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IGCSE · Cambridge (CIE) · 0625

Compare stopping times and average forces

Keep the same momentum change while comparing duration, and avoid treating average force as a guaranteed peak.

Momentum pathway · 1.6
Exam scope and assessment notes

Extended only (Supplement) · Physics 0625, 2026–2028, section 1.6. Define and use signed momentum p = mv, impulse FΔt = Δ(mv), conservation in simple one-dimensional systems, and resultant force as momentum change per unit time. F is the relevant resultant, with a constant force or stated average over the interval. Conservation requires negligible net external impulse on the chosen system; collision outcomes need enough supplied information. Written practice is self-checked. Supervised practical experience, cumulative assessment and human subject-teacher review remain pending.

Before you begin

  • Calculate stopping momentum change.
  • Use average resultant = change / duration.

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

Quick readiness check

What is stopping Δp for 0.50 kg initially at +10 m/s?

What you will learn

  • Explain longer stopping time for the same change in momentum.
  • Distinguish a mean-force comparison from an unsupported peak or safety claim.
Original stopping comparisons use the same 0.50 kg ball changing from +10 m/s to rest, so each has Δp = −5.0 kg m/s and impulse −5.0 N s. Durations 0.020 and 0.100 s give average horizontal resultants −250 and −50 N. Bars show average magnitudes on a common scale of 1.2 drawing units per newton, not force direction or measured time histories. These averages do not establish peak forces or certify any protective design.Same momentum change · different times0.020 s → average −250 N0.100 s → average −50 NBoth Δp = −5.0 kg m/sBoth impulses = −5.0 N sAverage values do not specify peaks
Original stopping comparisons use the same 0.50 kg ball changing from +10 m/s to rest, so each has Δp = −5.0 kg m/s and impulse −5.0 N s. Durations 0.020 and 0.100 s give average horizontal resultants −250 and −50 N. Bars show average magnitudes on a common scale of 1.2 drawing units per newton, not force direction or measured time histories. These averages do not establish peak forces or certify any protective design.

Hold the momentum change fixed

A 0.50 kg ball stops from +10 m/s, so Δp = 0 − 0.50 × 10 = −5.0 kg m/s. If stopping takes 0.020 s, average resultant is −5.0/0.020 = −250 N. If the same initial and final states take 0.100 s, it is −50 N. The impulse is −5.0 N s in both cases, but the longer interval reduces the average magnitude by a factor of five.

Moving the hands back during a controlled catch, cushioning or a deforming structure can increase the time over which momentum changes. Explain the comparison using the same object's initial and final states and the relevant resultant. A different rebound or initial speed changes Δp and cannot be ranked by time alone.

An average is a limited conclusion

The −250 N and −50 N values are averages over their stated intervals. Without the force-time profiles, those values do not establish the exact peak forces or certify a real protective design. A force concentrated into a short part of a long interval can still have a large peak. The diagram compares averages rather than measured contact histories.

If the ball instead rebounds at −4 m/s from the same +10 m/s, Δp = 0.50(−4 − 10) = −7.0 kg m/s. Even at 0.100 s its average resultant is −70 N, different from the −50 N stopping case. Specify both momentum change and duration before explaining a force reduction; do not turn a useful physical trend into an unconditional safety guarantee.

Pause and explain

For the same Δp, stopping time becomes five times longer. What happens to average force magnitude?

Put the idea to work

Worked example

A 0.50 kg ball stops from +10 m/s in either 0.020 s or 0.100 s. Compare average resultants and impulses.

Show the worked solution
  1. Both have Δp = −5.0 kg m/s and impulse −5.0 N s.
  2. Average forces are −5.0/0.020 = −250 N and −5.0/0.100 = −50 N.
  3. Five times longer duration gives one fifth the average force magnitude for the same change.

Answer −250 N and −50 N; both impulses −5.0 N s.

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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

Compare average resultants when 0.50 kg stops from +10 m/s in 0.020 s and 0.100 s.

Give me a hint

Use the same signed change in both time quotients.

Compare my reasoning
  1. Δp = −5.0 kg m/s.
  2. First average = −5.0/0.020 = −250 N.
  3. Second average = −5.0/0.100 = −50 N.

−250 N and −50 N.

Look for these in your work

  • Hold initial and final states fixed.
  • Compare average magnitudes after keeping their signs.
2 · Independent

The same 0.50 kg ball rebounds from +10 to −4 m/s in 0.100 s. Find Δp and average resultant, then compare with stopping over that duration.

Give me a hint

The rebound has a different final velocity despite the same interval.

Compare my reasoning
  1. Δp = 0.50(−4 − 10) = −7.0 kg m/s.
  2. Average resultant = −7.0/0.100 = −70 N.
  3. Stopping instead gives −50 N, so the rebound's average magnitude is greater.

Δp = −7.0 kg m/s; average −70 N, compared with stopping −50 N.

Look for these in your work

  • Use the reversed final sign.
  • Do not assume equal impulse just because times match.
3 · Transfer

Two stopping arrangements have the same Δp, and the longer one has lower average force. Does that alone prove its peak is lower or its design is certified safe? Explain.

Give me a hint

Identify what the interval averages do not reveal.

Compare my reasoning
  1. The longer duration reduces the average for the stated fixed change.
  2. The force profiles may differ, so their peaks are not supplied by those averages.
  3. A real protection assessment needs relevant measured behaviour and appropriate review beyond this model.

No; a lower average alone does not establish the peak or certify a protective design.

Look for these in your work

  • Retain the valid average trend.
  • State the missing time-profile and review evidence.

Common mistakes

  • Keep the same momentum change for a time-only comparison.
  • Rebounding changes the final momentum.
  • An average does not establish a measured peak or certified protection.
Recall without your notes

What can you explain now?

Would a rebound at −4 m/s have the same Δp as stopping from +10 m/s for 0.50 kg?

Compare with the explanation

No; rebound Δp is −7.0 kg m/s, compared with stopping −5.0.

The reversed final velocity supplies an additional negative final momentum.

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

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Make it stick

Explain a longer-time stopping comparison, then give a rebound or varying-force case that limits the conclusion.

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

491 sequenced Physics lessons provide 1473 guided, independent and application problems. 58 of 58 syllabus sections have full linked teaching sequences; 0 sections remain pending. Three earlier starter overviews remain available but are not counted as full sequences. The map covers all six subject areas for 2026–2028 and keeps review and assessment limits visible. This is available content, not full programme completion, an exam grade or certified mastery. Written practice is self-checked. Supervised practical experience, cumulative assessment and human subject-teacher review remain pending. Paper method exercises do not demonstrate practical competence or complete either practical-assessment route.

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