Impulse on a Force-Time Graph (AQA A Level Physics): Revision Note

Exam code: 7408

Ashika

Written by: Ashika

Reviewed by: Tim

Updated on

Guided study available on this topic

Understand this topic with deeper explanations and understanding checks.

Impulse on a force-time graph

  • In real life, forces are often not constant and will vary over time

  • If the force is plotted against time, the impulse is equal to the area under the force-time graph

Force–time graph with a smooth curve rising from and returning to zero. The shaded area beneath the curve is labelled “impulse / N s” and identified as the area under the graph.
When the force is not constant, the impulse is the area under a force–time graph
  • This is because

Impulse = Force × Change in time

  • The impulse is therefore equal whether there is a small force over a long period of time or a large force over a small period of time

  • Since change in momentum is equal to impulse, the same change in momentum over a longer period of time will produce less force (and vice versa)

  • The force-time graph may be a curve or a straight line

    • If the graph is a curve, the area can be found by counting the squares underneath

    • If the graph is made up of straight lines, split the graph into sections

      • The total area is the sum of the areas of each section

Worked Example

A ball of mass 3.0 kg, initially at rest, is acted on by a force F which varies with t as shown by the graph.

Force-time graph where the force rises steadily from 0 to 4 kN at 8 s, then falls steadily back to 0 at 16 s.

Calculate the velocity of the ball after 16 s.

[3]

Answer:

Step 1: List the known quantities

  • Mass of ball, m = 3.0 kg

  • Initial velocity of ball, u = 0 m s-1 (since it is initially at rest)

Step 2: Calculate the impulse

  • The impulse is the area under the graph

  • The graph can be split up into two right-angled triangles with a base of 8 s and a height of 4 kN

Area = (12 × 8 × (4 × 103)) + (12 × (16 − 8) × (4 × 103))

Area = impulse = 32 × 103 N s [1 mark]

Step 3: Write the equation for impulse

Impulse = Δp = m(v – u)

Step 4: Substitute in the values

v = Impulsem + u

v = 32 × 1033.0 + 0 [1 mark]

v = 10 666 m s−1 = 11 km s−1 [1 mark]

Examiner Tips and Tricks

Some maths tips for this section:

Rate of Change

  • ‘Rate of change’ describes how one variable changes with respect to another

  • In maths, how fast something changes with time is represented as dividing by Δt (e.g. acceleration is the rate of change in velocity)

  • More specifically, Δt is used for finite and quantifiable changes such as the difference in time between two events

Areas

  • The area under a graph may be split up into different shapes, so make sure you’re comfortable with calculating the area of squares, rectangles, right-angled triangles and trapeziums!

Impact forces

  • Impact forces are reduced by increasing the contact time

  • This fact is used in everyday life to lower the risk of injury

  • Some examples of where reducing impact force is important:

    • in sport

    • in packaging

In sports

  • For example, in cricket, when a fielder relaxes their hands and pulls them back when catching a ball

    • A cricket ball travels at very high speeds and therefore has a high momentum

    • When a fielder catches the ball, it exerts a force onto their hands

    • Stopping a ball with high momentum instantly will cause a large force on their hands

    • This is because a change in momentum (impulse) acts over a short period of time which creates a large force on the fielder's hands and could cause serious injury

    • A fielder moves their hands back when they catch the ball, which increases the time for its change in momentum to reduce

    • This means there will be less force exerted on the fielder's hands and, therefore, less chance of injury

A cricket fielder catching a high-momentum cricket ball. Labels explain moving the hands and stepping backwards increases the time over which the impulse acts, reducing the force.
A cricket fielder moves their hands backwards when catching a cricket ball to reduce the force it will exert on their hands
  • In football:

    • Increasing the contact time is sometimes used to advantage, as the longer the contact time, the larger change in momentum

    • When kicking a football, after a strong kick the motion is followed through

    • The momentum from the foot is transferred to the ball

    • This creates a large impulse and the ball then has a higher velocity

A footballer following through after kicking a ball, with a curved arrow showing the kicking leg’s follow-through action.
The follow through action of a football kick increases the change in momentum of the ball

In packaging

  • Packaging, especially for fragile items, uses bubble wrap or polyester packaging to reduce the impact forces that items experience in transit

  • These help cushion the items by increasing the time over which they experience a force, which reduces the risk of damage

Worked Example

A tennis racket strikes a tennis ball two different times. On both strikes, the change in momentum of the tennis ball is 0.5 kg m s-1.

On the first strike, the racket is in contact with the ball for 2.0 s. On the second strike, the racket is in contact with the ball for 0.1 s.

Determine which strike delivers the greatest force on the ball.  

[2]

Answer: 

Step 1: List the known quantities

  • Change in momentum, ∆p = 0.5 kg m s−1

  • Contact time of first strike, t1 = 2.0 s

  • Contact time of second strike, t2 = 0.1 s

Step 2: Determine the force exerted on the ball by the first strike of the racket:

F = ∆p∆t = 0.52.0 = 0.25 N

Step 3: Determine the force exerted on the ball by the second strike of the racket:

F = ∆p∆t = 0.50.1 = 5.0 N [1 mark]

Step 4: Conclusion

  • The second strike delivers the greatest force (5.0 N compared to 0.25 N) [1 mark]

Unlock more, it's free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Build on this topic

Ashika

Author: Ashika

Expertise: Physics Content Creator

Ashika graduated with a first-class Physics degree from Manchester University and, having worked as a software engineer, focused on Physics education, creating engaging content to help students across all levels. Now an experienced GCSE and A Level Physics and Maths tutor, Ashika helps to grow and improve our Physics resources.

Tim

Reviewer: Tim

Expertise: Content Creator

Timothy graduated with a first class degree in Mathematics and Physics from the University of Warwick. After working as a postgraduate researcher, Timothy has worked as a content creator for various online revision platforms, creating physics resources for a range of levels and exam boards.