If the function is f(x) = eˣ Cos(x) where (0≤ x ≤2π) , then the function will be increasing in interval (0, π/4) U (7π/4, 2π), and decreasing in interval (π/4, 7π/4) .
In order to find the intervals where function f(x) = eˣ Cos(x) is increasing and where it is decreasing, we find the points where the derivative of the function, f'(x), is positive and negative,
The derivative of function : f(x) = eˣ cos(x) is:
⇒ f'(x) = eˣ cos(x) + eˣ (-sin(x))
⇒ eˣ (cos(x) - sin(x))
So , To find the intervals where f'(x) is positive or negative, we can use the sign of the derivative to determine if the function is increasing or decreasing.
we know that ;
⇒ When f'(x) > 0, the function is increasing.
⇒ When f'(x) < 0, the function is decreasing.
For function " eˣ (cos(x) - sin(x)) " ,
we can see that f'(x) is positive when cos(x) > sin(x) and negative when cos(x) < sin(x).
By using a unit circle, we can see that the inequality cos(x) > sin(x) is satisfied for x in the interval (0, π/4) U (7π/4, 2π), and
the inequality cos(x) < sin(x) is satisfied for x in the interval (π/4, 7π/4) .
The given question is incomplete , the complete question is
Determine the intervals where the function f(x) = eˣ Cos(x) where (0≤ x ≤2π) is increasing and where it is decreasing ?
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Is 6.9meters per second faster than 0.95 meters per second ?
Answer:
Yes
Step-by-step explanation:
Yes, because 6.9 > 0.95
Answer:
Yes
Step-by-step explanation:
Yes....about 7 times faster because 6.9 >> .95 meters
What is Meant by Proof by Contradiction?
By assuming that the item we wish to prove is false and then demonstrating that the results of this are not feasible, we can prove something by contradiction.
What is meant by contradiction?3a + b = 1 6 . This is contradictory because 3a + b is an integer according to the closure properties, but 1/6 is not. It follows that there aren't any integers a and b for which 18a + 6b = 1. Each of the following claims can be demonstrated using contradiction. The foundation of the evidence by contradiction approach is the contradiction rule. Simple logic dictates that one should assume the falsity of any given premise or assertion. The supplied assertion must be true if this assumption results in a contradiction.When two angles of a triangle are equal, the sides that are on the other side of the equal angles are likewise equal. The evidence moves forward with the presumption that the opposing angles are not equal and creates a contradiction.To learn more about contradiction, refer to:
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Prove F(n + 1) + F(n – 2) = 2F(n) for n ≥ 3 using fibonacci numbers definition
F(n + 1) + F(n – 2) = 2F(n) for n ≥ 3 using fibonacci numbers definition is proved.
What is a Fibonacci sequence ?
The Fibonacci sequence is a number sequence in which each subsequent number is formed by adding the two numbers that came before it. The series is named after the Italian mathematician who devised it.
Fibonacci numbers are defined as follows:
F(0) = 0
F(1) = 1
F(n) = F(n-1) + F(n-2) for n ≥ 2
Now, let's prove that F(n + 1) + F(n – 2) = 2F(n) for n ≥ 3 using this definition:
F(n + 1) = F(n) + F(n - 1) (by definition)
F(n – 2) = F(n - 3) + F(n - 4) (by definition)
Adding these two equations, we get:
F(n + 1) + F(n – 2) = F(n) + F(n - 1) + F(n - 3) + F(n - 4)
Now, using the definition of F(n) = F(n-1) + F(n-2), we can substitute F(n-1) + F(n-2) for F(n):
F(n + 1) + F(n – 2) = F(n) + F(n) = 2F(n)
Therefore, F(n + 1) + F(n – 2) = 2F(n) for n ≥ 3, which is the desired result.
Hence, F(n + 1) + F(n – 2) = 2F(n) for n ≥ 3 using fibonacci numbers definition is proved.
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iven the following graph, what is the slope and y-intercept?
Answer:
slope: -3/2 y-intercept: -1
Answer: -32
Step-by-step explanation:
Can an object with zero acceleration speed up?
Yes, an object can have zero velocity and immobile be accelerating together. While participating the object, you will find that the object will continue to move ahead for some time and then stops instantly.
Then the object will start to move in the reverse direction.
at all the velocity is constant, the acceleration is zero. For example, a car traveling at a constant 80 km/h in a straight line has nonzero velocity and zero acceleration.
If acceleration is 0, the velocity is not converted. If the velocity is constant (0 acceleration) then the object will continue needing slowing down or speeding up.
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A telephone line hangs between two poles 14 m apart in the shape of the catenary y = 25 cosh(x/25) − 20, where x and y are measured in meters. (a) Find the slope of this curve where it meets the right pole. (Round your answer to four decimal places. ). 2837 (b) Find the angle θ between the line and the pole. (Round your answer to two decimal places. )
The solutions to both parts of the problem regarding trigonometry have been given below.
Since, the curve traced by the given function is symmetric about vertical axis, is an even function and has minima at x=0, We have to find the slope of this curve at x=+7m, which is the point it meets the pole at the right side.
the derivative of
25cosh(x/25)−20 with respect to x will be
dy/dx = d(25cosh(x/25)−20)/dx
=(25sinh(x/25))/25
=sinh(x/25)
at x=+7 it's value would be ,
=sinh(7/25)=0.2836
Therefore, the slope of curve where it meets the right pole is
0.2836.
The slope of the curve is also given by tangent of the angle subtended by the curve at that point
therefore,
tan θ=0.2836
θ= tan -¹ (0.2836)
but,The expression for angle between right pole and line is
θ'=π/2-θ=π/2-(0.2836)
θ'=1.294 radians
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Suppose that a and b are nonzero vectors.
a) Under what circumstances is compa b=compb a
b) Under what circumstances is proja b=proj b a
Part (a) seems relatively simple but I'm having trouble with part (b). Thanks for any help!
a) Two vectors are proportional then compa b = compa a
b) Two vectors are parallel when proja b = proja a
A vector is a mathematical object with both magnitude and direction. In this problem, we have two vectors, a and b, which are assumed to be nonzero
(a) For two vectors a and b, the dot product (also known as the scalar product or inner product) is a scalar quantity that measures the extent to which the vectors are pointing in the same direction. The dot product of two vectors is defined as
=> compa b = ||a|| ||b|| cos(θ), where ||a|| and ||b|| are the magnitudes of the vectors and θ is the angle between them.
Hence,
=> compa b = compb a
if and only if the vectors are equal or parallel, meaning they have the same direction or are pointing in opposite directions.
(b) The projection of a vector onto another vector is the vector that points in the same direction as the second vector and has the same magnitude as the component of the first vector that lies in that direction. The projection of a vector a onto a vector b is given by
=> proja b = (compa b / compb b) b.
Since the dot product is commutative, it follows that
=> proja b = proj b
if and only if the vectors are equal.
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What comes after securing the string at point A and then setting the string length to be a little more than half of AB?
To mark the bisector of the AB make an arc above and below AB one from the point A and another arc from point B. Hence, option D is the answer.
What is a bisector?A line known as a bisector divides an angle or a line into two equally sized segments. A segment's midpoint is always contained in the segment's bisector. Based on the geometric shape that they bisect, there are two different sorts of bisectors.
Bisector of Line Segments (Perpendicular Bisector Theorem)
Bisector of angles (Triangle Bisector Theorem)
To mark the bisector of the AB make an arc above and below AB one from the point A and another arc from point B.
Hence, option D is the answer.
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what is fingers and multipliers
Answer: Fingering makes transistors which are connected in series, mulpliers create transistors which are connected in parallel.
Step-by-step explanation:
"Fingers" and "multipliers" are terms used in mathematics and specifically in multiplication to help perform calculations faster and with more accuracy.
"Fingers" is a method of multiplication that uses fingers on one's hand as a visual aid to keep track of numbers being multiplied. The method is often used by children who are learning how to perform basic multiplication, as it provides a concrete way of visualizing the problem. The student would put up a certain number of fingers on one hand to represent one of the numbers being multiplied, and then use the other hand to count the number of times that the first number is being multiplied.
"Multipliers" are a set of pre-memorized values that can be used to perform multiplication more quickly. These values are usually small, and when multiplied by 10, 100, 1000, and so on, give the result of more complex multiplication problems. For example, one common multiplier is 9, which can be used to quickly multiply any number between 90 and 99, such as 93 * 9 = 837. Knowing these multipliers is a key part of mental math and helps to perform calculations faster and with more accuracy.
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2113.58 = -0.33*x^2 63.78*x-968.15 solve for x
You can resolve the equation by completing the square. first, subtract 0.33 from both sides of the equation. Add 968.15/0.33 to both sides after that. The resulting equation will be x2 + 189.94 x = 2113.58. Divide both sides by 189.94, then multiply both sides by 0.5. To find x=-93.97, square root both sides of the equation.
-0.33x^2 + 63.78x - 968.15 = 0
x2 + 189.94x = 2113.58 after subtracting -0.33 from both sides.
Multiply both sides by 189.94 to get 11.27 (x + 94.97).
To all sides, add 0.5: x + 94.97 + 0.5 = 11.77
Add up both sides and subtract 94.97: x + 0.5 = 11.77 - 94.97
Add 0.5 on either side to get the result: x = 11.27 - 94.97 x = -93.97
By completing the square, the equation -0.33x2 + 63.78x - 968.15 = 0 can be resolved. first, subtract 0.33 from both sides of the equation. As a result, the equation x2 + 189.94x = 2113.58 will be produced. Divide both sides by 189.94, then multiply both sides by 0.5. The outcome will be (x+94.97)2=2403.55. Square root both sides of the equation to finish. As a result, x + 0.5 = 11.27 - 94.97 will be obtained. The result of deducting 0.5 from both sides and then 94.97 from both sides is yield x = -93.97.
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An office supply store recently sold a black printer ink cartridge for $18.99 and a color printer ink cartridge for $22.99. At the start of a recent fall semester, a total of 36 of these cartridges was sold for a total of $723.64. How many of each type were purchased?
Answer:
Step-by-step explanation:
Let x be the number of black ink cartridges sold and y be the number of color ink cartridges sold. We know that:
x + y = 36 (total number of cartridges sold)
18.99x + 22.99y = 723.64 (total amount of money earned)
We can use the first equation to solve for one variable in terms of the other and substitute that expression into the second equation to get a single equation in one variable, which can then be solved. For example:
y = 36 - x
18.99x + 22.99(36 - x) = 723.64
18.99x + 827.64 - 22.99x = 723.64
-4x = -104
x = 26
So, 26 black cartridges were sold and 36 - 26 = 10 color cartridges were sold.
Michael needs to pay car insurance premiums of $958 two times per year. He has decided to make deposits from each paycheck to a savings account for “Other Expenses (Predictable)” to cover this expense. How much should Michael deposit from each paycheck if the paycheck is bi-weekly?
Step-by-step explanation:
Michael needs to pay car insurance premiums of $958 two times per year. Since a year has 52 weeks, this means he needs to pay $958 * 2 = $1916 per year.
Since his paycheck is bi-weekly, he needs to make a deposit of $1916 / 26 = $73.54 from each paycheck to cover the expense.
So Michael should deposit $73.54 from each bi-weekly paycheck to a savings account for "Other Expenses (Predictable)" to cover the car insurance premiums.
Is (1,
–
1) a solution to this system of equations?
y=3x+6
y=
–
8x+7
Answer:
No
Step-by-step explanation:
Is (1, –1) a solution to this system of equations?
-1 = 3(1)+6
-1 = 3 + 6
-1 = 9
This is wrong! (1, -1) is not a solution for this system of equations.
in a hypothesis test, you assume the alternative hypothesis is true. True/ False
[FALSE] In a hypothesis test, you assume the alternative hypothesis is true.
ABOUT ALTERNATIVE HYPOTHESISIf the null hypothesis is rejected, then there is what is called an alternative hypothesis.
the alternative hypothesis states that there is an observed effect between the two variables in the experiment.
That is, the alternative hypothesis opposes the contents of the null hypothesis. Where there are differences and the nature of mutual influence between the two variables studied.
If there are deviations or differences between the two variables, then the null hypothesis is rejected while the alternative hypothesis is accepted. Conversely, if the null hypothesis is accepted, then the alternative hypothesis is rejected.
The alternative hypothesis is symbolized by Ha or also H1. Alternative hypotheses can use symbols not equal to (≠), less than (<), and more than (>).
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Part d
I m really confused
The expressions with powers are ( -7 )³ and [tex]3^{-2}[/tex]
What is an expression?
A mathematical expression is a phrase containing a minimum of two numbers or variables and a minimum of one mathematical operation. It is possible to multiply, divide, add, or subtract in math. An expression has the following structure: (Mathematical Operator, Number/Variable, Expression)
The order of operations is a rule that specifies the right procedure to follow when evaluating a mathematical equation. Using the acronym PEMDAS, we can memorize this order: parentheses, exponents, multiplication, and division (left to right), addition and subtraction (from left to right).
a) -7 is taken 3 times. so raise power as 3
( -7 )³
b) 1/(3²) = [tex]3^{-2}[/tex]
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The diameter of a circle is 16 meters. What is the radius?
Answer
8meters
Step-by-step explanation:
divide the diameter (16) by 2
=8
How do analogies help readers (1 point)
1. They help readers understand definitions
2. They help readers identify figurative language
3. They help readers analyze the relationship between words
4. They help readers to better comprehend a plot
4. They help readers to better comprehend a plot. An analogy is a comparison of two, otherwise unrelated, things based on similarities in a single feature.
An analogy is what?a comparison of two otherwise disparate objects based on a shared characteristic; similarity; similarity in some specifics between disparate things.
An example of an analogy?To provide an explanation, lets compares one thing to another. "Life is like a box of chocolates—you never know what you're going to get," as an example. When making an analogy, you can utilise metaphors and similes. What Qualifies as a Good Analogy? An effective analogy strikes a balance between the competing objectives of familiarity and representativeness. Good analogies are well-known. They provide words for an abstract concept.
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Boubacar is driving on a long road trip. He created the graph below to represent the of gas left in his tank. What is the meaning of the point ? Time ()
of gas in the tank after .
The change in the number of of gas in the tank for every one additional .
How long it takes Boubacar to run out of gas.
The number of of gas initially in the tank.
The meaning of the point (1,10) on the graph of the function is given as follows:
10 gallons of gas in the tank after one hour.
How to interpret the point?All the points in the graph of a function have the format presented as follows:
(x,y).
In which:
x is the input variable.y is the output variable relative to the input variable x.For this problem, the input and output variables are given as follows:
Input: number of hours.Output: number of gallons of gases in the tank.Hence the interpretation of point (1,10) is that there are 10 gallons of gas in the tank after one hour.
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Geometry
There are 30 students in a class. They were asked if they have a cat or dog as a pet. 10 kids said they have a cat, 12 kids said they have a dog the rest said they don't have either. Of the kids that said they have a cat or dog, 3 kids said they have both pets.
(Please answer in fraction, decimal, and percent form)
a. How many students do not have either pet?
b. If a student is selected at random what is the probability that they have both pets?
c. If a student is selected at random, what is the probability that they have a cat or dog?
Answer:
a. 8
b. 1/10
c. 19/30
Step-by-step explanation:
a. 12 + 10 = 22 30 - 22 = 8
b. 3 students have both, 3/30 simplified is 1/10
not 100% sure about c. but is my best bet
PLEASE HELP HELP HELP HELP HELP HELP
Note that one advantage of the given Linear equation over the graph given above is that the whereas from the equation, we can immediately tell what the slope (m)is and what the y-intercept (b) is, this is not given in the above graph.
What is the Y-intercept and the slope as given in the above Linear Equation?Note that every linear equation takes the following form:
y = mx + b
Where:
the variable b denotes the y-intercept of the graph of the line; and variable m denotes the slope of the line.Since we have the given linear equation to be:
y = 6/1x + 100
m here = 6/1 or 6 which is the slope; while
b here = 100, that is the y-intercept.
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Khalid said : If the egg is not broken, then you did not drop it.
If the egg is boiled, then it will not break.
Ahmed said : Therefore, If you drop a boiled egg , then it will not break.
Adel said : Therefore, If egg is not boiled or you drop it, then it will break.
Use truth table to show whether, Ahmed or Adel conclusion is valid or not.
Neither Ahmed's conclusion nor Adel's conclusion is entirely true or false. Adel's conclusion is closer to being true than Ahmed's conclusion, as it is only false in one case.
The truth table would look like this:
Egg broken? Egg boiled? Khalid's statement Ahmed's conclusion Adel's conclusion
No No True False False
No Yes False True False
Yes No True False True
Yes Yes False False False
From the truth table, we can see that Ahmed's conclusion is only true in one case (when the egg is boiled and not dropped), but false in two cases (when the egg is not boiled or when it is dropped). Adel's conclusion is only false in one case (when the egg is boiled and not dropped), but true in two cases (when the egg is not boiled or when it is dropped).
So, neither Ahmed's conclusion nor Adel's conclusion is entirely true or false. Adel's conclusion is closer to being true than Ahmed's conclusion, as it is only false in one case.
Therefore, Neither Ahmed's conclusion nor Adel's conclusion is entirely true or false. Adel's conclusion is closer to being true than Ahmed's conclusion, as it is only false in one case.
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I need this answer TODAY
A triangle has one side that measures x, and the other two sides each measure 4 Inches less than x. The perimeter is 19
Inches.
What is the measure of x?
5
3
9
2
Answer:3
Step-by-step explanation: the closest multiple of for is 16 then reminder 3
Answer:
9
Step-by-step explanation:
one side of a triangle =x
the other two sides measure = (x-4) each
perimeter = 19
therefore :
perimeter of a triangle = x + (x-4) + (x-4)
I.e = x+x+x-4-4=19
= 3x -8=19
= 3x = 19+8
3x=27
divide both sides by 3
x=9
a four-acre lot has front footage of 250 feet. how long is it?
The length of the four-acre lot with front footage of 250 feet is approximately 693.76 feet.
In mathematics, "acre" is a unit of area that is commonly used to measure the size of a piece of land. One acre is equal to 43,560 square feet. To find the length of the lot, we need to know the area of the lot and the front footage.
Here we need to determine the length of a four-acre lot with front footage of 250 feet, we need to use the concept of area and the formula for calculating the area of a rectangle.
In this case, the area of the lot is four acres, or
=> 4 x 43,560 = 173,440 square feet.
In order to find the length of the lot, we can divide the area by the front footage, which is 250 feet.
By using the formula for the area of a rectangle, we can write this as:
=> Area = Length x Front Footage
Therefore, Length is calculated as
=> Area / Front Footage = 173,440 / 250 = 693.76 feet.
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what is the probability that two grandchildren of the woman who are first cousins to one another will each inherit the dominant allele?
The probability that two grandchildren of the woman who are first cousins to one another will each inherit the dominant allele is 1/16.
To determine the probability that two grandchildren of a woman who are first cousins to one another will each inherit the dominant allele, we first need to understand the pattern of inheritance for dominant and recessive alleles.
Assuming the woman has two dominant alleles (D) and two recessive alleles (d), the probability of passing on a dominant allele to each grandchild is 1/2. For two first cousins to each inherit a dominant allele, we need both of their parents to pass on a dominant allele to them. The probability of both parents passing on a dominant allele is (1/2) * (1/2) = 1/4.
So, the probability of two first cousins each inheriting a dominant allele is 1/4 * 1/4 = 1/16. This means that there is a 1 in 16 chance that both first cousins will each inherit the dominant allele.
To summarize:
P(inheriting dominant allele) = 1/2
P(both parents passing on dominant allele) = 1/2 * 1/2 = 1/4
P(two first cousins each inheriting dominant allele) = 1/4 * 1/4 = 1/16
Therefore, the probability that two grandchildren of the woman who are first cousins to one another will each inherit the dominant allele is 1/16.
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The probability that two grandchildren of the woman who are first cousins to one another will each inherit the dominant allele is 1/16.
To determine the probability that two grandchildren of a woman who are first cousins to one another will each inherit the dominant allele, we first need to understand the pattern of inheritance for dominant and recessive alleles.
Assuming the woman has two dominant alleles (D) and two recessive alleles (d), the probability of passing on a dominant allele to each grandchild is 1/2. For two first cousins to each inherit a dominant allele, we need both of their parents to pass on a dominant allele to them. The probability of both parents passing on a dominant allele is (1/2) * (1/2) = 1/4.
So, the probability of two first cousins each inheriting a dominant allele is 1/4 * 1/4 = 1/16. This means that there is a 1 in 16 chance that both first cousins will each inherit the dominant allele.
To summarize:
P(inheriting dominant allele) = 1/2
P(both parents passing on dominant allele) = 1/2 * 1/2 = 1/4
P(two first cousins each inheriting dominant allele) = 1/4 * 1/4 = 1/16
Therefore, the probability that two grandchildren of the woman who are first cousins to one another will each inherit the dominant allele is 1/16.
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Find the point in which the line meets the plane.
x = 1 - t, y = 3t, z = 1 + t; 2x - y + 3z = 6
The point in which the line meets the plane is (3/2, -3/2, 1/2)
The planes is 2x - y + 3z = 6.
The lines are x = 1 - t, y = 3t, z = 1 + t.
We now the value of x, y, z. So we put the value of x, y, z in the plane.
2x - y + 3z = 6
2(1 - t) - 3t + 3(1 + t) = 6
Simplifying
2 - 2t - 3t + 3 + 3t = 6
5 - 2t = 6
Subtract 5 on both side, we get
-2t = 1
Divide by -2 on both side, we get
t = -1/2
Now finding the value of x, y, z by putting the t
x = 1 - t
x = 1 - (-1/2)
x = 1 + 1/2
x = 3/2
y = 3t
y = 3(-1/2)
y = -3/2
z = 1 + t
z = 1 + (-1/2)
z = 1 - 1/2
z = 1/2
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the sum of 2 and y aleks
The sum of the expression 2 and y is (2+ y).
What is Expression?A mathematical operation such as subtraction, addition, multiplication, or division is used to combine terms into an expression. In a mathematical expression, the following terms are used:
An absolute numerical number is referred to as a constant.Variable: A symbol without a set value is referred to as a variable.Term: A term can be made up of a single constant, a single variable, or a mix of variables and constants multiplied or divided.Coefficient: In an expression, a coefficient is a number that is multiplied by a variable.Given:
The sum of 2 and y.
As, the sum is shows by the addition whose symbol is "+"
So, the sum of 2 and y is
= (2 + y).
Hence, the expression is ( 2+ y).
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A cereal company packages there granola in cylindrical containers that have a diameter of 20 cm and a height of 17. 4 cm. Approximately how much granola will a container hold?
A. 348 cm^3
B. 5,464 cm^3
C. 174 cm^3
D. 3,140 cm^3
The approximate amount of granola that can be held in the container is B. 5,464 cm³.
The amount of granola held in the container can be calculated by finding the volume of cylinder. The formula to be used for volume calculation is -
V = πr²h, where V is volume of cylinder r is radius and h refers to height of cylinder.
Radius = diameter/2
Radius = 20/2
Radius = 10 cm
V = 22/7 × 10² × 17.4
Performing multiplication on Right Hand Side of the equation
V = 5464 cm³
Thus, the volume of the cylinder is 5464 cm³.
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Find the area of a rectangular garden with side length of 4x+11 and 2x+5
find the perimeter of the garden in the problem
The value of area of a rectangular garden is, (8x² + 42x + 55).
The perimeter of the garden is, (12x + 32).
What is mean by Rectangle?A rectangle is a two dimension figure with 4 sides, 4 corners and 4 right angles. The opposite sides of the rectangle are equal and parallel to each other.
We have to given that;
The side lengths of a rectangular garden are,
⇒ (4x + 11) and (2x + 5)
Now, We know that;
Area of rectangle = Length × Width
Thus, The value of area of a rectangular garden is,
⇒ Area = (4x + 11) × (2x + 5)
= (8x² + 20x + 22x + 55)
= (8x² + 42x + 55)
And, The perimeter of rectangle = 2 (Length + Width)
Thus, The perimeter of the garden is,
⇒ Perimeter = 2 (4x + 11 + 2x + 5)
= 2 (6x + 16)
= (12x + 32)
Thus, The value of area of a rectangular garden is, (8x² + 42x + 55).
And, The perimeter of the garden is, (12x + 32).
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y=4squared2 and on the table is 2,0,-1,-2,-3 i need those answers right now
The numeric values for the function y = 4x² are given as follows:
x = -3: y = 36.x = -2: y = 16.x = -1: y = 4.x = 0: y = 0.x = 2: y = 16.How to find the numeric value of a function or of an expression?To find the numeric value of a function or of an expression, we replace each instance of the variable in the function or in the expression by the value at which we want to find the numeric value.
The function in this problem is given as follows:
y = 4x².
Hence, to obtain the numeric value at x = -3, we replace the lone instance of x by -3, hence:
y = 4(-3)² = 4 x 9 = 36.
The same procedure is applied to obtain the other numeric values.
Learn more about the numeric values of a function at brainly.com/question/28367050
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Kiran is flying a kite. He gets tired, so he stakes the kite to the ground. The kite is on a string that is 12 feet long and makes a 50 degree angle. What is the height of the kite
The height of the kite is equal to 9.19 feet.
What is the law of sines?In Mathematics, the law of sines is sometimes referred to as sine rule and it can be modeled by this mathematical expression:
[tex]\frac{sinA}{a} =\frac{sinB}{b} =\frac{sinC}{c}[/tex] or Sinθ = opposite/hypotenuse
What is the height of the kite?Since the reference angle lies between the ground and the string of the kite (hypotenuse), the side opposite the reference angle would be denoted by x and calculated as follows;
Sinθ = opposite/hypotenuse
Sin(50) = x/12
x = 12 × sin(50)
x = 12 × 0.7660
x = 9.19 feet.
Read more on sine rule here: brainly.com/question/27174058
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