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A Level · Cambridge (CIE) · 9709

Choose a momentum system and test conservation across an impact

Identify when a two-body conservation model applies, compare before-and-after totals and explain why individual momentum can change.

Section 4.3 · Momentum

Mechanics · Momentum and direct impacts · 4.3
Exam scope and assessment notes

Mechanics (Paper 4, AS & A Level) · Mathematics 9709, 2026–2027, section 4.3. Direct impacts are restricted to one dimension. Choose one positive direction for all velocities and momenta. Conservation applies to the selected system when external effects in that direction are absent or negligible during the impact; it does not make each particle’s momentum constant. Coalescing bodies share a common final velocity and combined mass. Impulse and the coefficient of restitution are not required in this section. Kinetic energy need not be conserved; where used, its expression ½mv² is supplied as an additional model check. Bodies have positive constant masses; stated impact order and interval assumptions must be respected. Written practice is self-checked; human subject-teacher review remains pending.

Before you begin

  • Calculate and add directed momentum.
  • Distinguish internal interactions from external influences on a selected system.

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

Quick readiness check

For a system containing both colliding particles, their mutual contact is what kind of interaction?

What you will learn

  • State the system and condition needed for momentum conservation.
  • Check a proposed direct-impact outcome using signed totals.
A 2 kg particle at +5 m s⁻¹ strikes a resting 3 kg particle. After impact, the supplied velocities are A: −1 and B: +4 m s⁻¹. With external effects along the line negligible, both signed totals equal 10 kg m s⁻¹. A’s momentum change is −12 and B’s is +12 kg m s⁻¹: the pair’s momentum is conserved although each individual momentum changes. Velocity arrows and body positions are schematic, with no implied force scale.Same system, same positive directionBefore direct impactA: 2 kg+5 m s⁻¹B: 3 kg0 m s⁻¹Total p = +10 kg m s⁻¹After direct impactA: 2 kg−1 m s⁻¹B: 3 kg+4 m s⁻¹Total p = +10 kg m s⁻¹Velocity arrows and positions: schematic
A 2 kg particle at +5 m s⁻¹ strikes a resting 3 kg particle. After impact, the supplied velocities are A: −1 and B: +4 m s⁻¹. With external effects along the line negligible, both signed totals equal 10 kg m s⁻¹. A’s momentum change is −12 and B’s is +12 kg m s⁻¹: the pair’s momentum is conserved although each individual momentum changes. Velocity arrows and body positions are schematic, with no implied force scale.

Conservation is a statement about the whole selected system

For a pair of particles undergoing a direct impact, take the same direction as positive before and after. If external effects along the line are absent or negligible over the brief impact, write mₐuₐ + mᵦuᵦ = mₐvₐ + mᵦvᵦ. The contact interaction between the two particles is internal to this pair. It changes the individual momenta, but their changes cancel in the pair’s signed total under the stated model.

A 2 kg particle at +5 m s⁻¹ hits a resting 3 kg particle. Suppose their velocities after impact are −1 and +4 m s⁻¹. Before, total momentum is 2 × 5 + 3 × 0 = 10 kg m s⁻¹. After, it is 2 × (−1) + 3 × 4 = 10. The first particle’s momentum changes from +10 to −2, and the second’s from 0 to +12: opposite changes, with an unchanged system sum.

Check the assumptions before declaring data incompatible

An external force on the pair can change its momentum. A collision with an anchored wall cannot conserve the moving particle’s own momentum simply because the event is brief: the wall acts from outside that one-particle system. In a smooth horizontal two-particle model, gravity and support act vertically while the conserved component is horizontal. State the relevant direction and assumptions rather than making a blanket claim that every collision conserves any chosen system’s momentum.

If the 2 kg and 3 kg pair instead has reported final velocities −1 and +3, the final total is −2 + 9 = 7 kg m s⁻¹. This is incompatible with the stated no-external-effect model, whose initial total is 10. The discrepancy could require corrected data or a different model; it is not proof of a universal law failing. Checking conservation establishes a necessary balance, but alone it does not certify every other physical assumption about a reported impact.

Pause and explain

In an isolated two-particle impact, what quantity is conserved?

Put the idea to work

Worked example

A 2 kg particle at +5 m s⁻¹ hits a resting 3 kg particle on a smooth horizontal line. External effects along the line are negligible during impact. Test final velocities −1 and +4 m s⁻¹ for conservation.

Show the worked solution
  1. Choose both particles as the system and keep the same signed horizontal axis.
  2. Initial momentum is 2 × 5 + 3 × 0 = 10 kg m s⁻¹.
  3. Final momentum is 2 × (−1) + 3 × 4 = 10 kg m s⁻¹, so the outcome satisfies this balance.

Answer Total momentum is 10 kg m s⁻¹ both before and after; individual changes are −12 and +12 kg 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

A 1 kg particle at +6 m s⁻¹ hits a resting 2 kg particle. With negligible external effects along the line, test final velocities −2 and +4 m s⁻¹ for momentum conservation.

Give me a hint

Compare the signed sum for the same two particles on both sides.

Compare my reasoning
  1. Initial momentum is 1 × 6 + 2 × 0 = 6 kg m s⁻¹.
  2. Final momentum is 1 × (−2) + 2 × 4 = 6 kg m s⁻¹.
  3. The first momentum change is −8 and the second is +8 kg m s⁻¹, so the pair’s sum is unchanged.

Momentum balance satisfied: 6 kg m s⁻¹ before and after; changes −8 and +8 kg m s⁻¹.

Look for these in your work

  • Include the rebound’s negative velocity.
  • Check the system sum rather than demanding unchanged individual momentum.
2 · Independent

Particles of masses 3 kg and 1 kg have velocities +4 and −2 m s⁻¹ before impact, and +1 and +7 m s⁻¹ afterwards. Test total momentum and calculate each change, assuming external effects along the line are negligible.

Give me a hint

Associate each final velocity with the same mass as its initial velocity.

Compare my reasoning
  1. Before, momentum is 3 × 4 + 1 × (−2) = 10 kg m s⁻¹.
  2. After, momentum is 3 × 1 + 1 × 7 = 10 kg m s⁻¹.
  3. The 3 kg change is 3 − 12 = −9 and the 1 kg change is 7 − (−2) = +9 kg m s⁻¹.

Momentum balance satisfied: total 10 kg m s⁻¹; individual changes −9 and +9 kg m s⁻¹.

Look for these in your work

  • Use the negative incoming velocity.
  • Retain the association of velocities with their respective masses.
3 · Transfer

A 2 kg particle at +5 m s⁻¹ and a resting 3 kg particle undergo direct impact. The model neglects external effects along the line, but measured final velocities are −1 and +3 m s⁻¹. Is that outcome compatible with the conservation model? Explain what needs checking.

Give me a hint

A discrepancy can indicate that the data or the model assumptions need investigation.

Compare my reasoning
  1. Initial signed momentum is 10 kg m s⁻¹.
  2. The reported final total is 2 × (−1) + 3 × 3 = 7 kg m s⁻¹, a change of −3 kg m s⁻¹.
  3. The outcome fails this model’s conservation check; verify the measurements and whether outside influences were negligible rather than declaring a universal law invalid.

Incompatible with the stated model: initial 10, final 7, change −3 kg m s⁻¹; check data and external-effect assumptions.

Look for these in your work

  • Quantify the signed discrepancy.
  • Limit the conclusion to the supplied model and evidence.

Common mistakes

  • Conservation applies to the selected system, not automatically to each body.
  • State why external effects in the relevant direction can be neglected.
  • A matched momentum total is a necessary check, not a complete physical validation.
Recall without your notes

What can you explain now?

Does a particle hitting an anchored wall conserve its own momentum during a rebound?

Compare with the explanation

No; the wall exerts an external influence on that one-particle system.

A different, larger system requires its own modelling assumptions; the particle’s isolated balance does not apply.

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

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Make it stick

Choose the system, state the external-effect assumption and compare the same signed momentum total before and after.

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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