How do the constant-acceleration equations link displacement, velocity, acceleration and time, and how do you choose the right one?
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.
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What this topic is asking
This is the calculation core of Regents kinematics. The Physical Setting/Physics course gives you a set of constant-acceleration (uniform-acceleration) equations that link the five quantities of straight-line motion, displacement , initial velocity , final velocity , acceleration and time , and the exam asks you to pick the right one and solve. The four equations are printed on the Reference Tables, so the skill is selection and substitution, not memorizing.
The constant-acceleration equations
Each of the first three equations leaves out exactly one of the five quantities:
- contains no displacement.
- contains no final velocity.
- contains no time.
That structure is the key to choosing quickly.
Choosing the right equation
For example, if a problem gives , and and asks for , the final velocity is not involved, so use . If it gives , and and asks for , time is not involved, so use . Reading off which quantity is missing is faster than trying equations at random.
Sign conventions
Because velocity, displacement and acceleration are vectors in one dimension, choose a positive direction and apply it consistently. An object slowing down has an acceleration opposite to its motion, so is negative if motion is positive. Starting from rest means ; coming to a stop means . Writing the knowns with their signs before substituting prevents most errors.
Multi-stage motion
If the acceleration changes (a car accelerates, then cruises at constant speed, then brakes), the equations apply to each stage separately, because each requires constant acceleration. Solve one stage, carry the final velocity and position forward as the initial values of the next, and add the displacements. A constant-velocity stage uses (zero acceleration).
Reference Tables note
All the kinematic equations you need are printed in the Mechanics section of the Reference Tables, so you should never have to recall them. What you bring is the method: identify the missing quantity, choose the matching equation, and substitute with correct signs and units. The averaging relation is a quick check, since should equal the average velocity times the time.
Try this
Q1. An object accelerates from m/s at m/s squared for s. Calculate its final velocity. [2 points]
- Cue. m/s.
Q2. State which kinematic equation you would use to find displacement when given , and but not . [1 point]
- Cue. (it omits the final velocity).
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)2 marksPart B-2 (constructed response). A car starts from rest and accelerates uniformly at m/s squared for s. Calculate the distance it travels. Show the equation, substitution and answer.Show worked answer →
A 2-point constructed-response calculation using a Reference-Table kinematic equation.
Equation: with , use (printed on the tables).
Substitution: .
Answer: m, which rounds to m.
Markers reward the equation from the tables, correct substitution with units, and the final answer. A common error is using with the final velocity, which is wrong because the velocity is not constant.
Regents (style)3 marksPart C (extended response). A motorcycle travelling at m/s brakes uniformly and stops in a distance of m. (a) Calculate the acceleration. (b) Calculate the time taken to stop. Show all work.Show worked answer →
A 3-point Part C item combining two kinematic equations.
(a) Acceleration (2 points): the unknown not given is time, so use . With : , so m/s squared (the negative sign shows deceleration).
(b) Time (1 point): use : , so s.
Markers reward choosing the equation that omits the unknown, correct substitution including the sign of , and the time from a second equation.
Related dot points
- 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.
- 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.
- 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.
- State and apply Newton's second law, , to calculate net force, mass or acceleration, and analyze situations with several forces by finding the net force first.
A Regents Physics answer on Newton's second law: the relationship between net force, mass and acceleration, why acceleration is proportional to net force and inversely proportional to mass, and how to solve multi-force problems, with worked examples and Reference-Table notes.
Sources & how we know this
- Reference Tables for Physical Setting/Physics — NYSED (2006)
- Physical Setting/Physics Core Curriculum — NYSED (2010)