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ESAT Paper 3 Physics Sample Questions
Five questions from ESAT Paper 3, 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 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 resistor and a diode whose arrow points away from the left-hand rail. The middle branch carries a resistor and nothing else. The bottom branch carries a 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?
- A. 19.5
- B. 5.5
- C. 3.5
- D. 17.5
- E. 0.8
- F. 11.2
- G. 245.0
- H. 1.3
Difficulty: ★★☆☆☆ Target Time: 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: D. 17.5
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 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 branch points against the flow, so that branch is an open circuit and carries nothing whatever. The 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 appears across it:
The ammeter sits in the main lead, so it records everything leaving the battery:
Sanity check by the other route: the two live branches combine to , and , which agrees.
The key is .
Why the Other Options Are Wrong (❌):
- A. 19.5 · Ignored the diodes
Lets all three branches conduct, as though the diodes were not there: . The branch whose diode opposes the current is an open circuit and adds nothing to the reading. - B. 5.5 · Diode directions read the wrong way round
Takes the branch to be the conducting one and the branch to be blocked: . A diode passes current in the direction its triangle points, and it is the triangle in the branch that points the way the current is going. - C. 3.5 · Diode taken to block in both directions
Deletes both diode branches, leaving only the plain branch: . A diode blocks one way only, so the branch is still carrying current. - E. 0.8 · Stopped at the combined resistance
Combines the two conducting branches correctly, , and writes that number down. It is a resistance in ohms, not a current, and one division is still owed: . - F. 11.2 · Combined resistance multiplied by the supply instead of divided into it
The two conducting branches are combined correctly, , and the supply is then multiplied by that resistance instead of divided by it: . Ohm's law gives a current as a voltage divided by a resistance, so the last step runs the other way, , which is the same number as adding the branch currents and . - G. 245.0 · Power formula used in place of Ohm's law
Each live branch is worked out with , which is the power it dissipates, rather than with : . That total is in watts and the ammeter reads amperes. One factor of too many has been used: the branch currents are and , so the meter shows . - H. 1.3 · Supply voltage never applied
The reciprocals of the two conducting resistances are added, , 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, and , and the ammeter in the main lead reads their sum, .
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 branch contributes exactly zero and not a reduced share, and the reading is 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 . It is folded so that 6 strands cross the field at right angles, each over a length of , 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 . Find the current in the wire.
- A. 9
- B. 0.25
- C. 2.25
- D. 1.5
- E. 1.8
- F. 0.45
- G. 15
- H. 54
Difficulty: ★★★☆☆ Target Time: Tests: N/A
Key Idea (💡): A straight conductor of length carrying a current at right angles to a uniform field of flux density experiences a force , and only the conductor actually inside the field counts towards . 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, 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: D. 1.5
Step-by-Step Breakdown:
1. Find the length of conductor in the field
The field acts on 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
2. Rearrange
With the current perpendicular to the field, , so
3. Put the numbers in
The denominator first: . Then
Checking backwards, one strand at feels , and 6 of them give the stated .
The key is .
Why the Other Options Are Wrong (❌):
- A. 9 · Only one strand counted
Treats a single crossing of the field as the whole conductor, : . That is the current one strand would need on its own, and the wire makes 6 crossings of the field. - B. 0.25 · Strand count applied twice
Shares the force between the 6 strands and then uses the total length as well, so the folding is counted twice: , then . Either share the force and use one strand's , or keep the whole force and use : both give . - E. 1.8 · Length omitted
Divides the force by the flux density alone: . 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 to be taken out of it. - G. 15 · Decade lost in the division
The right route with the decimal point a place out: is , 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 and the 6 strands together ten times , not the the question states. - H. 54 · Strand count applied to the force instead of the length
The folding is worth a factor of 6, and this route puts that factor on the force rather than on the length: divided by . The same figure comes of working out the current a single strand would need, , and then multiplying by 6 again because there are 6 strands. Both moves push the wrong way. The 6 crossings make the conductor in the field long, so the current needed for falls by a factor of 6 below , to .
Common Mistake (⚠️):
Using one crossing of the field as though a single conductor were in it. The wire makes 6 crossings of the field with the current the same way each time, so the conductor in the field is rather than , and the current needed for the stated force is smaller than a single strand would need by a factor of 6.
Takeaway (📌):
counts metres of conductor inside the field, not wires. Fold a wire so that 6 strands cross the same gap carrying the current the same way and the length to use is , so the current needed for a fixed force is a factor of 6 lower than one strand would need.
Question 3
On a golf-course path, a golf buggy covers in the first and is then held at a tee for . The buggy then covers a further in , and the journey ends there. Taking the trip from the moment it starts to the moment it ends, what is the average speed in ?
- A. 1
- B. 5
- C. 3.75
- D. 2.5
- E. 7.5
- F. 1.5
Difficulty: ★★☆☆☆ Target Time: Tests: N/A
Key Idea (💡): Average speed is the total distance travelled divided by the total time taken, and the total time includes every second spent at rest. A stop does not pause the clock, so the average over a journey containing a wait is always lower than the average over the moving parts of it alone. How the distance is split between the stages makes no difference: only the two totals go into the division.
ESAT specification (UAT-UK): P3.1
Reveal the answer & worked solution: commit to an option first
Correct Answer: F. 1.5
Step-by-Step Breakdown:
1. Add the distances, then add the times
The journey covers before the wait and after it, so the total distance is
The clock runs for , then , then . The middle stage adds no distance, but it does add time, and an average taken over the whole journey has to include it:
2. Divide the total distance by the total time
Check: dividing the same by the actually spent moving would give , 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 .
Why the Other Options Are Wrong (❌):
- A. 1 · Counts only the distance travelled after the wait
Takes only the distance covered after the wait, , and divides it by the full : . The covered before the wait is part of the journey too, so the numerator is short by exactly that much. - B. 5 · Quotes the speed of the final stage
The last stage covers in , so . That is the speed for that stage alone, and an average over the whole journey has to take in the first stage and the wait as well. - C. 3.75 · Leaves the stopped time out of the total time
Uses the moving time only, , giving . That is the average speed while moving, a real quantity but not the one asked for: the spent at rest still belongs in the total time. - D. 2.5 · Quotes the speed of the first stage
The first stage covers in , so . That is the speed of one stage rather than an average: the journey runs on for another of waiting and of motion after it. - E. 7.5 · Stage speeds added as though speeds combined like distances
Works out each stage on its own, and , and then adds the two: . Distances add and times add, and that is why the totals and 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 .
Common Mistake (⚠️):
Quoting one stage instead of averaging the journey. The first stage runs at and the last at , 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 (📌):
For an average speed, use the two totals and nothing else: every metre travelled over every second elapsed. A wait adds seconds and no metres, so it belongs in the denominator and nowhere else.
Question 4
A cast iron pipe of mass is falling vertically. The air exerts a drag of on it as it passes a marker, and nothing other than that drag and its weight acts on it. Using , calculate the acceleration of the pipe as it passes the marker.
- A. downwards
- B. downwards
- C. downwards
- D. downwards
- E. downwards
- F. downwards
- G. downwards
Difficulty: ★★☆☆☆ Target Time: 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: E. downwards
Step-by-Step Breakdown:
1. Set the two forces against each other
Only two forces act on the pipe. The weight pulls down, , and the drag pushes up with . Opposite directions means subtraction, so the resultant is
directed downwards, since the weight is the larger.
2. Apply Newton's second law
The mass divides, not the weight and not : dividing by would give a number of kilograms, which is not what the question asks for.
The key is downwards.
Why the Other Options Are Wrong (❌):
- A. downwards · Weight left out of the resultant
Takes the drag reading to be the whole resultant force and divides that by the mass: . The weight is the larger of the two forces on the pipe, and is only the part of it the air is carrying, so it cannot stand in for the resultant. - B. downwards · Opposing forces added
Adds the two vertical forces instead of opposing them: . 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 weight. - C. downwards · Drag ignored, free fall assumed
Ignores the drag and lets the pipe fall freely, so . Free fall would need the air to push with no force at all, and the question puts of drag on the pipe. - D. downwards · Resultant divided by the field strength
Divides the resultant by the field strength rather than by the mass, , which gives downwards. Dividing a force by returns a mass in kilograms; Newton's second law divides by the mass, and only that turns a resultant into an acceleration. - F. downwards · Resultant divided by the weight in newtons
Divides the resultant by the weight rather than by the mass: , which is and so carries the right digits with the decimal point one place out. Newton's second law divides by the mass, and is that mass already multiplied by , so dividing by it removes the field strength a second time and leaves an acceleration times too small. - G. downwards · Drag shared over the weight instead of the mass
Uses the per-kilogram route but shares the drag over the weight: instead of , then takes it off . That leaves the fall looking almost free, just under , because dividing by shrinks the drag by a further factor of . The drag is shared over the that is being accelerated, so it is per kilogram, and .
Common Mistake (⚠️):
Adding the drag to the weight because both act on the same body, giving and an acceleration of . The air pushes upwards while gravity pulls downwards, so the two must be subtracted, and the resultant can never be larger than the weight.
Takeaway (📌):
Divide the drag by the mass before anything else. The field hands every kilogram , the air takes of that back, and the difference is the acceleration in , so the weight never has to be worked out at all.
Question 5
A steady longitudinal wave is set up in a long stretched spring by a vibration generator clamped to one end, running at a frequency three times the frequency of a reference oscillator set to . The wave travels at , and a detector is moved slowly along its line of travel. What is the shortest distance in metres from one compression to the next compression?
- A. 0.2
- B. 0.1
- C. 0.6
- D. 0.05
- E. 1.8
- F. 0.3
- G. 5.4
Difficulty: ★★☆☆☆ Target Time: 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 compressions are one whole wavelength apart and the rarefaction between them sits halfway along, half a wavelength from each. Getting the wavelength from 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. 0.2
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
2. Use to get one whole wavelength
The wave travels at , a speed set by the medium and not by the source, so
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 one compression to the next compression, and that is one whole wavelength:
The key is .
Why the Other Options Are Wrong (❌):
- B. 0.1 · The other of the two spacings quoted
This is the distance from a compression to the nearest rarefaction, which is half a wavelength: . The question names the distance from one compression to the next compression, and that is one whole wavelength, . One of the two is twice the other, so they cannot both answer the same question. - C. 0.6 · The reference frequency used in place of the source's
Puts the reference into the wave equation rather than the frequency of the source itself. That gives as the wavelength, which makes the compression to compression spacing instead of . The source is running at three times the reference frequency, , and it is that figure the wavelength follows from. - D. 0.05 · A quarter of a cycle taken
Divides the wavelength into four, . 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. - E. 1.8 · Wavelength scaled in step with the frequency rather than against it
Starts from the reference wavelength, , then multiplies it by the same factor that was applied to the frequency before taking the compression to compression spacing, which gives . At a fixed wave speed the wavelength follows the reciprocal of that factor, not the factor itself: the wave equation applied directly gives . - F. 0.3 · Reference frequency used and the other spacing taken from it
Two slips at once. The reference goes into the wave equation in place of the source's own , giving , and the distance then read off it is half a wavelength, the spacing from a compression to the nearest rarefaction. The source runs at three times the reference frequency, so the wavelength to use is , and the question asks from one compression to the next compression, which is one whole wavelength: . - G. 5.4 · Frequency factor multiplied into the wavelength twice over
Starts from the reference wavelength 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 , and one whole wavelength of that is .
Common Mistake (⚠️):
Answering with the distance from a compression to the nearest rarefaction instead. That spacing is half a wavelength, , while the question names the distance from one compression to the next compression, which is one whole wavelength, . 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 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
- Next: ESAT Paper 4 Physics, five more questions at the same standard.
- Five questions at test pace in Physics: practice set 1A and set 1B, each worked in full.
- Twenty sample questions in Physics across the four papers, five on each module page.
- Every paper and practice set across all five ESAT subjects is indexed on the ESAT preparation guide.
- Teaching a cohort rather than sitting the test? ESAT mock papers for schools carry all 27 questions in every module, with worked solutions and mark schemes, and each pack is written for one school and issued to no other.
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.



