Unit M2: Mechanics 2

Motion in a vertical plane with constant acceleration, e.g. under gravity.

Use motion in a vertical plane with constant acceleration, e to connect the rule to the data and decision in the question.

This matters because motion in a vertical plane with constant acceleration, e determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply motion in a vertical plane with constant acceleration, e to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Motion in a vertical plane with constant acceleration, e is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Simple cases of motion of a projectile.

Use simple cases of motion of a projectile to connect the rule to the data and decision in the question.

This matters because simple cases of motion of a projectile determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply simple cases of motion of a projectile to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Simple cases of motion of a projectile is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Velocity and acceleration when the The setting up and solution of equations of the form displacement is a function of time. dx dv = f(t) or = g(t) will be consistent with the level of dt dt calculus in P1, P2 P3 and P4.

Use velocity and acceleration when to connect the rule to the data and decision in the question.

This matters because velocity and acceleration when determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply velocity and acceleration when to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Velocity and acceleration when is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Differentiate and integrate vector-valued position functions with respect to time to obtain velocity and acceleration.

Use differentiating and integrating vectors to connect the rule to the data and decision in the question.

This matters because differentiating and integrating vectors determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply differentiating and integrating vectors to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Differentiating and integrating vectors is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Centre of mass of a discrete mass distribution in one and two dimensions.

Use centre of mass of discrete distributions to connect the rule to the data and decision in the question.

This matters because centre of mass of discrete distributions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply centre of mass of discrete distributions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Centre of mass of discrete distributions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Centre of mass of uniform plane The use of an axis of symmetry will be acceptable where figures, and simple cases of appropriate.; Use of integration is not required.; Figures may composite plane figures. include the shapes referred to in the formulae book.; Results given in the formulae book may be quoted without proof.

Use centre of mass of uniform plane to connect the rule to the data and decision in the question.

This matters because centre of mass of uniform plane determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply centre of mass of uniform plane to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Centre of mass of uniform plane is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Simple cases of equilibrium of a The lamina may plane lamina. (i) be suspended from a fixed point; (ii) be free to rotate about a fixed horizontal axis; (iii) be put on an inclined plane.

Use simple cases of equilibrium to connect the rule to the data and decision in the question.

This matters because simple cases of equilibrium determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply simple cases of equilibrium to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Simple cases of equilibrium is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Kinetic and potential energy, work Problems involving motion under a constant resistance and power.; The work-energy and/or up and down an inclined plane may be set. principle.; The principle of conservation of mechanical energy.

Use kinetic and potential energy, work to connect the rule to the data and decision in the question.

This matters because kinetic and potential energy, work determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply kinetic and potential energy, work to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Kinetic and potential energy, work is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Momentum as a vector.; The impulse-momentum principle in vector form.; Conservation of linear momentum.

Use momentum as a vector to connect the rule to the data and decision in the question.

This matters because momentum as a vector determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply momentum as a vector to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Momentum as a vector is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use Newton’s law of restitution for direct impact of elastic particles, with 0 ≤ e ≤ 1, and determine loss of mechanical energy.

Use direct impact of elastic particles to connect the rule to the data and decision in the question.

This matters because direct impact of elastic particles determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply direct impact of elastic particles to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Direct impact of elastic particles is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Successive impacts of up to three Collision with a plane surface will not involve oblique particles or two particles and a impact. smooth plane surface.

Use successive impacts of up to three to connect the rule to the data and decision in the question.

This matters because successive impacts of up to three determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply successive impacts of up to three to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Successive impacts of up to three is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Moment of a force.

Use moment of a force to connect the rule to the data and decision in the question.

This matters because moment of a force determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply moment of a force to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Moment of a force is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Equilibrium of rigid bodies.; Problems involving parallel and non-parallel coplanar forces.; Problems may include rods or ladders resting against smooth or rough vertical walls and on smooth or rough ground.

Use equilibrium of rigid bodies to connect the rule to the data and decision in the question.

This matters because equilibrium of rigid bodies determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply equilibrium of rigid bodies to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Equilibrium of rigid bodies is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.