state whether the following statement is true or false: if sin x = 1/2 ; then sin 2 x = 1 ​

Answer:

TOO MANY

Step-by-step explanation:

so if people are playing with 2 people at a time then it would go like this...

it would start with 4 billion v.s. 4 billion.

then it would narrow down to 2 billion v.s. 2 billion.

then it would go down to 1 billion v.s. 1 billion.

then i would go down to 500 million v.s. 500 million.

then it would go down to 250 million v.s. 250 million.

Then it would go down to 125 million v.s. 125 million.

then it would go down to 62,500 v.s 62,500.

then it would go down to 31,250 v.s. 31,250.

then it would go down to 15,625 v.s. 15,625.

then it would go down to 7,812 v.s. 7812.

then it would go down to 3,906 v.s. 3906.

then it would go down to 1,953 v.s. 1953.

then it would go down to 976 v.s. 976.

then it would go down to 488 v.s. 488.

then it would go down to 244 v.s. 244.

then it would go down to 122 v.s. 122.

then it would go down to 61 v.s. 61.

then it would go down to 30 v.s. 30.

then it would go down to 15 vs 15.

then it would go down to 7 vs 7.

then it would go down to 3 vs 3.

then it would go down to 1 vs 1.

so it would take 22 matches if the matches were conducted like tournements.

The number of combinations of 6 boys and 20 girls that can exist among 26 children born in a hospital on a given day is 230,230.

]To calculate the number of combinations, we can use the concept of binomial coefficients. The formula for calculating the number of combinations is C(n, k) = n! / (k!(n-k)!), where n is the total number of objects and k is the number of objects we want to select.

In this case, we have 26 children in total, and we want to select 6 boys and 20 girls. Plugging these values into the formula, we get C(26, 6) = 26! / (6!(26-6)!) = 230,230. Therefore, there are 230,230 different combinations of 6 boys and 20 girls that can exist among the 26 children born in the hospital on that given day.

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Designing an experiment to study the factors that help students excel at school involves many factors that impact the students' academic performance. An experiment would involve manipulating independent variables to test the impact they have on the students' academic performance.

A good experiment would consist of a sample of students and categorizing them into groups. The groups would be the control group, treatment group 1, treatment group 2, and treatment group 3. Here is an example of how to design the experiment:

Control group: In this group, the students will continue with their regular academic routine without any changes.

Treatment group 1: The students in this group will participate in the daily exercise program in addition to their regular academic routine. This treatment group will be exposed to physical activity to determine whether it influences academic performance.

Treatment group 2: This group will be exposed to a nutrition program in addition to their regular academic routine. The nutrition program is intended to provide students with a well-balanced diet, including vitamins and minerals.

Treatment group 3: This group will be exposed to a combination of the nutrition program and the daily exercise program in addition to their regular academic routine. This group is expected to perform better than the other groups since they are getting both the benefits of exercise and healthy nutrition.

The independent variables that would be manipulated include daily exercise, nutrition programs, and a combination of daily exercise and nutrition programs. The study aims to determine which independent variable influences academic performance the most. It is expected that the group exposed to both daily exercise and nutrition programs would perform the best.

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Answer:

f(g(-2)) = -3

Step-by-step explanation:

g(-2) = -2 - 3 = -5

f(-5) = 2(-5) + 7 = -10 + 7 = -3

Answer:

D

Step-by-step explanation:

I am positive

Answer:

No association

Step-by-step explanation:

As the dots are randomly dotted across the graph, there is no association.

The perimeter of the rectangle, when the area is maximized, is approximately 24.63 units. Therefore, correct option is a.

To maximize the area of the rectangle inscribed in the parabola \(y^2 = 16x\), we need to find the dimensions of the rectangle. Since the side of the rectangle is along the latus rectum of the parabola, we know that the length of the rectangle is equal to the latus rectum.

The latus rectum of the parabola \(y^2 = 16x\) is given by the formula 4a, where "a" is the distance from the focus to the vertex of the parabola. In this case, the focus is located at (4a, 0).

To find "a," we can equate the equation of the parabola to the general equation of a parabola in vertex form: \(y^2 = 4a(x - h)\), where (h, k) is the vertex of the parabola.

Comparing the two equations, we get:

4a = 16

a = 4

Therefore, the latus rectum of the parabola is 4a = 4 * 4 = 16 units.

Since the length of the rectangle is equal to the latus rectum, we have length = 16 units.

Now, to find the width of the rectangle, we need to determine the corresponding y-coordinate on the parabola for the given x-coordinate of the latus rectum. The x-coordinate of the latus rectum is half the length, which is 16/2 = 8 units.

Substituting x = 8 into the equation of the parabola, we get:

\(y^2 = 16(8)\\y^2 = 128\\y = \sqrt{128} = 11.31\)

Therefore, the width of the rectangle is approximately 11.31 units.

The perimeter of the rectangle is given by the formula:

Perimeter = 2(length + width)

Plugging in the values, we have:

Perimeter = 2(16 + 11.31)

Perimeter ≈ 2(27.31)

Perimeter ≈ 54.62

Rounding the perimeter to two decimal places, we get approximately 54.62 units, which is equivalent to 24.63 units.

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Answer:

0<x<4

Step-by-step explanation:

Ok, so the question is basically asking where balls height goes up, then down. So the x has to be in the middle of a bounce. That means that x has to be 0, 4, 6, or 8. So the number on the left side must be one of the numbers I just listed. And then the number on the right must be the end of the bounce, so it would be either 4, 6, 8, or 10. So then your answer after looking must be 0<x<4

Answer: its D

Step-by-step explanation:

i know everything

The postfix expression of "7+5-3*2(6*7)/4" is "7 5 + 3 2 * 6 7 * 2 * - 4 /". Evaluating the postfix expression gives the result of the expression. The prefix expression for the given infix expression is "/ - + 7 5 * 3 * 2 ( * 6 7 ) 4".

To convert the infix expression "7+5-3*2(6*7)/4" into postfix expression, we follow the rules of operator precedence and associativity. The postfix expression is obtained by placing operators after their operands.

The postfix expression for the given infix expression is:

"7 5 + 3 2 * 6 7 * 2 * - 4 /"

To evaluate the postfix expression, we use a stack data structure. We scan the postfix expression from left to right and perform the corresponding operations.

Starting with an empty stack, we encounter the operands "7" and "5". We push them onto the stack. Then we encounter the operator "+", so we pop the last two operands from the stack (5 and 7), perform the addition operation (7 + 5 = 12), and push the result back onto the stack.

We continue this process for the remaining operators and operands in the postfix expression. Finally, after evaluating the entire expression, the result left on the stack is the final answer.

To convert the infix expression into prefix expression, we follow similar rules but scan the expression from right to left. The prefix expression is obtained by placing operators before their operands.

The prefix expression for the given infix expression is:

"/ - + 7 5 * 3 * 2 ( * 6 7 ) 4"

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First blank: Substitution or transitive property of equality

Second blank: Subtraction property of equality

The value is used for the term p^2 in the equation p^2+ 2pq + q^2 = 1 is 0.16.

According to the statement

we have given that the allele frequency of the dominant allele is 0.4, and we have to find that the value of p^2 in the equation p^2+ 2pq + q^2 = 1.

So, For this purpose, we know that the

The allele frequency represents the incidence of a gene variant in a population. Alleles are variant forms of a gene that are located at the same position, or genetic locus, on a chromosome.

And here

allele frequency is the 0.4 and represent the value of P.

So, The value of p is 0.4 and the

Then p^2 = (0.4)^2

so, the value becomes

p^2 = (0.4)^2

p^2 = 0.16.

So, The value is used for the term p^2 in the equation p^2+ 2pq + q^2 = 1 is 0.16.

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Answer:

x = 10

Step-by-step explanation:

You have to divide 30 divided by 10 is 3 so ya.

Answer:

i think you have to divide

Step-by-step explanation:

30/3

x=10

The first three terms of the given sequence are -17, -27 and -37

A sequence is an ordered list of objects. Like a set, it contains elements. The number of ordered elements (possibly infinite) is called the length of the sequence.

Given that, an arithmetic sequence formula an = -10n - 7

We are asked to find the first three terms of this sequence.

Therefore,

Put n = 1 for first term,

a₁ = -10(1)-7

a₁ = -17

Put n = 2 for second term,

a₂ = -10(2)-7

a₂ = -27

Put n = 3 for third term,

a₃ = -10(3)-7

a₃ = -37

Hence, the first three terms are -17, -27 and -37

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Answer:

x ≤ 221

Step-by-step explanation:

we want x (number of 100kg crates) + 5400 do be less than or equal to the maximum the container can hold (27500).

100 x + 5400 ≤ 27500

100 x ≤ 27500 - 5400

100 x ≤ 22100

if crate is 100kg, then we can have 22100/100 = 221 crates. so x ≤ 221.

Answer is Opition A

That is x + 2y2 - 7

Hope it is useful

Answer:

x + 2y2 - 7

Step-by-step explanation:

Ape-x

At the end of the year, Achley Company's owner's equity is $4,685,000 and can be calculated by starting with the beginning owner's equity, adding the revenues, subtracting the expenses, and subtracting the owner's withdrawals.

To calculate Achley Company's owner's equity at the end of the year, we start with the beginning owner's equity of $5,175,000. We then add the revenues of $225,000 and subtract the expenses of $165,000. This gives us the net income, which is the difference between revenues and expenses, and represents the increase in owner's equity.

So, net income = revenues - expenses = $225,000 - $165,000 = $60,000. Next, we subtract the owner's withdrawals of $550,000 from the net income. Owner's withdrawals are personal expenses or cash withdrawals made by the owner and reduce the owner's equity.

Owner's equity at the end of the year = Beginning owner's equity + Net income - Owner's withdrawals.Owner's equity at the end of the year = $5,175,000 + $60,000 - $550,000. Calculating the above expression, we find that Achley Company's owner's equity at the end of the year is $4,685,000.

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Answer: 120

Step-by-step explanation: divide 24 by 5 to get 4.8 so its 4.8 minutes for one question

25 x 4.8 = 120

Answer: Hello!

Add 3y  to both sides of the equation.  x=12+3y

Step-by-step explanation:

Mark me brainest please. Hope I helped! Hope you make an 100%

-Anna♥

The probability of choosing a subcommittee of 3 members with no graduate students is 0.2, or 20%.

The number of possible subcommittees that contain only undergraduate students can be calculated by choosing 3 members from the 4 undergraduate students. This can be done in

(4 choose 3) = 4 ways.

The total number of possible subcommittees of three students that can be formed from the 6 members of the committee can be calculated by choosing 3 members from the 6 students. This can be done in

(6 choose 3) = 20 ways.

Therefore, the probability that there will be no graduate students on the subcommittee is:

Number of subcommittees with only undergraduate students / Total number of possible subcommittees

= 4 / 20

= 1/5

= 0.2

So, the probability of choosing a subcommittee of 3 members with no graduate students is 0.2, or 20%.

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a) The sample proportion of students who took the tram is 0.52 (52%). b) The 90% confidence interval for the population proportion of tram users is 47.9% to 56.1%. We are 90% confident that the true proportion falls within this range.


a) To determine the sample proportion of students who took the tram, we divide the number of students who stated they took the tram (208) by the total number of students in the sample (400):
Sample proportion = Number of students who took the tram / Total number of students
Sample proportion = 208 / 400 = 0.52
Therefore, the sample proportion of students who took the tram is 0.52, or 52%.

b) To construct a 90% confidence interval for the population proportion, we can use the formula:
Confidence interval = Sample proportion ± Margin of error
The margin of error is determined by the level of confidence and the standard error, which is calculated using the sample proportion.
The standard error can be found using the formula:
Standard error = sqrt((Sample proportion * (1 – Sample proportion)) / Sample size)
For a 90% confidence interval, the level of confidence is 90%, which corresponds to a z-value of 1.645 (assuming a large sample size).
Using the provided information, we can calculate the standard error:
Standard error = sqrt((0.52 * (1 – 0.52)) / 400) = 0.025
Now we can calculate the margin of error:
Margin of error = z-value * Standard error
Margin of error = 1.645 * 0.025 = 0.041
Finally, we can construct the confidence interval:
Confidence interval = Sample proportion ± Margin of error
Confidence interval = 0.52 ± 0.041
Confidence interval = (0.479, 0.561)
Practical interpretation: The 90% confidence interval for the population proportion of students who take the tram to university is from 47.9% to 56.1%. This means that if we were to conduct multiple surveys and construct 90% confidence intervals using the same methodology, approximately 90% of those intervals would contain the true proportion of students who take the tram. In the context of this question, it implies that we are 90% confident that the true proportion of students who take the tram falls within this range.

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Answer:

5(2+6+4)

Step-by-step explanation:

It is given that,

Five friends are selling tickets for a play. Each friend sells 2 tickets on Monday, 6 tickets on Wednesday, and 4 tickets on Thursday.

On Monday, no of tickets sold = 5(2)

On Wednesday, no of tickets sold = 5(6)

On Thursday, no of tickets sold = 5(4)

Total tickets sold :

T = 5(2) + 5(6) + 5(4)

T = 5(2+6+4)

T = 60

Hence, the correct option is (d).

Answer:

809

Step-by-step explanation:

787 susifx

True, if V is a vector space with dimension n, then V has exactly one subspace with dimension 0 and exactly one subspace with dimension n.

A subspace of a vector space V is a subset of V that is also a vector space itself, under the same operations of vector addition and scalar multiplication as V. The dimension of a subspace is defined as the number of linearly independent vectors that span the subspace.

Now, let's consider the two cases:

Subspace with dimension 0:

A subspace with dimension 0 is a subspace that contains only the zero vector, denoted by {0}. Since the zero vector is always in any vector space, including V, there is exactly one subspace with dimension 0 in V, which is {0} itself.

Subspace with dimension n:

Since V has dimension n, it means that V is spanned by n linearly independent vectors. Therefore, the entire vector space V itself is a subspace of dimension n, as it satisfies all the properties of a subspace. Hence, there is exactly one subspace with dimension n in V, which is V itself.

Therefore, the statement is true, as there is exactly one subspace with dimension 0 and exactly one subspace with dimension n in a vector space V of dimension n

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The volume of the cylinder in terms of π is 36π.

Volume of a cylinder = πr²h

= π × 3m² × 4m

= π × 9m² × 4m

= 36π m³

When the height is tripled

Volume of a cylinder = πr²h

= π × 3² × 12

= π × 9 × 12

= 108π

When the radius is tripled

Volume of a cylinder = πr²h

= π × 9² × 4

= π × 81 × 4

= 324π

Ultimately, the volume of the cylinder 36π triples when either the height or the radius triples.

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Answer:

Step-by-step explanation:

Remark

There is only 1 way that you can get 1 2 3 4 5 in that order.

There are many possibilities of drawing 5 numbers from a total of 9 possible ones.

Total number of drawing 5 numbers.

Total = 9 * 9 * 9 * 9 * 9

Total = 59049

So putting the two facts together you get

Chance of getting (1 2 3 4 5)  = 1/59049

Answer: .000016935

Answer:.753

Step-by-step explanation:

Let Ps = probability both marbles are the same color. Let Pd = probability both marbles are a different color. Pd = 1 -Ps let Pb = probability both marbles are blue let Pr = probability both marbles are red. Let Pg = probability both marbles are green pb= 2/9 * 1/9 = 2/81 or= 4/9 * 3/9 = 12/81 pg=.3/9 * 2/9= 6/81 ps = Pb + Pr +Pg= 20/81 pd

Pd =1-Ps= 61/81 = .753

The probability of getting two different colored marbles is 13/18.

Probability is the possibility of happening an event.

Given that, there are 2 blue, 4 red, and 3 green marbles.

The total number of marbles is:

2 + 4 + 3

= 9

To find the probability of getting two different colored marbles, first, find the probability of getting two same color marbles and then subtract it from 1.

The probability of getting the first blue marble is:

2/9

The probability of getting the second blue marble is:

1/8

The probability of getting both blue marble is:

P₁ = (2/9)(1/8)

P₁ = 2/72

Similarly, the probability of getting two red marbles and two green marbles is:

P₂ = 12/72 and P₃ = 6/72

Now, the probability of getting two same-colored marbles is the sum of the three different probabilities:
P = P₁ + P₂ + P₃

= 2/72 + 12/72 + 6/72

= 20/72

= 5/18

Now, the probability of getting two different colored marbles is:

1 -P

1 - 5/18

= 13/18

Hence, the probability of getting two different colored marbles is 13/18.

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Answer:

nothing

Step-by-step explanation:

the relationship between the diameter of the pizza and its cost per square inch is non-proportional.

The relationship between the diameter of the pizza and its cost per square inch is non-proportional.

If the relationship were proportional, then the cost per square inch of the pizza would remain constant as the diameter changes. However, in this case, we see that as the diameter of the pizza increases, the cost per square inch decreases. This is because the area of a circle increases more rapidly than its diameter, so the cost must be spread out over a larger area, resulting in a lower cost per square inch.

Therefore, the relationship between the diameter of the pizza and its cost per square inch is non-proportional.

the complete question is :

would relationship between the dilation factor k and the resulting volume of a solid best be described as proportional or non proportional? justify your answer

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The value of the constant c that makes the function f(x) continuous on (-∞, ∞) is c = 3. In order for a function to be continuous at a point, the left-hand limit, right-hand limit, and the value of the function at that point must all be equal.

Let's analyze the function f(x) at x = 4. From the left-hand side, as x approaches 4, the function is given by cx² + 7x. So, we need to find the value of c that makes this expression equal to the function value at x = 4 from the right-hand side, which is x³ - cx.

Setting the left-hand limit equal to the right-hand limit, we have:

lim(x→4-) (cx² + 7x) = lim(x→4+) (x³ - cx)

By substituting x = 4 into the expressions, we get:

4c + 28 = 64 - 4c

Simplifying the equation, we have:

8c = 36

Dividing both sides by 8, we find:

c = 4.5

Therefore, for the function f(x) to be continuous on (-∞, ∞), the value of the constant c should be 4.5.

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Step-by-step explanation:

√55 and √29 are irrational numbers

Answer:

...........................