How are position, velocity and acceleration defined as rates of change, and how do they differ from distance and speed?
Define displacement, velocity and acceleration as vector rates of change, distinguish them from distance and speed, and calculate average velocity and average acceleration from change in position and velocity over time.
A Regents Physics answer on displacement, velocity and acceleration: how each is defined as a rate of change, how displacement and velocity differ from distance and speed, and how to calculate average velocity and average acceleration using the Reference-Table equations, with worked examples.
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What this topic is asking
This dot point defines the three core kinematic quantities, displacement, velocity and acceleration, as vector rates of change, and asks you to tell them apart from the scalars distance and speed. The Regents tests this two ways: conceptual multiple-choice items that hinge on the distance-versus-displacement or speed-versus-velocity distinction, and constructed-response calculations of average velocity or average acceleration using the equations printed on the Reference Tables.
Displacement versus distance
The two are equal only for motion in a straight line that never reverses. A runner who completes one lap of a track covers a large distance but has zero displacement, because they end where they began. On the Regents, the giveaway word is "displacement" or a phrase like "how far from the start", which signals the vector.
Velocity versus speed
Average velocity uses the displacement, so a runner who returns to the start has zero average velocity over the lap even though their average speed was high. Instantaneous velocity is the velocity at a single instant; on the Regents, "velocity" usually means the constant or average velocity unless a graph shows it changing.
Acceleration
A crucial Regents idea is that an object accelerates whenever its velocity vector changes in any way: when it speeds up, when it slows down (acceleration opposite to motion, sometimes called deceleration), or when it changes direction at constant speed (as in circular motion). A car rounding a bend at a steady speedometer reading is accelerating, because its direction, and therefore its velocity, is changing.
Calculating average velocity and acceleration
The two rate equations on the Reference Tables are the workhorses here. To find an average velocity, divide the displacement by the time; to find an average acceleration, divide the change in velocity by the time. Always keep track of direction with a sign: choosing one direction as positive lets a negative answer signal motion or acceleration the other way.
Reference Tables note
The Reference Tables for Physical Setting/Physics print both and in the Mechanics list, so you do not memorize them, but you must know that here means displacement and that a sign carries the direction. The constant-acceleration kinematic equations (, etc.) are also printed and are treated in the kinematic equations.
Try this
Q1. State whether each is a scalar or a vector: distance, displacement, speed, velocity, acceleration. [2 points]
- Cue. Scalars: distance, speed. Vectors: displacement, velocity, acceleration.
Q2. An object's displacement is m north in s. Calculate its average velocity. [2 points]
- Cue. m/s north.
Exam-style practice questions
Practice questions written in the style of NYSED exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Regents (style)1 marksPart A (multiple choice). A car travels once around a circular track of circumference m and returns to its starting point. What are its total distance travelled and the magnitude of its displacement? (1) m and m (2) m and m (3) m and m (4) m and m. Justify your reasoning.Show worked answer →
A 1-point Part A item testing the distance-displacement distinction. The answer is (2).
Distance is the total path length, which is the full circumference, m. Displacement is the straight-line vector from start to finish; since the car returns to its starting point, the start and end coincide and the displacement is zero. The trap is (1), which confuses the path length with the net change in position.
Regents (style)2 marksPart B-2 (constructed response). A runner's velocity changes from m/s to m/s in s. Calculate the magnitude of the runner's average acceleration. Show the equation, substitution and answer.Show worked answer →
A 2-point constructed-response calculation using the Reference-Table equation .
Equation (from the tables): .
Substitution: .
Answer: m/s squared, in the direction of motion.
Markers reward the equation written from the Reference Tables, correct substitution with units, and an answer with the correct unit. The Regents rating guide awards the substitution point even if the arithmetic slips.
Related dot points
- Distinguish scalar and vector quantities, represent vectors as scaled arrows, and find the resultant of vectors by graphical and component methods, including resolving a vector into perpendicular components.
A Regents Physics answer on scalars versus vectors: what each is, how to draw vectors as scaled arrows, how to add vectors graphically (head-to-tail) and by components, and how to resolve a vector into perpendicular components, with worked examples and Reference-Table notes.
- Interpret and sketch position-time, velocity-time and acceleration-time graphs, relating the slope of a graph to a rate of change and the area under a velocity-time graph to displacement.
A Regents Physics answer on motion graphs: what the slope and area mean on position-time, velocity-time and acceleration-time graphs, how to read each, and how to draw a best-fit line and use its slope, with worked examples and Reference-Table notes.
- Apply the constant-acceleration kinematic equations to solve problems for displacement, initial and final velocity, acceleration and time, selecting the equation that omits the unknown not asked for.
A Regents Physics answer on the constant-acceleration kinematic equations: the four printed on the Reference Tables, what each one omits, how to choose the right equation, and how to solve one-dimensional motion problems, with worked examples.
- Describe free fall as motion under the constant acceleration due to gravity, and apply the kinematic equations with m/s squared to objects dropped, thrown down or thrown up near Earth's surface.
A Regents Physics answer on free fall: the meaning of the acceleration due to gravity , why all objects fall at the same rate when air resistance is ignored, and how to apply the kinematic equations to dropped and thrown objects, with worked examples and Reference-Table notes.
- Analyze projectile motion by treating the horizontal and vertical motions independently: constant horizontal velocity and vertical free fall, linked only by the common time of flight.
A Regents Physics answer on projectile motion: why the horizontal and vertical motions are independent, how to handle a horizontally launched projectile, how the time of flight links the two motions, and how to find range and landing speed, with worked examples.
Sources & how we know this
- Reference Tables for Physical Setting/Physics — NYSED (2006)
- Physical Setting/Physics Core Curriculum — NYSED (2010)