What are Vectors and Scalars

Types of Quantities in Physics Depend on Importance of Direction

Jan 4, 2008 Paul A. Heckert

Physics uses both scalar and vector quantities. Vectors include magnitude and direction; scalars include only magnitude.

Vectors

Vectors are defined as quantities that include both magnitude and direction. That means that completely specifying a vector quantity requires two numbers, one for the magnitude, or amount, and another for the direction.

Consider a wind weather report. One can report the wind speed by saying it is 20 miles per hour. Here the reported speed is not a vector quantity. It is a scalar. However just reporting the wind speed does not give all the information about the wind.

Someone wanting to go sailing will also want to know the wind direction. In this case, direction matters. A more complete wind velocity report might say that the wind is blowing 20 miles per hour towards the southwest. This wind velocity includes both the magnitude (20 miles per hour) and the direction (towards the southwest), so it is a vector quantity. (Parenthetical note: a wind blowing towards the southwest would be considered a northeast wind because winds are named for the direction of their origin. However velocity vectors point in the direction of travel.)

In physics velocity is a vector quantity, while the corresponding scalar quantity is speed. Velocity includes the direction; speed does not.

Scalars

Scalar quantities do not include direction. They include the magnitude only, and are represented by a single number.

In the example above, the wind speed is a scalar quantity. Even though the wind has a direction, only the magnitude is given. Some other quantities are scalars because the concept of direction makes no sense. For example, mass is a scalar rather than a vector quantity. The phrase "10 kilograms to the north" is nonsense. Mass does not have a direction. Therefore mass is a scalar quantity.

Representing Vectors Graphically

When drawing visualizations of problems, physicists represent vectors with arrows. The arrow points in the direction of the vector, and the length of the arrow is proportional to the magnitude of the vector quantity.

In the example of a wind that is 20 miles per hour towards the southwest, the wind velocity vector points towards the southwest. The scale of the drawing sets the length of the arrow.

Vectors are often given in terms of the magnitude and direction. The wind velocity vector is 20 miles per hour to the southwest. If the angle is measured from the east (a common convention in physics), the angle would be 225 degrees.

Vectors are also represented by their components. If the arrow representing the vector starts at the origin of Cartesian (x, y, & z) coordinates, then the x, y, & z coordinates of the point of the arrow represent the components of the vector. The two dimensional wind velocity vector above would have a x component of -14.1 miles per hour and a y component of -14.1 miles per hour.

Examples of Vector and Scalar Quantities

A few examples of vector quantities used in physics are: displacement, velocity, acceleration, force, momentum, angular velocity, and torque.

A few examples of scalar quantities are: mass, length, speed, energy, time, temperature, and charge.

Tensors

Both vectors and scalars are lower order examples of tensors. First year physics classes are usually told that moment of inertia is a scalar. In reality the moment of inertia depends on the rotational axis. To fully represent the moment of inertia about any possible axis requires a 3X3 matrix. The moment of inertia is therefore an example of a tensor quantity, which is more complex than either a vector or scalar quantity.

Further Reading

Knight, R.D., Physics for Scientists and Engineers, Pearson, 2004.

The copyright of the article What are Vectors and Scalars in Physics is owned by Paul A. Heckert. Permission to republish What are Vectors and Scalars in print or online must be granted by the author in writing.

Comments

Feb 3, 2008 2:24 PM
Terrill Nickerson :
I have a scalar problem that I need assistance with. My science modeling club has set up a 5ft X 5ft stream to develop a taphonomy model. It our hopes that we can can construct a simple model that will predict how far bones (large lab rat unarticulated) will be washed downstream by a constant volume of water and a constant slope.
I understand how to use the Manning Equation to determine the velocity of water flowing in an open channel. We will pace the bones at the apex of an initial curve in our stream, They will travel approximately 45-60 cm to another curve, which will then end in a staight away to finish off the stream channel.
I would like to use the mass of the bones in thge calculations as a variable predicting how far they may or may not travel. i would also like to use a scalar measurement to adjest the velocity of the water based upon the change of directions due to the two curves in the stream.
The limitations on the part of my students lies in the fact that they are all pre-calculus (Algebra I, Algebra II, & Trig. capable.
To summarize, I can find velocity of the open channel; but I need to correlate force of the water, with its acceleration and the mass of the bones to determine how far they will potentially travel. I have looked some at reflectance equations, but I'm not sure how to proceed.
Thanks
Feb 6, 2008 1:57 PM
Paul A. Heckert :
Because this is a student project, it is best to keep things simple. Students at this level will not have the mathematical skills or knowledge to derive the type of equation you are looking for. It seems more at the level of a doctoral student in physics or engineering. If you just give the students an equation to use, they will plug in numbers and learn nothing.
A better approach would be to let students find an emperical equation that works. (That is where the Manning equation originally came from.) Let them do experiments and make appropriate graphs for the variables you have in mind. Then ask are they linear or a power law? Is there a coefficient that depends on the bone size or shape? etc. With the right guidance, precalculus students can do this. The results may not be completely rigorous, but they will learn a lot about how to do experimental science. That is of course the point of a student project.
Good Luck.
Paul Heckert
Feb 11, 2008 9:08 PM
Terrill Nickerson :
Thanks, good advice and I plan on proceeding as you suggested. If you're interested I'll keepyou posted on our progress.

Terry Nickerson
Aug 16, 2008 5:08 AM
Guest :
types of vectors
Sep 2, 2008 9:00 AM
Guest :
what are the types of vectors we have?
5 Comments