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A Level · Cambridge (CIE) · 9709

Apply Newtons third law and separate interacting bodies

Identify equal and opposite interaction pairs acting on different bodies, and draw separate force balances for stacked or contacting particles.

Mechanics · Forces and equilibrium · 4.1
Exam scope and assessment notes

Mechanics (Paper 4, AS & A Level) · Mathematics 9709, 2026–2027, section 4.1. Paper 1 algebra and trigonometry are assumed. Bodies are modelled as particles: forces act at one point and rotational effects are not considered. Resolve numerically; a scale drawing is not a substitute for calculation. Force diagrams are qualitative unless stated otherwise. Where mass is supplied in this sequence, use the stated g = 10 m s⁻². Check non-negative tension and contact reaction and use F ≤ μR except at limiting friction. Written practice is self-checked; human subject-teacher review remains pending.

Before you begin

  • Choose the body for a free-body diagram.
  • Use horizontal and vertical equilibrium equations.

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

Quick readiness check

A particle pushes the ground down by 30 N. What is its contact partner?

What you will learn

  • Identify Newton’s third-law pairs by their two interacting bodies.
  • Use separate equilibrium diagrams to calculate internal contact and ground reaction.
Contact partners act on different bodiesParticleGroundR = 30 N upW = 30 N down30 N downContact onlyGreen: one interaction, two bodies
The left panel chooses a 3 kg particle at rest with the stated g = 10 m s⁻²: weight is 30 N down and ground-on-particle reaction is 30 N up. The right panel shows only the paired contact force exerted by the particle on the ground, 30 N down; it is not a complete force diagram of the ground. The green contact arrows are Newton’s third-law partners acting on different bodies. The blue weight belongs to a separate gravitational interaction, whose partner acts on Earth. Arrow positions are schematic, and weight and normal do not form a third-law pair.

A third-law pair acts on two different bodies

If body A exerts a force on body B, body B exerts an equal-magnitude opposite-direction force on A in the same interaction. These are simultaneous forces on different bodies, so they do not cancel in the free-body diagram of either one alone. For a 3 kg particle resting on horizontal ground with g = 10 m s⁻², ground pushes it up by 30 N and the particle pushes the ground down by 30 N. Those contact forces are a third-law pair.

The particle’s downward weight is Earth’s gravitational force on it; its third-law partner is the particle’s gravitational force on Earth, not the ground’s normal reaction. Weight and normal may have equal magnitudes in this particular equilibrium but act on the same particle and arise from different interactions. Equality in a force balance does not by itself identify a third-law pair. Contact partners can have different masses; the paired force magnitudes are still equal.

Draw each body separately to find contact forces

A particle of weight 20 N rests on another of weight 30 N, which rests on horizontal ground. The upper body’s equilibrium gives an upward contact force 20 N from the lower. By the third law the upper pushes the lower down with 20 N. The lower’s ground reaction must balance 30 + 20 = 50 N. Treating both as one combined system also gives ground reaction 50 N, but does not by itself determine their internal contact.

If a vertical string supports the upper particle with tension 8 N, its contact becomes 20 − 8 = 12 N, and the lower’s ground reaction becomes 30 + 12 = 42 N. Use the changed upper balance before transferring its equal opposite contact to the lower. For a light taut string, equal end tensions require equilibrium of the massless string together with the third-law interactions at its ends; forces exerted on two bodies by a connecting string are not automatically a direct third-law pair with each other.

Pause and explain

Which fact distinguishes a third-law pair from two forces balancing one particle?

Put the idea to work

Worked example

A 3 kg particle rests on horizontal ground, g = 10 m s⁻². Identify its normal-contact third-law pair and explain why weight and normal are not that pair.

Show the worked solution
  1. Particle equilibrium gives upward ground-on-particle reaction 30 N and downward weight 30 N.
  2. The contact partner is particle-on-ground force 30 N down, acting on a different body.
  3. Weight is Earth-on-particle gravity, with partner particle-on-Earth gravity; weight and normal act on the same particle and are different interactions.

Answer Ground-on-particle 30 N up pairs with particle-on-ground 30 N down; weight and normal are not a third-law pair.

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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

A particle is pushed horizontally into a vertical wall by 15 N. Its wall-normal direction is in equilibrium. Identify the two forces of the wall-contact third-law pair.

Give me a hint

Name the receiving body for each force and reverse its direction.

Compare my reasoning
  1. The wall exerts 15 N normal force on the particle, away from the wall.
  2. The particle exerts 15 N normal force on the wall, into the wall.
  3. These forces have equal magnitudes and opposite directions on different bodies; the particle’s weight is not their contact partner.

Wall on particle: 15 N away from wall; particle on wall: 15 N into wall.

Look for these in your work

  • Name both interacting bodies and directions.
  • Keep the particle’s weight separate from the wall-contact pair.
2 · Independent

An upper particle of weight 20 N rests on a lower particle of weight 30 N, which rests on horizontal ground. Find their contact and the ground reaction using separate diagrams.

Give me a hint

Solve the upper particle first, then apply its equal opposite contact to the lower.

Compare my reasoning
  1. Upper equilibrium requires contact 20 N upwards from the lower.
  2. The upper therefore exerts 20 N downwards on the lower.
  3. Lower equilibrium gives ground reaction 30 + 20 = 50 N upwards.

Inter-particle contact 20 N; ground reaction 50 N upwards on the lower.

Look for these in your work

  • Find the internal contact from the upper body’s balance.
  • Use its third-law partner in the lower body’s separate balance.
3 · Transfer

In the same stacked arrangement, weights are 20 N upper and 30 N lower, but a vertical string pulls the upper up with tension 8 N. Find the inter-particle contact and ground reaction, and check contact remains possible.

Give me a hint

The string supports part of the upper weight, changing both contact balances.

Compare my reasoning
  1. Upper equilibrium gives C + 8 = 20, so C = 12 N upwards on the upper.
  2. Its contact partner is 12 N downwards on the lower.
  3. Lower balance gives ground reaction 30 + 12 = 42 N; both contact magnitudes are positive.

Inter-particle contact 12 N; ground reaction 42 N; both contacts remain possible.

Look for these in your work

  • Include the new support before calculating internal contact.
  • Transfer the opposite contact and check non-negative reactions.

Common mistakes

  • Third-law partners act on different bodies.
  • Do not use equal magnitude alone to identify a pair.
  • Transfer a calculated contact to the other body with equal magnitude and opposite direction.
Recall without your notes

What can you explain now?

Why do a particle’s weight and ground reaction not form a Newton’s third-law pair?

Compare with the explanation

They both act on the same particle and belong to different interactions.

Their equality here comes from equilibrium, whereas a third-law pair acts on two interacting bodies.

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

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Make it stick

Name the two bodies of an interaction pair, draw each body’s own forces and use equilibrium and the third law without mixing their diagrams.

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 Mathematics

Course scope and assessment

312 sequenced lessons provide 936 guided, independent and application problems covering the 160 objectives in sections 1.1–1.8, 2.1–2.6, 3.1–3.9, 4.1–4.5, 5.1–5.5 and 6.1–6.5. The map lists all 38 sections across six alternative components; all eight Pure Mathematics 1 sections and all six Pure Mathematics 2 sections, from Paper 2 Algebra through Numerical solution of equations, currently have full teaching sequences. Paper 3 Algebra, section 3.1, links the six shared foundation lessons plus six lessons on partial fractions and rational binomial expansions; Paper 3 logarithms, trigonometry and numerical equations use the shared lessons, with the Paper 1 graph foundation linked into trigonometry. Paper 3 differentiation combines the shared methods with its inverse-tangent derivative lesson. Paper 3 Integration links four shared standard and identity lessons plus seven advanced lessons, covering all six section 3.5 requirements. Eight Vectors lessons cover all six section 3.7 requirements, with 2D and 3D line and solid applications. Nine Differential equations lessons cover all four section 3.8 requirements, including Paper 3 integration techniques, initial conditions, equilibrium solutions and conditional model interpretations. Eleven Complex numbers lessons cover all eight section 3.9 requirements, with seven Argand diagrams and explicit argument and boundary checks. All nine Pure Mathematics 3 sections now have teaching linked to every mapped requirement. Nine Forces and equilibrium lessons cover all seven section 4.1 requirements, with six force diagrams, signed incline-friction intervals, reaction-dependent pull and push limits and separate-body third-law checks. Nine Kinematics lessons cover the four official section 4.2 requirements, with the graph requirement mapped to three relationships. Six motion diagrams support directed quantities, graph slopes and signed areas, Paper 1 time-calculus methods, reversal distances, constant-acceleration stages and shared-clock particle meetings. Six Momentum lessons cover both section 4.3 requirements, including signed system totals, conservation assumptions, outgoing velocities, coalescence, unknown masses and successive impacts. Four diagrams show system momentum through the stipulated events, and supplied kinetic-energy checks distinguish conservation of momentum from changes in kinetic energy. Twelve Newton’s laws lessons cover all four section 4.4 requirements, with vertical support and release stages, rough horizontal and incline motion, inferred parameters, hanging and surface pulley systems, rigid tow-bar thrust and slack-string transitions. Seven force diagrams support the separate-particle balances. Nine Energy, work and power lessons cover all five section 4.5 requirements, with angle-dependent work, kinetic and reference potential energy, signed net-work balances, smooth curved slides, rough and driven slopes, ideal connected-system energy and instantaneous power on hills. Five diagrams distinguish the energy inputs, losses and valid positive-speed force model. All five Mechanics sections now have teaching and staged practice linked to their mapped requirements. Thirteen Representation of data lessons cover all five section 5.1 requirements, including choice and limitations of displays, ordered and back-to-back stems, raw summaries and box plots, unequal-width density histograms, cumulative-frequency interpolation, descriptive moment calculations, grouped estimates, coding, combining two datasets and correcting totals. Six accessible diagrams retain repeated observations and distinguish numerical spread, frequency area and estimated readings. Ten Permutations and combinations lessons cover both official section 5.2 requirements, with selection and ordered roles, repeated objects, adjacency blocks, non-adjacency gaps, leading-zero cases, labelled multi-row seating and mixed restrictions. Six accessible diagrams show outcome trees, ordered versus unordered choices, repeated copies, blocks, gaps and distinct row seats. Eleven Probability lessons cover all four section 5.3 requirements, with equiprobable elementary outcomes, selection-based probabilities, complements and disjoint regions, independence tests, restricted sample spaces, two-way tables, replacement and removal trees, reversed conditions and unknown parameters. Seven accessible diagrams show dice outcomes, random subsets, event regions, a conditioned grid, a count table and two probability trees. Twelve Discrete random variables lessons cover all three official section 5.4 requirements, with complete probability tables, moment and parameter checks, binomial assumptions, exact probabilities and moments, geometric first-success probabilities, tails, expectation and integer reliability thresholds. Six accessible diagrams distinguish outcome grouping, weighted moments, fixed trials, discrete probability bars, waiting conventions and integer tail deadlines. Twelve Normal distribution lessons cover all three official section 5.5 requirements, with continuous-area interpretation, MF19 cumulative tables, full standardisation, tail and interval regions, conditional probabilities, percentiles, one- and two-parameter inference, binomial suitability, continuity corrections and approximate integer thresholds. Seven accessible diagrams show model areas, table reading, aligned scales, intervals, quantiles, matched binomial and normal shapes and whole integer cells. All five Statistics 1 sections now have teaching and staged practice linked to their mapped requirements. Fourteen Poisson distribution lessons cover all five official section 6.1 requirements, with homogeneous event-count assumptions, exposure scaling, exact masses and tails, conditional count events, moments, parameter inference, probability duration targets, disjoint and overlapping windows, rare-count binomial approximations, matched normal approximations and continuity corrections. Nine accessible diagrams show event exposures, unit conversions, discrete bars, complete tail complements, population moments, shared windows, approximate count models and integer cells. Exact checks distinguish approximate and exact close-target decisions. Fourteen Linear combinations lessons cover the six listed results in official section 6.2, with affine moments, signed scales and constant cases, expectation without independence, independent squared variance contributions, fixed and random fees, independent copies versus reused values, affine normal events, independent normal sums and differences, weighted and conditional areas, coefficient inference, exact independent Poisson sums and overlapping exposure limits. Nine accessible diagrams distinguish scale changes, variance contributions, component costs, copy mechanisms, aligned normal scales, summed areas, Poisson count pairs and unsupported distribution claims. Fourteen Continuous random variables lessons cover both official section 6.3 requirements, with density validity and units, support-aware intervals, complements and conditional regions, first and second moments, percentiles by direct density areas, symmetry checks, parameter inference, infinite-support power and exponential integrals, divergent-moment limits and combined applications. Nine accessible diagrams distinguish density height from probability, normalisation, negative-density failures, central and conditional areas, mean versus median, percentile locations and partial infinite tails. Explicit cumulative distribution function knowledge is not required. Eighteen Sampling and estimation lessons cover all eight official section 6.4 requirements, with population and frame definitions, random-number selection, sampling-quality limits, independent sample-mean moments, normal means, CLT conditions, SE scaling, raw, summarised and coded unbiased estimates, known-variance and large-sample mean intervals, repeated-sampling interpretation, precision planning, proportion intervals, sparse-outcome limits and contextual applications. Ten accessible diagrams distinguish selection frames, number rejection, repeated sample means, population versus mean density, CLT models, variance divisors, interval targets, illustrative coverage, integer size checks and proportion margins. Eighteen Hypothesis tests lessons cover all five official section 6.5 requirements, with pre-specified alternatives, inclusive count tails, explicit equal-tail conventions, integer critical regions and actual significance, exposure-aware Poisson tests, continuity-corrected count approximations, normal and large-sample mean tests, confidence-interval connections, error classifications, fixed-region binomial, Poisson and normal error probabilities and sample-size power comparisons. Nine accessible diagrams show the testing procedure, exact count regions, unequal Poisson tails, discrete significance jumps, corrected count boundaries, matching mean intervals and alternative error distributions. All shared lessons are counted once in the course total. All 38 sections now link teaching and practice. Eight earlier overview lessons remain available, but do not count as full section coverage. This is a content-availability measure, not full programme completion or exam readiness. Written practice is self-checked, not officially marked. Check the 2028–2030 syllabus separately if sitting an examination from 2028; this teaching map uses 2026–2027 requirements.

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