LEARNING PLAN

Subject Physics 1 - General Physics

Topic Physical Quantities and Vectors
Learning At the end of the lesson the learners will be able to:
Outcomes 1. know the natural laws that govern natural phenomena; and
2. use the system of units to describe physical quantities of
vectors
Duration 1 hour
Instructional Laptop
Materials Projector
Chalk board
Chalk
Instructor Roshin Marielle N. Britos, M.Sc.
Content
Lesson: The Physical Quantities and Vectors
The following are the learning content of the lesson:
1. Standards and Units: SI Unit System
2. Physical quantity: Scalar Quantity and Vector Quantity

Learning Point 1: Standard and units. Physics is an experimental science and experiments
which involves measurements. There are standard units used in physical experiments, including
SI Unit System.

Learning Point 2: The physical quantity describes the physical phenomenon of a system, which
can be categorized as: scalar or vector quantity.The scalar quantity is described by a
magnitude, a number, unit or dimension.; vector quantity is described by magnitude and
direction.

Exploration on Learning Point 1.

Topic 1: Standards and Units: Physical quantity and SI Unit System.
Process question: why do we need to learn the standard and units in Physics, such as the SI
unit system?
Answer: Physics experiments requires measurements either it involves magnitude only or
magnitude and direction. In order to have a universal standard in measuring physics
experiments, the SI unit system will be used as a standard unit system.

Lecture Approach on Learning Point 1:

Before we begin with learning the standard and units of Physics, let us learn first why do we
need to study Physics? By definition, Physics is an experimental science, which mostly involve
measurement. Physicists observe phenomena of nature and try to find patterns that can relate
these phenomena. Theories will then be used to explain these phenomena and experiments will
be conducted to prove if the theory will be accepted or negated.

Even scientists of different disciplines make use the ideas of physics, from chemists who study
the structure of molecules to paleontologists who try to reconstruct how dinosaurs walked. An
engineer could not design any kind of practical device without first understanding the basic
principles involve. So, how does a scientist, chemist, and engineers make use of physics? That
is, through learning the standard and units of Physics through the physical quantity and SI unit
system.

As we have learned, physics is an experimental science that requires measurements and

generally use numbers to describe the results of measurements. By definition, physical quantity
is used to describe physical phenomenon quantitatively. For example, two physical quantities
that describes us are our height and weight.
When measuring a quantity it is always compared with some reference standard. For example,
we say that a female’s average height is 1.65 meters. We mean to say that it is 1.65 times as
long as a meter stick, which we define as to be 1 meter long.

This standard is define as a unit of the quantity. When we use a number to describe a physical
quantity, we must always specify the unit that we are using. In order to make an accurate and
reliable measurement, we need units of measurement that does not change but can be used by
others in various fields and locations. The system of units used by scientists and engineers
around the world is commonly called the “metric system”, or officially known as International
System or SI as abbreviated by French name, Systeme International. Some of the standard unit
system used are Time, in terms of seconds, s; Length, in terms of meters, m; Mass, in terms of
kilogram, kg; and among others.

Let us solve few problems that involves SI unit and conversion. For example, 12 minutes is
equivalent to how many seconds?
Solution: we know that 1 min = 60 s, we don’t mean it as 1 is equal to 60: rather, we mean that 1
min represents the same physical time interval as 60 s. So, as a solution:
12 min=(12 min) (60 s
1 min )
=720 s

Exploration on Learning Point 2:

In learning point 2, we will learn deeply the use of physical quantity using the SI Unit system
through learning the scalar and vector quantity.

Lecture Approach on Learning Point 2:

Let us review the definition of physical quantity which we have learned in the previous section.
By definition, physical quantity is used to describe physical phenomenon quantitatively.
Meaning,
It can be specified on how it is measured or by stating on how it can be calculated from other
measurements.

Physical quantities can be categorized as scalar quantity and vector quantity.

Scalar quantity is defined by magnitude, number, unit or dimension. It will answer questions
such as: “how much” or “how big” and does not need direction when described. Moreover,
scalar quantities are comparable and/or equal or the same only if it belongs to the same system
of units or direction. The simple MDAS arithmetic rule is used in scalar quantity and denoted by
letter in ordinary type. Terms that involves scalar quantities are: volume, time, speed, density,
mass, distance and temperature.

For example, Leila is driving a car at the speed of 30mph (speed); average human temperature
is 36˚C (temperature); and pregnant women are encourage to drink 200mL of maternal milk
daily (volume).

On the other hand, vector quantity is described by magnitude and direction. It is expressed by
using bold letters and arrow signs. Terms that involves vector quantities are: velocity,
acceleration, force, momentum, displacement and weight.

For example, Leila is driving a care at the speed of 30mph East; Vicky exerts a force of 20N to
the left to push a bucket.

Now, comparing the two physical quantities. We can observe that the scalar quantity only gives
the number or unit but doesn’t provide accurate direction; while vector quantity provides both the
number or unit and the direction where the magnitude occurs.
Moreover, we can add/subtract vectors as long as it belongs to one dimension. Through this, we
can obtain the resultant vector, which is the sum of two or more vectors. Given in the sample
equation:
n

∑ ⃗R =⃗
R1 + ⃗ Rn; where ⃗
R2 +...+ ⃗ R1 , ⃗
R 2 , ... , ⃗
R n are vectors along one dimension.
i=1
Example: Ella walks 10 -km east on her first walking day and 4 - km east on the next day. Find
the resultant.

Solution: Let ⃗
A be Ella’s walking distance on first day; ⃗
B be Ella’s walking distance on the next
day and ⃗C be the sum of two vectors if they are in the same line of action. The equation is
written as ⃗
R =⃗A +⃗ R is the resultant vector. ⃗
B , where ⃗ R =⃗A +⃗
B =10 km+4 km=14 km east .

Assessment:
I. Identify the physical quantity of the following given statements:
1. Her temperature is 38˚C; 2. He’s running at the distance of 5km every Tuesday morning; and
3. Desa lifts a box and exerts a force of 20N

II. Solve the given problem below.

Ella walks 15 -km east and 6 -km west (on reversed direction). Find the resultant vector.
Processing:
Learning Physics is vital and fun in our daily life. It helps us appreciate the daily tasks that we
are doing through measuring different activities done that involves numerical answers. Even a
simple walking and riding a motorcycle helps us estimate whether we will be late or not in
reporting to work.
References:
https://slideplayer.com/slide/7628586/
https://slideplayer.com/slide/7628607/