GENERAL PHYSICS I 1ST

VECTORS AND VECTOR ADDITION

STEM_GP12EU-Ia8 to STEM_GP12EU-Ia10 2ND
General Physics I - Grade 12
Alternative Delivery Mode
First Quarter – Module 2: Vectors and Vector Addition
First Edition, 2020

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 Grade 12

General Physics
I
First Quarter – Module: 2
Vectors and Vector Addition
Introductory Message
For the facilitator:

Welcome to the General Physics 1 – Grade 12 Alternative Delivery Mode (ADM)

Module on Vectors and Vector Addition.

This module was personally designed, developed and reviewed by Sir Jaymark
Sanchez to assist you, the facilitator in helping the learners meet the standards set
by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the General Physics 1 Alternative Delivery Mode (ADM) Module on

Vectors and Vector Addition.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as
a story, a song, a poem, a problem opener,
an activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
 What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was created to guide you understand more and deeply the
different concepts in Physics. This was designed to be used as an alternative ways
in learning. English language was used in this module because it is the medium of
instruction in all Science subjects including Physics. The lessons are arranged based
of the content standard and most essential learning competencies (MELC) given by
the Department of Education (DepEd).

The module has one lesson, namely:

 Lesson 1 – Vector and Scalar Quantities
 Lesson 2 – Vector Addition

After going through this module, you are expected to:

1. differentiate vector and scalar quantities,

2. perform addition of vectors, and
3. rewrite a vector in component form.
 What I Know

Given below are questions or problem that you need to try to answer. It gives you
the overview of the things that you will learn while using this module. It will also
help you to know what are the things that you already know.

Key Stage 1: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following is an example of a vector quantity?

a. acceleration c. volume
b. mass d. temperature

2. Displacement is a
a. base quantity c. scalar quantity
b. derived quantity d. vector quantity

3. Identify the following quantities as scalar or vector: the mass of an object,

the number of leaves on a tree and wind velocity.
a. vector, scalar, scalar c. scalar, scalar, vector
b. vector, scalar, vector d. scalar, vector, vector

4. If two forces 20 N towards North and 12 N towards South are acting on an

object. What will be the resultant force?
a. 32 N North b. 20 N South c. 32 N South d. 8 N North

5. A student adds two displacement vectors with magnitudes of 3 m and 4

m respectively. Which one of the following could not be a possible choice for
the resultant?
a. 1.3 m b. 3.3 m c. 5 m d. 6.8 m
6. Find the displacement a hiker walks if he travels 9.0 km north, and then
turns around and walks 3.0 km south?
a. 0.5 km c. 6.0 km
b. 3.0 km d. 12.0 km
7. A runway dog walks 0.64 km due N. He then runs due W to a hot dog
stand. If the magnitude of the dog’s total displacement vector is 0.91 km,
what is the magnitude of the dog’s displacement vector in the due west
direction?
a. 0.27 km b. 0.33 km c. 0.41 km d. 0.52 km

8. An escaped convict runs 1.70 km due East of the prison. He then runs
due North to a friend’s house. If the magnitude of the convict’s total
displacement vector is 2.50 km, what is the direction of his total
displacement vector with respect to due East?
a. 340 SE b. 430 SE c. 470 NE d. 560 NE

9. Two vectors A and B are added together to form a vector C. The

relationship between the magnitudes of the vectors is given by A + B = C.
Which one of the following statements concerning these vectors is true?
a. A and B must be displacements
b. A and B must have equal lengths
c. A and B must point in opposite directions
d. A and B point in the same direction

10. Which expression is FALSE concerning the vectors are shown in the
sketch?

A
 a. C = A + B b. C + A = -B c. A + B + C = 0 d. C  A + B

11. How to add vectors graphically?

a. put them in line c. put them tip to tip

b. put them tail to tail d. put them tip to tail

12. Which of the following is the definition of vector?

a. a quantity that has only magnitude

b. a quantity that has both magnitude and direction.

c. a quantity that has only one direction

d. a quantity that has magnitude but may or may not have direction

13. Which of the following answer contains two scalar quantities and one vector
quantity?

a. mass, displacement, time c. temperature, displacement, force

b. momentum, velocity, acceleration d. time, length, mass

14. A boy walks far 5km along a direction 53 0 West of North. Which of the following
journeys would result in the same displacement?

a. 4km N, 3 km W c. 3 km N, 2 km W

b. 4 km W, 3 km W d. 3 km N, 4 km W

15. Which procedure should NOT be considered in finding the resultant vector
graphically?

a. use component method c. use ruler and protractor

b. use head to tail method d. use scale

 Lesso
n Vector and Scalar
1 Quantities

We come into contact with many physical quantities in the natural world on a
daily basis. For example, things like time, mass, weight, force, and electric charge,
are physical quantities with which we are all familiar. We know that time passes and
physical objects have mass. Things have weight due to gravity. We exert forces
when we open doors, walk along the street and kick balls. We experience electric
charge directly through static shocks in winter and through using anything which
runs on electricity.

There are many physical quantities in nature, and we can divide them up into
two broad groups called vectors and scalars.

What’s In

Which of the following contains two vectors and a scalar?

a. distance, acceleration, speed
b. displacement, velocity, acceleration

What’s New

VECTOR QUANTITY
 Vectors are quantities that have both magnitude and direction.
  There are numerous ways of representing a vector which includes ⃗
V , and F
(boldface).
 Examples of vectors are: Force, Velocity, Acceleration and Displacement
VECTOR DIRECTIONS

VECTOR DIRECTION USING GEOGRAPHIC COORDINATES

EQUAL VECTORS
 Vectors are equal when they have the same magnitude and direction.

 Example: ⃗
AB=⃗
CD

⃗
AB
A B

⃗
CD
C D
NEGATIVE VECTORS
 The vector (-) A has the same magnitude as the vector (+) A but has opposite
direction.
 Example

⃗
AB
A B

⃗
CD
C D

SCALAR QUANTITY
 Scalars are quantities that have magnitude or size only.
 There are absolutely no directional components in a scalar quantity.
 For example, a person buys a tub of margarine which is labelled with a mass
of 500 g.
 Examples of scalar quantities are: Mass, Temperature, Distance, Speed,
Work, Time
 Lesso
n
Vector Addition
2
In the discussion of vector addition, we saw that a number of vectors acting
together can be combined to give a single vector (the resultant). In much the same
way a single vector can be broken down into a number of vectors which when
added give that original vector. These vectors which sum to the original are called
components of the original vector. The process of breaking a vector into its
components is called resolving into components.

In practice it is most useful to resolve a vector into components which are at right
angles to one another, usually horizontal and vertical. Think about all the problems
we've solved so far. If we have vectors parallel to the x- and y-axes problems are
straightforward to solve.

Any vector can be resolved into a horizontal and a vertical component. If R⃗ is a

vector, then the horizontal component of R⃗ is R⃗ x and the vertical component is R⃗ y.

What’s In

Differentiate scalar and vector quantities.

Draw the given vector graphically 100 m NE.

Notes to the Teacher

It is significant that learners had background on
integers and trigonometric functions and
Pythagorean Theorem.
 What’s New

HOW TO PERFORM ADDITION OF VECTORS?

 In order to add two vectors, we think of them as displacements.
Displacement is simply a change in position of a point.
 There are two ways in adding vectors: Triangle Law of Vector Addition and
Parallelogram Law for Adding Vectors
TRIANGLE LAW OF VECTOR ADDITION
 It states that when two vectors are represented by two sides of a triangle in
magnitude and direction taken in the same order then the third side of that
triangle represents its resultant.
Example

 Step 1: Bring the head of ⃑A to the tail of ⃑

B . Do this without changing the
direction and length of the vector.

⃑
B

⃑
A

A and the head of ⃑

 Step 2: Join the tail of ⃑ Bby a straight line with an arrow
pointing towards the head of B. ⃑

⃑
C
⃑
B

⃑
A

 The sum of the vectors ⃑ B which is ⃑

A and ⃑ C is called the vector sum or the
resultant vector.
PARALLELOGRAM LAW FOR ADDING VECTORS
 Instead of making the second vector start where the first one finishes, we
make them both start at the same place, a complete parallelogram. It gives
the same result as the triangle law, because one of the properties of a
parallelogram is that opposite sides are equal and in the same direction, so
that it is repeated at the top of the parallelogram.
Example

 Step 1: Project vector ⃑

A at the top and ⃑
B at the other side.

⃑
A

⃑
B

⃑
B

⃑
A

 Step 2: Draw the resultant ⃑

C the tip of the two tils to the opposite vertex of
the parallelogram.

⃑
A

⃑
B ⃑
C

⃑
B

⃑
A

 NOTE!!!: With these two methods we usually use Pythagorean Theorem and
basic trigonometric function.
Example
 A cross country skier skis 1.00 km North and then 2.00 km East on a
horizontal snow field. How far and in what direction is she from the starting
point?

2.00 km

1.00 km

Resultant displacement

 Formula:

 c = √ a2 +b 2

 c= resultant a= 1.00 km b= 2.00 km

 Solution:

 c = √ 1.002 +2.002

 = √ 1.00+4.00

 ¿ √ 5.00

 c = 2.24 km

opposite side
 tanƟ =
adjacent side
2.00
 tanƟ =
1.00
 tanƟ = 2.00
−¿¿
 Ɵ = tan (2.00)

 Ɵ = 63.43°

 2.24 km, 63.43° E of N

COMPONENT VECTOR
• It is a part of the vector when broken down into two which is based from a
Cartesian coordinate system.

• A=⃗
⃗ Ax + ⃗
Ay

Note: The general method of adding vectors is called method of

components

COMPONENT
• It is a single number used to describe a component vector that likes along a
coordinate-axis direction.

• A y = Asinθ

• A x = Acosθ

• Note: Components are not vectors. The components A x and A y of the vector
⃗
A are just numbers unlike the component vectors which have directions.
Example

• Given that the vector ⃗A has an initial point at the origin and a terminal point
at (2,2). What are the components of ⃗ A?
 • To get the component of ⃗
A we use:
• ⃗
A = ( X 2 - X 1 , Y 2 - Y 1)
• = (2 – 0, 2 – 0)

• ⃗
A = (2,2)
• AX = 2

• Ay = 2

• A = √ A 2x + A2y
2
• A = √ 2❑ + 22❑

• A = 2.83

Ay
• θ = arctan
Ax
2
• θ = arctan
2
• θ = 45°

An airplane travels 209 km on a straight course at an angle of 22.5 east of

north. It then changes its course by moving 100 km north before reaching
its destination. Determine the resultant displacement of the airplane.

x y

D1 + 80 km + 193 km

D2 0 km + 100 km

Σ 80 km 293 km

D R= √ D 2x + D 2y

=√ 802 + 2932

D R =303.73 km
 dy
• tanθ =
dx
293
• tanθ =
80
• θ= arctan 3.66
• θ= 74.72
• 303.73 km, 74.72° N of

What is It

Determine the resultant and direction of multiple vectors

A = 50 N 300 N of E
B = 25 N 650 S of W
C = 45 N. 200 S of E

1. Draw the vectors in the Cartesian plane.

2. Compute the x and y components of each vector. Note the sign of each
component based on the location in the Cartesian plane.
3. Add all the x-components and y-components.
4. Calculate the resultant and direction using the formula below.

What’s More

Activity 1
Categorize each quantity as being either a vector or a scalar.

1. 10 km ____________________
2. 60 km/h South ____________________
3. 40 mi downward ____________________
4. 50 calories ____________________
5. 250 bytes ____________________
6. 500 m/s NE ____________________
 7. -9.8 m/s2 ____________________
8. 1000 kg ____________________
9. 1 hour ____________________
10.120 m/s SW ____________________

Activity 2

Determine the magnitude and direction of the following vectors using a ruler and
protractor. Use the scale:1 cm = 10 m/s

1.

2.

3.
 4.

Activity 3

Accurately draw scaled vector diagram to represent the magnitude and direction of
the following vectors on a graphing paper.

1. 50 m 300
Scale: 1cm = 10m

2. 60 m 1500
Scale: 1cm = 10m

3. 140 m/s 2000

Scale: 1cm = 20m

4. 120 m/s 2400

Scale: 1cm = 15m/s

5. 35 m/s 2700
Scale: 1cm = 5m/s

Activity 4
Determine the resultant of the following:

1. 30 cm W and 75 cm N

2. 2km E and 4.5 km S

What I Have Learned

1. A scalar is a physical quantity with magnitude only.

2. A vector is a physical quantity with magnitude and direction.

3. Vectors may be represented as arrows where the length of the arrow

indicates the magnitude and the arrowhead indicates the direction of the

vector.

4. The resultant vector is the single vector whose effect is the same as the

individual vectors acting together.

5. The components of a vector are a series of vectors that, when combined,

give the original vector as their resultant.

6. Components are usually created that align with the Cartesian coordinate

axes. For a vector F⃗ that makes an angle of θ with the positive x-axis the x-

component is R⃗ x=Rcos(θ) and the y-component is R⃗ y=Rsin(θ).

 What I Can Do

Good job!!! Now, I want you to give the magnitude and direction from your
house to school. Calculate the resultant vector. (Estimation ONLY!!!)
 Determine the resultant displacement of going to school from your house
using component method. (Estimation ONLY!!!)

Vector Displacement (m) x – component y – component

d1

d2

d3

d4

d5

x = ______________ y = ______________

 = __________
d = __________

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following is an example of a vector quantity?

a. acceleration c. volume
b. mass d. temperature
2. Displacement is a
a. base quantity c. scalar quantity
b. derived quantity d. vector quantity
3. Identify the following quantities as scalar or vector: the mass of an
object, the number of leaves on a tree and wind velocity.
a. vector, scalar, scalar c. scalar, scalar, vector
 b. vector, scalar, vector d. scalar, vector, vector

4. If two forces 20 N towards North and 12 N towards South are acting on

an object. What will be the resultant force?
a. 32 N North b. 20 N South c. 32 N South d. 8 N North
5. A student adds two displacement vectors with magnitudes of 3 m and 4
m respectively. Which one of the following could not be a possible choice
for the resultant?
a. 1.3 m b. 3.3 m c. 5 m d. 6.8 m
6. Find the displacement a hiker walks if he travels 9.0 km north, and
then turns around and walks 3.0 km south?
a. 0.5 km c. 6.0 km
b. 3.0 km d. 12.0 km
7. A runway dog walks 0.64 km due N. He then runs due W to a hot dog
stand. If the magnitude of the dog’s total displacement vector is 0.91 km,
what is the magnitude of the dog’s displacement vector in the due west
direction?
a. 0.27 km b. 0.33 km c. 0.41 km d. 0.52 km
8. An escaped convict runs 1.70 km due East of the prison. He then runs
due North to a friend’s house. If the magnitude of the convict’s total
displacement vector is 2.50 km, what is the direction of his total
displacement vector with respect to due East?
a. 340 SE b. 430 SE c. 470 NE d. 560 NE
9. Two vectors A and B are added together to form a vector C. The
relationship between the magnitudes of the vectors is given by A + B = C.
Which one of the following statements concerning these vectors is true?
a. A and B must be displacements
b. A and B must have equal lengths
c. A and B must point in opposite directions
d. A and B point in the same direction
10. Which expression is FALSE concerning the vectors are shown in the
sketch?
C

a. C=A+B b. C + A = -B c. A + B + C = 0 d. C < A + B
11. How to add vectors graphically?
a. put them in line c. put them tip to tip
b. put them tail to tail d. put them tip to tail
12. Which of the following is the definition of vector?
a. a quantity that has only magnitude
b. a quantity that has both magnitude and direction.
 c. a quantity that has only one direction
d. a quantity that has magnitude but may or may not have direction
13. Which of the following answer contains two scalar quantities and one
vector quantity?
a. mass, displacement, time c. temperature, displacement, force
b. momentum, velocity, acceleration d. time, length, mass
14. A boy walks far 5km along a direction 53 0 West of North. Which of the
following journeys would result in the same displacement?
a. 4km N, 3 km W c. 3 km N, 2 km W
b. 4 km W, 3 km W d. 3 km N, 4 km W
15. Which procedure should NOT be considered in finding the resultant
vector graphically?
a. use component method c. use ruler and protractor
b. use head to tail method d. use scale
16. In a coordinate system, a vector is oriented at angle with respect to
the x-axis. The x component of the vector equals the vector’s magnitude
multiplied by which trigonometric function?
a. tan  c. cot 
b. cos  d. sin 

17. A particular hurricane travels 678 km, 34.6 0 north of west before
turning into a tropical storm. Find the northern displacement of the
typhoon and the western displacement of the typhoon.
a. 558 km west, 385 km north b. 385 km west, 558 km north
c. 585 km west, 358 km north d. 468 km west, 468 km north

For numbers 18-19

18. Two forces act on an object. One force is 6.0 N horizontally towards
west. The second force is 8.0 N vertically towards south. Find the
magnitude and direction of the resultant.
a. 10N 53⁰ N of E c. 10N 53⁰ E of N
b. 10N 53⁰ S of W d. 10N 53⁰ W of S
19. If the object is in equilibrium, find the magnitude and direction of the
force that produces equilibrium.
a. 10N, 53⁰ W of S c. 10N, 53⁰ E of N
b. 10N, 53⁰ N of E d. 10N, 53⁰ S of W
20. Four members of the Main Street Bicycle Club meet at a certain
intersection on Main Street. The members then start from the same
location but travel in different directions. A short time later, displacement
vectors for the four members are:
A = 2 km W
B = 1.6 km N
C = 2.0 km E
 D = 2.4 km S

What is the resultant displacement R of the members of the bicycle

club: R = A + B + C + D?
a. 0.8 km S
b. 0.4 km 450 SE
c. 3.6 km 370 NW
d. 4 km S
21. Given the following components for vectors A–C, find the x- and y-
components for the resultant R.

a. +11, +11 c. –7, –7

b. +7, +7 d. +7, –11

22. Given the following components for vectors A–C, find the magnitude
and direction for the resultant vector R.

a. 8, 320° in standard position

b. 10, 40° in standard position
c. 8, 330° in standard position
d. 10, 30° in standard position
23. Find the x- and y-components for a displacement vector that is 23.8
km and 45.0° south of east.

a. - 12.61 km, +20.23 km

b. +12.61 km, -20.23 km
c. +16.8 km, –16.8 km
d. –16.8 km, +16.8 km
24. A particular hurricane traveled 678 mi at 34.6° north of west before
turning into a tropical storm. Find the northern displacement of the
hurricane and the western displacement of the hurricane.
a. 558 mi east, 385 mi north
b. 385 mi west, 558 mi north
c. 671 mi west, 27.12 mi north
d. 468 mi west, 468 mi north
25. Find the x- and y-components to a vector that is 89.5 mm at 305° in
standard position.
a. –73.3 mm, 51.3 mm
b. 51.3 mm, 73.3 mm
c. 73.3 mm, 51.3 mm
d. 85.95mm, 23.45mm
26. When resolving vectors into components or finding results __________
is/are more accurate than __________.
a. geometric vector addition, geometric vector subtraction
b. geometric techniques, mathematical techniques
c. mathematical techniques, geometric techniques
d. mathematical vector addition, mathematical vector subtraction
27. Resolve vector L into components L x and Ly if the length of vector L is
15m and its reference angle is 200.
a. 13.65 m, 6.15 m c. 14.1, 5.13 m
b. 14 m, 5 m d. 14.2, 5.20 m
28. Which is not true about vector magnitude?
a. it cannot be greater than the sums of magnitude of its component vectors.
b. it cannot be negative
c. it is scalar quantity
d. trigonometry is necessary to compute it from component vectors
29. The vector resultant of an object’s change in position is the same at
its displacement.
a. either true or false c. neither true nor false
b. false d. true
30. Two vectors that are added together to produce a resultant are called
the components of the resultant.
a. either true or false c. neither true nor false
b. false d. true

Additional Activities

A. Draw each of the following vectors to scale. Indicate the scale that you have
used. Use graphing paper, pencil, pen, ruler and protractor.

1. 12 km south

2. 1.5 m N 450 W

3. 1 m/s 200 E of N

4. 50 km/h

5. 5 mm
B. Harold walks to school by walking 600 m Northeast and then 500 m N 40° W.
Determine his resultant displacement by using accurate scale drawings.

C. During the Enhanced Community Quarantine of COVID 19 Pandemic the

mandate for the people in our country is to stay home. Kindly identify 5
displacements as you move inside your house. Determine your resultant
displacement using component method.

Vector Magnitude dx dy
Displacement 1
Displacement 2
Displacement 3
Displacement 4
Displacement 5
dx dy = __________________
=____________
 Answer Key

What I Know What Is It What’s More

B
D F = 81.62 N 23.30 N (LESSON 1)
C of E 1. 4.56 m
2. 6.432 km
D 3. 2 490 000
B
C
(LESSON 2)
C 1. 0.125
B 2. 0.67
C
C
D
B
A
D
References

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