Can the following angles create a triangle and why? 11°, 101° and 60°
Yes, because the angles do add up to 180°
No, because the angles do add up to 180°
Yes, because the angles do not add up to 180°
No, because the angles do not add up to 180°

Answer: the slope of AC is 4

the slope of EG is 2

the polygons are not dilations of eachother because the corresponding sides are not parallel

Answer:

D, D, C

Step-by-step explanation:

To solve the initial value problem y'' - 6y' + 9y = 0, with initial conditions y(0) = -4 and y'(0) = -(23/2), we can start by finding the characteristic equation.The specific solution to the initial value problem is:

y(x) = -4 * e^(3x) + c2 * x * e^(3x)

The characteristic equation is obtained by substituting y = e^(rx) into the differential equation, where r is a constant:

r^2 - 6r + 9 = 0

We can factor the equation as (r - 3)^2 = 0, which means we have a repeated root r = 3.

Since we have a repeated root, the general solution will be in the form:

y(x) = c1 * e^(3x) + c2 * x * e^(3x)

To find the specific solution for the initial value problem, we substitute the initial conditions into the general solution.

Using y(0) = -4:

-4 = c1 * e^(30) + c2 * 0 * e^(30)

-4 = c1

Using y'(0) = -(23/2):

-(23/2) = 3c1 * e^(30) + (3c2 + c1) * 0 * e^(30)

-(23/2) = 0 + 0

-(23/2) = 0

Now we have c1 = -4 and c2 can be any value since it does not affect the specific solution.

Therefore, the specific solution to the initial value problem is:

y(x) = -4 * e^(3x) + c2 * x * e^(3x)

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Substituting u = x^(2/3x^6) in the integral ∫ (2x^3)(x^2/3x^6)^5 dx and arriving at the solution  3∫(x^3)(u^5) du.

To evaluate the integral ∫ (2x^3)(x^2/3x^6)^5 dx, we can simplify the expression by making the substitution u = x^(2/3x^6). This substitution allows us to transform the integral into a simpler form, making it easier to evaluate.

Let's make the substitution u = x^(2/3x^6). Taking the derivative of both sides with respect to x gives us du = (2/3x^6)(x^(-1/3)) dx. Simplifying this equation, we have du = (2/3)dx.

Now, we can rewrite the original integral in terms of u as follows:

∫ (2x^3)(x^(2/3x^6))^5 dx = ∫ (2x^3)(u^5) dx.

Using our substitution, we can also rewrite x^3dx as (3/2)du. Substituting these into the integral, we have:

∫ (2x^3)(x^(2/3x^6))^5 dx = ∫ (2x^3)(u^5) dx = 2∫(x^3)(u^5)dx = 2∫(x^3)(u^5)(3/2)du.

Simplifying further, we have:

∫ (2x^3)(x^(2/3x^6))^5 dx = 2(3/2) ∫ (x^3)(u^5) du = 3∫(x^3)(u^5) du.

Now, we can evaluate this integral with respect to u, which gives us a simpler expression to work with. Once we find the antiderivative of (x^3)(u^5) with respect to u, we can substitute u back in terms of x to obtain the final result.

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Complete question:

evaluate the integral ∫ (2x^3)(x^2/3x^6)^5 dx by making the substitution u = x^(2/3x^6)

The statement '15 more than the sum of 5 and a number' is equivalent to the mathematical expression (5+n)+15.

Therefore the answer is (5+n)+15.

The statement "15 more than the sum of 5 and a number" is asking for an expression that represents the value that is 15 greater than the result of adding 5 and a number together. The mathematical way to express this is:

15 + (5 + n)

Where n is the number that we are adding to 5.

15 is being added to the sum of 5 and n. The parentheses around the 5 and n indicate that those two values are being added together before the 15 is added to them.

In other forms of representation

15+(5-n) or (5+n)+15 or (5-n) +15 or 15+5n does not convey the meaning you want it to convey as these forms does not represent "15 more than the sum of 5 and a number"

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Answer:

To find the x-intercept, substitute in 0 for y and solve for x. To find the y-intercept, substitute in 0 for x

and solve for

y.x-intercept(s): (3,0)

y-intercept(s): (0,−3)

Step-by-step explanation:

Answer:

Step-by-step explanation:

39.5*5 + 8.5 = 206

We're getting the value of standard error is 12. So this is the final answer to this question.

SOLVING-

Hence, we're getting the value of standard error is 12. So this is the final answer to this question.

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The ratio by mass of copper to zinc in the alloy is 3:1.

To find the ratio by mass of copper to zinc in the alloy, we need to first calculate the total mass of the alloy. We can do this by adding the mass of copper and zinc:

Total mass of alloy = 13.5 g + 4.5 g = 18 g

Now we can find the ratio of copper to zinc by dividing the mass of copper by the mass of zinc:

Ratio of copper to zinc = 13.5 g / 4.5 g = 3:1

Therefore, the ratio by mass of copper to zinc in the alloy is 3:1.

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True. the interpretation of the slope is different in a multiple linear regression model as compared to a simple linear regression model.

The slope and intercept of a line reveal the steepness of the line and the location in which it intersects an axis. The slope and intercept of the logistic relationship of the two variables can be utilized to get the average change rate. The ratio of a change in the variable y to the rise in the x component is known as the the line's slope.

Y = a + bX, where X seems to be the mediating variable and Y is the response variable, is the equation of a linear regression line. A is the intersection (the result of y for x = 0), and b is the line's slope.

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To determine the measure of segment YZ, you can use the following three methods:Ruler/Measuring Tool,Coordinate Geometry and Geometric Relationships

1. Ruler/Measuring Tool: Use a ruler or another measuring tool to directly measure the length of segment YZ in the given unit (e.g., inches, centimeters, etc.).

2. Coordinate Geometry: If you have the coordinates of points Y and Z, you can apply the distance formula: d = √((x2 - x1)² + (y2 - y1)²), where (x1, y1) are the coordinates of point Y, and (x2, y2) are the coordinates of point Z. This will give you the measure of segment YZ.

3. Geometric Relationships: If segment YZ is part of a known geometric figure (e.g., triangle, rectangle, etc.), you can use the properties of that figure, along with the given information, to determine the measure of segment YZ through geometric relationships or trigonometry.

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True, the Greek letter used to represent the probability of a Type I error is alpha ().

The Greek letter alpha (α) is indeed used in statistics, but it represents the level of significance chosen for a statistical test. The level of significance is the probability of rejecting the null hypothesis when it is actually true. The probability of making a Type I error (rejecting the null hypothesis when it is true) is equal to the level of significance (α) chosen for the test.

Therefore, alpha is not used to represent the probability of a Type I error directly, but it is related to it. The probability of a Type I error depends on the chosen level of significance and the specific hypothesis test being conducted.

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True. The Greek letter used to represent the probability of a Type I error is alpha

This is a statement and not a question. However, if you are asking whether the statement "the Greek letter used to represent the probability of a type i error is alpha (α)" is true or false, the answer is that it is partially true. While the Greek letter α is commonly used to represent the significance level (or the probability of a Type I error) in hypothesis testing, it is not the only letter that can be used.

Other letters such as β and γ may also be used in certain contexts. So the complete answer would be a long answer that explains the partial truth of the statement.

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The right answer is 7/3

please see the attached picture for full solution

hope it helps..

Good luck on your assignment

Answer:

\(slope = \frac{7}{3} \)

Step-by-step explanation:

\((5 \: \: , \: \: 9) = > (x1 \: \: \:, \: y1) \\ (2 \: \: , \: \: 2) = > (x2 \: \: \:, \: \: y2)\)

\( slope \\ = \frac{y1 - y2}{x1 - x2} \\ = \frac{9 - 2}{5 - 2} \\ = \frac{7}{3} \)

hope this helps

brainliest appreciated

good luck! have a nice day!

The equation of the parabola with focus (2,5) and directrix x=18 is (x - 18)² + (y - 5)² = (y - (5 + (18 - 2) / 2))².

A parabola is a conic section, the intersection of a right circular conical surface and a plane parallel to a generating

straight line of that surface.

The focus of a parabola is a fixed point on the interior of a parabola used in the formal definition of the curve.

The directrix is a straight line perpendicular to the axis of symmetry and placed symmetrically with respect to the focus.

The axis of symmetry is the line through the focus and perpendicular to the directrix.

The vertex of a parabola is the point where its axis of symmetry intersects the curve. It is the point where the parabola changes direction or "opens

up" or "opens down.

The directrix is a fixed straight line used in the definition of a

parabola. It is placed such that it is perpendicular to the axis of symmetry and at a distance from the vertex equal to the

distance between the vertex and focus. It is the line that is equidistant to the focus and every point on the curve.Here's

the solution to the given problem:

The distance between the directrix and the focus is equal to p = 16 (since the directrix is x = 18, the parabola opens to the left, so the distance is measured horizontally)

The vertex is (h,k) = ((18+2)/2,5) = (10,5)

Then we can use the following formula: (x - h)² = 4p(y - k)

Substitute the vertex and the value of p. (x - 10)² = 64(y - 5)

Expand and simplify. (x - 10)² + (y - 5)² = 64(y - 5)

The equation of the parabola is (x - 10)² + (y - 5)² = 64(y - 5).

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Answer:

9 or 12

Step-by-step explanation:

200 elements are required to be in the sample.

The sampling interval is the frequency with which data is collected. The sampling interval is computed by the division of the total population size by the required sample size.

So, from the information given:

The elements that are required to be in the sample i.e. the sample size (n) can be computed by using the formula:

\(\mathbf{i = \dfrac{N}{n}}\)

\(\mathbf{ n= \dfrac{N}{i}}\)

\(\mathbf{ n= \dfrac{1000}{5}}\)

n = 200 elements.

Therefore, we can conclude that 200 elements are required to be in the sample.

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We are 96% Confident that the true proportion of American adults who do not believe they can contract an STD falls between 0.735 and 0.785.  

To construct a confidence interval for the proportion of American adults who do not believe they can contract an STD, we can use the following formula:

Confidence Interval = Sample Proportion ± Margin of Error

The sample proportion, denoted by p-hat, is the proportion of respondents who said they were not likely to contract an STD. In this case, p-hat = 0.76.

The margin of error is a measure of uncertainty and is calculated using the formula:

Margin of Error = Critical Value × Standard Error

The critical value corresponds to the desired confidence level. Since we want a 96% confidence interval, we need to find the critical value associated with a 2% significance level (100% - 96% = 2%). Using a standard normal distribution, the critical value is approximately 2.05.

The standard error is a measure of the variability of the sample proportion and is calculated using the formula:

Standard Error = sqrt((p-hat * (1 - p-hat)) / n)

where n is the sample size. In this case, n = 1032.

the margin of error and construct the confidence interval:

Standard Error = sqrt((0.76 * (1 - 0.76)) / 1032) ≈ 0.012

Margin of Error = 2.05 * 0.012 ≈ 0.025

Confidence Interval = 0.76 ± 0.025 = (0.735, 0.785)

We are 96% confident that the true proportion of American adults who do not believe they can contract an STD falls between 0.735 and 0.785.  the majority of American adults (76%) do not believe they are likely to contract an STD, with a small margin of error.

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Answer:

27*9*3*1*1/3*1/9

729*1/3*1/9

729/27

27ans

Greetings from Brasil...

In this problem we can use the potentiation property:

→ Multiplying powers of the same base, maintaining the base and adding the exponents, that is:

Mᵃ · Mᵇ = Mᵃ⁺ᵇ

Applying to the question

3³ · 3² · 3¹ · 3⁰ · 3⁻¹ · 3⁻² = 3⁽³ ⁺ ² ⁺ ¹ ⁺ ⁰ ⁺ ⁽⁻ ¹⁾ ⁺ ⁽⁻ ²⁾⁾ = 3³

the real answer is 15 i believe, sorry for the inconvenience

By using Pythagorean identities the expression can be written as

         -8 (sin ( x ) + 1 -sin 2x)

The Pythagorean identity is an important identity in trigonometry derived from the Pythagorean theorem. These identities are used to solve many trigonometric problems where, given a trigonometric ratio, other ratios can be found. The basic Pythagorean identity, which gives the relationship between sin and cos, is the most commonly used Pythagorean identity:

sin2θ + cos2θ = 1 (gives the relationship between sin and cos)

There are two other Pythagorean identities as follows :

sec2θ - tan2θ = 1 (gives the relationship between sec and tan)

csc2θ - cot2θ = 1 (gives the relationship between csc and cot)

Given expression is:

-8tanx/ 1 +tan2x

we know that:

By the Pythagorean Theorem:

1 + tan²x = sec²x

and tan x = sin x/cos x

and, sec x = 1/cos x

Now, we can write as:

   -8tanx / 1 +tan²x

= -8 tan x / sec²x

= -8 sin x /cos x ÷ 1/cos²x

= -8 sin x/cos x × cos²x/1

= -8 (sin ( x ) + 1 -sin 2x)

Complete Question:

Use appropriate identities to rewrite the following expression in terms containing only first powers of sine:

−8tan 1 + tan2x.

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Answer:

4/3

Step-by-step explanation:

Lets begin by moving the negative 1 to the right. We are now at 4x = 3y + 6. If we move the 3y to the left and 4x to the right, we then get to -3y = -4x +6. We now need to divide by -3. This simplifies to y = 4/3x + 6. Therefore, the slope would be 4/3.

Answer:

D

Step-by-step explanation:

In 2 hours they wash 8 cars total so...

8

16

24

The extra time is 15 mins for 2 cars

The answer is in the link below I couldn't write it on Brainly bc my computer was being wack, but I hope I can help, I didn't only give the answer but there is a step by step so that should help you out a bit. Good Luck!!!!!!

The given statement " The allowable range for an objective function coefficient assumes that the original estimates for all the other coefficients are completely accurate so that this is the only one whose true value may differ from its original estimate " is false because the allowable range for an objective function coefficient assumes that the original estimates for other coefficients are approximately correct

The allowable range for an objective function coefficient assumes that the original estimates for all the other coefficients are approximately correct, but not necessarily completely accurate. The allowable range takes into account the potential variability or uncertainty in the estimated values of the other coefficients, as well as the impact of any errors or discrepancies in the data used to estimate the model.

Therefore, the allowable range provides a range of values within which the objective function coefficient can vary while still producing a valid and useful model. It does not assume that the other coefficients are completely accurate or that this is the only coefficient whose true value may differ from its original estimate.

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490

472 <490<500

it fits the criteria

If water is being pumped into the trough at 2 cubic feet per minute, then the water level rising (in feet per minute) when h is 1.6 foot deep is 0.1 feet cubic per minute.

Suppose that we have a function y = f(x), and wish to find the rate of change of y with respect to a third variable t, where we do not have y expressed explicitly in terms of t. We use the chain rule in differentiation to find this rate of change in a process called implicit differentiation.

                     dy/dt = dy/dx × dx/dt

If base is equal to the height, by similar triangles:

Volume v = base x height x length/2

                = bhl/2

                = h²12/2

                = 6h².

Therefore,  

dv/dt = 12hdh/dt

         = 2 ft³/min

 Now,

dh/dt = 2/(12h)

when h = 1.6,

dh/dt = 2/(12 × 1.6) ≈ 0.1 ft³/min

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Answer:

0.125

Step-by-step explanation:

Answer:

.125 bc I use a calendar

Step-by-step explanation:

that assignment