Motion graphsEdexcel International A Level Maths: Revision notes
Section 1
Displacement–time graphs
On a displacement–time graph the gradient is the velocity. A straight line means constant velocity, a horizontal line means the object is at rest, and a curve means the velocity is changing (the gradient of a tangent gives the instantaneous velocity). A negative gradient means motion back towards the start. Example: a displacement rising from 0 to 20 m in 5 s has gradient m s⁻¹; falling from 20 m to 0 in 6 s gives m s⁻¹.
Reading the graph height as the distance travelled. It is displacement, so going back reduces it.
Section 2
Velocity–time graphs: gradient and area
On a velocity–time graph the gradient is the acceleration, and the area between the graph and the time axis is the displacement. Areas above the axis are positive, areas below are negative. For total distance, add the sizes of all the areas. A horizontal line is constant velocity (zero acceleration). Example: velocity rising uniformly from 0 to 12 m s⁻¹ in 4 s, then constant for 6 s, then falling uniformly to 0 in 6 s has distance m.
Split the area into triangles, rectangles and trapezia, and write each area down separately.
Section 3
Speed–time and acceleration–time graphs
A speed–time graph has gradient equal to the rate of change of speed, and its area is always the distance travelled (speed is never negative). On an acceleration–time graph the area is the change in velocity. Example: a lift with acceleration 1.5 m s⁻² for 4 s gains m s⁻¹; then 3 s at m s⁻² loses 6 m s⁻¹, so it stops.
Reading the height of an acceleration–time graph as velocity. The area gives the change in velocity.
Section 4
Distance, displacement and average speed
Distance is the total length of path travelled; displacement is the straight-line change in position, with direction. Average speed . A cyclist who rides 20 m away and 20 m back has travelled 40 m but has a displacement of 0. In the sprinter example, average speed is m s⁻¹, not .
Averaging the highest and lowest speeds. Use total distance over total time.
Section 5
Modelling journeys with trapezium graphs
A journey with a uniform acceleration, a constant-speed phase and a uniform deceleration gives a trapezium. With acceleration , maximum speed and deceleration , the times are and , the remaining time is at constant speed, and the total distance is the trapezium area. Setting this equal to the given distance may give a quadratic; reject any root that makes a time negative. Example: , , s, m gives , so m s⁻¹ (the root is rejected).
State why you reject a root: say what would be impossible, such as a negative time.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Motion graphs
- A sprinter's motion along a straight track is modelled by a velocity–time graph made of three straight-line sections. From t = 0 to t = 4 s, the velocity increases uniformly from 0 to 12 m s⁻¹. From t = 4 s to t = 10 s the velocity is constant at 12 m s⁻¹. From t = 10 s to t = 16 s the velocity decreases uniformly from 12 m s⁻¹ to 0.Find the average speed of the sprinter over the 16 s.2 marks
- A cyclist rides along a straight road. Her displacement–time graph from the start point consists of three straight-line sections: from t = 0 to t = 5 s the displacement increases uniformly from 0 to 20 m; from t = 5 s to t = 8 s the displacement stays at 20 m; from t = 8 s to t = 14 s the displacement decreases uniformly from 20 m to 0.Find the total distance the cyclist has travelled by t = 14 s, and her displacement from the start at that time.2 marks
- A lift starts from rest at the ground floor. Its acceleration–time graph consists of three horizontal sections: an acceleration of 1.5 m s⁻² from t = 0 to t = 4 s, no acceleration from t = 4 s to t = 10 s, and an acceleration of −2 m s⁻² from t = 10 s to t = 13 s.Find the greatest speed of the lift, and show that the lift is at rest at t = 13 s.3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).