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Advance Physics
Quarter 2 – Module 2:
VECTORS
Advance Physics – Grade 10
Quarter 2 – Module 2: VECTORS
First Edition, 2020

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Advance Physics
Quarter 2 – Module 2:
VECTORS
Introductory Message
For the facilitator:

(This gives an instruction to the facilitator to orient the learners and support the parents, elder
sibling etc. of the learners on how to use the module. Furthermore, this also instructs the
facilitator to remind the learners to use separate sheets in answering the pre-test, self-check
exercises, and post-test.)

For the learner:

(This communicates directly to the learners and hence, must be interactive. This contains
instructions on how to use the module. The structure and the procedure of working through
the module are explained here. This also gives an overview of the content of the module. If
standard symbols are used to represent some parts of the module such as the objectives, input,
practice task and the like they are defined and explained in this portion.)

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 Let Us Learn!

At the end of this module, you should be able to do the following:

1. Distinguish between vector and scalar quantities.

2. Differentiate the concepts of distance and displacement.

3. Represent vectors graphically.

4. Draw and show the x- and y-components of a vector.

5. Use the trigonometric functions (sine and cosine) to determine the x- and y-

components of the given vectors and the tangent function to determine the direction of

the resultant vector.

6. Use the Pythagorean theorem to find the resultant vector.

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 Let Us Try!

Choose the letter that corresponds to the best answer. Write your answers on
separate paper.

1. The single vector that produces the same effect as two or more vectors is the
_______________.
A. Displacement B. distance
C. force D. resultant

For numbers 2 to 5, refer to the following vectors:

A = 4 units
A B B = 6 units
C = 3 units
C D = 8 units

D
Write the letter of the resultant vector obtained from each vector addition.

Vector Addition Resultant Vector

2. A and D a. 2 units, west
3. B and C b. 3 units, east
4. B and D c. 5 units, 36.870 east of north
5. A, C, and B d. 8.94 units, 63.430 west of north

6. A boy walks 7 km west, then 4 km north, and finally 4 km east. How far is he from his
starting point?

A. 0 B. 3 km C. 5 km D. 37 km
7. The boy (in no. 6) has traveled a total distance of _______________.
A. 11 B. 14 km C. 15 km D. 16 km
8. Which of the following is the most appropriate scale for a vector that has a magnitude
of 250 km?
A. 1 cm = 5 km C. 1 cm = 50 km
B. 1 cm = 10 km D. 1 cm = 150 km
9. A cyclist is moving down a hill at 9.2 m/s. if the hillside makes an angle of 6.3 0 with the
horizontal, the vertical speed of the cyclist is ____________.
A. 1.0 m/s B. 1.1 m/s C. 9.0 m/s d. 9.1 m/s

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 Let Us Study

2.1 Scalar and Vector Quantities

In your study of physics, you will encounter quantities classified as scalar and vector
quantities. The following are examples of these quantities.
Vectors
1. Displacement
An airplane flies 100 km towards the East.
2. Velocity
A car moves 60 km/h, 350 east of north.
3. Force
A force of 15 newtons pulls a body upward.
Scalars
1. Distance
The train has traveled 80 km.
2. Speed
The car is moving at a speed of 85 km/h.
3. Mass
A load has a mass of 5 kg.
Based on the preceding examples, what do you think is the difference between a vector
and a scalar quantity? Quantities expressed as a magnitude (a number and a unit of measure)
are called scalars. Those that are expressed as a magnitude with a corresponding direction are
called vectors.
In this discussion, the symbol for a vector will be a single bold character such as F for
force.

2.1.1. Representation of a Vector

When you throw a basketball, you must have in mind the
direction you want it to move and how hard to throw it. The force
you exert is therefore a vector quantity. Force cannot be
represented by magnitude alone; it must have direction.
Consider figure 2-1. A vector is represented by an arrow
with three important parts, namely:
1. Arrowhead – indicates the directions of the vector.
2. Length of the arrow – represents the magnitude of the vector.
Figure 2-1. The vector
3. Tail – shows the vector origin.

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 In vector representation, an appropriate
scale is used to make the length of the arrow
proportional to the magnitude of the vector.
Consider the following example.
Given:
Velocity, v of a car = 60 km/h, east
Vector diagram: scale: 1 cm = 10 km/h
Length of arrow, v = 6 cm

The direction of the arrow is in indicated by

Figure 2-2 Direction guide
using the direction guide given in figure 2-2.
The direction of a vector can be east, west,
south, and north. Some vectors are directed
northwest at 450 angle but there are also other
vectors directed northwest but more north than
west. How will you identify the direction of these
vectors? There is a need to form a convention for
identifying direction of vectors which are not due
north, south, east, or west. This module will consider
the direction of a vector as an angle of rotation of a
vector about its tail from either north, south, west,
or east. For example, a vector has a
direction of 600 north of east means that a vector
pointing east has been rotated 600 towards north. See
illustration below.

2.1.2. Distance and Displacement

Distance and displacement are two quantities that are
often interchanged. Distance is the length of the path an object
moves. It is a scalar quantity because it has no direction.
Displacement of an object refers to its change of position. It is a
vector quantity because it has magnitude and direction. Examine
figure 2-3. Suppose Ana walks from her house to Cary’s house; the
distance she has traveled is two blocks. Her displacement is two
blocks east. The arrow represents Ana’s displacement. This vector is
called a displacement vector.

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 Arrow AC in figure 2-4 represents Ana’s displacement from her house to Cary’s house east
of north (or north of east, using figure 2-3 as the direction guide). The resultant displacement
vector is the straight-line distance from the point of origin to the end point.

In a straight-line path involving one direction only, displacement and distance traveled
are equal in magnitude. If the path of the moving object is not straight as shown in figure 2-4,
then displacement AC is not the same as the distance AB + BC.

Example 2.1. The ship sails 25 km north.

Given: d = 25 km north
Scale: 1 cm = 10 km
Length of the arrow that will represent

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 1 𝑐𝑚
d = 25 km north x 10 𝑘𝑚
= 2.5 cm north

Vector diagram:

Example 2.2. The ship sails 20 km south, then, 15 km east.

Given:
d1 = 20 km south Vector diagram:
d2 = 15 km east

Scale: 1 cm = 10 km

1 𝑐𝑚
d1 = 20 km south x
10 𝑘𝑚
= 2 cm south
1 𝑐𝑚
d2 = 15 km east x 10 𝑘𝑚
= 1.5 cm east

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2.2 Vector Addition by Graphical Method

Scalar quantities can be added and subtracted like ordinary numbers provided the scalars
have the same units. For vectors, the sum depends on the direction of the vectors. The sum of
two or more vectors is represented by a single vector called the resultant. This vector may be
found by using the graphical method also known as the head-to-tail method, and/or the
component method.
Graphical Method
The magnitude and direction of the resultant
vector can be found by employing the head-to-tail
method. This method involves drawing vectors to
scale. The directions are determined by using a
protractor and the given direction guide in figure 2-2.
The following examples show how the graphical
method is used in finding the resultant vector. Note
that the direction guide on figure 2-2 and the
Cartesian coordinates system were used. Study these
examples to understand how to use the graphical
method in finding the resultant vector.
Example 2.3. Carlito was observing an ant that
crawled along a tabletop. With a piece of chalk, he
followed its path. He determined the ant’s
displacements by using a ruler and protractor. The
displacements were as follows: 2 cm east; 3.5 cm, 320
north of east; and 2.3 cm, 220 west of north.
Given:
d1 = 2 cm east
d2 = 3.5 cm, 320 north of east
d3 = 2.3 cm, 220 west of north

Find:
dR = resultant displacement vector

Solution:
Vector diagram scale: 1cm =1 cm

Referring to example 2.3, you might ask, “Will the magnitude and direction of the resultant
be affected by the change in the order of the given displacements?” Whether the ant went 3.5
cm, 320 north of east first, or 2.3 cm, 220 west of north first, the resultant displacement will not
change. The order in which the displacement vectors are taken does not affect the resultant.
Would you like to try? Change the order of the vectors in example 2.3: d1 = 3.5 cm, 320 north or
east, d2 = 2.3 cm, 220 west of north, and d3 = 2 cm east. Did you get the same value for dR?

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 The steps in the graphical method may be summarized as follows:
1. First, choose an appropriate scale and coordinate system for the given vectors.
2. Draw the first vector starting from the origin of the coordinate system. Then draw the
second vector starting from the head of the first vector. Proceed to draw the remaining
vectors starting from the head of the last vector drawn. All vectors must be connected
head-to-tail.
3. Draw an arrow connection the tail of the first to the head of the last arrow drawn. This
arrow represents the resultant of the given vectors.

The graphical method of finding the resultant of a given set of vectors depends on the
accuracy of the instruments (protractor and ruler) used and the accuracy and precision with
which the drawing is made. Hence, care must be exercised when using this method.

2.3 Vector Additional Using the

Pythagorean Theorem

The resultant of two vectors that form

a right angle may be computed by applying the
Pythagorean Theorem.
Figure 2-6 shows that dR is the hypotenuse
of the right triangle, and d1 and d2 are the two
legs. The angle θ, one of the complementary
angles of the right angle, is the included angle.

Example 2.4. a plane flying due north at 100 m/s is blown

by a 50 m/s strong wind due east. What is the plane’s resultant
velocity?
Given:
V1 = 100 m/s north
V2 = 50 m/s east
Find: VR
Solution:
a. Graphical method
Vector diagram (scale: 1 cm = 25 m/s)
VR = 4.5 cm
25 𝑚/𝑠
VR = 4.5 cm ( )
1 𝑐𝑚
VR = 112.5 m/s, 270 east of north

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 The vector diagram shows that the vectors form a right triangle where VR = c, the
hypotenuse; V2 = a, one side of the triangle; V1 = b, the other side of the triangle.

b. Using the equation derived from the Pythagorean theorem,

VR = √𝑣 2 + 𝑣 2
𝑚 𝑚
= √(100 𝑠 )2 + (50 𝑠 )2
= 111.80 m/s or 112 m/s
To determine the direction of the resultant velocity, use the equation

tan θ = V1
V2
50 𝑚/𝑠
=
100 𝑚/𝑠

tan θ = 0.5
θ = arctan 0.5
= 26. 560 east of north
VR = 111.80 m/s, 26.560 east of north
= 112 m/s, 26.560 east of north

When the airplane encountered the wind, it moved faster (from 100 m/s to 111.80 m/s)
and was pushed a little towards the east direction (from north to 26.56 0 east of north).

2.4. Vector Addition by Component Method

A single vector may be broken down or resolved into two components. These components
are called the x-component (or horizontal component) and y-component (or vertical component)
of the given vector. The x-component is the projection of the vector on the x-axis and the y-
component is the projection on the y-axis. Example 2.5 and 2.6 illustrate how the components
of a given single vector are found.

Example 2.5. A car has traveled a distance of 8 km south from the garage. Find the components
of the car’s displacement.

Given: d = 8 km south
Find: dx, dy
Solution:
Vector diagram (scale: 1 cm = 4 km)
dx = 0 because there is no movement in the east-west direction
dy = -8 km because the south direction in the rectangular coordinate system lies
along the negative y-axis or
dy = 8 km south

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Example 2.6. A force of 80 N is applied by a janitor on the handle of a mop held at 40 0 angle
with the floor. What force is pushing the mop across the floor?

Given:
F = 80 N
𝜃 = 400
Find: force pushing the mop across the floor
Solution:
Scale: 1 cm = 20 N
1 𝑐𝑚
F = 80 N ( 20𝑁 )
= 4 cm
Draw an arrow 4 cm long and at 400 angle with the floor
(along the x-axis).
Resolve the force F into its component vectors. Measure
the length of Fx and Fy in centimeters. Determine their magnitudes
in newtons using the scale. Find out which of these components
pushes the mop across the floor (x-axis)
The three vectors drawn (F, Fx and Fy) form a right triangle.
Fx is the force that pushes the mop across the floor (x-axis). Its
magnitude is 61 N.

The component method is a more convenient and accurate way to add vectors. In this
method, the x- and y-components of each vector are utilized. You just add these components
respectively and use the Pythagorean theorem having c as magnitude of the resultant, a as the
sum of x-components, and b as the sum of the y-components. Consider the transition of
equations below:

c2 = a2 + b2
dR2 = (Ʃdx)2 + (Ʃdy)2 (for displacement vectors)
dR = √(Ʃ𝒅𝑥)2 + (Ʃ𝒅𝒚)2

Examine the following examples in order to understand how the component method is
applied in solving vector problems. Try to summarize the steps involved and compare these with
the simple steps given at the end of this section.

Example 2.7. A cat moves 3 m east and then turns 4 m west. What is its resultant displacement?
Given:
d1 = 3 m, east
d2 = 4 m, west
Find: dR
Note: in finding the resultant vector using the component method, a scale is not
needed in making the vector diagram.

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Solution: Finding the components of d1

d1x = +3 m
d1y= 0 (because there is no southward or northward movement)

Find the components of d2

d2x = -4 m
d2y = 0 (no southward or northward movement)

Vector diagrams

The table below shows the component of d1 and d2 and the sum Ʃ of the x- and y-
components.
Displacement x-component y-component
d1 +3 0
d2 -4 0
Ʃ -1 0
In finding dR, use the equation

dR = √(Ʃ𝑑𝑥)2 + (Ʃ𝑑𝑦)2
= √(−1 𝑚)2 + (0)2
=1m
Vector diagram using the sum of x- and y-components

Since Ʃ dx = dR then dR = 1 m west

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Example 2.8. An airplane travels 209 km on a straight course at an angle of 22.50 east of north. It
then changes its course by moving 100 km north before reaching its destination. Determine
the resultant displacement of the airplane.
Given:
d1 = 209 km, 22.50 east of north
d2 = 100 km north

Find: dR

Vector diagrams:

Solution:
Finding the component of d1
900 = 𝜃 + 22.50
𝜃 = 900 – 22.50
= 67.50

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒

sin 67.50 = cos 67.50 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒

0.924 = d1y 0.383 = d1x

d1 d1

d1y = 209 km (0.924) d1x = 209 km (0.383)

= 193 km north = 80.0 km east

Finding the exponents of d2

d2x = 0 (the airplane has no eastward motion)
d2y = + 100 km (because the north direction in the rectangular coordinate system lies
along the +y-axis)

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 Displacement x-component y-component
d1 + 80.0 km + 193 km
d2 0 + 100 km
Ʃ 80.0 km 293 km
By the Pythagorean theorem,

dR = √(Ʃ𝑑𝑥)2 + (Ʃ𝑑𝑦)2
= √(80.0 𝑘𝑚)2 + (293 𝑘𝑚)2
=√6 400 𝑘𝑚2 + 85 849 𝑘𝑚2
= √92 249 𝑘𝑚2
= 303. 73 km
= 304 km

Vector diagram using the sum of the x- and y- components:

tan 𝜃 = Ʃ dy
Ʃ dx
= 293 km = 3.66
80.0 km
𝜃 = 74.730 = 74.70
dR = 303.73 km, 74.730 north of east
= 304 km, 74.70 north of east

Use the graphical method to solve examples 2.7 and 2.8. Compare the results with those
obtained using the component method.

Graphical analysis makes it possible to evaluate a combination of vectors, but the

component method gives more precise values for the magnitude and direction of the resultant.
Another convenience in using the component method is that right triangles, which require simple
calculations will always be considered.
Below are the simple steps involved in the component method.
1. Draw each vector and show its components.
2. Determine the magnitude of the components by using trigonometric functions sine and
cosine.
3. Find the sum of the x-components.
4. Find the sum of the y-components.
5. The answers obtained in step 3 and 4 are the x- and y- components of the resultant
vector. Use these components to find the magnitude and direction of the resultant
vector using the Pythagorean theorem and the trigonometric function tangent.
6. You may check your answer by comparing it with the resultant obtained using the
graphical method.

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 Let Us Practice
Write your answer on a separate sheet of paper. Do not forget to write the title and
page number of the test.

1. Find the components of the following vectors:

a. The initial velocity of a golf ball is 10 m/s, 320 north of west.
b. A force of 120 newtons pulls a loaded box 400 north of east.
2. Which is easier to do: to open the glass window of a bus by pushing upward while seated
or pulling upward while standing? Explain your answer.
3. Find Fx and Fy in example 2.6 by using the component method. Compare your answer
with the given magnitude. Account for the difference if there is any.

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 Let Us Practice More
Show your complete solutions neatly and clearly on a separate sheet of paper.

1. A plane flying due east at 150 m/s is blown by a 30 m/s strong wind due north. What is
the plane’s resultant velocity?

2. The boy walked a distance of 2 km south from their house. Find the components of the
boy’s displacement.

3. A man exerts a force of 50 N on the cart held 400 angle with the handle. What force is
pushing the cart across the floor?

4. A car moves 4 m east and then turns 8 m north. What is its resultant displacement?

5. A bus travels 304 km on a straight course at an angle of 30.5 0 east of north. It then
changes its course by moving 250 km north before reaching its destination. Determine
the resultant displacement of the bus.

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 Let Us Remember
Fill in the blank.

1. A _____________ has magnitude (a number and a unit of measure) only. A vector

quantity has magnitude and direction.

2. A _____________ is represented by an arrow which has three important parts: head,

length, and tail.

3. __________________________ is the splitting of a single vector into its horizontal and

vertical components. The horizontal component is known as the x-component (along the
x-axis) and the vertical component is known as the y-component (along the y-axis).

4. The ________________ represents the sum of two or more vectors. This can be obtained
using the graphical method and/or component method.

5. Vectors may be added by graphical method, by finding the components of the vectors,
and by applying the ____________________________.

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 Let Us Assess

1. Write an essay on the importance of vectors in your daily life.

2. Is it possible to combine (a) two equals, (b) two unequal vectors to give a zero
resultant? Prove your answer and provide examples.

3. Can the Pythagorean theorem be applied in adding more than two vectors? Explain your
answer.

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 Let Us Enhance
Choose the letter that corresponds to the best answer. Write your answers on
separate sheet of paper.

Test I. 1. The single vector that produces the same effect as two or more vectors is the
_______________.
B. Displacement B. distance
C. force D. resultant

For numbers 2 to 5, refer to the following vectors:

A = 4 units
A B B = 6 units
C = 3 units
C D = 8 units

D
Write the letter of the resultant vector obtained from each vector addition.

Vector Addition Resultant Vector

2. A and D a. 2 units, west
3. B and C b. 3 units, east
4. B and D c. 5 units, 36.870 east of north
5. A, C, and B d. 8.94 units, 63.430 west of north

6. A boy walks 7 km west, then 4 km north, and finally 4 km east. How far is he from his
starting point?
A. 0 B. 3 km C. 5 km D. 37 km
7. The boy (in no. 6) has traveled a total distance of _______________.
B. 11 B. 14 km C. 15 km D. 16 km
8. Which of the following is the most appropriate scale for a vector that has a magnitude
of 250 km?
C. 1 cm = 5 km C. 1 cm = 50 km
D. 1 cm = 10 km D. 1 cm = 150 km
9. A cyclist is moving down a hill at 9.2 m/s. if the hillside makes an angle of 6.3 0 with the
horizontal, the vertical speed of the cyclist is ____________.
B. 1.0 m/s B. 1.1 m/s C. 9.0 m/s d. 9.1 m/s
For numbers 10 to 15, choose from the following:
a. The displacement of a ship is 40 km north.
b. A motorcycle is driven 25 km, 300 west of south.
c. The horizontal displacement of a car is 30 km west.
d. An airplane’s displacement is equal to 80 km, 700 east of north.

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 10. The vector with zero x-component
11. The vector with zero y-component
12. The vector with a negative x-component
13. The vector/s with a positive y-component
14. The vector with a positive x-component
15. The vector with a negative y-component

16. What does resolution of vectors mean?

a. the adding of vectors
b. the splitting of vectors
c. the combining of vectors
d. the subtracting of vectors

17. A hunter climbs a mountain with a slope tilted 300 from the horizontal. If the total vertical
ascent is 3.00 km, then how far must the climber walk along the slope to reach the
mountaintop?
a. 1.50 km c. 6.00 km
b. 2.60 km d. 9.00 km
For numbers 18 to 19, refer to the problem below.
To get from one office to another in a building in Makati, one travels as follows (with all
angles measured clockwise from the west): 2 m in 1800, 0.5 m at 1500, and 1 m at 300.
18. How far will a person be from his starting point?
a. 0.5 m c. 2.2 m
b. 1.7 m d. 3.1 m
19. At what angle must he go if he is following a straight-line path back to the starting point?
a. 25.60 north of east c. 64.40 west of south
b. 64.40 east of north d. 25.60 east of north
20. An ant crawls 22 cm in a northerly direction, turns and crawls southeasterly (450 east of
south) 47 cm.
The vector diagram that represents the solution to find the resultant
displacement is________________.

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 Let Us Reflect

Force Vectors on a Basketball

Vector resolution can be used in analyzing the motions of a basketball when it is being
dribbled by a player. The figure that follows shows a player dribbling a ball. You can see that the
player exerts a single force on the ball, but the ball is subjected to two external forces. One is the
downward push by the player. This force plus the ball’s weight make the ball move to the floor
faster than if pulled by gravity alone. The second force is the forward horizontal force that makes
the ball move forward together with the player.

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(a) Fapplied is the force exerted by the player on the ball while dribbling it; (b) Resolution
of Fapplied (Fx is the horizontal push and Fy is the downward push); (c) the vector sum
Fx and Ftotal (weight of the ball + Fy) is equal to the resultant force acting on the ball at
the time of contact.

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