Skip to main content

Physics I course sequence · Interactive lesson

Constant-acceleration equations

Integrate a constant acceleration twice and every straight-line formula you need falls out. The practice is in the rest: picking the relation that skips the quantity you don't care about, feeding it signed initial conditions, and noticing the moment the acceleration stops being constant and the formulas stop being true.

UPI-02.05 · Lesson 5 of 8 in this unit. Position is not a completion score.
Starting model: Constant-acceleration equationsBraking from 20 m s⁻¹ at 4.0 m s⁻²: velocity against time above, position against time below, over 10 s. Solid lines follow the car, which stops at 5.00 s after 50.0 m and stays put. Dashed lines are the equations run past that instant. At t = 7.00 s they give 42.0 m; the car is at 50.0 m.vxdashed: the equations run past the stopa jumps to 050.0 mtime since braking began, 0 to 10 s
Start with a picture. Change the model in the lab below.
1

Build the model

Integrate a constant a twice. The interval where it holds is part of the answer.

The key idea

The constant-acceleration equations are the relations among displacement, initial and final velocity, acceleration and elapsed time that follow from integrating a constant acceleration twice, valid only over an interval in which the acceleration does not change.

Example. An e-scooter pulling away from rest at a steady 1.5 m s⁻² for 4.0 s reaches 1.5 × 4.0 = 6.0 m s⁻¹ and covers ½ × 1.5 × 4.0² = 12 m; v² = 2 × 1.5 × 12 = 36 m² s⁻² = 6.0² confirms both.

The complete physical model and assumptions

Constant acceleration is the one motion you can integrate in your head, and that is its whole claim to a set of named equations. If a does not change over an interval, one integration makes velocity a linear function of time and a second makes position a quadratic one, and the two constants those integrations leave behind are exactly the initial velocity and the initial position. Everything else is algebra on that pair: eliminate time and you get v² = v₀² + 2aΔx; eliminate a and the average velocity becomes the mean of the end velocities. So five quantities, Δx, v₀, v, a and Δt, are tied by relations that each skip one, and once an axis and a clock are declared any three fix the other two. What the equations do not contain is any reason for a to be constant. They are the solution of d²x/dt² = constant and nothing more, so they hold exactly where the net force is steady: a block on a uniform smooth incline, a train under constant traction. They fail gradually when a drifts, as drag or fading thrust make it do, and abruptly when a force switches off, as brakes do the instant a car comes to rest.

1Integrate once: the initial velocity fixes the constant

Constant acceleration means dv/dt = a, with a the same at every instant of the interval. Integrate from the clock reading t₀, where the velocity is v₀, to a later time t: ∫ dv from v₀ to v equals ∫ a dt from t₀ to t, so v − v₀ = a(t − t₀). The lower limits are where the initial condition enters; integrate without them and you get v = at + C with C unknown. The result is a straight v–t line of slope a, so equal time intervals bring equal changes in velocity. A cyclist rolling at 3.0 m s⁻¹ who accelerates at 0.60 m s⁻² for 8.0 s reaches 3.0 + 0.60 × 8.0 = 7.8 m s⁻¹. Most problems set t₀ = 0 and write v = v₀ + at, which is right only when the clock starts at the known state. A sensor that first sees the cyclist at t = 2.0 s needs t − 2.0 s in place of t.

2Integrate again: two conditions pick one parabola

Now v = dx/dt = v₀ + a(t − t₀). Integrating from t₀, where the position is x₀, gives x = x₀ + v₀(t − t₀) + ½a(t − t₀)². The graph says the same thing without symbols: the area under the v–t line over an interval Δt is a rectangle of height v₀ plus a triangle of base Δt and height aΔt, so Δx = v₀Δt + ½aΔt². For the cyclist that is 3.0 × 8.0 + ½ × 0.60 × 8.0² = 24.0 + 19.2 = 43.2 m. Two integrations need two initial conditions, and that is physics, not bookkeeping: d²x/dt² = a is satisfied by x₀ + v₀t + ½at² for every choice of x₀ and v₀, and only the initial conditions select the one your object follows. Two carts with the same a but different launch speeds obey the same differential equation and share nothing else.

3Eliminate a variable: one relation for each unknown

Five quantities describe an interval: Δx, v₀, v, a and Δt, and each standard relation leaves exactly one out. Solve the velocity equation for Δt = (v − v₀)/a, substitute into the position equation, and time disappears: v² = v₀² + 2aΔx. The chain rule gets there directly, because a = dv/dt = v dv/dx, so ∫ v dv = ∫ a dx. Because v is linear in t, the average velocity over the interval is the mean of its end values, giving Δx = ½(v₀ + v)Δt, which skips a. Replace v₀ by v − aΔt and you get Δx = vΔt − ½aΔt², which skips v₀. Check the cyclist without the clock: v² = 3.0² + 2 × 0.60 × 43.2 = 9.00 + 51.84 = 60.84 m² s⁻², and √60.84 = 7.8 m s⁻¹. Choosing is mechanical: find the one quantity that is neither given nor wanted, and use the relation that omits it.

4Signs belong to the axis, not to the words

Every quantity except time is signed relative to an axis you declare before substituting anything. “Decelerating” is not a sign. It says the acceleration points opposite the velocity, which makes a negative only if v is positive. A cart moving in the −x direction at 4.0 m s⁻¹ and slowing at 0.50 m s⁻² has v₀ = −4.0 m s⁻¹ and a = +0.50 m s⁻². It stops where 0 = (−4.0)² + 2(0.50)Δx, so Δx = −16 m: 16 m on the negative side of its start, which is the way it was going. Enter a = −0.50 m s⁻² out of habit and the same equation returns Δx = +16 m, a stop in a direction the cart never moved. The time-free relation hides a second trap: v² cannot tell +v from −v. Its square root is a speed, and the sign comes from the motion you are describing.

5Two roots are two claims about the clock

Asking when an object reaches a position turns x(t) into a quadratic, and a quadratic answers twice. A cart launched up a smooth ramp at 6.0 m s⁻¹, with a = −2.0 m s⁻² along the ramp, is 5.0 m up when 6.0t − 1.0t² = 5.0, that is t² − 6.0t + 5.0 = 0, so t = 1.0 s or 5.0 s. Both are real events. The cart passes the 5.0 m mark going up, turns round at t = 3.0 s and x = 9.0 m, and passes the mark again coming down, because the same component of gravity acts the whole time. That is the test for every root: keep it only if the stated acceleration really holds from t₀ to that time. A negative root describes a moment before the initial condition was set. A root that falls after a force switches off describes a motion that never happens.

6Where the model stops

Nothing in the equations checks that a is constant. The forces have to. Three failures cover most cases. A force can switch off: brakes decelerate a car only while it moves, so the braking quadratic is wrong from the instant v reaches zero. A force can depend on speed: drag grows with v, so a coasting or falling body has an acceleration that changes as it goes. A force can depend on position: a stretched spring pulls hardest at full stretch. Release a block from 0.10 m on a spring with k/m = 100 s⁻², and at release |a| = 10 m s⁻². Pretend that stays constant and v² = 2 × 10 × 0.10 gives 1.41 m s⁻¹ at equilibrium; the true speed is √(k/m) × 0.10 m = 1.0 m s⁻¹, because the pull fades to zero on the way in. When a changes in steps, apply the equations to each step and hand one step's final state to the next as its initial condition. When it changes smoothly, integrate a(t) itself.

2

Key equations

Read the units, assumptions and limits before substituting.

Velocity, from one integration

v = v₀ + a(t − t₀)

Gives the velocity at any time in the interval, or the time needed to reach a velocity. The v–t graph is a straight line of slope a.

v, v₀ in m s⁻¹; a in m s⁻²; t, t₀ in s. v₀ is the velocity at the clock reading t₀.

Position, from two integrations

x = x₀ + v₀(t − t₀) + ½a(t − t₀)²

The area under the v–t line: a rectangle v₀Δt plus a triangle ½aΔt². Solved for t it gives the times a position is reached, often two.

x, x₀ in m. x₀ and v₀ are the two initial conditions that a second-order equation needs.

Time-free relation

v² = v₀² + 2a(x − x₀)

Use it when time is neither given nor wanted. With v = 0 it returns a stopping distance in one line.

Every term in m² s⁻². Squaring loses the sign of v, so the direction must come from the motion.

Average-velocity form

x − x₀ = ½(v₀ + v)(t − t₀)

Contains no a, so it survives an unknown or miscalculated acceleration and gives an independent check.

Exact only because v is linear in t. For a varying a, (v₀ + v)/2 is not the average velocity.

End-state form

x − x₀ = v(t − t₀) − ½a(t − t₀)²

Contains no v₀. Use it when what you know is how the interval ended, such as a speed measured at a finish line.

v is the velocity at the end of the interval, in m s⁻¹; x − x₀ in m.

Braking to rest, a = −b with b > 0

tₛ = v₀/b · dₛ = v₀²/(2b)

Double the speed and the stopping time doubles but the distance quadruples. For t > tₛ the position is dₛ, not the quadratic.

b in m s⁻², tₛ in s, dₛ in m. The constant-a model ends at tₛ, when the braking force stops acting.
3

Interactive lab

Predict first. Explore the model. Compare the result.

Explore the model

20 m s⁻¹
8 to 24 m s⁻¹; steps of 1.
4.0 m s⁻²
3 to 8 m s⁻²; steps of 0.5.
7.00 s
0 to 10 s; steps of 0.25.

Try this. Push t past the stop and the open ring peels away from the car: the equations have turned it round. Then take v₀ from 10 to 20 m s⁻¹ at b = 4 m s⁻². The stop time doubles, but the plateau climbs from 12.5 m to 50 m, four times higher, as v₀²/(2b) demands.

Live results

STOPS AT tₛ = v₀/b
5.00 s
STOPPING DISTANCE v₀²/(2b)
50.0 m
EQUATIONS SAY v₀t − ½bt²
42.0 m
CAR IS ACTUALLY AT
50.0 m

Results follow this lesson’s model and assumptions. Displayed values are rounded.

Interactive Physics I modelBraking from 20 m s⁻¹ at 4.0 m s⁻²: velocity against time above, position against time below, over 10 s. Solid lines follow the car, which stops at 5.00 s after 50.0 m and stays put. Dashed lines are the equations run past that instant. At t = 7.00 s they give 42.0 m; the car is at 50.0 m.vxdashed: the equations run past the stopa jumps to 050.0 mtime since braking began, 0 to 10 s
Braking from 20 m s⁻¹ at 4.0 m s⁻²: velocity against time above, position against time below, over 10 s. Solid lines follow the car, which stops at 5.00 s after 50.0 m and stays put. Dashed lines are the equations run past that instant. At t = 7.00 s they give 42.0 m; the car is at 50.0 m.

Predict → change one variable → check

Plan a change before running it. Every other input stays at the saved baseline.

Saved baseline. Speed when braking starts v₀: 20 m s⁻¹; Braking deceleration b (a = −b): 4.0 m s⁻²; Time since braking began t: 7.00 s

Baseline 20; choose 8 to 24, in steps of 1.
4. Compared with the saved baseline, this result will…

This experiment is kept only while this page is open. It does not change saved course progress.

4

Catch the common trap

“The average velocity is (v₀ + v)/2” is true for constant acceleration and for nothing else. It works there because v changes linearly with time, and the mean of a linear function over an interval is the mean of its end values. Let the acceleration fade instead. A car whose acceleration falls steadily from 6.0 m s⁻² at launch to zero at t = 10 s has v = 6.0t − 0.30t², reaching 30 m s⁻¹ at 10 s. The endpoint average predicts ½(0 + 30)(10) = 150 m. The real displacement is the area under its v–t curve, ∫(6.0t − 0.30t²) dt from 0 to 10 s = 300 − 100 = 200 m, a third more, because the curve bows above the straight line joining its ends. The average acceleration Δv/Δt = 3.0 m s⁻² is no rescue: ½ × 3.0 × 10² is the same wrong 150 m. The equations need a constant a, not an average one.

5

Practice & worked examples

3 authored examples. Make an attempt, then reveal the reasoning one step at a time.

EasyExample 1

An airliner touches down at 72.0 m s⁻¹ and brakes uniformly along the runway, slowing to a taxi speed of 12.0 m s⁻¹ over 1260 m. Find its acceleration and how long the braking run lasts.

Sketch your answer or reasoning, then compare it with the authored solution. Your writing is not automatically graded or saved.

0 of 4 steps revealed.

MediumExample 2

A warehouse robot starts from rest at x = 0 at t = 0 and accelerates along its lane at a constant 0.250 m s⁻². In the next lane, a forklift passes the 32.5 m mark at t = 2.00 s, heading back toward the robot's starting point at a steady 2.50 m s⁻¹. When and where do they pass each other, and how fast is the robot moving then?

Sketch your answer or reasoning, then compare it with the authored solution. Your writing is not automatically graded or saved.

0 of 5 steps revealed.

HardExample 3

A light-rail train moving at 14.0 m s⁻¹ brakes with a constant deceleration of 1.60 m s⁻² until it stops. A spreadsheet models its position as x = v₀t − ½bt² for every t from 0 to 15 s. What does the spreadsheet report at t = 10.0 s, and where is the train really? At what time is the train 50.0 m past the point where braking began?

Sketch your answer or reasoning, then compare it with the authored solution. Your writing is not automatically graded or saved.

0 of 5 steps revealed.

6

Quick check

Select an answer and explain it before checking.

A cart on a straight track has a constant acceleration of −1.0 m s⁻² throughout. At t = 2.0 s it is at x = 5.0 m, moving at +3.0 m s⁻¹. Where is it at t = 6.0 s?
7

Review & continue

The constant-acceleration equations are the relations among displacement, initial and final velocity, acceleration and elapsed time that follow from integrating a constant acceleration twice, valid only over an interval in which the acceleration does not change.

  • Explain the relationship without looking at the equation.
  • Check a sign, a unit and a model assumption in your working.
  • Return to the lab or worked example if a step is still unclear.

Optional supporting lessons

These chapter resources can help with earlier ideas; they are not additional required Physics I completion tasks.

Extra challenging questions

Connect several ideas, explore supplied data, and compare your reasoning with a worked solution.