Air at 290 K, 100 kPa enters a compressor operating at steady state and is compressed adiabatically to an exit state of 420 K, 330 kPa. The air is modeled as an ideal gas, and kinetic and potential energy effects are negligible. For the compressor: a. Determine the rate of entropy production, in kJ/K per kg of air flowing.
b. The isentropic compressor efficiency.

A10.0 kg cart and a 15kg cart are locked together with a compressed spring between them. they are then released so that the spring pushes the two carts apart. the 10.0 kg cart is moving at 4.5 m/s afterward. how fast is the 15kg cart moving? 3.0 m/s 2.0 m/s 4.5 m/s 5.0 m/s

What elements are found in the inner and out core of the earth? the correct layers of earth's interior from the top to the center? what is the unwanted material that is removed from a mine called? how much stronger is an earthquake that registers 5 on the richter as opposed to 2? what occurs at a convergence plate boundary? the majority of the the earth's rock what is the most common element found in the earth's crust? what element is found in pyrite that contributes to acid mine drainage? why must mining companies post bond prior to permitting? how are bacteria being used in treating effluent from mines? what is a problem of acid mine drainage in rivers and soils? what do tectonic plates move on? why is gold smelting so damaging? how are artesian wells formed? where is dammed water colder than the river it flows into? what is one of the problems of uncontained aqueducts? what is the largest use of industrial water? underground sand and gravel formations that can store water? what type of water test measure acidity? which type of water test for cloudiness from suspended solids? what water test measures the amount of calcium and magnesium? these are all problems of coal power plants all of the following are advantages of riparian lands along rivers what type of water would be the warmest and have the least amount of dissolved oxygen? the zone of aeration is

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