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A Level · Cambridge (CIE) · 9709

Select constant acceleration formulae and keep directed signs

Choose a relation that uses the known quantities, solve constant-acceleration motion and interpret both roots in vertical or reversing journeys.

Section 4.2 · Kinematics of motion in a straight line

Mechanics · Straight-line kinematics · 4.2
Exam scope and assessment notes

Mechanics (Paper 4, AS & A Level) · Mathematics 9709, 2026–2027, section 4.2. Motion is restricted to one dimension. Choose a positive direction; distance and speed are scalars, while displacement, velocity and acceleration carry a direction. Deceleration means decreasing speed, not necessarily negative acceleration. Calculus uses Paper 1 techniques only. Constant-acceleration formulae require constant acceleration on the stated interval; use a new interval and its initial velocity when conditions change. Where vertical motion occurs, use the supplied g = 10 m s⁻² and the stated no-air-resistance model. Written practice is self-checked; human subject-teacher review remains pending.

Before you begin

  • Solve linear and quadratic equations.
  • Distinguish signed displacement and velocity from distance and speed.

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

Quick readiness check

Which constant-acceleration equation avoids time when u, v, a and s are involved?

What you will learn

  • Select and use the appropriate constant-acceleration equation.
  • Interpret signs, stopping times and vertical motion within a stated model.

Choose an equation by its assumptions and unknowns

For constant acceleration a over a time t, with initial velocity u and final velocity v, use v = u + at, s = ut + ½at², v² = u² + 2as or s = ½(u + v)t. Here s is displacement from the interval’s starting position, not absolute position or necessarily distance. All directed quantities use the same positive direction. Choose the relation that avoids an unnecessary unknown: if time is absent, v² = u² + 2as is often useful.

For u = 4 m s⁻¹, a = 3 m s⁻² and t = 2 s, v = 10 m s⁻¹ and s = 14 m. The average-velocity equation independently gives ½(4 + 10) × 2 = 14 m because velocity varies linearly. That endpoint average is not a general rule for changing acceleration. If a depends on time, use calculus or a correctly split model instead of substituting a selected instantaneous acceleration into these equations.

Vertical motion is still a signed straight-line model

An idealised particle projected vertically upwards at 20 m s⁻¹ under constant downward acceleration of magnitude 10 m s⁻² has u = +20 and a = −10 when up is positive. With no air resistance, it reaches v = 0 at 2 s and rises 20 m. It returns to its launch position at 4 s with v = −20 m s⁻¹. Gravity remains downward even at the highest point, so acceleration there is not zero.

Squaring velocity loses its sign: v² = 400 permits +20 and −20, and the motion interval decides which applies. Similarly s = 20t − 5t² = 0 has t = 0 at launch and t = 4 at return. State why a root is included or excluded; do not discard a positive time merely because a second root exists. Total distance to return is 40 m even though displacement is zero. This is one-dimensional vertical motion, not a two-dimensional projectile model.

Pause and explain

With up positive, what acceleration should be used for idealised vertical motion under g = 10 m s⁻²?

Put the idea to work

Worked example

A particle has initial velocity +4 m s⁻¹ and constant acceleration +3 m s⁻² for 2 s. Find final velocity and displacement.

Show the worked solution
  1. Use v = u + at to obtain v = 4 + 3 × 2 = 10 m s⁻¹.
  2. Use s = ut + ½at² to obtain s = 4 × 2 + ½ × 3 × 4 = 14 m.
  3. Check with s = ½(u + v)t = ½(4 + 10) × 2 = 14 m.

Answer Final velocity +10 m s⁻¹; displacement +14 m.

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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 starts with u = +5 m s⁻¹ and has constant a = +2 m s⁻² for 3 s. Find v and s and check using mean velocity.

Give me a hint

All supplied directed quantities use the same positive direction.

Compare my reasoning
  1. v = 5 + 2 × 3 = 11 m s⁻¹.
  2. s = 5 × 3 + ½ × 2 × 3² = 24 m.
  3. The constant-acceleration mean gives ½(5 + 11) × 3 = 24 m again.

v = +11 m s⁻¹; s = +24 m.

Look for these in your work

  • Use the squared elapsed time in the acceleration term.
  • Confirm the displacement with the endpoint average valid for this model.
2 · Independent

A particle travelling positively at 18 m s⁻¹ stops after displacement +54 m under constant acceleration. Find acceleration and stopping time.

Give me a hint

Use the relation without time first, then the velocity equation.

Compare my reasoning
  1. With v = 0, 0² = 18² + 2a × 54 gives a = −3 m s⁻².
  2. Then 0 = 18 − 3t gives t = 6 s.
  3. The mean-velocity check gives ½(18 + 0) × 6 = 54 m.

Acceleration −3 m s⁻²; stopping time 6 s.

Look for these in your work

  • Use zero final velocity and retain the directed acceleration sign.
  • Check that time is positive and the stopping displacement agrees.
3 · Transfer

A particle is projected vertically up at 20 m s⁻¹ from a launch point. Ignore air resistance and use g = 10 m s⁻². Find maximum height above launch, time to return, return velocity and total distance to return.

Give me a hint

Choose up as positive and distinguish launch from the later zero-displacement root.

Compare my reasoning
  1. At the top, 0 = 20 − 10t gives t = 2 s; height is 20 × 2 − 5 × 2² = 20 m.
  2. Return requires 20t − 5t² = 0: discard launch t = 0 for the later event and obtain t = 4 s.
  3. Return velocity is 20 − 10 × 4 = −20 m s⁻¹; total distance is 20 + 20 = 40 m although displacement is zero.

Maximum height 20 m; return time 4 s; return velocity −20 m s⁻¹; total distance 40 m.

Look for these in your work

  • Keep a = −10 on both rising and falling intervals.
  • Explain the time root and distinguish total distance from zero net displacement.

Common mistakes

  • Check acceleration is constant on the whole chosen interval.
  • The squared-velocity equation does not determine a velocity sign.
  • Acceleration at the top of vertical motion remains downward.
Recall without your notes

What can you explain now?

A particle projected upwards is momentarily at rest at its highest point. Is its gravitational acceleration zero?

Compare with the explanation

No; it remains downward with magnitude g in this model.

Zero velocity and zero acceleration are different statements.

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

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Make it stick

Check constant acceleration, choose a direction and an equation that fits the data, then interpret signs and event roots.

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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