Every time you release a longer form video, I look forward to my Saturday mornings where I get to watch it and take notes. Dude you have no idea how helpful you are.

Jason, you don't know how much I owe you.

Re-learning physics concepts is a lot more fun when you're the one explaining it Sir Jason. I hope you'll do a lesson about OPTICS someday. 💗

Such a great Teacher you are! you explains nuances of physics in detail. For any topic in physics, I first search for your videos only.

Why Sir Jason is the best , because he reviews the previous ly discussed subject. In my study years , it is unfortunate if an EXAM is held and you were absent YESTERDAY. It is hard enough to. understand when you were present on the day and struggle to solve the problem the following day. It. was the very. period of our learning even though , we were UNDER American tutelege .Still , Mr . Webster is a big help.. Thank you Sir. Jason.. I keep on learning new things from your guidance.

Thank you very much dear teacher keep going dear teacher happy Friday 💕😊❤️

Excellent lecture 😊

thank you sir i wish you the best of luck i like ac and dc circuit analysis just like you hopefully i will watch more ac circuit analysis videos on mutual inductance self inductance and transformers.

Grear info. Thank you.

Thank you! As always your lectures are profound and you as a researcher are on top!

Great video!! Enjoying it so much

Oh man, the field. This was ‘the’ intro to my Physics 232 course: “we’re going to explore the concept of the field.” I either totally missed absorbing the concept (along w most of the class), or our instructor was at too high a level and couldn’t get it into our brains - Dr. Ballageer was an exasperatingly poor teacher, although apparently a good researcher. Anyway, as soon as Jason asked ‘how do these particles “know” of the existence of other charged particles?,’ I knew I landed on the right teacher. Literally 5min in, Jason had already asked the right question that triggered an aha moment.

please make a video on modern physics . BTW,, you make this topic very clear.

THANK YOU... SIR...!!! 🙏🙏🙏

I am still waiting for the Fourier from you, because you make them very easy to understand forever. God bless you, please one day when time permits, which uplift a lot of engineering students.

“The Final Theory: Rethinking Our Scientific Legacy “, Mark McCutcheon. Yes we do.

thank you sir 😭

At 1:04:36, when you drop an electron in between the two charges, doesn’t the electron also have an electric field? Wouldn’t that field push the negative charge and pull the positive charge, or are the point charges rigidly fixed in space?

The question is: I transmit 1watt pep with omnidirectional vertical gp antena on 20 m band. Normal reciver needs 3 microvolts pep signal amplitude to be detected. Is the number of recivers limited if not where the energy come from?

Is there any difference between electric field and electric field strength ?

I remember they used to use the term unlike poles attract and like pole repels each other when referring to male and female. And that example helped me to remember the law during exams.

Some help to who ever needing ways to simply understand what's what. Always start by noting each individual term being associate the presentation and recognize this is what is filling the area being evaluated, thus an analysis of a plane. Recognition of each term as it repeats its use is allowing to explore its individual character line if presented or not, which shows there is always something a little extra to know on your own then what was needed to make the presentation. The at the mathematical function trying to find the uniqueness qualities that will end as a formula. Notice the function are working with experimental values, while the formula promotes the successful find that is natural to the circumstance. So realistically science is working with one building block of everything at a time, but through different terms that make the puzzle and then with focusing tests, finds the right answer that is science, and will support engineering practices. {Example, examination of synonyms to the first base word used in the puzzle still being allowed to follow the same path lines for each different synonym's description approach of the based word, thus the path it supports to the jump of the next term use (that again is function type on its own) having its characteristics examined to being factual with its set of synonyms...

I think an electric field is made of microscopic electric dipoles which stick together like iron filling in the magnetic field of a magnet.

This always confused me........ does radiations from the particle propagate out raidially on 2d plane, or is it All directions on a 3d type space ?

Fax upon facts 💯🤧

It's worth noting that the electric field (E) like gravity (g), is mere acceleration = d/t^2 and is a vector. Proof? Because F = qE. But F= q x acceleration. Thus E= acceleration. Graphically it is proportional to the DENSITY of the field lines. In contrast flux is the NUMBER of field lines.

The repulsive force (opposite of gravity) would be the weak nuclear force. The bigger an atom gets the stronger the repulsive force until the atom breaks apart. However, the strong nuclear force is the one I think is cool. It is like an invisible rubber band. It is an attractive force like gravity, but whereas gravity gets weaker the further objects are from one another, the strong nuclear force gets stronger and stronger the further apart the objects until the invisible rubber band snaps.

12.56(8.85x10-12 c2/n.m2

e=1/4(3.14)8.85x10-12 c2/n.m2

positive charge going towards negative charge

Thank you so much incredible!!!

Coulomb force, electric fields and gravity are hypotheses which are TESTABLE. We can devise tests to disprove these hypotheses and have failed repeatedly to disprove so far. That failure to disprove is commonly called a "proof", even though logically incorrect. The above in fact is the "scientific method".

eo=8.885x10-12 c2/n-m2

negative charge going towards positive charge

2.0 *10^-7c

asks magnitude point charge

I find this stuff very hard to visualise. I can visualise forces in snooker but magnetic fields confuse me

110.5360

4(3.14)= 12.56

580/314=1

1.7 a

660/314=2

1.0 n/c /1 squared

e=1/4pi eo q/r2

=1.0n/c

2660/314=8

1.0n/c/1=1m/1

Have you studied the lectures of the Soviet theoretical physicist Lev Landau?

I still don't know how I'm even grasping this but I do😂

480-314=66

3.2x10 5 n/c

580-314= 266

1.0(1)/1=

1/110.5360

480/314=1

What F=q.E, means is that the magnitude of the Electric Field of the point charge, times the magnitude of the test charge, is equal to the Force, the bigger the test charge or the point charge the bigger the electric field as well as the force.

1.1x10-10 c

2(3.2x10 5)=6.4x10 5 n/c

1/1=110.5360/1

1/3.14=3

f=1/4pi eo q1q1/r2

1.0 n/c/1=1/1

314x3= 942

100-10=90

1/4

1.0x10 -13 n

1000-942=58

10 exponent 1=10

2/2=1

45 degrees=0.707 a

314x2=628

10 exponent 2 =100

Just dreaming of UHD or HD videos

1.0/1=1.0

2660-2512= 48

2.0/1=15/15

radius=1 m

1.0 n/c

314x8=2512

6.4/6.4=1

1.6/1.6=1

1

f=1/4pi eo q1q1/r 2

10000000x10=100000000

But why would an object ‘follow the downward curve’ of space time? Especially as it’s not being ‘pulled’ along by gravity as the curvature is gravity… Oh it’s all such a puzzlement!

15 cm

1/4=.25

15x2=30

A fun answer to why does the apple know to fall to the surface of the Earth, is it must know the surface is meant to support it or like the cat always landing on its paws. The first logic, because it is there.

e=f/q=n/c

21-12=9

100000x10=1000000x10=10000000

10x-12=10x10=100+10x10=100

5+2=7

100x10=1000x10=10000x10=100000

2-5=0

1x1=1

🌟🌟🌟🌟🌟

q=n

10x10=100+10x10=100+10x10=100