help plz i'll give braineys

The free-flow speed is undefined.

To find the space-mean speed of traffic at capacity, we can use the fundamental relationship between flow, density, and speed:

Flow = Density x Speed

At capacity, the flow is equal to the capacity, which is given as 4200 veh/h. The jam density is given as 210 veh/mi.

To find the space-mean speed at capacity, we can rearrange the above equation as:

Speed = Flow / Density

So, the space-mean speed at capacity is:

Speed = 4200 veh/h / 210 veh/mi = 20 mi/h

Therefore, the space-mean speed of traffic at capacity is 20 miles per hour.

To find the free-flow speed, we can use the following relationship:

Free-flow speed = Capacity / Critical density

The critical density is defined as the density at which the speed of traffic drops to zero. At this point, the flow is zero, so the critical density is:

Critical density = 0 veh /mi

Therefore, the free-flow speed is:

Free-flow speed = 4200 veh/h / 0 veh/mi = undefined

As the critical density is zero, the free-flow speed is undefined. However, in practice, the free-flow speed is usually taken to be the speed of traffic under light or no congestion conditions. It is typically higher than the space-mean speed at capacity

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L = 1.3245 is  the legnths of the pen's sides .

What is area and perimeter?

Perimeter is the distance around the outside of a shape. Area measures the space inside a shape.

The equation for perimeter is 2L + W = 30 ( I'm assuming that the shed takes up one of the Widths, but you can use the Length if you want, it doesn't matter.)

So W = 30 - 2L.

Area = L x W = L (30 - 2L) = 30L - 2L^2.

This is a quadratic equation, easily graphed as a parabola, with a maximum point at L = 1.3245 .

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Answer:

1:(1/6) where n = 1/6

Answer:

Step-by-step explanation:

The chosen topic is not meant for use with this type of problem. Try the examples below.

5

3

y

+

5

2

=

5

x

3

=

2

x

−

1

=

2

y

Answer: x=-1

Step-by-step explanation: Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

                    3*x+3-(8*(5*x+5))=0

 Pull out like factors :

  5x + 5  =   5 • (x + 1) 3x + 3) -  40 • (x + 1)  = 0

-37   =  0 but nozero's can't be converted so

 Solve  :    x+1 = 0  

Subtract  1  from both sides of the equation :  

                     x = -1

Answer:

Step-by-step explanation:

2y=10x-3( i arranged it to make it easier)

y=(10x-3) divided by 2

y=5x-1.5

they are parallel because they have the same gradient/slope number.

The equation of the regression line for the given data can be determined by performing linear regression analysis.

The regression line represents the best-fit straight line that describes the relationship between the independent variable (number of years studied) and the dependent variable (proficiency exam grades). The equation of the regression line can be expressed as y = a + bx, where y is the predicted value of the dependent variable, x is the independent variable, a is the y-intercept, and b is the slope of the line.

To find the equation of the regression line, we first need to calculate the slope and y-intercept using the given data. We can use statistical software or a calculator to perform the regression analysis and obtain the values of a and b. Once we have these values, we can plug them into the equation of the regression line to get the final equation.

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Answer:

The dependent variables in most cases is output variable. That is a value that depends on some other input value and changes based on that input value.

Step-by-step explanation:

False. Line charts are best suited for representing data that follows a sequential order, such as time series data. Nonsequential data is better represented by other types of charts, like scatter plots or bar graphs.

Line charts are graphical representations of data points connected by lines. They are commonly used to display trends over time or sequential data. For example, they are often used to show the change in stock prices over a period of time or the temperature variations throughout the day. This sequential order is the key feature of line charts.

However, for data that does not follow a sequential order, line charts may not be the best choice. Nonsequential data, such as categorical or unrelated data points, are better represented by other types of charts. Scatter plots, for instance, are useful for showing the relationship between two variables that are not necessarily ordered. Bar graphs can also be used to compare nonsequential data points in different categories.

In summary, line charts are not best suited for representing data that follows a nonsequential order. They are most effective when used to display data that has a clear sequential relationship, allowing for easy interpretation of trends and patterns.

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Answer:

6

Step-by-step explanation:

The reason you would do 6 is because you need to isolate the  variable term.

This means you need the variable and its coefficient alone. so if you subtract 6 from each side of the equation you can achieve that goal. So the equation would then read -2x= -9 (because you combine the like terms of -6 and the -3 that was already there)

If you need to complete the rest of the equation you would divide both sides by -2 to further isolate x. This means x= 9/2 (since they are both negative they cancel each other out turning it positive) and the simplified answer would be 4  1/2

Hope this helps <3

Since the value is a numerical measurement representing a property of a sample, it is statistical.

Given that a sample of workers is chosen, and it is discovered that 55% of them possess a car.

Let's first clarify the distinction between a parameter and a statistic before moving on to the questions.

Parameters are numerical summaries of population statistics. However, statistics are numerical summaries of sample data.

Sample is a subset of the population; as such, it is just a small percentage of the whole population.

The percentage of the sample of employees in this case is 55%. Statistic refers to a numerical representation of data about a sample.

The value is statistical since it is a numerical measurement that describes a property of a sample.

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We may build up a proportion and solve for the scale model radius of Neptune using the ratio between the radii of the two planets and the known scale model radius of the Earth. The scale model of Neptune that is produced has a radius of around 9.7 cm.

We may take advantage of the fact that the ratio between the two planets' radii and the ratio between their respective scale model radii is the same. Let's name the Neptune scale model radius "r" Then, we may set up the ratio shown below:

Neptune's radius is equal to the product of Earth's radius and its scale model.

With the provided values, we may simplify and obtain:

24620 km / 6370 km equals 2.5 cm / r

We obtain the following when solving for "r":

r = (24620 km * 2.5 cm) / (6370 km)

r ≈ 9.7 cm

Therefore, a scale model of Neptune would have to be drawn with a radius of approximately 9.7 cm.

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The number of intersections of the graphs of the given equations is 0.

To determine the number of intersections of the graphs of the equations:

1. One-halfx + 5y = 6

2. 3x - 30y = 36

We can convert the equations to slope-intercept form (y = mx + b) by isolating y:

1. \(\frac12\\\)x + 5y = 6

  5y = -\(\frac12\\\)x + 6

  y = (-1/10)x + 6/5

2. 3x - 30y = 36

  -30y = -3x + 36

  y = (1/10)x - 36/30

  y = (1/10)x - 6/5

Now, we can observe that both equations have the same slope, which is 1/10, but they have different y-intercepts (6/5 and -6/5).

Since the slopes are the same but the y-intercepts are different, the two lines are parallel.

Parallel lines do not intersect,

so the graphs of these equations have no intersection points.

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Answer:

A or none

Step-by-step explanation:

edge

Step-by-step explanation:

If we add these together, we get 2+3√3

The distance that Iker ride this week is 6√3 kilometers.

Addition is one of the basic mathematical operations where two or more numbers is added to get a bigger number.

The process of doing addition is also called as finding the sum.

Given that,

Iker rode his bike on two trails this week.

Distance of first trail = 2√3 kilometers

Distance of second trail = 4√3 kilometers

Total distance = 2√3 kilometers + 4√3 kilometers

                        = 6√3 kilometers

Hence the total distance that Iker rode the bike is 6√3 kilometers.

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Answer:

4/10

Step-by-step explanation:

4/10 = 0.4 = 0.40

2/6 = 0.33

so, 0.40 is greater than 0.33

56/120

Step-by-step explanation:

The body masses of the two children in terms of their father's body mass, x, are:

First child's body mass = 5x/6 kg

Second child's body mass = 4x/5 kg

To express the body mass of the man's two children in terms of their father's body mass, we can use the given ratios.

Let the body mass of the man be x kg.

The first child's body mass is five-sixths of their father's body mass:

Body mass of the first child = (5/6) * x

= 5x/6 kg.

The second child's body mass is four-fifths of their father's body mass:

Body mass of the second child = (4/5) * x

= 4x/5 kg.

Therefore, the body masses of the two children in terms of their father's body mass, x, are:

First child's body mass = 5x/6 kg

Second child's body mass = 4x/5 kg

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Check the picture below.

There's not enough info to know the exact number for each. There would be at least a 2 different answers because either could be calculated to conclude the end result.

Answer:2.25 + 4.5 = 6.75 cups of flour

2.25

Step-by-step explanation: 1 batch is already 2.25 in decimal form so just infer from there.. divide 2.25 from .5 and get 4.5 then add to the one batch you've already received .. 4.5 + 2.25 = 6.75 and just convert into a fraction 6 3/4

The diagonals of the parallelogram intersect at the center. Then the value of the variable 'x' is 38.

It is a polygon with four sides. The total interior angle is 360 degrees. A parallelogram's opposite sides are parallel and equal. Its diagonals intersect in the center.

Given parallelogram A B C D below, DE = 31 If EB = x - 7.

By the definition, then the equation is given as,

EB = DE

x - 7 = 31

Simplify the equation, then we have

x - 7 = 31

x = 31 + 7

x = 38

The value of the variable 'x' is 38.

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To find:

The sketch of v, 2v and 1/2 v.

Solution:

Given the v = <3,2>.

(a)

The sketch of v is shown below:

(b)

The value of 2v can be obtained as follows:

The sketch of 2v is shown below:

(c)

The value of 1/2 v can be obtained as follows:

The sketch of 1/2 v is shown below:

Answer:

it is the last one

Step-by-step explanation:

it is c,b,a

Answer:

6 questions

Step-by-step explanation:

30 x 0.2 = 6

Answer:

He missed 6 problems on the test.

explanation:

problems he missed: 30 * 20% → 6 problems

Answer:

Number of students in each van = 18

Number of students in each bus = 53

Step-by-step explanation:

Given: The senior class at High School A rented and filled 2 vans  and 7 buses with 407 students.

High School B rented and filled 1 van and 7 buses with  389 students.

Also, every van and the van had the same number of students in it.

Solution:

Let x denotes number of students in each van and y denotes number of students in each bus.

According to the given information,

\(2x+7y=407\,\,\,(i)\\x+7y=389\,\,\, (ii)\)

From (ii), put \(x=389-7y\) in (i)

\(2(389-7y)+7y=407\)

\(778-14y+7y=407\\778-407=7y\\7y=371\\y=\frac{371}{7}=53\)

Put \(y=53\) in \(x=389-7y\)

\(x=389-7(53)\\=389-371\\=18\)

Number of students in each van = 18

Number of students in each bus = 53

The width of the path is 0.2m

The space enclosed by the boundary of a plane figure is called its area. The area of a figure is the number of unit squares that cover the surface of a closed figure. Area is measured in square units like cm² and m².

area of the pool = 8 × 18 = 144m²

area of the pool and path = 936

if the width of the path way is x

(8+2x)(18+2x) = 936

144 + 16x +16 x +4x² =936

32x +4x² = 792

x²+8x -198 = 0

x = -b± √b²-4ac)/2a

x = -8±√64+198)/2

x = -8±√268)/2

x = -8 ±16.4/2

x = -8+8.2 or -8-8.2

x = 0.2 or - 16.2

therefore the width is 0.2m

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The polyhedron with 26 faces, consisting of 20 triangles and 6 quadrilaterals, has 42 edges and 30 vertices.

To find the number of edges, we can use Euler's formula for polyhedra: F + V - E = 2, where F represents the number of faces, V represents the number of vertices, and E represents the number of edges. In this case, F = 26

Given that 20 faces are triangles, each triangle has 3 edges, so the triangles contribute 20 * 3 = 60 edges. Similarly, since 6 faces are quadrilaterals, each quadrilateral has 4 edges, resulting in 6 * 4 = 24 edges. Therefore, the total number of edges is 60 + 24 = 84.

Now, substituting the values into Euler's formula, we have: 26 + V - 84 = 2. Solving for V, we find that V = 60.

Thus, the polyhedron has 42 edges and 30 vertices.

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Answer:

thats a rip off

Step-by-step explanation:

The approximate probability of a student scoring 400 or lower or 700 or higher on the SAT is about 0.1815 or 18.15%.

To find the approximate probability of a student scoring 400 or lower or 700 or higher on the SAT, we can use the z-score formula and the standard normal distribution.

First, we need to convert the raw scores of 400 and 700 to z-scores using the formula:

z = (x - μ) / σ

where x is the raw score, μ is the population mean, and σ is the population standard deviation.

For a raw score of 400:

z = (400 - 500) / 100 = -1

For a raw score of 700:

z = (700 - 500) / 100 = 2

Next, we can use a standard normal distribution table (or calculator) to find the probabilities associated with these z-scores.

The probability of a z-score of -1 or lower is approximately 0.1587. This represents the area under the standard normal distribution curve to the left of z = -1.

The probability of a z-score of 2 or higher is approximately 0.0228. This represents the area under the standard normal distribution curve to the right of z = 2.

To find the probability of scoring 400 or lower or 700 or higher on the SAT, we can add these probabilities together:

P(score ≤ 400 or score ≥ 700) ≈ 0.1587 + 0.0228 ≈ 0.1815

Therefore, the approximate probability of a student scoring 400 or lower or 700 or higher on the SAT is about 0.1815 or 18.15%.

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Answer:

The interval on which the solution is defined depends on the domain of the exponential function. Since e^((1/2)x^2 + ln(2)) is defined for all real numbers, the solution is defined on the interval (-∞, +∞), meaning the solution is valid for all x values.

Step-by-step explanation:

o solve the differential equation dy/dx = xy with the initial condition y(0) = 2, we can separate the variables and integrate both sides.

Starting with the given differential equation:

dy/dx = xy

We can rearrange the equation to isolate the variables:

dy/y = x dx

Now, let's integrate both sides with respect to their respective variables:

∫(dy/y) = ∫x dx

Integrating the left side gives us:

ln|y| = (1/2)x^2 + C1

Where C1 is the constant of integration.

Now, we can exponentiate both sides to eliminate the natural logarithm:

|y| = e^((1/2)x^2 + C1)

Since y can take positive or negative values, we can remove the absolute value sign:

y = ± e^((1/2)x^2 + C1)

Next, we consider the initial condition y(0) = 2. Substituting x = 0 and y = 2 into the solution equation, we get:

2 = ± e^(C1)

Here, we see that e^(C1) is positive since it represents the exponential of a real number. So, the ± sign can be removed, and we have:

2 = e^(C1)

Taking the natural logarithm of both sides:

ln(2) = C1

Now, we can rewrite the general solution with the determined constant:

y = ± e^((1/2)x^2 + ln(2))