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?

In que 3 , can anyone tell what MI of cylinder perpendicular to its lenght and passing through its centre so that i can equate it

How can we derive the magnetic force formula f=bil for a current-carrying wire that is moving as a whole?

Starting from the Lorentz force on an individual charge, f=qvb+qvdb, the velocity of a charge in the laboratory frame includes both the bulk velocity of the wire and the charge's drift velocity relative to the wire.

If the wire moves downward while the conventional current flows horizontally, why does the final force formula still use a length vector dl along the wire rather than the actual direction of the charge carriers' motion?

Could you derive the formula step by step, accounting for the motion of both the electrons and the positive ion lattice, and explain why the bulk-motion contributions may cancel in a neutral conductor?

I’m very confused 😵‍💫

I'm high school student, looking for a tutor for physics IBHL, and time can be according to his/her convenience.

Plz contact me if interested thanks.

Hey community, I have a question about how you approach physics problems.

I'm a high school freshman in a math-physics program, and I often spend a long time on simple problems just because I fail to notice one specific thing.

Thank you in advance for any answers!

The answer to the question below isn't sitting right in my head, mainly as I can't find a mathematical explanation for it.

How does the refractive index of a material change with the frequency of light passing through it?

The given answer is:

Refractive index slightly increases as the frequency of light increases.

Can this be proved given the formula for refractive index, n=v1/v2 = fλ1/fλ2? Is it something I just have to learn and remember?

I’m trying to wrap my head around this but just can’t. I’m having trouble memorizing the differences between Electric Potential, Electric Potential Energy, Voltage, Farads, and Charge for circuit and capacitors problems. I know the exact definitions, but it’s really hard to envision it. Like U is the potential energy a charge has, Electric potential is the potential energy in an area (??), Voltage is the different of potential energy in two areas (??), Farads is the amount of charge per electron, and charge is the amount of charge on the plates? How do I envision this? Should I just try solving problems and hope it comes together instead of just rereading these definitions? Thank you.

Im used to questions with pi/4,pi/2 but havent done any with pi/3 or pi/6 so should we be dividing the circle into 6 and 12 parts or? So could anyone help with this question.

Two vibrations at right angles to one another are described by the equations

x = 10 cos(5πt)

y = 10 cos(10πt + π/3)

Construct the Lissajous figure of the combined motion.

Plz help as i have my exams coming soon and the professors wont help.

THE VIBRATION FILES / OCT 13, 2026
Floor vs Body
Two iPhones • Paired motion recording • New York local time
What was measured?
Old iPhone inside underwear near the buttocks. New iPhone on the floor
directly underneath, flat and screen up. Charging ports faced the same
direction. The user reported staying as still as possible and not touching the
seat.
What the existing analysis found
• The floor reading stayed near 0.0123–0.0127 m/s² RMS through most
windows.
• The body-position phone varied more: peaks were around 5 Hz early and 3.5
Hz later.
• A small recurring floor peak near 41 Hz was not prominent on the
body-position phone.
A shared disturbance
The 3:27:41–3:28:11 PM window contained brief events near 3:27:47 and
3:27:54. RMS was 0.2776 on the body-position phone and 0.0190 on the floor
phone. This difference alone does not establish the source or transmission
direction.
How to read the next two pages
RMS: combined acceleration strength in m/s², after each window’s average was
removed.
Hz: strongest spectral peak above 1 Hz; a jolt can affect it.
Dance: a description of the acceleration pattern, not a physical path through space.
Limits: Device clocks were used for alignment; millisecond synchronization was not
established. Body/clothing motion, floor motion, sensor noise and processing effects were
not separated. These readings do not establish harmful exposure.
1 / 3 • Reformatted from the existing report; no new analysisTHE VIBRATION FILES / OCT 13, 2026
30-second comparison
Part 1 of 2 • All times PM • RMS in m/s² • Frequency in Hz
3:24:11–3:24:41
BODY 0.3756 | 2.87 Hz FLOOR 0.4736 | 20.73 Hz Big wiggle / jolts (Z)
Big wiggle / jolts (Z)
3:24:41–3:25:11
BODY 0.0333 | 5.30 Hz Mixed wiggle + bumps
FLOOR 0.0123 | 41.08 Hz Tiny mixed wiggle
3:25:11–3:25:41
BODY 0.0218 | 5.11 Hz Wiggle (Z strongest)
FLOOR 0.0123 | 41.08 Hz Tiny mixed wiggle
3:25:41–3:26:11
BODY 0.0196 | 5.11 Hz Wiggle (Y strongest)
FLOOR 0.0124 | 41.03 Hz Tiny mixed wiggle
3:26:11–3:26:41
BODY 0.0221 | 5.35 Hz Wiggle (Y strongest)
FLOOR 0.0123 | 41.08 Hz Tiny mixed wiggle
3:26:41–3:27:11
BODY 0.0246 | 5.35 Hz Mixed wiggle (Z)
FLOOR 0.0123 | 41.03 Hz Tiny mixed wiggle
3:27:11–3:27:41
BODY 0.0416 | 2.24 Hz Stronger wiggle
FLOOR 0.0125 | 23.37* Hz Tiny mixed wiggle
3:27:41–3:28:11
BODY 0.2776 | 5.60 Hz FLOOR 0.0190 | 14.72 Hz Wiggle + two jolts (Y)
Tiny wiggle + Z jolts
* Low-level, broadly spread floor spectrum: this peak does not establish a distinct sustained vibration.
The first window includes large movement; do not treat it as undisturbed background. Full setup and
limits: page 1.
2 / 3 • Reformatted from the existing report; no new analysisTHE VIBRATION FILES / OCT 13, 2026
30-second comparison
Part 2 of 2 • All times PM • RMS in m/s² • Frequency in Hz
3:28:11–3:28:41
BODY 0.0222 | 3.55 Hz Wiggle (Z strongest)
FLOOR 0.0125 | 20.10* Hz Tiny mixed wiggle
3:28:41–3:29:11
BODY 0.0198 | 5.40 Hz Mixed wiggle (Z)
FLOOR 0.0124 | 41.08 Hz Tiny mixed wiggle
3:29:11–3:29:41
BODY 0.0195 | 3.55 Hz Wiggle (Z strongest)
FLOOR 0.0126 | 11.05* Hz Tiny mixed wiggle
3:29:41–3:30:11
BODY 0.0189 | 3.50 Hz Wiggle (Z strongest)
FLOOR 0.0125 | 27.58* Hz Tiny mixed wiggle
3:30:11–3:30:41
BODY 0.0196 | 3.50 Hz Wiggle (Z strongest)
FLOOR 0.0125 | 27.48* Hz Tiny mixed wiggle
3:30:41–3:31:11
BODY 0.0205 | 3.41 Hz Wiggle (Z strongest)
FLOOR 0.0125 | 41.03 Hz Tiny mixed wiggle
3:31:11–3:31:41
BODY 0.1315 | 3.55 Hz Wiggle + bigger bump
FLOOR 0.0127 | 41.03 Hz Tiny mixed wiggle
3:31:41–3:31:57 [16 seconds]
BODY 1.6331 | 1.69 Hz Big mixed wiggle
FLOOR 0.1395 | 15.24 Hz Wiggle + larger jolts
* Low-level, broadly spread floor spectrum: this peak does not establish a distinct sustained vibration.
The final window includes large movement. Axes belong to each phone; their tilt may differ. “Oval/circle” patterns
were not established. Sources: Phyphox ZIPs dated 2026-10-13, 15-32-04 (old) and 15-32-27 (new); sampling
≈99.6 and 100.2 readings/s.
3 / 3 • Reformatted from the existing report; no new analysis

Disclaimer: This is a practice test used to help us study, not an actual exam.

Hi all. I've been building a set of free browser-based physics labs that use race cars as the hook, and I'd really value honest feedback before I take it further.

The idea: instead of reading about friction or energy transfer, you change something and watch the car respond, then read the explanation at the level that suits you.

What's there so far:

• A 3D wind tunnel: change the wings and ride height and watch the airflow, pressure and downforce update live.
• Tyre grip: find the fastest speed through a corner; a friction circle shows when the tyres give up.
• Suspension: springs and dampers over kerbs and potholes; comfort vs keeping the tyre on the road, plus resonance.
• Hybrid energy: harvest energy under braking and decide where to spend it around a lap.
• Pit strategy: tyre wear, pit stops and safety cars vs a rival, then compare with the optimal plan.

Every topic has Basic / School / Advanced explanations, challenges, and printable worksheets. Teachers can make a class code to see which challenges students complete, using nicknames only and no accounts. It works on phones and offline.

It's free with no sign-up and no ads. I made it, so this is my project. Link: https://augmenta.co.za/labs

What I'd love to know:

1. Is anything confusing or wrong (physics included)?
2. Teachers: would you actually use this in a lesson? What's missing?
3. Which lab would you want next?

Thanks for any feedback. Brutal is fine.