1

GRADE12 – GENERAL PHYSICS 1 for STEM Students 25 pages

Lesson Exemplar GP1 01 Week 1 Quarter 1
Content:
1. Conversion of Units
2. Scientific Notation
3. Measurement
4. Uncertainty and Error Analysis
5. Vector Representation and Direction
6. Vector Addition
Content Standard: Performance Standard:
The learners demonstrate an The learners shall be able to:
understanding of:
1. The effect of instruments on Solve, using experimental and theoretical
measurements approaches, multi concept, rich context
2. Uncertainties and deviations in problems involving measurement, vectors,
measurement motions in 1D, 2D, and 3D, Newton’s Laws,
3. Sources and types of error work, energy, center of mass, momentum,
4. Vectors and vector addition impulse, and collisions

Topic: Learning Competencies:

1. The Measuring Process 1. Solve measurement problems
1.1Scientific Notation and Unit involving conversion of units,
Conversion expression of measurements in
2. Uncertainty and Error Analysis scientific notation
2.1 Accuracy and Precision STEM_GP12EU-la-1
2.2 Random versus Systematic 2. Differentiate accuracy from precision
Errors STEM_GP12EU-la-2
2.3 Absolute and Relative 3. Differentiate random errors from
Uncertainties systematic errors
2.4 Least Count STEM_GP12EU-la-3
2.5 Calculating with Uncertainties 4. Estimate errors from multiple
3. Vectors and vector addition measurements of a physical quantity
3.1 Vector Representation and using variance
Direction STEM_GP12EU-la-5
3.2Methods of Vector Addition 5. Differentiate vector and scalar
quantities STEM_GP12EU-la-8
6. Perform addition of vectors
STEM_GP12EU-la-9
7. Rewrite a vector in component form
STEM_GP12EU-la-10

INTRODUCTION

Physics is a way of thinking based on experiments with numerical results that

can be reproduced by others. Mathematics often has been called the language of
Physics. In this lesson exemplar, you’ll find mathematics techniques that will be useful
throughout this subject/course. Likewise you will also learn how to represent vectors
 2

and how to combine them in order to solve problems such as finding your way from
home to school and vice versa.

Lesson 1: Conversion of Units and Scientific Notation

EXPLORE
ACTIVITY 1: K-W- CHART

Fill in the columns of the table below.

What I KNOW Conversion of Units What I WANT to know Conversion of

and Scientific Notation Units and Scientific Notation

ACTIVITY 2: Match Me

Directions: Match the correct conversion factor, conversion of units, and scientific
notation by choosing from column B. Write the letter of the correct answer before the
number.
Column A Column B
a. 1 hr = 3600 s
____1. Milligrams to grams b. 21600
____2. Kilometer to meters c. 0.0000062
____3. Second to hour d. 7.8 m
____4. 780 cm to m e. 1x10 -6
____5. 55 g to kg f. 1mg = 1x10-3 g
____6. 360 min to s g. 1x105
____7. 300 000 000 m/s h. 0.055
-6
____8. 6.2 x10 kg i. 3.0 x 108
____9. Nano j. 1km = 1000 m
____10. 1 N k. 1x10-9

Guide Questions:
1. What is the activity all about?
2. Are you familiar with those topics?

Firm -Up

ACTIVITY 3: The Measures of Science

Recall your knowledge about UNIT CONVERSION and SCIENTIFIC NOTATION then
answer the following questions.
 3

Questions:
1. What are the different systems of units?
2. What is the difference between derived and fundamental quantities?
3. Why is SI important?
4. Write how many significant digits in each of the following measurements.
a) 0.000 03 m
b) 64.01 fm
c) 0.720 µg
d) 2.40 x106 kg
5. Using a calculator, give the answer to each operation using the correct number of
significant digits.
a) 5.32 mm + 2.1 mm
b) 13. 597 m x 3.67 m
c) 83.2 kg – 12.804 kg

Concept Development
Measurement
Measurement is the act of determining a target’s weight, length, capacity, size,
or other physical dimensions.

Instrumentation is a collective term for measuring instruments used for

indicating, measuring and recording physical quantities.

Two major systems of units used in the world:

1. SI units (also known as the metric system) and English units (also known as the
customary or imperial system).
2. English units were historically used in nations once ruled by the British Empire and
are still widely used in the United States.

* Virtually every other country in the world now uses SI units as the standard; the metric
system is also the standard system agreed upon by scientists and mathematicians. The
acronym “SI” is derived from the French Système International.*

Metric Prefixes
A metric prefix precedes a basic unit of measure to indicate a decimal multiple or a
fraction of that unit. The 20 metric prefixes are used for describing quantities of
the International System of Units (SI) in a more concise manner.
 4

Scientific notation and Unit Conversion

Scientific notation is just a short hand way of expressing gigantic numbers like
1,300,000 or incredibly small numbers like 0.0000000000045. Also known as
exponential form, scientific notation has been one of the oldest mathematical
approaches. It is favoured by many practitioners. If numbers are too big or too small to
be simply calculated, people refer to scientific notation to handle these circumstances.
This method is used by engineers, mathematicians, scientists.
An example of scientific notation is 1.3 ×106 which is just a different way of
expressing the standard notation of the number 1,300,000. Standard notation is the
normal way of writing numbers.
Key Vocabulary
mantissa = this is the integer or first digit in any Scientific Notation. For example in 1.3
×106, the mantissa is the "1"
Other examples:

1.2 ×1014 the positive exponent indicates a large number

4.22×1011

7.89 × 10-21 the negative exponent indicates a small number

General Formula of Scientific Notation
The general form of a number in scientific notation is:
a ×10n where 1 ≤ a ≤ 10 and n is an integer. In other words the number that we'll call
"a" is multiplied by 10, raised to some exponent n. This number "a" must be no smaller
 5

than 1 and no larger than 10. To illustrate this definition examine the following:
1.4 ×104 is a proper example of scientific notation because
1.4, which is "a" in this example, is not smaller than 1 and not larger than 10 so it's ok.
10's exponent is the integer 4.

.9 ×104 is a NOT proper example because

.9 which is "a" in this example, is smaller than 1 which is not allowed in scientific
notation

3.34 ×10½ is a NOT proper example because

10's exponent is not an integer.

4.34 ×10-55 is a proper example because

4.34, which is "a" in this example, is not smaller than 1 and not larger than 10
10's exponent is the integer -55. Integers can be negative
Scientific Notation Standard Form
2
1.23 ×10 123
3
1.23 × 10 1,230
4
1.23 ×10 12,300
5
1.23 × 10 123,000
6
1.23 ×10 1,230,000

DEEPEN

Directions: Answer the following

A. Convert scientific notation to standard form

Scientific Notation Standard Form
1.303 •105
9.43 •104
3.423 •107
3.23 •106
6.003 •109
B. Convert standard form to scientific notation
Standard Form Scientific Notation
19,300
200,000
3,013,000,000
12,000,000,000
130,000,000,000,000,000,000,000
 6

Reinforcement:
1. A calculator displayed a number as 1.574 E8. Express this number in normal
scientific notation.
2. Convert the following
a) 147 g to kg d) 2.79g/cm3 to kg/m3?
b) 7.23 µg to mg e) 23 kg m/s to cg mm/s
c) 23,5 m/s to km/h
Critical Thinking:
1.What additional steps would you need to time your trip, using one clock at home and
one at school?

History Connection:
How did people measure in ancient time?
_____________________________________________________________________
_____________________________________________________________________
_

TRANSFER

In the following sentences, state whether or not the given number is in Scientific
Notation and explain your answer.

Scientific Answer
Notation???

1) 13 •105

2) 1.3 •105

3) 3.423 •1090909090

4) 3.23 •10-6

5) 931 •10-9

Answer the following problems:

1. The mass of a new car is 1.25 x103 kg. A river barge can safely carry 2.6 x10 5 kg.
Calculate the number of cars that could be carried by the barge. Express your answer
to the correct number of significant digits.
_____________________________________________________________________
_____________________________________

2. Your height could be given either in terms of a small unit, such as mm, or a large
unit, such as m. In which case would your height be a larger number?
_____________________________________________________________________
 7

3. Given that each electron has a mass of 9.11 x10-31. Calculate how many electrons it
would take to have a mass of 1.0 kg.
___________________________________________________________________

Lesson 2: Uncertainty and Error Analysis

Measurements always have some degree of uncertainty due to unavoidable

errors. Error is the deviation of a measured value from the expected or true value.
Uncertainty is a way of expressing this error. The equation below shows the
relationship of these factors.
Measured value =(true value ± uncertainty) units
`
EXPLORE
Activity 2.1 Accuracy and Precision

Directions: Identify the diagram below if it is Accurate & Precise ,Accurate (correct),
or Precise (consistent) write you answer on the space below.

______________ _____________ ______________

Firm -Up

ACTIVITY 2.3: Length of Hair

Perform the quick DEMO regarding precision.

Directions:
1. Get one (1) strand of your hair.
2. Hold your hair both of your hands.
3. Estimate the length and width of your hair.
4. Measure the length and width of your hair with footrule.
5. Record your measurement in the table below.
6. Get a hair from any of your housemate. Then repeat steps 2-5.

Variables Estimate Measurement Footrule Measurement

Length Width Length Width
My Hair
Hair of My Housemate

Questions:
1. Can you estimate the a) length of your hair? Why? b) width of your hair? Why?
_____________________________________________________________________
____________________________
2. What can you say about the estimate and footrule measurements?
 8

_____________________________________________________________________
_______________________
3. Is your estimate measurement precise?__________

Concept Development

Accuracy Vs. Precision

Accuracy is how close a measured value is to the actual (true) value.
Precision is how close the measured values are to each other.

Examples
Number Line Target

Hitting the Post

If you are playing football and you

always hit the right goal post instead of
scoring, then you are not accurate, but
you are precise!

How to Remember?

 aCcurate is Correct (a bullseye).

 pRecise is Repeating (hitting the same spot, but maybe not the correct spot)

Bias (don't let precision fool you!)

When we measure something several times and all values are close, they may all be
wrong if there is a "Bias"

Bias is a systematic (built-in) error which makes all measurements wrong by a certain
amount.

Examples of Bias

 The scales read "1 kg" when there is nothing on them

 You always measure your height wearing shoes with thick soles.
 A stopwatch that takes half a second to stop when clicked

In each case all measurements are wrong by the same amount. That is bias.

Degree of Accuracy depends on the instrument we are measuring with. But as a

general rule:
 9

The Degree of Accuracy is half a unit each side of the unit of measure.

Examples:

(Notice that the

arrow points to
the same spot,
but the
measured
values are
different!

We should show final values that match the accuracy of our least accurate value used.

Example: We are told the dog is about 2 feet high.

We can convert that to 609.6 mm, but that suggests we know

the height to within 0.1 mm!

So we should use 600 mm

Random vs Systematic Error

Random errors in experimental measurements are caused by unknown and
unpredictable changes in the experiment. These changes may occur in the measuring
instruments or in the environmental conditions.

Examples of causes of random errors are:

 electronic noise in the circuit of an electrical instrument,

 irregular changes in the heat loss rate from a solar collector due to changes in
the wind.

Systematic errors in experimental observations usually come from the measuring

instruments. They may occur because:

 there is something wrong with the instrument or its data handling system, or
 because the instrument is wrongly used by the experimenter.

Two types of systematic error can occur with instruments having a linear response:

1. Offset or zero setting error in which the instrument does not read zero when
the quantity to be measured is zero.
2. Multiplier or scale factor error in which the instrument consistently reads
changes in the quantity to be measured greater or less than the actual changes.

These errors are shown in Fig. 1. Systematic errors also occur with non-linear
instruments when the calibration of the instrument is not known correctly
 10

Fig. 1.
Systematic errors in a linear instrument
(full line).

Broken line shows response of an ideal

instrument without error.

Examples of systematic errors caused by the wrong use of instruments are:

 errors in measurements of temperature due to poor thermal contact between

the thermometer and the substance whose temperature is to be found,
 errors in measurements of solar radiation because trees or buildings shade the
radiometer.

Variance

The variance (σ2) is a measure of how far each value in the data set is from the mean.

The standard deviation (σ) is simply the (positive) square root of the variance.

Example

You and your friends have just measured the heights of your dogs (in millimeters):

The heights (at the shoulders) are: 600mm, 470mm, 170mm, 430mm and 300mm.

Find out the Mean, the Variance, and the Standard Deviation.

Your first step is to find the Mean:

Answer:
Mean = 600 + 470 + 170 + 430 + 3005
 11

= 19705
= 394

so the mean (average) height is 394 mm. Let's plot this on the chart:

Now we calculate each dog's difference from the Mean:

To calculate the Variance, take each difference, square it, and then average the result:

Variance
σ2 = 2062 + 762 + (−224)2 + 362 + (−94)25
= 42436 + 5776 + 50176 + 1296 + 88365
= 1085205
= 21704

The Standard Deviation is just the square root of Variance, so:

Standard Deviation
σ = √21704
= 147.32...
= 147 (to the nearest mm)

And the good thing about the Standard Deviation is that it is useful. Now we can show
which heights are within one Standard Deviation (147mm) of the Mean:

So, using the Standard Deviation we have a "standard" way of knowing what is normal,

and what is extra large or extra small.

 12

We can expect about 68%

of values to be within plus-
or-minus 1 standard
deviation.

But ... there is a small change with Sample Data

Our example has been for a Population (the 5 dogs are the only dogs we are
interested in).

But if the data is a Sample (a selection taken from a bigger Population), then the
calculation changes!

When you have "N" data values that are:

 The Population: divide by N when calculating Variance (like we did)

 A Sample: divide by N-1 when calculating Variance

All other calculations stay the same, including how we calculated the mean.

Example: if our 5 dogs are just a sample of a bigger population of dogs, we divide by 4
instead of 5 like this:

Sample Variance = 108,520 / 4 = 27,130

Sample Standard Deviation = √27,130 = 165 (to the nearest mm)

Think of it as a "correction" when your data is only a sample.

Here are the two formulas, explained at Standard Deviation Formulas if you want to
know more:

The "Population Standard Deviation":

The "Sample Standard Deviation":

Looks complicated, but the important change is to

divide by N-1 (instead of N) when calculating a Sample Variance.
 13

*Footnote: Why square the differences?

If we just add up the differences from the mean ... the negatives cancel the positives:

4 + 4 − 4 − 44 = 0

So that won't work. How about we use absolute values?

|4| + |4| + |−4| + |−4|4 = 4 + 4 + 4 + 44 = 4

That looks good (and is the Mean Deviation), but what about this case:

|7| + |1| + |−6| + |−2|4 = 7 + 1 + 6 + 24 = 4

Oh No! It also gives a value of 4, Even though the differences are more spread out.
So let us try squaring each difference (and taking the square root at the end):

√(42 + 42 + 42 + 424) = √(644) = 4

√(72 + 12 + 62 + 224) = √(904) = 4.74...

That is nice! The Standard Deviation is bigger when the differences are more spread
out ... just what we want.
In fact this method is a similar idea to distance between points, just applied in a
different way.
And it is easier to use algebra on squares and square roots than absolute values, which
makes the standard deviation easy to use in other areas.

DEEPEN

Directions: Identify the following using the phrases below. Write your answer on the
space below the pictures.

Precise but not accurate Accurate but not precise

Not precise & not accurate Accurate but not precise
 14

Activity 2.3

Solve the problem below:

During an experiment in a Physics laboratory class, a group of five (5) students was
asked to measure the period of a simple pendulum. Their measurements were as
follows:2.3s, 2.4s, 2.2s, 2.5s, and 2.1s. Determine the (a) mean (b) variance (c)
standard deviation, and (d) neasured period of the pendulum.

TRANSFER
ACTIVITY 2.4:
Physics Journal

1. A sporting goods store in town is advertising a breakthrough in stop watches. The

new model can measure to 1/1000 of a second. Write a paragraph explaining whether
such a watch would be useful.

2. Draw a cartoon that shows the shore of a lake. The sign says Lake Shallow-average
depth 3 feet. Then draw a hand reaching up out of the water and draw a word balloon
that reads HELP!!!.
a) Is the sign might correct?
b) Is the sign useful if the lake might be 30 feet deep below the swimmer?
Explain

3. Write a short article discussing the pros and cons of the United States switching to
the metric system. Think of reasons why it has taken so long to make the switch.
(History and English connection)

Lesson 3: Vectors and Vector Addition – Working with Directions

Introduction
Vectors are commonly used (but oftentimes unknowingly) in
everyday life whenever people give directions (e.g., walk five
meters to the right). Road signs are also applications of vectors.

This lesson differentiates scalar quantities from vector quantities. It describes

why 50 N is different from 50 N downward, or why 60 km/h is different from 60 km/h
North. It also discusses that vectors do not really add up like ordinary scalar numbers
and that the way to deal with vector quantities is through the use of vector algebra.
Likewise rewriting vector in component form is also explained.
 15

EXPLORE

Activity 3.1 Group Me

Directions: Identify the quantities below if it is a vector quantity or a scalar quantity.

Write your answer in the box below.

64m3 120km/h East of Batanes 3000 Dynes downward

25 kg 250 N/m2 410 kg m/s, West
27 0C 20N, 360 East of South 1m/s2, directed to the
right
Scalar Quantities Vector Quantities

Firm -Up

Activity 3.2
Set Me
Directions:
* Identify what physical quantity it is. Write your answer on the space before the
number.
* In the table below group the physical quantity if it is a vector or a scalar. No. 1 is done
for you.
Volume__1. 64 m3 of water
________2. 120 km/h east of Batanes
________3. 3000 dynes, downward
________4. 25 kg of rice
________5. 250 Newton/m2
________6. 80 km/h
________7. 410 kg.m/s, West
________8. 40 m. SE
________9. 15 m/s2, 250 S of W
_______10. A car moves 10 km, North, then turns 20 km, West

Scalar Vector
volume

Concept Development

Vector is a quantity that has magnitude and direction.

 16

Example: Displacement, velocity, acceleration, and force.

In one-dimensional, or straight-line, motion, the direction of a vector can be given

simply by a plus or minus sign.

In two dimensions (2-d), however, we specify the direction of a vector relative to some
reference frame (i.e., coordinate system), using an arrow having length proportional to
the vector’s magnitude and pointing in the direction of the vector.

Figure 2 shows such a graphical representation of a vector, using as an example the

total displacement for the person walking in a city. We shall use the notation that a
boldface symbol, such as F, stands for a vector. Its magnitude is represented by the
symbol in italics, F, and its direction by θ.

VECTORS IN THIS TEXT

In this text, we will represent a vector 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, such
as F, and the direction of the variable will be given by an angle θ.

Figure 3. To describe the resultant vector for the person walking in a city considered
in Figure 2 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.

Representing Vectors
Vector quantities are often represented by scaled vector diagrams. Vector
diagrams depict a vector by use of an arrow drawn to scale in a specific
direction. Such diagrams are commonly called as free-body diagrams. An
example of a scaled vector diagram is shown in the diagram at the right.
The vector diagram depicts a displacement vector. Observe that there are
several characteristics of this diagram that make it an appropriately drawn
vector diagram.
 17

Vector Addition

Two vectors can be added together to

determine the result (or resultant). Recall
your knowledge in Newton's laws of motion,
that the net force experienced by an object
was determined by computing the vector sum
of all the individual forces acting upon that
object. That is the net force was the result
(or resultant) of adding up all the force
vectors. During that unit, the rules for
summing vectors (such as force vectors)
were kept relatively simple. Observe the
following summations of two vectors to the
right:

These rules for summing vectors were applied to free-body diagrams in order to
determine the net force (i.e., the vector sum of all the individual forces). Sample
applications are shown in the diagram below.

In this lesson, the task of summing vectors will be extended to more complicated
cases in which the vectors are directed in directions other than purely vertical and
horizontal directions. For example, a vector directed up and to the right will be added to
a vector directed up and to the left. The vector sum will be determined for the more
complicated cases shown in the diagrams below.
 18

There are a variety of methods for

determining the magnitude and direction
of the result of adding two or more
vectors. The two methods that will be
discussed in this lesson are:
 the Pythagorean theorem and
trigonometric methods
 the head-to-tail method using a scaled
vector diagram

Vector Addition: Head-to-Tail Method

The head-to-tail method is a graphical way to add vectors, described in Figure 4 below
and in the steps following. The tail of the vector is the starting point of the vector, and
the head (or tip) of a vector is the final, pointed end of the arrow.

Figure 4. Head-to-Tail Method: The head-to-tail method of graphically adding vectors is

illustrated for the two displacements of the person walking in a city considered in Figure
2. (a) Draw a vector representing the displacement to the east. (b) Draw a vector
representing the displacement to the north. The tail of this vector should originate from
the head of the first, east-pointing vector. (c) Draw a line from the tail of the east-
pointing vector to the head of the north-pointing vector to form the sum or resultant
vector D. The length of the arrow D is proportional to the vector’s magnitude and is
measured to be 10.3 units. Its direction, described as the angle with respect to the east
(or horizontal axis) θ is measured with a protractor to be 29. 1º.
 19

2. Now draw an arrow

1. Draw an arrow
to represent the second
to represent the
vector (5 blocks to the
first vector (9
north). Place the tail of
blocks to the east)
the second vector at the
using a ruler and
head of the first vector.
protractor.

(a)

3. If there are more than two vectors, continue this process for each vector to be added.
Note that in our example, we have only two vectors, so we have finished placing arrows
tip to tail.

4. Draw an arrow from 5. To get the magnitude of

the tail of the first vector the resultant, measure its
to the head of the last length with a ruler. (Note that
vector. This is in most calculations, we will
use the Pythagorean theorem
the resultant, or the sum,
to determine this length.)
of the other vectors.

6. To get the direction of the resultant, measure the angle it makes with the reference
frame using a protractor. (Note that in most calculations, we will use trigonometric
relationships to determine this angle.)

*The graphical addition of vectors is limited in accuracy only by the precision with which
the drawings can be made and the precision of the measuring tools. It is valid for any
number of vectors.

EXAMPLE 1.
ADDING VECTORS GRAPHICALLY USING THE HEAD-TO-TAIL METHOD: A WOMAN
TAKES A WALK
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.
Strategy
Represent each displacement vector graphically with an arrow, labeling the first A, the
second B, and the third C, making the lengths proportional to the distance and the
 20

directions as specified relative to an east-west line. The head-to-tail method outlined

above will give a way to determine the magnitude and direction of the resultant
displacement, denoted R.
Solution
(1) Draw the three displacement vectors.

(2) Place the vectors head to tail retaining both their initial magnitude and direction.

(3) Draw the resultant vector, R.

(4) Use a ruler to measure the magnitude of R, and a protractor to measure the
direction of R. While the direction of the vector can be specified in many ways, the
easiest way is to measure the angle between the vector and the nearest horizontal or
vertical axis. Since the resultant vector is south of the eastward pointing axis, we flip
the protractor upside down and measure the angle between the eastward axis and the
vector.

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.

Discussion
The head-to-tail graphical method of vector addition works for any number of vectors. It
is also important to note that the resultant is independent of the order in which the
vectors are added. Therefore, we could add the vectors in any order as illustrated
below and we will still get the same solution.
 21

Here, we see that when the same vectors are added in a different
order, the result is the same. This characteristic is true in every
case and is an important characteristic of vectors. Vector addition
is commutative. Vectors can be added in any order.
A + B = B + A.
(This is true for the addition of ordinary numbers as well—you
get the same result whether you add 2 + 3 or 3 + 2, for example).

Resolving a Vector into Components

The process of finding the magnitudes of the components of a vector is called
resolving the vector into its components.
Determining the perpendicular components of a single vector, for example the x–
and y-components, or the north-south and east-west components.

For example, we may know that the total displacement of a person walking in a
city is 10.3

blocks in a direction 29.0º north of east and want to find out how many blocks east and
north had to be walked. This method is called finding the components (or parts) of the
displacement in the east and north directions, and it is the inverse of the process
followed to find the total displacement. It is one example of finding the components of a
vector. There are many applications in physics where this is a useful thing to do.

Summary

 The graphical method of adding vectors A and B involves drawing vectors on

a graph and adding them using the head-to-tail method. The resultant vector R is
defined such that A + B = R. The magnitude and direction of R are then
determined with a ruler and protractor, respectively.
 Addition of vectors is commutative such that A + B = B + A.
 The head-to-tail method of adding vectors involves drawing the first vector on a
graph and then placing the tail of each subsequent vector at the head of the
previous vector. The resultant vector is then drawn from the tail of the first vector
to the head of the final vector.
 If a vector A is multiplied by a scalar quantity c, the magnitude of the product is
given by cA. If c is positive, the direction of the product points in the same
direction as A; if c is negative, the direction of the product points in the opposite
direction as A.

DEEPEN

Activity 3.3: Conceptual Questions

Directions: Answer the following questions.
1. Which of the following is a vector: a person’s height, the altitude on Mt. Everest, the
age of the Earth, the boiling point of water, the cost of this book, the Earth’s population,
the acceleration of gravity?
 22

2. Give a specific example of a vector, stating its magnitude, units, and direction.
3. What do vectors and scalars have in common? How do they differ?
4. Two campers in a national park hike from their cabin to the same spot on a lake,
each taking a different path, as illustrated below. The total distance traveled along Path
1 is 7.5 km, and that along Path 2 is 8.2 km. What is the final displacement of each
camper?
Transfer
Solve the following
1. Imagine that you are walking hurriedly along one edge of a 50m long park, then they
turn 900 and walk another 50m. How far you would be from the starting point?

2.Sketch the problem below:

- A coordinate system is used in which the x-axis points East
- The angle θ is measured counterclockwise from the x-axis.

3. A bus travels 23.0 km on a straight road that is 300 North of East. What are the East
and North components of its displacement?
_____________________________________________________________________
_______________________________________

4. Suppose you take two steps A and B (that is, two nonzero displacements). Under
what circumstances can you end up at your starting point? More generally, under what
circumstances can two nonzero vectors add to give zero? Is the maximum distance you
can end up from the starting point A + B the sum of the lengths of the two steps?
5. Explain why it is not possible to add a scalar to a vector.

Assessment

Multiple Choice: Choose the letter that best completes the statement or answers the
question.

1. The components of vectors and are given as follows:

Ax = 5.1 Bx = -2.6 Ay = -5 By = -4.3

2. Which of the following is the SI Measurement for Force?

A. Newton B. Watt C. Metre D. Second
3. The SI Unit for time is:-
A. Second B. Minute C. Hour D. Day
4. How many gram are there in a kilogram?
A. 10000 B. 128 C. 454 D. 1000
5. 238000 Joules would be better expressed as:-
A. 2.38MJ B. 238kJ C. 23.8G D. 238mJ
6. Convert 1.2m into millimetres.
A. 12mm B. 120mm C. 1200mm D. 0.0120mm
 23

7. The new power stations measure their power output in Gigawatts. The power of an
electric kettle is measured in kilowatts. How many kilowatts are there in a Gigawatt?
A. 1000000000 B. 100 C. 1000 D. 1000000
8. Which of the following is a unit of electric current?
A. Ohm B. Volt C. Watt D. Ampere
9. How many cm are there in 1.59km?
A. 1590000 B. 1590 C. 15900 D. 159000
10. How many inches are there in 100 yards?
A. 36 B. 100 C. 1200 D. 3600
11. What is length?
A. the amount of matter in an object B. the amount of space an object takes
up
C. the distance between two points D. the amount of stuff in an object
12. What unit would you use to measure the length of a sharpened pencil point?
A. millimetres B. centimeters C. kilometres
D.meters
13. What unit would you use to measure the length of our classroom?
A. kilometres B. meters C. centimeters D. millimeters
14. Tia measured a greeting card and found that it was 1 decimeter long. How many
centimeters are in 1 decimeter?
A. 1 cm B.100 cm C. 10 cm D.1,000 cm
15. Which of the following can hold about 2 kiloliters of water?
A. a lemonade pitcher B. a pool C. a coffee mug D. a medicine
dropper
16. Which of the following is a physical quantity that has both magnitude and direction?
A. Vector B. Scalar C. Frame of reference D. Resultant
17. Identify the following quantities as scalar or vector: the speed of a snail, the time it
takes to run a mile, the free-fall acceleration.
A. Vector, scalar, scalar C. Scalar, scalar, vector
B. Vector, scalar, vector D. Scalar, vector, vector
18. In a coordinate system, a vector is oriented at an angle with respect to the x-axis.
The x-component of the vector equals the vector's magnitude multiplied by which
trigonometric function?
A. Tan angle B. Cos angle C. Cot angle D. Sin angle
19. Which of the following is not an example of projectile motion?
A. A volleyball served over a net C. A baseball hit by a bat
B. A hot-air balloon drifting toward Earth D. A long jumper in action
20. Which of the following is a coordinate system for specifying the precise location of
objects in space?
A. Diagram B. X-axis C. Frame of reference D. Y-axis
21. A passenger on a bus moving east sees a man standing on a curb. From the
passenger's perspective, the man appears to
A. Move west at a speed that is equal to the bus's speed.
B. Move west at a speed that is less than the bus's speed
 24

C. Stand still..
D. Move east at a speed that is equal to the bus's speed.
22. The components of vector are given as follows:
Ax = 10.5 Ay = 15.2
What is the magnitude of the vector?
A. 10.5 B. 15.2 C. 18.5 D. 25.7 E. 4.7
24. Which of the following unit of measurements would NOT be used for measuring the
height of someone?
A. Centi-metres B. Inches C. Litres D. Feet
23. The components of vector are given as follows:
Ax = 5.6 Ay = -4.7
What is the angle between vector and positive direction of x – axis?
A. 320˚ B. 180˚ C. 90˚ D. 127˚ E. 230˚
What is the magnitude of vector sum +
A. 5.1 B. 2.5 C. -9.3 D. 9.6 E. -3.8
25. Find the magnitude of vector = - . Use all the information presented by the

A. 5.7 B. 6.9
C. 7.4 D. 8.6

graph

Prepared by:
RIENA I. RODRIGUEZ
Master Teacher III- SHS