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A Level · Cambridge (CIE) · 9702

Use mean-square and root-mean-square speed

Interpret mean-square speed, calculate root-mean-square speed and use the kinetic-theory pressure relation.

Section 15 · Ideal gases

Ideal gases · Cambridge International AS & A Level Physics 9702 · 15.3

A Level; Cambridge International Physics 9702, 2025–2027 syllabus, Topic 15. These original explanations and calculations are study aids; full timed assessment and human subject-teacher review remain outstanding.

Before you begin

  • Use pressure, volume, temperature in kelvins, energy and scientific notation.

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

Quick readiness check

How do you calculate root-mean-square speed from mean-square speed?

What you will learn

  • Interpret mean-square molecular speed ⟨c²⟩
  • Use cᵣₘₛ = √⟨c²⟩
  • Relate rms speed and pressure through kinetic theory

Mean-square speed averages the squared molecular speeds

For a collection of molecules with speeds c₁, c₂, …, the mean-square speed ⟨c²⟩ is the average of c₁², c₂², and so on. It is not the square of the average speed in general.

Its unit is m² s⁻². In the pressure relation pV = ⅓Nm⟨c²⟩, this average captures the contribution of all molecules in the gas.

Root-mean-square speed is the square root of the mean square

The root-mean-square speed is cᵣₘₛ = √⟨c²⟩. It has units m s⁻¹ and is a useful single speed that represents the spread of molecular motion in kinetic-theory calculations.

To recover mean-square speed from cᵣₘₛ, square it: ⟨c²⟩ = cᵣₘₛ². Keep the square root and the square in the correct direction.

cᵣₘₛ = √⟨c²⟩

Pause and explain

If ⟨c²⟩ = 9.0 × 10⁴ m² s⁻², what is cᵣₘₛ?

Put the idea to work

Worked example

A gas has mean-square molecular speed 1.296 × 10⁵ m² s⁻². Calculate cᵣₘₛ.

Show the worked solution
  1. Use cᵣₘₛ = √⟨c²⟩.
  2. Take the square root of 1.296 × 10⁵.
  3. Give m s⁻¹.

Answer cᵣₘₛ = 360 m s⁻¹.

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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

Calculate cᵣₘₛ when ⟨c²⟩ = 2.5 × 10⁵ m² s⁻².

Give me a hint

Take the square root of both the coefficient and the power of ten.

Compare my reasoning
  1. cᵣₘₛ = √(2.5 × 10⁵).
  2. √(2.5 × 10⁵) ≈ 500.
  3. State m s⁻¹.

cᵣₘₛ = 500 m s⁻¹ (to 2 significant figures).

Look for these in your work

  • Square root applied
  • Magnitude sensible
  • Speed unit stated
2 · Independent

A gas has cᵣₘₛ = 420 m s⁻¹. Find its mean-square speed.

Give me a hint

Square the rms speed and keep the squared-speed unit.

Compare my reasoning
  1. ⟨c²⟩ = cᵣₘₛ².
  2. ⟨c²⟩ = 420².
  3. Give m² s⁻².

⟨c²⟩ = 1.764 × 10⁵ m² s⁻².

Look for these in your work

  • Rms relation rearranged
  • Speed squared
  • Squared-speed unit stated
3 · Transfer

Two gases have the same molecule count, molecular mass and volume. Gas B has twice the rms speed of gas A. Compare their pressures.

Give me a hint

Pressure is proportional to mean-square speed, which is the square of rms speed.

Compare my reasoning
  1. ⟨c²⟩ = cᵣₘₛ².
  2. Doubling cᵣₘₛ makes ⟨c²⟩ four times as large.
  3. With N, m and V fixed, gas B has four times the pressure.

The pressure of gas B is four times that of gas A.

Look for these in your work

  • Rms and mean square linked
  • Square factor applied
  • Pressure ratio derived

Common mistakes

  • Reporting mean-square speed in m s⁻¹
  • Squaring when the question asks for rms speed
  • Treating rms speed as the arithmetic mean speed
Recall without your notes

What can you explain now?

How do you calculate root-mean-square speed from mean-square speed?

Compare with the explanation

Take the square root

cᵣₘₛ = √⟨c²⟩.

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

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Make it stick

What is the difference between mean-square speed and root-mean-square speed?

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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