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A Level · Cambridge (CIE) · 9709

Solve two hanging particles joined over a smooth pulley

Use separate force diagrams and one taut-string constraint to solve a connected system’s acceleration and tension.

Mechanics · Newton’s laws and connected particles · 4.4
Exam scope and assessment notes

Mechanics (Paper 4, AS & A Level) · Mathematics 9709, 2026–2027, section 4.4. Use g = 10 m s⁻² throughout these problems. Each particle has positive constant mass. Forces and acceleration are constant within each stated stage; linear motion only. Use the resultant force in F = ma. A light taut inextensible string over a smooth pulley has one tension and equal acceleration magnitudes; those constraints cease if the string becomes slack. A rope can pull but cannot push; a light rigid tow-bar may exert tension or thrust. Resistance other than the stated friction is neglected unless explicitly supplied. In our rough-contact model, sliding friction has magnitude μR and opposes motion; at rest, friction adjusts with magnitude at most μR. Check contact and motion assumptions before continuing a solution. Written practice is self-checked; human subject-teacher review remains pending.

Before you begin

  • Use signed vertical Newton equations.
  • Eliminate an unknown from two simultaneous linear equations.

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

Quick readiness check

For two masses on a taut light inextensible string over a smooth pulley, what is shared?

What you will learn

  • Set equal acceleration magnitudes and a common tension under the stated ideal-string model.
  • Solve the coupled equations and verify both particles separately.
The 3 kg and 5 kg particles hang on a light taut inextensible string over a smooth pulley. Tension is 37.5 N on each side. The 3 kg particle has weight 30 N and rises with acceleration 2.5 m s⁻²; the 5 kg particle has weight 50 N and descends with the same acceleration magnitude. Force arrows are schematic; the equal tension and acceleration magnitudes apply only while the stated ideal connection remains taut.Taut string: one tension, equal |a|3 kg5 kgT = 37.5 NW = 30 NT = 37.5 NW = 50 Na = 2.5 m s⁻²: 3 kg up, 5 kg downSmooth pulley; light inextensible stringSchematic arrows; use numerical balances
The 3 kg and 5 kg particles hang on a light taut inextensible string over a smooth pulley. Tension is 37.5 N on each side. The 3 kg particle has weight 30 N and rises with acceleration 2.5 m s⁻²; the 5 kg particle has weight 50 N and descends with the same acceleration magnitude. Force arrows are schematic; the equal tension and acceleration magnitudes apply only while the stated ideal connection remains taut.

The constraint links motions, not individual forces

Two positive masses hang on opposite sides of a light inextensible string over a smooth pulley. While the string stays taut, one rises as the other falls with equal acceleration magnitudes. The light string and smooth pulley give a common tension T in this model. Choose a positive direction along the expected motion separately for each particle; their vertical accelerations have opposite signs on a single upward axis.

For 3 kg and 5 kg released from rest with the 5 kg mass descending, the equations are 50 − T = 5a and T − 30 = 3a. Adding these signed along-motion equations eliminates the common tension and gives 20 = 8a, hence a = 2.5 m s⁻². Then T = 30 + 3(2.5) = 37.5 N. Tension is not equal to either weight because both particles accelerate.

Check both equations and the allowed interval

Substituting into the heavier equation gives 50 − 37.5 = 5(2.5), and into the lighter gives 37.5 − 30 = 3(2.5). This double check catches a sign error that a combined-system equation can hide. For positive unequal masses released under gravity, the heavier descends and acceleration magnitude is less than g; equal masses give zero acceleration, allowing rest or a specified constant speed.

These equations hold before a mass hits a floor, the string becomes slack or another force is introduced. The ideal common-tension assumption would not automatically apply to a heavy string or a non-smooth pulley. A negative computed tension is incompatible with a taut flexible string. State the assumptions instead of treating equal acceleration and equal tension as facts about every connection.

Pause and explain

For 50 − T = 5a and T − 30 = 3a, what follows on adding?

Put the idea to work

Worked example

Masses 3 kg and 5 kg hang on a light inextensible string over a smooth pulley and are released from rest. Find acceleration and tension before any contact.

Show the worked solution
  1. Choose 5 kg down and 3 kg up: 50 − T = 5a and T − 30 = 3a.
  2. Add to get 20 = 8a, so a = 2.5 m s⁻².
  3. Substitute into the 3 kg equation: T = 30 + 7.5 = 37.5 N, satisfying both balances.

Answer Acceleration 2.5 m s⁻², 5 kg down and 3 kg up; T = 37.5 N.

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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

Masses 2 kg and 3 kg hang on a light inextensible string over a smooth pulley, released from rest. Find acceleration and tension before contact.

Give me a hint

Write one equation for the heavier descending mass and one for the lighter rising mass.

Compare my reasoning
  1. Equations are 30 − T = 3a and T − 20 = 2a.
  2. Adding gives 10 = 5a, so a = 2 m s⁻².
  3. Then T = 20 + 2 × 2 = 24 N, which also satisfies the heavier balance.

a = 2 m s⁻², 3 kg down; T = 24 N.

Look for these in your work

  • Use opposite vertical motion directions consistently.
  • Check tension in both equations.
2 · Independent

Masses 2 kg and 6 kg are released on the same ideal taut-string pulley model. Find acceleration, tension and the distance the heavier mass travels in 1 s from rest, before any boundary.

Give me a hint

Total inertia is the sum of the two masses.

Compare my reasoning
  1. Adding 60 − T = 6a and T − 20 = 2a gives a = 40/8 = 5 m s⁻².
  2. T = 20 + 2 × 5 = 30 N.
  3. Distance from rest in 1 s is ½ × 5 × 1² = 2.5 m downwards.

a = 5 m s⁻², 6 kg down; T = 30 N; distance 2.5 m.

Look for these in your work

  • Use the correct common acceleration magnitude.
  • Apply the motion calculation only before contact changes the constraints.
3 · Transfer

A 2 kg mass rises with acceleration 2 m s⁻² while a mass m descends on a light taut inextensible string over a smooth pulley. Find T and m.

Give me a hint

Use the known rising mass to find tension before solving the other equation.

Compare my reasoning
  1. For the 2 kg mass, T − 20 = 2 × 2, so T = 24 N.
  2. For the descending mass, 10m − 24 = 2m.
  3. Thus 8m = 24 and m = 3 kg, larger than 2 kg as expected.

T = 24 N; m = 3 kg.

Look for these in your work

  • Use the measured acceleration in each particle’s own equation.
  • Check positive mass and the stated descending direction.

Common mistakes

  • The two particles move in opposite vertical directions.
  • Common tension requires the stated light-string and smooth-pulley model.
  • Tension is not generally equal to a weight in an accelerating system.
Recall without your notes

What can you explain now?

Why can common tension disappear when the two along-motion equations are added?

Compare with the explanation

It has equal magnitude and opposite algebraic signs on the two chosen along-motion axes.

The two actual tension forces both point upward; this is equation elimination, not their vector cancellation on one body.

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

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Make it stick

Draw both particles, apply the taut-string constraints, add for acceleration and substitute for tension.

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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