GENERAL PHYSICS 1 Revised: 07/21/20

LESSON TIMETABLE
MODULE : Introduction to Physics
Sub-Module : Vectors and Scalars
COURSE/SUBJECT : General Physics 1

DURATION : FOUR (8) Hours Lecture; ________ laboratory

CONTENT/TOPIC STRATEGY/ REFRENCE/ EVALUATION

DURATION
ACTIVITY TOOLS OUTPUT
Introduction
• Opening Prayer
(Optional)
• Introducing the
Laptop
instructor
Lecture- Multi-media
1 hour • Leveling/
Discussion Projector
Motivation
Calculator
• Articulating the
desired learning
outcomes for the
session
Presentation
• Vectors and
Scalars Lecture-
• Direction of Discussion
Vectors Laptop
Multi-media
2 hours • Vectors
Question Projector
Representation
and Answer Calculator
• Intro to Vectors
• Operation on
Vectors

Application
1 hour • Reinforcement Laptop 20-item
Recitation
• Recap of Multi-media Computation
Learning insights Projector Type of Online
lecture
• Assessment Calculator Test
• Closing Prayer

SESSION PLAN
Program/Year Level : STEM 12

MODULE : Introduction to Physics

Sub-Module : Vectors and Scalars

SUBJECT : General Physics 1

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METHODOLOGY : Lecture-Discussion, Question and Answer (OBE)

DURATION : FOUR (8) Hours Lecture; ________ laboratory

LEARNING OUTCOMES (LOs):

At the end of the lesson, the students will be able to:

• Differentiate vector quantity from a scalar quantity.
• Give examples of vector quantities and scalar quantities.
• Add two or more vectors.
• Resolve a given vector into its horizontal and vertical components.
• Give the negative of a vector.
• Calculate the difference between two vectors.

LEARNING AIDS:
• Multi-Media Projector
• Projector Screen
• Laptop Computer
• Laser Pointer
• Hand outs
• Measuring tools
• Mic Condenser
• Camera

REFERENCES:
• Silverio, A.A., Ramos, J.D. (2017). General Physics I. Phoenix Publishing
House Inc.
• Resnick, D., Halliday, R., & Krane, K. S. (1991). Physics (4th ed.). Hoboken,
NJ: John Wiley & Sons.
• Young, H. D., & Freedman, R. A. (2007). University Physics with modern
Physics (12th ed.). Boston, MA: Addison-Wesley.

I. INTRODUCTION

Preparatory Activities
• Opening Prayer
• Introducing the instructor
• Leveling/Motivation
•
II. PRESENTATION (Lesson Proper)

2.1 VECTORS AND SCALARS

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Quantities in physics may be either scalar or vector.

A. Scalar Quantity - Scala comes from the Latin word “scala” meaning step or
ladder. It is described completely by their arrangements and appropriate units.
Examples:
✓ Mass
✓ Temperature
✓ Speed
✓ Time
✓ Work
✓ Energy
✓ Distance

B. Vector Quantity - Vector originates from the word "vehere" meaning to carry.
Quantities that are completely described by their magnitudes, appropriate units, and
directions are called vector quantities.
Examples:
✓ Force
✓ Velocity
✓ Acceleration
✓ Momentum
✓ Displacement

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2.2 VECTOR REPRESENTATION

An arrow represents a vector quantity. The length of the arrow is scaled to be

proportional to the magnitude of the vector quantity it represents; the direction of the
arrow indicates the direction of the vector quantity. The symbol for a vector quantity is
a capital letter in boldface, such as F for force. The magnitude of this vector is usually
symbolized by capital letter F.

2.3 DIRECTION OF A VECTOR

There are several ways to specify direction. But to avoid

confusion, we shall use one method throughout this
book. The direction of a vector is the acute angle it makes
with the east-west line. The letter N or S is written after
the measure of the angle followed by the phrase "of E” or
"of W."

For instance, the tail lies on North and the head is point
FIGURE 1.1
on East the direction then is, East of North and vice versa.

In addition, with that when a given angle is exactly 45

degrees, we will be using the figure 1.2

FIGURE 1.2

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Sample Problem 2.1

Specify the directions of vectors A, B, C, and D.

B A

450 500
200
C

Practice Exercise 2.1

Illustrate the following directions.

1. 780 of East
2. 390 N of W
3. 150 S of W

2.4 INTRO TO VECTORS

➢ What if you are going to ask to get the sum of these two vectors, what will you do?
A B

I. Copy the first vector.

II. Connect the first vector on the head or tail of the first vector.
III. Lastly, fill in the gap between the two vectors by putting the tail on the tail of the
first vector and the head on the head of the second vector, which is called the
vector’s result or resultant.

R= A+B

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➢ What if they ask you to get the difference of these tow vectors, what will you do?
A B

R= A-B
I. As you observe, one vector is negative and the other one is positive. Rewrite the
first vector.
II. Flip the vector B because the symbol is negative, negative means changing or
reversing the given direction.
III. Connect it now on the head or tail of the first vector but be sure to have a constant
result or resultant.
IV. Fill in the gap, which is your vector’s result.

➢ What if the given vectors have a numerical value, what will you do?

A B

R= 2A+3B
I. Copy the first vector by making it longer to the original vector.
II. Connect the first vector on the head or tail of the first vector.
III. Lastly, fill in the gap between the two vectors by putting the tail on the tail of the
first vector and the head on the head of the second vector, which is called the
vector’s result or resultant.

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Sample Problem 2.2

Write the graphical representation of the following equations.

A B

R= A+B
R= A-B
R= 3A-2B
➢ What if you are given three vectors, what will you do?

A B C

I. Follow the given steps or procedure.

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Sample Problem 2.3

Write the graphical representation of the following equations.

A B C

R= A-B-C
R= 2A+3B-2C

PARALLELOGRAM METHOD
➢ What if you are given this kind of vectors, what will you do?

II. You just need to create vectors that are parallel with the given vectors.
III. The vector’s result will be located at the center, where tails lies on the origin and
head on the 2 heads of the vectors.

Sample Problem 2.4

Complete the given vectors by applying parallelogram method.

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2.4 OPERATIONS ON VECTORS

Let’s try to put numerical values on our vectors.

➢ What if the given vectors have the same direction, what will you do?
A A

100 N
50 N

I. When the given vectors have the same direction.

II. Just simply add the numerical values.

150 N

➢ What if the given vectors have different direction, what will you do?

A B

200 N 120 N
East West

I. First, classify the positive and negative vectors, to be your guide in having your
final answer.
II. Vector A is positive, and Vector B is negative. Then apply the given signs to have
your final answer.
III. The higher numerical value will be the direction of your final answer.
IV. Remember you don’t need to write the sign on your final answer.

80 N East

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Sample Problem 2.5

Solve the following vectors.
i.

60 N East 90 N West

ii.

200 N 120 N
North South

➢ Lastly, you can use the given formula in getting the missing or the value of the
vector’s result or resultant.

FR=? F2 =40 N

F1 =30 N

FR=√F12 + F22 𝜽 = 𝒕𝒂𝒏 − 𝟏 (𝒚/𝒙)

FR=√𝟑𝟎2 + 402 𝟒𝟎
𝜽 = 𝒕𝒂𝒏 − 𝟏 ( )
𝟑𝟎
FR=√𝟗𝟎𝟎 + 1600
𝜽 = 53.1
FR=√𝟐𝟓𝟎𝟎
FR=50

Note:

Remember in getting the angle f the given acute right triangle, changes
when the result is in the 2nd, 3rd and 4th quadrant.

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REINFORCEMENT ACTIVITY
1) Cut arrows of different lengths to represent vectors. With these arrows, demonstrate
the operations on vectors.
2) Observe how a jar lid moves as you rotate it clockwise and counterclockwise. That is
exactly how the right-hand rule works.
3) Visit an orthopedic hospital and report on the different types of traction system
being used.

RECAPITULATION OF THE LESSON/IMPORTANT POINTS DISCUSSED

✓ Vectors and Scalars
✓ Direction of Vectors
✓ Vectors Representation
✓ Intro to Vectors
✓ Operation on Vectors

Prepared by:

Ms. Rose Gelyn E. Mallari

Teacher

Reviewed by:
Mr. Richard John W. Hernandez
Academic Coordinator, SHS

Approved by:
Dr. Vilma V. Esparrago
Principal, Basic Education

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