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A Level · Cambridge (CIE) · 9709

Use energy for a taut connected particle system

Sum the two particles’ kinetic and potential changes, explain tension-work cancellation and stop the energy model when a string or contact constraint changes.

Mechanics · Energy, work and power · 4.5
Exam scope and assessment notes

Mechanics (Paper 4, AS & A Level) · Mathematics 9709, 2026–2027, section 4.5. Use g = 10 m s⁻² throughout these problems. Masses are positive and constant. Work by a constant force is Fd cos θ, with θ between force and displacement; scalar-product notation is not required. Kinetic energy is ½mv² and gravitational potential-energy change is mgΔh. State the system and count gravitational work or potential-energy change once, not both. Mechanical energy is conserved only under the stated loss-free model; friction and supplied resistance transfer mechanical energy to other forms. Smooth curved-slide examples use overall energy changes and assume contact throughout, rather than requiring a normal-reaction calculation. Average power is work divided by elapsed time; P = Fv applies to a force along the motion. Constant driving power generally gives variable force and acceleration; instantaneous calculations do not justify constant-acceleration formulae over a whole journey. Check string, contact and motion-state changes before continuing a model. Written practice is self-checked; human subject-teacher review remains pending.

Before you begin

  • Apply ideal taut-string constraints over a smooth pulley.
  • Find gravitational and friction contributions along separate particle paths.

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

Quick readiness check

Two connected masses m and M have the same speed magnitude v. What is their total kinetic energy?

What you will learn

  • Use the shared speed magnitude for the combined kinetic energy of ideal connected particles.
  • Include friction and height changes of the correct bodies without counting internal tension work twice.

The connection links speeds and displacements

For a 4 kg particle on a rough horizontal table connected to a 2 kg hanging mass by a light taut inextensible string over a smooth pulley, the speed magnitudes are equal while the string remains taut. Starting from rest, total final K is ½(4 + 2)v² = 3v². With table coefficient 1/4, friction is 10 N. If the hanging particle falls 0.3 m, it releases 6 J potential energy and table friction removes 3 J, leaving total K = 3 J. Hence v = 1 m s⁻¹.

Tension does positive work on the table particle moving towards the pulley and equal negative work on the descending hanging particle. Under the common-tension and equal-displacement assumptions, those work terms cancel when the particle balances are added. This is a scalar work cancellation, even though the two tension force vectors do not necessarily point in opposite directions in space. It does not imply that either individual tension is zero.

Use the height change of each mass and respect events

For hanging masses 3 kg and 5 kg, with the 5 kg mass descending 0.8 m from rest, the heavier loses 40 J of potential energy and the lighter gains 24 J. The net release is 16 J, so ½(3 + 5)v² = 16 gives v = 2 m s⁻¹. Using only the descending weight as the release would omit the energy needed to raise its partner.

On a slope-and-hanging system, the slope particle’s vertical rise is its along-plane travel multiplied by sine; the hanging particle’s height change equals its vertical travel. Include friction only on the rough contact. If a mass hits the floor or the string slackens, shared-speed and tension-work assumptions can end. A floor impact may dissipate energy; do not claim mechanical-energy conservation across it without a stated impact model. Start a new interval for the unaffected particle when appropriate.

Pause and explain

A 5 kg hanging mass descends while a 3 kg mass rises by the same 0.8 m. What potential-energy release is available?

Put the idea to work

Worked example

A 4 kg rough-table particle with μ = 1/4 is linked to a 2 kg hanging mass by an ideal taut string. Released from rest, the hanging mass falls 0.3 m before any contact. Find their common speed.

Show the worked solution
  1. The gravitational energy release is 2 × 10 × 0.3 = 6 J.
  2. Table friction is 10 N and removes 10 × 0.3 = 3 J.
  3. Total final K is 3 J = ½(6)v², so common speed is 1 m s⁻¹.

Answer Common speed 1 m s⁻¹ before contact; combined K = 3 J.

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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 4 kg table particle with μ = 1/4 is linked to a 2 kg hanging mass by an ideal taut string. Released from rest, the hanging mass falls 0.3 m before any contact. Find common speed using energy.

Give me a hint

Subtract table friction loss from the hanging mass’s potential release and include both kinetic energies.

Compare my reasoning
  1. Potential release is 6 J and friction loss is 3 J.
  2. Combined final K is 3 J = ½(4 + 2)v².
  3. Therefore v² = 1 and common speed is 1 m s⁻¹.

Common speed 1 m s⁻¹; combined K = 3 J.

Look for these in your work

  • Include both moving masses in kinetic energy.
  • Use the equal-displacement taut-string assumption only within the stated interval.
2 · Independent

Masses 3 kg and 5 kg hang on an ideal taut pulley string and are released from rest. The heavier descends 0.8 m before any contact. Find their common speed by energy.

Give me a hint

The ascending mass gains potential energy and reduces the net gravitational release.

Compare my reasoning
  1. The heavier loses 40 J and the lighter gains 24 J, so net release is 16 J.
  2. Combined K is ½(8)v² = 4v².
  3. Thus v² = 4 and common speed is 2 m s⁻¹.

Common speed 2 m s⁻¹; net potential release 16 J.

Look for these in your work

  • Use both signed height changes.
  • Add both positive kinetic-energy contributions.
3 · Transfer

A 5 kg particle starts up a rough slope linked to a descending 4 kg mass by an ideal taut string. Given sin θ = 3/5, cos θ = 4/5 and μ = 1/10, the system starts from rest and travels 3 m before any boundary. Find common speed and check using Newton’s law.

Give me a hint

The hanging potential loss must supply the slope potential gain, friction loss and both kinetic energies.

Compare my reasoning
  1. Hanging release is 4 × 10 × 3 = 120 J; slope rise costs 5 × 10 × 3 × 3/5 = 90 J; friction 4 N removes 12 J.
  2. The remaining 18 J equals ½(9)v², so v² = 4 and common speed is 2 m s⁻¹.
  3. Newton’s equations give common a = (40 − 30 − 4)/9 = 2/3; from rest over 3 m, v² = 2 × 2/3 × 3 = 4, agreeing.

Common speed 2 m s⁻¹; total K = 18 J; Newton check a = 2/3 m s⁻².

Look for these in your work

  • Count all gravitational and friction changes once.
  • Check the energy result independently while the connection is still taut.

Common mistakes

  • Both masses contribute to combined kinetic energy.
  • Include the height change of every mass.
  • Do not carry a taut-connection energy model through a floor impact or slackening event.
Recall without your notes

What can you explain now?

Does cancellation of tension work mean the two actual tension force vectors must be opposite in space?

Compare with the explanation

No; work cancels through equal tensions and opposite signed along-path work.

The two individual forces can have different spatial directions while their scalar work contributions cancel.

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Make it stick

Sum positive kinetic energies and signed height changes, cancel ideal internal tension work and end the balance at a constraint-changing event.

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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