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# Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
Division of Davao del Norte
DUJALI NATIONAL HIGH SCHOOL
Braulio E. Dujali, Davao del Norte
SHS SCIENCE DEPARTMENT

I. Objectives:
 Differentiate vector and scalar quantities (STEM_GP12EU-Ia-8);
 Perform addition of vectors (STEM_GP12EU-Ia-9);
 Rewrite a vector in component form (STEM_GP12EU-Ia-10);
 Calculate directions and magnitudes of vectors (STEM_GP12EU-Ia-11)

## II. Subject Matter:

 Topic: Vectors
 Reference: General Physics 1
 Author: (1) Young and Freedman. University Physics. 13th Edition.

## (2) Tipler, Paul. University Physics. 4th Edition.

 Materials: Book, chalk and chalk board, laptop, projector, white board marker, white board, interactive
presentation
 Date: June 25, 2018

III. Procedure:
A. Preliminary Activities
a. Prayer
b. Greetings
c. Attendance
B. Review/ Motivation

## The teacher will ask for three to five volunteers:

-Blindfold the first volunteer about a meter away from the board, let the volunteer turn around two to three times to
give a little spatial disorientation, and then ask this learner to walk towards the board and draw a dot on the board.

- Do the same for the next volunteer then draw an arrow connecting the two subsequent dots with the previous one as
starting point and the current dot with the arrow head.

- Do the same for the rest of the volunteers. After the exercise, indicate the vector of displacement (thick, gray arrow)
by connecting the first position with the last position. This vector is the sum of all the drawn vectors by connecting the
endpoint to the starting point of the next.

## IV. Lesson Proper:

1. Introduction
The teacher will:
1. Do a quick review of the previous lesson involving physical quantities.

2. Give a mathematical refresher on right triangle relations, SOH-CAH-TOA, and basic properties involving
parallelogram.

3. Give several examples and ask which of these quantities are scalars or vectors. Then ask the learners to give
examples of vectors and scalars.

4. Mention that vectors are physical quantities that have both magnitude and direction while scalars are physical
quantities that can be represented by a single number
2. Discussion:
The teacher will discuss the following concepts:

##  Distance vs. Displacement (Scalar and Vector Quantities)

 Identifying Directions
 Vectors and Polar Coordinates
 Components of Vectors
 Resultant Vector
 Vector Notation

1. Activity/Practice

SEATWORK: By Pair
The students with their chosen pair, on their seats with a ½ piece of paper will try to
answer the following problems posed on the screen/board.
Problems involved:
a. Addition of vectors
b. Translating vectors into vector notation
c. Solve problems using Component Method
d. Solve for magnitude and angle for a certain problem

SAMPLE PROBLEMS:

Example 1: Find the height of a building if it casts a shadow 90 m long and the indicated angle
is 30o.

Example 2: A person walks 400 m in a direction of 30o N of E. How far is the displacement
east and how far north?

2. Analysis/Enrichment

For each item after the given time to students, the teacher will show the correct
solutions for each pair to assess and evaluate where they had it wrong.

3. Abstraction/Evaluation

Individually, students will try to answer ONE practice problem flashed on the screen/board to
see if all students grabbed the idea of solving vectors through Component Method. Solutions will
be placed on a 1 whole sheet of paper.

Problem:
A 30-lb southward force and a 40-lb eastward force act on a donkey at the same time. What is
the NET or resultant force on the donkey?
V. Assignment

In a one whole sheet of paper, answer the following problems with clear solutions and illustration for direction
purposes.

Problem 1:

A woman walks 30 m, W; then 40 m, N. Write her displacement in i,j notation and in R,theta notation.

Problem 2:

Town A is 35 km south and 46 km west of Town B. Find length and direction of highway between towns.

Problem 3:

Find the components of the 240-N force exerted by the boy on the girl if his arm makes an angle of 28 0 with the
ground.

## DAVE C. BUGADOR JOSEPH HENRY L. TUNA

Special Science Teacher 1 Assistant Principal II