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ESAT Paper 4 Physics Sample Questions
Five questions from ESAT Paper 4, 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 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 resistor, the second is a bare resistor, and the third is a diode with its triangle pointing to the left followed by a 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?
- A. 27.0
- B. 7.0
- C. 5.0
- D. 0.8
- E. 25.0
- F. 16.0
- G. 500.0
- H. 1.3
Difficulty: ★★☆☆☆ Target Time: 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. 25.0
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 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. 27.0 · 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. 7.0 · 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. 5.0 · 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. - D. 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. 16.0 · 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. 500.0 · 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 (📌):
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
One wire is folded so that its 5 straight strands all pass through a uniform magnetic field at right angles to it, each over a length of , while the bends joining them lie outside the field. The flux density is , the current has the same direction in every strand, and the total force on the wire is . Determine the current.
- A. 12
- B. 0.48
- C. 3
- D. 2.64
- E. 2.4
- F. 0.66
- G. 24
- H. 60
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: E. 2.4
Step-by-Step Breakdown:
1. Add up the conductor inside the field
Each of the 5 strands lies in the field over , 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:
2. Make the current the subject
3. Substitute and check
Working forwards as a check: at one strand feels , and 5 identical strands give , the force stated.
The key is .
Why the Other Options Are Wrong (❌):
- A. 12 · 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 5 crossings of the field. - B. 0.48 · 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: , then . Either share the force and use one strand's , or keep the whole force and use : both give . - D. 2.64 · 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. 24 · 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 5 strands together ten times , not the the question states. - H. 60 · 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: divided by . The same figure comes of working out the current a single strand would need, , 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 long, so the current needed for falls by a factor of 5 below , to .
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 rather than , and the current needed for the stated force is smaller than a single strand would need by a factor of 5.
Takeaway (📌):
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 , so the current needed for a fixed force is a factor of 5 lower than one strand would need.
Question 3
A journey along a river is made in three stages. First a motor cruiser travels in ; then the cruiser waits at a lock for ; then a further is travelled in . What average speed, in , does the cruiser manage over the journey as a whole?
- A. 0.75
- B. 1.25
- C. 3
- D. 2.5
- E. 2
- F. 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: B. 1.25
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. 0.75 · 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. - C. 3 · 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. - D. 2.5 · 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. - E. 2 · 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. - F. 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 steel billet is falling vertically through the air. Its mass is and the drag on it at one instant is . That drag and its weight are the only forces acting on it. Taking , work out the acceleration of the billet at that instant.
- 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: F. downwards
Step-by-Step Breakdown:
1. Find the weight and the resultant force
The weight acts downwards and is
The drag acts upwards and is . These are the only two forces on the billet and they point opposite ways, so they subtract:
and the resultant points downwards, because the weight is the larger of the two.
2. Divide the resultant by the mass
Sanity check in newtons per kilogram: gravity supplies to every kilogram and the air carries of that, leaving unbalanced, which agrees.
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 billet, 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 billet fall freely, so . Free fall would need the air to push with no force at all, and the question puts of drag on the billet. - 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. - E. 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 vibration generator clamped to one end sets up a transverse wave in a long stretched rope, where waves travel at . The source is driven at a frequency one and a half times the frequency of a reference oscillator set to . What is the shortest distance, in metres, from one peak to the next peak?
- A. 0.4
- B. 0.8
- C. 1.2
- D. 0.2
- E. 1.8
- F. 0.6
- G. 2.7
Difficulty: ★★☆☆☆ Target Time: 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 peaks are one whole wavelength apart, and the nearest trough lies exactly halfway between them, half a wavelength from each. The wavelength itself comes from , but only once the right frequency is in hand: the source is not running at the reference value quoted, it is running at one and a half 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 one whole wavelength.
ESAT specification (UAT-UK): P6.1
Reveal the answer & worked solution: commit to an option first
Correct Answer: B. 0.8
Step-by-Step Breakdown:
1. Turn the reference frequency into the frequency of this wave
The source runs at one and a half 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 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:
The key is .
Why the Other Options Are Wrong (❌):
- A. 0.4 · The other of the two spacings quoted
This is the distance from a peak to the nearest trough, which is half a wavelength: . The question names the distance from one peak to the next peak, and that is one whole wavelength, . One of the two is twice the other, so they cannot both answer the same question. - C. 1.2 · 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 peak to peak spacing instead of . The source is running at one and a half times the reference frequency, , and it is that figure the wavelength follows from. - D. 0.2 · A quarter of a cycle taken
Divides the wavelength into four, . 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. 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 peak to peak 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. 0.6 · 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 peak to the nearest trough. The source runs at one and a half times the reference frequency, so the wavelength to use is , and the question asks from one peak to the next peak, which is one whole wavelength: . - G. 2.7 · 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 peak to the nearest trough instead. That spacing is half a wavelength, , while the question names the distance from one peak to the next peak, 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 peaks are one wavelength apart and the trough 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 Practice Set 1A Physics, five questions in the same subject, written for this site.
- 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.



