Find the sum of the 𝑦 −components.

(∑ v⃑y = v⃑1y + v⃑2y + v⃑3y )

5. Use the sum of the 𝑥 −components and the sum of the 𝑦 −components to find
the resultant (magnitude) and its angle (directions).
2
Magnitude: (v⃑R )2 = (∑ v⃑x )2 + (∑ v⃑y )
Direction: Use any of the trigonometric functions: sine, cosine, or tangent.

Example 4. An ant crawls on a tabletop. It moves 2 cm East, turns 3 cm 40 0 North of East

and finally moves 2.5 cm North. What is the ant’s total displacement?
Given: ⃑d1 = 2 cm East
⃑ 2 = 400 North of East
d
⃑d3 = 2.5 cm North
⃑R
Find: d

Solution:
1. Draw the vectors

2. The 2 - cm vector has no component along the 𝑦 − 𝑎𝑥𝑖𝑠 and the 2.5 – cm vector has
no component along the 𝑥 − 𝑎𝑥𝑖𝑠. The components of the 3 – cm vector are found
this way,
⃑d2
y
sin 400 =
3 cm
⃑ 2 = (3 cm)(sin 400 )
d y

= (3 cm)(0.64)
⃑ 2 = 1.92 cm
d y

⃑d2
cos 400 = x
3 cm
⃑d2 = (3 cm)(cos 400 )
x

= (3 cm)(0.77)
⃑ 2 = 2.31 cm
d x

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 11

 To show the components of the vectors, you may present them in a table similar
to the one below.
Vector 𝐝𝐱 𝐝𝐲
2 cm E 2.00 cm 0
3 cm 400 North of East 2.31 cm 1.92 cm
2.5 cm North 0 2.50 cm
∑ ⃑dx = 4.31 cm ∑ ⃑dy = 4.42 cm

3. If the sum of the components on each axis is drawn, we get the figure,

Use the Pythagorean Theorem to solve for the magnitude of the resultant.
2 2 2
⃑ R ) = (∑ ⃑dx ) + (∑ ⃑dy )
(d

= (4.31 cm)2 + (4.42 cm)2

⃑dR = √18.58 cm2 + 19.54 cm2

= √38.12 cm2
⃑dR = 6.17 cm

To solve for the direction, 𝜃,

4.42 𝑐𝑚
tan 𝜃 =
4.31 𝑐𝑚
= 1.03
𝜃 = 45.850
⃑ R = 6.17 cm 45.850 NE.
Therefore, the final displacement is d

E. Evaluation

This part of the module is for the students to practice on. The answers to this part are found
at the end of the module. You are free to check them yourself.

1. Which of the following is scalar quantity? Which is vector quantity?

a. 64 m3 e. 250 N/m2
b. 120 km/h East of Batanes f. 80 km/h
c. 3000 dynes downward g. 41 kg ∙ m/s West
d. 25 kg

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 12

2. In each case, use the Pythagorean Theorem to determine the magnitude of the vector sum.

3. Use SOH CAH TOA to determine the direction of the resultant.

4. Draw vector diagrams to solve each problem.

Given: ⃑A =5 N North Find: a. ⃑A + ⃑⃑D
⃑ =10 N West
B b. B⃑ + ⃑C
⃑ = 3 N East
C ⃑ +B
c. A ⃑
⃑⃑ = 7 N South
D ⃑ +D
d. C ⃑⃑
5. A hiker walks 50 m East, then 200 m South and finally 400 m West. Using a scale of
1cm:50 m, what is the resultant displacement of the hiker from his starting point?
6. The wind blows toward 400 with a velocity of 50 km/h. What is the vertical component of
the wind’s velocity?
7. Vicky walks 8 km East, then 5 km South and finally 6 km West. Find her final
displacement.

VIII. Time Frame: 2 Weeks

Grading Scheme for General Physics:

40% for Written Works
60% for Performance Tasks

X. References:
Padua, A. L. & Crisostomo, R. M. (2010). Practical and Explorational Physics, Modular
Approach 2nd Ed. Vibal Publishing House, Inc. Quezon City, Philippines.
Gadong, E. A. and Belleza, R. V. (2016). General Physics 1. Vibal Publishing House,
Inc. Quezon City, Philippines.
Peter, P. & Hinrichs, R. (2012). College Physics. [Link]
physics/pages/1-4-approximation
Henderson, T. (n.d.). The physics Classroom.
[Link]
Vector And Scalar Quantities - Definition and Examples ([Link])

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 13

Answers to the Evaluation part:
1. a. scalar b. vector c. vector d. scalar e. scalar f. scalar g. vector
2. a. 11.2 km b. 50 km
3. a. 116.6 degrees b. 233.1 degrees

4.

5.

6. 𝑣 y = 32 km/h
0
7. 5.39 km 68.2 South of East

Prepared by: Checked by:

Irene B. Utang Anabelle B. Bengdaen, LPT, MACDDS

Subject Teacher SHS Principal

General Physics 1: Scalar Quantities and Vector Quantities (Module 2) Page 14

IX. Assessment:
Name: Section:
General Physics 1 – Module 2 Date Submitted:

Instructions:
 Write your solutions on the space provided after each item.
 Read carefully and analyze each problem before answering. Answer all items.
 Scores for each item is indicated.
 Parts A and B will be recorded under written output while Part C and D will be
recorded under performance task.
 Date of Submission: September 21, 2021

A. Complete the table below by writing down which is an example of scalar or vector
quantities from the given list.

Force Electric field Angular Momentum

Magnetic Moment Temperature Linear Momentum
Average Velocity Speed

Scalar Quantities Vector Quantities

[8]

B. Encircle your answer. [2 points each]

1. Which of these is a vector quantity?

a. 5000 kg c. 120 m2

b. 12 km/h SE d. 45 hours

2. At what angle between two vectors will the magnitude of the resultant of the two
vectors be minimum?

a. 00 c. 900

b. 450 d. 1800

3. Which of the following pairs of displacements will give a resultant of magnitude 2 m?

a. 4 m E & 2 m E c. 4 m E & 2 m N

b. 4 m E & 2 m W d. 4 m E & 4 m W

4. What is the component along the y- axis of a 5- N force exerted towards east?

a. – 5 N c. 5 N

b. 0 d. 10 N

General Physics 1: Introduction (Module 1) Page 15

5. A car travels 50 km to the North and then 30 km to the East. At what angle East of
North should the car head in order to reach its origin in a straight line path?

a. 310 c. 530

b. 360 d. 590

C. Compare and contrast scalar quantity and scalar quantity using a Venn diagram.

[6]

D. Mira walks to school which is 70 m 500 SE from her house. How far south and how far
east is the school from her house?

[7]

Activity Log
List of Activity Date Finished Feedback

Assessment A

Assessment B

Assessment C

Assessment D

General Physics 1: Introduction (Module 1) Page 16