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Change each of the following to decimal degrees. If rounding is necessary, round to the nearest hundredth of a degree. $$ 39^{\circ} 10^{\prime} $$

Short Answer

Expert verified
39° 10′ converts to 39.17° in decimal degrees.

Step by step solution

01

Understand the Problem

The task is to convert the given measurement from degrees and minutes (39° 10′) into decimal degrees. This means transforming the 'minutes' portion into a decimal, which is a fraction of a degree.
02

Break Down the Components

The angle is given as 39 degrees and 10 minutes. We need to understand that 1 degree is equal to 60 minutes. Thus, converting minutes into a fraction of a degree is necessary.
03

Convert Minutes to Decimal Part of Degrees

To convert 10 minutes into degrees, divide 10 by 60 (since there are 60 minutes in a degree). Let's calculate: \[ \frac{10}{60} = 0.1667 \]. This is the decimal equivalent.
04

Combine the Parts

Combine the whole degree portion with the decimal fraction calculated for the minutes: \[ 39 + 0.1667 = 39.1667 \].
05

Round to the Nearest Hundredth

Round 39.1667 to the nearest hundredth place. Look at the thousandths place to decide: 39.1667 becomes 39.17 after rounding.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Degrees and Minutes
When dealing with geographical or mathematical measurements, you might encounter degrees and minutes. But what exactly are they? Simply put, degrees and minutes are units used to express angles. Just like there are 60 minutes in an hour, there are also 60 minutes in a degree.
So, when you see 39° 10′, it means you have 39 whole degrees and an additional 10 minutes. Converting these into a decimal system makes calculations easier, especially when using technology that prefers decimals over fractions.
Here's why understanding this is important:
  • It allows for precise measurements in fields like navigation, astronomy, and geography.
  • Helps in making complex calculations straightforward, without the use of conversion charts.
Remember, the ability to switch between these two systems can turn a challenging task into an easily manageable one.
Rounding Decimal Values
Rounding is a mathematical technique to make numbers simpler to work with while keeping them as close as possible to the original value. It's especially useful when exact precision isn't necessary, like when converting measurement systems. In our exercise, after converting 39° 10′ into decimal form, we end up with 39.1667. Such precise values are not always practical, so rounding to the nearest hundredth makes it more manageable. Here's how you do it:
  • Identify the decimal point position you are rounding to (in this case, the hundredth or the second digit after the decimal point).
  • Look at the next digit (the third one in this instance).
  • If it's 5 or more, round up. If it's less than 5, keep it the same.
Thus, 39.1667 rounds to 39.17, refining it to a more convenient number without losing too much accuracy.
Fraction to Decimal Conversion
Converting fractions to decimals is a fundamental skill necessary to understand decimal degrees. Decimals and fractions are both ways to represent parts of a whole. When converting, knowing the role of each part of a fraction will help.For example, in the exercise, we're asked to convert 10 minutes into a fraction of a degree. The process goes like this: understand that 1 degree consists of 60 minutes. Therefore, 10 minutes out of 60 is a fraction: \( \frac{10}{60} \).
To convert this fraction into a decimal, divide the numerator by the denominator.
  • Dividing 10 by 60 gives us approximately 0.1667.
This conversion is crucial for multiple applications:
  • It simplifies mathematical and computational work.
  • Provides accuracy and ease in everyday calculations.
  • Enables proper interpretation of real-world data in a decimal format.
Understanding these basics ensures you're equipped to handle various numerical challenges with ease.

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Most popular questions from this chapter

From here on, each Problem Set will end with a series of review problems. In mathematics, it is very important to review. The more you review, the better you will understand the topics we cover and the longer you will remember them. Also, there will be times when material that seemed confusing earlier will be less confusing the second time around. The problems that follow review material we covered in Section 1.2. Find \(x\) so that the distance between \((x, 2)\) and \((1,5)\) is \(\sqrt{13}\).

For each expression that follows, replace \(x\) with \(30^{\circ}, y\) with \(45^{\circ}\), and \(z\) with \(60^{\circ}\), and then simplify as much as possible. $$ -2 \sin \left(90^{\circ}-y\right) $$

Pat and Tim position themselves \(2.5\) miles apart to watch a missile launch from Vandenberg Air Force Base. When the missile is launched, Pat estimates its bearing from him to be \(\mathrm{S} 75^{\circ} \mathrm{W}\), while Tim estimates the bearing of the missile from his position to be \(\mathrm{N} 65^{\circ} \mathrm{W}\). If Tim is due south of Pat, how far is Tim from the missile when it is launched?

If a vector \(\mathbf{V}\) has horizontal and vertical vector components with magnitudes \(\left|\mathbf{V}_{x}\right|=9.6\) and \(\left|\mathbf{V}_{y}\right|=2.3\), find the magnitude of \(\mathbf{V}\) and the angle it makes with the positive \(x\)-axis. a. \(|\mathbf{V}|=11.5, \theta=13^{\circ}\) b. \(|\mathbf{V}|=11.5, \theta=77^{\circ}\) c. \(|\mathbf{V}|=9.9, \theta=13^{\circ}\) d. \(|\mathbf{V}|=9.9, \theta=77^{\circ}\)

Use the Cofunction Theorem to fill in the blanks so that each expression becomes a true statement. \(\sin 10^{\circ}=\cos\)

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