problem solving with kinematics equation 1

Kinematic Equations: Explanation, Review, and Examples

• The Albert Team
• Last Updated On: April 29, 2022

Now that you’ve learned about displacement, velocity, and acceleration, you’re well on your way to being able to describe just about any motion you could observe around you with physics. All that’s left is to learn how these values really play into each other. We know a few ways to move between them, but they’re all pretty limited. What happens if you need to find displacement, but only know acceleration and time? We don’t have a way to combine all of those values yet. Enter the four kinematic equations. 

What We Review

The Kinematic Equations

The following four kinematic equations come up throughout physics from the earliest high school class to the highest level college course:

Don’t let all of these numbers and symbols intimidate you. We’ll talk through each one – what they mean and when we use them. By the end of this post, you’ll be a master of understanding and implementing each of these physics equations. Let’s start with defining what all of those symbols mean. 

The First Kinematic Equation

This physics equation would be read as “the final velocity is equal to the initial velocity plus acceleration times time”. All it means is that if you have constant acceleration for some amount of time, you can find the final velocity. You’ll use this one whenever you’re looking at changing velocities with a constant acceleration.

The Second Kinematic Equation

This one is read as “displacement equals final velocity plus initial velocity divided by two times time”. You’ll use this one whenever you don’t have an acceleration to work with but you need to relate a changing velocity to a displacement.

The Third Kinematic Equation

This one may look a bit scarier as it is longer than the others, but it is read as “displacement equals initial velocity times time plus one half acceleration times time squared”. All it means is that our displacement can be related to our initial velocity and a constant acceleration without having to find the final velocity. You’ll use this one when final velocity is the only value you don’t know yet.

It is worth noting that this kinematic equation has another popular form: x=x_{0}+v_{0}t+\frac{1}{2}at^{2} . While that may seem even more intimidating, it’s actually exactly the same. The only difference here is that we have split up \Delta x into x-x_{0} and then solved to get x on its own. This version can be particularly helpful if you’re looking specifically for a final or initial position rather than just an overall displacement.

The Fourth Kinematic Equation

Our last kinematic equation is read as “final velocity squared equals initial velocity squared plus two times acceleration times displacement”. It’s worth noting that this is the only kinematic equation without time in it. Many starting physicists have been stumped by reaching a problem without a value for time. While staring at an equation sheet riddled with letters and numbers can be overwhelming, remembering you have this one equation without time will come up again and again throughout your physics career.

It may be worth noting that all of these are kinematic equations for constant acceleration. While this may seem like a limitation, we learned before that high school physics courses generally utilize constant acceleration so we don’t need to worry about it changing yet. If you do find yourself in a more advanced course, new physics equations will be introduced at the appropriate times.

How to Approach a Kinematics Problem

So now that we have all of these different kinematic equations, how do we know when to use them? How can we look at a physics word problem and know which of these equations to apply? You must use problem-solving steps. Follow these few steps when trying to solve any complex problems, and you won’t have a problem.

Step 1: Identify What You Know

This one probably seems obvious, but skipping it can be disastrous to any problem-solving endeavor. In physics problems, this just means pulling out values and directions. If you can add the symbol to go with the value (writing t=5\text{ s} instead of just 5\text{ s} , for example), even better. It’ll save time and make future steps even easier.

Step 2: Identify the Goal

In physics, this means figuring out what question you’re actually being asked. Does the question want you to find the displacement? The acceleration? How long did the movement take? Figure out what you’re being asked to do and then write down the symbol of the value you’re solving for with a question mark next to it ( t=\text{?} , for example). Again, this feels obvious, but it’s also a vital step.

Step 3: Gather Your Tools

Generally, this means a calculator and an equation. You’ll want to look at all of the symbols you wrote down and pick the physics equation for all of them, including the unknown value. Writing everything down beforehand will make it easier to pull a relevant equation than having to remember what values you need while searching for the right equation. You can use the latter method, but you’re far more likely to make a mistake and feel frustrated that way.

Step 4: Put it all Together

Plug your values into your equation and solve for the unknown value. This will usually be your last step, though you may find yourself having to repeat it a few times for exceptionally complex problems. That probably won’t come up for quite a while, though. After you’ve found your answer, it’s generally a good idea to circle it to make it obvious. That way, whoever is grading you can find it easily and you can easily keep track of which problems you’ve already completed while flipping through your work.

Kinematic Equation 1: Review and Examples

To learn how to solve problems with these new, longer equations, we’ll start with v=v_{0}+at . This kinematic equation shows a relationship between final velocity, initial velocity, constant acceleration, and time. We will explore this equation as it relates to physics word problems. This equation is set up to solve for velocity, but it can be rearranged to solve for any of the values it contains. For this physics equation and the ones following, we will look at one example finding the variable that has already been isolated and one where a new variable needs to be isolated using the steps we just outlined. So, let’s jump into applying this kinematic equation to a real-world problem.

A car sits at rest waiting to merge onto a highway. When they have a chance, they accelerate at 4\text{ m/s}^2 for 7\text{ s} . What is the car’s final velocity?

We have a clearly stated acceleration and time, but there’s no clearly defined initial velocity here. Instead, we have to take this from context. We know that the car “sits at rest” before it starts moving. This means that our initial velocity in this situation is zero. Other context clues for an object starting at rest is if it is “dropped” or if it “falls”. Our other known values will be even easier to pull as we were actually given numerical values. Now it’s time to put everything into a list.

• v_{0}=0\text{ m/s}
• a=4\text{ m/s}^2
• t=7\text{ s}

Our goal here was clearly stated: find the final velocity. We’ll still want to list that out so we can see exactly what symbols we have to work with on this problem.

We already know which of the kinematic equations we’re using, but if we didn’t, this would be where we search our equation sheet for the right one. Regardless, we’ll want to write that down too.

Step 4: Put it All Together

At this point, we’ll plug all of our values into our kinematic equation. If you’re working on paper, there’s no need to repeat anything we’ve put above. That being said, for the purposes of digital organization and so you can see the full problem in one spot, we will be rewriting things here.

Now let’s get a bit trickier with a problem that will require us to rearrange our kinematic equation.

A ball rolls toward a hill at 3\text{ m/s} . It rolls down the hill for 5\text{ s} and has a final velocity of 18\text{ m/s} . What was the ball’s acceleration as it rolled down the hill?

Just like before, we’ll make a list of our known values:

• v_{0}=3\text{ m/s}
• t=5\text{ s}
• v=18\text{ m/s}

Again, our goal was clearly stated, so let’s add it to our list:

We already know which equation we’re using, but let’s pretend we didn’t. We know that we need to solve for acceleration, but if you look at our original list of kinematic equations, there isn’t one that’s set up to solve for acceleration:

This begs the question, how to find acceleration (or any value) that hasn’t already been solved for? The answer is to rearrange an equation. First, though, we need to pick the right one. We start by getting rid of the second equation in this list as it doesn’t contain acceleration at all. Our options are now:

• \Delta x=v_{0}t+\dfrac{1}{2}at^{2}
• v^{2}=v_{0}^{2}+2a\Delta x

Now we’ll need to look at the first list we made of what we know. We know the initial velocity, time, and final velocity. There’s only one equation that has all the values we’re looking for and all of the values we know with none that we don’t. This is the first kinematic equation:

In this case, we knew the kinematic equation coming in so this process of elimination wasn’t necessary, but that won’t often be the case in the future. You’ll likely have to find the correct equation far more often than you’ll have it handed to you. It’s best to practice finding it now while we only have a few equations to work with.

Like before, we’ll be rewriting all of our relevant information below, but you won’t need to if you’re working on paper.

Although you can plug in values before rearranging the equation, in physics, you’ll usually see the equation be rearranged before values are added. This is mainly done to help keep units where they’re supposed to be and to avoid any mistakes that could come from moving numbers and units rather than just a variable. We’ll be taking the latter approach here. Follow the standard PEMDAS rules for rearranging the equation and then write it with the variable we’ve isolated on the left. While that last part isn’t necessary, it is a helpful organizational practice:

For a review of solving literal equations, visit this post ! Now we can plug in those known values and solve:

Kinematic Equation 2: Review and Examples

Next up in our four kinematics equations is \Delta x=\dfrac{v+v_{0}}{2} t . This one relates an object’s displacement to its average velocity and time. The right-hand side shows the final velocity plus the initial velocity divided by two – the sum of some values divided by the number of values, or the average. Although this equation doesn’t directly show a constant acceleration, it still assumes it. Applying this equation when acceleration isn’t constant can result in some error so best not to apply it if a changing acceleration is mentioned.

A car starts out moving at 10\text{ m/s} and accelerates to a velocity of 24\text{ m/s} . What displacement does the car cover during this velocity change if it occurs over 10\text{ s} ?

• v_{0}=10\text{ m/s}
• v=24\text{ m/s}
• t=10\text{ s}
• \Delta x=\text{?}
• \Delta x=\dfrac{v+v_{0}}{2} t

This time around we won’t repeat everything here. Instead, We’ll jump straight into plugging in our values and solving our problem:

A ball slows down from 15\text{ m/s} to 3\text{ m/s} over a distance of 36\text{ m} . How long did this take?

• v_{0}=15\text{ m/s}
• v=3\text{ m/s}
• \Delta x=36\text{ m}

We don’t have a kinematic equation for time specifically, but we learned before that we can rearrange certain equations to solve for different variables. So, we’ll pull the equation that has all of the values we need and isolate the variable we want later:

Again, we won’t be rewriting anything, but we will begin by rearranging our equation to solve for time:

Now we can plug in our known values and solve for time.

Kinematic Equation 3: Review and Examples

Our next kinematic equation is \Delta x=v_{0}t+\frac{1}{2}at^{2} . This time we are relating our displacement to our initial velocity, time, and acceleration. The only odd thing you may notice is that it doesn’t include our final velocity, only the initial. This equation will come in handy when you don’t have a final velocity that was stated either directly as a number or by a phrase indicating the object came to rest. Just like before, we’ll use this equation first to find a displacement, and then we’ll rearrange it to find a different value.

A rocket is cruising through space with a velocity of 50\text{ m/s} and burns some fuel to create a constant acceleration of 10\text{ m/s}^2 . How far will it have traveled after 5\text{ s} ?

• v_{0}=50\text{ m/s}
• a=10\text{ m/s}^2
• \Delta x=v_{0}t+\frac{1}{2}at^{2}

At this point, it appears that these problems seem to be quite long and take several steps. While that is an inherent part of physics in many ways, it will start to seem simpler as time goes on. This problem presents the perfect example. While it may have been easy to combine lines 4 and 5 mathematically, they were shown separately here to make sure the process was as clear as possible. While you should always show all of the major steps of your problem-solving process, you may find that you are able to combine some of the smaller steps after some time of working with these kinematic equations.

Later in its journey, the rocket is moving along at 20\text{ m/s} when it has to fire its thrusters again. This time it covers a distance of 500\text{ m} in 10\text{ s} . What was the rocket’s acceleration during this thruster burn?

• v_{0}=20\text{ m/s}
• \Delta x=500\text{ m}

As usual, we’ll begin by rearranging the equation, this time to solve for acceleration.

Now we can plug in our known values to find the value of our acceleration.

Kinematic Equation 4: Review and Examples

The last of the kinematic equations that we will look at is v^{2}=v_{0}^{2}+2a\Delta x . This one is generally the most complicated looking, but it’s also incredibly important as it is our only kinematic equation that does not involve time. It relates final velocity, initial velocity, acceleration, and displacement without needing a time over which a given motion occurred. For this equation, as with the others, let’s solve it as is and then rearrange it to solve for a different variable.

A car exiting the highway begins with a speed of 25\text{ m/s} and travels down a 100\text{ m} long exit ramp with a deceleration (negative acceleration) of 3\text{ m/s}^2 . What is the car’s velocity at the end of the exit ramp?

• v_{0}=25\text{ m/s}
• \Delta x=100\text{ m}
• a=-3\text{ m/s}^2

Note that our acceleration here is a negative value. That is because our problem statement gave us a deceleration instead of an acceleration. Whenever you have a deceleration, you’ll make the value negative to use it as an acceleration in your problem-solving. This also tells us that our final velocity should be less than our initial velocity so we can add that to the list of what we know as well.

• Final velocity will be less than initial.

Being able to know something to help check your answer at the end is what makes this subject a bit easier than mathematics for some students.

While we generally try to not have any operations going on for the isolated variable, sometimes it’s actually easier that way. Having your isolated variable raised to a power is generally a time to solve before simplifying. This may seem like an arbitrary rule, and in some ways it is, but as you continue through your physics journey you’ll come up with your own practices for making problem-solving easier.

Now that we have both sides simplified, we’ll take the square root to eliminate the exponent on the left-hand side:

If we remember back at the beginning, we said that our final velocity would have to be less than our initial velocity because the problem statement told us that we were decelerating. Our initial velocity was 25\text{ m/s} which is, indeed, greater than 5\text{ m/s} so our answer checks out.

A ghost is sliding a wrench across a table to terrify the mortal onlooker. The wrench starts with a velocity of 2\text{ m/s} and accelerates to a velocity of 5\text{ m/s} over a distance of 7\text{ m} . What acceleration did the ghost move the wrench with?

• v_{0}=2\text{ m/s}
• v=5\text{ m/s}
• \Delta x=7\text{ m}

We can also make an inference about our acceleration here – that it will be positive. Not every problem will tell you clearly the direction of the acceleration, but if your final velocity is greater than your initial velocity, you can be sure that your acceleration will be positive.

• Positive acceleration

You’ll get better at picking up on subtle hints like this as you continue your physics journey and your brain starts naturally picking up on some patterns. You’ll likely find this skill more and more helpful as it develops and as problems get more difficult.

We’ll start by rearranging our equation to solve for acceleration.

As usual, now that we’ve rearranged our equation, we can plug in our values.

Again, we can go back to the beginning when we said our acceleration would be a positive number and confirm that it is. 

Problem-Solving Strategies

At this point, you’re likely getting the sense that physics will be a lot of complex problem-solving. If so, your senses are correct. In many ways, physics is the science of explaining nature with mathematical equations. There’s a lot that goes into developing and applying these equations, but at this point in your physics career, you’ll find that the majority of your time will likely be spent on applying equations to word problems. If you feel that your problem-solving skills could still use some honing, check out more examples and strategies from this post by the Physics Classroom or through this video-guided tutorial from Khan Academy.

That was a lot of equations and examples to take in. Eventually, whether you’re figuring out how to find a constant acceleration or how to solve velocity when you don’t have a value for time, you’ll know exactly which of the four kinematic equations to apply and how. Just keep the problem-solving steps we’ve used here in mind, and you’ll be able to get through your physics course without any unsolvable problems.

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2.6 Problem-Solving Basics for One-Dimensional Kinematics

Learning objectives.

By the end of this section, you will be able to:

• Apply problem-solving steps and strategies to solve problems of one-dimensional kinematics.
• Apply strategies to determine whether or not the result of a problem is reasonable, and if not, determine the cause.

Problem-solving skills are obviously essential to success in a quantitative course in physics. More importantly, the ability to apply broad physical principles, usually represented by equations, to specific situations is a very powerful form of knowledge. It is much more powerful than memorizing a list of facts. Analytical skills and problem-solving abilities can be applied to new situations, whereas a list of facts cannot be made long enough to contain every possible circumstance. Such analytical skills are useful both for solving problems in this text and for applying physics in everyday and professional life.

Problem-Solving Steps

While there is no simple step-by-step method that works for every problem, the following general procedures facilitate problem solving and make it more meaningful. A certain amount of creativity and insight is required as well.

Examine the situation to determine which physical principles are involved . It often helps to draw a simple sketch at the outset. You will also need to decide which direction is positive and note that on your sketch. Once you have identified the physical principles, it is much easier to find and apply the equations representing those principles. Although finding the correct equation is essential, keep in mind that equations represent physical principles, laws of nature, and relationships among physical quantities. Without a conceptual understanding of a problem, a numerical solution is meaningless.

Make a list of what is given or can be inferred from the problem as stated (identify the knowns) . Many problems are stated very succinctly and require some inspection to determine what is known. A sketch can also be very useful at this point. Formally identifying the knowns is of particular importance in applying physics to real-world situations. Remember, “stopped” means velocity is zero, and we often can take initial time and position as zero.

Identify exactly what needs to be determined in the problem (identify the unknowns) . In complex problems, especially, it is not always obvious what needs to be found or in what sequence. Making a list can help.

Find an equation or set of equations that can help you solve the problem . Your list of knowns and unknowns can help here. It is easiest if you can find equations that contain only one unknown—that is, all of the other variables are known, so you can easily solve for the unknown. If the equation contains more than one unknown, then an additional equation is needed to solve the problem. In some problems, several unknowns must be determined to get at the one needed most. In such problems it is especially important to keep physical principles in mind to avoid going astray in a sea of equations. You may have to use two (or more) different equations to get the final answer.

Substitute the knowns along with their units into the appropriate equation, and obtain numerical solutions complete with units . This step produces the numerical answer; it also provides a check on units that can help you find errors. If the units of the answer are incorrect, then an error has been made. However, be warned that correct units do not guarantee that the numerical part of the answer is also correct.

Check the answer to see if it is reasonable: Does it make sense? This final step is extremely important—the goal of physics is to accurately describe nature. To see if the answer is reasonable, check both its magnitude and its sign, in addition to its units. Your judgment will improve as you solve more and more physics problems, and it will become possible for you to make finer and finer judgments regarding whether nature is adequately described by the answer to a problem. This step brings the problem back to its conceptual meaning. If you can judge whether the answer is reasonable, you have a deeper understanding of physics than just being able to mechanically solve a problem.

When solving problems, we often perform these steps in different order, and we also tend to do several steps simultaneously. There is no rigid procedure that will work every time. Creativity and insight grow with experience, and the basics of problem solving become almost automatic. One way to get practice is to work out the text’s examples for yourself as you read. Another is to work as many end-of-section problems as possible, starting with the easiest to build confidence and progressing to the more difficult. Once you become involved in physics, you will see it all around you, and you can begin to apply it to situations you encounter outside the classroom, just as is done in many of the applications in this text.

Unreasonable Results

Physics must describe nature accurately. Some problems have results that are unreasonable because one premise is unreasonable or because certain premises are inconsistent with one another. The physical principle applied correctly then produces an unreasonable result. For example, if a person starting a foot race accelerates at 0 . 40 m/s 2 0 . 40 m/s 2 for 100 s, his final speed will be 40 m/s (about 150 km/h)—clearly unreasonable because the time of 100 s is an unreasonable premise. The physics is correct in a sense, but there is more to describing nature than just manipulating equations correctly. Checking the result of a problem to see if it is reasonable does more than help uncover errors in problem solving—it also builds intuition in judging whether nature is being accurately described.

Use the following strategies to determine whether an answer is reasonable and, if it is not, to determine what is the cause.

Solve the problem using strategies as outlined and in the format followed in the worked examples in the text . In the example given in the preceding paragraph, you would identify the givens as the acceleration and time and use the equation below to find the unknown final velocity. That is,

Check to see if the answer is reasonable . Is it too large or too small, or does it have the wrong sign, improper units, …? In this case, you may need to convert meters per second into a more familiar unit, such as miles per hour.

This velocity is about four times greater than a person can run—so it is too large.

If the answer is unreasonable, look for what specifically could cause the identified difficulty . In the example of the runner, there are only two assumptions that are suspect. The acceleration could be too great or the time too long. First look at the acceleration and think about what the number means. If someone accelerates at 0 . 40 m/s 2 0 . 40 m/s 2 , their velocity is increasing by 0.4 m/s each second. Does this seem reasonable? If so, the time must be too long. It is not possible for someone to accelerate at a constant rate of 0 . 40 m/s 2 0 . 40 m/s 2 for 100 s (almost two minutes).

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Module 1 Problem-Solving for Basic Kinematics

Applications.

There are four kinematic equations that describe the motion of objects without consideration of its causes.

Learning Objectives

Choose which kinematics equation to use in problems in which the initial starting position is equal to zero

Key Takeaways

• The four kinematic equations involve five kinematic variables: [latex]\text{d}[/latex], [latex]\text{v}[/latex], [latex]\text{v}_0[/latex], [latex]\text{a}[/latex], and [latex]\text{t}[/latex].
• Each equation contains only four of the five variables and has a different one missing.
• It is important to choose the equation that contains the three known variables and one unknown variable for each specific situation.
• kinematics : The branch of physics concerned with objects in motion.

Kinematics is the branch of classical mechanics that describes the motion of points, bodies (objects), and systems of bodies (groups of objects) without consideration of the causes of motion. There are four kinematic equations when the initial starting position is the origin, and the acceleration is constant:

• [latex]\text{v} = \text{v}_0 + \text{at}[/latex]
• [latex]\text{d} = \frac{1}{2}(\text{v}_0 + \text{v})\text{t}[/latex] or alternatively [latex]\text{v}_{\text{average}} = \frac{\text{d}}{\text{t}}[/latex]
• [latex]\text{d} = \text{v}_0\text{t} + (\frac{\text{at}^2}{2})[/latex]
• [latex]\text{v}^2 = \text{v}_0^2 + 2\text{ad}[/latex]

Notice that the four kinematic equations involve five kinematic variables: [latex]\text{d}[/latex] , [latex]\text{v}[/latex] , [latex]\text{v}_0[/latex] , [latex]\text{a}[/latex] , and [latex]\text{t}[/latex]. Each of these equations contains only four of the five variables and has a different one missing. This tells us that we need the values of three variables to obtain the value of the fourth and we need to choose the equation that contains the three known variables and one unknown variable for each specific situation.

Here the basic problem solving steps to use these equations:

Step one – Identify exactly what needs to be determined in the problem (identify the unknowns).

Step two – Find an equation or set of equations that can help you solve the problem.

Step three – Substitute the knowns along with their units into the appropriate equation, and obtain numerical solutions complete with units.

Step four – Check the answer to see if it is reasonable: Does it make sense?

Problem-solving skills are obviously essential to success in a quantitative course in physics. More importantly, the ability to apply broad physical principles, usually represented by equations, to specific situations is a very powerful form of knowledge. It is much more powerful than memorizing a list of facts. Analytical skills and problem-solving abilities can be applied to new situations, whereas a list of facts cannot be made long enough to contain every possible circumstance. Such analytical skills are useful both for solving problems in a physics class and for applying physics in everyday and professional life.

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Syllabus Edition

First teaching 2023

First exams 2025

Solving Problems with Kinematic Equations ( CIE A Level Physics )

Revision note.

Physics Project Lead

Solving Problems with Kinematic Equations

• Solving problems with kinematic equations can be broken down into simple steps
• e.g. for vertical motion a = ± 9.81 m s –2 , an object which starts or finishes at rest will have u = 0 or v = 0
• e.g. the equation that links s, u, a and t is s = ut + ½at 2
• Step 3: Convert any units to SI units and then insert the quantities into the equation and rearrange algebraically to determine the answer

Worked example

The diagram shows an arrangement to stop trains that are travelling too fast.

Trains coming from the left travel at a speed of 50 ms -1 .

At marker 1, the driver must apply the brakes so that the train decelerates uniformly in order to pass marker 2 at no more than 10 ms -1 . The train carries a detector that notes the times when the train passes each marker and will apply an emergency brake if the time between passing marker 1 and marker 2 is less than 20 s.

How far from marker 2 should marker 1 be placed?

Answer: Step 1: List the known quantities

• u = 50 m s –1
• v = 10 m s –1

Step 2: State the appropriate equation

• The equation that links  u ,  v ,  t and  s are:

Step 3: Substitute in the values

This is arguably the most important section of this topic, you can always be sure there will be one, or more, questions in the exam about solving problems with the kinematic equations. Make sure you've correctly selected the final and initial velocity.

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Problem Solving with Kinematics Equation 1

An object increases its velocity from 22 m/s to 36 m/s in 5 s. What is the acceleration of the

1 Expert Answer

John B. answered • 10/14/20

Licensed Physics Instructor with Industry Experience

Acceleration is the rate of change of velocity.

The object changed its velocity from 22 m/s to 36 m/s which is an increase of 14 m/s

This occurred in 5 seconds so the acceleration is 14/5 = 2.8 m/s^2

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Unit 1: One-dimensional motion

About this unit.

This unit is part of the Physics library. Browse videos, articles, and exercises by topic.

Introduction to physics

• Introduction to physics (Opens a modal)
• What is physics? (Opens a modal)
• Preparing to study physics (Opens a modal)

Displacement, velocity, and time

• Intro to vectors and scalars (Opens a modal)
• Introduction to reference frames (Opens a modal)
• What is displacement? (Opens a modal)
• Calculating average velocity or speed (Opens a modal)
• Solving for time (Opens a modal)
• Displacement from time and velocity example (Opens a modal)
• Instantaneous speed and velocity (Opens a modal)
• What is velocity? (Opens a modal)
• Position vs. time graphs (Opens a modal)
• What are position vs. time graphs? (Opens a modal)
• Average velocity and average speed from graphs Get 3 of 4 questions to level up!
• Instantaneous velocity and instantaneous speed from graphs Get 3 of 4 questions to level up!

Acceleration

• Acceleration (Opens a modal)
• What is acceleration? (Opens a modal)
• Airbus A380 take-off time (Opens a modal)
• Airbus A380 take-off distance (Opens a modal)
• Why distance is area under velocity-time line (Opens a modal)
• What are velocity vs. time graphs? (Opens a modal)
• Acceleration vs. time graphs (Opens a modal)
• What are acceleration vs. time graphs? (Opens a modal)
• Acceleration and velocity Get 5 of 7 questions to level up!

Kinematic formulas and projectile motion

• Average velocity for constant acceleration (Opens a modal)
• Acceleration of aircraft carrier take-off (Opens a modal)
• Deriving displacement as a function of time, acceleration, and initial velocity (Opens a modal)
• Plotting projectile displacement, acceleration, and velocity (Opens a modal)
• Projectile height given time (Opens a modal)
• Deriving max projectile displacement given time (Opens a modal)
• Impact velocity from given height (Opens a modal)
• Viewing g as the value of Earth's gravitational field near the surface (Opens a modal)
• The kinematic equations (Opens a modal)
• Setting up problems with constant acceleration Get 5 of 7 questions to level up!
• Kinematic formulas in one-dimension Get 5 of 7 questions to level up!

Old videos on projectile motion

• Projectile motion (part 1) (Opens a modal)
• Projectile motion (part 2) (Opens a modal)
• Projectile motion (part 3) (Opens a modal)
• Projectile motion (part 4) (Opens a modal)
• Projectile motion (part 5) (Opens a modal)

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