yego.me
💡 Stop wasting time. Read Youtube instead of watch. Download Chrome Extension

Interpreting change in speed from velocity-time graph | Differential Calculus | Khan Academy


3m read
·Nov 11, 2024

An object is moving along a line. The following graph gives the object's velocity over time. For each point on the graph, is the object speeding up, slowing down, or neither? So pause this video and see if you can figure that out.

All right, now let's do it together. First, we just need to make sure we're reading this carefully because they're not asking if the velocity is increasing, decreasing, or neither. They're saying is the object speeding up, slowing down, or neither? So they're talking about speed, which is the magnitude of velocity. You could think of it as the absolute value of velocity, especially when we're thinking about it in one dimension here.

So even though they're not asking about velocity, I'm actually going to answer both so that we can see how sometimes they move together—velocity and speed—but sometimes they might work differently; one might be increasing while the other might be decreasing. If we look at this point right over here, where our velocity is two meters per second, the speed is the absolute value of velocity, which would also be two meters per second.

We can see that the slope of the velocity-time graph is positive. So our velocity is increasing, and the absolute value of our velocity, which is speed, is also increasing. A moment later, our velocity might be 2.1 meters per second, and our speed would also be 2.1 meters per second. That seems intuitive enough.

Now we get the other scenario. If we go to this point right over here, our velocity is still positive, but we see that our velocity-time graph is now downward sloping. So our velocity is decreasing because of that downward slope, and the absolute value of our velocity is also decreasing. Right at that moment, our speed is 2 meters per second, and then a moment later, it might be 1.9 meters per second.

All right, now let's go to this point. This point is really interesting. Here, we see that our velocity—the slope of the tangent line—is still negative, so our velocity is still decreasing. But what about the absolute value of our velocity, which is speed? Well, if you think about it, a moment before this, we were slowing down to get to a zero velocity, and a moment after this, we're going to be speeding up to start having negative velocity.

You might say, "Wait, speeding up for negative velocity?" Remember, speed is the absolute value. So if your velocity goes from zero to negative one meters per second, your speed just went from zero to one meter per second. Therefore, we're slowing down here, and we're speeding up here, but right at this moment, neither is happening. We are neither speeding up nor slowing down.

Now, what about this point here? The slope of our velocity-time graph, or the slope of the tangent line, is still negative. So our velocity is still decreasing. But what about speed? Well, our velocity has already become negative, and it's becoming more negative, so the absolute value of velocity, which is 2 meters per second, is increasing at that moment in time. So our speed is actually increasing.

So notice here, you see a difference.

Now, what about this point? Well, the slope of the tangent line here of our velocity-time graph is zero right at that point. So that means that our velocity is not changing. You could say velocity is not changing, and if speed is the absolute value or the magnitude of velocity, well, that will also be not changing. So we would say speed is neither slowing down nor speeding up.

Last but not least, this point right over here—the slope of the tangent line is positive, so our velocity is increasing. What about speed? Well, the speed here is two meters per second; remember, it would be the absolute value of the velocity.

Here, the absolute value is actually going down if we forward in time a little bit. So our speed is actually decreasing; we are slowing down as our velocity gets closer and closer to zero because the absolute value is getting closer and closer to zero.

More Articles

View All
The Case of the Early Bird | Teacher Resources | Financial Literacy | Khan Academy
The name’s Duction, Detective Duction. I’m a private eye, and my eye is pointed straight at Monetary Mysteries. Love them! Financial Tom Foolery, dollar double dealing—that’s my wheelhouse, and no mistake. There’s one case I keep coming back to, turning …
Identifying corresponding parts of scaled copies | Geometry | 7th grade | Khan Academy
We are told that figure two is a scaled copy of figure one, and we can verify that by comparing corresponding sides. Corresponding sides are sides that have the same relative position; they’re playing the same role in each of the diagrams, even if the dia…
Homeroom with Sal & Vas Narasimhan - Tuesday, August 17
Hi everyone, Sal Khan here. Welcome to Homeroom with Sal. We have a very exciting show today. After a bit of a hiatus, we haven’t done a live stream in a little while, but we have Vas Narasimhan, who is the CEO of Novartis. We had him on last year at the …
Formal and informal powers of the US president | US government and civics | Khan Academy
What we’re going to do in this video is talk about the powers of the President of the United States, and we’re going to broadly divide them into two categories. Formal powers are those that are explicitly listed in the United States Constitution, and we’…
Exoplanets 101 | National Geographic
(Dramatic music) [Narrator] They are nestled in the final frontier, countless worlds scattered throughout countless galaxies, challenging the notion that we are alone in the universe. Exoplanets are worlds that exist outside of our solar system. Also kno…
Tim Brady - How Much Equity Should I Give My First Employees?
[Music] How much equity should you give your first set of employees? This is more art than science. Unfortunately, there’s no chart I can point you to where you can look up the number of employees and experience and get an exact figure. That’s not how it…