The activation energy of a reaction is 133.5 kj, and frequency factor (a) is 8.23 x 1010 sec -1, at what temperature (in celsius) is the rate constant equal to 0.08857 sec-1?

The spinner's point has a 11.11% chance of landing on red.

A pie chart is a type of chart which displays data as a circular graph.

We comprehend that the pie's total value is always 100%. It is also assumed that a circle has a circumference of 360°. As a result, the sum of all pieces of data equals 360°. Based on these, there appear to be primarily two pie chart formulas:

Now, the stated data of the pie chart are-

When a circle is wholly rotated, the center forms a 360-degree angle.

A complete rotation at the central point of the circle yields 360 degrees.

The total color percentage is 100%.

Divide a red value by 3.6 because 360 ° / 100% = 3.6.

The spinner's pointer displays an overall percentage of red of 40%.

P = 40/3.6 (probability of each pointer landing on red).

P = 11.111.. = 11.11 (pointer landing on red) (approx.)

As an outcome, the pointer has a 11.11% chance of landing on the red.

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The equation of the circle x^2 + y^2 = 2 has a radius of √2 and a center located at (0 , 0).

The standard form of the equation of  circle is given by

(x - h)^2 + (y - k)^2 = r^2

where (h , k) is the location of the center and r is the radius of the circle.

On the other hand, the general form of the equation of  circle is given by

x^2 + y^2 + Dx + Ey + F = 0

where D = -2h, E = -2k, and F = h^2 + k^2 -r^2.

If the equation of the circle, x^2 + y^2 = 2, is in standard form, then

h = 0

k = 0

r = √2

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The expansion of 6 4 0,409, 210 is given below with the solution.

The division of numbers into groups according to place value, such as ones, tens, hundreds, thousands, ten thousand, and so on, results in the expanded form of the number. The expanded version of the number is the one that is represented by the sum of each digit times its place value.

6 4 0,409, 210 = 6 × 10,00,00,000 + 4 × 100,00,000 + 0 × 10,00,000 + 4 × 100,000 + 0 × 10,000  + 9 × 1000 + 2 × 100 + 1 ×10 + 1 × 0

A number is displayed in expanded form according to the place values of its digits.

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Answer:

8.10 & 8.100

Hope this helps ^^

Have a good day <3!

Answer:

27273763hebvrhejwj27222

Answer:

1) the center is (3,4), radius is 3. 3)  ( x − 2 )^2 + ( y − 14 )^2 = 9, 5) the center is (12,5), the radius is 4

Step-by-step explanation:

For the graphs just look for the middle point, and thats essentially your center, and the radius is how many units the edge of the circle is to the center. So for 1 the center would be (3,4) and the radius 3. For problem 3 use the equation  ( x − a )^2 + ( y − b )^2 = r^2, where you substitute the radius for r, your x center coordinate as a, and your y coordinate as b. In problem 5, use 12 as your x value for the center coordinate, and 5 as your y value. Then just take the root of 16 to get your radius, and apply that to the other problem. Hope this helps :)

a. 95 b. kite

Step-by-step explanation:

a. all quadrilaterals add up to 360° angle with all angles, so 100+100+65=265, 360-265=95.

b. most quadrilaterals have 2 pairs of 2 equilateral angles, and this is one of the only ones that doesnt.

Answer:

a)  95°

b)  Kite

Step-by-step explanation:

Theorem:  Interior angles of a quadrilateral sum to 360°.

Given angles:

Let x be the unknown angle.

⇒ 100° + 65° + 100° + x = 360°

⇒ 265° + x = 360°

⇒ 265° + x - 265° = 360° - 265°

⇒ x = 95°

Therefore, the fourth angle is 95°.

A kite is a quadrilateral that has one pair of congruent opposite angles.

Therefore, as two of the interior angles of the given quadrilateral are equal, the shape may be a kite.

The correct completion of the given two column proof is as below.

From the given two column proof, the correct way to complete it is;

Statement 1; m║n

Reason 1; Given

Statement 2; ∠3 and ∠6 are same side interior angles

Reason 2; Definition of Same side interior angle theorem

Statement 3; ∠3 and ∠6 are supplementary

Reason 3; Definition of Supplementary

Statement 4; m∠3 + m∠6 = 180°

Reason 4; Same side interior angle theorem

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Answer:-12

Step-by-step explanation:

6(6-6+ -2)

6(-2)

-12

Answer:

[tex]\textsf{a)} \quad x = 59^{\circ}[/tex]

[tex]\textsf{b)} \quad \boxed{\begin{minipage}{8.5 cm}\sf The angle between the tangent and the radius at a point \\on a circle is $90^{\circ}$.\end{minipage}}[/tex]

Step-by-step explanation:

As two sides of the triangle inside the circle are the radius of the circle, the triangle is an isosceles triangle.  

Therefore, its two base angles are 31°.

The tangent of a circle is:

Therefore:

[tex]\implies x + 31^{\circ} = 90^{\circ}[/tex]

[tex]\implies x +31^{\circ}-31^{\circ}= 90^{\circ} - 31^{\circ}[/tex]

[tex]\implies x = 59^{\circ}[/tex]

The circle theorem that allows you to calculate angle x is:

[tex]\boxed{\begin{minipage}{8.5 cm}\sf The angle between the tangent and the radius at a point \\on a circle is $90^{\circ}$.\end{minipage}}[/tex]

Answer:

I don't know rjdjdjjdjddjidis

Answer:

The average heart beats 80 - 90 timers per minute. In 1 second it beats 1.33 1.5 times

Step-by-step explanation:

Quora

The equation of the line h. 5x + 6y = 9 is parallel with the equation of the line 5x + 6y = 30.

Two lines are parallel with each other if they do not intersect no matter how much you extend both lines. Parallel lines have equal slopes.

The slope, m, determines the steepness of a line. It can be measured by the vertical distance from one point to another divided by the horizontal distance of the same points. In an equation in slope-intercept form, y = mx + b, the slope, m is the coefficient of x.

Determine the slope of the given line and each given choices by transforming each into slope-intercept form.

5x + 6y = 30

6y = -5x + 30

y = -5/6 x + 30/6

y = -5/6 x + 5

m = -5/6

f. 5x + 9y = 30

9y = -5x + 30

y = -5/9 x + 30/9

y = -5/9 x + 10/3

m = -5/9

g. 9x + 6y = 30

6y = -9x + 30

y = -9/6 x + 30/6

y = -3/2 x + 5

m = -3/2

h. 5x + 6y = 9

6y = -5x + 9

y = -5/6 x + 9/6

y = -5/6 x + 3/2

m = -5/6

i. 6x + 5y = 30

5y = -6x + 30

y = -6/5 x + 30/5

y = -6/5 x + 6

m = -6/5

Since h. 5x + 6y = 9 has a slope of -5/6 and equal to the slope of the given line, then they are parallel lines.

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Given statement is False and the True statement is 'In a frequency​ distribution, the class width is the distance between the lower or upper limits of consecutive classes.'

The correct answer is an option (B)

In this question, we have been given a statement 'In a frequency​ distribution, the class width is the distance between the lower and upper limits of a class.'

We need to determine whether the given statement is True or False.

We know that, the class width is the distance between the lower limits of consecutive classes.

So, the given statement is False.

The correct statement is 'In a frequency​ distribution, the class width is the distance between the lower or upper limits of consecutive classes. '

Therefore, given statement is False and the True statement is 'In a frequency​ distribution, the class width is the distance between the lower or upper limits of consecutive classes.'

The correct answer is an option (B)

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Answer:

x squared

Step-by-step explanation:

x squared and the rest =1

The pattern exists described as a sequence of repeating objects, shapes, or numbers. Patterns can also occasionally be referred to as a series.

The pattern follows the rule tn = t(n-1) × 3

The next three numbers be 1, 3, 9, 27, 81, 243, 729, 2187.

A recurring arrangement of numbers, forms, colors, and other elements constitutes a pattern in mathematics. The Pattern can be connected to any kind of occasion or thing. When a group of numbers are arranged in a particular way, the arrangement is referred to as a pattern. Patterns can also occasionally be referred to as a series.

Let the numbers in the pattern be 1, 3, 9, 27, 81, . . .

t2 = 1 × 3 = 3

t3 = 3 × 3 = 9

t4 = 9 × 3 = 27

t5 = 27 × 3 = 81

t6 = 81 × 3 = 243

t7 = 243 × 3 = 729

t8 = 729 × 3 = 2187

Thus the pattern follows the rule tn = t(n-1)×3

Therefore, the next three numbers be 1, 3, 9, 27, 81, 243, 729, 2187.

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I don't know lol ididjdjdj

=====================================================

Explanation:

Multiply the given values. This is because,

total mass = (number of paperclips)*(mass per paperclip)

So,

(5.0 x 10^−4)(6.85 x 10^4)

(5.0 * 6.85) x (10^−4 * 10^4)

34.25 x 10^(-4+4)

34.25 x 10^0

(3.425 x 10^1) x 10^0

3.425 x 10^(1+0)

3.425 x 10^1

3.4 x 10^1

We round the first value to 2 sig figs because it is the smaller sig fig count of 5.0 and 6.85; the 0 in 5.0 is significant.

Notice how I rewrote 34.25 into 3.425 x 10^1. I did this to get the number in the form a x 10^b, where [tex]0 \le a < 10[/tex], which fits scientific notation form.

The value 3.4 x 10^1 simplifies to 34. So an estimate of the total mass is about 34 mg. But we'll stick with scientific notation since your teacher instructed it.

A normal polyhedron shape is defined as a polyhedron having a symmetry group that acts transitively on the flags. Regular polyhedral are highly symmetrical because they are all edge-transitive, corner-transitive, and face-transitive. Many different equivalent definitions are used in classical contexts. There are many definitions in mathematics defining a regular polyhedron, and is that the faces of a polyhedron are nothing but congruent regular polygons that are constructed in the same way around each vertex of the polyhedron. So the polyhedron having faces/sides that are congruent with regular polygons and the exact number of faces that meet at each vertex is called a regular polyhedron.

Euler's polyhedron formula describes the relationship between the number of vertices, edges, and faces of a three-dimensional polyhedral shape.

V-E+F=2 gives Euler's polyhedron formula.

Where V-corner, E-edge, F-face.

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The linear equation with a direct variation function always passes through the origin.

What are direct variation functions?

The direct variation function defines a linear function of the form y = kx, where y varies as a multiple of x and x 0. These always follow the origin test.

Calculation

Yes, the method will always work because the linear equations having direct variations are those equations which always pass through the origin.

For example: If we consider an equation y = 3x. Then, it will always pass through the origin as y changes with respect to some multiples of x.

Hence, the direct variation function always passes through the origin.

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The value of the triangle side segment CD is; 3

The HL Congruence Postulate states that if the hypotenuse and leg of one right triangle are congruent to the hypotenuse and leg of another right triangle, then the two triangles are congruent.

Now, in this question, we are told that BA ≅ CA. Thus, by applying HL congruence postulate, we can say that;

BD = CD

Also, AD = AD due to reflexive property of congruence.

We are given that BD = 3. Thus, CD = 3

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Answer:

it is not factorable

Step-by-step explanation:

they add up to 180 degrees

The expression that shows how to rewrite 4 − 5 using the additive inverse is (a)

The expression is given as

4 - 5

The law of additive inverse states that

x + (-x) = 0

This means that x and -x are additive inverses

Using the above as an illustration,

4 - 5 can be rewritten as 4 + (-5)

And the above implies that the number line moves 4 points to the right and 5 points to the left

Hence, the expression that shows how to rewrite 4 − 5 using the additive inverse is (a)

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If Jenny's Bakery sells carrot muffins at 2 each and the electricity to run the oven is 120 per day and the cost of making one carrot muffin is 1.40, then the number of muffins needed to be sold each day to break even is equal to 200.

The number of muffins needed to be sold each to break even can be determined by forming a linear equation.

A linear equation, sometimes also referred to as a first-degree equation can be described as an equation that contains variables that have the maximum power of not more than one.

The linear equation for this problem will be,

Cost of electricity to run the oven + Cost of making x number of muffins = Sale price of x number of muffins

120 + 1.40 (x) = 2 (x)

Here x is equal to the number of muffins

Rearranging the equation,

120 = 2(x) - 1.40 (x)

120 = 0.6 (x)

120/0.6 = x

x = 200

Hence, 200 muffins are needed to be sold each day to break even.

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Answer: 5, 7, 13, 15, 18

Step-by-step explanation:

The numeric value of the question is present in the in the option B. Thus, Option B is a correct option.

According to the statement

We have to find that the Numeric value.

So, For this purpose, we know that the

The Number value is the value refers to the worth of each digit depending on where it lies in the number.

From the given information:

The given value is a -2½.

And we have to find that the in which option the given value in the question is placed.

For example, if the value in the given question is a 1 then the in which option we have given value is 1.

Then

according to the statement,

In option B the value is similar to the those value which is given in the question.

So, The numeric value of the question is present in the in the option B. Thus, Option B is a correct option.

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neverminding the amount of $3000, we know the compound interest is 1.1%, we also know that the compounding period is daily, so hmmm let's assume there are 365days in a year, so

[tex]~~~~~~ \textit{Annual Percent Yield Formula} \\\\ ~~~~~~~~~~~~ \left(1+\frac{r}{n}\right)^{n}-1~\hfill \begin{cases} r=rate\to 1.1\%\to \frac{1.1}{100}\dotfill &0.011\\ n= \begin{array}{llll} \textit{times it compounds per year}\\ \textit{daily, so let's assume 365} \end{array}\dotfill &365 \end{cases} \\\\\\ \left(1+\frac{0.011}{365}\right)^{365}-1 ~~ \approx ~~ 0.01106055 ~~ \approx ~~ 1.106055\% ~~ \approx 1.11\%[/tex]

It can be solved using a Venn diagram. Total 8 students took both subjects.

A Venn diagram uses overlapping circles or other shapes to represent the relationships between two or more groups of objects. They typically serve to attractively organize objects, highlighting both the similarities and differences between the components. In the fields of mathematics, statistics, logic, education, linguistics, computer science, and business, Venn diagrams are extensively utilized.

It can be solved using a Venn diagram as

14 students take Physics, 6 students take mathematics and the rest 8 take both subjects.

where, 14(Physics) + 6(mathematics) + 8(both) = 28 (which is the total no. of students).

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