SENIOR HIGH SCHOOL DEPARTMENT

General Physics 1
S.Y. 2021-2022

Teacher: __________________________________ Time Frame: ______________________

Grade & Section: ___________________________ Module No. 4 First Semester
Track: ____________________________________ Teacher: __________________________

UNIT TITLE: UNIT 2 – Vector

Transfer Goal: The students will be able to know the important of measurement on our daily lives and
appreciate how measurement helps us to be more convenient and to help us in solving our problem properly.

Content Standard: Performance Standards:

The learners demonstrate an understanding of:
(1.) Differentiating vector and scalar quantities;
perform addition of vector; and calculate directions
and magnitudes of vector.
Enduring Understanding:
Learners will understand that…
1. scalar is differ from vector
2. vector is important on understanding magnitude
of certain physical quantities and identify on its
direction.
The learners shall be able to:
(1.) Solve, using experimental and theoretical
approaches, multi concept, rich-context problems
involving measurement.
Formation Standard:
The learner will be able to be aware of the things which are
visible here on Earth and become steward of God’s
creation which is perfectly made for all living organism
here on planet especially on human.

Essential Questions:
Learners will keep considering…
1. How scalar differ from vector quantities
2. How can vector be useful in daily life in term of
finding directions?

TOPIC OUTLINE

Learning Content Learning Standards: Number of Days

Module No.
1. Differentiate vector and scalar
quantities, perform addition of
1 Vector
vector; and calculate directions 3 days
and magnitudes of vector.
 Module No.4 Vector

Name: ____________________________________ Module # 4 Date: ____________

Grade & Section: __________________________ Subject: ____________________________
Track: ___________________________________ Teacher: ____________________________

A: Learning Competency: B: Learning Targets:

a. I can differentiate vector and scalar
1. Differentiate vector and scalar quantities - Acquisition quantities.
2. perform addition of vector. - Transfer b. I can perform addition of vector
3. calculate directions and magnitudes of vector - c. I can calculate the directions and
Transfer magnitudes of vector.

C: Learning Materials/ Learning Resources:

Textbook:
 K – 12 Compliant Work text for Senior High School – General Physics 1 – pp 21-32.
Geronimo D. Tabujara, Jr
 Vibal – General Physics 1 – Urone et al. pp. 25-37

Power Point Presentation

..\GENERAL PHYSICS 1 PPT\2.1 LESSON 4 - VECTOR.ppt

Video Aid Presentation

 YouTube videos (follow the link below)
https://www.youtube.com/watch?v=HRe1mire4Gc
http://www-eng.lbl.gov/~shuman/NEXT/GAS_SYS/CCST-Conversions-document.pdf

Other Sources: (Link)

 file:///C:/Users/hp/Documents/SCIENCE%20DEPARTMENT/REQUIREMENTS%20-
%20COORDINATOR%20SCIENCE/General%20Physics%201.pdf

D. Concept Development
A. Pre Test

Directions: Choose the letter of the best answer.

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
Engaging Activity: KNOW-SHOW

LEARNING COMPETENCY:
Students can differentiate vector and scalar quantities.

KNOW SHOW
Direction: Direction:
Here is what I know about differences between I show that I know about the differences between
the vector and scalar. the vector and scalar:
Describe the vector and scalar and give the
differences between those quantities.

Vector

Scalar

Discussion

A study of motion will involve the introduction of a variety of quantities that are used to describe the physical world.
Examples of such quantities include distance, displacement, speed, velocity, acceleration, force, mass, momentum,
energy, work, power, etc. All these quantities can by divided into two categories - vectors and scalars. A vector quantity
is a quantity that is fully described by both magnitude and direction. On the other hand, a scalar quantity is a quantity
that is fully described by its magnitude. The emphasis of this unit is to understand some fundamentals about vectors and
to apply the fundamentals in order to understand motion and forces that occur in two dimensions.

Scalars and Vectors

• Scalar quantities are quantities that have magnitude only.

Two examples are shown below:

• Scalar quantities are added or subtracted by using simple arithmetic.

Example: 4 kg plus 6 kg gives the answer 10 kg

A Force

• Vector quantities are quantities that have both

magnitude and direction
Magnitude = 100 N

Direction = Left

Fig 1.1 Examples of scalars and vectors

Scalars Vectors
distance displacement
speed velocity
mass weight
time acceleration
pressure Force
energy momentum
volume
density

Adding Vectors using Graphical Method

• Parallel vectors can be added arithmetically

E: A

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.
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:
F⃗ represents the force vector
F represents the magnitude of the force vector
Self-Check LT 1

Directions: To test your understanding of this lesson, consider the following quantities listed below.
Categorize each quantity as either be vector or a scalar.

Answer
1. 10 km

2. 60 km/hour, South

3. 40 mi, downward

4. 50 calories Note: Mention that

vectors are physical
5. 250 bytes quantities that have
both magnitude and
direction while scalars
are physical quantities
that can be represented by
a single number.

Self-Readiness Check (LT 1)

Choose your level of readiness for our Learning Target by placing check mark ¿) on the table below.

Learning Target: I cannot do this I am learning how I can do this, but I I can do this very
yet. to do this. need to learn more well.
(Novice) (Apprentice) and improve. (Expert)
(Practitioner)
 I can differentiate
vector and scalar
quantities.

Graphical representation of vectors  LT 2 & 3

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

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.

Activity LT 2 & 3
Determine the magnitude and direction of the following vectors using a ruler and protractor. Use
the scale:1 cm = 10 m/s
1.

2.

Self-Readiness Check (LT 1)

Choose your level of readiness for our Learning Target by placing check mark ¿) on the table below.

Learning Target: I cannot do this I am learning how I can do this, but I I can do this very
yet. to do this. need to learn more well.
(Novice) (Apprentice) and improve. (Expert)
(Practitioner)

.
I can perform
addition vector
.
.
I can calculate the
directions and
magnitudes of
vector.

E.. Assessment (Overall/ General Assessment) LT 1

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

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?

C
B
 A
a. C=A+B b. C + A = -B c. A + B + C = 0 d. C  A + B

Rubrics

Scale of Score Verbal Description

9-10 Excellent

7-8 Good

5-6 Fair

3-4 Poor

2 and below Very Poor

Score and Verbal Description: /10 ; .

H. Closure:
In the remainder of this lesson, in the entire unit, and in future units, scaled vector diagrams and the
above convention for the direction of a vector will be frequently used to describe motion and solve problems
concerning motion. For this reason, it is critical that you have a comfortable understanding of the means of
representing and describing vector quantities.

Parent’s Guide:

Dear Parents,

This module will certainly develop the skills of your son/daughter and hopefully will be utilized at home in
doing their chores. However, I am requesting you to please monitor and assist your son/ daughter when it
comes to performing the activity.

If we see that the task given was already mastered by your son/ daughter and he/she can already perform it
independently, they may opt to proceed to the next module.

Should you need some clarification or you have some questions about this module, an email is provided here
for your message.

Thank you and God bless.

POLL
Please describe your learning experience for this week’s module by shading the corresponding emoji.

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Congratulation for a job well done!

 Good day and God bless you all.

Teacher’s email address: Please submit on or before:

___________________________ _________________________________