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A Level · Cambridge (CIE) · 9702

Derive the constant-acceleration equations

Start from the definitions of acceleration and average velocity to derive the equations for motion in a straight line with uniform acceleration.

Kinematics · Cambridge International AS & A Level Physics 9702 · 2.1

AS Level; Cambridge International Physics 9702, 2025–2027 syllabus, Topic 2. The falling-object activity is an online description and calculation practice; it does not provide supervised laboratory competence. Full timed assessment and human subject-teacher review remain outstanding.

Before you begin

  • Use SI units and signed values, and recall that velocity includes direction.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Which definition begins the derivation of v = u + at?

What you will learn

  • Derive v = u + at from the acceleration definition
  • Derive displacement equations using average velocity and graph area
  • State the constant-acceleration assumptions

Acceleration gives the first equation

For uniform acceleration, a = (v − u)/t, where u is initial velocity, v is final velocity and t is elapsed time. Rearranging gives v = u + at. The equation follows directly from the definition; it is not a separate rule to memorise without conditions.

Uniform acceleration means the velocity–time graph is a straight line. If acceleration changes, this constant-acceleration equation cannot generally be applied over the full interval using one value of a.

Graph area and average velocity give displacement

For constant acceleration, the velocity–time graph is a straight line, so its area is a trapezium. Thus s = (u + v)t/2. Substituting v = u + at gives s = ut + 1/2at²; substituting u = v − at gives s = vt − 1/2at². Eliminating t with t = (v − u)/a gives v² = u² + 2as.

Here s is displacement, not necessarily distance. Choose a positive direction and keep u, v, a and s signed consistently. The equations assume straight-line motion and constant acceleration for the interval.

v = u + at · s = ut + ½at² = vt − ½at² · v² = u² + 2as

Pause and explain

Which condition is required for the standard constant-acceleration equations?

Put the idea to work

Worked example

Derive v² = u² + 2as from v = u + at and s = (u + v)t/2.

Show the worked solution
  1. Rearrange the first equation to t = (v − u)/a.
  2. Substitute into s = (u + v)t/2: 2as = (u + v)(v − u).
  3. Use the difference of squares: (u + v)(v − u) = v² − u².

Answer v² = u² + 2as.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Starting from a = (v − u)/t, derive v = u + at and state the condition.

Give me a hint

Rearrange algebraically and name the motion assumption.

Compare my reasoning
  1. Multiply both sides by t: at = v − u.
  2. Add u to both sides.
  3. State that a is constant for the interval.

v = u + at, for constant acceleration.

Look for these in your work

  • Rearrangement correct
  • Uniform-acceleration condition stated
2 · Independent

A body starts with velocity u and accelerates uniformly for time t. Use the average velocity to derive s = ut + ½at².

Give me a hint

For a straight-line velocity–time graph, average velocity is (u+v)/2.

Compare my reasoning
  1. Write s = (u + v)t/2.
  2. Substitute v = u + at.
  3. Simplify: s = [u + (u + at)]t/2.

s = ut + ½at².

Look for these in your work

  • Average-velocity relation used
  • Substitution and simplification correct
3 · Transfer

Explain why s = ut + ½at² is not guaranteed to hold if acceleration varies during the motion.

Give me a hint

Identify which step in the derivation relies on a straight velocity–time graph.

Compare my reasoning
  1. The derivation uses v = u + at with one constant a.
  2. It also uses the trapezium area/average-velocity relation for a straight-line v–t graph.
  3. Variable acceleration can make the velocity–time graph curved.

The derivation assumes constant acceleration, giving a straight velocity–time graph and v = u + at. If acceleration varies, one constant a does not describe the interval, so this equation is not generally valid.

Look for these in your work

  • Relevant constant-a assumption identified
  • Graph/derivation limitation explained

Common mistakes

  • Using a constant-acceleration equation when acceleration changes
  • Mixing distance with signed displacement
  • Forgetting that the equations are one-dimensional
Recall without your notes

What can you explain now?

Which definition begins the derivation of v = u + at?

Compare with the explanation

a = (v − u)/t

Rearranging the definition of uniform acceleration gives the equation.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Which definitions and graph relationships lead to the constant-acceleration equations, and what assumption limits them?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Physics

Course scope and assessment

One hundred and sixty-two original lessons cover all 12 published subject-content outcomes in Topic 1 (sections 1.1–1.4), all nine outcomes in Topic 2 (section 2.1), all 13 outcomes in Topic 3 (sections 3.1–3.3), all 13 outcomes in Topic 4 (sections 4.1–4.3), all 11 outcomes in Topic 5 (sections 5.1–5.2), all 10 outcomes in Topic 6 (sections 6.1–6.2), all 16 outcomes in Topic 7 (sections 7.1–7.5), all 12 outcomes in Topic 8 (sections 8.1–8.4), all 15 outcomes in Topic 9 (sections 9.1–9.3), all 16 outcomes in Topic 10 (sections 10.1–10.3), all 18 outcomes in Topic 11 (sections 11.1–11.2), all seven outcomes in Topic 12 (sections 12.1–12.2), all 12 outcomes in Topic 13 (sections 13.1–13.4), all eight outcomes in Topic 14 (sections 14.1–14.3), and all nine outcomes in Topic 15 (sections 15.1–15.3), plus all four outcomes in Topic 16 (sections 16.1–16.2), and all ten outcomes in Topic 17 (sections 17.1–17.3), plus all 12 outcomes in Topic 18 (sections 18.1–18.5), all nine outcomes in Topic 19 (sections 19.1–19.3), all 19 outcomes in Topic 20 (sections 20.1–20.5), and all eight outcomes in Topic 21 (sections 21.1–21.2), and all 17 outcomes in Topic 22 (sections 22.1–22.4), and all 13 outcomes in Topic 23 (sections 23.1–23.2), and all 16 outcomes in Topic 24 (sections 24.1–24.3), and all 11 outcomes in Topic 25 (sections 25.1–25.3), of the 2025–2027 syllabus. Each lesson has guided, independent and application practice with explained answers. All 25 syllabus topics now have mapped teaching and practice; the 2028–2030 changes outside Topics 23–25 still need reconciliation. Online study cannot demonstrate supervised Paper 3 laboratory competence. Paper 5 planning and analysis, full timed cumulative assessment and human subject-teacher review remain outstanding.

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