Pls help asap

The table shows the lengths of sides of 3 triangles. Which one of the triangles are right triangles?

Select all that apply

A. Triangle 3
B. Triangle 1
C. Triangle 2

To determine the speed of the car at the bottom of the hill, we can use the principle of conservation of energy. As the car rolls down the hill, it will convert its potential energy at the top into kinetic energy at the bottom, neglecting any energy losses due to friction or air resistance.

The potential energy of the car at the top of the hill is given by the formula:

Potential Energy = mass × gravity × height

Since the mass of the car is not provided, we can assume it to be a constant value for the purpose of this calculation. Gravity is approximately 9.8 m/s².

The kinetic energy of the car at the bottom of the hill is given by the formula:

Kinetic Energy = (1/2) × mass × velocity²

Since the potential energy at the top is equal to the kinetic energy at the bottom, we can equate the two equations and solve for velocity.

mass × gravity × height = (1/2) × mass × velocity²

Simplifying the equation, we find:

velocity² = 2 × gravity × height

Taking the square root of both sides, we get:

velocity = √(2 × gravity × height)

Substituting the given values, with gravity as 9.8 m/s² and height as 50 m, we can calculate the velocity. Plugging the values into the equation, we find: velocity = √(2 × 9.8 m/s² × 50 m) ≈ 31.3 m/s

Therefore, the car will be going at approximately 31.3 meters per second (m/s) at the bottom of the hill.

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The "independent-variable" in statement, "Allison wants know that if deer-population in area is influenced by coyote-population" is "Coyote-Population".

The "Independent-Variable" is the factor that is controlled by the researcher in an experiment to observe its effects on the dependent variable. In this case, Allison wants to determine if the deer-population is influenced by the coyote-population.

So, she would manipulate or observe changes in the coyote-population to understand its impact on the deer-population. By controlling or varying the coyote population, Allison can analyze the resulting changes in the deer-population, which serves as the dependent variable.

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To determine the minimum radius of the circle for the jet's loop, we need to calculate the centripetal acceleration at the lowest point and set it equal to the given limit of 6.5 g's.

Centripetal acceleration (ac) is given by the equation:

ac = ([tex]v^2[/tex]) / r

Where:

ac = centripetal acceleration

v = velocity of the jet

r = radius of the circle

We need to convert the given speed from km/h to m/s for consistent units. Using the conversion factor 1 km/h = 0.2778 m/s:

v = 1250 km/h * 0.2778 m/s = 347.25 m/s

Now, we can rearrange the formula to solve for the radius:

r = ([tex]v^2[/tex]) / ac

Substituting the values:

The acceleration due to gravity, g, is approximately 9.8 m/s^2.

r = (347.25 m/s)^2 / (6.5 * 9.8 m/s^2)

Calculating this:

r ≈ 1995.3 m

Rounded to two significant figures, the minimum radius of the circle for the jet's loop should be approximately 2000 m.

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The best course of action when you have poured out too much solution into a graduated cylinder is to discard the excess solution and start the process again. It is important to maintain accuracy and precision in scientific measurements to ensure reliable results.

Pouring out too much solution can lead to inaccurate measurements and compromise the integrity of the experiment. If the solution is not at the desired volume, attempting to correct it by adding more solvent or adjusting the concentration may introduce additional errors and affect the overall accuracy of the experiment. It is crucial to adhere to the intended volume specified in the experimental procedure. To address the situation, carefully pour the excess solution back into its original container or dispose of it properly, depending on the nature of the solution. It is recommended to take extra caution during the pouring process to prevent spills or contamination. After discarding the excess solution, start afresh by carefully measuring the desired volume of the stock solution into the graduated cylinder to ensure accurate and precise measurements for your experiment.

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Kyle's use of effective language usage has allowed him to deliver a powerful and impactful speech about the tragedy of the Titanic.

Kyle has employed the use of powerful and descriptive language to effectively convey the tragic nature of the Titanic's sinking. Specifically, he has utilized the technique of contrast to emphasize the irony of the situation: the supposed "best of the best" technology ultimately led to the demise of many individuals.

Additionally, Kyle has employed emotive language to evoke feelings of sadness and loss, as the phrase "cold, watery grave" is a poignant description of the fate that many passengers met. By beginning his speech in this way, Kyle has set the tone for the rest of his presentation and has captivated his audience by creating a vivid and memorable image in their minds.

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The probability that the coin landed heads given that a red ball was selected is 5/17.

The probability that the coin landed heads is determined as follows;

Let the events be:

Data given:

P(H) = P(T) = 0.5 (since the coin is fair)

P(R|H) = 3/14 (probability of selecting a red ball from urn A)

P(R|T) = 16/23 (probability of selecting a red ball from urn B)

The probability that the coin landed heads given that a red ball was selected is P(H|R).

From Bayes' theorem:

P(H|R) = P(H) * P(R|H) / P(R)

But;

P(R) = P(R|H) * P(H) + P(R|T) * P(T)

P(R) = (3/14) * (1/2) + (16/23) * (1/2)

P(R) = 3/28 + 8/23

P(R) = 293 / 644

Substituting to find P(H|R):

P(H|R) = (1/2) * (3/14) / (293/644)

P(H|R) = 5/17

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The client's feelings of being judged and criticized by the social worker are an example of transference.

Transference occurs when an individual unconsciously transfers feelings, emotions, and expectations from past significant relationships onto a current person or situation. In this case, the client's fear of disapproval and rejection from others in his life, which he mentioned during the initial assessment, is being projected onto the social worker.

Transference can manifest in various ways, including feeling misunderstood, judged, or criticized by the therapist or other individuals in positions of authority. It often stems from unresolved conflicts or unresolved emotions associated with past relationships, particularly those with primary caregivers or significant figures from the individual's early life.

It is important for the social worker to recognize and address the transference in a sensitive and therapeutic manner. By acknowledging the client's feelings and exploring their origins, the social worker can help the client gain insight into their past experiences and develop a healthier perspective on the therapeutic relationship. This process can contribute to the client's overall growth and well-being.

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Step-by-step explanation:

5.2*10^15/10^9

5.2E15/1000000000

=5200000

In equation [tex]4^x = 2^{(-x):[/tex] the equation simplifies to 3x = 0. Since log(2) is a positive constant, the only solution is x = 0. Therefore, there is only one solution for this equation.

To determine the number of solutions for each expression using algebra, we can analyze the behavior of the equations and look for intersections or common points between the two sides of the equation.

1. [tex]4^x = 2^{(-x)[/tex]:

Taking the logarithm of both sides with the same base, we have:

x log(4) = -x log(2)

2x log(2) + x log(2) = 0

3x log(2) = 0

Since log(2) is a positive constant, the only solution is x = 0. Therefore, there is only one solution for this equation.

2. 2x - 5 = [tex]3^x[/tex] + 2:

We cannot solve this equation algebraically, but we can determine the number of solutions by analyzing the behavior of the two sides. By plotting the graphs of y = 2^x - 5 and y = 3^x + 2, we can observe the number of intersections.

Upon analyzing the graphs, we find that they intersect at one point. Therefore, there is one solution for this equation.

3. (3/2)x + 2 = [tex]2^x[/tex] + 1:

Let's rearrange the equation:

(3/2)x -[tex]2^x[/tex] = -1

By analyzing the behavior of the two sides, we find that they intersect at two points. Thus, there are two solutions for this equation.

4. 3x + 1 = [tex]2^{(-x)[/tex]:

Rearranging the equation:

3x + x = -1

4x = -1

x = -1/4

There is only one solution for this equation.

5. [tex]4^x + 2 = 3^x - 1[/tex]:

Rearranging the equation:

[tex]4^x - 3^x = -3[/tex]

Thus, analyzing the behavior of the two sides, we find that they do not intersect. Therefore, there are no solutions for this equation.

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The word "a. micro numerosity" is inaccurate for the issue of tiny sample size. The proper phrase is "d. heteroskedasticity."

Heteroskedasticity, as used in statistics, is the non-constancy of a variable's standard deviations as measured over a set amount of time. Heteroskedasticity can be divided into two categories: unconditional and conditional.

The word "micro numerosity" is inaccurate; "a. small sample size problem" is the right term. It should read "d. heteroskedasticity."

Heteroskedasticity is a statistical term used to describe a situation in which the variability of a variable of interest is not constant across the range of values of another variable. In the context of small sample size, heteroskedasticity refers to the issue where the sample size is not large enough to adequately represent the population being studied, leading to potential biases or inaccuracies in the statistical analysis.

When the sample size is small, it may not accurately capture the true variability or distribution of the data, resulting in heteroskedasticity. This can lead to difficulties in estimating statistical parameters, such as standard errors, and can impact the validity of statistical inferences.

To mitigate the problem of heteroskedasticity resulting from small sample size, researchers can try to increase the sample size to obtain a more representative and reliable estimate of the population's characteristics. A larger sample size helps to reduce the impact of random variation and provides more precise estimates of the relationships between variables.

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The priority nursing action for a child with severe burns on the arms who is scheduled for therapeutic escharotomy is to ensure airway patency and stability.

When a child with severe burns on the arms is scheduled for therapeutic escharotomy, ensuring airway patency and stability takes precedence as the priority nursing action. Severe burns can cause swelling and inflammation, which may compromise the child's airway. Therefore, the nurse must assess the child's respiratory status, monitor for signs of respiratory distress, and intervene promptly if any airway compromise is detected.

The nurse should closely observe the child for signs of respiratory distress, such as increased rate of breathing, decreased oxygen saturation, cyanosis, or altered mental status. In case of airway obstruction or compromise, immediate interventions like repositioning, providing supplemental oxygen, or performing an emergency airway management procedure should be initiated.

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In benzene, each carbon atom is sp2 hybridized, and the molecule is fully conjugated, with each carbon atom having an available p orbital for electron delocalization.

In the benzene molecule, each carbon atom is sp2 hybridized. This means that each carbon atom in the benzene ring forms three sigma bonds, with one bond to another carbon atom and two bonds to hydrogen atoms or other substituents. The sp2 hybridization results in a trigonal planar arrangement of the carbon atoms, with a bond angle of approximately 120 degrees.

Additionally, the benzene molecule exhibits a fully conjugated system of pi electrons. The carbon atoms in the benzene ring are connected by alternating single and double bonds, creating a continuous ring of delocalized pi electrons above and below the plane of the carbon atoms. This delocalization of electrons is facilitated by the presence of an available p orbital on each carbon atom perpendicular to the plane of the ring.

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The amount of net working capital for the fixed assets of $27,730 and short term $16,920 is equal to option d) $4,935.

Fixed assets is equal to $27,730.

Long term debt is equal to $34,780

Short term = $16,920

Stockholder equity = $5,875

To calculate the net working capital,

we need to subtract current liabilities from current assets.

Current assets = Note-payables (short-term) + Stockholder equity

⇒Current assets = $16,920 + $5,875

⇒Current assets = $22,795

Current liabilities = Note-payables (short-term)

⇒Current liabilities = $16,920

Net working capital

= $27,730 - $22,795

= $4,935

Therefore, the amount of net working capital is option d) $4,935.

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Equation shows the total number of minutes, m, she plays the piano in d days is m = 20d

The correct equation that shows the total number of minutes, m, Marie plays the piano in d days is given by

This equation represents the fact that Marie spends 20 minutes playing the piano each day, and in d days, the total time she spends playing the piano is 20 minutes multiplied by the number of days, d. Forms an algebraic equation with 2 variable.

total time = 20 × number of days

m = 20 × d

m = 20d

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The "smallbig" function takes two parameters: c1 (a reference to a vector of integers) and c2 (a reference to a list of integers). It checks if the vector and the list have the same number of elements. If they don't, the function returns false without modifying the parameters. Otherwise, it returns true.

The containers have the same number of elements, the function compares the values at corresponding positions in c1 and c2. It updates c1 to contain the smaller value between a and b at each position, and updates c2 to contain the larger value or the same value if a and b are equal.

For example, if c1 is [7, -5, 3, 6] and c2 is [4, 1, 3, 2], the function will return true. After the function call, c1 will be updated to [4, -5, 3, 2], and c2 will be updated to [7, 1, 3, 6]. This is because 4 <= 7, -5 <= 1, 3 <= 3, and 4 <= 6.

The implementation of the "smallbig" function ensures that the containers have the same number of elements and updates them accordingly, preserving the relative order of the elements while considering the comparison of values at corresponding positions.

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The percentage change in the quantity demanded of gasoline can be calculated using the midpoint formula. Given the initial and final quantities demanded at different prices, the formula helps determine the percentage change in demand.

The midpoint formula is used to calculate the percentage change between two values. It is particularly useful when dealing with percentage changes in quantities or prices. The formula is as follows:

Percentage Change = [(Final Value - Initial Value) / ((Final Value + Initial Value) / 2)] * 100

In this case, the initial quantity demanded is 6 million barrels per day when the price is $3.50 per gallon, and the final quantity demanded is 8 million barrels per day when the price decreases to $3 per gallon.

Using the midpoint formula, we can calculate the percentage change in the quantity demanded as follows:

Percentage Change = [(8 - 6) / ((8 + 6) / 2)] * 100

Simplifying the equation, we get:

Percentage Change = [(2) / (7)] * 100

Hence, the percentage change in the quantity demanded is approximately 28.57%.

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Answer- 28

Step-by-step explanation: 56/2=28 2 B/C there is a head and a tail

a)

Given dimensions = 16 * 8 * 8

Thickness in one block  = 1cm

Outer side = 1.5 * 2= 3 cm

Hole = 16 - (3+1)

length = 12/2

length = 6cm

Breadth,

total breadth = 8 cm

wall thickness by side = 1 * 2 = 2 cm

hole breadth = 8 - 2  6 cm

Final dimension = (6*6*8) cm

b)

Total side length = 24 feet

one block side = 16 inch

now,

1 feet = 12 inch

= 24 *12 = 288 inches

So,

Block = 288/16 = 18

= 10368/12 = 864 bags

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The equation of the ellipse is:

[tex]$ \rm \frac{x^2}{81} +\frac{y^2}{20.25}\1=1[/tex]

By identifying the center, symmetry properties, focus location, and the ratio between the lengths of the major and minor axes, we can determine the equation of the ellipse using the standard form equation[tex]\frac{(x - h)^2}{a^2} + \frac{(y - k)^2}{b^2} = 1[/tex], where (h, k) represents the center coordinates and a and b are the lengths of the major and minor axes, respectively.

Given the information provided, we can determine the equation of the ellipse.

1.Center at the origin:

Since the center of the ellipse is at the origin (0, 0), the equation of the ellipse will have the form

[tex]\frac{(x - h)^2}{a^2} + \frac{(y - k)^2}{b^2} = 1[/tex], where (h, k) represents the center.

2.Symmetric with respect to the x- and y-axes:

Since the ellipse is symmetric with respect to the x- and y-axes, the values of a and b in the equation will be the same. Let's denote this common value as c.

3.Focus at (9, 0):

The focus of the ellipse is given as (9, 0). Since the center is at the origin, the focus located 9 units to the right on the x-axis.

Therefore, a = 9.

4.Major axis is twice as long as minor axis:

The major axis is twice as long as the minor axis. Let's denote the length of the major axis as a(=9). Since the major axis is twice as long, the length of the minor axis is a/2=9/2=4.5

Now, we have all the information needed to determine the equation of the ellipse:

[tex]\frac{ (x - 0)^2}{a^2} +\frac{(y - 0)^2}{b^2} = 1[/tex]

Simplifying further:

[tex]\frac{ x ^2}{9^2} +\frac{y^2}{4.5^2} = 1[/tex]

Simplifying:

[tex]\frac{x ^2}{81} +\frac{y^2}{20.25} = 1[/tex]

Therefore, the equation of the ellipse is:

[tex]\frac{x ^2}{81} +\frac{y^2}{20.25} = 1[/tex]

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The probability that geometry taking student is of 10th grade is 22.4 %

The probability that art taking student is of 11th grade is 29.3 %

Here, we have,

Given that,

from the given table,

we get,

the total number of student who take geometry = 192

and, the number of student who take geometry 10th grade = 43

so, the probability that geometry taking student is of 10th grade = 43/192

                                                                                                           = 0.224

                                                                                                           = 22.4 %

and, we have,

the total number of student who take arts = 164

and, the number of student who take arts 10th grade = 48

so, the probability that arts taking student is of 11th grade = 48/164

                                                                                                           = 0.293

                                                                                                           = 29.3 %

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To find the resulting amount of salt solution, we need to consider the total mass and the concentration of the solution after mixing.

Given:

- 100 kilograms of water

- 10 kilograms of salt

The total mass of the resulting solution is the sum of the water and salt masses:

Total mass = 100 kg (water) + 10 kg (salt) = 110 kg

To calculate the percentage of salt in the solution, we divide the mass of the salt by the total mass and multiply by 100:

Percentage of salt = (10 kg / 110 kg) * 100 = 9.09%

Therefore, Hugh made 110 kilograms of a 9.09% salt solution.

The acceleration of the block is 4 m/s² in the direction opposite to the 70 N force (to the left).

Newton's second law states that the net force acting on an object is equal to the mass of the object multiplied by its acceleration. Mathematically, it can be written as:

[tex]F_{net}[/tex] = m * a

Where:

[tex]F_{net}[/tex] is the net force acting on the object,

m is the mass of the object, and

a is the acceleration of the object.

In this case, the block has a mass of 10.0 kg. We are given two forces acting on the block: a 70 N force to the left and a 30 N force to the right.

To find the net force, we need to consider the direction of the forces. Since the force to the left is greater than the force to the right, the net force will be the difference between the two forces:

[tex]F_{net} = F_{left} - F_{right}[/tex]

= 70 N - 30 N

= 40 N (to the left)

Now that we have the net force, we can use Newton's second law to find the acceleration of the block. Rearranging the formula, we get:

a = [tex]F_{net}[/tex] / m

Substituting the values we have:

a = 40 N / 10.0 kg

= 4 m/s²

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The scattering of light by larger water droplets in clouds and fog differs from Rayleigh scattering, which occurs when light interacts with smaller particles in the atmosphere.

Rayleigh scattering occurs when the size of the scattering particles is much smaller than the wavelength of the incident light. In this case, the scattered light is predominantly in the same direction as the incident light, and the intensity of scattering is inversely proportional to the fourth power of the wavelength.

This is why the sky appears blue during the day, as the shorter blue wavelengths are scattered more than the longer wavelengths.

On the other hand, scattering by larger water droplets in clouds and fog is known as Mie scattering. Unlike Rayleigh scattering, Mie scattering is characterized by scattering that occurs in all directions and is less dependent on the wavelength of light.

This type of scattering leads to the diffusion and scattering of light in different directions, resulting in the appearance of white or gray colors associated with clouds and fog.

In summary, while Rayleigh scattering occurs primarily with smaller atmospheric particles and causes the sky to appear blue, Mie scattering from larger water droplets in clouds and fog leads to diffuse scattering of light in all directions, resulting in the appearance of white or gray colors.

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The two outliers in the scatter plot below are the points with shoe size 5 and shoe size 12.

These outliers are likely due to the fact that the data set includes people of all ages, and shoe size is not a linear function of height. For example, a 5-year-old child is likely to have a shoe size of 5, even though they are much shorter than an adult with a shoe size of 5. Similarly, an adult with a shoe size of 12 is likely to be much taller than a child with a shoe size of 12.

In order to get a more accurate representation of the relationship between height and shoe size, it would be necessary to remove the outliers and only consider data from people of similar ages.

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The correct hypotheses for this test are:

H0: Type of cell phone is independent of the cell phone provider.

Ha: Type of cell phone is not independent of the cell phone provider.

The correct hypotheses for this test are:

H0: Type of cell phone is independent of the cell phone provider.

Ha: Type of cell phone is not independent of the cell phone provider.

These hypotheses are formulated based on the assumption that there is no association between the type of cell phone and the cell phone provider (null hypothesis, H0), and the alternative hypothesis (Ha) suggests that there is evidence of an association between the type of cell phone and the cell phone provider.

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Amber should graph the equations X = -31 and X = 19 and shade the region between them to represent the solution to the inequality.  

Supporting Question and Answer:

How can we graphically represent the solution to the inequality |X+6| - 12 < 13?

To graphically represent the solution, we need to determine the values of X that satisfy the inequality. By breaking down the absolute value function into two cases and solving for X in each case, we can plot the corresponding equations on a graph and shade the region that satisfies the original inequality.

To solve the inequality |X+6| - 12 < 13, we can break it down into two cases based on the positive and negative values of |X+6|:

Case 1: When X + 6 ≥ 0 (or X ≥ -6):

In this case, the absolute value function |X+6| is equal to X+6. Therefore, we can rewrite the inequality as: (X+6) - 12 < 13 Simplifying this inequality, we get:

X - 6 < 13

Case 2: When X + 6 < 0 (or X < -6):

In this case, the absolute value function |X+6| is equal to -(X+6). Therefore, we can rewrite the inequality as: -(X+6) - 12 < 13 Simplifying this inequality, we get:

-X - 6 - 12 < 13

-X - 18 < 13

Now, we can graph these two equations to find the solution to the inequality:

Case 1:

X - 6 < 13 Graph the line:

X - 6 = 13,

or X = 19

Case 2: -

X - 18 < 13 Graph the line:

-X - 18 = 13,

or X = -31

To represent the solution on the graph, we shade the region to the left of -31 and to the right of 19 on the number line.

Therefore, Amber should graph the equations X = -31 and X = 19 and shade the region between them to represent the solution to the inequality.  

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After considering the given data and carefully evaluating the given circumstances we conclude that the satisfactory answer to the given question is Option D.

According to Certified Public Account (CPA) Canada, the agreed-upon and fulfillment system regarding the procedures report must comprises  identification and explanation of the various parties involved in the AUP engagement.
The report on an engagement places of applying agreed-upon procedures must have a statement of restrictions on the use of the report due to its cause of being used solely by the specified parties.

Hence, the answer is D) A disclaimer of responsibility for the sufficiency of these procedures.
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The complete question is
A CPA was engaged to calculate the rate of return on a specific investment according to an agreed-upon formula and verify that resultant percentage agrees to the percentage in an identified schedule. The CPA's report on these agreed-upon procedures should contain:

Multiple Choice

A) A disclaimer of opinion on the fair presentation of the financial statements.

B) An opinion about the fairness of the agreed-upon procedures,

C) A separate paragraph describing the effectiveness of the internal controls.

D) A disclaimer of responsibility for the sufficiency of these procedures.

An amortization schedule is a detailed table that shows the breakdown of each monthly mortgage payment into principal and interest portions over the life of a loan. The schedule that outlines the allocation of monthly mortgage payments into principal and interest is known as an amortization schedule.

An amortization schedule is a detailed table that shows the breakdown of each monthly mortgage payment into principal and interest portions over the life of a loan. It provides a clear picture of how the borrower's payments contribute towards reducing the loan balance (principal) and covering the cost of borrowing (interest).

The amortization schedule typically includes information such as the payment number, payment date, total payment amount, principal payment amount, interest payment amount, and the remaining loan balance after each payment. It allows borrowers to track the progress of their loan repayment, understand how much of their payment is going towards reducing the principal debt, and how much is being allocated to interest charges.

By consulting the amortization schedule, borrowers can gain insights into the gradual reduction of their loan balance over time and the increasing portion of their payments going towards principal repayment. It is a valuable tool for understanding the financial implications of a mortgage and planning for future payments.

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Answer:

Step-by-step explanation:

AD is the height of BC

Since 28^2+45^2=53^2

Therefore AD is perpendicular to BC.

The perpendicular bisector of an isosceles triangle is also the median of the triangle.

Therefore BD=DC=28

Therefore AB=AC=53

The time the football is in the air is approximately 4.07s and the football lands on or around the 81.23meter line. the ball's maximum height is approximately 20.33 meters.

How can we calculate the time of flight at an angle with a given initial velocity?

The time of flight can be calculated using the equation:

[tex]\frac{(2 * initial velocity * sin(angle))}{gravitational acceleration}[/tex]. The meter line the football lands on can be found by calculating the horizontal distance traveled using the equation (initial velocity * cos(angle) * time of flight). The maximum height can be determined using the formula [tex]\frac{ (initial velocity^2 * sin^2(angle)) }{(2 * gravitational acceleration)}[/tex].

To find the time the football is in the air, the meter line it lands on, and the ball's maximum height, we can use the equations of motion for projectile motion.

1.Time of flight:

The time the football is in the air can be determined using the formula:

Time of flight =  [tex]\frac{(2 * initial velocity * sin(angle))}{gravitational acceleration}[/tex]

Given:

Initial velocity (u) = 25 m/s

Angle (θ) = 53°

Gravitational acceleration (g) = 9.8 m/s²

Time of flight =[tex]\frac{(2 * 25 * sin(53\°))}{9.8}[/tex]

≈ 4.07 seconds

Therefore, the time the football is in the air is approximately 4.07 seconds.

2.Meter line the football lands on: To determine the meter line the football lands on, we need to calculate the horizontal distance traveled by the football.

Horizontal distance = initial velocity * cos(angle) * time of flight

Horizontal distance = 25 * cos(53°) * 4.07

≈ 61.23 meters

Since the student is on the 20-meter line, adding the horizontal distance to the starting position gives us:

Meter line the football lands on = 20 + 61.23 ≈ 81.23 meters

Therefore, the football lands on or around the 81.23-meter line.

3.Maximum height: The maximum height reached by the football can be found using the formula:

Maximum height = [tex]\frac{(initial velocity^2* sin^2(angle))}{ (2 * gravitational acceleration)}[/tex]

Maximum height =  [tex]\frac{(25^{2} * sin^2(53\°))}{(2 * 9.8)}[/tex]

≈ 20.33 meters  

To learn more about the time of flight from the given link

brainly.com/question/30337310

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