Learning Goal: To understand the behavior ofthe electric field at the surface of a conductor, and itsrelationship to surface charge on the conductor.

A conductor is placed in an external electrostatic field. Theexternal field is uniform before the conductor is placed within it. The conductor is completely isolated from any source of current orcharge.

PART A)
Which of the following describes the electricfield inside this conductor?

a. It is in thesame direction as the original external field.
b. It is in theopposite direction from that of the original externalfield.
c. It has adirection determined entirely by the charge on itssurface.
d. It is alwayszero.
PART B)
The charge density inside theconductor is:

a.0
b. non-zero;but uniform
c. non-zero;non-uniform
d. infinite
PART C)
Assume that at some point just outside thesurface of the conductor, the electric field has magnitudeE and is directed toward thesurface of the conductor. What is the charge density eta on the surface of the conductor at thatpoint?
Express your answer in terms ofE and epsilon_0.
eta =

Steam is generated in a boiler of a cogeneration plant at 10 mpa and 450°c at a steady rate of 5 kg/s. in normal operation, steam expands in a turbine to a pressure of 0.5 mpa and is then routed to the process heater, where it supplies the process heat. steam leaves the process heater as a saturated liquid and is pumped to the boiler pressure. in this mode, no steam passes through a condenser, which operates at 20 kpa. (a) determine the power produced in the turbine and the rate at which process heat is supplied in this mode. (b) determine the power produced in the turbine and the rate of process heat supplied if only 60 percent of the steam is routed to the process heater and the remainder is expanded to the condenser pressure. (3.32 mw; 9.69 mw; 4.25 mw; 5.82 mw)

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

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