WRITE IN DETAIL! FOR FREE POINTS + BRAINLIEST!
You have a green light and are turning right at an intersection, but there is a pedestrian in the crosswalk. Explain how you should handle this situation.
Solution 1
Answer:
You must come to a full stop and allow the pedestrian to cross the street. After the pedestrian crosses the street, make sure there is no traffic in your path or another pedestrian in the crosswalk, and then make the right turn.
Solution 2
The pedestrian has the right of way when it comes to crossing the road.
according to the laws of GA, If the pedestrian is past the length of your car, you are allowed to turn, and obviously you won't hit the pedestrian, so if they start to cross while you are driving in, you should stop and avoid hitting them. If the light is green for the car and they cross, they are at fault and you are not violating the law by avoiding hitting them.
forgive me if this is not explained very well, in these situations it is a lot easier to deal with them in person then one may actually think.
📚 Related Questions
Looking at the red Mustang on the left, and the blue Prius on the right, explain which vehicle should be given right-of-way at this intersection.
Answer:
The red Mustang on the left has the right-of-way because they are already at the stop sign before the blue Prius on the right.
Explanation:
The red car is already stopped so they get the right-of-way
The vehicle that should be given right-of-way at this intersection is; the red mustang on the left.
When talking about right of way at an intersection, the general rule is that it is the first person to get to the intersection that has the right of way.
Now, in the image we are seeing, it is clear that the red mustang has already arrived at the stop sign at the intersection.
In conclusion, from the general rule of right of way, the red mustang should be given the right of way at the intersection.
Read more about right of way at; https://brainly.com/question/22998123
So the question is comparing 2 different scenarios. It also says that both distribution of weights are approximately equal. Â So now all you have to do, is find in how many standard deviations from the mean does the boys weight lie, 9.1 pounds. Then find the z-score for the value 9.1. Then you're going to have the z-score and mean of the whales. Using that, find the value point for a whale that is approximately that z-score.
So :
(9.1 - 7.36)/0.96 = 1.8125
Then use the z score and mean of the whale in the formula :
(1100 - x)/100 = 1.8125
1100 - x = 181.25
1100-181.25=x
I don't know if its right. but hope it helps
Answer:
8.0 mi Â
Explanation:
Let's call your triangle ABC as in the diagram. We can use the SAS property of triangles and the Law of Sines.
1. Determine m∠B
m∠B + 72° = 180°
     m∠B = 108°
2. Determine b
By the Law of Sines,
b/sinB = c/sinC
    b = c(sinB/sinC)
     = 3 × (sin108°/sin17°)
     = 3 × 0.951/0.292
     = 9.76 mi
3. Calculate the area of ∆ABC
Area = ½ bc sinA = ½ × 9.76 × 3sin55° = ½ × 9.76 × 3 × 0.819 = 12.0 mi²
4. Calculate h
Area = ½ × base × height
12.0 mi² = ½ × 3 mi × h
h = 2 × 12.0 mi/3= 8.0 mi Â
The altitude of the plane is 8.0 mi.
Answer:8.0miles
Explanation:
2S+3O2→2SO3
What is the theoretical yield of SO3 produced by 8.79 g of S?
Express your answer numerically in grams.
Answer:
Explanation:
Given the reaction equation
2S+3O2→2SO3
2 moles of S will produce 2 moles of SO3
Molecular mass of S is 32g, so 8.79 g of S = 8.79/32 = 0.2747 moles
It will yield 0.2747 moles of SO3
Molecular mass of SO3 is 32+16*3 = 80g
0.2747 moles of SO3 = 0.2747*80 = 22g
The theoretical yield of SO3 is 22 grams.
Answer:
theoretical yield 22.0grams
Explanation:
molecular wt - S: 32, O:16
in reaction 2S+3O2→2SO3
S and SO3 has the same molar ratio
mass of S/molecular wt of S = mass of SO3 / molecular wt of SO3
mass of SO3 = mass of S/molecular wt of S * molecular wt of SO3
= 8.79 / 32 * (32+16*3)
= 8.79 / 32 * 80
= 22.0grams
Photo showing a city’s skyline at sunset; the setting sun is surrounded by an orangish haze
a. carbon monoxide
b.nitrogen dioxide
c.ozone
d.phosphates
e.sulfur dioxide
Answer:
B. Nitrogen dioxide
Explanation:
The nitrogen and Oxygen present in the sky get reacts.. And give the sky orange appearance mixing with clouds and other dust particles.
The colour of nitrogen dioxide is deep orange that's why.
Answer:
Here is the picture in the question
Explanation:
I think that it could either be ozone or sulfur dioxide but I'm not sure.
production of 5 MW electricity for one year? Approximately what percent of the carbon emissions from
bioenergy electricity production will be offset by avoided coal emissions? How many Mg of carbon is this per
year? Please answer in about two complete sentences. You can assume that electricity generation from biomass
will replace electricity generation from coal.
Answer:
see below
Explanation:
1. biomass produces more emissions (20000 vs 10000 mg)
2. about 50% which is 10000 mg
Answer:
Biomass produces greater carbon emissions
Explanation:
Reading the graph, it's at 2000 Mg, while coal is at 1000 Mg (still a lot though)
Answer:
 An increase in the average income of consumers in the market
Explanation:
Demand may go up if substitutes increase in price, but that demand increase might not tolerate much of an increase in price. Consumers will be more likely to pay more if they have more disposable income.
Any change in sellers will affect the supply curve, not the demand curve.
Answer:
An increase in the average income of consumers in the market.
Explanation:
#CARRYONLEARNING
f start bracket x end bracket equals Three-fourths start bracket Seven-fourths end bracket superscript x
f start bracket x end bracket equals two-third start bracket Four-fifths end bracket superscript negative x
f start bracket x end bracket equals Three-halves start bracket Eight-sevenths end bracket superscript negative x
f start bracket x end bracket equals one-third start bracket negative nine-halves end bracket superscript x
Here is the translation:
f(x)= 3/4 (7/4)^+x
f(x)= 2/3 (4/5)^-x
f(x)= 3/2 (8/7)^-x
f(x)= 1/3 (9/2)^+x
Basically you have to check if each statement is true.
^-x= <
^+x= >
7/4 > 1 is 1.75 > 1, making the statement true. (Positive exponential function)
4/5 < 1 is 0.8 < 1, making it true.
(Positive exponential function)
8/7 > 1 is 1.1428.. < 1, making this statement false and thus a decay exponential function.
9/2 > 1 is 4.5 > 1, making it true.
(Positive exponential function)
The answer is the third option:
f(x)= 3/2 (8/7)^-x
An exponential decay function that is
- Here is the translation that is
- First f(x)= 3/4 (7/4)^+x
- secondly is f(x)= 2/3 (4/5)^-x
- Then third step is f(x)= 3/2 (8/7)^-x
- Last is f(x)= 1/3 (9/2)^+x
- So that is Basically when we have to check if each statement is true.
- That is ^-x= <
- now, ^+x= >
- Now when the 7/4 > 1 is 1.75 > 1, making the statement true. (Positive exponential function)
- So that is 4/5 < 1 is 0.8 < 1, making it true.
- (Positive exponential function)
- After that is  8/7 > 1 is 1.1428.. < 1,  which is making this statement false and also that thus a decay exponential function. Â
- Then 9/2 > 1 is 4.5 > 1, making it true.
- (Positive exponential function) Â
              The answer is the third option:
                   f(x)= 3/2 (8/7)^-x
Learn more information:
https://brainly.com/question/10519650
(it is # 3 on the PDF)
I need help differentiating the following equation using the Product rule
[f(x)*g'(x)]+[f(x)g'(x)]
Will Award brainliest answer
please help, I keep getting the wrong answer
Answer:
 h'(t) = (√t)(1 -5t²)/(2t)
Explanation:
First of all, your product rule needs to be written correctly.
 (f(x)g(x))' = f'(x)g(x) +f(x)g'(x)
You have ...
[tex]h(t)=\sqrt{t}(1-t^2)\\\\f(t)=\sqrt{t} \qquad f'(t)=\dfrac{1}{2\sqrt{t}}=\dfrac{\sqrt{t}}{2t}\\\\g(t)=1-t^2 \qquad g'(t)=-2t\\\\h'(t)=f'(t)g(t)+f(t)g'(t)=\dfrac{\sqrt{t}}{2t}(1-t^2)+\sqrt{t}(-2t)\\\\h'(t)=\dfrac{\sqrt{t}(1-t^2-4t^2)}{2t}=\dfrac{\sqrt{t}(1-5t^2)}{2t}[/tex]
Which of the following statements is supported by the bar chart?
A) For students who chose art, the number of grade 8 students was at least 100% greater than the number of grade 7 students.
B) For students who chose social studies, the number of grade 8 students was at least 100% greater than the number of grade 7 students.
C) For students who chose science, the number of grade 8 students was at least 50% less than the number of grade 7 students.
D) For students who chose math, the number of grade 8 students was at least 50% less than the number of grade 7 students.
E) For students who chose language arts, the number of grade 8 students was at least 100% greater than the number of grade 7 students.
Answer:
 A)  For students who chose art, the number of grade 8 students was at least 100% greater than the number of grade 7 students
Explanation:
Each of the answer choices is making a statement about one of the pairs of bars on the bar chart. It is asking you to relate the top bar (number of grade 8 students) to the bottom bar (number of grade 7 students). The pairs of bars being looked at are in the same order as the answer choices, top to bottom.
__
A) "Students who chose art" refers to the top set of bars. The statement whose truth you are to assess is, effectively, "the top bar is more than twice the length of the bottom bar." (It is, so this is the correct answer choice.)
Since the length of the bar is representative of the number of students, when you say "the number of grade 8 students is at least 100% greater than the number of grade 7 students", you mean "the top bar is at least 100% longer than the bottom bar." The top bar will be exactly 100% longer if it is as long again as the bottom bar already is (100% +100% more), meaning the top bar will be exactly double the length of the bottom bar.
We judge the top bar to be more than twice the length of the bottom bar, so the description is true.
__
B) Choice B refers to the second set of bars from the top, those students who chose Social Studies. The same relationship is being described: the top bar is more than twice the length of the bottom bar. Since it is not that long, this description is false.
__
C) Here, the statement in the answer choice is that the length of the top bar is more than 50% less than the length of the bottom bar. If it were exactly 50% less, it would be half the length of the bottom bar. The statement is that it is less than half the length, apparently false.
__
D) Math students are represented by the set of bars second from the bottom. Again the "at least 50% less" relation means you're looking to see if the top bar is less than half the length of the bottom bar. Once again, it is longer than that, so the statement about it is apparently false.
__
E) For the bottom set of bars, we're back to the "100% greater" relationship. The top bar is not more than double the bottom bar, so this statement is apparently false.