Get Advice on Live Video Call
Earn $ Cash $ with
consultations on Bissoy App

What is the torque provided by a rotating object which is being rotated with a force of 6N and radial distance of point of application of the force from the centre is 2m? (Consider the radial distance vector and force vector are at 30° to each other)

Correct Answer: 6 Nm
GiveForce(f)=6N Radial distance(r)=2m Angle between radial distance vector and force vector (θ)=30° We know; Torque (t)=f*r*sinθ Torque (t)=6*2*sin(30°) Torque (t)=6Nm

What is the force provided for rotating object which is being rotated with a torque of 10 Nm and radial distance of point of application of the force from the centre is 4m? (Consider the radial distance vector and force vector are at 30° to each other)

What is the torque provided by a flywheel which is being rotated with a force of 2N and radial distance of point of application of the force from the centre is 1m? (Consider the radial distance vector and force vector are perpendicular to each other)

What is the torque provided by a flywheel which is being rotated with a force of 3N and radial distance of point of application of the force from the centre is 0.5m? (Consider the radial distance vector and force vector are perpendicular to each other)

Study the following information and answer the questions. Point A is 8m to the west of Point B. Point C is 4m to the south of Point B. Point D is 4m to the east of Point C. Point F is 6m to the north of Point D. Point E is 8m to the west of Point F. Point G is 2m to the south of Point E. If point G is 4m to the north of Point H, then what is the distance between H and D?

Study the following information and answer the questions. Point A is 8m to the west of Point B. Point C is 4m to the south of Point B. Point D is 4m to the east of Point C. Point F is 6m to the north of Point D. Point E is 8m to the west of Point F. Point G is 2m to the south of Point E. How far and in which direction is Point G from Point A?

A rigid body is rotating about an axis. One force F1 acts on the body such that its vector passes through the axis of rotation. Another force F2 acts on it such that it is perpendicular to the axis of rotation and at a point 5cm from the axis. This force F2 is perpendicular to the radius vector at its point of application. Find the net torque on the body. Let F1 = 10N & F2= 5N.

Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their
differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. What makes the others well-being a moral responsibility for us?

A hollow rod has frictionless inner walls. Inside the rod are two small spheres that are kept on either side of the centre of rod. The rod is rotated about its central axis which is perpendicular to the plane of rotation. If the rod had been rotated by an impulsive torque which gave it an instantaneous angular velocity of 5rad/s, what will be the angular velocity after some finite but long time ‘t’? Assume no external forces act on rod after the impulse. Also state what will happen to the spheres in the centre of the rod. The rod has a mass =2kg & length =10cm. The two spheres have a mass =1kg each.

Given are the steps to draw a perpendicular to a line at a point within the line when the point is near the centre of line. Arrange the steps. Let AB be the line and P be the point in it i. Join F and P which is perpendicular to AB. ii. Now C as centre take the same radius and cut the arc at D and again D as centre with same radius cut the arc further at E. iii. With centre as P take any radius and draw an arc (more than a semicircle) cuts AB at C. iv. Now D, E as centre take radius (more than half of DE) draw arcs which cut at F.

Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. How students can replace their anger and distrust?