a rocket burns propellant at a rate of dm/dt = 3.0 kg/s, ejecting gases with a speed of 8000 m/s relative to the rocket. Find the magnitude of the thrust.

Did the proton move into a region of higher potential or lower potential? did the proton move into a region of higher potential or lower potential? because the proton is a negative charge and it accelerates as it travels, it must be moving from a region of higher potential to a region of lower potential.because the proton is a negative charge and it accelerates as it travels, it must be moving from a region of lower potential to a region of higher potential.because the proton is a positive charge and it slows down as it travels, it must be moving from a region of higher potential to a region of lower potential.because the proton is a positive charge and it slows down as it travels, it must be moving from a region of lower potential to a region of higher potential.request answerpart bwhat was the potential difference that stopped the proton? express your answer with the appropriate units.î”v î” v = nothingnothingrequest answerpart cwhat was the initial kinetic energy of the proton, in electron volts? express your answer in electron volts.ki k i = nothing ev request answerprovide feedback

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)

Much of the information taught in earth-space science would not be available if it weren’t for our remote sensing abilities. explain two ways our remote sensing strategies contribute to our knowledge of these topics.