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A Level · Cambridge (CIE) · 9709

Find the common velocity when bodies coalesce

Model bodies that stick together with their combined mass, retain incoming direction signs and interpret a zero or negative common velocity.

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 signed total momentum.
  • Use the combined mass of two bodies and solve a linear equation.

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

Quick readiness check

After 2 kg and 3 kg bodies coalesce with velocity V, which expression is their total momentum?

What you will learn

  • Set up conservation with one common final velocity for coalescing bodies.
  • Interpret the direction and check the result against positive-mass weighted averages.
The incoming 2 kg body has velocity +6 m s⁻¹ and the 3 kg body has velocity −2 m s⁻¹. When they stick together under the conservation model, total momentum is +6 kg m s⁻¹ and combined mass is 5 kg. Common velocity is +1.2 m s⁻¹, between the incoming signed velocities. Both masses belong in the final momentum. Arrows show velocity directions schematically and are not scaled to their magnitudes.Sticking gives one common velocityBefore coalescenceA: 2 kg+6 m s⁻¹B: 3 kg−2 m s⁻¹Total p = +6 kg m s⁻¹After: combined mass 5 kgA+B: 5 kg+1.2 m s⁻¹Total p = +6 kg m s⁻¹Velocity arrows and positions: schematic
The incoming 2 kg body has velocity +6 m s⁻¹ and the 3 kg body has velocity −2 m s⁻¹. When they stick together under the conservation model, total momentum is +6 kg m s⁻¹ and combined mass is 5 kg. Common velocity is +1.2 m s⁻¹, between the incoming signed velocities. Both masses belong in the final momentum. Arrows show velocity directions schematically and are not scaled to their magnitudes.

Sticking together supplies the extra velocity condition

When two bodies coalesce on impact, they move together immediately afterwards. Their final velocities are equal, so the final momentum is (mₐ + mᵦ)V. Under the stated conservation model, V = (mₐuₐ + mᵦuᵦ)/(mₐ + mᵦ). Include both masses in the denominator, even if one body was initially at rest. Coalescence does not imply that the combined body is stationary.

For masses 2 kg and 3 kg with velocities +6 and −2 m s⁻¹, total incoming momentum is 12 − 6 = 6 kg m s⁻¹. The combined mass is 5 kg, so V = +6/5 = +1.2 m s⁻¹. The positive direction is set by the net momentum. Adding the incoming speed magnitudes or dividing by only one mass would produce an incorrect common velocity.

A common velocity is a positive-mass weighted average

With positive masses, V lies between the two incoming signed velocities; it is not necessarily their ordinary arithmetic mean. Equal masses give the unweighted average, but unequal masses weight the larger mass more strongly. A 2 kg particle at +5 m s⁻¹ sticking to a resting 3 kg particle gives V = 2 m s⁻¹, rather than the arithmetic mean 2.5. This interval check can reveal a sign or denominator mistake before substitution.

Zero total incoming momentum gives V = 0 after coalescence. That conclusion requires the sticking condition; zero total alone did not make the incoming bodies stationary. A negative V means the combined body moves in the chosen negative direction, and its speed is |V|. Momentum can be conserved while kinetic energy decreases, with energy transferred to deformation, heating or other forms; do not impose kinetic-energy conservation for a sticking impact.

Pause and explain

For positive masses, what is a useful check on a coalesced velocity V?

Put the idea to work

Worked example

A 2 kg particle with velocity +6 m s⁻¹ collides with a 3 kg particle at −2 m s⁻¹ and they stick together. External effects along the line are negligible. Find their common velocity.

Show the worked solution
  1. Initial momentum is 2 × 6 + 3 × (−2) = +6 kg m s⁻¹.
  2. The common final mass is 2 + 3 = 5 kg, so 5V = 6.
  3. V = +1.2 m s⁻¹ lies between −2 and +6 and gives final momentum 5 × 1.2 = 6.

Answer Common velocity +1.2 m s⁻¹; speed 1.2 m s⁻¹ in the positive direction.

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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 2 kg particle at +5 m s⁻¹ hits a resting 3 kg particle and they stick together. Find the common velocity under the conservation model.

Give me a hint

The resting particle contributes zero incoming momentum but still adds to final mass.

Compare my reasoning
  1. Initial momentum is 2 × 5 + 3 × 0 = 10 kg m s⁻¹.
  2. Combined mass is 5 kg and 5V = 10.
  3. V = +2 m s⁻¹ lies between the incoming velocities 0 and 5.

Common velocity +2 m s⁻¹.

Look for these in your work

  • Include the initially stationary mass after impact.
  • Check the velocity interval and substitute into final momentum.
2 · Independent

A 3 kg particle at −4 m s⁻¹ and a 1 kg particle at +2 m s⁻¹ coalesce. Find their common velocity, speed and direction with negligible external effects along the line.

Give me a hint

A negative net momentum sets a negative common velocity.

Compare my reasoning
  1. Incoming momentum is 3 × (−4) + 1 × 2 = −10 kg m s⁻¹.
  2. Combined mass is 4 kg, so 4V = −10 and V = −2.5 m s⁻¹.
  3. Speed is |−2.5| = 2.5 m s⁻¹, in the chosen negative direction.

Common velocity −2.5 m s⁻¹; speed 2.5 m s⁻¹ in the negative direction.

Look for these in your work

  • Retain the negative momentum of the 3 kg body.
  • Separate signed velocity from non-negative speed.
3 · Transfer

Particles of masses 400 g and 600 g have velocities +15 and −5 m s⁻¹ and stick together on impact. Find the common velocity in SI units and check its incoming-velocity bounds.

Give me a hint

Convert both masses and take a signed weighted average.

Compare my reasoning
  1. Masses are 0.4 and 0.6 kg; incoming momentum is 0.4 × 15 + 0.6 × (−5) = 3 kg m s⁻¹.
  2. Combined mass is 1.0 kg, giving V = +3 m s⁻¹.
  3. This lies between −5 and +15, and final momentum 1.0 × 3 matches the incoming total.

Common velocity +3 m s⁻¹, between −5 and +15 m s⁻¹.

Look for these in your work

  • Convert both gram values consistently.
  • Check signed bounds rather than averaging speed magnitudes.

Common mistakes

  • Use the sum of both masses after coalescence.
  • Opposite incoming directions require opposite velocity signs.
  • Do not assume a sticking impact conserves kinetic energy.
Recall without your notes

What can you explain now?

A 1 kg particle at +6 m s⁻¹ and a 2 kg particle at −3 m s⁻¹ stick together. What is their common velocity?

Compare with the explanation

Zero: the combined body is at rest immediately after impact.

Incoming momentum is +6 − 6 = 0, and the sticking condition gives one common velocity.

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Make it stick

Sticking gives one final velocity: divide the signed incoming momentum by combined mass and check direction and bounds.

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.

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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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