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A Level · Cambridge (CIE) · 9709

Use the resultant force to find signed acceleration

Apply Newton’s first and second laws to a constant-mass particle, keeping the chosen direction and all actual forces in one balance.

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

  • Resolve and add signed force components.
  • Distinguish velocity from acceleration.

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

Quick readiness check

Which quantity belongs on the force side of F = ma?

What you will learn

  • Calculate acceleration from the resultant force rather than one selected force.
  • Interpret zero resultant and acceleration opposite to current motion.
The 4 kg particle has horizontal forces 18 N right and 6 N left, with weight and reaction 40 N balancing vertically. Its horizontal resultant is 12 N right, giving acceleration 3 m s⁻² right. The force arrows are schematic, not a scale construction; acceleration is a consequence of the forces, not an extra force.Use the resultant in F = maRight is positive →4 kg18 N6 NR = 40 NW = 40 N18 − 6 = 4a → a = +3 m s⁻²Schematic arrows; use numerical balances
The 4 kg particle has horizontal forces 18 N right and 6 N left, with weight and reaction 40 N balancing vertically. Its horizontal resultant is 12 N right, giving acceleration 3 m s⁻² right. The force arrows are schematic, not a scale construction; acceleration is a consequence of the forces, not an extra force.

Resultant force determines acceleration

Choose an axis along the linear motion and list the actual forces on the particle. For constant mass, their signed sum is ma. A 4 kg particle acted on by 18 N to the right and 6 N to the left has resultant 12 N rightwards, so a = 12/4 = +3 m s⁻² with right positive. There is no additional force called ma to add to the diagram: ma describes the consequence of the resultant.

If perpendicular acceleration is zero, resolve separately perpendicular to the path. On a horizontal surface with only weight and normal reaction vertically, R − mg = 0. This vertical equation determines contact forces; it does not replace the horizontal equation. A force need not point in the direction of the current velocity: a leftward resultant can slow a rightward particle, then make it speed up leftwards if that force continues.

Zero resultant means constant velocity

Newton’s first law says that zero resultant gives zero acceleration in this model. The particle can be stationary or moving at a constant non-zero velocity; the forces need not be absent. A 12 N forward pull balanced by 12 N resistance maintains a stated constant velocity. Conversely, at an instant when velocity is zero, acceleration may be non-zero: an unsupported particle at its highest point still accelerates downwards.

Mass measures inertia and is expressed in kilograms; force is measured in newtons. For a known resultant, a = F/m, so doubling positive mass halves acceleration. Newton’s third-law partners act on different bodies and do not cancel within one particle’s diagram. They cancel only when both interacting bodies are included in a larger system, which is useful later for connected particles.

Pause and explain

A particle moves right but has negative acceleration with right positive. What follows immediately?

Put the idea to work

Worked example

A 4 kg particle has forces 18 N rightwards and 6 N leftwards. Find its acceleration, taking right as positive.

Show the worked solution
  1. Include both actual horizontal forces: F = 18 − 6 = 12 N.
  2. Use F = ma: 12 = 4a.
  3. Thus a = +3 m s⁻². Weight and normal reaction balance vertically if vertical acceleration is zero.

Answer Acceleration +3 m s⁻², rightwards.

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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 particle has forces 18 N right and 6 N left. Find its signed acceleration with right positive.

Give me a hint

Subtract opposing forces before dividing by the positive mass.

Compare my reasoning
  1. The signed resultant is 18 − 6 = 12 N.
  2. Newton’s second law gives 4a = 12.
  3. Therefore a = +3 m s⁻², in the rightward direction.

a = +3 m s⁻².

Look for these in your work

  • Include both forces in the resultant.
  • Report acceleration with a direction and correct units.
2 · Independent

A 5 kg particle moving right at 6 m s⁻¹ has a constant 8 N rightward drive and 18 N leftward resistance. Find acceleration and velocity after 2 s if these forces continue.

Give me a hint

Keep the negative acceleration in v = u + at.

Compare my reasoning
  1. The resultant is 8 − 18 = −10 N, so a = −10/5 = −2 m s⁻².
  2. After 2 s, v = 6 + (−2) × 2 = +2 m s⁻¹.
  3. The particle is still moving right but more slowly; acceleration is leftwards.

a = −2 m s⁻²; v(2) = +2 m s⁻¹.

Look for these in your work

  • Use resistance with the opposing sign.
  • Distinguish the direction of acceleration from the still-positive velocity.
3 · Transfer

A 3 kg particle moves right at constant velocity 5 m s⁻¹. A forward drive D balances a stated 12 N resistance. Find D and acceleration; explain whether the particle is stationary.

Give me a hint

Constant velocity means zero resultant, not zero forces or zero speed.

Compare my reasoning
  1. Because the velocity is constant, a = 0.
  2. Newton’s second law gives D − 12 = 3 × 0, so D = 12 N.
  3. The particle remains moving right at 5 m s⁻¹; it is not stationary.

D = 12 N; a = 0; velocity remains +5 m s⁻¹.

Look for these in your work

  • Use the stated constant velocity to set acceleration to zero.
  • Do not infer rest from balanced forces.

Common mistakes

  • Use the resultant, not just the driving force.
  • Do not add ma as another force.
  • Zero acceleration does not require zero velocity.
Recall without your notes

What can you explain now?

Does zero resultant force imply that a moving particle stops?

Compare with the explanation

No; it retains its constant velocity in this model.

Stopping requires a change of velocity, which requires a non-zero resultant over a time interval.

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

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Make it stick

Choose a direction, draw actual forces and set their signed resultant equal to ma.

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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