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ESAT Paper 1 Physics Sample Questions

Five questions from ESAT Paper 1, written to the depth of a full paper, with a worked solution for every one. This is a sample: a full module runs to 27 questions, written for one school at a time. Full timed papers, 27 questions a module, are in ESAT practice, free to start. Part of the ESAT preparation guide.

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Question 1

In a laboratory exercise on rectification, a 12 V supply of negligible internal resistance is connected across two vertical rails with its positive terminal at the left-hand rail, and three parallel branches bridge the rails. The top branch carries a 6 Ω resistor and a diode whose arrow points away from the left-hand rail. The middle branch carries a 4 Ω resistor and nothing else. The bottom branch carries a 8 Ω resistor and a diode whose arrow points back towards the left-hand rail. The diodes are ideal, and the leads and the ammeter in the main lead have no resistance. What is the ammeter reading in amperes?

Difficulty: ★★☆☆☆ Target Time: 85 s Tests: N/A

Key Idea (💡): A circuit is read from its symbols before any arithmetic is attempted. The battery terminal fixes the direction of conventional current, which leaves the positive terminal and crosses the branches in the external circuit. A diode is a triangle with a bar across its tip, and it passes current only in the direction the triangle points, so a branch whose triangle opposes the flow carries nothing at all and may be rubbed out of the diagram. Whatever branches remain are connected directly across the supply, so each carries the full supply voltage, and an ammeter in the main lead records the sum of the branch currents.

ESAT specification (UAT-UK): P1.2

Reveal the answer & worked solution: commit to an option first

Correct Answer: E. 5.0

Step-by-Step Breakdown:

1. Use the symbols to decide which branches carry current

The battery's positive terminal is joined to the left-hand rail, so conventional current leaves that terminal, runs along the left-hand rail and crosses every branch from left to right before returning down the right-hand rail. A diode passes current only in the direction its triangle points.

The triangle in the 6 Ω branch points the way the current is trying to go, so that branch conducts as though the diode were a plain wire. The triangle in the 8 Ω branch points against the flow, so that branch is an open circuit and carries nothing whatever. The 4 Ω branch holds no diode, so it always conducts.

2. Add the currents in the branches that survive

Each live branch is connected straight across the supply, so the full 12 V appears across it:
I1=126=2.0 A,I2=124=3.0 A,I3=0.

The ammeter sits in the main lead, so it records everything leaving the battery:
I=2.0+3.0=5.0 A.

Sanity check by the other route: the two live branches combine to 6×46+4=2.4 Ω, and 12÷2.4=5.0, which agrees.

The key is 5.0.

Why the Other Options Are Wrong (❌):

  • A. 6.5 · Ignored the diodes
    Lets all three branches conduct, as though the diodes were not there: 2.0+3.0+1.5=6.5. The branch whose diode opposes the current is an open circuit and adds nothing to the reading.
  • B. 4.5 · Diode directions read the wrong way round
    Takes the 8 Ω branch to be the conducting one and the 6 Ω branch to be blocked: 3.0+1.5=4.5. A diode passes current in the direction its triangle points, and it is the triangle in the 6 Ω branch that points the way the current is going.
  • C. 3.0 · Diode taken to block in both directions
    Deletes both diode branches, leaving only the plain 4 Ω branch: 12÷4=3.0. A diode blocks one way only, so the 6 Ω branch is still carrying current.
  • D. 2.4 · Stopped at the combined resistance
    Combines the two conducting branches correctly, 6×46+4=2.4, and writes that number down. It is a resistance in ohms, not a current, and one division is still owed: 12÷2.4=5.0.
  • F. 28.8 · Combined resistance multiplied by the supply instead of divided into it
    The two conducting branches are combined correctly, 6×46+4=2.4 Ω, and the supply is then multiplied by that resistance instead of divided by it: 12×2.4. Ohm's law gives a current as a voltage divided by a resistance, so the last step runs the other way, 12÷2.4=5.0 A, which is the same number as adding the branch currents 2.0 and 3.0.
  • G. 60.0 · Power formula used in place of Ohm's law
    Each live branch is worked out with V2R, which is the power it dissipates, rather than with VR: 1226+1224. That total is in watts and the ammeter reads amperes. One factor of 12 too many has been used: the branch currents are 12÷6=2.0 and 12÷4=3.0, so the meter shows 5.0 A.
  • H. 0.4 · Supply voltage never applied
    The reciprocals of the two conducting resistances are added, 16+14, and that sum is written down as the reading. It is a combined conductance in siemens and it makes no use of the supply at all. A branch current is the supply voltage divided by the branch resistance, 12÷6=2.0 and 12÷4=3.0, and the ammeter in the main lead reads their sum, 5.0 A.

Common Mistake (⚠️):
Treating a diode as though it merely reduced the current in its branch rather than removing that branch from the circuit. An ideal reverse biased diode is a break in the wire, so the 8 Ω branch contributes exactly zero and not a reduced share, and the reading is 2.0+3.0 and nothing else.

Takeaway (📌):
Direction first, arithmetic second. Mark the way conventional current leaves the positive terminal, cross out any branch whose diode points against it, then divide the supply voltage by each surviving resistance and add. A diode question is a reading task with a short sum on the end of it.

Question 2

A wire carries a current through a uniform magnetic field of flux density 1.15 T. It is folded so that 5 strands cross the field at right angles, each over a length of 0.24 m, the current running in the same direction in every strand and the joining bends lying outside the field. The forces on the strands add to 2.76 N. Find the current in the wire.

Difficulty: ★★★☆☆ Target Time: 90 s Tests: N/A

Key Idea (💡): A straight conductor of length L carrying a current I at right angles to a uniform field of flux density B experiences a force F=BIL, and only the conductor actually inside the field counts towards L. When one wire is folded so that several strands cross the same field with the current running the same way in each, every strand feels a force in the same direction, so the forces add and the arrangement behaves as a single conductor whose length is the total length lying in the field. Rearranged, F=BIL delivers any one of the four quantities from the other three.

ESAT specification (UAT-UK): P2.3

Reveal the answer & worked solution: commit to an option first

Correct Answer: A. 2

Step-by-Step Breakdown:

1. Find the length of conductor in the field

The field acts on 0.24 m of each strand and on nothing else, because the bends lie outside it. Every strand carries the current in the same direction, so their forces point the same way and add, and the arrangement behaves as one conductor of length
L=5×0.24=1.2 m.

2. Rearrange F=BIL

With the current perpendicular to the field, F=BIL, so
I=FBL.

3. Put the numbers in

The denominator first: 1.15×1.2=1.38. Then
I=2.761.38=2 A.

Checking backwards, one strand at 2 A feels 1.15×2×0.24=0.552 N, and 5 of them give the stated 2.76 N.

The key is 2 A.

Why the Other Options Are Wrong (❌):

  • B. 10 · Only one strand counted
    Treats a single crossing of the field as the whole conductor, L=0.24 m: 2.76÷(1.15×0.24)=10 A. That is the current one strand would need on its own, and the wire makes 5 crossings of the field.
  • C. 0.4 · Strand count applied twice
    Shares the force between the 5 strands and then uses the total length as well, so the folding is counted twice: 2.76÷5=0.552 N, then 0.552÷(1.15×1.2)=0.4 A. Either share the force and use one strand's 0.24 m, or keep the whole force and use 1.2 m: both give 2 A.
  • E. 2.4 · Length omitted
    Divides the force by the flux density alone: 2.76÷1.15=2.4 A. The length in the field has to divide as well. The units settle it: newtons per tesla is an ampere multiplied by a metre, not an ampere, so this figure still has 1.2 m to be taken out of it.
  • G. 20 · Decade lost in the division
    The right route with the decimal point a place out: 2.76÷1.38 is 2 A, and this figure is ten times it. Working the physics forwards catches a slipped decade, because a current ten times too large gives ten times the force: one strand would feel ten times 0.552 N and the 5 strands together ten times 2.76 N, not the 2.76 N the question states.
  • H. 50 · Strand count applied to the force instead of the length
    The folding is worth a factor of 5, and this route puts that factor on the force rather than on the length: 2.76×5 divided by 1.15×0.24. The same figure comes of working out the current a single strand would need, 10 A, and then multiplying by 5 again because there are 5 strands. Both moves push the wrong way. The 5 crossings make the conductor in the field 1.2 m long, so the current needed for 2.76 N falls by a factor of 5 below 10 A, to 2 A.

Common Mistake (⚠️):
Using one crossing of the field as though a single conductor were in it. The wire makes 5 crossings of the field with the current the same way each time, so the conductor in the field is 1.2 m rather than 0.24 m, and the current needed for the stated force is smaller than a single strand would need by a factor of 5.

Takeaway (📌):
F=BIL counts metres of conductor inside the field, not wires. Fold a wire so that 5 strands cross the same gap carrying the current the same way and the length to use is 5×0.24=1.2 m, so the current needed for a fixed force is a factor of 5 lower than one strand would need.

Question 3

A cyclist sets out along a straight canal towpath. The cyclist travels 600m in the first 100s, then waits 200s at a lock gate without moving, and finally travels a further 1200m in 300s before arriving. What is the average speed for the journey as a whole, in ms−1?

Difficulty: ★★☆☆☆ Target Time: 55 s Tests: N/A

Key Idea (💡): Speed is distance over time, and for an average speed both of those are totals: every metre covered, divided by every second the journey lasted. A wait contributes seconds without contributing metres, which is exactly why the average for the whole journey and the average while moving are two different numbers, and why the question has to say which one it wants.

ESAT specification (UAT-UK): P3.1

Reveal the answer & worked solution: commit to an option first

Correct Answer: A. 3

Step-by-Step Breakdown:

1. Add the distances, then add the times

The journey covers 600m before the wait and 1200m after it, so the total distance is

600+1200=1800m.

The clock runs for 100s, then 200s, then 300s. The middle stage adds no distance, but it does add time, and an average taken over the whole journey has to include it:

100+200+300=600s.

2. Divide the total distance by the total time

average speed=1800m600s=3ms−1

Check: dividing the same 1800m by the 400s actually spent moving would give 4.5ms−1, which is larger because the same distance is being spread over less time. That figure is the average speed while moving, not the average asked for.

The key is 3.

Why the Other Options Are Wrong (❌):

  • B. 2 · Counts only the distance travelled after the wait
    Takes only the distance covered after the wait, 1200m, and divides it by the full 600s: 1200÷600=2. The 600m covered before the wait is part of the journey too, so the numerator is short by exactly that much.
  • C. 4 · Quotes the speed of the final stage
    The last stage covers 1200m in 300s, so 1200÷300=4. That is the speed for that stage alone, and an average over the whole journey has to take in the first stage and the 200s wait as well.
  • D. 4.5 · Leaves the stopped time out of the total time
    Uses the moving time only, 100+300=400s, giving 1800÷400=4.5. That is the average speed while moving, a real quantity but not the one asked for: the 200s spent at rest still belongs in the total time.
  • E. 6 · Quotes the speed of the first stage
    The first stage covers 600m in 100s, so 600÷100=6. That is the speed of one stage rather than an average: the journey runs on for another 200s of waiting and 300s of motion after it.
  • F. 10 · Stage speeds added as though speeds combined like distances
    Works out each stage on its own, 600÷100=6 and 1200÷300=4, and then adds the two: 6+4. Distances add and times add, and that is why the totals 1800m and 600s are formed first; speeds do not add, and a figure above both stage speeds cannot be an average of them. The one division that is wanted is 1800÷600=3.

Common Mistake (⚠️):
Quoting one stage instead of averaging the journey. The first stage runs at 6ms−1 and the last at 4ms−1, and neither is the answer: an average speed is taken over the total distance and the total time in a single division, never read off one stage of the journey.

Takeaway (📌):
An average speed is not the average of the speeds. Add the distances, add the times, divide once, and leave the wait sitting inside the total time where it belongs.

Question 4

A bag of nails of mass 9 kg falls vertically through the air. At one instant the drag on the bag is 81 N, and the drag and the weight are the only forces acting. Taking g=10 N kg−1, find the acceleration of the bag at that instant.

Difficulty: ★★☆☆☆ Target Time: 45 s Tests: N/A

Key Idea (💡): Weight is never the only force on a body falling through air, and drag is not a fixed property of the body: it is whatever the air happens to be exerting at that instant, and it grows as the body speeds up. Weight acts downwards and drag acts upwards, so the two subtract and the resultant is the difference between them. Newton's second law then turns that resultant into an acceleration by dividing by the mass in kilograms, not by the weight in newtons and not by the gravitational field strength. While the drag is smaller than the weight the resultant still points downwards and the body is still speeding up; the acceleration falls to zero only when the two forces match, at terminal velocity.

ESAT specification (UAT-UK): P3.2

Reveal the answer & worked solution: commit to an option first

Correct Answer: A. 1 m s−2 downwards

Step-by-Step Breakdown:

1. Work in newtons per kilogram

Gravity supplies 10 N to every kilogram of the bag. The drag acts upwards against the weight, and per kilogram it comes to

Dm=819=9 N kg−1

2. Take the difference and read it as an acceleration

What is left is unbalanced, and one newton per kilogram accelerates one kilogram at one metre per second squared:

a=10−9=1 m s−2

The long way agrees: W=9×10=90 N, then F=90−81=9 N downwards, and 9÷9=1.

The key is 1 m s−2 downwards.

Why the Other Options Are Wrong (❌):

  • B. 9 m s−2 downwards · Weight left out of the resultant
    Takes the drag reading to be the whole resultant force and divides that by the mass: 81÷9=9. The weight is the larger of the two forces on the bag, and 81 N is only the part of it the air is carrying, so it cannot stand in for the resultant.
  • C. 19 m s−2 downwards · Opposing forces added
    Adds the two vertical forces instead of opposing them: (90+81)÷9=171÷9=19. Adding is right only for forces pointing the same way, and the drag points opposite to the weight, so the resultant can never be larger than the 90 N weight.
  • D. 10 m s−2 downwards · Drag ignored, free fall assumed
    Ignores the drag and lets the bag fall freely, so a=g=10. Free fall would need the air to push with no force at all, and the question puts 81 N of drag on the bag.
  • E. 0.9 m s−2 downwards · Resultant divided by the field strength
    Divides the resultant by the field strength rather than by the mass, 9÷10, which gives 0.9 m s−2 downwards. Dividing a force by 10 N kg−1 returns a mass in kilograms; Newton's second law divides by the 9 kg mass, and only that turns a resultant into an acceleration.
  • F. 0.1 m s−2 downwards · Resultant divided by the weight in newtons
    Divides the resultant by the weight rather than by the mass: 990, which is 110 and so carries the right digits with the decimal point one place out. Newton's second law divides by the 9 kg mass, and 90 N is that mass already multiplied by 10, so dividing by it removes the field strength a second time and leaves an acceleration 10 times too small.
  • G. 9.1 m s−2 downwards · Drag shared over the weight instead of the mass
    Uses the per-kilogram route but shares the drag over the weight: 8190 instead of 819, then takes it off 10. That leaves the fall looking almost free, just under 10 m s−2, because dividing by 90 N shrinks the drag by a further factor of 10. The drag is shared over the 9 kg that is being accelerated, so it is 9 N per kilogram, and 10−9=1.

Common Mistake (⚠️):
Adding the drag to the weight because both act on the same body, giving 90+81=171 N and an acceleration of 19 m s−2. The air pushes upwards while gravity pulls downwards, so the two must be subtracted, and the resultant can never be larger than the 90 N weight.

Takeaway (📌):
Divide the drag by the mass before anything else. The field hands every kilogram 10 N, the air takes 9 of that back, and the difference 10−9=1 is the acceleration in m s−2, so the weight never has to be worked out at all.

Question 5

In the shallow water of a ripple tank, waves travel at 0.24ms−1. A dipper on a motor arm sends a steady transverse wave through it, running at a frequency three times the frequency of a reference oscillator set to 2Hz. Measured along the direction of travel, what is the shortest distance in metres from one peak to the next peak?

Difficulty: ★★☆☆☆ Target Time: 55 s Tests: N/A

Key Idea (💡): Every feature of a wave repeats once per wavelength, so the gap between two named features is a fixed fraction of one. Neighbouring peaks are one whole wavelength apart and the trough between them sits halfway along, half a wavelength from each. Getting the wavelength from v=fλ is only half the work, and it needs the frequency of the source, which is three times the reference frequency the stem quotes. The other half is reading which two features are named: here they are one whole wavelength apart.

ESAT specification (UAT-UK): P6.1

Reveal the answer & worked solution: commit to an option first

Correct Answer: A. 0.04

Step-by-Step Breakdown:

1. Turn the reference frequency into the frequency of this wave

The source runs at three times the reference frequency, so

f=3×2=6 Hz

2. Use v=fλ to get one whole wavelength

The wave travels at 0.24 m s−1, a speed set by the medium and not by the source, so

λ=vf=0.246=0.04 m

That is the distance from one peak to the next peak, because the whole pattern repeats once per wavelength.

3. Decide which fraction of a wavelength the question names

Along the direction of travel the features run peak, trough, peak, evenly spaced, so a trough sits exactly halfway between neighbouring peaks. The question asks for the shortest distance from one peak to the next peak, and that is one whole wavelength:

d=0.04 m

The key is 0.04 m.

Why the Other Options Are Wrong (❌):

  • B. 0.02 · The other of the two spacings quoted
    This is the distance from a peak to the nearest trough, which is half a wavelength: 0.02m. The question names the distance from one peak to the next peak, and that is one whole wavelength, 0.04m. One of the two is twice the other, so they cannot both answer the same question.
  • C. 0.12 · The reference frequency used in place of the source's
    Puts the reference 2Hz into the wave equation rather than the frequency of the source itself. That gives 0.24÷2=0.12m as the wavelength, which makes the peak to peak spacing 0.12m instead of 0.04m. The source is running at three times the reference frequency, 6Hz, and it is that figure the wavelength follows from.
  • D. 0.01 · A quarter of a cycle taken
    Divides the wavelength into four, 0.04÷4=0.01m. A quarter of a wavelength past a peak lands midway between that peak and the trough beyond it, which is neither of the two features the question names.
  • E. 0.36 · Wavelength scaled in step with the frequency rather than against it
    Starts from the reference wavelength, 0.24÷2=0.12m, then multiplies it by the same factor that was applied to the frequency before taking the peak to peak spacing, which gives 0.36m. At a fixed wave speed the wavelength follows the reciprocal of that factor, not the factor itself: the wave equation applied directly gives λ=0.24÷6=0.04m.
  • F. 0.06 · Reference frequency used and the other spacing taken from it
    Two slips at once. The reference 2Hz goes into the wave equation in place of the source's own 6Hz, giving 0.24÷2=0.12m, and the distance then read off it is half a wavelength, the spacing from a peak to the nearest trough. The source runs at three times the reference frequency, so the wavelength to use is 0.24÷6=0.04m, and the question asks from one peak to the next peak, which is one whole wavelength: 0.04m.
  • G. 1.08 · Frequency factor multiplied into the wavelength twice over
    Starts from the reference wavelength 0.24÷2=0.12m and multiplies by the frequency factor, then multiplies by it again before taking one whole wavelength. The factor belongs there once, and as a divisor: at a fixed wave speed the wavelength follows the reciprocal of a frequency change. One application, the right way round, is λ=0.24÷6=0.04m, and one whole wavelength of that is 0.04m.

Common Mistake (⚠️):
Answering with the distance from a peak to the nearest trough instead. That spacing is half a wavelength, 0.02m, while the question names the distance from one peak to the next peak, which is one whole wavelength, 0.04m. One of the two is twice the other, so which pair of features the stem names settles the answer before any arithmetic does.

Takeaway (📌):
Neighbouring peaks are one wavelength apart and the trough between them sits at half of that. Get λ=v/f first, from the frequency of the source and not from whatever reference the stem quotes, then let the two feature words tell you whether the gap named is a whole wavelength or half of one.

Where to go next

For individual preparation. These questions are free for a candidate working on their own. They are not licensed for a school, college or tutoring provider to print and run with a class, to republish or resell, or to fold into a course sold by another provider. A school sitting a timed mock with a class needs a paper written for its own candidates and used nowhere else: a commissioned pack, which comes with mark schemes and a syllabus reference.

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