8-9. ADMModule - STEM - GP12V-Ia-8-9

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SENIOR HIGH SCHOOL

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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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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Loida A. Arce

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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:
This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know 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.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.
In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More 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.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
3
This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
This contains answers to all activities in the
Answer Key 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!
4
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
5
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
12. Which of the following is the definition of vector?
7
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 530 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
Lesson Vectors
8
1
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.
9
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.
10
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, F , W and v 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:
F represents 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
11
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.
12
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.
13
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
14
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
Activity 4
Determine the resultant of the following:
1. 30 cm W and 75 cm N
2. 2km E and 4.5 km S
15
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.
16
What I Can Do
Give the magnitude and direction from your house to school. Calculate the
resultant vector.
17
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
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
18
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
13. Which of the following answer contains two scalar quantities and one vector
quantity?
19
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 530 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.
21
22
What I Know What's More Assessment
B Activity 1 B
1. scalar
D D
2. vector
C 3. vector C
4. scalar
D D
5. scalar
B 6. vector B
7. vector
C C
8. scalar
C 9. scalar C
10. vector
B Activity 2 B
1. 30 m/s 450 N of E
C C
2. 30 m/s 450 S of E
C 3. 30 m/s 200 S of E C
4. 30 m/s 200 S of W
D D
Activity 4
B
1. 80.78 cm 980 N of W B
A 2. 4.92 cm 200 S of E
A
D
Answer Key
References
Tabujara Jr., Geronimo D. K-12 Compliant Worktext for Senior High School General
Physics 1. Manila, Philippines: JFS Publishing Services
23
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph *

blr.lrpd@deped.gov.ph

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[Type text]

SENIOR HIGH SCHOOL

Published by the Department of Education

Development Team of the Module

Writer: Loida A. Arce

Printed in the Philippines by ________________________

Department of Education – Region IV-A

Office Address: Capitol Compound, Brgy. Luciano

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

Notes to the Teacher

For the learner:

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

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

In this portion, the new lesson will be

This is a task which aims to evaluate your

At the end of this module you will also find:

References This is a list of all sources used in

The following are some reminders in using this module:

What I Need to Know

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

After going through this module, you are expected to:

1. Which of the following is an example of a vector quantity?

3. Identify the following quantities as scalar or vector: the mass of an object,

4. If two forces 20 N towards North and 12 N towards South are acting on an

5. A student adds two displacement vectors with magnitudes of 3 m and 4 m

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

a. mass, displacement, time c. temperature, displacement, force

b. momentum, velocity, acceleration d. time, length, mass

a. use component method c. use ruler and protractor

b. use head to tail method d. use scale

Which of the following contains two vectors and a scalar?

Notes to the Teacher

Examples of scalar quantities:

● mass has only a value, no direction

● electric charge has only a value, no direction

Examples of vector quantities:

F represents the force vector

Graphical representation of vectors

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

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

Method: Drawing Vectors

2. Decide on a reference direction

5. Fill in the magnitude of the vector.

Method: Head-to-Tail Method of Vector Addition

2. Choose a scale and include a reference direction.

3. 140 m/s 2000

4. 120 m/s 2400

Determine the resultant of the following:

2. 2km E and 4.5 km S

What I Have Learned

1. A scalar is a physical quantity with magnitude only.

1. Which of the following is an example of a vector quantity?