Answer:
Step-by-step explanation:
(a)
Consider the following:
Use sine rule,
![\frac{b}{a}=\frac{\sinB}{\sin A} \\\\=\frac{\sin{\frac{\pi}{3}} }{\sin{\frac{\pi}{4}}}\\\\=\frac{[\frac{\sqrt{3}}{2}]}{\frac{1}{\sqrt{2}}}\\\\=\frac{\sqrt{2}}{2}\times \frac{\sqrt{2}}{1}=\sqrt{\frac{3}{2}}](https://tex.z-dn.net/?f=%5Cfrac%7Bb%7D%7Ba%7D%3D%5Cfrac%7B%5CsinB%7D%7B%5Csin%20A%7D%0A%5C%5C%5C%5C%3D%5Cfrac%7B%5Csin%7B%5Cfrac%7B%5Cpi%7D%7B3%7D%7D%0A%7D%7B%5Csin%7B%5Cfrac%7B%5Cpi%7D%7B4%7D%7D%7D%5C%5C%5C%5C%3D%5Cfrac%7B%5B%5Cfrac%7B%5Csqrt%7B3%7D%7D%7B2%7D%5D%7D%7B%5Cfrac%7B1%7D%7B%5Csqrt%7B2%7D%7D%7D%5C%5C%5C%5C%3D%5Cfrac%7B%5Csqrt%7B2%7D%7D%7B2%7D%5Ctimes%20%5Cfrac%7B%5Csqrt%7B2%7D%7D%7B1%7D%3D%5Csqrt%7B%5Cfrac%7B3%7D%7B2%7D%7D)
Again consider,
![\frac{b}{a}=\frac{\sin{B}}{\sin{A}} \\\\\sin{B}=\frac{b}{a}\times \sin{A}\\\\\sin{B}=\sqrt{\frac{3}{2}}\sin {A}\\\\B=\sin^{-1}[\sqrt{\frac{3}{2}}\sin{A}]](https://tex.z-dn.net/?f=%5Cfrac%7Bb%7D%7Ba%7D%3D%5Cfrac%7B%5Csin%7BB%7D%7D%7B%5Csin%7BA%7D%7D%0A%5C%5C%5C%5C%5Csin%7BB%7D%3D%5Cfrac%7Bb%7D%7Ba%7D%5Ctimes%20%5Csin%7BA%7D%5C%5C%5C%5C%5Csin%7BB%7D%3D%5Csqrt%7B%5Cfrac%7B3%7D%7B2%7D%7D%5Csin%20%7BA%7D%5C%5C%5C%5CB%3D%5Csin%5E%7B-1%7D%5B%5Csqrt%7B%5Cfrac%7B3%7D%7B2%7D%7D%5Csin%7BA%7D%5D)
Thus, the angle B is function of A is, ![B=\sin^{-1}[\sqrt{\frac{3}{2}}\sin{A}]](https://tex.z-dn.net/?f=B%3D%5Csin%5E%7B-1%7D%5B%5Csqrt%7B%5Cfrac%7B3%7D%7B2%7D%7D%5Csin%7BA%7D%5D)
Now find 
Differentiate implicitly the function 
with respect to A to get,
b)
When 
, the value of is,
c)
In general, the linear approximation at x= a is,
Here the function ![f(A)=B=\sin^{-1}[\sqrt{\frac{3}{2}}\sin{A}]](https://tex.z-dn.net/?f=f%28A%29%3DB%3D%5Csin%5E%7B-1%7D%5B%5Csqrt%7B%5Cfrac%7B3%7D%7B2%7D%7D%5Csin%7BA%7D%5D)
At 
![f(\frac{\pi}{4})=B=\sin^{-1}[\sqrt{\frac{3}{2}}\sin{\frac{\pi}{4}}]\\\\=\sin^{-1}[\sqrt{\frac{3}{2}}.\frac{1}{\sqrt{2}}]\\\\\=\sin^{-1}(\frac{\sqrt{2}}{2})\\\\=\frac{\pi}{3}](https://tex.z-dn.net/?f=f%28%5Cfrac%7B%5Cpi%7D%7B4%7D%29%3DB%3D%5Csin%5E%7B-1%7D%5B%5Csqrt%7B%5Cfrac%7B3%7D%7B2%7D%7D%5Csin%7B%5Cfrac%7B%5Cpi%7D%7B4%7D%7D%5D%5C%5C%5C%5C%3D%5Csin%5E%7B-1%7D%5B%5Csqrt%7B%5Cfrac%7B3%7D%7B2%7D%7D.%5Cfrac%7B1%7D%7B%5Csqrt%7B2%7D%7D%5D%5C%5C%5C%5C%5C%3D%5Csin%5E%7B-1%7D%28%5Cfrac%7B%5Csqrt%7B2%7D%7D%7B2%7D%29%5C%5C%5C%5C%3D%5Cfrac%7B%5Cpi%7D%7B3%7D)
And,
from part b
Therefore, the linear approximation at is,
![f(x)=f'(A).(x-A)+f(A)\\\\=f'(\frac{\pi}{4}).(x-\frac{\pi}{4})+f(\frac{\pi}{4})\\\\=\sqrt{3}.[x-\frac{\pi}{4}]+\frac{\pi}{3}](https://tex.z-dn.net/?f=f%28x%29%3Df%27%28A%29.%28x-A%29%2Bf%28A%29%5C%5C%5C%5C%3Df%27%28%5Cfrac%7B%5Cpi%7D%7B4%7D%29.%28x-%5Cfrac%7B%5Cpi%7D%7B4%7D%29%2Bf%28%5Cfrac%7B%5Cpi%7D%7B4%7D%29%5C%5C%5C%5C%3D%5Csqrt%7B3%7D.%5Bx-%5Cfrac%7B%5Cpi%7D%7B4%7D%5D%2B%5Cfrac%7B%5Cpi%7D%7B3%7D)
d)
Use part (c), when 
, B is approximately,
![B=f(46°)=\sqrt{3}[46°-\frac{\pi}{4}]+\frac{\pi}{3}\\\\=\sqrt{3}(1°)+\frac{\pi}{3}\\\\=61.732°](https://tex.z-dn.net/?f=B%3Df%2846%C2%B0%29%3D%5Csqrt%7B3%7D%5B46%C2%B0-%5Cfrac%7B%5Cpi%7D%7B4%7D%5D%2B%5Cfrac%7B%5Cpi%7D%7B3%7D%5C%5C%5C%5C%3D%5Csqrt%7B3%7D%281%C2%B0%29%2B%5Cfrac%7B%5Cpi%7D%7B3%7D%5C%5C%5C%5C%3D61.732%C2%B0)
The relative frequency of female mathematics majors will be 0.5142.
<h3>How to find the relative frequency?</h3>
The proportion of the examined subgroup's value to the overall account is known as relative frequency.
A sample of 317 students at a university is surveyed.
The students are classified according to gender (“female” or “male”).
The table is given below.
Then the relative frequency of female mathematics majors will be
⇒ 36 / (36 + 34)
⇒ 36 / 70
⇒ 0.5142
Learn more about conditional relative frequency here:
brainly.com/question/8358304
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To get from 8.4 to 10 in multiplication, we need to multiply 8.4 by 10/8.4
That means that if we multiply 30 by 10/8.4 we get the answer
which is 35,714
The same with the other
8.4 times 100/30 = 28
(I will do my best to entirely explain the subject) To understand Positives and Negatives you need to have a number line.
<u>-3 -2 -1 0 1 2 3</u>
Your whole life you have been using positives and negatives when you subtract or add a number. 9 - 2 is really just 9 + -2
With the number line it should be easier to understand that for every single time you add or take away you change the value. The more you take away (Negative numbers, 5 + -6) the farther down the value goes to the left, more towards the negative side (5 + -6 = -1). The same goes for addition (-6 + 9 = 3).
To multiply all you need to do is count how many times you see a negative number. If you see an even number of negatives then the answer will be positive because on the number line you went from one side to the other multiple times, left right left right and all that jazz. Hopefully i made this make more sense to you, if there is anything i need to clarify on please make it known so i can edit my answer.
Answer:
6x3
Step-by-step explanation:
sorry if wrong
