GENERAL PHYSICS 1

REVIEWER

MODULE 1
UNITS
Humans, as rational beings, acquire innate curiosity in which we tend to make observations and ask basic
questions. As we keep an eye on our surroundings, questions that may arise are: How tall is that building?
How much mass does a typical baby elephant have? How far does a delivery truck travel? To have these
questions answered, various instruments are utilized to make measurements. This may involve the use of
a meter stick, weighing scale, stopwatch, etc.
Every property of a matter is measurable and quantifiable. Measurement of a property can be carried out
with suitable instrument. However, to quantify the measured result, a “magnitude” along with its “unit”
is required to present. The measurements of physical quantities are expressed in terms of units, which are
standardized values. For example, the length of a race, which is a physical quantity, can be expressed in
meters (for sprinters) or kilometers (for long distance runners). Without standardized units, it would be
extremely difficult for scientists to express and compare measured values in a meaningful way.
There two types of units are differentiated in the tabulation below:
Fundamental Units Derived Units
Fundamental units are all those units Derived units are all those units which are
which are independent of any other unit obtained by multiplying and/or dividing
(including themselves) one or more fundamental units
Fundamental units cannot be further Derived units can be reduced to its
reduced to elementary level; in fact, these elementary level, which are composed of
are elementary units fundamental units.
Fundamental units cannot be expressed in Derived units can be expressed in terms of
terms of derived units. fundamental units.
Only seven fundamental units exist in There exist a large number of derived
Metric System or SI system. units in Metric System.
Examples of seven fundamental units, their Examples of few derived units along with
abbreviation and corresponding physical corresponding physical properties are:
properties are as follows: ➢ Velocity (m/s)
➢ Length (Meter, m) ➢ Acceleration (m/s2)
➢ Mass (Kilogram, kg) ➢ Momentum (kg-m/s)
➢ Time (Second, s) ➢ Force (N)
➢ Temperature (Kelvin, K) ➢ Density (kg/m3)
➢ Amount of substance (Mole, mol) ➢ Heat (J)
➢ Electric current (Ampere, A) ➢ Energy (J)
➢ Luminous intensity (Candela, cd) ➢ Power (W), etc.

2 MAJOR SYSTEMS OF UNITS

There two main systems of measurement in the world are described as follows:
S.I. Units English Units
➢ a.k.a. metric system (m, kg)
➢ a.k.a. customary or imperial
➢ is the standard system agreed upon
system (ft, lb)
by scientists and mathematicians
➢ were historically used in nations
➢ derived from French words:
once ruled by British Empire
Systeme International

7 FUNDAMENTAL PHYSICAL QUANTITIES

Quantity SI Unit Symbol Description
➢ defined as 1/10,000,000 of the distance from the
1. Length meter m
equator to the North Pole
➢ defined to be the mass of a platinum-iridium
cylinder kept with the old meter standard at the
2. Mass kilogram kg
International Bureau of Weights and Measures at
France.
➢ defined as 1/86,400 of a mean solar day, or the
3. Time second s average period of rotation of the Earth on its axis
relative to the sun
4. Electric ➢ Ampere was named after Andre-Marie Ampere
Ampere A
Current (1775-1836), a French Mathematician and physicist
 and considered as the father of electrodynamics.
➢ The International System of units defines Ampere
in terms of other base units by measuring the
electromagnetic force between electrical conductors
carrying electric current
➢ Kelvin was named after physicist William
Thomson, Lord Kelvin, who was the first to call for
an absolute temperature scale
➢ The Kelvin scale is based on absolute zero which is
5. Temperature Kelvin K
the point at which all thermal energy has been
removed from all atoms or molecules in a system.
➢ This temperature, 0 K, is equal to −273.15 °C and
−459.67 °F.
➢ is the unit of measurement for amount of substance,
specifically of large quantities of very small entities
6. Amount
such as atoms, molecules, or other specified
of mole mol
particles.
Substance
➢ A mole of a substance or a mole of particles is
defined as exactly 6.02214076×1023 particles
➢ is the base unit for measuring light as perceived by
7. Luminous
Intensity
candela Cd the human visual system and is the only SI base unit
based on human perception

SCIENTIFIC NOTATION
➢ is a way to write either a relatively large and relatively small numbers using exponents.
➢ It has three parts to it: the a.) coefficient, b.) base and c.) exponent.

a. Coefficient
➢ must be greater than or equal to 1 and less than 10 (1 ≤ x < 10) and can either be positive or
negative.
➢ Fer example, 12.5 × 106 is not in proper scientific notation since the coefficient is greater than
10. Neither is 0.125 × 107, since the coefficient is less than 1.
➢ The mantissa, or the digits to the right of the decimal point, carries the rest of the significant
digits (Significant digits / figures are to be discussed on this module)
b. Base
➢ is always 10.
c. Exponent
➢ is the number of places the decimal was moved to obtain the coefficient.
➢ is a non-zero integer, which can be positive or negative

Note:
➢ Order of magnitude refers to the scale of a value expressed in the metric system in which each power
of 10 represents a different order of magnitude.
➢ 101, 102, 103 and so forth are values that are all different orders of magnitude as they have different
exponents. Thus, a value raised to a positive exponent (+n) has a different order of magnitude as
compared to negative exponent (-n).
➢ Quantities expressed as a product of a specific power of 10 are said to be of the same order of
magnitude. For example, the number 500 can be expressed as 5 x 102, and the number 250 can be
expressed as 2.5 x 102. Thus, the numbers 500 and 250 are of same magnitude.
➢ Here are some examples of conversion from standard notations to scientific notations:
10000 = 1 x 104 24327 = 2.4327 x 104
1000 = 1 x 103 7354 = 7.354 x 103
100 = 1 x 102 482 = 4.82 x 102
10 = 1 x 101 89 = 8.9 x 101
1 = 100
1/10 = 0.1 = 1 x 10-1 0.32 = 3.2 x 10-1
1/100 = 0.01 = 1 x 10-2 0.053 = 5.3 x 10-2
1/1000 = 0.001 = 1 x 10-3 0.0078 = 7.8 x 10-3
1/10000 = 0.0001 = 1 x 10-4 0.00044 = 4.4 x 10-4
METRIC PREFIXES
The metric system is convenient for scientific and engineering calculations because the units are categorized
by factors of 10. Another advantage is that a unit can be used over extremely large range of values by using
an approximate metric prefix. For example, distances in meters are suitable in construction, while distances
in kilometers are appropriate for air travel, and the tiny measure of nanometers are convenient in optical
design. With a standard metric system, there is no need to invent new units for particular applications.

To further understand the use of metric prefixes, refer to the table below.

6 ng

UNIT CONVERSION
➢ involve changing a value expressed in one type of unit to another type of unit. This is done by
multiplying the original quantity by its corresponding conversion factor/s, which are ratios relating
equal quantities of different units.
Type of
Unit Equivalent Conversion Factor
Quantity
1 ft or 12 in
1 foot 12 inches
12 in 1 ft
1 in or 2.54 cm
1 inch 2.54 centimeters
2.54 cm 1 in
1 km or 1000 m
1 kilometer 1000 meters
1000 m 1 km
1 m or 100 cm
100 centimeters
100 cm 1m
1 m or 1000 mm
Length 1 meter 1000 millimeters
1000 mm 1 m
1 m or 3.3 ft
3.3 feet
3.3 ft 1m
1 mi or 5,280 ft
5,280 feet
5,280 ft 1 mi
1 mile
1 mi or 1.609 km
1.609 kilometers
1.609 km 1 mi
1 yd or 3 ft
1 yard 3 feet
3 ft 1 yd
1 kg or 2.2 lb
1 kilogram 2.2 pounds
2.2 lb 1 kg
1 lb or 454 g
Mass 1 pound 454 grams of 0.454 kg
454 g 1 lb
1 t or 2,000 lb
1 ton 2,000 pounds
2,000 lb 1 t
1 hr or 3,600 s
Time 1 hour 3,600 seconds
3,600 s 1 hr
1 m or 1,000 L
3
Volume 1 cubic meter 1,000 Liters
1,000 L 1 m3
Sample Steps:
1. Analyze the given units.
2. Determine their corresponding conversion factor. The correct conversion factor is the one that cancels the
unwanted unit and leaves the desired unit in its place. For example, the given unit is in terms of “ft”,
which is in the numerator. Thus, the conversion factor to be chosen is the one which has “ft” in the
denominator.
3. Cancel the units that are common both in the numerator and denominator
4. Perform the operation/s indicated.
5. Round off the final answer in at most 2 decimal places (or as what is preferred in the instructions).

Examples:
Given: Convert 1.75 feet to inches.
Solution: Note:
1.75 ft x 12 in = 21 in The given unit is in terms of ft, which is in the
1 1 ft numerator. Thus, choose the conversion factor
which has “ft” in the denominator so it can be
cancelled out. Its counterpart or equivalent value is
put in the numerator.

Given: Convert 30 km/hr into m/s.

Solution: Note:
This is an example of 2-step conversion, in
30 km x 1000 m x 1 hr = 8.33 m which 2 conversion factors are to be used. Choose
hr 1 km 3600 s s the conversion factors in which the units km and hr
can be cancelled out.

Given: Convert 1 ft/s to m/s.

Solution: Note:
The given units are in terms of a ratio. But this does
1 ft x 1 m = 0.31 m not automatically denote the use of 2-step conversion,
s 3.3 ft s since you are to convert just a single unit, which is ft to
m. The unit s is retained. For this given, only the
numerator is to be cancelled out. Choose the conversion
factors which has “ft” in the denominator.

SIGNIFICANT FIGURES
Significant Figures
➢ are the number of digits in a value, often a measurement, that contribute to the degree of accuracy of
the value
➢ The rules on determining the number of significant figures and their corresponding examples are
tabulated below:
Measurement Number of
Rule
Expression Significant Figures
14567.3 6
1. All nonzero digits are significant. 34.128 5
3.986 4
34.0045 6
2. All zeros between two nonzero digits are
1.00006017 9
significant.
20037089 8
3. All zeros to the right of a decimal point but to 0.000509 3
the left of a nonzero digit are not significant 0.02876 4
as they are just place value holders. 0.0000036 2
4. All zeros to the right of a decimal point and 0.4087 4
to the right of a nonzero digit are 0.030670890 8
significant. 700.00000000 11
1000 1
5. The zeros at the end of an integer do not
180,000 2
count as significant.
323,400 4
ACCURACY VS. PRECISION
Science is based on experimentation that requires good measurements. The validity of a measurement can
be described in terms of its accuracy and its precision

For example, let us say that you are measuring the length of standard piece of printer paper. The packaging
in which you purchased the paper states that it is 11 inches long, and suppose this stated value is correct.
You measure the length of the paper three times and obtain the following measurements: 11.1 inches, 11.2
inches, and 10.9 inches. These measurements are quite accurate because they are very close to the correct
value of 11.0 inches. In contrast, if you had obtained a measurement of 12 inches, your measurement is not
very accurate. This is why measuring instruments are calibrated based on a known measurement. If the
instrument consistently returns the correct value of the known measurement, it is safe for use in finding
unknown values.
One way to analyze the precision of measurements would be to determine the range, or difference between
the lowest and the highest measured values. In the case of the printer paper measurements, the lowest
value was 10.9 inches and the highest value was 11.2 inches. Thus, the measured values deviated from
each other by, at most, 0.3 inches. These measurements were reasonably precise because they varied by
only a fraction of an inch. However, if the measured values had been 10.9 inches, 11.1 inches, and 11.9
inches, then the measurements are not very precise because there is a lot of variation from one
measurement to another.

From the above scenarios, we can conclude the following:

➢ refers to the closeness of a measured value to a standard or known

Accuracy value
➢ aCcurate is Correct
➢ refers to the closeness of two or more measurements to each other.
Precision ➢ pRecise is Repeating (hitting the same spot, but not always the correct
spot)

SOURCES AND TYPES OF ERRORS

Measurements can be prone to errors. In physics, these errors can be classified as either systematic or
random, and is further explained below:
Type of
Description Examples
Error
➢ is caused by faulty instruments or incorrect
handling of instruments
➢ tends to be consistent in magnitude and/or
direction
➢ stretched out cloth
➢ is more difficult to detect and cannot be
tape measure
System Error analyzed statistically, because the data are
➢ uncalibrated
in the same direction, either too high or too
equipment
low
➢ Spotting and correcting this type of error
takes a lot of care, such as regular
calibration of equipment
➢ Seo Joon, Joo
Hyuk and Min Ho
➢ variations in the environment or in the
have different
measurement techniques
readings on an
Random ➢ varies in magnitude and direction
analog
Error ➢ maybe minimized by collecting more data
thermometer
by gathering a large number of
➢ use of tablespoon
observations
instead of
teaspoon
ESTIMATING ERRORS
Uncertainty is a quantitative measure of how much your measured values deviate from a standard or
expected value. If your measurements are not very accurate or precise, then the uncertainty of your values
will be very high.

For example, if someone asks you to provide the number of your followed Korean idols on social media,
you might say that it is 100, plus or minus (+/-) 20. The plus or minus sign is the uncertainty in your value.
That is, you are indicating that the actual number of your followed K-idols might be as low as 80, or as high
as 120, or anywhere in between.

The factors contributing to uncertainty in measurement include:

1. Limitations of the measuring device
Example: Jungkook is asked to measure the length of a classroom by means of a standard ruler, whereas
as more appropriate device can be used, such as metal tape measure

2. Irregularities in the object being measured

Example: A manufacturing operator is asked to measure the standard height of a carton box. However,
the box he preferred to use is deformed and as a result, he is unable to obtain an accurate measurement.

3. Skill of the person making the measurement

Example: A person measuring blood pressure is not well-trained on the use of sphygmomanometer.

4. Any other factors that affect the outcome

Example: A technician proceeds in conducting a process unaware that the equipment he is in use of is
uncalibrated.

MODULE 2
SCALAR AND VECTOR QUANTITIES

SCALARS
➢ are quantities that are described by a magnitude (or numerical value) alone.
➢ can also be negative, such as a negative temperature. In this case, the minus sign indicates a point
on the scale rather than a direction.
➢ are never represented by arrows
Examples of scalar quantities are tabulated as follows:

Quantity Example Quantity Example

Distance 90 km Frequency 60 Hz
Speed 90 km/hr Pressure 231 Pa
Time 1 hr Energy 41 J
Mass 99 kg Work 0J
Temperature 28°C Power 50 W
Area 25 m2 Current 3A
Volume 1 m3 Voltage 5V
Density 50 kg / m3 Resistance 1,000 Ω

VECTORS
➢ are quantities that are described by both magnitude and direction.
Some of the most common vector quantities are tabulated as follows:

Quantity Example Quantity Example

Displacement 5km, East Acceleration 9.8 m/s2, downward
Velocity 5 km/hr, East Force 500 N, downward

VECTORS AND DIRECTION

“A bag of pinagong is located outside the classroom. To find it, displace yourself from the center of the
classroom door 20 meters in a direction 30 degrees to the west of north." This statement provides a
complete description of the displacement vector - it lists both magnitude (20 meters) and direction (30
degrees to the west of north) relative to a reference or starting position (the center of the classroom
door). Vector quantities are not fully described unless both magnitude and direction are listed.
A vector diagram depicts a displacement vector. The following characteristics must be observed to
have an appropriate representation of a vector diagram:
1. A scale of a magnitude is clearly listed.
2. Vectors are represented graphically by arrows (with arrowhead) and is drawn in a specified
direction. The vector arrow has a head and a tail. The arrow’s length is proportional to the
vector’s magnitude. The larger the magnitude, the longer the length of the vector. For example,
two vectors having 5m east and 3m east respectively, the 1st vector must be
represented by a longer arrow since it has a greater magnitude or value.
3. The magnitude and direction of the vector is clearly labeled.
In the example (see image at the right), the diagram shows the magnitude
is 20 m and the direction is (30 degrees West of North).

VECTOR ADDITION
➢ The sum of two vectors is called the resultant.
➢ To add vectors graphically, draw each vector to scale.
➢ The size of the arrow conveys magnitude and the way it was drawn conveys direction.
➢ Place the tail of the second vector at the tip of the first vector.
➢ Vectors can be added in any order.
➢ If 2 similar vectors point in the same direction, add them.
➢ If 2 vectors are going in opposite directions, subtract.

Examples:
Given Diagram
1. Sharon walks 54.5 meters east, then
another 30 meters east. Calculate her
displacement
Answer: R=84.5m, E

1. Vilma walks 54.5 meters east, then 30

meters west. What is her displacement.

Answer: 24.5m, E

VECTOR APPLICATION
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.

1. The Pythagorean Theorem

➢ is a mathematical equation that relates the length of the sides of a right triangle to the length of the
hypotenuse of a right triangle.
➢ is a useful method for determining the result of adding two (and only two) vectors that make a
right angle to each other. The method is not applicable for adding more than two vectors or for
adding vectors that are not at 90° to each other.

2. Using Trigonometry to Determine a Vector's Direction

The direction of a resultant vector can often be determined by use of trigonometric functions. Most
students recall the meaning of the useful mnemonic SOH CAH TOA from their course in trigonometry.
➢ SOH CAH TOA is a mnemonic that helps one remember the meaning of the three common
trigonometric functions - sine, cosine, and tangent functions. These three functions relate an acute
angle in a right triangle to the ratio of the lengths of two of the sides of the right triangle.
➢ The sine function relates the measure of an acute angle to the ratio of the length of the side opposite
the angle to the length of the hypotenuse.
➢ The cosine function relates the measure of an acute angle to the ratio of the length of the side
adjacent the angle to the length of the hypotenuse.
➢ The tangent function relates the measure of an angle to the ratio of the length of the side opposite
the angle to the length of the side adjacent to the angle.
The three equations below summarize these three functions in equation form.

To solve this in context, consider the following problem:

Erwan leaves the base camp and hikes 11 km, north and then hikes 11 km east. Determine Erwan's
resulting displacement.

Notes Diagram / Solution

➢ This problem asks to determine the result of adding
two displacement vectors that are at right angles to
each other.
➢ The result (or resultant) of walking 11 km north and
11 km east is a vector directed northeast as shown in
the diagram.
➢ Since the northward displacement and the eastward
displacement are at right angles to each other, the
Pythagorean theorem can be used to determine the
resultant (the hypotenuse of the right triangle).
➢ The result of adding 11 km, north plus 11 km, east is
a vector with a magnitude of 15.56 km. 112 + 112 = R2
➢ To add does not literally mean to make use of the 242 = R2
addition process, but rather to compute by means of 15.56 = R
mathematical methods.
➢ For the angular direction, the process begins by the
selection of one of the two angles (other than the
right angle) of the triangle.
➢ Once the angle is selected, any of the three functions
can be used to find the measure of the angle. 15.56 km
➢ Write the function and proceed with the proper
algebraic steps to solve for the measure of the angle.
➢ Once the measure of the angle is determined, the
direction of the vector can be found. In this case the
vector makes an angle of 45 degrees, East of North, 15.56 km
or 45 degrees Northeast. Thus, the direction of this
vector is written as 45° E of N, or 45° NE.

Have you tried computing? Did you get the same answer? Very good! Let’s try another problem,
presented in a more concise solution.

Katy walks 95 km, East

then 55 km, north.
Calculate her resultant
displacement.

c2 = a2 +b2 → c = a 2 + b 2 Tan θ = opposite side = 55 = 0.5789

c = resultant = 95 2 + 55 2 adjacent side 95
c=109.77 km θ= Tan-1 (0.5789) = 30.07°

Thus, her resultant displacement is 109.77 km @ 30.07° N of E.

 Let's test your understanding with these two practice problems. In each case, determine the
resultant (magnitude and direction) of the vector sum:
Problem #1: 10 km North + 5 km West Problem #2: 30 km West + 40 km South
Answer: 11.18 km @ 26.57° W of N or Answer: 50 km @ 53.13° S of W or
11.18 km @ 26.57° NW 50 km @ 53.13° SW

ADDITION OF THREE OR MORE RIGHT ANGLE VECTORS

Sample Problem: B. Logan drives his car 6.0 km, North before making a right hand turn and driving
6.0 km to the East. Finally, he makes a left hand turn and travels another 2.0 km to the north. What is
the magnitude of the overall displacement?

Explanation Diagram / Solution

➢ Like any problem in physics, a successful solution
begins with the development of a mental picture of
the situation.
➢ The construction of a diagram often proves useful in
the visualization process.
➢ When these three vectors are added together in
head-to-tail fashion, the resultant is a vector that
extends from the tail of the first vector (6.0 km,
North) to the arrowhead of the third vector (2.0 km,
North). The head-to-tail vector addition diagram is
shown.
➢ As seen in the diagram, the resultant vector is not
the hypotenuse of any right triangle - at least not of
any immediately obvious right triangle.
➢ But would it be possible to force this resultant vector
to be the hypotenuse of a right triangle? The answer
is Yes!
➢ To do so, the order in which the three vectors are
added must be changed. The vectors were drawn in
the order in which they were driven. The student
drove north, then east, and then north again. But if
the three vectors are added in the order 6.0 km, N +
2.0 km, N + 6.0 km, E, then the diagram will be:
➢ After rearranging the order in which the three
vectors are added, the resultant vector is now the R2 = (8.0 km)2 + (6.0 km)2
hypotenuse of a right triangle. R2 = 64.0 km2+ 36.0 km2
➢ The lengths of the perpendicular sides of the right R2 = 100.0 km2
triangle are 8.0 m, North (6.0 km + 2.0 km) and 6.0 R = (100 km) 2
km, East. The magnitude of the resultant vector (R) R = 10.0 km
can be determined using the Pythagorean theorem.
Notes:
➢ In the first vector addition diagram above, the three vectors were added in the order in which they
are driven. In the second vector addition diagram (immediately above), the order in which the
vectors were added was switched around.
➢ The size of the resultant was not affected by this change in order. This illustrates an important point
about adding vectors: the resultant is independent by the order in which they are added.
➢ Adding vectors A + B + C gives the same resultant as adding vectors B + A + C or even C + B + A.
If all three vectors are included with their specified magnitude and direction, the resultant will be
the same.
➢ This property of vectors is the key to the strategy used in the determination of the answer to the
above example problem.

DIRECTION OF VECTORS
Let's return to the previous example where we added three vectors: 6.0 km, N + 6.0 km, E + 2.0 km, N.
In the solution, the order of addition of the three vectors was rearranged so that a right triangle was
formed with the resultant being the hypotenuse of the triangle. The triangle is redrawn. Observe that
the angle in the lower left of the triangle has been labeled as theta (θ). Theta (θ) represents the angle
that the vector makes with the north axis.
 Explanation Diagram / Solution
➢ Observe that the angle in the lower left of the
triangle has been labeled as theta (θ). Theta (θ)
represents the angle that the vector makes with the
north axis. Theta (θ) can be calculated using one of
the three trigonometric functions introduced earlier
in this lesson - sine, cosine or tangent.

➢ The mnemonic SOH CAH TOA is a helpful way of

remembering which function to use.
➢ In this problem, we wish to determine the angle Opposite
measure of theta (θ) and we know the length of the Tangent  =
Adjacent
side opposite theta (θ): 6.0 km, and the length of the
side adjacent the angle theta (θ): 8.0 km. Tangent(θ) = 6.0/8.0
➢ The TOA of SOH CAH TOA indicates that the Tangent(θ) = 0.75
tangent of any angle is the ratio of the lengths of the θ = tan-1 (0.75)
side opposite to the side adjacent that angle. Thus, θ = 36.87°
the tangent function will be used to calculate the
angle measure of theta (θ).

VECTOR COMPONENTS

A vector that is directed northwest A vector that is directed upward and

can be thought of as having two parts - rightward can be thought of as having two
a northward part and a westward part. parts - an upward part and a rightward
part.

Any vector directed in two dimensions can be thought of as having an influence in two different
directions. Each part of a two-dimensional vector is known as a component. That is, it can be thought
of as having two parts:
➢ x-component or horizontal component
➢ y-component or vertical component.
The components of a vector depict the influence of that vector in a given direction. The combined
influence of the two components is equivalent to the influence of the single two-dimensional vector.
The single two-dimensional vector could be replaced by the two components.

VECTOR RESOLUTION
➢ To resolve a vector simply means to break them down into x and y components.
➢ Let vector R be the resultant vector, such that Rx and Ry be the horizontal and vertical
components, respectively.
➢ Use the Pythagorean Theorem to determine the magnitude of resultant vector R: R= Rx2 + Ry 2
Ry
➢ Use a trigonometric identity to determine the direction, let θ = tan-1 ( )
Rx

For applications, let’s analyze the following problems:

1. Determine the horizontal and vertical
components of the given vector
R=7m @ 22° N of W.

Horizontal Component (Rx) Vertical Component (Ry)

In order to find the horizontal
component, set up an equation involving
cosine with 7 as the hypotenuse, since the
side in the implied triangle that represents
the horizontal component is adjacent to
the 22-degree angle:
To find the vertical component, set up
an equation involving sine with 7 as the
hypotenuse, since the side in the implied
triangle that represents the vertical
component is opposite the 22-degree
angle:
 x y
cos (22) = sin (22) =
7 7
First, find the cosine of 22, then multiply by 7. First, find the sine of 22, then multiply by 7
6.49=x 2.62=x
Answer: Rx = 6.49 m, West
Ry = 2.62 m, North

2. Determine the horizontal and vertical

components for vector 27 m @ 55° N of E.

(Note: When separating a vector into its

components, we create a right triangle
with the given vector being the hypotenuse.

Horizontal Component (Rx) Vertical Component (Ry)

Use the cos function for the x component. Use the sin function for the x component.
Rx = 27cos (55°) = 15.48 m Ry=27sin (55°)=22.12 m
Answer: Rx = 15.49 m, East
Ry = 22.12 m, North