Stretch and

Challenge
What is Stretch and Challenge?

What it is:
the application of knowledge and/or problem solving rather than just
recalling data
demonstrating your breadth of knowledge (including facts learned
during your AS course) not the narrow testing of one specification
topic
being examined by more open-ended questions which may have no
single correct answer
applying your scientific knowledge to new contexts you haven't met
before
part of your normal A2 examination paper.

What it isnt:
additional content to learn
lots of extra essay questions although some Stretch and Challenge
questions may be tested by extended prose questions
being examined by questions that are flagged: Stretch and Challenge
only for those students aiming for an A* grade your examination
paper contains questions that will test you on your knowledge of
physics, and whatever the grade you are aiming for, you need to
answer all the questions to the best of your ability.

Why should I be concerned about Stretch and Challenge?

It's about learning new skills and ways of thinking

Stretch and Challenge should help improve your problem solving and thinking
skills. You will probably be required to apply your knowledge in new contexts as
well as make links across the various topics you've encountered throughout
your AS and A2 studies.

Improving your marks

The skills Stretch and Challenge help develop could mean the difference
between one grade and another, especially if you're aiming for an A or A* grade
although these skills should be helpful in attaining whatever grade you are
aiming for.

Useful beyond A level

The Stretch and Challenge skills should also be useful if you want to carry on
with your studies in higher education or want to start a career. Universities
which use entrance exams or interviews will be looking for students who can
show more than just rote learning the thinking skills demonstrated through
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Stretch and Challenge help to prepare you for these situations. Similarly, most
businesses will be looking for people who have good problem-solving skills and
the ability to apply knowledge in different contexts so practising such skills
during your A2 course will stand you in good stead whatever you choose to do.

How should I prepare for Stretch and Challenge questions?

Stretch and Challenge questions are just part of your examination paper, so all the
usual advice for revision applies. You need to know the content of the course as laid
out by the specification. However, to do well in Stretch and Challenge you also need
to practise thinking in different ways, rather than just learning the content by rote.

Don't limit yourself to revising topics in isolation

Try to spot links between modules and use strategies such as concept maps to
connect up different topics.

Read around the subject

Use different sources, for instance newspapers, magazines (e.g. New
Scientist), websites (e.g. NewScientist.com the link for which can be found on
this CD). Your goal isn't to learn lots of additional information, but to be aware
of how many of the topics or ways of scientific thinking are relevant to everyday
life. It will also help you recognise that different views on the same topic exist.

Ask your teacher for advice

This could be about the best practice questions to use for Stretch and
Challenge including past examination questions, specimen examination
questions or other materials specific to your school. Look at the examples in
this document and try answering the questions.

Think carefully about your exam technique

Allow yourself enough time to answer all your questions and be prepared to
have a go youre sure to get some marks! Bear in mind you need to do as
well as you can on the whole paper.

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What will Stretch and Challenge questions look like?

Stretch and Challenge questions can crop up anywhere in an A2 examination paper,
although they will not be flagged as such. However, the examples below should help
you to spot the Stretch and Challenge opportunities.

Stretch and Challenge questions can account for around 510% of the marks in
your examination paper, so they could make the difference between one grade
and another.

Sometimes, a Stretch and Challenge question could be the final part of a long
question consisting of several parts, while at other times it will be a single
question.

It is quite likely that Stretch and Challenge questions will require some sort of
extended prose answer, but could equally ask you to draw a diagram, calculate
something or solve a problem.

Stretch and Challenge questions often use the command words explain,
discuss, evaluate, or suggest.

Sample questions
Below is a set of sample questions one per A2 module. However, the nature of
Stretch and Challenge questions means they may include material from other topics.
They are not past exam questions, nor are they written by the examination board;
they are designed to give you a flavour of the type of question you may be asked.
As with most questions, even if you do not achieve full marks you can usually pick
up several marks using a careful approach. The answers have been laid out to show
any potential marking points i.e. if the question carries six marks, the
corresponding answer will have six points to it; if the question has been allocated
eight marks then the corresponding answer will have eights points, etc. Look
carefully through each question. There are many opportunities to gain marks and so
you should not be put off by the slightly more complex wording of the question.

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Unit G484: The Newtonian world

Module 1 Newtons laws and momentum
Question:
Giving examples, explain the effects of the limitations of using Newtons second law in the
form: F = ma.
(6)
Sample answer:
F = ma can only be used if the mass of the body remains constant. This has two main
limitations, the first of which (next two points) is quite common.
When some objects accelerate, the force comes via a fuel burning engine (e.g. a rocket
motor or petrol engine). This fuel is usually carried in tanks and as the fuel is used and
the exhaust gases expelled, the total mass of the object decreases.
So if the same force is applied, the acceleration of the body will increase.
The second limitation occurs when objects travel close to the speed of light.
When they do, their mass increases from the theory of special relativity.
This means the acceleration will decrease assuming the net force applied remains
constant.
The formula F = ma may only be used if the units for each quantity are compatible, for
example if F is expressed in newtons m must be in kilograms and a in m/s2.
Examiners comments:

This question requires a brief explanation of the limitation of F = ma i.e. it only

applies when the mass of the object accelerating remains constant.

You must also include more than one example of a situation where the mass of a
body changes this should be clear if you read the question carefully, i.e. give
examples not an example.

In order to achieve full marks you must extend your answer to describe the effect
on the acceleration of the changing mass. This requires you to think about how
the acceleration changes if the mass does not remain constant.
Module 2 Circular motion and oscillations

Question:
Show how Newtons law of gravitation can be used to support Keplers third law.
(5)
Sample answer:
Newtons law of gravitation gives F = GMm/r2 (this is equation 1). If we assume one body
orbits the other in circular motion, then another equation for the force is: F = mv2/r (this is
equation 2).

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As the orbit is circular in one complete orbit v = 2r/T and so v2 = 42r2/T2

Substituting for v2 into equation 2 gives F = m42r2/T2r or F = m42r/T2
Putting equation 1 = equation 2 gives GMm/r2 = m42r/T2. This can be rearranged to give
T2 = (42/GM)r3
(42/GM) is a constant, therefore T2 is proportional to r3 and this is Keplers third law.
Examiners comments:
This question uses ideas from several topics. To achieve all the marks you must think
carefully about how you lay out your response make sure you describe what you are
doing rather than just listing a series of equations.
Module 3 Thermal physics
Question:
Suggest how the changes in temperature and pressure affect the volume of a helium
balloon as it rises through the atmosphere.
(6)
Sample answer:
As the balloon rises, the surrounding air temperature drops.
This would cause the volume of the balloon to decrease.
However, as the balloon rises, the surrounding pressure also drops.
This would cause the balloon's volume to increase.
As the balloon rises, the change in temperature is quite small (even 50 km up the average
air temperature has not changed much when expressed in K), however, the change in air
pressure is much greater (at 50km the pressure is about 1/1000 of atmospheric
pressure).
As a result, the change in pressure has the greater effect and so the volume of the balloon
would increase.
Examiners comments:
Its quite tricky to get full marks when answering this type of question. However, a logical
series of steps, carefully thought through, should enable you to gain most of the marks.
You must think about how the temperature and the pressure changes as the balloon rises
and the effect each would have on the volume. This is an example of applying the gas
laws in perhaps a novel context.
For the final two marks you need to think about which factor changes more and so has the
greatest effect.

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Unit G485: Field, particles and frontiers of physics

Module 4 Electric and magnetic fields
Question:
Discuss the similarities and differences between electric and gravitational fields and the
force they exert on objects.
(8)
Sample answer:
Both fields cause objects to experience forces.
A gravitational field causes a force to act on objects with mass. An electric field causes a
force to act on an object with charge.
The strength of the gravitational field is expressed as force per unit mass; the strength of
the electric field is expressed as force per unit charge.
The direction of a gravitational field can be found by the direction of the force acting on a
point mass placed in the field. The direction of an electric field can be found by the
direction of the force acting on a point positive charge placed in the field.
Due to the gravitational field, objects with mass will always attract each other. However,
due to the electric field, objects with positive charges will repel each other.
The magnitude of each of the forces obeys an inverse square law Newtons law of
gravitation for gravitational fields and Coulombs law for electric fields.
The constant of proportionality in each case is G for gravitational fields and 1/4 for
electric fields.
As a result, gravitational fields are relatively much weaker than electric fields. A large
mass is required before the magnitude of the gravitational force becomes significant.
Examiners comments:
This question requires a detailed answer covering much of the Electric and magnetic
fields module. It is designed to make you think about field theory in perhaps a slightly
different way rather than just using the equations and defining the terms.
A total of eight marks is available for correctly answering this question. However, be
careful! The question specifically asks for two things: the similarities and differences
between the fields and the force they exert. You need to spend some thinking time before
attempting to answer this question. A good place to start is looking at the equations for
each field type and trying to pick specific similarities and differences.

Module 5 Capacitors and exponential decay

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Question:
Using the definition of time constant show how time constant = CR may be derived from Q
= QO e t/CR
(5)
Sample answer:
Time constant may be defined as the time taken for the charge remaining on a capacitor
to fall to 1/e of its original value.
At the first time constant Q = QO e t/CR can be written as QO/e = QOe -time constant/CR
Cancelling Qo gives 1/e = e -time constant/CR
Taking natural logs gives -1 = -time constant/CR
Rearranging and cancelling the negatives gives CR = time constant
Examiners comments:
This question is quite mathematical and to get full marks you must be confident in
rearranging the capacitor discharge equation (Q = QO e t/CR) including the use of natural
logs.
Reading the question carefully guides you as to how to answer it. Firstly the definition of
time constant then relating this to the discharge equation. Then manipulating the
equation.
A similar question on radioactivity could be; Using the definition of half-life show how t1/2=
ln 2 / may be derived from N = NO e t.
Module 6 Nuclear physics
Question:
Evaluate the environmental impact of a nuclear power station.
(6)
Sample answer:
1. All large-scale methods for generating electricity have some environmental impact.
In the case of a nuclear power plant there are some detrimental effects see
points 2 and 3 as well as advantages see points 4, 5 and 6.
2. The production of nuclear waste this often has a long half-life and so will remain
radioactive for years to come.
3. There is also the expensive cost of decommissioning a nuclear power plant when it
reaches the end of its useful life. Instead, this money could be spent on
developing renewable energies that have less of an environmental or financial
impact.
4. Unlike nuclear power (and fossil fuels), other renewable sources such as wind and
solar energy cannot provide a stable supply of electricity.
5. In comparison to fossil fuels, a nuclear power plant does not produce as much CO 2
only produced when transporting the uranium fuel.
6. Nuclear power plants can also produce a large amount of electricity per kg of fuel
used. Consequently, the fuel transport costs may be lower and have less of a
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financial impact as well as less of an impact on the environment.

Examiners comments:
This question has no right or wrong answer. You will be awarded marks for using your
knowledge to raise a series of relevant points. This type of question is also found at
GCSE; however, at A2 you must give a much more detailed response.
Do not just list a series of advantages; this is not what the question is after. You must
make comparisons between nuclear power and other energy producing methods if you
are to evaluate the effect.
Module 7 Medical imaging
Question:
Explain the advantages and disadvantages of an MRI scanner.
(5)
Sample answer:
An MRI provides several advantages to the medical profession. Specifically:
1. The scanners do not use ionising radiation; as a consequence there are no
detrimental effects on the patient.
2. An MRI produces high-quality images in particular, a good contrast can be
obtained between soft tissues, unlike those produced from X-rays.
3. MRIs can produce excellent images through bone e.g. when trying to image the
brain, X-rays tend to be absorbed while ultrasound tends to be reflected, both
leading to poor-quality images.
However, there are also some disadvantages to using an MRI scanner:
1. They cannot be used on patients who have metallic pins or plates in their body
because of the large magnetic fields involved.
2. The cost MRI scanners are very expensive and time-consuming; it takes a long
time to scan each patient. The money could be better spent on other hospital
equipment that may be of more benefit to more patients.
Examiners comments:
This question is relatively simple. There are several advantages to using an MRI;
however, for all the marks you must explain why there is an advantage a simple
statement such as They use non-ionising radiation would not be worth a mark as it is just
stating an advantage, not explaining the advantage.
The question requires you to explain. You must read the question carefully and consider
what you need to write to be awarded the full marks.

Module 8 Modelling the universe

Question:
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Explain how the mean density of the universe may affect the ultimate fate of the universe.
(5)
Sample answer:
The mean density of the universe will affect the magnitude of the gravitational forces
within the universe.
If the mean density is below the critical density (value 9.5 1027kg/m3), then the
gravitational forces will be insufficient to stop the current expansion and the universe will
expand forever.
If the mean density is above the critical density, then the gravitational forces will be
greater.
As a result, the universe will decelerate and be attracted back to a singularity (big
crunch).
If the mean density is equal to the critical density (this is very unlikely), then the
gravitational forces will not be strong enough to pull the universe to singularity and so the
universe will reach a finite size and stop expanding.
Examiners comments:
To achieve full marks for this question you must explain the effect of changing the mean
density. Simple statements along the lines of: the mass is large; there will be a big crunch,
etc. will not be sufficient to award any marks.

And finally...
The three key pieces of advice to remember if you want to aim for those Stretch and
Challenge marks are:

to aim to answer all the questions you need to on the examination paper as well
as you can

to look for questions which invite you to make links across the different topics you
have met

to not be afraid of questions which appear to be about something you haven't

studied look hard to see whether this is actually a Stretch and Challenge
question which requires you to use your existing knowledge but in a new context.

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