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Week 2

SELF-LEARNING PACKAGE IN

GENERAL PHYSICS 1
Vectors and Vector Operations
Learning Competency:
• Differentiate vector and scalar quantities STEM_GP12V-Ia-8
• Perform addition of vectors STEM_GP12V-Ia-9
• Rewrite a vector in component form STEM_GP12V-Ia10
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Ready to Launch!
Vector comprises physical quantities that has magnitude as well as
the direction, is the term which is used in mathematics, engineering ,
and most importantly in physics. There are quantities like force, momen-
tum, torque and many others that scales alone are NOT sufficient but
their directions be emphasized to understand phenomena they wanted
to describe. To capture the information of dimensional space, as that in
the plane(2D) and sphere or rectangular prism (3D), vector modelling of
important quantities become our primary tool to design theories and
principles, and navigate complex concepts from vague imagination to
their simplified mathematical beauty. We add scalar measurements, or
even multiply and divide them, but what about vector measurements?
How are we going to operate directions? These questions surely will be
answered in this module.
Aim at the Target!
For this Topic, you explore the following objectives:
1. differentiate vector to scalar measurements,
2. identify physical quantities that are vectors;
3. differentiate three forms of vectors;
4. add the given vectors; and
5. rewrite given vectors to component and unit vector forms.

Try This!

If you directly walk from A A 50 units, east B

to C, how far will it be?

Does walking 50
meters the same as
C
saying walking 50
meters, west?
50 meters, west 50 meters
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Keep This in Mind!

ACTIVITY (DAY 1)

Task 1: Differentiating by drawing

Instruction:
1. Given the word or phrase that may describe an object or situation draw
them base on the way you perceive them in the box opposite /below the word
or phrase.
2. Explain briefly the difference between your drawings?
A. 10 kg watermelon B. Falling 10 kg watermelon

Brief Explanation:

C. 400 m Race Track D. Running 400 m, east from starting point

Brief Explanation:
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Task 2: Identifying Quantities and Classifying them as either scalar or

vector

Instruction:
1. Identify some physical quantities you observed, then give an
example situations where you have encountered them
2. Classify the quantity whether it is a scalar or a vector quantity
3. Complete the table below

Classification
Quantities Example situation/s
(Vector or Scalar)

Example:
Temperature of best hot coffee is
1. Temperature Scalar
78 oC

2.

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ANALYSIS(DAY 1)

To deepen your ideas about the activities, you may answer in a separate
physics notebook all guide questions provided;
1. In your own understanding what is a vector? Give at least two situa-
tions that involve vector measurements.
2. Briefly differentiate a vector quantity to a scalar quantity?
3. Why is it some of those physical quantities we knew, need direction
for them to describe certain phenomena?
4. How important is the concept of vector in (a) medical field, (b) engi-
neering, (c) agriculture, and (d) technology?

Self—Test

Given the word cloud, put all vector quantities in a Vector box, and all scalar
quantities in Scalar box.

Temperature Pressure Displacement

Distance Work Force Velocity
Speed Acceleration mass weight
height momentum Impulse Volume
Magnetic Field Area Voltage
Power

Vector Scalar
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ACTIVITY (DAY 2)
Task 3: Three forms of Vectors

Instruction:
1. Name the given vector based of the directional legend presented.
2. Complete the table.

A. Legend:
B
North 10 units

West East

8 units
D
South

75 0

Name of Vec- Magnitude Direction Standard Form

tor (Scale)
A 5 units Southeast 5 units, Southeast

E
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Legend: Cartesian Plane

C
D

B
E

Name of X– compo- Y-component Component Unit Vector

Vector nent Form Form
A 5 units 0 A(5,0) 5i + 0j *

*Note: For unit vector form, i = (1,0) representing x component, and j = (0, 1)
representing y-component, so for A(5,0), x = 5, thus, 5i, and y = 0, thus, 0j.
Therefore, A(5,0) = 5i + 0j = 5i
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Task 4. Approximate the magnitude of a vector

Instruction:

1. Improvise a measuring tool( scale must be based on the scale of the axis of the given cartesian
plane below), then use it to measure the length or magnitude of each vector.

2. Consider a direction of a standard form, +y = North, -y = South, +x = East, and -x = West

3. Use protractor to measure the angle (If vector is on either Q1 or Q4, start the angle at +x axis;
and if vector is on either Q2 or Q3, start the angle at –x-axis)

C
D

B
E

Name of Vector Component Form Approx. Length Standard Direction Standard Form

A A(5,0) 5 units East 5 units, East

D
E
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ANALYSIS(DAY 2)

To deepen your ideas about the activities, you may answer in a separate
physics notebook all the guide questions provided;
1. Which of the three forms of vector, do you think is easy to under-
stand? Easy to be utilized in mathematical computations?
2. What do you think is the preciseness and accurateness of the scale of
a vector represented in component form, if you use ruler or any measuring
tools to convert it in its standard form?
3. Looking back in your precalculus class, is there another way to con-
vert component form to standard form, and vise versa? Briefly explain this
method?
4. Why is it we need to learn different forms of vector?

Self—Test
Let us Recall those trigonometric basics in your grade 11 Pre– calculus. You
may use calculator to compute for the missing values. (Note: +x-axis = east,
+y-axis = north, -x-axis =west, -y—axis = south, and reference side is either
+x or –x—axis)

Vector Hy-
Reference
pothenus Vector in Standard
(Component Angle x– value y– value
e (Vector form
(in Degree)
form) Scale)

Example A(3, 4) 53.120 3 units 4 units 5units 5 units, 53.120 N of E

B(-8, 15)

C = 10 units, 300 S of W

D(12, -5)

E = 25 units,600 N of W
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ACTIVITY (DAY 3)

Task 5: Do a Walking Exercise (Adding Vectors)

Instruction:
1. Do a walking exercise from your house to a certain location
( make sure to wear face mask and/or face shield before going out
of the house).
2. Consider a constant step (uniform) as your unit scale, count the
steps from your reference point straight to the next point. Make
new counting for every change direction.
3. Have at least 2 direction changes before the final point. Draw your
path on the space provided( Use the scale 1cm: 1 step). Label your
starting point as A, first turning point as B, 2nd turning point as
C, and so on and so forth up to the final point.

4. Complete the Table below.

Line Seg- Length Direction Vector (Standard form) Vector Component Form)
ment

AB

BC

CD
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ANALYSIS(DAY 3)

To deepen your ideas about the activities, you may answer in a separate physics note-
book all the guide questions provided;

1. What is the total number of steps from your house to the final point? How do you
solve it?

2. If you walk a straight line connecting point A to the final point, how many steps do
you think will it be? How do you solve it?

3. “If every line segment in your sketch forms a vector, then adding them results to a
straight line connecting the starting point and the final point”. Is the statement True or False?
Explain your answer.
4. Based from your prior knowledge of vector, how are you going to add them? Enu-
merate your steps.

Self—Test

C
D

B
E

Refer to the graph and your answer in the table in Task 4, Calculate the fol-
lowing.
1. A + B 3. A + E 5. A +B + E
2. C + D 4. C + D + A 6. B + C + E
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ABSTRACTION AND GENERALIZATION

The physical world we live in in-

volve variety of quantities may they be
Scalars or Vectors. They can be as sim-
ple as distance, displacement, speed, ve-
locity, acceleration, force, mass, momen-
tum, and as complex as energy, fields,
and domains. Without a doubt, vectors
exist for us to visualize things opera-
tionally. Vectors provide us the funda-
mentals to understand laws and princi-
ples from which these phenomena we
live by are anchored.

1.1 Definition of Scalar and Vector

 A scalar quantity is a quantity that is fully described by its magnitude.
 A vector quantity is a quantity that is fully described by both magnitude
and direction

1.2 Representation of Vector

Vector quantities are often represented by an arrow drawn to scale in a spe-
cific direction.

Scale or length of vector

Reference/initial Point Final/ terminal Point

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1.3 Forms of Vector

A. Standard Form - it is a form that includes the actual magnitude or scale
of a vector and its specific direction. Vector = Magnitude, Direction

10 units
Example: A = 10 units, East East
A
B. Component Form —it is a form of a vector that includes its component
or coordinates. For two dimensional vector, we use the x– component and y–
component. For three dimensional vector, a z –component (perpendicular axis
to both x and y) is added aside from x and y components.
Vector (x-component, y-component, z-component)

Example: B(12, 7)
P(2,3, 5)

B
13
7 y– component
12
x– component

C. Unit Vector Form - it is an operational form of a vector that includes unit

vectors î, ĵ, k. Unit vector î represents x– component such as î(1, 0, 0). Unit
vector ĵ represents y– component such as ĵ( 0, 1, 0), and lastly, unit vector k
represents z-component such as k(0, 0, 1) in a three dimension vector. Vector
=xî+yĵ+zk

Example: B = 12î + 7ĵ
P = 2î + 3ĵ + 5k

Note: these examples are just equal to the

examples in component form
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2.1 Conversion of A vector from Standard to Component Form

Steps

1. Identify the magnitude or scale, and the reference Examples:

angle if any, and if possible plot it in a cartesian
Change the given vector from standard to
plane. Directions such as northeast or southeast
component form.
has a reference angle of 45o.
A = 10 units, 30o North of East
2. Use the formula, x = /A/cos Ɵ and y = /A/sin Ɵ
for angle referenced from x-axis (horizontal). On Step 1: /A/ = 10 units Ɵ = 30o from East to
the other hand, use the formula, x = /A/sin Ɵ North
and y = /A/cos Ɵ for angle referenced from
y-axis (vertical). y

3. For the final answer, it must be written in this form, x

Vector (x, y). Take note that if vector is in the
Step 2: use the formula x = /A/cos Ɵ and
QII, x is negative, y is positive, if it is in QIII, x and y
are negative, and if it is in QIV, x is positive and y is y = /A/sin Ɵ for angle referenced from x-
negative. axis.

x = 10·( cos 30o) y= 10·( sin 30o)

x= 8. 66 units y= 5 units

Step 3: Thus, A= 10 units, 30o North of East is

just equal to A(8.66, 5). Note that x and y are
both positive since the vector is in QI.

2.2 Conversion of A vector from Component to Standard Form

Steps
Example: Change A(-9, 12) to its standard
1. Identify the x and y components, and the the quad-
form.
rant a vector is located.
Step 1: x = -9, y= +12 , QII (-x,+y)
2. Use the formula, to solve for the
magnitude, and Ɵ=tan–1(y/x) to solve for angle or Step 2:
direction. Take note that if the angle is negative it is Ɵ=tan–1(12/-9) = -53.13o
clockwise, and if positive it is counterclockwise; also
the angle is always referenced from x-axis Step 3:

3. For the final answer, it must be written in this A(-9,12) is just the same as
form, /vector/, direction.
A= 15 units, 53.13o North of West
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3.1 Addition of Vector

- Vector addition is the operation of adding two or more vectors together
resulting to a what we call Net Vector.

B
A+B A

B
A-B -B
A

For two vectors A and B , the vector sum A+B or A +(-B) is obtained by
placing them head to tail and drawing the vector from the free tail (initial
point) to the free head (final point). In Component form of vectors, vector ad-
dition can be performed simply by adding the corresponding components of
the vectors, so
if A=(x1, y1, z1) and if B=(x2, y2, z2), then, A+B = (x1+x2, y1+y2, z1+z2).
In unit vector form; A+B = ( x1+x2)i + ( y1+y2)j + (z1+z2)k.

Example 1. Let A = 3i +5j and B= 4i - 2j. Find A+B.

Solution:
A+B= (3i +5j ) + (4i - 2j)
= (3+4)i + (5-2)j
= 7i + 3j

Example 2. Let C = (5, -2, 5) and D= (1,-4,-3). Find C+D.

C+D = ( (5+1), (-2 - 4), (5-3))
= (6, -6, 2)
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Reflect

Physical quantities which maybe Scalar or vector are no doubt the

framework of all scientific principles and Laws. Learning Vectors or knowing
measurements involving directions is essential in Physics. In your physics
notebook, in reflection section, kindly comply the tasks given.
Please Do it!
 Why is there a need to consider directions in some measurements?

 When we say shortest between two points, is it always mean straight

line? Explain your answer.
 Make a simple Poem that reflect your learning about vector?

Reinforcement & Enrichment

• Practice Exercises

A. Convert the following Vector from Standard form to component form

1. A = 30 m , East
2. B = 20m/s, 45o South of West
3. C = 50 N, Northeast
4. D = 100 Ns, 60o South of East

B. Convert the following Vector from component form to Standard

form
1. E = (8, 15)
2. F = (12, -16)
3. G = (-4, -4)

C. Solve the following:

1. The bus moves from location A to B, then going to C. If B is lo-
cated 5 km due east from A, and C is 10 km, 60o North of East as measured
from B. What is the vector sum (displacement) from A to C?
2. The forces acting on awooden block are F1 = (3, -4) and F2 = 10
N, East. What is the net force acting on the block express in unit vector form?
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Assess Your Learning

Emman was chosen by a TV show to win a latest model of a Ferrari but
in one condition; he must find a key somewhere on the ONHS field using only
the given materials– protractor, meterstick, compass, field actual sketch, cal-
culator, and shovel. He should locate the key before the 20-minute time runs
out. There are only five clues given:
1. The center of basketball court is your origin
2. A=20 m, 30o N of E
3. B= (-10m, 20m)
4. C= -20i - 40j
5. The location of the key is at the endpoint if you walk each of the vector
continuously one after the other

Based on the given values, answer the following questions:

1. What is the best vector operation that describes the location of the key
from the origin?
A. A- B + C C. A+B+C
B. A– B - C D. A + B - C

2. What is the exact location (in three significant figures) of the key from
the origin?
A. 20.0 m, 15.5o S of W C. 38.6 m, 15.0o S of E
B. 24.8 m, 23.8o S of W D. 47.3 m, Northwest

3. If assumed that Emman do the solving, planning, and/or sketching for

15 minutes before he start walking, and assumed that he can walk 10m in
1 minute, what is the least time he will walk to reach the point where the
key is located?
A. 2 minutes B. 3 minutes C. 4 minutes D. 5 minutes

References & Photo Credits

1.
Sears & Zemansky (2008). University Physics with modern Physics.(12th Edition). Pearson Addison-Wesly
Publishing. Pp. 11-20.
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