**Question**

An Airbus
380 has constant acceleration of 1 m/s
^{2}.
Its takeoff velocity is 280 km/h. How long
must the runway be at a minimum to allow the plane to take off? |

**Introduction**

A practical
question for airport design, perhaps? I
present two solutions. The first uses a
graphical method (

**) which is in the (“Elementary”) Mathematics syllabus and the other uses formulas for motion under***speed-time graph***taught in Physics. Whichever method is used, remember to convert from km/h to m/s. The target velocity is***constant acceleration*^{700}/_{9}m/s, and the time to achieve this is^{700}/_{9}s starting from rest, since the acceleration is 1 m/s^{2}.**Solution 1**[“Elementary” Mathematics, speed-time graph]

The

It is interesting to observe that if we used the average speed

**is very useful because it is able show the acceleration (as the***speed-time graph**gradient*or*slope*of a straight line) and at the same time the*area under the graph*gives the numerical value of distance travelled. If the acceleration is constant, we usually we get a trapezium. But since the aeroplane starts from rest, we get a triangle (see diagram below). All we need to do is to calculate the area under the graph and get the answer.It is interesting to observe that if we used the average speed

^{700}/_{18}m/s, we would also get the answer because the area under the graph (yellowish green rectangle) is the same as the area of the triangle. This trick works for constant acceleration, but it may not work in other situations.**Solution 2**[Physics, constant acceleration]

We use the important
formulas

*v*=*u*+*at*and*s*=*ut*+ ½*at*^{2}. In our example,*u*= 0 because the initial velocity is zero (the airplane starts from rest). This makes our calculations very easy. If we compare the two methods, you find that the calculations are very similar, and we get the same answer. Remember that speed = |velocity| the magnitude of velocity. In this relatively easy problem, the*velocity*means the same as*speed*because we are going in a straight line and in one direction only. In other situations, this may not be so.**Heuristics Used**

H02. Use a
diagram / model

H05. Work
backwards

H09. Restate
the problem in another way

H13* Use
Equation / write a Mathematical Sentence

**Suitable Levels**

*****GCE ‘O’ Level “Elementary” Mathematics

*****GCE ‘O’ Level Physics

* other syllabuses that acceleration, speed and distance

* precocious kids who always want to learn more

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