Exercises — Average velocity vs instantaneous velocity
Before we begin, a one-line reminder of the only two tools you need (both from the parent note):
Level 1 — Recognition
Exercise 1.1 (L1)
A particle sits at m at s, and at m at s. What is its average velocity over this interval?
Recall Solution 1.1
WHAT we do: apply directly (1-D, so signed numbers). WHY divide: we want position change per second — dividing "how far" by "how long" is the universal recipe for a rate.
Exercise 1.2 (L1)
Which of these is the instantaneous velocity, and which is the average velocity? (A) the slope of the tangent line at one instant, (B) the slope of the chord joining two instants.
Recall Solution 1.2
- (A) tangent slope instantaneous velocity — one point, no smearing.
- (B) chord (secant) slope average velocity — two points apart over a while. WHY the tangent is instantaneous: a tangent touches the curve at a single instant, so its steepness reports the velocity at that one moment with no other time mixed in. WHY the chord is average: a chord's steepness is total rise over total run between its two endpoints — that is precisely , the average. This is the picture in the parent note: slide the two chord-points together and the secant becomes the tangent, so the average becomes the instantaneous.
Exercise 1.3 (L1)
A ball is thrown straight up. At the exact top of its flight, what is its instantaneous velocity?
Recall Solution 1.3
WHAT it looks like: at the top the position–time graph has a flat tangent (a horizontal peak). A flat tangent has slope , so The ball is momentarily still in velocity, even though gravity is still pulling (acceleration ).
Level 2 — Application
Exercise 2.1 (L2)
A car's position is (metres, seconds). Find the average velocity from s to s.
Recall Solution 2.1
WHAT we do: read the position at both ends, subtract to get displacement, then convert that displacement into a rate. WHY divide by : m is only how far the car moved; to turn it into a velocity (metres travelled per second) we must divide by how long it took. Without that division the answer would be a displacement, not a rate.
Exercise 2.2 (L2)
Same . Find the instantaneous velocity at s using the power rule.
Recall Solution 2.2
WHY the power rule: is a sum of powers of , and turns each power into its slope-formula directly — faster than the limit. Notice: the midpoint of is , and from 2.1. That is the constant-acceleration midpoint theorem, not luck (see L4).
Exercise 2.3 (L2)
A drone flies m north in s, then m east in s. Find (a) the magnitude of the average velocity, (b) the average speed.
Reading the figure below (this is genuine 2-D, so we keep the vectors): the vertical axis is north (m), the horizontal axis is east (m). The two black legs are the actual path — first straight up (north ), then straight right (east ). The red arrow is the displacement : the single straight arrow from start to end. Because north and east are at right angles, those two legs and the red arrow form a right triangle, so the red arrow's length is the hypotenuse. That is exactly what part (a) needs, while the two black legs added up give the path length for part (b).

Recall Solution 2.3
WHAT the displacement is: north then east are perpendicular, so the straight-line displacement (red arrow) is the hypotenuse of a right triangle with legs and . Total time s. (a) WHY divide the displacement by : the red arrow's length m is only how far the drone effectively moved; to turn that net displacement into a velocity (net metres per second) we apply the rate recipe — dividing "how far net" by "how long." (Direction: along the red arrow, north-of-east.) (b) WHY divide the path length by : average speed is a rate too, but of distance travelled, not net displacement. So we take the total path length and again divide by "how long" — same recipe, different numerator. Path length (a scalar, no direction) m: As promised, avg speed. See Distance vs displacement.
Level 3 — Analysis
Exercise 3.1 (L3)
The graph below is a position–time graph made of straight segments. Segment A rises, segment B is flat, segment C falls. Rank the instantaneous velocities on A, B, C by sign (positive, zero, negative).

Recall Solution 3.1
Instantaneous velocity slope of the graph (see Position-time graphs, Slope and tangent in calculus). WHY slope = velocity: slope is rise-over-run , and on a position–time graph "rise" is change in position and "run" is change in time — exactly the velocity recipe. So a steeper tilt means a faster velocity, and the direction of the tilt sets the sign.
- A rises ⇒ positive slope ⇒ (position increasing, so moving in ).
- B flat ⇒ zero slope ⇒ (position not changing, so at rest).
- C falls ⇒ negative slope ⇒ (position decreasing, so moving back toward smaller ). Ranking: .
Exercise 3.2 (L3)
On that same trip the object starts at at , reaches m at s (end of A), stays at m until s (end of B), then returns to m at s (end of C). Find the average velocity over the whole trip to s.
Recall Solution 3.2
Average velocity ignores the wiggles; it only sees start and end. WHY divide: the m is the net position change; the rate recipe turns it into net metres per second. Geometrically this is the slope of the single chord from the first point to the last — flatter than segment A, steeper (less negative) than segment C.
Exercise 3.3 (L3)
For (m, s), find every instant where the object is momentarily at rest, and say what the position graph looks like there.
Recall Solution 3.3
"At rest" means . Differentiate: Set to zero: s and s. WHAT it looks like: at both instants the position graph has a flat tangent (a local peak at , a local valley at ) — the object stops and reverses direction. Between them (check: ), so it moves backward there.
Level 4 — Synthesis
Exercise 4.1 (L4)
Prove the midpoint theorem you met in the parent note: for constant acceleration , the average velocity over equals the instantaneous velocity at the midpoint .
Recall Solution 4.1
Instantaneous velocity: , so at the midpoint Average velocity: Compute the numerator. Subtracting the two positions, the constant cancels (same at both times) and the linear and quadratic pieces group: WHY factor next: we are about to divide by , so we want that exact bracket to appear as a factor and cancel cleanly. The difference of squares gives it to us: WHY this identity: when you expand — the cross terms and cancel, leaving only the squares. Now divide every term by ; the bracket cancels wherever it appears: WHY it works intuitively: the velocity is a straight line in time, and the average of a straight line over an interval always lands on its midpoint value. See Equations of motion under uniform acceleration and Acceleration as derivative of velocity.
Exercise 4.2 (L4)
A particle has (from the parent note). Confirm the derivative from the limit definition, then use it to find the instant (with ) when over equals . Comment.
Recall Solution 4.2
From the limit: we build the average velocity over a tiny window and then shrink the window. WHY subtract : the numerator of average velocity is the change in position, so we subtract the starting position ; the constant-in- pieces ( and ) cancel: WHY we can divide by : every term contains a factor , and while (before the limit) dividing is legal: WHY the limit finishes it: now let — the only surviving term, , vanishes: Now set . WHY factor the top: we want to cancel the in the denominator. Factor (check by expanding: ✓): Equate: Comment: the algebra forces , but that is the excluded endpoint (it makes the indeterminate ), so there is no valid where the average over equals the endpoint velocity . The clean, always-true match is instead the midpoint theorem of Exercise 4.1: for this quadratic and at the midpoint is — an exact equality for every . For example over : and the midpoint gives . ✓ Moral: average velocity matches instantaneous velocity at the midpoint, not the endpoint.
Level 5 — Mastery
Exercise 5.1 (L5)
A particle moves with metres ( in seconds). (a) Find its instantaneous velocity function. (b) Find its average velocity over one full period from to s. (c) Find the average speed over that period and explain the mismatch.
Recall Solution 5.1
(a) , so with : (b) Over one period the particle returns to start: . So, applying the rate recipe with a zero net displacement, (c) Track the path length. Starting at , the particle swings out to (a quarter period, ), back to (), out to (), and back to (). Each leg covers m of ground, so the total distance is m. WHY divide by : average speed is distance travelled per second, so we take the path length and divide by the elapsed time: Explaining the mismatch: average velocity is because it only sees the net displacement, and the round trip nets zero — the particle finishes exactly where it began. Average speed is m/s because it counts every metre actually travelled, which is far from zero. This is the round-trip lesson of the parent note, now with smooth (sinusoidal) motion instead of a straight walk. Consistent with the general rule, avg speed, with equality only if the motion never reverses — which here it clearly does.
Exercise 5.2 (L5)
A stone is dropped and falls under gravity, m (downward positive, ). Between and s: (a) is the average velocity closer to the initial or final instantaneous velocity, and why? (b) At what single instant does the instantaneous velocity equal the average velocity?
Recall Solution 5.2
(a) sits exactly halfway between and — neither closer to start nor end. WHY: the motion is constant-acceleration, so velocity grows linearly; the average of a straight line is its midpoint value. (b) Set : s — the midpoint of , confirming the theorem of Exercise 4.1.
Connections
- Average velocity vs instantaneous velocity (parent)
- Position and displacement vectors
- Distance vs displacement
- Average speed vs instantaneous speed
- Acceleration as derivative of velocity
- Slope and tangent in calculus
- Position-time graphs
- Equations of motion under uniform acceleration