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A Level · Cambridge (CIE) · 9709

Solve two particle meetings with a shared position and clock

Write both positions in one coordinate system, model delayed starts with the correct time shift and test all candidate meeting times.

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

  • Use position equations for constant acceleration.
  • Solve quadratics and interpret their roots in a time domain.

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

Quick readiness check

B starts at global t = 2 s from x = 5 m and moves at +3 m s⁻¹. Which position applies for t ≥ 2?

What you will learn

  • Set up simultaneous motion equations for two particles.
  • Check meeting times against starting times and explain which particle catches the other.
The curved displacement graph is A: x = t², from rest with acceleration 2 m s⁻². The straight graph is B: x = 8 + 2t, with initial position 8 m and constant velocity 2 m s⁻¹. They intersect at (4 s, 16 m). A’s tangent gradient there is 8 m s⁻¹, while B’s is 2 m s⁻¹; equal position does not imply equal velocity. Only t ≥ 0 is modelled, so the equation’s negative root −2 s is excluded.Meeting: same position and timeDifferent gradients, different velocitiesx (m)t (s)0245(4 s, 16 m)A: t²B: 8 + 2tOne-dimensional motion · labelled units
The curved displacement graph is A: x = t², from rest with acceleration 2 m s⁻². The straight graph is B: x = 8 + 2t, with initial position 8 m and constant velocity 2 m s⁻¹. They intersect at (4 s, 16 m). A’s tangent gradient there is 8 m s⁻¹, while B’s is 2 m s⁻¹; equal position does not imply equal velocity. Only t ≥ 0 is modelled, so the equation’s negative root −2 s is excluded.

Equal position at the same time defines a meeting

Choose one origin, one positive direction and a common clock. Particle A starts from rest at x = 0 with a = 2 m s⁻², so xₐ = t². At t = 0, particle B is at x = 8 m and moves positively at constant 2 m s⁻¹, so xᵦ = 8 + 2t. A meeting requires t² = 8 + 2t, giving (t − 4)(t + 2) = 0. Only t = 4 is within the t ≥ 0 model.

At 4 s both particles are at x = 16 m, but their velocities are different: vₐ = 2t = 8 m s⁻¹ and vᵦ = 2 m s⁻¹. Equal positions do not imply equal velocities. On a displacement graph, a meeting is an intersection, while equal instantaneous velocities correspond to equal tangent slopes. If particles approach from opposite directions, their signed velocity equations must reflect that rather than assigning both a positive speed.

Delayed starts can produce two valid meetings

Suppose A still has xₐ = t² from global t = 0, while B starts from the origin at t = 1 s and moves positively at 8 m s⁻¹. For t ≥ 1, xᵦ = 8(t − 1), because B has been moving for t − 1 seconds, not t seconds. Equating positions gives t² − 8t + 8 = 0, with roots t = 4 ± 2√2. Both are after B starts, so both are valid meetings within the ongoing-motion model.

At the first meeting, B is faster than A and catches it; at the second, A is faster and catches B again. The positions are 24 ± 16√2 m, using the same sign as the respective time root. Check roots against all interval assumptions, such as delayed starts or a specified first stop. A negative root can describe a mathematical extension of an equation rather than a physical event, and a real root before B starts cannot represent a meeting of the modelled moving particles.

Pause and explain

For t² = 8 + 2t with the motion model beginning at t = 0, which meeting time is valid?

Put the idea to work

Worked example

A starts from rest at x = 0 with constant a = 2 m s⁻². B starts at x = 8 m at the same time and moves positively at 2 m s⁻¹. Find their meeting time, position and velocities.

Show the worked solution
  1. Using the shared clock, xₐ = t² and xᵦ = 8 + 2t.
  2. Equate them: t² − 2t − 8 = 0, giving t = 4 or −2; retain t = 4 s for the model.
  3. Both positions are 16 m; their velocities are vₐ = 8 m s⁻¹ and vᵦ = 2 m s⁻¹.

Answer Meeting at 4 s and x = 16 m; A velocity +8 m s⁻¹, B velocity +2 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 starts from rest at x = 0 with constant a = 2 m s⁻². B starts simultaneously at x = 15 m and moves positively at 2 m s⁻¹. Find their meeting time and position.

Give me a hint

Include B’s 15 m head start before equating the positions.

Compare my reasoning
  1. Write xₐ = t² and xᵦ = 15 + 2t.
  2. The meeting equation t² − 2t − 15 = 0 gives t = 5 or −3.
  3. Only t = 5 s is in the model; both positions then equal 25 m.

Meeting at 5 s and x = 25 m; negative time −3 s excluded.

Look for these in your work

  • Keep the head start in B’s position equation.
  • Substitute the retained time into both positions.
2 · Independent

A starts at x = 0 moving at +6 m s⁻¹, while B starts simultaneously at x = 20 m moving at −4 m s⁻¹. Both velocities remain constant. Find their meeting time and position.

Give me a hint

B approaches the origin, so its position decreases on the same signed axis.

Compare my reasoning
  1. Write xₐ = 6t and xᵦ = 20 − 4t.
  2. Equating positions gives 10t = 20, so t = 2 s.
  3. Both positions equal 12 m; velocities remain +6 and −4 m s⁻¹ rather than becoming equal.

Meeting at 2 s and x = 12 m; velocities +6 and −4 m s⁻¹.

Look for these in your work

  • Use B’s negative directed velocity.
  • Check the same time gives one common position.
3 · Transfer

A starts from rest at x = 0 at global t = 0 with a = 2 m s⁻². B starts at the same origin at global t = 1 s and moves at +8 m s⁻¹ thereafter. Find all meetings for t ≥ 1 and explain the catching order.

Give me a hint

Shift only B’s elapsed moving time and test both quadratic roots.

Compare my reasoning
  1. For t ≥ 1, xₐ = t² and xᵦ = 8(t − 1); the meeting equation is t² − 8t + 8 = 0.
  2. Roots are t = 4 ± 2√2 s, both greater than 1; positions are x = 24 ± 16√2 m respectively.
  3. At the first meeting 2t < 8 so B catches A; at the second 2t > 8 so A catches B. Both events are valid while the stated motion continues.

Meetings at 4 − 2√2 and 4 + 2√2 s, at positions 24 − 16√2 and 24 + 16√2 m respectively; B catches A first, then A catches B.

Look for these in your work

  • Use t − 1 for B and retain both domain-valid roots.
  • Compare the actual velocities at each meeting to establish the catching order.

Common mistakes

  • Use a shared origin and clock for both position equations.
  • Replace t by elapsed time since a delayed start.
  • Check all roots against the model and do not confuse a meeting with equal velocities.
Recall without your notes

What can you explain now?

At a displacement-graph intersection, must the two particles have equal velocities?

Compare with the explanation

No; only their positions are equal at that time.

Their velocities are the respective tangent gradients, which can differ.

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

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Make it stick

Use one coordinate system and clock, include each start position and delay, equate positions and verify every event root.

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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