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ESAT Paper 2 Physics Sample Questions

Five questions from ESAT Paper 2, 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

A technician checks a board on which three parallel branches bridge two vertical rails. A 24 V battery of negligible internal resistance drives the board, and the terminal marked + is wired to the left-hand rail. Reading from the top down, the first branch is a diode with its triangle pointing to the right followed by a 8 Ω resistor, the second is a bare 12 Ω resistor, and the third is a diode with its triangle pointing to the left followed by a 48 Ω resistor. Both diodes may be treated as ideal, and the ammeter in the main lead has negligible resistance. What current, in amperes, does the ammeter show?

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

Key Idea (💡): An ideal diode is one of two things and never anything in between: a plain wire when the current is trying to go the way its triangle points, and a break in the wire when the current is trying to go the other way. So the first job is to fix the direction of conventional current from the battery's positive terminal, and the second is to delete every branch whose diode opposes that direction. What survives is a set of resistors straight across the supply, each with the whole supply voltage across it, and the main lead carries the sum of what they draw.

ESAT specification (UAT-UK): P1.2

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

Correct Answer: F. 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 8 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 48 Ω branch points against the flow, so that branch is an open circuit and carries nothing whatever. The 12 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 24 V appears across it:
I1=248=3.0 A,I2=2412=2.0 A,I3=0.

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

Sanity check by the other route: the two live branches combine to 8×128+12=4.8 Ω, and 24÷4.8=5.0, which agrees.

The key is 5.0.

Why the Other Options Are Wrong (❌):

  • A. 5.5 · Ignored the diodes
    Lets all three branches conduct, as though the diodes were not there: 3.0+2.0+0.5=5.5. The branch whose diode opposes the current is an open circuit and adds nothing to the reading.
  • B. 2.5 · Diode directions read the wrong way round
    Takes the 48 Ω branch to be the conducting one and the 8 Ω branch to be blocked: 2.0+0.5=2.5. A diode passes current in the direction its triangle points, and it is the triangle in the 8 Ω branch that points the way the current is going.
  • C. 2.0 · Diode taken to block in both directions
    Deletes both diode branches, leaving only the plain 12 Ω branch: 24÷12=2.0. A diode blocks one way only, so the 8 Ω branch is still carrying current.
  • D. 4.8 · Stopped at the combined resistance
    Combines the two conducting branches correctly, 8×128+12=4.8, and writes that number down. It is a resistance in ohms, not a current, and one division is still owed: 24÷4.8=5.0.
  • E. 115.2 · Combined resistance multiplied by the supply instead of divided into it
    The two conducting branches are combined correctly, 8×128+12=4.8 Ω, and the supply is then multiplied by that resistance instead of divided by it: 24×4.8. Ohm's law gives a current as a voltage divided by a resistance, so the last step runs the other way, 24÷4.8=5.0 A, which is the same number as adding the branch currents 3.0 and 2.0.
  • G. 120.0 · 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: 2428+24212. That total is in watts and the ammeter reads amperes. One factor of 24 too many has been used: the branch currents are 24÷8=3.0 and 24÷12=2.0, so the meter shows 5.0 A.
  • H. 0.2 · Supply voltage never applied
    The reciprocals of the two conducting resistances are added, 18+112, 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, 24÷8=3.0 and 24÷12=2.0, 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 48 Ω branch contributes exactly zero and not a reduced share, and the reading is 3.0+2.0 and nothing else.

Takeaway (📌):
Rub out every branch whose diode opposes the current before you calculate anything. What is left is a set of resistors straight across the supply, so each branch current is the supply voltage divided by that branch's resistance, and the ammeter in the main lead reads their sum.

Question 2

The uniform field between the poles of a magnet has flux density 1.2 T. A wire is folded into 5 parallel strands that all cross this field at right angles, each over a length of 0.25 m, with the folds outside the field so that only the straight strands lie in it. The current runs the same way along every strand, and together they feel a force of 3 N. Calculate the current.

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: C. 2

Step-by-Step Breakdown:

1. Add up the conductor inside the field

Each of the 5 strands lies in the field over 0.25 m, and the bends that join them sit outside the field, so they contribute nothing. The current runs the same way in every strand, so the forces on the strands act in the same direction and add, and the length to use is the total length inside the field:
L=5×0.25=1.25 m.

2. Make the current the subject

F=BIL⇒I=FBL.

3. Substitute and check

I=31.2×1.25=31.5=2 A.

Working forwards as a check: at 2 A one strand feels 1.2×2×0.25=0.6 N, and 5 identical strands give 3 N, the force stated.

The key is 2 A.

Why the Other Options Are Wrong (❌):

  • A. 10 · Only one strand counted
    Treats a single crossing of the field as the whole conductor, L=0.25 m: 3÷(1.2×0.25)=10 A. That is the current one strand would need on its own, and the wire makes 5 crossings of the field.
  • B. 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: 3÷5=0.6 N, then 0.6÷(1.2×1.25)=0.4 A. Either share the force and use one strand's 0.25 m, or keep the whole force and use 1.25 m: both give 2 A.
  • E. 2.5 · Length omitted
    Divides the force by the flux density alone: 3÷1.2=2.5 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 1.25 m to be taken out of it.
  • G. 20 · Decade lost in the division
    The right route with the decimal point a place out: 3÷1.5 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 0.6 N and the 5 strands together ten times 3 N, not the 3 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: 3×5 divided by 1.2×0.25. 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 1.25 m long, so the current needed for 3 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 1.25 m rather than 0.25 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 5×0.25=1.25 m, so the current needed for a fixed force is a factor of 5 lower than one strand would need.

Question 3

A tractor sets out along a farm track. The tractor travels 600m in the first 120s, then waits 60s at a field gate without moving, and finally travels a further 300m in 120s 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: E. 3

Step-by-Step Breakdown:

1. Add the distances, then add the times

The journey covers 600m before the wait and 300m after it, so the total distance is

600+300=900m.

The clock runs for 120s, then 60s, then 120s. The middle stage adds no distance, but it does add time, and an average taken over the whole journey has to include it:

120+60+120=300s.

2. Divide the total distance by the total time

average speed=900m300s=3ms−1

Check: dividing the same 900m by the 240s actually spent moving would give 3.75ms−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 (❌):

  • A. 1 · Counts only the distance travelled after the wait
    Takes only the distance covered after the wait, 300m, and divides it by the full 300s: 300÷300=1. The 600m covered before the wait is part of the journey too, so the numerator is short by exactly that much.
  • B. 2.5 · Quotes the speed of the final stage
    The last stage covers 300m in 120s, so 300÷120=2.5. That is the speed for that stage alone, and an average over the whole journey has to take in the first stage and the 60s wait as well.
  • C. 3.75 · Leaves the stopped time out of the total time
    Uses the moving time only, 120+120=240s, giving 900÷240=3.75. That is the average speed while moving, a real quantity but not the one asked for: the 60s spent at rest still belongs in the total time.
  • D. 5 · Quotes the speed of the first stage
    The first stage covers 600m in 120s, so 600÷120=5. That is the speed of one stage rather than an average: the journey runs on for another 60s of waiting and 120s of motion after it.
  • F. 7.5 · Stage speeds added as though speeds combined like distances
    Works out each stage on its own, 600÷120=5 and 300÷120=2.5, and then adds the two: 5+2.5. Distances add and times add, and that is why the totals 900m and 300s 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 900÷300=3.

Common Mistake (⚠️):
Stopping the clock during the wait. Dividing the total 900m by only the 240s actually spent moving gives 3.75ms−1, which is the average speed while moving. The question asks for the average over the whole journey, and the 60s spent at a field gate is part of that 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 18 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: D. 8 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=189=2 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=10−2=8 m s−2

The long way agrees: W=9×10=90 N, then F=90−18=72 N downwards, and 72÷9=8.

The key is 8 m s−2 downwards.

Why the Other Options Are Wrong (❌):

  • A. 2 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: 18÷9=2. The weight is the larger of the two forces on the bag, and 18 N is only the part of it the air is carrying, so it cannot stand in for the resultant.
  • B. 12 m s−2 downwards · Opposing forces added
    Adds the two vertical forces instead of opposing them: (90+18)÷9=108÷9=12. 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.
  • C. 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 18 N of drag on the bag.
  • E. 7.2 m s−2 downwards · Resultant divided by the field strength
    Divides the resultant by the field strength rather than by the mass, 72÷10, which gives 7.2 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. 0.8 m s−2 downwards · Resultant divided by the weight in newtons
    Divides the resultant by the weight rather than by the mass: 7290, which is 810 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. 9.8 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: 1890 instead of 189, 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 2 N per kilogram, and 10−2=8.

Common Mistake (⚠️):
Adding the drag to the weight because both act on the same body, giving 90+18=108 N and an acceleration of 12 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 2 of that back, and the difference 10−2=8 is the acceleration in m s−2, so the weight never has to be worked out at all.

Question 5

An underwater transducer produces a continuous longitudinal wave in the fresh water of a deep tank. The source frequency is three times the frequency of a reference oscillator set to 250Hz, and waves in this medium travel at 1500ms−1. Give, in metres, the shortest distance from a compression to the nearest rarefaction.

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

Key Idea (💡): A wave repeats once per wavelength along its direction of travel, so its named features sit at fixed fractions of a cycle from one another. Two neighbouring compressions are one whole wavelength apart, and the nearest rarefaction lies exactly halfway between them, half a wavelength from each. The wavelength itself comes from v=fλ, but only once the right frequency is in hand: the source is not running at the reference value quoted, it is running at three times the reference frequency. So two decisions are owed here, which frequency to divide by and which fraction of a wavelength the two named features are apart, and that fraction is half a wavelength.

ESAT specification (UAT-UK): P6.1

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

Correct Answer: G. 1

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=3×250=750 Hz

2. Use v=fλ to get one whole wavelength

The wave travels at 1500 m s−1, a speed set by the medium and not by the source, so

λ=vf=1500750=2 m

That is the distance from one compression to the next compression, 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 compression, rarefaction, compression, evenly spaced, so a rarefaction sits exactly halfway between neighbouring compressions. The question asks for the shortest distance from a compression to the nearest rarefaction, and that is half a wavelength:

d=1 m

The key is 1 m.

Why the Other Options Are Wrong (❌):

  • A. 2 · The other of the two spacings quoted
    This is the distance from one compression to the next compression, which is one whole wavelength: 2m. The question names the distance from a compression to the nearest rarefaction, and that is half a wavelength, 1m. One of the two is twice the other, so they cannot both answer the same question.
  • B. 3 · The reference frequency used in place of the source's
    Puts the reference 250Hz into the wave equation rather than the frequency of the source itself. That gives 1500÷250=6m as the wavelength, which makes the compression to rarefaction spacing 3m instead of 1m. The source is running at three times the reference frequency, 750Hz, and it is that figure the wavelength follows from.
  • C. 0.5 · A quarter of a cycle taken
    Divides the wavelength into four, 2÷4=0.5m. A quarter of a wavelength past a compression lands midway between that compression and the rarefaction beyond it, which is neither of the two features the question names.
  • D. 9 · Wavelength scaled in step with the frequency rather than against it
    Starts from the reference wavelength, 1500÷250=6m, then multiplies it by the same factor that was applied to the frequency before taking the compression to rarefaction spacing, which gives 9m. At a fixed wave speed the wavelength follows the reciprocal of that factor, not the factor itself: the wave equation applied directly gives λ=1500÷750=2m.
  • E. 6 · Reference frequency used and the other spacing taken from it
    Two slips at once. The reference 250Hz goes into the wave equation in place of the source's own 750Hz, giving 1500÷250=6m, and the distance then read off it is one whole wavelength, the spacing from one compression to the next compression. The source runs at three times the reference frequency, so the wavelength to use is 1500÷750=2m, and the question asks from a compression to the nearest rarefaction, which is half a wavelength: 1m.
  • F. 27 · Frequency factor multiplied into the wavelength twice over
    Starts from the reference wavelength 1500÷250=6m and multiplies by the frequency factor, then multiplies by it again before taking half a 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=1500÷750=2m, and half a wavelength of that is 1m.

Common Mistake (⚠️):
Answering with the distance from one compression to the next compression instead. That spacing is one whole wavelength, 2m, while the question names the distance from a compression to the nearest rarefaction, which is half a wavelength, 1m. 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 compressions are one wavelength apart and the rarefaction 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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