Kirchhoff's Rules of Electrical Circuits

[@KBAZ100]

You have produced an astoundingly clear video on Kirchhoff's Rules, thank you kindly for all of you efforts. Keep up the great work!

[@FlippingPhysics]

Thank you!! And I will do my best to keep making videos. Pandemic may get in the way...

[@bogoalex]

I pronounced his name wrong in my class for Engineering System Analysis a few days ago. Your videos are amazing. Thank you for everything that you do. You are truly of of the best on this platform.

[@ahmedsamy1575]

First time in my whole life to have such a simple and clear explanation for those rules. Also, explaining the junction was so obvious and helpful. It was an amazing video thanks a lot and keep it up!

[@FlippingPhysics]

Wonderful!

[@jennlovesderby]

Wow i was really struggling with this concept, but you explained it so clearly with the ball analogy and then it clicked for me! Thank you!!

[@FlippingPhysics]

You're very welcome!

[@wunks7]

I'm glad to have recently discovered your videos. I appreciate them. Thank you.

[@FlippingPhysics]

You are so welcome

[@chemical_x5350]

Please make videos specifically for a levels. Your effort is highly appreciable. Thanks❤️

[@rebeccakreidler1893]

When it comes to Loop 2, I really needed the color coding (from the next video) to understand why it's positive electric potential change on the left hand side of the loop. Going with the resistor will lead to a decrease in electric potential. Going backwards means we would be increasing the electric potential across the resistor.

[@FlippingPhysics]

Honestly, I had never heard of the color-coding technique until I released this video and a teacher suggested it. I thought it was great and added it to my next video. Glad it was helpful! (Yes, even teachers can learn.)

[@joshuawilliams3221]

Spelling, lol! That is a tricky one. Nice way to start the video. I really like incorporating the gravitational potential energy analogy/animation!!! I think that is more tangible for students, so continuing to use it is great. Also pointing out the 9V and 0V points along each of the corners! That seems to be a common misunderstanding initially for students. One thing that may have been helpful would be to bring back in the Ug analogy when reversing the direction of the loop (similar to defining horizontal zero line - can be at bottom of cliff or top, either way the change ends up being 0, confirming the conservation/loop rule). My other comment would be that it may be nice to give a quick summary of the loop and junction rule right at the end of the video. These are quite nit-picky! Sorry, I really will try and provide thoughts on scripts as I realize once it is edited....it's kind of a little late. Another absolutely fantastic video! Again, thanks so much for your hard work on these videos! There are so many people out there that are benefiting!

[@FlippingPhysics]

I can see the utility to bringing back the Ug analogy, however, that is much more difficult to do after I have completed the video. I look forward to your comments at the script phase!

[@dilminrashmika5887]

Yo this guy needs more likes and subs men ,come on guys lets share this videos

[@MuhammadKashifJamal-TCHRBSSK]

Thank you for such beautifully through explanation

[@04sushantkumar86]

I request you to make more such videos especially in context to Indian students……your explanations means a lots to us

[@phenomenalphysics3548]

1:32 I don't get it. I cannot relate gravity and electromagnetism :(

[@rebeccakreidler1893]

I actually find this analogy super helpful. I actually find gravity fields and electric fields a powerful connection as I've been working through these problems. When working through the carefully worded definitions of V (electric potential), I came up with this picture. Imagine you are hanging 10 meters off the ground. What is your gravitational potential? We would say 10 meters*mass*g. BUT what if we had one of those gigantic movie air mattresses on a huge platform. We could move the crash pad so it was right underneath you. You are still 10 meters above the ground but the actual GPE for you is only the GPE of 0 meters. If you ran off a ledge into this movable level crash pad while blind folded, we wouldn't know how much gravitational potential energy you had until you hit 0. You could run off a cliff and right onto the pad and we would know your GPE was 0. Or you could run off a cliff and free fall for 10 meters and we would now know you had a different GPE. It's not actually your initial height that matters. It's the gravitational potential that matters. Electric potential is the same thing.

[@KesstheMess98]

Great video! Very easy to understand.

[@NeonArtzMotionDesigns]

I learned that one could actually use linear algebra to approach this sort of problem (ik because I literally just did it at the beginning of the semester in like February)

[@carultch]

That's what P-spice is doing when it is solving these circuits. Behind the scenes, it is building the matrices that the computer uses to solve the system of linear equations.

[@AbhiSharma-uw2sf]

Nice work Mr. P

[@FlippingPhysics]

Thank you!!

[@kaushikdr]

I really appreciate your video and I have one question about your rock dropping model - wouldn't the amount of mass change according to the voltage? And does resistance * charge have any special meaning?

[@carultch]

The amount of mass would be analogous to charge. The g*h value of the drop, as in GPE=m*g*h, is analogous to voltage, or potential difference. We could call this the gravitational potential difference. Divide the potential energy difference by the property of matter that the potential energy enables to flow, and that is what we call potential. It is a function of space that indicates energy per unit property of matter, at every location. The difference in voltage exists, regardless of whether there are charges driven by it or not. Just as the difference in elevation exists, regardless of if the rock is falling through it or not. Regardless of if it is a pebble or a boulder, it still falls through the same Joules per kilogram of gravitational potential difference, with the same drop in elevation. Same thing happens with charges "falling" through an electric potential difference. I'm not aware of any special meaning to resistance*charge. The units would be Ohm-Coulombs, which are algebraically equivalent to Webers for magnetic flux, although this is likely just a coincidence.

[@andalucian7434]

Ur a hero

[@biswanathkujur9795]

Thanks.good job.plese make, animation video (it is easy for understanding). please make a video of AC circuit.

[@angelineclarissa]

thankyou man

[@alexwest4025]

If going through a resistor backwards increases electric potential energy, we should just put all of our resistors in backwards and have unlimited energy. Think, America, think!

[@FlippingPhysics]

Agreed. Also, we should reverse time. That would help with entropy!

[@prathamgupta7995]

#mains

[@chrisstanford3652]

😮🤗

[@ishan199]

Lol wtf is going on ...this foreigner is teaching for JEE and neet 😂 And by the way are these male or female?

[@FlippingPhysics]

FYI: The physics is the same, no matter where you are on Planet Earth.

[@ishan199]

@@FlippingPhysics ya you're right but I'm amazed because this Indian pre engineering and pre medical examination is known to other countries also ... that's great!!

[@learningisecstatic9348]

I am also from India and in our culture teachers' are the most respected ones. One should know how to respect a teacher and be greatful to him or he or she should take admission in a primary school to learn some lesson on manners.

[@mr.fahrenheit2472]

@@ishan199 learn to respect a teacher... Teacher is our guru... Don't do like these