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MODULE 2: VECTORS & scalars

CONTENT Measurement

CONTENT STANDARDS The learners demonstrate understanding of:

1. The effect of instruments on measurements

2. Uncertainties and deviations in measurement
3. Sources and types of error
PERFORMANCE STANDARD The learners should be able to:

Solve, using experimental and theoretical approaches, multi – concept,

rich content problems involving measurements, vectors, motion in 1D
and 2D Newton’s Laws. Work, Energy, Center of Mass, momentum,
impulse and collisions

PROGRAM GRADUATES All SPCEM Graduates can:

OUTCOMES
Accurately apply and integrate sound concepts, skills, processes,
technologies, and information from the major scientific disciplines to
develop and implement workable strategies that have a direct bearing
on their daily lives and decisions

ESSENTIAL LEARNING 1. Describe and explain the new Scientific abilities they have
OUTCOMES developed as the result of self-initiated learning experiences
and projects;
2. Initiate Science activities that show others that going beyond
their customary ways of dealing with things is clearly possible;
3. Explain the factors that generally affect their decisions and
actions, and assess the consequences they produce;
4. Take the risk of experimenting with combinations of ideas,
data, materials, and possibilities to derive and test potential
solutions to existing problems even at the risk of criticisms;
5. Search voluntarily beyond readily available technological
sources of information, resources, and standard scientific
techniques to generate new understandings towards workable
solutions to existing problems;

Week No.

Number of Hours

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 VECTORS AND SCALARS

The learners will be able to:

1. Differentiate vector and scalar quantities

2. Rewrite vector in component form.

INTRODUCTION TO TRIGONOMETRIC FUNCTION

REVIEW:


c a

 
B
Figure 1
Let’s consider figure I and take angle theta ( ) as our reference angle. If angle 
is the reference / given angle, the opposite side (the side facing the given angle) of an
acute angle  is side a, the adjacent side (the side adjacent or touches the given angle)
is side b and the hypotenuse (the longest side of a right triangle, opposite the right
angle) is side c.

Activity 4. Direction: Based on the figure 1, complete the table below:

Given angle Opposite side Adjacent side Hypotenuse

Alpha ()

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Pythagorean Theorem
In a right triangle, if any two of the three sides are given, the third side can be calculated by
the equation:
c2 = a2 + b2

 The square of the hypotenuse of a right triangle is equal to the sum of the squares of the two
sides.
Trigonometric Functions
Recall the definition of trigonometric functions of any acute angle. You will need this in
our succeeding lessons:
1. sine (sin)  =

2. cosine (cos)  =

3. tangent (tan)  =

Let’s work together to solve the given

example.

Example #1. Given the right triangle in figure below, find the missing length of
the sides.

c
a = 3cm
 = 300

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Given:
 = 300
a = 3cm
b=?
c=?

Solution:
Based on the given figure, angle theta () and opposite side (a) were given with respective value
of 300 and 3 cm.
You may use tangent function because it is the ratio of opposite side (a) and adjacent side (b).
Mathematically,
tan  = a
b

then derive the formula for side b

b = a
tan 
= 3 cm
tan 300
= 3 cm
0.58
= 5. 17 cm (the length of adjacent side)

To find for side c , you may use Pythagorean Theorem since c = ?

c2 = a2 + b2

c =  a2 + b2

=  (3cm)2 + (5.17cm)2

= 5.83 cm (the length of hypotenuse)

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 Now, let’s have another example to
deepen your understanding of the
topics.

Example #2: A 10 m ladder leans on a 5 m wall.

Illustration:

10 m 5m

Using a free – body diagram of the problem, it will look like this:

10m 5m

x
a. What is the angle of inclination made by the ladder with respect to the ground?

Our given were the length of the ladder (side a) equals 10 m and the height of wall (side b)
equals 5 m. To find for the angle (), we have to make angle  as our reference angle.

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So, the length of the ladder will be our hypotenuse and the height of the wall will be our opposite
side of the given right triangle.

This time, recall the acronym SOH, CAH, TOA to identify the function that you may use to
solve the problem.
Based on the given data, we will use sine function to solve for the angle that is the SOH (meaning
Sine is the ratio of Opposite side and Hypotenuse)

Sine  = opposite side = height of the wall

Hypotenuse length of ladder

Sine  = 5 m = 0.5 ; to find the angle  , you divide both side of the equation by sine
10 m

Sine  = 0.5
Sine sine

 = 0.5/ sine or
= sine -1 (0.5) ; to do this, using your scientific calculator PRESS 2nd F then sin (0.5)
and equal sign. This will give you the value of angle  .
 = 300 ( the angle of inclination made by the ladder with respect to the ground)
b. What is the distance of the foot of the ladder from the wall?
To solve for the distance between the ladder and the wall, use the formula of Pythagorean
theorem, c2 = a2 + b2 . If c = 10m and b = 5 m, to find for side a, you have to derive the
formula of a from
c2 = a2 + b2
By doing this, you subtract b2 on both side of the equation
c2 = a2 + b2
b2  b2

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 The b2 on the right side of the equation will be cancelled.

c2 = a2 + b2
b2  b2

So the formula for side a will be

a2 = c2  b2
 a2 =  c2  b2
a =  (10 m)2 – (5 m)2
a =  100 m2 – 25m2
a =  75 m2 , extract the square root of 75m2

a = 8.66 m (distance of the foot of the ladder from the wall

Activity 5: Solve for the following problem below:

1. Draw a right triangle. Label the hypotenuse, the 900, and the other angle and label
it theta (θ). Label the opposite side and adjacent side in reference to the angle
theta.

2. Describe the trigonometric functions: sine, cosine, and tangent in terms of theta,
the opposite, adjacent, and hypotenuse sides of the triangle drawn in #1

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3. A man aims his rifle at a bird on top of the tree 25m high. If the man is 1.6 m in
height and is standing 20m away from the tree, what should be the angle of
inclination of his rifle in order to make a direct hit?

If you got a satisfactory remark,

you are ready for your
assessment. Good luck!

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 Checking your prior
knowledge!

Activity 6: Encircle the quantity that direction is taken into account and box the
quantity that do not requires direction

gravity distance force

velocity temperature power

momentum weight time

Physical quantities are classified into:

Scalars – quantities have only magnitude and are completely specified by a

number and a unit.

Examples: mass - an aspirin has a mass of 5mg

Volume – a bottle has a volume of 12 oz
Frequency – house current has a frequency of 60 Hz.

Vectors – quantities have both magnitude and direction. In the interaction of vectors, both
magnitude and direction are of utmost important.

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Examples: a car is moving
at 60 mi/h,northwest Aircraft has flown 200 mi
to north

Do some research,
dear!

Activity7: Answer the following questions below:

1. Explain the difference between linear and non – linear motion.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Explain why vectors are needed to help understand non – linear motion.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What are the parts of a scalar quantity?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What are the parts of a vector quantity?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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5. Explain a simple method to tell between a scalar and a vector quantity
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. Explain how to graphically add vectors together

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. How is resultant drawn in a vector diagram?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Vector Addition: Graphical Method

A vector is represented by an arrow line that denotes its length as proportional to a certain
vector quantity (50 km or 5 N) and its arrowhead as direction (East or Northwest) of a given
quantity.
For example you are tasked to add vector B to vector A, First, draw vector A with correct
measure and direction and then connect vector B so that its tail is at the arrowhead of vector
A. The sum A + B is an arrow line (vector R) drawn from the tail of vector A to the arrowhead
of vector B (figure 1a). This arrow line is also called resultant vector.
R

A + B = B A = R

Vector Subtraction: Graphical Method

In subtracting vectors, we make use of the negative definition of a vector. The negative
vector has the same magnitude but opposite direction.

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 We define the operation A – B as vector ( - B )added to vector A
A – B = A + (-B)
Vector Addition of More than Two Vector Quantities
Graphical Method
1. Draw the first vector.
2. Draw the second vector from the tip of the arrowhead of the first vector. Succeeding vectors
are drawn from the tip of the arrowhead of the preceding vectors or connected head to tail
(carefully preserve their correct lengths and directions).
3. The resultant vector (R) is drawn from the tail of the first vector to the tip of the arrowhead
of the last vector.
Note: the order in which the vectors are added does not matter.

R D
C
B
A
A. Component / Mathematical Method
1. Select a coordinate system
2. Resolve each vector into two components; the x –component and the y – component.
3. Get the algebraic sum of the components in the x –axis using Rx and the y –axis using
Ry.

Rx = Ax + Bx + Cx + . . .
Ry = Ay + By + Cy + . . .
4. Find the value of the resultant vector using Pythagorean Theorem,

R =  (Rx )2 + (Ry)2
5. Determine the angle using an appropriate trigonometric function.

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 This time, let’s do some
sample problems.

Example: Find the vector difference of A – B using graphical method, if vector A

= 2 mi, North and vector B = 3 mi, East.

Given: A = 2 mi, North

B = 3 mi, East

Required: A – B

Since vector B is equal to 3 mi, east, the negative definition of vector B is 3mi, west.

Graphical Representation of A – B.

-B B

A
R

Mathematically; North (+)

A
West -B East (+)

South (-)
Note: negative sign in vector B indicates direction
Vector Horizontal (x – Vertical (y – component_
component)
A 0 mi (+) 2 mi
B (-) 3mi 0 mi

Rx = -3 Ry = + 2 mi

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Resultant Vector
R =  (Rx )2 + (Ry)2

=  (3)2 + (2)2
= 3.6 mi
Draw the graphical representation of the summation of x component and y component for
your guide to what function to use for solving the resultant angle and to determine the
direction of the resultant vector.
R
Ry R
Rx

 = tan-1 Ry
Rx
= tan +2 mi 
-1

- 3 mi 
-1
= tan (0.67)

 = 33. 70
R = 3.6 mi, 33. 70 North of West

Now, for problem 2. Follow

the steps as numbered.

Sample Problem: A bee flies 22 cm northerly and walks southeasterly (450 east
of south) a distance of 47 cm. What is the resultant displacement?

Given: d1 = 22 cm, N
d2 = 47 cm, 450 east of south
Rd = ?

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Solution:
1. Draw the given vectors in a Cartesian plane.

d1 = 22 cm, N

θ = 450
450

d2 = 47 cm, 450 east of south

2. Resolution of vectors

x –axis y – axis
d1x = d1 cos d1y = d1 sin 
22 cm ( cos 900) 22 cm (sin 900)
= 0 = + 22 cm

d2x = d2 cos d2y = d2 sin 

47 cm ( cos 450 ) 47 cm ( sin 450 )
= + 33.23 cm = - 33.23 cm

3. Calculate the summation of each component:

 d1x = d1x + d2x
= 0 + 33.23 cm
= 33.23 cm

 d1y = d1y + d2y

= (+ 22 cm) + (- 33.23 cm)
= - 11.23 cm

4. Solve the resultant displacement using Pythagorean Theorem:

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 Rd =  (Rx )2 + (Ry)2
R d =  (33.23cm )2 + (-11.23 cm)2
= 35.08 cm

5. Draw the resulting components in a Cartesian plane to determine the appropriate

trigonometric function for the angle and direction.

 d1x

 d1y
Rd

tan  =  d1y = 11.23 cm

 d1x 33.23 cm
= 0.34
 = tan -1( 0.34 )
= 18.670

Rd = 35.08 cm , 18.670 South of East

Hi there! I’m confident that you

are now ready to do the problem
set on vectors. You can do it!

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ACTIVITY 8: Perform the following problems:
1. You are driving along at 20 meters per second on a road that heads at an angle of 300 West
of North. At what rate are you going (a) North (b) West?

2. The displacement vectors A and B shown in the figure below. Find the following using
graphical method.

a. A + B
b. A – B
c. B – A
d. A – 2B B = 3m
A = 3m
150

3. Use the component method to find the magnitude and the resultant of the following
forces: A = 200 N at 00, B = 175 N at 600 , C = 100 N at 1500 and D = 382 N at 2250

4. Find the resultant force of the given forces below.

F1 = 200N, 450 N of E

F2 = 50 N, West

F3 = 270 N, 700 N of W

F4 = 350 N, 300 S of E

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 Ready for the QUIZ guys?

Note: If Yes, go to the quiz section, If No,

review our lessons and ask for an additional
activities before taking the quiz.

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