the survey of 72 students about their favourite fruit apple banana guava grapes 12 18 6 36. draw a circle and divide it into 12 parts and represent the data given as a pie chart .​

The car was travelling with the speed of 183.5 mph when the brakes were applied.

The pace at which an object travels a certain distance can be described using the speed formula. The distance that a body travels in a certain amount of time is a common way to measure speed. M/s is the SI unit of speed. We will learn more about the speed formula and its uses in this section.

Let's continue and investigate the speed formula in this part in more detail. Speed can be expressed in a variety of ways, including m/s, km/hr, miles/hr, etc. [LT-1] is the dimensional formula for speed. A body's speed may be defined as how quickly it is going. The equation for a given body's speed may be written as,

Speed = Distance ÷ Time

We have the equation,

[tex]s=\frac{\sqrt{d} }{0.04}[/tex]

we have the value of d as 54

putting the value pf d in the equation we get,

[tex]s=\frac{\sqrt{54} }{0.04}[/tex]

s = 7.34/0.04

s = 183.5 mph

So the car was travelling with the speed of 183.5 mph when the brakes were applied.

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Complete question:

The speed that a vehicle was traveling, s, in miles per hour, when the brakes were first applied, can be estimated using the formula

[tex]s=\frac{\sqrt{d} }{0.04}[/tex] where d is the length of the vehicle's skid marks, in feet.

if skid marks on dry concrete are 54 feet long, how fast was the car traveling when the brakes were applied?

There are 243 ways to distribute five unlabeled balls into three labeled boxes.

Since the balls are unlabeled, we only need to consider the number of balls in each box, rather than which specific ball goes where.

We can use a combination approach to solve this problem. Let's think about distributing the balls one at a time. For the first ball, there are three boxes to choose from. For the second ball, there are also three boxes to choose from. We can continue this process until all five balls have been distributed.

So, for each ball, there are three choices of which box to put it in. Therefore, the total number of ways to distribute the five balls into the three labeled boxes is

3 x 3 x 3 x 3 x 3 = 3^5 = 243

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The expression that is equivalent to the following complex fraction is this: B. -2y + 5x/3x -2y.

An equivalent expression is one that produces the same result as the given one when simplified. To get the equivalent expression, we simply need to simplify the expression above and the one underneath.

After finding the lowest common multiples of the figures underneath and the ones above, the next thing to do will be to multiply by the numerators.

-2/x + 5/y = -2y + 5x

Also:

3/y - 2/x = 3x - 2y

So, option B is an equivalent expression of the complex fraction.

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The length of altitude CD is 133/25 units.

What is the length if altitude?

To find the length of altitude CD, we need to find the length of the line segment CD, which is perpendicular to AB and passes through the point C.

First, let's find the equation of the line AB. We can use the two-point form:

y - y1 = m(x - x1)

where m is the slope of the line and (x1, y1) is one of the points on the line. Using points A and B, we get:

m = (0 - 6)/(8 - 0) = -3/4

y - 6 = (-3/4)(x - 0)

y = (-3/4)x + 6

Next, let's find the slope of the line CD, which is the negative reciprocal of the slope of AB. This is because perpendicular lines have slopes that are negative reciprocals of each other. Therefore:

m_CD = 4/3

Now we can use the point-slope form to find the equation of line CD. We know that the line passes through point C (5, 8), so:

y - 8 = (4/3)(x - 5)

Simplifying, we get:

y = (4/3)x - 4/3 + 8

y = (4/3)x + 20/3

Now we need to find the intersection of line CD with line AB. We can solve the system of equations:

y = (-3/4)x + 6

y = (4/3)x + 20/3

Setting the two expressions for y equal to each other, we get:

(-3/4)x + 6 = (4/3)x + 20/3

Multiplying both sides by 12, we get:

-9x + 72 = 16x + 80

25x = -8

x = -8/25

Substituting this value of x into either equation, we get:

y = (-3/4)(-8/25) + 6 = 57/25

Therefore, the point of intersection is (-8/25, 57/25).

Finally, we can use the distance formula to find the length of CD, which is the distance between C and the point of intersection:

d = √[(5 - (-8/25))² + (8 - 57/25)²]

d = √[(125/25 + 8/25)² + (200/25 - 57/25)²]

d = √[(133/25)² + (143/25)²]

d = √(17689/625)

d = 133/25

Therefore, the length of altitude CD is 133/25 units.

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The value of the given lengths are as follows:

a.) KL = 11.1ft

LO = 5.7ft

b.) m<OMN = 45°

For Side LO ;

7/11 = 7√2/7√2+LO

7(7√2+LO) = 11×7√3

69.3+7LO = 108.9

7LO = 108.9-69.3

LO = 39.6/7

LO = 5.7 ft

For KL ;

This can be solved using the Pythagorean theorem;

c²= b²+a²

C = 5.7+7√2 = 15.6

b = 11

a²= 15.6²-11²

= 243.36 - 121

= 122.36

a= √122.36

a= 11.1ft

For angle OMN;

This can be solved using SOHCAHTOA.

Sin∅ = opposite/hypotenuse

opposite = 7

hypotenuse = 7√2

sin∅ = 7/7√2

sin∅ = 0.707106781

∅= sin-1 0.707106781

∅ = 45°

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Answer:

a) a is 13

b is 14

c is 5

b) a is 5

b is 13

c is-10

c) a is 1

b is 0

c is -4

d) a is -9

b is 0

c is 0

Step-by-step explanation:

hope this will be helpful:)

The length of the reflected line segment is approximately 11.66 units.

The endpoints of the line segment mentioned in the question are (0,5) and (6,5). After the line segment is reflected across the x-axis, the endpoints of the reflected line segment are (0, -5) and (6, -5).To find the length of the reflected line segment, we will use the distance formula.

Using the distance formula:d = √[(x₂ - x₁)² + (y₂ - y₁)²]d = √[(6 - 0)² + (5 - 5)²]d = √[36 + 0]d = √36d = 6 units. So the length of the original line segment is 6 units.Now, let's find the length of the reflected line segment.Using the distance formula :d = √[(x₂ - x₁)² + (y₂ - y₁)²]d = √[(6 - 0)² + (-5 - 5)²]d = √[36 + 100]d = √136d = 11.66 (approx) units. So the length of the reflected line segment is approximately 11.66 units.

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The present value that must be invested to get $2500 after 6 years at a simple interest rate of 11.0% is $1509.64.

In this case, we know the final amount that we want to have after 6 years, which is $2500. We also know the interest rate, which is 11.0%. What we need to find is the principal amount, which is the present value that we must invest now to achieve the desired future value.

Using the formula for simple interest, we can rearrange it to solve for the principal:

Principal = Simple Interest / (Rate x Time)

We know that the simple interest is the difference between the final amount and the principal amount. Therefore, we can substitute the values into the formula:

$2500 - Principal = (Principal x 0.11 x 6)

Simplifying the equation, we get:

$2500 = Principal + (0.66 x Principal)

$2500 = 1.66 x Principal

Dividing both sides by 1.66, we get:

Principal = $1509.64

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Answer:

d=-3

Step-by-step explanation:

d^3=-27

d=[tex]\sqrt[3]{-27} \\[/tex]

d=-3

Answer:

d=-3

Step-by-step explanation:

You must that 3rd root of -27, which is -3

The heights of the tips of the propeller blades at π/6, 5π/6, and 3π/2 radians are 15.5 feet, 11.5 feet, and 10 feet, respectively.

What is the equation of a circle in parametric form?

The equation of a circle in parametric form is given by x=acosθ,y=asinθ.

We can use the equation for a circle in standard form:

(x - h)² + (y - k)² = r²

where (h, k) is the center of the circle and r is the radius.

In this case, the center of the propeller is (0, 13) and the radius is 3. So the equation of the circle is:

x² + (y - 13)² = 9

We can use this equation to find the x and y coordinates of the tip of each propeller.

For the blade at π/6 radians, we can use the parametric equations for a circle:

x = r cos(t) + h

y = r sin(t) + k

where t is the angle in radians.

Substituting r = 3, h = 0, k = 13, and t = π/6, we get:

x = 3 cos(π/6) + 0 = 3√3/2

y = 3 sin(π/6) + 13 = 13 + 3/2 = 15.5

So the height of the tip of the propeller blade at π/6 radians is 15.5 feet.

Using the same method for the blades at 5π/6 and 3π/2 radians, we get:

Blade at 5π/6 radians:

x = 3 cos(5π/6) + 0 = -3√3/2

y = 3 sin(5π/6) + 13 = 13 - 3/2 = 11.5

Height of tip: 11.5 feet

Blade at 3π/2 radians:

x = 3 cos(3π/2) + 0 = 0

y = 3 sin(3π/2) + 13 = 10

Height of tip: 10 feet

Therefore, the heights of the tips of the propeller blades at π/6, 5π/6, and 3π/2 radians are 15.5 feet, 11.5 feet, and 10 feet, respectively.

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The Polynomials that are listed in the question are the options labelled;

B, C, E

A polynomial is a mathematical expression that consists of variables, coefficients, and exponents.

The variables represent unknown values, while the coefficients are constants that multiply the variables or their exponents. The exponents indicate the power to which the variables are raised.

Polynomials can be added, subtracted, multiplied, and divided to create more complex expressions, and they are used in a wide range of mathematical applications, including algebra, calculus, and geometry.

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If Atharv has 10 nickels and dimes in his pocket, and they have a combined value of 70 cents, then he has 1 nickels and 4 dimes.

Let x be the number of nickels and y be the number of dimes. A nickel is worth 5 cents, and a dime is worth 10 cents. Therefore, we can write two equations:

x + y = 10 (since he has 10 coins in total)

5x + 10y = 70 (since the combined value of the coins is 70 cents)

We can simplify the second equation by dividing both sides by 5:

x + 2y = 14

Now we can use the first equation to solve for one of the variables in terms of the other. Let's solve for x:

x + y = 10x = 10 - y

Now we can substitute this expression for x into the second equation:

x + 2y = 14(10 - y) + 2y = 14

Simplifying, we get:

10 + y = 14

y = 4

Therefore, Atharv has 5 - 4 = 1 nickel and 5 - 1 = 4 dimes.

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Answer:

[tex]y=3cos(3\pi x)+4[/tex]

Step-by-step explanation:

[tex]f(x)=cos(x)\\[/tex]

[tex]A(f(Bx+C)+D)[/tex]

The outside constants, A & D stretch and shift vertically. The inside constants, B & C stretch and shift horizontally. B & C work oppositely, basically multiplying by B stretches by a factor of 1/B and similarly adding C shifts f(x) horizontally to the left.

[tex]f(x)=cos(x) \text{ The function which we are transforming}\\\text{It currently has a amplitude of 1, time period of $2\pi$ and mid line at $y=0$}[/tex]

[tex]A=3 \text{ As we want to stretch it by 3 units vertically.}\\\text {To find B:}\\T' = T*(1/B)\\\text{Where $T'$ is new time period and T is existing time period}\\2/3=2\pi*(1/B)\\B=3\pi\\\text{C is not needed}\\D=4 \text{ To shift function by 4 units up}[/tex]

I hope this helps

Answer:

The z-Table gives the area under the standard normal curve to the left of z. What does the t-Table give? The t-Table gives the area under the t-curve with n degrees of freedom to the left of it

HOPE THIS HELPSSS!

Answer:

There are 2 dimes in the purse that contains $2.20

What is an equation?

An equation is the equality between two algebraic expressions, which have at least one unknown or variable.

Let quarters be = x

The dimes be = 1/4 * x

25x+10x/4 = 220

(100x + 10x) /4 = 220

110x/4 = 220

110x = 220*4

110x = 880

x = 880/110

x = 8

The dimes be = 1/4 * x

The dimes be = 1/4 * 8

The dimes be = 2

Step-by-step explanation:

Pls ad brainliest!!!

Answer:

The correct table of values that could be used to graph g(x), a reflection of f(x) across the x-axis, is:

x f(x) g(x)

-2 1/108 12

-1 1/18 2

0 1/3 1/3

1 2 1/18

2 12 1/108

To reflect a function across the x-axis, we need to change the sign of the y-coordinate for every point on the function. Therefore, to find g(x), we take the negation of f(x) for every value of x. The second column in the third option is the negation of f(x), so it is the correct table of values for g(x).

Answer:

Its A.

Step-by-step explanation:

Other one was not clear enough lol ^

Answer:

In a right triangle, one of the angles measures 90 degrees, and the other two angles are acute angles that add up to 90 degrees. Let's call the measures of the two acute angles x and y.

We know that x and y differ by 22 degrees. So we can set up an equation:

x - y = 22

We also know that x + y = 90, since the two acute angles add up to 90 degrees.

Now we can solve this system of equations for x and y. One way to do this is to add the two equations together, which eliminates y:

x - y + x + y = 22 + 90

2x = 112

x = 56

Now we can substitute x = 56 into one of the equations to find y:

x + y = 90

56 + y = 90

y = 34

Therefore, the measures of the two acute angles of the right triangle are 56 degrees and 34 degrees.

The given angles and measures is given below:

In mathematics and geometry, an angle is a measure of the space between two intersecting lines, rays, or line segments, usually expressed in degrees, radians, or grads. It is the measure of the opening between two lines that intersect at a common point, called the vertex of the angle.

5) tan x = 153 / 41

x = tan^-1 ( 153 / 41 )

75 degrees

6) tan y = 25/25

y = tan^-1 ( 25/25 )

45 degrees

7) sin z = 10/28

z= sin^-1 ( 10/28 )

21 degrees

8) cos a = 47/50

a = cos^-1( 47/50)

20 degrees

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Hence, x has a value of 49 as to find x, we add 9 to both sides and divide the result by 3.

The distance between two intersecting lines or planes is measured in terms of angles. The amount of rotation required to align one of the lines or planes with the other is usually expressed in terms of degrees. The range of an angle is 0 degrees (i.e., no rotation) to 360 degrees (corresponding to a complete rotation).

given

As angles 5 and 7 are a pair of linear angles, their sum must be 180 degrees. Angle 7 therefore has a measure of 180 - 42 = 138 degrees.

We can use the fact that angles 6 and 7 are vertical angles and have the same measure to find the value of x. As a result, we can set the following phrase to indicate that the measure of angle 6 is equal to angle 7:

3x - 9 = 138

In order to find x, we add 9 to both sides and divide the result by 3:

3x = 147

x = 49

Hence, x has a value of 49 as to find x, we add 9 to both sides and divide the result by 3.

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The circumference of a circle with a radius of 15 inches is 30π inches, or 94.25 inches

The circumference of a circle can be calculated using the formula:

C = 2πr

where C is the circumference, r is the radius, and π (pi) is a mathematical constant approximately equal to 3.14159.

In this case, the radius is 15 inches. Substituting this value into the formula, we get:

C = 2π(15) = 30π

So the circumference of a circle with a radius of 15 inches is 30π inches, or approximately 94.2478 inches.

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The probability that the second crayon drawn is blue and the first crayon drawn is blue is 1/28.

To solve this problem, we can use the conditional probability formula:

P(A and B) = P(B|A) * P(A)

where:

P(A and B) is the probability that both events A and B occur

P(B|A) is the probability of event B given that event A has already occurred

P(A) is the probability of event A occurring

In this case, we want to find the probability of selecting a blue crayon on the second draw given that the first crayon selected was blue. So we have:

P(the second crayon is blue and the first crayon is blue) = P(blue on the second draw | blue on the first draw) * P(blue on the first draw)

To find each of these probabilities, we can start by calculating the total number of possible outcomes:

Total number of outcomes = 8 crayons in the box

Next, we need to find the probability of selecting a blue crayon on the first draw:

P(blue on the first draw) = 2/8 = 1/4

After the first blue crayon has been set aside, there are only 7 crayons left in the box, so the probability of selecting a blue crayon on the second draw given that the first crayon was blue is:

P(blue on the second draw | blue on the first draw) = 1/7

Putting it all together:

P(the second crayon is blue and the first crayon is blue) = P(blue on the second draw | blue on the first draw) * P(blue on the first draw)

= (1/7) * (1/4)

= 1/28

Therefore, the probability that the second crayon drawn is blue and the first crayon drawn is blue is 1/28.

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Answer:

Step-by-step explanation:

If there are five knights and they need to divide the guard duty equally for the 24 hours in a day, each knight would spend 24/5 = 4.8 hours on guard duty in one day.

However, since it's not possible to guard for a fraction of an hour, they would need to round that number to the nearest whole number. In this case, each knight would spend 5 hours per day on guard duty.

The probability that the person is actually innocent given that they have failed the test is 0.4615... or approximately 0.462.

The question asks us to calculate the probability that the person is actually innocent given that they have failed the test. The probability that the person is actually innocent is given by the formula: P(innocent | fails test) = P(innocent and fails test) / P(fails test).

Now we need to calculate the values of the probabilities on the right-hand side of this equation. P(fails test) is equal to the sum of the probabilities that a guilty person fails the test and that an innocent person fails the test. Hence, P(fails test) = P(guilty and fails test) + P(innocent and fails test). P(guilty and fails test) = 0.2 × 0.7 = 0.14P(innocent and fails test) = 0.8 × 0.15 = 0.12. Therefore, P(fails test) = 0.14 + 0.12 = 0.26.

Finally, we can calculate the probability that the person is actually innocent given that they have failed the test: P(innocent | fails test) = P(innocent and fails test) / P(fails test)= 0.12 / 0.26= 0.4615 (rounded to four decimal places).

Therefore, the probability that the person is actually innocent given that they have failed the test is 0.4615... or approximately 0.462.

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Three strategies that implement to encourage the use of BEVs are incentives, Infrastructure and Regulations. The cost of gasoline per mile for an ICE vehicle is $0.016 per mile.

Incentives: The federal government could offer financial incentives such as tax credits, rebates, or grants to consumers who purchase BEVs. This would make BEVs more affordable and help to offset the higher upfront cost of these vehicles.

Infrastructure development: The federal government could invest in the development of charging infrastructure for BEVs, such as public charging stations. This would help to alleviate range anxiety and make BEVs more convenient and practical for consumers.

Regulations: The federal government could implement regulations that incentivize or require automakers to produce more BEVs. This could include emissions standards that are more favorable to BEVs, or mandates for automakers to produce a certain percentage of their vehicles as electric.

To calculate the cost of gasoline per mile for an ICE vehicle with fuel efficiency of 235 miles per gallon and gasoline cost of $3.75 per gallon, we divide the cost of gasoline by the fuel efficiency:

Cost per mile = $3.75 / 235 miles per gallon

Cost per mile = $0.016 per mile

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Answer:

The answer to your question would be true.

The given statement 'full-time high school students spend more time per week on their courses than full-time college students' is true because full-time high school students spend approximately 30 hours per week in class, and full-time college students only spend about half of that in class.

Full-time high school students spend more time per week on their courses than full-time college students. It is because full-time high school students spend approximately 30 hours per week in class, and full-time college students only spend about half of that in class.

College courses usually last for one hour per day, whereas high school students attend classes for 5-6 hours per day. Hence, college students spend around 15-18 hours per week attending classes, while high school students spend around 30 hours per week in the classroom.

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Answer: What grade are you in? Because I had to do this for my 8th or 9th grade year as a homeschooler.... I never had help...I had the same brand laptop and my studies were done on T4L......

Step-by-step explanation:

x2 +3x--3x+5 I think give me a few minutes to check myself

Answer:B

Step-by-step explanation: x=3;x=6

Answer:Independent = Her practice time. Dependent= Her lap time.

Step-by-step explanation: The more she practices the faster she can swim.

Mobile ladder stands with a top step over 10 feet high and 20 inches or more in depth must be equipped with a safety cage or body belt and lanyard to provide protection against a fall.

The cage should be at least 30 inches tall and should be fully enclosed on all four sides. Additionally, the top step should be enclosed and provided with a grab bar. The ladder must be securely supported and stabilized. Non-skid materials should be applied to the steps and platform. Finally, the ladder must meet safety requirements outlined in the Occupational Safety and Health Administration's (OSHA) regulations.

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The conclusion of the test is the calculated z-test value of -1.5 falls within the acceptable limits of +/- 2 sigma.

To interpret the results of the run test, we need to compare the calculated z-test value with the acceptable limits for the test. The acceptable limits for the run test are +/- 2 sigma, which means that the process is considered acceptable if the z-test value falls within this range.

Since the z-value of -1.5 falls within the acceptable limits of +/- 2 sigma, we can conclude that the process is acceptable according to the run test. This means that there is no evidence of non-randomness or nonconformity in the process, and the process is functioning as expected.

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