General Physics 1

Quarter 1 – Module 6:
Addition of Vectors
General Physics 1 – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 6: Addition of Vectors
First Edition, 2020

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General Physics 1
Quarter 1 – Module 6:
Addition of Vectors
Introductory Message
For the facilitator:

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

Module on Addition of 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.

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For the learner:

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

Module on Addition of Vectors!

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 You Need to This section provides a brief discussion of the
Know lesson. This aims to help you discover and
understand new concepts and skills.

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.

References
This is a list of all sources used in developing
this module.

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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 is designed and intended to aid you in your learning and

understanding to differentiate scalar and vector quantities. Work independently and

honestly to help you enhance your skills.

At the end of this module, learners are expected to:

• Students will understand the concept of a vector and be able to perform

addition of simple vector quantities. STEM_GP12V-Ia-9; and

• Students will be able to draw vectors on the coordinate plane and graphically

add

• Students will be able to decompose vectors into components along the

directions of given axes in two-dimensions.

• Students will be able to combine vector components into a magnitude and

direction.

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 What I Know

To test your knowledge and understanding of the scalar and vector quantities
use the hints below and then fill in the correct answer
1/2 3

5 6
4

10

5
DOWN

1. also known as the Cartesian plane or the rectangular coordinate system (as
opposed to the spherical or cylindrical coordinate system.) consists of two
perpendicular real number lines, the x and the y axis. Because the plane consists
of two crossed real number lines.

3. indicate a point on the plane by giving an x-coordinate (the first coordinate) and a
y-coordinate (the second coordinate.)

5. the point of intersection between the two axes

6. the four sections the axes divide the plane into are known as quadrants

ACROSS

2. the parts of a vector; generally broken down into a y-component and an x-

component which correspond to the x and y axis on the coordinate plane.

4. the vector obtained by adding or subtracting two vectors

7. the length of a vector

8. a number which does not have a direction associated with it

9. is a vector quantity that refers to "how far out of place an object is"; it is the object's
overall change in position.

10. a geometric object which has both magnitude and direction.

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 Lesson

1 Addition of Vectors

We use vectors every day when we talk about physical quantities which have
direction; for example, when we talk about velocity, acceleration, or even weight. As
discussed previously, Vectors play an important role in physics: velocity,
acceleration, and force all can be interpreted as vectors since they have both a
magnitude and a direction. The sum of two vectors with the same initial point can
be found geometrically using the parallelogram law while multiplication by a positive
number, or scalar is really changing the magnitude (or length) of vector.
Multiplication by the scalar -1 preserves the magnitude of a vector but reverses its
direction. The Cartesian Coordinate System provides a systematic way of describing
vectors and operations on them both algebraically and graphically. In two-
dimensions, we use the plane, and vectors become a ‘two-tuples’ of two real
numbers, a vector’s and scalar components. We can also represent vectors as their
magnitude and their angle from some point of reference.

What You Need to Know

Addition of Vectors

Vectors in This Text (How is Vector represented?)

Vector can be represented with a boldface variable. For example, we will
represent the quantity force with the vector F, which has both magnitude and
direction. The magnitude of the vector will be represented by a variable in
italics, F and the direction of the variable will be given by an angle θ

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 For example, a person walks 9 blocks east and 5 blocks north. The
displacement is 10.3 blocks at an agle 29.1° north of east.

9 Blocks East
A person walks 9 blocks east and 5 blocks north. The displacement is 10.3
blocks at an angle 29.1º north of east.

To describe the resultant vector for the person

walking in a city considered in Figure on the
left graphically, draw an arrow to represent
the total displacement vector D. Using a
protractor, draw a line at an angle θ relative to
the east-west axis. The length D of the arrow
is proportional to the vector’s magnitude and
is measured along the line with a ruler. In this
example, the magnitude D of the vector is 10.3
units, and the direction θ is 29.1º north of
east.

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 A variety of mathematical operations can be performed with and upon vectors.
One such operation is the addition of vectors. Two vectors can be added together
to determine the result (or resultant). In addition to this, the net force the vector
sum of all the individual forces acting upon that object.

Consider the following examples:

1) + = 5
2 3

2) + = 2
5 -3

3) + = -10
-15 5

These rules for addition of vectors are also applied to free-body diagrams
in order to solve the net force.

Sample applications are as below:

F tens= 1287 N
F air= 200 N F norm= 100 N

F grav= 635 N F frict= 40 N F norm= 100 N

F grav= 400 N
Fnet= 40 N, left
Fnet= 652 N, up
Fnet= 200, down

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 What I Can Do
Activity 1

Answer the following summations of the vectors

1) 5 6

2) 8 -15

3) 4 14

4) 9 -12

5)
3 -17

22 -15

6)

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 Ftens= 1200 N

Fgrav= 800 N

7)
Fnet=

Fair= 600 N

Fgrav= 800 N

8)

Fnet=

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 Fnorm= 50 N

Ffrict= 20 N

Fgrav= 50 N

9)

Fnet=

Fnorm= 100 N

Fnorm= 50 N

10)
Fnet=

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 What You Need to Know
Vector Addition: Head to Tail Method

The direction and magnitude when you add two or more vectors can also be
solved by drawing a scaled vector diagram accurately. Using a scaled vector diagram,
the head-to-tail method is employed to determine the vector sum or resultant.
The head to tail method is a graphical way to add vectors. It involves drawing
a vector to scale on a sheet of graphing paper starting at a reference point. Where the
head of this first vector ends, the tail of the second vector begins (hence, the name
head-to-tail method). The process is repeated for all vectors that are being added.
Once all the vectors has been added head-to-tail, the resultant is then drawn from
the tail of the first vector to the head of the last vector.

A step-by-step method for applying the head-to-tail method to determine the

sum of two or more vectors is given below.
1. Choose a scale and indicate it on a sheet of paper. The best choice of scale is one
that will result in a diagram that is as large as possible, yet fits on the sheet of paper.
2. Pick a starting location and draw the first vector to scale in the indicated direction.
Label the magnitude and direction of the scale on the diagram (e.g., SCALE: 1 cm =
20 m).
3. Starting from where the head of the first vector ends, draw the second vector to
scale in the indicated direction. Label the magnitude and direction of dis vector on
the diagram.
4. Repeat steps 2 and 3 for all vectors that are to be added
5. Draw the resultant from the tail of the first vector to the head of the last vector.
Label this vector as Resultant or simply R.
6. Using a ruler, measure the length of the resultant and determine its magnitude
by converting to real units using the scale (4.4 cm x 20 m/1 cm = 88 m).
7. Measure the direction of the resultant using the counter clockwise convention

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 An example of the use of the head-to-tail method is illustrated below. The
problem involves the addition of three vectors:

20 m, 45 ° + 25 m 300 ° + 15 m 210 °

Scale: 1cm= 5 m

The head-to-tail method is employed as described above and the resultant is

determined (drawn in red). Its magnitude and direction is labelled on the diagram.
Scale: 1cm= 5 m

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 Interestingly enough, the order in which three vectors are added has no effect
upon either the magnitude or the direction of the resultant. The resultant will still
has the same magnitude and direction. For example, consider the addition of the
same three vectors in a different order.

15 m, 210 ° + 25 m 300 ° + 20 m 45 °

Scale: 1cm= 5 m

When added together in this different order, these same three vectors still
produce a resultant with the same magnitude and direction as before (20. m, 312
degrees). The order in which vectors are added using the head-to-tail method is
insignificant.

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 What I Can Do
Activity 2
Use the graphical technique for adding vectors to find the total displacement of
a person who walks the following three paths (displacements) on a flat field. First,
she walks 25.0 m in a direction 49.0º north of east. Then, she walks 23.0 m heading
15.0º north of east. Finally, she turns and walks 32.0 m in a direction 68.0° south
of east.

What I Can Do
Activity 3
Add the following vectors and determine the resultant. Use graphing paper,
rule and protractor. Show your solution. (Use the scale: 1cm = 1m/s)

1. 7.0 m/s, 0° and 2.0 m/s, 90 °

2. 8.0 m/s, 330 ° and 4.0 m/s, 45 °
3. 2.0 m/s, 150 ° and 4.0 m/s, 225 °
4. 3.0 m/s, 45 ° and 5.0 m/s, 135 ° and 2.0 m/s, 60 °
5. 2.0 m/s, 315 °+ 5.0 m/s, 180 °+ 2.0 m/s, 60 °

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 What I Can Do
Activity 4

For this activity you will be adding vectors using the head to tail method. Each
mm will be equal to a man walking 3 meters per minute. Use the graphs to create a
resultant vector. Use a graphing paper, a ruler and a protractor to find the resultant
direction and magnitude.
Given the following vectors, create head to tail models and find the resultant
magnitude and direction. The arrows are not perfect but use the corner that they are
closest to:

1. A + E + F
2. D+ A + F
3. D + G + A
4. F + G + H
5. F + H + G

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 Assessment

Questions on this quiz are based from the above information

1. Vector A is directed northward and vector B is directed eastward. Which of the
following vector addition diagrams best represent the addition of vectors A and B and
the subsequent resultant?

a. E b. A c. D d. B
2. When adding vector B to vector A geometrically (or graphically) using the head to
tail method, the resultant is drawn from ____ to the ____.
a. head of A, tail of B
b. tail of A, head of B
c. head of B, tail of A
d. tail of A, head of B
3. Consider the magnitude and direction of vectors A and B as shown in Diagram 1
above. Which one of the following diagrams would represent B - A = R?

a. Diagram A
b. Diagram B
c. Diagram C
d. Diagram d
4. The vector sum (magnitude only) of 25.0 m, north + 18.0 m, East is ___ m.
a. 21.5
b. 30.8
c. 35.8
d. 43.0
5. Which of these express a vector quantity?
a. 10kg
b.10kg to the north
c.10 m/s
d.10 m/s to the east

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6. Which statement describes a vector?
a. It has magnitude but no direction
b. It has direction but no magnitude
c. It has both direction and magnitude
d. It has constant magnitude but no direction
7. Which of the following may you do to a vector without changing it?
a. Add a nonzero vector to a vector.
b. Multiply a vector by a scalar other than 1.
c. Rotate a vector through any angle other than 360 degrees.
d. Move the vector without changing its orientation.
8. What does the commutative property of vectors say?
a. Vectors can be inverted.
b. Vectors can be transported.
c. Vectors can be added in any order.
d. Vectors cannot be added in any order.
9. The resultant is the arithmetic sum of the magnitudes only if
a. The vectors are in opposite directions.
b. One vector is perpendicular to the other.
c. The magnitudes of the vectors are the same.
d. The vectors are in the same direction.
10. The difference of vectors A and B can be constructed by placing
a. The tail of A to the tip of B.
b. The tail of A to the tail of B.
c. The tip of A to the tip of B.
d. The tip of A to the tail of B
11. Which of the following statements is TRUE?
a. A scalar quantity can be added to a vector
b. It is possible for the magnitude of a vector to equal zero even though one
of its components
is non-zero
c. Scalar quantities are path dependent, while vectors are not.
d. Scalar quantities and vector quantities can both be added algebraically
12. A stove is pushed 3 m across the floor against frictional force of 200N. The
amount of work done is
a. 600J b. -600J c. 197J d. -197J
13. A car breaks down in the road and you and your friend, who happen to be walking
past, help the driver push-start it. You and your friend stand together at the rear of
the car. If you push with a force of 50 N and your friend pushes with a force of 45
N, what is the resultant force on the car?
a. 95N b. -95N c. 5 N d. 250N
14. A ball is rolled towards a wall which is 10 m away from the ball. If after striking
the wall the ball rolls a further 2,5 m along the ground away from the wall, calculate
the ball's resultant displacement.
a. 7.5 away from the wall
b. 7.5 towards the wall
c. 12. 5 away from the wall
d. 12.5 towards the wall
15. A man applies a force of 5 N on a crate. The crate pushes back on the man with
a force of 2 N. Calculate the resultant force that the man applies to the crate.
a. 3 N b. -3N c. 7N d. -7N

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 20
What I know
1/2C O M P 3O N E N T S
A R
R D
T E
E R
S E
I D
5O 6Q A
4R E S U L T A N T P
I A A
G D C I
I R O R
N A O S
N R
T D
S I
7M A G N I T U D E
A
T
E
8S C A L A R
Y
9D I S P L A C E M E N T
T
10V E C T O R
M
Key to Answer
 21
4. 7.40m/s, 93.2 °
5. 2.61m/s, 173 °
Activity 2
In this case, the total displacement R is
seen to have a magnitude of 50.0 m and
to lie in a direction 7.0º south of east.
By using its magnitude and direction,
this vector can be expressed as R=50.0
m and θ=7.0º south of east.
Activity 1
1. 11 6. 7
2. -7 7. 400 N up
3. 18 8. 200 N down
4. -3 9. 20 N left
5. -14 10. 100 N up
 22
Activity 3
1. 7.28 m/s, 15.9 °
2. 9.83m/s, 352.2 °
3. 4.91m/s, 201.8 °
 23
Assessment
1. A 6. C 11. C
2. C 7. D 12. B
3. B 8. C 13. A
4. B 9. D 14. B
5. D 10. B 15. C
References
Gadong Early Sol A., Belleza, Raphael V. (2015). General Physics 1 (Philippine
Edition). Vibal Publishing

Adding Vectors in Magnitude and Direction from

https://www.khanacademy.org/math/precalculus/x9e81a4f98389efdf:vectors/x9e
81a4f98389efdf:vec-add-mag-dir/e/adding-vectors-in-magnitude-and-
direction-form

Addition of Vectors from

https://www.utas.edu.au/mathematics-pathways/pathways-to-health-
science/module-12-vectors

Addition of Vectors Graphical Method from

https://cnx.org/contents/cce64fde-f448-43b8-ae88-27705cceb0da:a3321427-
dc31-4908-bf4b-bfe790b75111

DepEd (2016). K to 12 Curriculum Guide. Physical Education

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