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Sav [38]
2 years ago
11

The length of a Train A is 480 m and it takes 2 minutes to cross a tunnel of length 1,320 m. The length of a Train B, which is s

lower than Train A, is 420 m. Both the trains start at the same time from the opposite directions. If the difference between their speeds is 18 km/h, find the time they take to cross each other. (Enter only the number)
Mathematics
1 answer:
nasty-shy [4]2 years ago
4 0

Answer: 52.94

Step-by-step explanation:

Length of train A = 480m

Tunnel length = 1320m

Time taken to cross tunnel = 2 mins = 120sec

Length of train B = 420m

Train B is slower than train A

Difference between their speed = 18km/hr

18km/hr = (18×1000)/3600 = 5m/s

Speed of train A :

Speed = distance / time

Speed = 1320 / 120 = 11m/s

Therefore, speed of train B :

(11 - 5)m/s = 6m/s

Relative speed of the two trains is therefore;

(Speed of A + speed of B)

Note : they are moving in opposite direction

( 11 + 6)m/s = 17m/s

Therefore time taken to cross each other :

(Sum of the length of both trains / relative speed of the trains)

Time taken = (480m + 420m) / (17m/s)

Time taken = 900m / 17m/s

Time taken = 52.94s

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What is the y-intercept of the function,represented by the table of values below?
Hitman42 [59]

Answer:

8

Step-by-step explanation:

So the y-intercept is not given by your table because there is no x that is listed as 0.

But don't fret; we can still find it.

Let's see if the function is linear by seeing if we have the same slope per two points in the table.

For the first pair ( the points (-2,16) and (1,4) ), x increased by 3 and the y decreased by 12 so the slope there is -12/3=-4.

Now looking at the next pair ( the points (1,4) and (2,0) ), x increased by 1 while y decreased by 4 so the slope is -4/1=-4.

So the function appears to be linear.

So the slope-intercept form of a line is y=mx+b where m is slope and b is y-intercept.

We already found the slope from earlier which is m=-4.

So the equation so far is y=-4x+b.

Now to find b, the y-intercept, we need to use a point (x,y) on the line along with y=-4x+b.

Let's see my favorite on the list of points is (2,0).

y=-4x+b with (x,y)=(2,0)

0=-4(2)+b

0=-8+b

8=b

So the y-intercept is 8.

8 0
2 years ago
Read 2 more answers
in a random sample of 200 people, 154 said that they watched educational television. fine the 90% confidence interval of the tru
melisa1 [442]

Answer:

[0.7210,0.8189] = [72.10%, 81.89%]

Step-by-step explanation:

The sample size is  

n = 200

the proportion is

p = 154/200 = 0.77

<em>Since both np ≥ 10 and n(1-p) ≥ 10 </em>

<em>We can approximate this discrete binomial distribution with the continuous Normal distribution. As the sample size is large enough, not applying the continuity correction factor makes no significant  difference. </em>

The approximation would be to a Normal curve with this parameters:

<em>Mean </em>

p = 0.77

<em>Standard deviation </em>

\bf s=\sqrt{\frac{p(1-p)}{n}}=\sqrt{\frac{0.77*0.23}{200}}=0.0298

The 90% confidence interval for the proportion would be then  

\bf  [0.77-z^*0.0298, 0.77+z^*0.0298]

where \bf z^* is the 10% critical value for the Normal N(0,1) distribution , this is a value such that the area under the N(0,1) curve outside the interval \bf [-z^*,z^*] is 10%=0.1

We can either use a table, a calculator or a spreadsheet to get this value.

In Excel or OpenOffice Calc we use the function

<em>NORMSINV(0.95) and we get a value of 1.645 </em>

The 90% confidence interval for the proportion is then

\bf  [0.77-1.645^*0.0298, 0.77+1.645^*0.0298]=[0.7210,0.8189]

This means there is a 90% probability that the proportion of people who watch educational television is between 72.10% and 81.89%

If the television company wanted to publicize the proportion of viewers, do you think it should use the 90% confidence interval?

Yes, I do.

5 0
2 years ago
The domain of f(x) is the set os all real numbers greater than or equal to 0 and less than or equal to 2. True of false
sveticcg [70]

Answer:

True

Step-by-step explanation:

In Functions and Function Notation, we were introduced to the concepts of domain and range. In this section, we will practice determining domains and ranges for specific functions. Keep in mind that, in determining domains and ranges, we need to consider what is physically possible or meaningful in real-world examples, such as tickets sales and year in the horror movie example above. We also need to consider what is mathematically permitted. For example, we cannot include any input value that leads us to take an even root of a negative number if the domain and range consist of real numbers. Or in a function expressed as a formula, we cannot include any input value in the domain that would lead us to divide by 0.

Diagram of how a function relates two relations.

Figure 2

We can visualize the domain as a “holding area” that contains “raw materials” for a “function machine” and the range as another “holding area” for the machine’s products.

We can write the domain and range in interval notation, which uses values within brackets to describe a set of numbers. In interval notation, we use a square bracket [ when the set includes the endpoint and a parenthesis ( to indicate that the endpoint is either not included or the interval is unbounded. For example, if a person has $100 to spend, he or she would need to express the interval that is more than 0 and less than or equal to 100 and write

(

0

,

1

0

0

]

(0, 100]. We will discuss interval notation in greater detail later.

Let’s turn our attention to finding the domain of a function whose equation is provided. Oftentimes, finding the domain of such functions involves remembering three different forms. First, if the function has no denominator or an even root, consider whether the domain could be all real numbers. Second, if there is a denominator in the function’s equation, exclude values in the domain that force the denominator to be zero. Third, if there is an even root, consider excluding values that would make the radicand negative.

Before we begin, let us review the conventions of interval notation:

The smallest term from the interval is written first.

The largest term in the interval is written second, following a comma.

Parentheses, ( or ), are used to signify that an endpoint is not included, called exclusive.

Brackets, [ or ], are used to indicate that an endpoint is included, called inclusive.

The table below gives a summary of interval notation.

Summary of interval notation. Row 1, Inequality: x is greater than a. Interval notation: open parenthesis, a, infinity, close parenthesis. Row 2, Inequality: x is less than a. Interval notation: open parenthesis, negative infinity, a, close parenthesis. Row 3, Inequality x is greater than or equal to a. Interval notation: open bracket, a, infinity, close parenthesis. Row 4, Inequality: x less than or equal to a. Interval notation: open parenthesis, negative infinity, a, close bracket. Row 5, Inequality: a is less than x is less than b. Interval notation: open parenthesis, a, b, close parenthesis. Row 6, Inequality: a is less than or equal to x is less than b. Interval notation: Open bracket, a, b, close parenthesis. Row 7, Inequality: a is less than x is less than or equal to b. Interval notation: Open parenthesis, a, b, close bracket. Row 8, Inequality: a, less than or equal to x is less than or equal to b. Interval notation: open bracket, a, b, close bracket.

8 0
2 years ago
Suppose you were exploring the hypothesis that there is a relationship between parents’ and children’s party identification. Wou
alukav5142 [94]

Answer:

No

It could be purely due to chance.

Step-by-step explanation:

A population is defined as the whole group which has the same characteristics. For example a population of the college belongs to the same college . But a sample may be an element of a population.

So it is not necessary for a population to have the same characteristics as the sample.

But it is essential for the sample to have at least one same characteristics as the population.

So we would not be correct in inferring that such a relationship also exists in the population.

It is a hypothesis which can be true or false due to certain conditions or limitations as the case maybe.

For example in a population of smokers some may be in the habit of taking cocaine. But a sample of cocaine users does not mean the whole population uses it.

It could be purely due to chance if we find out that there is a relationship between parents’ and children’s party identification in the population.

7 0
2 years ago
Colleen compared the ratios 3:8 and One-half. Her work is shown below. Write the ratios as fractions: Three-eighths and One-half
labwork [276]

This question is Incomplete

Complete Question

Colleen compared the ratios 3:8 and 1/2.

Her work is shown below.

Write the ratios as fractions: 3/8 and 1/8 Compare the numerators: 3 > 1 Write the correct statement: 3/8 > 1/2

Where did Colleen make her first mistake?

A. The common denominator should be 4 rather than 8

B. The numerators are compared incorrectly.

C. The fraction 1/2 should have been rewritten as 6/8

D. The fraction 1/2 should have been rewritten as 4/8.

Answer:

D. The fraction 1/2 should have been rewritten as 4/8.

Step-by-step explanation:

Colleen compared the ratios 3:8 and 1/2.

Step 1

Write the ratios as fractions: 3/8 and 1/2

Step 2

Compare the numerators: 3 > 1

Step 3

Compare the denominators 8 >2

Write the correct statement:

3/8 > 4/8

Therefore, D. The fraction 1/2 should have been rewritten as 4/8.

5 0
2 years ago
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