Impulse (Cambridge (CIE) IGCSE Physics)

Revision Note

Leander Oates

Written by: Leander Oates

Reviewed by: Caroline Carroll

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Impulse

Extended tier only

  • When an external resultant force acts on an object for a very short time and changes the object's motion, we call this impulse

    • For example:

      • Kicking a ball

      • Catching a ball

      • A collision between two objects

The impulse equation

  • Impulse is the product of the force applied and the time for which it acts

impulse space equals space F increment t

  • Where:

    • F = resultant force, measured in newtons (N)

    • increment t = change in time, measured in seconds (s)

  • Therefore, the units of impulse are newton seconds (Ns)

  • The impulse of the resultant force is equal to the change in momentum of the object

impulse space equals space F increment t space equals space increment p

  • Change in momentum can also be described as:

increment p space equals space increment open parentheses m v close parentheses

increment p space equals space m v space minus space m u

  • Where:

    • increment p = change in momentum, measured in kilogram metres per second (kg m/s)

    • m = mass, measured in kilograms (kg)

    • v = final velocity, measured in metres per second (m/s)

    • u = initial velocity, measured in metres per second (m/s)

  • Therefore:

impulse space equals space F increment t space equals space increment p space equals space m v space minus space m u

Examples of impulse

  • When rain and hail (frozen water droplets) hit an umbrella, they feel very different due to the impulse of the force

  • Water droplets tend to splatter and roll off the umbrella because there is only a very small change in momentum

  • Hailstones have a larger mass and tend to bounce back off the umbrella, because there is a greater change in momentum

  • Therefore, the impulse that the umbrella applies on the hail stones is greater than the impulse the umbrella applies on the raindrops

  • This means that more force is required to hold an umbrella upright in hail compared to rain

Rain & Hail Impulse, downloadable AS & A Level Physics revision notes

The impulse exerted by the umbrella on the hail stones is greater than the impulse exerted on the raindrops.

Worked Example

A 58 g tennis ball moving horizontally to the left at a speed of 30 m s–1 is struck by a tennis racket which returns the ball back to the right at 20 m s–1.

(i) Calculate the impulse of the force exerted by the racket on the ball
(ii) State which direction the impulse is in

Answer:

Part (i)

Step 1Write the known quantities

  • Taking the initial direction of the ball as positive (the left)

  • Initial velocity, u space equals space 30 space straight m divided by straight s 

  • Final velocity, v space equals space minus 20 space straight m divided by straight s

  • Mass, m space equals space 58 space straight g space equals space 58 cross times 10 to the power of negative 3 end exponent space kg

Step 2: Write down the impulse equation

impulse space equals space F increment t space equals space increment p space equals space m v space minus space m u

Step 3: Substitute in the values

impulse space equals space m open parentheses v space minus space u close parentheses

impulse space equals space 58 cross times 10 to the power of negative 3 end exponent space open parentheses negative 20 space minus space 30 close parentheses

impulse space equals space minus 2.9 space straight N space straight s

Part (ii)

State the direction of the impulse

  • Since the impulse is negative, it must be in the opposite direction to which the tennis ball was initially travelling 

  • Therefore, the direction of the impulse is to the right

Examiner Tips and Tricks

Remember that if an object changes direction, then this must be reflected by the change in sign of the velocity. For example, if the left is taken as positive and therefore the right as negative, an impulse of 20 N s to the right is equal to -20 N s

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Force & momentum

Extended tier only

  • Newton's second law is defined by the equation:

F space equals space m a

  • Momentum is given by the equation:

p space equals space m v

  • Combining these equations gives Newton's second law in terms of momentum:

F space equals space fraction numerator increment p over denominator increment t end fraction

  • Therefore, force can also be defined as the rate of change of momentum on a body

    • Or the change in momentum per unit time

Worked Example

A tennis ball hits a racket twice, with a change in momentum of 0.5 kg m/s both times.

During the first hit, the contact time is 2 s and during the second hit, the contact time is 0.1 s

Determine which strike of the tennis racket experiences the greatest force from the tennis ball.

2-4-we-different-contact-times

Answer:

Step 1: Calculate the force during the first hit

F space equals space fraction numerator increment p over denominator increment t end fraction

F space equals space fraction numerator 0.5 over denominator 2 end fraction

F space equals space 0.25 space straight N

Step 2: Calculate the force during the second hit

F space equals space fraction numerator increment p over denominator increment t end fraction

F space equals space fraction numerator 0.5 over denominator 0.1 end fraction

F space equals space 5.0 space straight N

Step 3: State your answer

  • The tennis racket experiences the greatest force from the ball during the second hit

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Leander Oates

Author: Leander Oates

Expertise: Physics

Leander graduated with First-class honours in Science and Education from Sheffield Hallam University. She won the prestigious Lord Robert Winston Solomon Lipson Prize in recognition of her dedication to science and teaching excellence. After teaching and tutoring both science and maths students, Leander now brings this passion for helping young people reach their potential to her work at SME.

Caroline Carroll

Author: Caroline Carroll

Expertise: Physics Subject Lead

Caroline graduated from the University of Nottingham with a degree in Chemistry and Molecular Physics. She spent several years working as an Industrial Chemist in the automotive industry before retraining to teach. Caroline has over 12 years of experience teaching GCSE and A-level chemistry and physics. She is passionate about creating high-quality resources to help students achieve their full potential.