Republic of the Philippines

Department of Education
Region V
SCHOOLS Division of Camarines Sur
GENERAL PHYSICS 1 (Week-1)
Name: ___________________________________________ Section: ____________________
Grade: ___________________________________________ Date: _______________________
SCALAR AND VECTOR QUANTITIES

I. Introductory Concept
Physical quantities are all around us, the number of hours we spend in school or in our work,
the speed and direction of the jeepney that we ride on everyday, and the amount of food that we buy.
How to describe accurately these physical quantities that involved? Physical quantities are divided
into two groups, the first group consists of length, area, volume, and speed while the second group
consists of force, acceleration, and velocity. Which group do you think gives a clearer picture of
quantities? When we describe the speed of the wind, we say it 69 km/h; but when we talk about its
velocity, we express it as 69 km/h, North of West of Manila. Could you find any differences between
these two quantities? Which gives an accurate and precise description of the wind? Why?

Scalar

A scalar is a physical quantity that has only a magnitude (size). For example, a person buys a tub of
margarine which is labelled with a mass of 500 g. The mass of the tub of margarine is a scalar
quantity. It only needs one number to describe it, in this case, 500 g. Vectors are different because
they are physical quantities which have a size and a direction. A vector tells you how much of
something there is and which direction it is in.

Vector

A vector is a physical quantity that has both a magnitude and a direction. For example, a car is
travelling east along a freeway at 100 km/h. What we have here is a vector called the velocity. The car
is moving at 100 km/h (this is the magnitude) and we know where it is going – east (this is the
direction). These two quantities, the speed and direction of the car, (a magnitude and a direction)
together form a vector we call velocity.
Examples of scalar quantities:

 mass has only a value, no direction

 electric charge has only a value, no direction

Examples of vector quantities:

 force has a value and a direction. You push or pull something with some strength (magnitude)
in a particular direction
 weight has a value and a direction. Your weight is proportional to your mass (magnitude) and
is always in the direction towards the center of the earth.

Vector Representation
An arrow represents a vector quantity. The length of the arrow is scaled to be proportional to
the magnitude of the vector quantity it represents; the direction of the arrow indicates the direction of
the vector quantity. The symbol for a vector quantity is a capital letter in boldface. Such as F for the
force. The magnitude of this vector is usually symbolized by the capital letter F.
Since vectors are quantities with specified magnitudes and direction, the most appropriate
representation of the vectors is the arrow ( ). Why? This is because the length of the arrow
with respect to some chosen scale indicates the magnitude while the arrowhead represents the
direction of the vector. A vector is usually represented by a letter with an arrow above it (A). The
same letter without an arrow indicates the magnitude.
Direction of a Vector
The direction of some vectors is given in terms used by weather forecaster, travellers, map
readers, map readers and cartographers. The basic reference for angles is the following.

Fig. 2.1. The direction of vector is based on the

East-West line.

The direction of a vecctor is the acute angle it makes with the east-west like. The letter N of S
is written after the measure of the angle followed by the phrase “of E”or “of W”. A direction of 60 0 S
of W means that starting from west, you go south by 60 0. The direction of vector A in Figure 2.1 is
300 N of E. The direction of vector B is 450 S of W.

Example. Specify the directions of vectors A, B, C and D.

Answers: A is 500 N of E.
B is NW.
C is 200 S of E.
D is S.

SCALAR ADDITIONS
Scalar quantities obey the basic rules of algebra on addition, subtraction, multiplication.
Example:
If the mass (m1) = 25g and another mass (m2) = 50g their sum is m=m1 + m2
Thus, m= 25g + 50g
m= 75g
However, you must be careful about how the given magnitude are expressed. If there are two different
units, you need to convert the unit before adding.
Example:
If mass (m1)= 25g and another mass (m2)= 5kg. What is the total mass of an object?
Thus, convert g to kg so that, 25g x 1kg/1000g =25/1000 or 0.025kg
Therefore, m = m1 + m2
m = 0.025 kg + 5kg
m =5.025kg (total mass of an object)
VECTOR ADDITION
The sum of two or more vector quantities is called the resultant. By definition, the resultant is
the single vector that if substituted in place of several vectors to be added would produce the same
combined effect of these vectors. The letter R is usually used to represent the resultant.

Now that we know how to represent vectors graphically, we are now ready to add two or
more vectors. For example, we are asked to determine the vector sum of the resultant of the following
vectors:

NOTE:

To determine the resultant of two or more vectors acting together in the same
direction, add the given vectors and take the common direction. On the other hand, to find the
resultant of two vectors with opposite direction, get the difference and take the direction of the vector
with the greater value.
Methods of Adding Vectors
There are two general ways by which vectors may be added:
 1. graphical method
a. Parallelogram
b. Polygon method
2. analytical method
1. Trigonometric method
2. Component method

In the graphical method, the vectors to be added are drawn according to a convenient
scale. They also have to be drawn in their specified direction. These directions are usually indicated
by an angle measured from a certain reference line. With the aid of protractor, vectors can be drawn in
their respective direction and the resultant is then drawn. If the vectors are represented by rectangular
coordinate system, the angle is measured with respect to the x-axis or the y-axis.

In the analytical method, the vectors need not be drawn according to scale. A rough
sketch is simply made to show their magnitude and direction. The figure is analyzed mathematically
with the application of mathematical procedures and formulas.
 The ant went 4cm east and change direction 7cm, 450 north of east (NE). The resultant
displacement does not change. The order in which displacement vectors are taken does not affect the
resultant (11cm NE).
Analytical (Component method)
The component of a given vector makeup the set of vectors whose vector sum is the given
vector. The following procedure are applied in adding several vectors in terms of their components:

1. Resolve the initial vectors into their components in the x and y directions
 For example, in the figure, the vector v⃗ is broken
into two components, Vx and Vy. Let the angle
between the vector and its x -component be θ.

2. Add the component in the x direction to give Rx and add the components in the y direction to give
Ry. The following formulas help explain the second procedure:

Rx = x- component of R
= Ax + Bx + Cx + ……
= sum of the x-components

Ry = y- component of R
= Ay + By + Cy + ……
= sum of the y-components
3.Find the magnitude and direction of the resultant R from the components Rx and Ry. The
Pythagorean theorem is used, Thus;

R =√ a2 +b 2
The direction of R can be found the values of the component by trigonometry. This is given
by:
In
the
Determining 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.

R=√ x 2 + y 2

y
= x

Vectors x- component y- component

A 50 N cos 300 = 43.3 N 50 N sin 300 = 25 N
B -25 N cos 650 = 10.6 N 25 N sin 650 = 22.7 N
C 45 N cos 200 = 42.3 N -45 N sin 200 = -15.4 N
x = 75 N y = 32.3 N

F = √ 75 N 2+32.2 N 2
F = 81.62 N
32.3
=
75
 = 23.30 N of E
F = 81.62 N 23.30 N of E
II. Learning Skills/Competency
1. Differentiate vector and scalar quantities (STEM_GP12V-Ia-8);
2. Perform addition of vectors (STEM_GP12V-Ia-9);
3. Rewrite a vector in component form (STEM_GP12V-Ia-10).

III. Activities
ACTIVITY 1
A. Which of the following are vectors? Which are scalars?
a. moment of force d. resistance b. weight
e. frequency
c. heat

B. (scalar Addition) In separate paper, solve the following problem with complete solution.
1. If volume V1 = 20 cm3 and volume V2 = 46 cm3 , find V = V1 + V2
2. If the mass(m1) = 60kg and the second mass (m2) = 250g. Find the total mass m= m1 + m2.
C. (Vector Addition) In separate paper, solve the given vectors and find the resultant

Activity 2

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

1. 50 m 300 2. 60 m 1500
Scale: 1cm = 10m Scale: 1cm = 10 m

3. 140 m/s 2000 4. 120 m/s 2400

Scale: 1cm = 20m
5. 35 m/s 2700
Scale: 1cm = 5m/s

B: Graphical Method (Parallelogram)

Calculate the resultant vector of the following using graphical method and Pythagorean theorem

1. 5 m North and 6 m east

2. 30 N to the east, 10 N to the west, and 40 N to the North

3. 5 m/s north, 6 m/s east, and 8 m/s south

Activity 3: Resultant Vector of Typhoon Yolanda

Identify the velocity of Typhoon Yolanda as it enters and exit the Philippine Area of
Responsibility. Calculate the resultant velocity.

Vector Velocity (m/s) x-component y-component

425 km E S
64 km/h W
241 km/h W
34 km/h W
250 km/h W
314 km/h W
378 km/h W
314 km/h W
298 km/h W
x = _____________ y = _____________

 = ____________

Vx = ____________

Vy = ___________________

V = ___________

Activity 4: Learning Check

Problem:

The grid below contains a hidden bird cage. To find it, follow the
directions and draw a continuous line on the grid. Place an “X” at the end of
your line. This is where the nightingale perches. Use graphing paper.

Directions:

1. From S go to 1 cm N, then 11. 1.4 cm NW,

2. 3 cm E 12. 0.5 cm N,
3. 2.5 cm S, 13. 1.4 cm SE
4. 3 cm W, 14. 2.5 cm S,
5. 1.4 cm NW, 15. 2 cm S,
6. 2.5 cm N, 16. 1 cm E,
7. 3 cm E, 17. 1 cm S,
8. 1.4 cm SE 18. 1 cm E
9. 0.5 cm S 19. 1 cm N,
10. 3 cm W 20. 0.75 cm SW place an X here.

References:
Manuals/Modules
Department of Education Central Office. Most Essential Learning Competencies ( MELCs). 2020.

Books
Angelina A. Silverio and Gloria de Castro-Bernas Physics: Exploring Life through Science, Second
Edition (2013). Phoenix Publishing House.
BEISER, A. Modern Technical Physics.pp.36-37.
NAVAZA, D & VALDES V. (1998). Physics Textbook. You and the natural world series.pp.31-40.
Turback,E.j.,Lutgens, F. K. & Tasa, D. (2012). Earth Science.New Jersey:Pearson Prentice Hall.pp88-
96 Blaustein, D.et. al.(1999). Science, An Introduction to life, Earth and Physical Science. New York:
Glencoe McGraw-Hill
Bonnet, R.L. & Keen, G. D. (1990). Earth Science, Science Fair Project.PA:TabBooks.
Camp, W. G. & Donahue, R.L. (1994). Environmental Science. New Your: Delmar Pub.

Prepared by: RAQUEL J. TOGORES

I. Address: Freedom Sports Complex, San Jose, Pili, Camarines Sur

Email: [email protected]
Website: www.depedcamsur.com
Telephone No.: (telefax) 8713340