Answer:
2.3 degrees.
Step-by-step explanation:
Please find the attachment.
We are told that an airplane must clear a 60-foot pole at the end of a runway 500 yards long.
Let us convert 500 yards to feet.
1 yard= 3 feet.
500 yards= 3*500 feet= 1500 feet.
We can see from our attachment pole and runway are in form of a right triangle. The pole is opposite to angle of elevation of plane and length of runway is adjacent.
Since tangent represents the relation between opposite and adjacent of right triangle, So we will use tangent to find angle of elevation that plane must ascend to clear the pole.
![\theta=\tan^{-1}(\frac{60}{1500} )](https://tex.z-dn.net/?f=%5Ctheta%3D%5Ctan%5E%7B-1%7D%28%5Cfrac%7B60%7D%7B1500%7D%20%29)
Therefore, the airplane must ascend 2.3 degrees to clear the pole.
Answer:
b = 3.5 cm
Step-by-step explanation:
Given that,
The area of a rectangle, A = 14. sq cm
The length of one side, l = 4 cm
We need to find the length of another side. The formula for the area of a rectangle is given by :
A = lb
So,
![14=4b\\\\b=\dfrac{14}{4}\\\\b=3.5\ cm](https://tex.z-dn.net/?f=14%3D4b%5C%5C%5C%5Cb%3D%5Cdfrac%7B14%7D%7B4%7D%5C%5C%5C%5Cb%3D3.5%5C%20cm)
So, the length of the other side is equal to 3.5 cm.
Answer:
use khan academy
Step-by-step explanation:
khanacedemy.com
dont cheat dude
Hey ! there
Answer:
- <u>1</u><u>1</u><u>3</u><u>.</u><u>0</u><u>4</u><u> </u><u>unit </u><u>cube</u>
Step-by-step explanation:
In this question we are provided with a sphere <u>having</u><u> </u><u>radius </u><u>3 </u><u>units </u>and <u>value </u><u>of </u><u>π </u><u>is </u><u>3.</u><u>1</u><u>4</u><u> </u><u>.</u><u> </u>And we're asked to find the<u> </u><u>volume</u><u> of</u><u> </u><u>sphere</u><u> </u><u>.</u>
For finding volume of sphere , we need to know its formula . So ,
![\qquad \qquad \: \underline{\boxed{ \frak{Volume_{(Sphere)} = \dfrac{4}{3} \pi r {}^{3} }}}](https://tex.z-dn.net/?f=%20%5Cqquad%20%5Cqquad%20%5C%3A%20%5Cunderline%7B%5Cboxed%7B%20%5Cfrak%7BVolume_%7B%28Sphere%29%7D%20%3D%20%20%5Cdfrac%7B4%7D%7B3%7D%20%5Cpi%20r%20%7B%7D%5E%7B3%7D%20%7D%7D%7D)
<u>Where</u><u> </u><u>,</u>
- π refers to <u>3.</u><u>1</u><u>4</u>
- r refers to <u>radius</u><u> of</u><u> sphere</u>
<u>Sol</u><u>u</u><u>tion </u><u>:</u><u> </u><u>-</u>
Now , we are substituting value of π and radius in the formula ,
![\quad \longrightarrow \qquad \: \dfrac{4}{3} \times 3.14 \times (3) {}^{3}](https://tex.z-dn.net/?f=%20%5Cquad%20%5Clongrightarrow%20%5Cqquad%20%5C%3A%20%5Cdfrac%7B4%7D%7B3%7D%20%20%20%5Ctimes%203.14%20%5Ctimes%20%283%29%20%7B%7D%5E%7B3%7D%20)
Simplifying it ,
![\quad \longrightarrow \qquad \: \dfrac{4}{3} \times 3.14 \times 3 \times 3 \times 3](https://tex.z-dn.net/?f=%20%5Cquad%20%5Clongrightarrow%20%5Cqquad%20%5C%3A%20%5Cdfrac%7B4%7D%7B3%7D%20%20%5Ctimes%203.14%20%5Ctimes%203%20%5Ctimes%203%20%5Ctimes%203)
Cancelling 3 with 3 :
![\quad \longrightarrow \qquad \: \dfrac{4}{ \cancel{3}} \times 3.14 \times 3 \times 3 \times \cancel{3}](https://tex.z-dn.net/?f=%20%5Cquad%20%5Clongrightarrow%20%5Cqquad%20%5C%3A%20%5Cdfrac%7B4%7D%7B%20%5Ccancel%7B3%7D%7D%20%20%5Ctimes%203.14%20%5Ctimes%203%20%5Ctimes%203%20%5Ctimes%20%20%5Ccancel%7B3%7D)
We get ,
![\quad \longrightarrow \qquad \:4 \times 3.14 \times 9](https://tex.z-dn.net/?f=%20%5Cquad%20%5Clongrightarrow%20%5Cqquad%20%5C%3A4%20%5Ctimes%203.14%20%5Ctimes%209)
Multiplying 4 and 3.14 :
![\quad \longrightarrow \qquad \:12.56 \times 9](https://tex.z-dn.net/?f=%20%5Cquad%20%5Clongrightarrow%20%5Cqquad%20%5C%3A12.56%20%5Ctimes%209)
Multiplying 12.56 and 9 :
![\quad \longrightarrow \qquad \: \pink{\underline{\boxed{\frak{113.04 \: unit \: cube}}}} \quad \bigstar](https://tex.z-dn.net/?f=%20%5Cquad%20%5Clongrightarrow%20%5Cqquad%20%5C%3A%20%20%20%20%5Cpink%7B%5Cunderline%7B%5Cboxed%7B%5Cfrak%7B113.04%20%20%5C%3A%20unit%20%5C%3A%20cube%7D%7D%7D%7D%20%5Cquad%20%5Cbigstar)
- <u>Henceforth</u><u> </u><u>,</u><u> </u><u>volume</u><u> </u><u>of</u><u> </u><u>sphere</u><u> </u><u>having </u><u>radius </u><u>3 </u><u>units </u><u>is </u><em><u>1</u></em><em><u>1</u></em><em><u>3</u></em><em><u> </u></em><em><u>.</u></em><em><u>0</u></em><em><u>4</u></em><em><u> </u></em><em><u>units </u></em><em><u>cube </u></em><em><u>.</u></em>
<h2>
<u>#</u><u>K</u><u>e</u><u>e</u><u>p</u><u> </u><u>Learning</u></h2>
Answer:
Cities around the country are changing. Faded boards, dull concrete, and old bricks are coming to life. Communities are are turning walls of their buildings, roads, and bridges into colorful murals. Painters might show local scenes, honor a hero or celebrate a culture. Murals can also be great projects for schools. They encourage teamwork, school spirit, and creativity. What would you paint? Your mural could inspire people to recycle, be a volunteer or cheer for a team.
Step-by-step explanation:
there are commas where they are supposed to be