Physics · PHY-009
Impulse & Crumple Zones
Design a bumper that lets the egg-cart survive the crash.
- NGSS HS-PS2-3
- NGSS HS-ETS1-2
- AP Physics 1 Unit 4
- AP Physics 1 Investigation 5
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About this lab
Crash an egg-carrying cart against different bumpers and record the force and motion during impact. In this interactive 3D investigation for high school students, select spring, clay, or paper-tube bumpers, change tube construction, and set the cart loading and launch speed before each test. Force-time records provide collision duration, average and peak forces, and an impulse-area measurement. Before-and-after velocities support a momentum comparison for stopping and rebound. Design trials combine available crush distance with the egg-force reading, including situations where the bumper reaches the end of its travel. The experiment is aligned with NGSS HS-PS2-3, NGSS HS-ETS1-2, AP Physics 1 Unit 4, and AP Physics 1 Investigation 5.
What this investigation asks
Stopping a cart means changing its momentum, while the shape and duration of the stopping force can vary. This investigation connects force-time records to different buffer designs and compares stopping with rebound. Decide which direction is positive before recording the incoming and outgoing velocities. The goal is to explain how the same required momentum change can be delivered through different force histories. A smaller peak force does not automatically mean a smaller impulse, because the duration and the rest of the curve also contribute to the result.
Design and measure the comparison
Hold the cart mass and initial speed fixed while comparing stopping arrangements. Record the final velocity as well as the force trace, since a rebound changes the momentum more than a simple stop under matched initial conditions. Find the area beneath the force-time curve using the appropriate shape or measured samples. A flat pulse and a triangular pulse require different area calculations. Use consistent signs throughout the record instead of replacing a negative outgoing velocity with a positive speed before computing the momentum change.
Connect the record to the model
Compare the measured impulse with mass multiplied by the velocity change. Then inspect how extending the interaction time changes the average force for a matched momentum change. The peak force and average force need not coincide. A force-time plot therefore gives more evidence than one maximum displayed value. The cart and wall exert equal and opposite interaction forces, but their accelerations need not match because their masses and constraints differ. Keep the system chosen for the momentum account explicit when describing that interaction.
Interpret the evidence and its limits
The crumple-zone comparison is a design exercise within the course's buffer and load assumptions. A longer stopping time can reduce force for the same momentum change, but a design also has limited travel and specified criteria. Report both its force response and whether it meets those criteria. Do not turn a simulated cart result into a real vehicle certification. Explain which aspect of the force history supports the design choice, and distinguish stored or dissipated energy from the momentum transferred during the same event.
Reference conditions and quantities
For the specified empty cart at mass 0.3500000000 kg and speed 0.40 m/s, the initial momentum reference is 0.1400000000 kg·m/s. Retain the velocity sign when calculating a later change. These values describe the course cart and starting condition; the impulse also requires the final velocity, not just this initial momentum.
Use the record to test your explanation
Write a prediction before collecting the comparison, naming the quantity that should change and the condition you will alter. Keep a reference run and vary one factor at a time when the question calls for a controlled test. Record the selected apparatus settings, units, and measurement interval. Where an activity supplies Ideal and Real modes or seeded variation, retain that identity with each record rather than mixing incompatible runs in one calculation.
Separate an instrument reading or counted observation from the model relationship used to explain it. Keep raw values alongside derived results so another student can reconstruct the argument. A graph needs labeled axes and a stated comparison range. If a result differs from a reference, inspect the conditions, rounding, and measurement procedure before changing the explanation.
For a classroom discussion, compare claims supported by the same evidence and identify an additional measurement that would distinguish competing accounts. Finish with a claim, the relevant observations, and reasoning tied to this course's model. State a specific limitation instead of assigning a general error label to every disagreement.
Related investigations
Compare the system account in Momentum & Collisions, then examine the energy description in Energy Conservation. The same interaction can be analyzed through momentum and energy, but the conserved quantities and system boundaries must be identified separately.
Common questions
Standards alignment
- NGSS HS-PS2-3
- NGSS HS-ETS1-2
- AP Physics 1 Unit 4
- AP Physics 1 Investigation 5


