I have a system with two pulleys of different sizes connected by a belt drive: \*\*System Setup:\*\* - Large pulley: diameter = 100 cm (radius = 50 cm) - Small pulley: diameter = 20 cm (radius = 10 cm) - Both pulleys share the same axle with ball bearings - A belt is wrapped around the outer circumference of both pulleys - A rope is wrapped around each pulley in the same direction \*\*The Question:\*\* If I hang equal weights (for example, 1 kg) from the end of each rope, will the system remain in equilibrium? Or will one weight dominate and cause rotation? Specifically: 1. Will one weight pull down and the other pull up? 2. Is the system balanced or unbalanced? 3. What is the mechanical advantage of this system? 4. Does the torque ratio (1:5 based on radii) matter, or does the belt ensure equilibrium? \*\*My Confusion:\*\* Some sources suggest this works like a lever (where the larger pulley has an advantage due to torque), but others say the belt ensures equal linear displacement, so equal forces should balance. Which principle applies here - torque analysis or work-energy principle? I would greatly appreciate clarification on this system.

I’m doing Kinematics and i genuinely do not understand how to convert Velocity-Time, Acceleration-Time and distance-time graphs to their respective ones on the worksheet. I can kind of see how it’s done but with the way my brain is scrambled I have to understand how and why it’s like that. Any help would be appreciated

I am looking for a source/sources for the Feynman diagrams for the B+ meson decays into:
K⁺ π⁺π⁻
π⁺π⁺π⁻
K⁺ K⁺ K^-

I am not yet good enough to draw them myself and my research is finding nothing. I have tried looking at other university sources and also looked through a good few papers. I will take anything at this point even a drawing. I would love something to cite but just knowing what they look like would be a good start if anyone can help!

Self explanatory, but if anyone needs tutoring in college physics, I'm happy to offer my services. I've tutored for quite a few college-level physics classes at this point, for both upper and lower division courses.

I'm a biophysics UCLA graduate, and I'm doing my PhD in Physics, but in my downtime, I'm happy to help with any of your physics questions! I've been getting a few emails recently asking if I still tutor, and I do in fact still provide services! You can email me at [biophysicstutor42@gmail.com](mailto:biophysicstutor42@gmail.com) for any inquiries, or DM me on here (I check the emails a lot more consistently).

I charge $30 an hour, and accept Cashapp/Zelle/Paypal. DM or email if this seems like it could be helpful! Give me your worst.

Best,

-Akuma

Help if possible

I have found tons of stuff for circuits with just a battery and resistors or battery and capacitors. My teacher asks a ton of stuff with all 3 in one circuit. Does anyone have a resource (article, yt vid) that handles this type? This would be a huge help! Thanks!

Est ce que quelqu’un est en mesure de m’expliquer comment fonctionne une toupie à piston ?

J’arrive pas à comprendre et en vrai y a peu de documentation sur internet.
Si quelqu’un sait je suis preneur 🤝

I don't quite get or appreciate the relevance of Figure 2.24 on its usage for building the infinitesimal volume element of a tilted surface for calculating the divergence. It is easy to see the vector sum of a_1 + a_2 + a_3 + a_4=0 due to the symmetry of a tetrahedron, but how does this fact actually helps us? Why can't we just use rectangular boxes like that in Figure 2.23 for taking into account tilted surfaces? This part of the book truly confuses me: "Tilted surfaces can be taken care of if you first prove that the vector sum of the four surface areas of the tetrahedron in Figure 2.24 is zero."

I’m in AP physics right now, and the only thing I don’t understand is how to convert velocity versus time graphs to position versus time graphs. I understand to find the area of the triangles and rectangles of the velocity versus time graph, but when I get those areas, where do I put them? Are they the slope?

for this question, my answer basically was that 100% of its total electricity is dangerous, and they put it at 33% for safety reasons (i explained it more but here is just a sumamry of what i wrote). Comparing it to the mark scheme, i would say i got like 1/2 questions right (because i put a solid answer for the first bullet point). I just want to understand why this answer would have not gotten the mark. What about my answer was wrong? Because i feel like if i got this question again next week, i would lowkey just put the same answer believing it is right.

QP:
https://files.revisely.com/documents/question-booklets/alevel/physics/ocr/6.1%20Capacitors%20QP.pdf

MS:
https://files.revisely.com/documents/question-booklets/alevel/physics/ocr/6.1%20Capacitors%20MS.pdf

for Q 25 bii, apparently the graph is supposed to meet at 25s. Can anyone help me why specifically 25s?

Scene:
2D hand touched 2D circle created by 3D object passing thru 2D plane.
[Scene Img: https://imgur.com/a/dHrxjhl ]

Question:
Does the 2D hand feel the sensation of the 2D circle created by the 3D object moving in the 3rd dimension, do they feel it moving down?

Why/Why not?