Two cyclists leave from the same location with an angle of 630 between their two paths. Johal cycles at a speed of 3 km/h and Julio at a speed of 40 km/h. How far apart are they after 3 h. Include a diagram. (Distance=Speed x Time)

Answer:

6: no

7: no

-9: yes

-2: no

There are 45 ways that joey select 1 that will run on his operating system and 1 that will not

To solve this problem the formula and the combination procedure we must use is:

C(n/r) = n! / [(n-r)! *r!]

Where:

Information about the problem:

Run on

Will not run on

C(9/1) * C(5/1) = ?

Applying the combination formula we have:

C(n/r) = n! / [(n-r)! *r!]

C(9/1) = 9! / [(9-1)! *1!]

C(9/1) = 9! / [(8)! *1!]

C(9/1) = 9*8! / [(8)! *1!]

C(9/1) = 9/1!

C(9/1) = 9/1

C(9/1) = 9

C(5/1) = 5! / [(5-1)! *1!]

C(5/1) = 5! / [(4)! *1!]

C(5/1) = 5*4! / [(4)! *1!]

C(5/1) = 5/1!

C(5/1) = 5/1

C(5/1) = 5

C(9/1) * C(5/1) = 9*5 = 45

In mathematics, a combination or combinations are all the possible groupings that can be made of a given number of elements, without repeating them and regardless of the order in which they are found.

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Using Cooking measurements,

The value replacement for 3/4 cup is = 36 teaspoons or 12 tablespoons.

Cooking Measurements :

Calculate and determine the specific amounts of ingredients required using standard measuring equipment.

A measuring spoon, measuring cup, or measuring utensil.

Measuring Spoons come in a variety of sizes and materials. The smallest set of spoons measure smudges, pinches and dashes. Other sets include tsp (tsp) and tsp (tbsp)

we have given 3/4 cup and we want to replace it

Using the cooking measurement chart ,

1 cup = 16 tablespoons or 48 teaspoons

1/2 cup = 8 tablespoons or 24 teaspoons

we have 3/4 cup then

3/4 cup = 1 cup - 1/4 cup

1/4 cup = 4 tablespoons or 12 teaspoons

then , 3/4 cup = 16 tablespoons - 4 tablespoons

= 12 tablespoons or

3/4 cup = 48 teaspoons - 12 teaspoons

= 36 teaspoons

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Answer:

37.80

Step-by-step explanation:

divide 210 by 5 to find the cost of one person, 42 dollars. 10 percent of 42 is found by multiplying 42 to the decimal form of 10 percent, 0.1.

4.2 is the amount you need to subtract from 42 to get you 37.80. boom roasted. (dont hate me if I'm wrong plz)

Answer: The answer is x=3/7.

Step-by-step explanation:

So first you subtract on both sides by 5x and get -7x+6=3 then subtract 6 on both sides so you get -7x=-3 then lastly divide by -7 which is x=3/7. I hope this helps. The point of this problem is to isolate the x variable.

The solution to the equation 6 - 2x = 3 + 5x is x = 3/7.

Given that,  the equation 6 - 2x = 3 + 5x.

As for an example of a different equation, consider the equation 2y + 5 = 17.

To solve this equation, isolate y:

2y = 17 - 5

2y = 12

y = 12/2

y = 6

The solution set for this equation is y = 6.

In general, the solution set can have various forms, such as a single value, multiple values, an interval, or even an infinite set of solutions, depending on the equation and its variables.

To solve the equation 6 - 2x = 3 + 5x, to isolate the variable x on one side of the equation.

Simplify the equation step by step:

6 - 2x = 3 + 5x

First,  gather the x terms on one side and the constant terms on the other side:

-2x - 5x = 3 - 6

Combining like terms:

-7x = -3

Next,  isolate x by dividing both sides of the equation by -7:

x = (-3) / (-7)

Simplifying the right side:

x = 3/7

The solution set is a collection of values or a range of values that satisfy the given equation. In this case, the solution set consists of a single value, which is x = 3/7.

Therefore, the solution to the equation 6 - 2x = 3 + 5x is x = 3/7.

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Bag one currently holds 25 kilograms of sugar, while bag two contains 75 kilograms of sugar.

Let's represent the initial amount of sugar in bag one as x and bag two as y. According to the given information, bag one has used 3 times as much sugar as bag two. This can be expressed as:

Bag one: x - 3y

Bag two: y

Furthermore, we are told that after using this amount of sugar, bag one has half as much sugar as bag two. Mathematically, we can express this as:

(x - 3y) = (1/2)y

Simplifying the equation, we get:

2(x - 3y) = y

2x - 6y = y

2x = 7y

Since we also know that the initial amount of sugar in each bag is 50 kilograms, we can set up another equation:

x + y = 100

We now have a system of two equations:

2x = 7y

x + y = 100

By solving these equations simultaneously, we find that x = 25 and y = 75. Thus, bag one currently holds 25 kilograms of sugar, while bag two contains 75 kilograms of sugar.

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Dina can reach a maximum kinetic energy of 2450 Joules when she skis to the bottom of the slope.

Potential energy (PE) = m x g x h

where m = mass, g = acceleration due to gravity, and h = height

Here, Dina's mass (m) = 50 kg, height (h) = 5 m, and acceleration due to gravity (g) = 9.8 m/s².

So, PE = 50 x 9.8 x 5

PE = 2450 Joules

When Dina skis down the slope, all of her potential energy will be converted into kinetic energy (KE) at the bottom of the slope, neglecting any losses due to friction and air resistance.

Thus, the maximum kinetic energy (KE) Dina can reach at the bottom of the slope is also 2450 Joules.

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The maximum kinetic energy she can reach when she skis to the bottom of the slope is 2452 joules

To find the maximum kinetic energy that Dina can reach when she skis to the bottom of the slope, we need to use the principle of conservation of energy, which states that the total energy of a system remains constant.

At the top of the slope, Dina has potential energy due to her position relative to the ground. This potential energy is given by:

PE = m × g × h

where m is Dina's mass (50 kg), g is the acceleration due to gravity (9.8 m/s^2), and h is the height of the slope (5 m).

PE = 50 kg × 9.8 m/s^2 × 5 m = 2450 J

When Dina skis to the bottom of the slope, all of her potential energy is converted into kinetic energy, which is given by:

KE = 1/2 × m × v^2

where v is her velocity at the bottom of the slope.

To find the maximum velocity, we can use the fact that the total energy of the system remains constant:

PE = KE

2450 J = 1/2 × 50 kg × v^2

v^2 = 98 m^2/s^2

v = sqrt(98) = 9.90 m/s

Finally, we can substitute this velocity into the kinetic energy equation to find the maximum kinetic energy that Dina can reach:

KE = 1/2 × 50 kg × (9.90 m/s)^2 = 2452 J

Therefore, Dina can reach a maximum kinetic energy of 2452 Joules when she skis to the bottom of the slope.

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The tοtal area οf the figure is 2x (area οf right angle triangle) + area οf rectangle + area οf half circle = \((30 + 144 + 56.5) cm^2 = 230.5 cm^2\)

1.) Tο calculate the area οf a right-angled triangle, yοu can use the fοrmula:

Area = 1/2 x Base x Height

Where the Base is the length οf the side that is perpendicular tο the height, and the Height is the length οf the side that is perpendicular tο the Base.

In this case, the height is 12 cm and the base is 5 cm.

Therefοre, the area οf the triangle is:

Area = 1/2 x 5 cm x 12 cm

Area = 30 square cm

Sο, the area οf the right-angled triangle is 30 square centimetres.

2.) If bοth sides οf a rectangle are 12 cm, then it is a square.

Tο calculate the area οf a square, yοu can use the fοrmula:

Area = side x side

Substituting the given value οf side = 12 cm intο the fοrmula:

Area = 12 cm x 12 cm= 144 sq. cm

Therefοre, the area οf the square with bοth sides οf 12 cm is 144 square centimeters.

3.) The area οf a half circle can be fοund by dividing the area οf a full circle by 2.area οf a circle fdοrmula is:

Area = πr²

where (pi) is a mathematical cοnstant rοughly equal tο 3.14159 and r is the circle's radius.

Substituting the given value οf radius r = 6 cm intο the fοrmula:

Area οf a full circle = π(6 cm)²= 36π sq. cm

Area οf a half circle = 1/2 x 36π sq. cm= 18π sq. cm≈ 56.55 sq. cm (rοunded tο twο decimal places)

Therefοre, the area οf the half circle with a radius οf 6 cm is apprοximately 56.55 square centimeters.

By adding all the individuals areas οf the figure, we get 230.5 cm².

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Answer:

Jorge needs 1/2 apple to make the snack.

Answer:

id choose B but it could also be D

Step-by-step explanation:

either way I would still choose B

Variables that indicate the distance a target is from the level achieved are called performance metrics or progress indicators.


Variables that indicate the distance a target is from the level achieved are called performance metrics or progress indicators. These variables help measure and track progress towards a goal by providing a quantitative or qualitative measure of how far the target is from the desired level of achievement.

Performance metrics can be represented in various forms, such as distance covered, percentage completed, points earned, or even subjective evaluations. For example, in a fitness program, a performance metric could be the number of miles run or the number of push-ups completed.

These metrics enable individuals or organizations to assess their progress and make necessary adjustments to reach their desired outcomes.

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Answer:

if the question is -2 (7-15) /4 then the answer would be 4 but the question did not make much sense.. sorry if im wrong

Step-by-step explanation:

use pemdas left to right

Some of the fundamental ideas that algebra has taught me so far include: using graphs, solving inequalities on the number line, learning how to work with variables and constants, solving linear equations, and solving quadratic equations.

Algebra is a branch of mathematics that focuses on mathematical operators or arithmetic operators and how they are used in their variant ways or combined to solve problems.

It should be noted algebra can also be used to illustrate real life problems.

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Given: The area of a square field is 841 sq.m

Since side of square = √Area

So, side of square field = \(\sqrt{841} =29\)

Thus , side of square field = 29 m

Perimeter of square = 4( side) = 4(29) = 116 m

Let x be the breadth of rectangle then 2x be the length

Perimeter of rectangle = 2 (length+breadth) = 2(2x+x)= 2(3x)=6x

As per question, perimeter of rectangle=  Perimeter of square

\(\Rightarrow\ 6x=116\\\\\Rightarrow\ x=\dfrac{116}{6}=\dfrac{58}{3}\ m\)

Length : \(2x =2\dfrac{58}{3}=\dfrac{116}{3}\ m\)

Area of rectangle =  length x breadth

\(=\dfrac{116}{3}\times\dfrac{58}{3}=\dfrac{6728}{9}\\\\=747\dfrac{5}{9}\ m^2\)

Area of rectangle = \(747\dfrac{5}{9}\ m^2\)

The value of 9u - 4v is (28, 65).

To find 9u - 4v given that u = (4, 9) and v = (2, 4), we first need to perform scalar multiplication on u and v. Here's how to do it:Scalar multiplication of u = (4, 9) by 9:9u = 9(4, 9) = (9 × 4, 9 × 9) = (36, 81)Scalar multiplication of v = (2, 4) by 4:4v = 4(2, 4) = (4 × 2, 4 × 4) = (8, 16)Now, we can substitute these values into the expression 9u - 4v:9u - 4v = (36, 81) - (8, 16) = (36 - 8, 81 - 16) = (28, 65)Therefore, 9u - 4v = (28, 65).Answer in 120 words:To find 9u - 4v, the vectors u = (4, 9) and v = (2, 4) need to be scalar multiplied by 9 and 4 respectively. After performing the scalar multiplication, we can then substitute the resulting values back into the expression 9u - 4v.

We obtain the following results after performing scalar multiplication on u and v:9u = (36, 81)4v = (8, 16)Now, we can substitute these values into the expression 9u - 4v to get:9u - 4v = (36, 81) - (8, 16) = (36 - 8, 81 - 16) = (28, 65)Therefore, the value of 9u - 4v is (28, 65).

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The maximum value of the probability distribution function will occur at the radius where D(r) is highest. To find this radius, analyze the graph of D(r) and identify the point where the function reaches its maximum value.

To sketch the radial wavefunction, probability density, and probability distribution function of a 3d orbital, follow these steps:

1. The radial wavefunction for a 3d orbital can be represented by the equation R(r) = (1/(4√2π))(2r/ao)^(3/2)e^(-r/2ao), where r is the radius and ao is the Bohr radius.
2. To plot the probability density, square the absolute value of the radial wavefunction, |R(r)|^2. This will give you the function P(r) = |R(r)|^2.
3. To obtain the probability distribution function, divide the probability density by the volume element 4πr^2. This will give you the function D(r) = P(r)/(4πr^2).
4. Sketch the radial wavefunction, probability density, and probability distribution function using the obtained equations.

Therefore, the maximum value of the probability distribution function will occur at the radius where D(r) is highest.

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The 3d orbital has a specific shape described by its radial wavefunction, with two radial nodes. The probability density is highest at the nucleus and decreases as we move away from it, with regions of high probability density near the radial nodes. The probability distribution function reaches its maximum value at a specific radius, which depends on the atom and its electron configuration.

The 3d orbital is one of the five d orbitals, which are part of the atomic orbitals that describe the probability distribution of finding an electron in a specific region around the nucleus of an atom.
To sketch the radial wavefunction of a 3d orbital, we need to consider its shape. The radial wavefunction describes the probability of finding an electron at a particular distance from the nucleus. For the 3d orbital, the radial wavefunction has two nodes, meaning there are two regions where the probability of finding the electron is zero. These nodes occur at specific distances from the nucleus, known as radial nodes.
The probability density is the square of the radial wavefunction and represents the probability of finding an electron in a small volume of space. It gives us information about the electron's likelihood of being found at different distances from the nucleus. The probability density is highest at the nucleus and decreases as we move away from it. It also has regions of high probability density near the radial nodes.

The probability distribution function is obtained by multiplying the probability density by the volume element. It gives the probability of finding the electron in a specific volume of space at a particular distance from the nucleus. The probability distribution function is symmetric for the 3d orbital, meaning it has the same shape in all directions around the nucleus.
In terms of the radius at which the probability distribution function reaches its maximum value, it occurs at the distance from the nucleus where the probability density is highest. For the 3d orbital, this radius is greater than the radius of the 2s orbital but less than the radius of the 4s orbital.
It is important to note that the exact value of the radius at which the probability distribution function reaches its maximum value depends on the specific atom and its electron configuration. The 3d orbital will have a different size and shape for different elements.

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Answer:

14x-35

Step-by-step explanation:

Use distributive property so,

you multiply 2x and -5 by 7

2x*7=14x

-5*7=-35

Answer:

B

Step-by-step explanation:

because it just is

Answer:

21

Step-by-step explanation:

12 + 9 = 21

that is the distance he ran so that is the distance he will run back

( i hope that helped)

The total number of different rainbow splits an ice cream store can advertise as per the 30 different flavors equals 24,360.

Total number of different flavors present in the ice cream store is equal to 30

Number of different scoop of ice cream used to make rainbow banana-boat-split is equal to 3

Total number of different rainbow splits ice cream store can advertise

= ³⁰P₃

= ( 30! ) / ( 30 - 3 )!

= 30 × 29 × 28 × 27! / 27!

=  30 × 29 × 28

= 24, 360

Therefore, the number of different rainbow splits can be advertised by ice cream store is equal to 24,360.

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Answer:

True

Step-by-step explanation:

\(-2a>6\)

Multiply both sides by -1 (Flip the signs and symbol):

\(\left(-2a\right)\left(-1\right)<6\left(-1\right)\)

\(2a<-6\)

Divide both sides by 2:

\(\frac{2a}{2}<\frac{-6}{2}\)

\(a<-3\)

Answer:

0.002 = x/10

x = 0.002 × 10

0.02 is ans

The given statement "without the Central Limit Theorem we really couldn’t do much of what we try to do with statistics." is true. Because The CLT plays a critical role in many statistical analyses and has contributed significantly to the advancement of the field of statistics. This theorem plays a critical role in many statistical analyses and is often used to make important decisions in fields such as finance, medicine, and engineering.

The Central Limit Theorem (CLT) is a fundamental concept in statistics that enables us to make inferences about a population based on a sample of data. The theorem states that, regardless of the underlying distribution of the population, the sampling distribution of the mean approaches a normal distribution as the sample size increases.

One could argue that without the CLT, many statistical techniques that we use today would not be possible. For instance, in hypothesis testing, the CLT is used to calculate the probability of obtaining a certain sample mean or proportion, given a null hypothesis about the population parameter.

Without the CLT, it would be difficult to calculate this probability accurately and would lead to unreliable results. The CLT allows us to assume that the sampling distribution of the mean is approximately normal, which enables us to construct these intervals.

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The given data can be presented in a tabular form, and then compared

with the results.

Response:

The two way tables are presented as follows;

Sam

\(\begin{array}{|c|c|c|c|}&Like \ ML&Do \ Not \ Like \ ML&Total\\Like \ CH &15&\mathbf{5}&\mathbf{20}\\Do \ Not \ Like \ CH&3&2& \mathbf{5}\\Total&\mathbf{18}&7&25\end{array}\right]\)

Brenda

\(\begin{tabular}{|c|c|c|c|}&Like ML&Do Not Like ML&Total\\Like CH &20&5&25\\Do Not Like CH&3&5&8\\Total&23&10&33\end{array}\right]\)

Cathy

\(\begin{tabular}{|c|c|c|c|}&Like ML&Do Not Like ML&Total\\Like CH &3&2&5\\Do Not Like CH&15&5&20\\Total&18&7&25\end{array}\right]\)

Nathan

\(\begin{tabular}{|c|c|c|c|}&Like ML&Do Not Like ML&Total\\Like CH &3&5&8\\Do Not Like CH&20&5&25\\Total&23&10&33\end{array}\right]\)

The survey result are;

Total number of students that like cleaning houses, CH = 20

The number that like cleaning houses, CH but Do Not Like ML = 5

Total number of students that like mowing lawns, ML = 18 students

Total number of students that Do Not Like CH = 5

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Answer:

Sam

Step-by-step explanation:

True, the x-intercept and the y-intercept will never be the same ordered pair because they have different x- and y-coordinates

Explanation:The statement is true. The x-intercept and the y-intercept for a line will never be the same ordered pair because they are two distinct points. The x-intercept is the point where a line crosses the x-axis, which means that the y-coordinate of this point is zero.

The y-intercept, on the other hand, is the point where the line crosses the y-axis, which means that the x-coordinate of this point is zero. Therefore, the x-intercept and the y-intercept will never be the same ordered pair because they have different x- and y-coordinates.

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Answer:51.96 dollars total

Step-by-step explanation:

go to a smart cauculator and add 8.25%  to 48

Answer:

ohh I don't know these kind of questions so I can't help hehe

Answer:

x=7

Step-by-step explanation:

Hope this helps!

Answer:

(A) 560 students

(B) P = 0.41

Step-by-step explanation:

(Please check the attached picture for more details)

As given, a survey of 1000 students found that:

41% of the surveyed students were freshmen

=> 1000 x 41/100 = 410 surveyed students were freshmen

31% were juniors

=> 1000 x 31/100 = 310 surveyed students were junior

67% of surveyed students lived on the college campus

=> 1000 x 67/100 = 670 surveyed students lived on the campus

(A) 260 of the surveyed students were freshmen living on the campus

=> A = 410 - 260 = 150 surveyed students were freshmen NOT living on the campus

=> B = 670 - 260 = 410 surveyed students were not freshmen living on the campus

=> The number of surveyed students who were either freshmen or living on the campus:

N = A + B = 150 + 410 = 560

(B)  From a previous survey you know that of interviewed juniors, only 23% live on campus (we don't really need this)

=>The probability a surveyed student is a junior or someone that lives on campus: P = (670 - 260)/1000 = 0.41

I hope this helps!

Answer:

6 inches fell an hour

6x30 =180 so One hundred eighty inches in 30 mins

Step-by-step explanation:

Answer:

0.5 in per hour

16.2 in 30 hours

Step-by-step explanation:

If you want to find the amount of rain that falls in one hour, divide 13 by 24

13/24=  0.541 inches per hour

Then multiply this by 30

0.541 x 30 = 16.23

Since they want you to round to the nearest tenth, your answers would be:

0.5 in per hour

16.2 in 30 hours