GENERAL PHYSICS I

WEEK 2
SCALAR AND VECTOR QUANTITIES

A SCALAR QUANTITY is a quantity that is described by a magnitude.

Some examples of scalar quantities are the following:

40 kg, which describes a mass 5 km, which shows distance

30 mins, which tells time 27oC, which gives the temperature

One characteristic of scalar quantities is that they add up or subtract like ordinary numbers. For example, the
quantity length, l1 = 6m and another one, l2 =4m. The sum of these two lengths is given as l = l 1 + l2 = 6m + 4m = 10m.
The scalar quantity, length, has a magnitude of 10 and has the unit meters represented by m.

A VECTOR QUANTITY is a quantity that is completely described by both magnitude and direction.

Some examples of vector quantities are the following:

 80 km/h E, which tells the velocity of a vehicle (the magnitude is 80 km/h and the direction is East)
 20 N upward, which describes a force of 20 N ( magnitude) directed upward
 1 m/s2 to the right, which expresses the acceleration of a moving object with a magnitude of 1m/s 2 directed
to the right.

Vector quantities are important in the study of physics. If scalar quantities follow ordinary arithmetic rules,
vector quantities do not. This is one important characteristic of vectors.

VECTOR REPRESENTATION

A vector quantity is represented by an arrow. 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 arrowhead shows the direction. In
printed materials, a vector quantity can be represented in boldface type (example: A). Another way is by placing an
arrow over the symbol (example: Ā). A, without the arrow and not in boldface, is a scalar.

It is easy to draw vectors. You just have to draw line to scale to represent the magnitude of vector and then draw the
arrowhead towards the direction of the vector.

A displacement, d, of 15 km to the East

Scale: 1 cm: 3 km

Let us take the following example:

Here, the magnitude of d is represented by a line 5 cm long. A scale that says that each centimetre on the line is
equivalent to 3 km gives us an idea that the magnitude of d is actually 15 km, not 5 cm (drawing vectors to scale is
necessary in printed materials in order to save space). Finally, the arrowhead is added to the scaled line to indicate the
direction of the vector, our sample vector is now complete. To be more specific in representing vectors, they are drawn
in the Cartesian coordinate plane starting from the origin. On the x-axis are the East and West directions, (+x- axis for
East and –x-axis for West) and on the y-axis are the North and South directions (+ y-axis for North and -y- axis for South).
It should be clear, however, that the directions are not actually the true North, true south, true east and true West and
when they are read in a compass.

Here are some examples of vectors drawn in the Cartesian

coordinate plane.

1. A force of 90 dynes North 40o East

2. An acceleration of 60 m/s2 30o West of North
3. A linear momentum of 50 kg.m/s South
4. A displacement of 80 km 45 o South of West
RESULTANT VECTOR

A car moves a distance of 100 km on a straight highway. If it heads for Alabang, then its displacement is 100 km
to Alabang. This is now a vector quantity. Such quantity speaks of a definite magnitude and direction.

If the same car moves at 100 km to Alabang and then 50 km to Laguna, how can one displacement vector
describe these two vectors? To solve this, we use the two vectors to come up with just one final vector.

The process of combining or adding two or more vectors to give a single vector is called composition of vectors
or simply, vector addition. The single vector which represents the sum is called the resultant. How can we find this
resultant vector? There are different ways of doing this.

GRAPHICAL METHODS OF ADDING VECTORS

One way to determine the resultant vector is through the use of graphical methods. These methods make use of
a ruler and a protractor and require some knowledge of Scaling. The ruler measures the magnitude and the protractor
measures the direction. The scaling process helps you in cases where big magnitudes have to be reduced to smaller
units.

The tail-head method of drawing the vector is one way of getting the resultant vector. This is a way wherein the
second vector is drawn such that its tail is connected to the arrowhead of the first vector. The resultant is measured
from the tail of the first vector to the head of the second vector.

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

Example 1

Chacha walks 300 m East, stops to rest and then continues 400 m East.

Scale: 1 cm: 100m

d 1 = 300 m E d2 = 400 m E

Adding the two vectors, we have d R = 700 m E (RESULTANT DISPLACEMENT)

Example 2.

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

Scale: 1 cm: 100m

d 1 = 300 m E

d2 = 500 m W

d R = 200 m W (resultant displacement)

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

Example 3.

Kate 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 represents the
magnitude. The direction can be
determined by measuring the angle
represented by θ with a protractor; θ
is approximately 31o.
 The resultant vector in example number 3 can be found
using the parallelogram method. Let us draw the given
vectors d1 and d2 both starting from the origin. From the
tip of d1, draw d2` (broken line) and from the tip of d 2,
draw d1` (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 (see example number 3). The order of
addition can be interchanged but the direction and length of each vector must not be changed. Let us take the next
example.

Example 4.

Gino walks 600 m East, then turns 400 m North and finally walks 300 m West.

WEST T h e
origin to the tip of the last vector d 3. Notice that a
polygon has been formed when the resultant, dR, has
been drawn, where dR = 500 m 54o N of E.
NORTH

EAST

The magnitude of any two vectors can be determined using trigonometry. Trigonometry deals with the relationships
among angles and sides of triangles. Consider the right triangle shown below.

It has sides a, b, and hypotenuse c. with reference to angle θ , side b is called adjacent side and a, opposite side. The
trigonometric functions defined with respect to this triangle are:

opposite side a
sineθ= ∨sin θ=
HYPOTENUSE hypotenuse c
adjacent side b
cosine θ= ∨cos θ=
OPPOSITE SIDE hypotenuse c
opposite side a
tangent θ= ∨tan θ=
adjacent side b
ADJACENT

If the hypotenuse c and the angle θ are known, the lengths of the sides a and b can be determined from the definition of
 a
sin θ= which gives a=c (sin θ ¿(by cross multiplication)
c
b
cos θ= which gives b=c (cos θ ¿ (by cross multiplication)
c
The hypotenuse c can be determined if sides a and b are given using the Pythagorean theorem. From elementary
geometry, the hypotenuse is found as

c2 = a2 + b2

therefore, c= √ a 2+ b2
The angle θ is found from the definition of tangent function,

a
tanθ=
b
The angle θ becomes

a
θ=tan −1
b
VECTOR RESOLUTION

We have seen how adding two or more vectors can yield a single resultant vector. The resultant has the same
effect as the original vectors.

If you are given a single vector, can you think of this 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 two 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. Trigonometry
can be used to find the magnitudes of these perpendicular vector components.

Sample Problem

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

Given: F = 60 N, 30° (resultant force)

Find: a. F⸼ (horizontal component of the force)

b. Fᵧ (vertical component of the force)

Solution:
 F x adjacent side
a. cos 30 0= ( ¿
F hypotenuse

0 Fx
cos 30 =
60 N
F⸼ = (60 N)(cos 30°)
= (60 N)(0.87)
F⸼ = 52.2 N

0 F y opposite side
b. sin 30 = ( ¿
F hypotenuse

0 Fy
sin 30 =
60 N

Fᵧ = (60 N)(sin 30°)

= (60 N)(0.5)
Fᵧ = 30.0 N

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

b = F⸼ = 52.2 N
a = Fᵧ = 30.0 N
c=F= ?
c= √ (30.0 N )2 +(52.2 N )2

¿ √ 900 N 2+ 2725 N 2

¿ √ 3625 N 2
C = 60.21 N (or 60 N)

ANALYTICAL METHOD OF ADDING VECTORS

We have already seen how the graphical method can be used to find the resultant vector. In this section, we will
again determine the resultant vector in different situations but this time using the analytical or mathematical method.

Adding Two 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. Here is an example.

Given: v₁ =20 m / s E

v₂ = 40 m / s E

Find: resultant velocity vR

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

Therefore, resultant velocity, v = 60 m/s E.

 Opposite Directions. The magnitude of the resultant vector is given by the arithmetic
difference of the individual vectors. The direction follows that of the vector with bigger
magnitude. Here is an example.
Given: d₁ = 15 m N

d₂ = 28 m S

Find: resultant displacement, dR

Solution: 28 m – 15 m = 13 m

Therefore, the resultant displacement, d = 13 m S. (S, since the vector with 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. Here is an example.

Given: F₁ = 6 newtons E

F₂ = 5 newtons N

Find: a. resultant force, F

b. Direction

Solution:

a. Use the Pythagorean theorem to solve for the magnitude

(F)² = (F₁)² + (F₂)²
= (6)² + (5)²
F = √ 36 newtons+ 25 newtons
= √ 61 newtons ²
F = 7.81 newtons

b. To find the direction (angle),

5 newtons opposite side
tan ɵ = ( )
6 newtons adjacent side
tan ɵ = 0.83
ɵ = 39.69°

therefore, the resultant force is

F = 7.81 newtons 39.69° N of E

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 90°) to each other. If the vectors involved are oriented to each other at angles other than 90°, then
you need to use another analytical method called the component method. You can use your knowledge of getting the
components of a vector discussed to be able to follow the steps in the component method. Here are the steps.

For the given vectors v₁, v₂, v₃:

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.
(∑v⸼ = v₁⸼ + v₂⸼ + v₃⸼)
4. Find the sum of the y-components.
(∑vᵧ = v₁ + v₂ + v₃)
5. Use the sum of the x-components and the sum of the y-components to find the resultant (magnitude) and
its angle (directions).
Magnitude: (vR)² = (∑v⸼)² + (vᵧ)²
Direction: use any of the trigonometric functions: sine, cosine, tangent.
Sample Problem

An ant crawls on a tabletop. It moves 2 cm East, turns 3 cm 40° North of East and finally moves 2.5 cm North.
What is the ant’s total displacement?

Given: d₁ = 2 cm E
d₂ = 3 cm 40° NE
d₃ = 2.5 cm N
Find: dR

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,

d ₂ᵧ
sin 40° =
3 cm
d₁ᵧ = (3 cm)(sin 40°)
= (3 cm)(0.64)
d₂ᵧ = 1.92 cm

d2x
cos 40° =
3 cm
d2x= (3 cm)(cos 40o)
= (3cm)(0.77)
d2x = 2.31 cm

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 40oN of E 2.31 cm 1.92 cm
2.5 cm N 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 this figure,

Use the Pythagorean theorem to solve

for the magnitude of the resultant.

(dR)2 = (∑dx)2 + (∑dy)2

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

 dR = √ 18.58 cm 2+19.54 cm2

√ 38.12 cm2z
dR = 6.17 cm

To solve for the direction, θ ,

4.42 cm
tanθ=
4.31 cm
= 1.03

θ = 45.85o
Therefore, the final displacement is dR = 6.17 cm 45.85O N of E

There are many situations in real life which can make use of the concept of vector addition. Let us take for example
a boat that moves along a flowing river. The boat can move with the current, against the current or across the current of
the river. The actual speed of the boat is affected by the direction of the current. If the boat’s speed is 4 m/s and the
speed of current is 3 m/s, the boat’s actual speed can turn out to be 1 m/s 7m/s, or 5 m/s depending on the direction of
the current.

As we progressed from the primitive world to the world we have come to know as ‘modern’ (wherein
technology seems to have become a rule rather than an option for survival), we learned how to use symbols to suit or
needs. We learned the art of communication using a device known as language, the symbols of which have made
speaking and writing possible. Mathematical concepts, with their symbols, have helped us solve problems.

Nature is best described with symbols as well. Physics has a myriad of symbols to help explain natural
phenomena. Vectors are symbols used to describe physical quantities. In this chapter, you have learned the concept of
vectors. As you continue reading this book, you will learn to better appreciate the usefulness of vectors in understanding
the other concepts in physics.