Write the converse, inverse, and contrapositive of each true conditional statement. Determine whether each related conditional is true or false. If a statement is false, find a counterexample.All squares are rectangles.

Answer:

$90

Step-by-step explanation:

Sorry to ask but can I have brainliest

Answer:

f(2) means what is the y value at x=2

so f(2) = -1

f(-2) is asking what the y value at x= -2 is

so f(-2) = -5

a. The variable is given as follows:

A. The weights of the babies at birth

b. The mean and the standard error are given as follows:

By the Central Limit Theorem, the sampling distribution of sample means of size n has standard deviation given by the equation presented as follows: \(s = \frac{\sigma}{\sqrt{n}}\).

The mean is the same as the population mean, of 3368 grams, while the shape is approximately normal.

The standard error is given as follows:

\(s = \frac{582}{\sqrt{200}} = 41.15\)

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Answer:

The answer is 8

Step-by-step explanation:

4^3 = 64

2^3 = 8

64/8= 8

4^3 = 4 x 4 x 4

4 x 4 = 16

16 x 4 = 64

So, now you have 64/2^3. Now for the second part of the expression.

2^3 = 2 x 2 x 2

2 x 2 = 4

4 x 2 = 8

So, 64/8.

64/8 = 8

So, the answer would be 64/8 or 8. You should probably write 64/8 though because you're using Khan Academy and it's sensitive

Answer:

110°

Step-by-step explanation:

We are given that AD // EG

Hence ∠EFB and ∠CBF are alternate angles and hence have the same measure

therefore : m∠CBF = 35°

Recall that an exterior angle of a triangle is equal to the sum of its two remote interior angles (see attached)

hence

Exterior ∠FCD = interior angles ∠CFB + ∠CBF

∠FCD  = 75° + 35°

∠FCD  = 75° + 35° = 110°

Answer:

1798 and 32798

Step-by-step explanation:

31000/100=310

310x5.8=1798

Question d:

(D) Find the probability of F'nA'

Answer:

0.4140

0.7619

0.2381

0.9576

Step-by-step explanation:

Given that :

Female in fatal accident P(F) = 0.2805

Driver is 24 years or less P(A) = 0.1759

Driver is female and 24 years or less P(FnA) = 0.0424

A.) Find the probability of FUA.

P(FUA) = P(F) + P(A) - P(FnA)

= 0.2805 + 0.1759 - 0.0424

= 0.4140

(b) Find the probability of F'UA.

P(F'UA) = 1 - P(F) + P(FnA)

= 1 - 0.2805 + 0.0424

= 0.7619

C.) P(FnA') = 1 - P(F'UA)

= 1 - 0.7619

= 0.2381

(d) Find the probability of F'nA'

P(F'nA') = (FnA)' = 1 - (FnA)

= 1 - 0.0424

= 0.9576

a) The divergence of f = \(e^{xy\) i - cosy j + sin z²k is y \(e^{xy\) + sin y + 2z cos z², and the curl is 0.

b) The divergence of f = xi + yj - zk is 1, and the curl is 0.

a) To find the divergence and curl of the vector field f = \(e^{xy\) i - cosy j + sin z²k:

Divergence:

The divergence of a vector field f = P i + Q j + R k is given by the formula:

div(f) = ∇ · f = ∂P/∂x + ∂Q/∂y + ∂R/∂z

Given f = \(e^{xy\) i - cosy j + sin z²k, we can calculate the divergence as follows:

∂P/∂x = ∂/∂x(\(e^{xy\)) = y \(e^{xy\)

∂Q/∂y = ∂/∂y(-cosy) = sin y

∂R/∂z = ∂/∂z(sin z²) = 2z cos z²

Therefore, the divergence of f is:

div(f) = y \(e^{xy\) + sin y + 2z cos z²

Curl:

The curl of a vector field f = P i + Q j + R k is given by the formula:

curl(f) = ∇ × f = ( ∂R/∂y - ∂Q/∂z ) i + ( ∂P/∂z - ∂R/∂x ) j + ( ∂Q/∂x - ∂P/∂y ) k

Using the vector field f = \(e^{xy\) i - cosy j + sin z²k, we can calculate the curl as follows:

∂P/∂y = ∂/∂y(\(e^{xy\)) = x \(e^{xy\)

∂Q/∂z = ∂/∂z(-cosy) = 0

∂R/∂x = ∂/∂x(sin z²) = 0

∂R/∂y = ∂/∂y(sin z²) = 0

∂Q/∂x = ∂/∂x(-cosy) = 0

∂P/∂z = ∂/∂z(\(e^{xy\)) = 0

Therefore, the curl of f is:

curl(f) = (0 - 0) i + (0 - 0) j + (0 - 0) k

curl(f) = 0 i + 0 j + 0 k

curl(f) = 0

b) To find the divergence and curl of the vector field f = xi + yj - zk:

Divergence:

∂P/∂x = ∂/∂x(x) = 1

∂Q/∂y = ∂/∂y(y) = 1

∂R/∂z = ∂/∂z(-z) = -1

Therefore, the divergence of f function is:

div(f) = ∇ · f = 1 + 1 - 1 = 1

Curl:

∂P/∂y = ∂/∂y(x) = 0

∂Q/∂z = ∂/∂z(y) = 0

∂R/∂x = ∂/∂x(-z) = 0

∂R/∂y = ∂/∂y(-z) = 0

∂Q/∂x = ∂/∂x(y) = 0

∂P/∂z = ∂/∂z(x) = 0

Therefore, the curl of f is:

curl(f) = (0 - 0) i + (0 - 0) j + (0 - 0) k

curl(f) = 0 i + 0 j + 0 k

curl(f) = 0

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a. δ^2 = 64, b. s^2 = 8, c. δ = 8 and d. s = 2.82843, The population variance is 64 and the population standard deviation is 8.

To find the population variance, we first need to find the mean of the data set. The mean is calculated by adding all of the values in the data set and then dividing by the number of values. In this case, the mean is 20.

Once we have the mean, we can find the squared deviations from the mean for each data value. The squared deviation from the mean for a data value is calculated by subtracting the mean from the data value and then squaring the result.

In this case, the squared deviations from the mean are:

The sum of the squared deviations from the mean is 380.

The population variance is calculated by dividing the sum of the squared deviations from the mean by the number of values in the data set. In this case, the population variance is 380 / 5 = 64.

The population standard deviation is calculated by taking the square root of the population variance. In this case, the population standard deviation is √64 = 8.

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The length of the pen in the drawing will be 2 millimeters.

As we can't create a real-life dimension in a  small sheet of paper,  we opted for a small scale that covers up the large length.As we are given, the scale of the drawing is 1 millimeter: 10 meters, which is 1 millimeter for every 10 meters

As we have been given that the  actual  size of the goat pen  is 20 meters, so the length of the pen in the drawing is =  20*(1/10)

                                                                                  =   2 millimeters

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'

Answer:

\( \frac{ - 300}{49} \)

or -6.122

Step-by-step explanation:

In answering this kind of questions, you must take note of BODMAS. that is;

B - Bracket

O - Of (multiplication)

D - Division

M - Multiplication

A - Addition

S - Subtraction

and you have to answer by the order above to get the correct answer. thank you

hope it helps .

Answer:

-6 176/189

Step-by-step explanation:

-8÷+12×9-4×6÷56÷7×2​=

-8÷108- 24÷56÷14=

-2/27-24×14÷56=

-2/27- 48/7=

-7 + 1/7- 2/27=

-7 + (27-14)/27*7=

-7+ 13/189=

-6 176/189

If a 20. 0 kg double coconut oscillates on a spring 42. 7 times each minute, then the spring constant of the spring is 689 N/m.

The spring constant, also known as the force constant or stiffness, is a measure of the elasticity of a spring or any other elastic object. It is defined as the force required to stretch or compress a spring by a unit distance.

The period of oscillation of the coconut can be calculated as:

\(T = \frac{60}{42.7} = 1.405\) seconds

The mass of the coconut is 20.0 kg, so we can use the formula for the period of oscillation of a mass on a spring:

\(T=2\pi \sqrt{\frac{m}{k}}\)

where m is the mass of the coconut and k is the spring constant.

Rearranging this formula gives:

\(k = (2\pi)^2 *(\frac{m}{T})^2\)

Substituting the values we have:

\(k = (2\pi)^2 *(\frac{20.0}{1.405})^2\)

k = 689 N/m (to three significant figures)

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The second ladder touches the wall approximately 11 feet higher than the shorter ladder, or equivalently, around 8 feet 8 inches higher.

Let's denote the height at which the second ladder touches the wall as h. We can set up a proportion based on the similar right triangles formed by the ladders and the building:

(6 6 feet) / (h) = (9 9 feet) / (5 5 feet 9 9 inches + h)

To solve for h, we can cross-multiply and solve the resulting equation:

(6 6 feet) * (5 5 feet 9 9 inches + h) = (9 9 feet) * (h)

Converting the measurements to inches:

(66 inches) * (66 inches + h) = (99 inches) * (h)

Expanding and rearranging the equation:

4356 + 66h = 99h

33h = 4356

Solving for h:

h = 4356 / 33 = 132 inches

Converting back to feet and inches:

h ≈ 11 feet

Therefore, the second ladder touches the wall approximately 11 feet higher than the shorter ladder, or equivalently, around 8 feet 8 inches higher.

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15. I already described the answer thoroughly in your other question.

16.

Required:

Make a Conjecture

A table shows a proportional relationship where k is the constant of proportionality. The rows are then switched. How does the new constant of proportionality relate to the original one?

It is the reciprocal of the original constant of proportionality.

According to recent data, women make up 34% and 26% of workers in science and technology (STEM) fields in Canada and the United States, respectively. The correct option is A. 34% and 26%.

According to recent data, women make up 34% and 26% of workers in science and technology (STEM) fields in Canada and the United States, respectively. This indicates that women are still underrepresented in STEM fields, despite the fact that there has been an effort to attract more women to STEM fields.

In both Canada and the United States, women have made significant progress in breaking down gender barriers in STEM fields. However, there is still work to be done to close the gender gap and increase representation of women in STEM fields.

Women's representation in STEM fields has increased in both Canada and the United States in recent years, but the percentage of women in STEM fields is still significantly lower than the percentage of men. More efforts are needed to close the gender gap in STEM fields and encourage more women to pursue STEM careers.

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Answer: \(9\times 11\ ft^2\)

Step-by-step explanation:

Given

Height is \(2\ ft\) more than its width

Suppose the width is \(x\). So, height becomes \(x+2\)

Area of the painting is \(99\ ft^2\)

Area is the product of width and height

\(\therefore 99=x(x+2)\\\Rightarrow 99=x^2+2x\\\Rightarrow x^2+2x-99=0\\\Rightarrow x^2+11x-9x-99=0\\\Rightarrow (x+11)(x-9)=0\\\Rightarrow x=-11,9\)

Neglect the negative values

\(\text{Width =}9\ ft\\\text{height =}9+2=11\ ft\)

It is indeed possible to express ⟨−17,−9,29,−37⟩ as a linear combination of ⟨3,−5,1,7⟩ and ⟨−4,2,3,−9⟩ with x=-1 and y=10.

We want to determine whether the vector ⟨−17,−9,29,−37⟩ can be expressed as a linear combination of the vectors ⟨3,−5,1,7⟩ and ⟨−4,2,3,−9⟩.

In other words, we want to find scalars x and y such that:

x⟨3,−5,1,7⟩ + y⟨−4,2,3,−9⟩ = ⟨−17,−9,29,−37⟩

Expanding this equation gives us a system of linear equations:

3x - 4y = -17

-5x + 2y = -9

x + 3y = 29

7x - 9y = -37

We can solve this system using Gaussian elimination or another method. One possible way is to use back-substitution:

From the fourth equation, we have:

x = (9y - 37)/7

Substituting this expression for x into the third equation gives:

(9y - 37)/7 + 3y = 29

Solving for y gives:

y = 10

Substituting this value for y into the first equation gives:

3x - 4(10) = -17

Solving for x gives:

x = -1

Therefore, we have found scalars x=-1 and y=10 such that:

x⟨3,−5,1,7⟩ + y⟨−4,2,3,−9⟩ = ⟨−17,−9,29,−37⟩

So it is indeed possible to express ⟨−17,−9,29,−37⟩ as a linear combination of ⟨3,−5,1,7⟩ and ⟨−4,2,3,−9⟩ with x=-1 and y=10.

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Ignatius of Loyola, the Spanish priest and theologian who founded the Society of Jesus (Jesuits) in the 16th century, focused on several key issues during the period of the Counter-Reformation.

These issues can be broadly categorized into spiritual, educational, and institutional reforms.

Spiritual Reforms: Ignatius emphasized the importance of personal piety and spiritual discipline. He promoted the practice of spiritual exercises, including meditation, prayer, and self-examination, to cultivate a deep and intimate relationship with God. Ignatius encouraged individuals to reflect on their sins and seek forgiveness through confession and penance.

Educational Reforms: Ignatius recognized the power of education in shaping individuals and society. He established schools and universities to provide a comprehensive education that combined intellectual rigor with spiritual formation. The Jesuits placed great emphasis on academic excellence, encouraging critical thinking, the pursuit of knowledge, and the integration of faith and reason.

Pastoral Reforms: Ignatius focused on improving the quality of pastoral care and religious instruction. He trained his followers to be skilled preachers and spiritual directors, equipping them to guide and support individuals in their spiritual journey. Ignatius also emphasized the importance of catechesis, ensuring that people received proper religious education and understood the teachings of the Catholic Church.

Missionary Work: Ignatius and the Jesuits had a strong missionary zeal. They undertook extensive missionary endeavors, particularly in newly discovered territories during the Age of Exploration. They sought to bring Christianity to non-Christian lands and convert indigenous populations to Catholicism. The Jesuits established missions, schools, and hospitals in various parts of the world, playing a significant role in spreading Catholicism.

Overall, Ignatius of Loyola's reforms aimed to strengthen and revitalize the Catholic Church in response to the challenges posed by the Protestant Reformation. His focus on personal spirituality, education, pastoral care, and missionary work contributed to the renewal and expansion of the Catholic Church during the Counter-Reformation.

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A. The mathematical model of the motion of the falling object is given by the differential equation: m(dv/dt) = mg - kv, where v is the velocity of the object, t is time, m is the mass of the object, g is the acceleration due to gravity, and k is the proportionality constant for air resistance.

B. Solving the differential equation with the initial condition v(0) = 0 yields the equation: v(t) = (mg/k)\((1 - e^(^-^k^t^/^m^)\)), where e is the base of the natural logarithm.

C. The limit of v(t) as t approaches infinity is v(infinity) = (mg/k). This means that the falling object will eventually reach a terminal velocity determined by the balance between the gravitational force pulling it downward and the air resistance opposing its motion.

We establish a mathematical model to describe the motion of a falling object. We consider two forces acting on the object: gravity, which causes the object to accelerate downward, and air resistance, which opposes its motion and is proportional to its velocity. The equation m(dv/dt) = mg - kv represents Newton's second law applied to this situation. Here, m represents the mass of the object, dv/dt is the derivative of velocity with respect to time, g is the acceleration due to gravity, and k is the proportionality constant for air resistance.

We solve the differential equation obtained in part A with the initial condition v(0) = 0. The solution to the differential equation is v(t) = (mg/k)(1 - e^(-kt/m)). This equation represents the velocity of the falling object as a function of time. It incorporates both the gravitational acceleration and the air resistance. The term e^(-kt/m) accounts for the deceleration of the object due to air resistance as it approaches its terminal velocity.

We analyze the limit of v(t) as t approaches infinity, denoted as v(infinity). Taking the limit, we find that v(infinity) = (mg/k). This means that the falling object will eventually reach a terminal velocity determined by the balance between the gravitational force pulling it downward and the air resistance opposing its motion. No matter how much time passes, the velocity of the object will never exceed this terminal velocity.

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Answer:

13/3

Step-by-step explanation:

3(4x)+6(4x)+30-x

39=9x

divide 9 on each side

x=13/3

yw if its right make me brainliest

Answer:     it does not depend on someone

Step-by-step explanation:

It does not need help from people, it can depend on nothing but itself.

Since the two triangles ABC and ADE are similar, their corresponding sides are proportional. We can use this fact to find the coordinates of point E.

Let's first find the coordinates of point D. We know that D lies on the line AB and that AD is 1/2 the length of AB. Therefore, the x-coordinate of D is halfway between the x-coordinates of A and B, and the y-coordinate of D is halfway between the y-coordinates of A and B. Using the coordinates of A and B, we get:

x-coordinate of D = (1 + 4)/2 = 2.5

y-coordinate of D = (-2 + 3)/2 = 0.5

Now, since triangles ABC and ADE are similar, the ratio of the length of side AB to side AD is equal to the ratio of the length of side BC to side DE. We can use this fact to find the length of DE:

AB/AD = BC/DE

5/2 = 3/DE

DE = (2/5) * 3 = 6/5

Finally, we can use the coordinates of D and the length of DE to find the coordinates of E. Since E lies on the line AD, its x-coordinate is the same as that of D. To find its y-coordinate, we need to add the length of DE to the y-coordinate of D. Using the coordinates of D and the length of DE, we get:

x-coordinate of E = 2.5

y-coordinate of E = 0.5 + 6/5 = 2.1

Therefore, the coordinates of point E are (2.5, 2.1).

Answer: I believe the answer is 5

Answer:

in the first question you use the cosine rule to solve the problem since you have one angle and two sides of the triangle and the rules states thus x square is equal to 5 squid + 8 squared -2 * 5 * 8 x cos 60

Answer:

M=0

Step-by-step explanation:

(M)=4M+15(M)=7

We move all terms to the left:

(M)-(4M+15(M))=0

We add all the numbers together, and all the variables

M-(+19M)=0

We get rid of parentheses

M-19M=0

We add all the numbers together, and all the variables

-18M=0

M=0/-18

M=0

If the null space of a 7 × 9 matrix is 3-dimensional, we can determine the rank of matrix A, the dimension of the row space of A, and the dimension of the column space of A.

The rank of a matrix is equal to the number of linearly independent columns or rows in the matrix. Since the null space is 3-dimensional, the rank of A would be 9 - 3 = 6.

The dimension of the row space, also known as the row rank, is equal to the dimension of the column space, or the column rank. Therefore, the dimension of the row space and the dimension of the column space of A would also be 6.

The rank of matrix A would be 6, and both the dimension of the row space and the dimension of the column space of A would also be 6.

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Answer:

3 days away????

Step-by-step explanation:

Answer:

10x + y = 5

General Formulas and Concepts:

Pre-Algebra

Algebra I

Point-Slope Form: y - y₁ = m(x - x₁)  

Standard Form: Ax + By = C

Step-by-step explanation:

Step 1: Define

Point-Slope Form:   y + 5 = -10(x - 1)

Step 2: Find Standard Form

And we have our final answer!

a) There are 36 possible sample points. b) The sample points are: (1,1), (1,2), (1,3), ..., (6,5), (6,6). c) The probability of obtaining a sum of 7 is 6/36 = 1/6. d) The probability of obtaining a sum of 9 or greater is 10/36 = 5/18.  e) The given statement " each roll has six possible even values (2, 4, 6, 8, 10, and 12) and only five possible odd values (3, 5, 7, 9, and 11), the dice should show even values more often than odd values." is true. Because there are more ways to obtain even sums than odd sums. f) The method used to assign probabilities is the classical method.

There are 36 possible sample points in this experiment. (6 possible outcomes for the first die multiplied by 6 possible outcomes for the second die)

Sample points:

(1,1), (1,2), (1,3), (1,4), (1,5), (1,6)

(2,1), (2,2), (2,3), (2,4), (2,5), (2,6)

(3,1), (3,2), (3,3), (3,4), (3,5), (3,6)

(4,1), (4,2), (4,3), (4,4), (4,5), (4,6)

(5,1), (5,2), (5,3), (5,4), (5,5), (5,6)

(6,1), (6,2), (6,3), (6,4), (6,5), (6,6)

The probability of obtaining a value of 7 is 6/36 or 1/6. This can be determined by counting the number of sample points that result in a sum of 7 (there are 6 of them) and dividing by the total number of sample points.

The probability of obtaining a value of 9 or greater is 10/36 or 5/18. This can be determined by counting the number of sample points that result in a sum of 9 or greater (there are 10 of them) and dividing by the total number of sample points.

Yes, we agree with this statement. There are more possible outcomes that result in an even sum than an odd sum. Specifically, there are 18 even sums and only 18 odd sums.

This is because an even sum can be obtained by either adding two even numbers, or adding an odd number and an even number (which gives an even result). An odd sum can only be obtained by adding an odd number and an even number.

We used the classical method to assign probabilities, which assumes that all outcomes are equally likely. This method works well for simple random experiments like rolling dice, but may not be appropriate for more complex experiments.

Other methods for assigning probabilities include the empirical method (based on observed frequencies in past data) and the subjective method (based on personal judgment or expert opinion).

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