SENIOR HIGH SCHOOL

General Physics1
Quarter 1 – Module 2:
Title: Vectors
Science – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 2: Vectors
First Edition, 2020

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 12

General Physics1
Quarter 1 – Module 2:
Vectors
Introductory Message
For the facilitator:

Welcome to the General Physics 1 12 Alternative Delivery Mode (ADM) Module on

Vectors!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or 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.

2
For the learner:

Welcome to the General Physics 1 12 Alternative Delivery Mode (ADM) Module on

Vectors!

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 Know This will give you an idea of the skills or
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 Learned This includes questions or blank

sentence/paragraph to be filled in to

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 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 Activities In this portion, another activity will be 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!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Vectors. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into one lesson with subtopics, namely:

 Lesson 1 – Vectors
 Vectors and scalars
 Addition of Vectors

After going through this module, you are expected to:

1. define scalar and vector quantity;
2. differentiate vector and scalar quantities;
3. classify the physical quantities as scalar and vector quantity;
4. determine the magnitude and direction of a given vector; and
5. perform addition of vectors

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 What I Know

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

6
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. 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

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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

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 Lesson

1 Vectors

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
c. distance, mass, speed
d. displacement, speed, velocity

Notes to the Teacher

It is significant that learners had background on the use ruler
and protractor in measurement.

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 What’s New

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.

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 What is It

Vectors are different to scalars and must have their own notation. There are many
ways of writing the symbol for a vector. In this book vectors will be shown by
symbols with an arrow pointing to the right above it. For example, F⃗, W⃗ and v⃗
represent the vectors of force, weight and velocity, meaning they have both a
magnitude and a direction.

Sometimes just the magnitude of a vector is needed. In this case, the arrow is
omitted. For the case of the force vector:

F⃗represents the force vector

F represents the magnitude of the force vector

Graphical representation of vectors 

Vectors are drawn as arrows. An arrow has both a magnitude (how long it is) and a
direction (the direction in which it points). The starting point of a vector is known
as the tail and the end point is known as the head.

Another common method of expressing directions is to use the points of a compass:

North, South, East, and West. If a vector does not point exactly in one of the
compass directions, then we use an angle. For example, we can have a vector
pointing 40° North of West. Start with the vector pointing along the West direction
(look at the dashed arrow below), then rotate the vector towards the north until
there is a 40° angle between the vector and the West direction (the solid arrow
below). The direction of this vector can also be described as: W 40° N
(West 40° North); or N 50° W (North 50° West).

Downloaded from https://www.siyavula.com/read/science/grade-10/vectors-and-scalars/20-vectors-

and-scalars-0

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Drawing vectors 
In order to draw a vector accurately we must represent its magnitude properly and
include a reference direction in the diagram. A scale allows us to translate the
length of the arrow into the vector's magnitude. For instance, if one chooses a scale
of 1 cm = 2 N (1 cm represents 2 N), a force of 20 N towards the East would be
represented as an arrow 10 cm long pointing towards the right. The points of a
compass are often used to show direction or alternatively an arrow pointing in the
reference direction.

Method: Drawing Vectors

1. Decide upon a scale and write it down.

2. Decide on a reference direction

3. Determine the length of the arrow representing the vector, by using the scale.

4. Draw the vector as an arrow. Make sure that you fill in the arrow head.

5. Fill in the magnitude of the vector.

Vector Addition
Graphical techniques involve drawing accurate scale diagrams to denote individual
vectors and their resultants. We will look at just one graphical method: the head-
to-tail method.

Method: Head-to-Tail Method of Vector Addition

1. Draw a rough sketch of the situation.

2. Choose a scale and include a reference direction.

3. Choose any of the vectors and draw it as an arrow in the correct direction and of
the correct length – remember to put an arrowhead on the end to denote its
direction.

4. Take the next vector and draw it as an arrow starting from the arrowhead of the
first vector in the correct direction and of the correct length.

5. Continue until you have drawn each vector – each time starting from the head
of the previous vector. In this way, the vectors to be added are drawn one after the
other head-to-tail.

6. The resultant is then the vector drawn from the tail of the first vector to the
head of the last. Its magnitude can be determined from the length of its arrow
using the scale. Its direction too can be determined from the scale diagram.

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 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.

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 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

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Activity 4

Determine the resultant of the following:

1. 30 cm W and 75 cm N

2. 2km E and 4.5 km S

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 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.

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 What I Can Do

Give the magnitude and direction from your house to school. Calculate the
resultant vector.

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 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

18
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. 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

19
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

20
 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. A frog is trying to cross a river. It swims at 3 m/s in a northerly direction

towards the opposite bank. The water is flowing in a westerly direction at 5 m/s.
Find the frog's resultant velocity by using appropriate calculations. Include a rough
sketch of the situation in your answer.

D. Adrianne walks to the shop by walking 500 m Northwest and then 400 m N 30°
Determine her resultant displacement by doing appropriate calculations.

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 Answer Key

Assessment What's More What I Know

1. B Activity 1 1. B

2. D 1. scalar 2. D
2. vector
3. C 3. C
3. vector
4. D 4. D
4. scalar
5. B 5. B
5. scalar
6. C 6. vector 6. C

7. C 7. vector 7. C
8. scalar
8. B 8. B
9. scalar
9. C 9. C
10. vector
10. C 10. C
Activity 2
11. D 1. 30 m/s 450 N of E 11. D

12. B 2. 30 m/s 450 S of E 12. B

13. A 3. 30 m/s 200 S of E 13. A

4. 30 m/s 200 S of W
14. D 14. D
Activity 4
15. A 15. A
1. 80.78 cm 980 N of W
2. 4.92 cm 200 S of E

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References

Tabujara Jr., Geronimo D. K-12 Compliant Worktext for Senior High School
General Physics 1. Manila, Philippines: JFS Publishing Services

23
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