Answer:
ºC
Explanation:
First, let's write the energy balance over the duct:

It says that the energy that goes out from the duct (which is in enthalpy of the mass flow) must be equals to the energy that enters in the same way plus the heat that is added to the air. Decompose the enthalpies to the mass flow and specific enthalpies:

The enthalpy change can be calculated as Cp multiplied by the difference of temperature because it is supposed that the pressure drop is not significant.

So, let's isolate
:

The Cp of the air at 27ºC is 1007
(Taken from Keenan, Chao, Keyes, “Gas Tables”, Wiley, 1985.); and the only two unknown are
and Q.
Q can be found knowing that the heat flux is 600W/m2, which is a rate of heat to transfer area; so if we know the transfer area, we could know the heat added.
The heat transfer area is the inner surface area of the duct, which can be found as the perimeter of the cross section multiplied by the length of the duct:
Perimeter:

Surface area:

Then, the heat Q is:

Finally, find the exit temperature:

=27.0000077 ºC
The temperature change so little because:
- The mass flow is so big compared to the heat flux.
- The transfer area is so little, a bigger length would be required.
This natural resistance is known as inertia. =)
Answer:
a i belive
Explanation:
the univerce is VERY large so a, if im wrong i apologise :(
Answer:
a. A list of the names of each student present today. (microstate)
b. The number of students in attendance. (macrostate)
Explanation:
You can fins the answer to this question by comparing the situation of the problem with a system of molecules with discrete energy.
Without importance of which molecules have a specific energy, but rather, what is the total amount of energy, you can get for different configurations of energy the same amount of the total energy. If different configurations of the energies of the molecules give you the same total energy of the system, you say that the macrostate is the same. In the case of the classroom, it does not matter how are distributed the students in the class, the total number of students is always the same. The macrostate is the same for what ever organization of the students in the class.
If you would interested in the energy of each molecules, you will obtain different configurations. In the case of the classroom. The names of the student will define a microstate because in this case there are many configurations.
a. A list of the names of each student present today. (microstate)
b. The number of students in attendance. (macrostate)