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An internally reversible refrigerator has a modified coefficient of performance accounting for realistic heat transfer processes of where qin is the refrigerator cooling rate, qout is the heat rejection rate, and is the power input. show that copm can be expressed in terms of the reservoir temperatures tc and th, the cold and hot thermal resistances rt,c and rt,h, and qin, as where rtot rt,c rt,h. also, show that the power input may be expressed as 1.39 a household refrigerator operates with cold- and hot-temperature reservoirs of tc 5 c and th 25 c, respectively. when new, the cold and hot side resistances are rc,n 0.05 k/w and rh,n 0.04 k/w, respectively. over time, dust accumulates on the refrigerator’s condenser coil, which is located behind the refrigerator, increasing the hot side resistance to rh,d 0.1 k/w. it is desired to have a refrigerator cooling rate of qin 750 w. using the results of problem 1.38, determine the modified coefficient of performance and the required power input w under (a) clean and (b) dusty coil conditions. internally reversible refrigerator qout qin w high-temperature reservoir low-temperature reservoir th th,i tc,i tc high-temperature side resistance low-temperature side resistance w qin th tc qinrtot tc qinrtot copm tc qinrtot th tc

(01.02 mc) nicole pushes her bike up a hill. overhead, the sun exerts a gravitational force on earth. which statement is true about the bike and earth? they both experience contact forces. they both experience non-contact forces. the bike experiences a non-contact force and earth experiences a contact force. the bike experiences a contact force and earth experiences a non-contact force. they both experience non-contact forces.

While studying chemical reactions and conservation of matter, sarah's class conducted a variety of experiments. sarah and her lab partner found the mass of a wax candle and placed the candle in a flask. the students lit the candle and let it burn to completion. all that was left was wax and charred candle wick. per their teacher's instructions, the students found the mass of the products. their data can be seen in the data table. formulate a hypothesis the students could test to explain why the experiment did not support the law of conservation of matter. a) the students could repeat the experiment using different candles; there might have been a flaw in the candle. b) the experiment should be repeatable. the students should run several trials and then take an average of the after mass in each trial. c) the students should have someone in the class check their measurement skills as they repeat the experiment. they may have made an error using the balance. d) the students should burn the candle in a container that has some type of lid so that any gas that is a product of the reaction can be contained and massed. submit