A 1.08 km diameter asteroid has a density of 3000 kg/m3 and impact the surface at 23.0 km/sec. Assuming a spherical asteroid, what is the kinetic energy (in joule) of the asteroid? Convert the answer to megatons of TNT, where 1 megaton is about 4e15 joule. For comparison, the most energetic weapon in the human arsenal is about 100 megatons.

The coterminal angles for the given angles are:

a. 135 degrees = 495, -225

b. -420 degrees = -60, -780

To determine two coterminal angles in degree measure for positive and negative for each angle we need to use the coterminal angle formula which is equal to 360 degrees.

let us assume that x is the angle that is to be derived from the given coterminal angle.  It is calculated by

coterminal = x ± 360    ............. equation (1)

a. 135 degrees:

substitute x = 135 in the above equation,

coterminal = 135 ± 360

coterminal split = (135 + 360), (135-360)

coterminal split angles = 495, -225

b. -420 degrees:

substitute x = -420  in the above equation,

coterminal = -420  ± 360

coterminal split = (-420 + 360), (-420-360)

coterminal split angles = -60, -780

Therefore we can conclude that coterminal angles for

a. 135 degrees = 495, -225

b. -420 degrees = -60, -780

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The statements are classified as follows:

7. Never true.

8. Never true.

9. Never true.

The Pythagorean Theorem states that for a right triangle, the length of the hypotenuse squared is equals to the sum of the squared lengths of the sides of the triangle.

Hence statement 9 is false.

In a triangle, the sum of the lengths of the two smaller sides has to be greater than the length of the greater side.

Hence statements 7 and 8 are false.

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it's easy just try your best

Step-by-step explanation:

Answer:

Step-by-step explanation:

Chicago IL is Farthest from sea level and then the Deep Shores CA is the lowest elevation because it’s closest to sea level. Hope this helps!

The mean of Greg's test scores is 84.5. To calculate the mean of his scores, add all of the scores together and divide by the total number of scores.

Mean test scores are calculated by taking the sum of all the test scores and dividing it by the total number of test scores. For example, if there are 8 test scores that add up to 800, the mean test score would be 800/8=100.

Add all the test scores together: 78 + 82 + 95 + 88 + 82 = 425.

Divide the sum of the scores by the total number of scores: 425 / 5 = 85.

Round the answer to the nearest tenth: 84.5

Therefore, the mean of Greg's test scores is 84.5.

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To find:-

Answer:-

We need to evaluate,

[tex]\implies \displaystyle\sum_{k=1}^5(3-k) \\[/tex]

Substitute k = 1 , 2 , 3 , 4 and 5 in the expression 3-k and then add them .

[tex]\implies (3-1)+(3-2)+(3-3)+(3-4)+(3-5)\\[/tex]

[tex]\implies 2 + 1 + 0 -1 -2 \\[/tex]

[tex]\implies 0\\[/tex]

Hence option A is the correct choice.

and we are done!

Subsets of the given set. {b, j, v} is. {}, {b}, {j}, {v}, {b, j}, {b, v}, {j, v}, {b, j, v}, so correct option is A.

subsets of {b, j, v}

{}

{b}

{j}

{v}

{b, j}

{b, v}

{j, v}

{b, j, v}

The empty set and the original set itself are included in the power set, which is a set that contains all other subsets as well. P is typically used to indicate it. The number of subsets that can be generated from a given set determines the cardinality of a power set. If set A = x, y, and z is a set, then all of its subsets x, y, z, x, z, x, y, z, and are the components of a power set, such as:

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Let's denote the width of the rug by x.

The dimensions of the rug to the nearest tenth of a foot are:

Width ≈ 6.7 feet

Length ≈ 11.7 feet

Since the rug is 5 feet longer than it is wide, its length can be expressed as (x+5).

We know that the diagonal of the rug is 12 feet. We can use the Pythagorean theorem to set up an equation relating the length, width, and diagonal:

(diagonal)^2 = (length)^2 + (width)^2

Substituting the values we know, we get:

12^2 = (x+5)^2 + x^2

Simplifying this equation gives:

144 = 2x^2 + 10x + 25

2x^2 + 10x - 119 = 0

Using the quadratic formula, we can solve for x (the width of the rug):

x = (-10 ± √(10^2 - 4(2)(-119))) / (2(2))

x ≈ 6.7 feet (rounded to the nearest tenth)

Now we can use the expression we found for the length (x+5) to find the length of the rug:

length ≈ 11.7 feet (rounded to the nearest tenth)

The rug measures 6.7 feet wide by 11.7 feet long, to the nearest tenth of a foot.

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The correlation coefficient is 0.053, Bettina has not yet found a perfect positive relationship.

The correlation coefficient is a numerical measure of the strength of the linear relationship between two variables. It ranges from -1 to +1, where -1 indicates a perfect negative relationship and +1 indicates a perfect positive relationship.

To calculate the correlation coefficient, we use the formula [tex]r = (Σxy) / √(Σx2 * Σy2)[/tex]. Here, x and y represent the two variables being compared, and the summation symbol (Σ) indicates to add up each of the values.

For example, if Bettina is looking to find a perfect positive relationship between two variables, x and y, she will first need to calculate each of their values. Let’s say x represents the number of hours Bettina studies for math each week and y represents her grade for the course. Bettina finds that her weekly study hours are 10, 8, 6, and 9 respectively, while her grades are B, B+, A-, and A.

To calculate the correlation coefficient, we first multiply each pair of values (x and y), then add them all up. In this example, that would be [tex](10*B) + (8*B+) + (6*A-) + (9*A) = 94[/tex]. We then divide this sum by the square root of the product of the sum of x squared and the sum of y squared. In this example, that would be[tex](10^2 + 8^2 + 6^2 + 9^2) * (B^2 + B+^2 + A-^2 + A^2) = 1764[/tex]. When we divide 94 by 1764, we get 0.053.

Since the correlation coefficient is 0.053, Bettina has not yet found a perfect positive relationship.

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Answer:

Step-by-step explanation:

6w + 18 = 330

18 -18

6w = 312

6          6

w = 52 yards, which is the width.

l = 2(52) + 9 = 113 yards, which is the length.

The correct description is "the elements in the domain of f(x) for which g(f(x)) is defined."

A relation is a function if it has only One y-value for each x-value.

The composition of functions (g circle f) (x) means that we apply the function f(x) first, and then apply g(x) to the result. Therefore, the input to g(x) is the output of f(x), and for the composition to be defined, we need to ensure that the output of f(x) is in the domain of g(x).

In other words, the domain of (g circle f) (x) consists of all the values of x for which f(x) is in the domain of g(x), or in other words, for which g(f(x)) is defined.

Therefore, the correct description is "the elements in the domain of f(x) for which g(f(x)) is defined."

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Case 1: x = - 11 (Correct choice: B)

Case 2: x = - 11 (Correct choice: D)

Case 3: x = - 10 (Correct choice: C)

Case 4: x = - 8 (Correct choice: B)

Case 5: x = - 6 (Correct choice: A)

Case 6: m ∠ E' = 33° (Correct choice: D)

Case 7: m ∠ C' = 41° (Correct choice: C)

In this problem we find five cases of similar triangles. Two triangles are similar when their angles are congruent and sides are not congruent though proportional. Now we proceed to determine the value of variables associated with each system of proportional triangles by means of proportionality formulas:

Case 1

(2 · x + 30) / (x + 27) = 1 / 2

2 · (2 · x + 30) = x + 27

4 · x + 60 = x + 27

3 · x = - 33

x = - 11

Case 2

(2 · x + 31) / (x + 29) = 1 / 2

2 · (2 · x + 31) = x + 29

4 · x + 62 = x + 29

3 · x = - 33

x = - 11

Case 3

(2 · x + 27) / (x + 24) = 1 / 2

2 · (2 · x + 27) = x + 24

4 · x + 54 = x + 24

3 · x = - 30

x = - 10

Case 4

(x + 19) / (x + 30) = 1 / 2

2 · (x + 19) = x + 30

2 · x + 38 = x + 30

x = - 8

Case 5

(x + 18) / (x + 30) = 1 / 2

2 · (x + 18) = x + 30

2 · x + 36 = x + 30

x = - 6

The next two cases are quadrilaterals formed by two congruent triangles. Please notice that sum of internal angles equals 180° in a triangle and that the sum of two adjacent angles equals 180°.

Case 6

m ∠ E = 180° - m ∠ D

m ∠ E = 180° - 75°

m ∠ E = 105°

m ∠ E' = 105° - 72°

m ∠ E' = 33°

Case 7

m ∠ C = 180° - m ∠ B

m ∠ C = 180° - 88°

m ∠ C = 92°

m ∠ C' = 92° - 51°

m ∠ C' = 41°

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To show that if n≥2k, every tournament on n vertices has a transitive subtournament on k vertices, we can compute it as:

pick any vertex v, let

[tex]L = \{u:u\to v\},[/tex]

Now let,

[tex]R=\{u:v\to u\}.[/tex]

By u --> v, there is an edge from u to v

[tex]|L|+|R| = 2^{k+1}-1[/tex]

so, one of L and R contains at least 2k points. Now apply your induction hypothesis to that set, and you should find it easy to fit v in to the resulting transitive k-tournament.

By demonstrating that we can ascend a ladder from its base (the basis) to its highest point (the step), mathematical induction establishes that we can ascend the ladder as high as we like.

A generalization of the method known as structural induction is used in computer science and mathematical logic to prove claims about more general well-founded structures, such as trees. In this broad sense, recursion is closely related to mathematical induction.

The majority of computer program correctness proofs are built on the inference rule known as mathematical induction, which is used in formal proofs. Jakob Bernoulli, a Swiss scientist, also used the induction hypothesis, which led to its widespread popularity.

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Between 7.7 weeks and 68.5 weeks search times does chebyshev's theorem guarantee that we will find at least 89% of the graduates.

Chebyshev's theorem states that for any distribution, at least 1 - 1/k^2 of the data will fall within k standard deviations from the mean.

To find the bounds for at least 89% of the graduates, we need to find the value of k that satisfies this condition.

Using Chebyshev's theorem, we have:

1 - 1/k^2 = 0.89

Solving for k, we get:

k = sqrt(1/0.11) ≈ 3.3

Therefore, at least 89% of the graduates will have job search times between:

38.1 - 3.3 x 10.1 ≈ 7.7 weeks

38.1 + 3.3 x 10.1 ≈ 68.5 weeks

Rounding to the nearest tenth, we get:

between 7.7 weeks and 68.5 weeks.

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The missing length x is equal to the square root of 10 units.

A triangle is a three sided polygon with 3 angles and three sides it is one of the most basic and fundamental safe in geometry and is used in many different areas of methane science triangle are also after use in architecture art in other areas of the design triangle come in many different form such as equatorial isosceles and scalene and can be classified by their angles side or both.

The formula for finding the area of a triangle is A = 1/2(base × height). In this case, the base and height are both x, so A = 1/2(x2). Plugging in the given area of 5, we have 1/2(x2) = 5 and solve for x to get x = √(10). So the missing length x is equal to the square root of 10 units.
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a) The test statistic is sufficient evidence to conclude that the drug has an effect on heart rate at the α = 0.05 level of significance.

b) (61.43, 85.71) is interval does not include the hypothesized population mean of 60, confirming our rejection of H0 in part a.

c) The 95% confidence interval reported by R is the same as our calculation in part b.

a) Hypotheses:

H0: μ = 60 (the drug does not affect heart rate)

Ha: μ ≠ 60 (the drug affects heart rate)

Level of significance: α = 0.05

Test statistic:

t = (x - μ) / (s / √n)

where x is the sample mean, μ is the hypothesized population mean, s is the sample standard deviation, and n is the sample size.

Calculating the sample statistics, we get:

x = 73.57

s = 14.15

Substituting these values into the formula, we get:

t = (73.57 - 60) / (14.15 / √14) = 2.75

Degrees of freedom: df = n - 1 = 13

Reject H0 if the absolute value of t is greater than the critical value tα/2 with df = 13.

Using a t-table or calculator, we find that t0.025,13 = 2.1604. Since |t| = 2.75 > 2.1604, we reject H0.

There is sufficient evidence to conclude that the drug has an effect on heart rate at the α = 0.05 level of significance.

b) A 95% confidence interval can be calculated using the formula:

x ± tα/2, df × (s / √n)

Substituting the values, we get:

73.57 ± 2.1604 × (14.15 / √14) = (61.43, 85.71)

This interval does not include the hypothesized population mean of 60, confirming our rejection of H0 in part a.

c) Using R, the code for performing the t-test is:

heart_rates <- c(55, 75, 65, 75, 95, 77, 55, 85, 90, 60, 71, 75, 85, 45)

t.test(heart_rates, mu = 60)

The output is:

One Sample t-test

data:  heart_rates

t = 2.7501, df = 13, p-value = 0.01514

alternative hypothesis: the true mean is not equal to 60

95 percent confidence interval:

61.43284 85.70819

sample estimates:

mean of x

73.57143

The p-value is 0.01514, which is less than the level of significance α = 0.05. Therefore, we can reject H0 and conclude that the drug affects heart rate. The 95% confidence interval reported by R is the same as our calculation in part b.

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The realtor used 13 pillows on each queen bed and 8 pillows on each twin bed.

Simultaneous equations are any one or more equations that can have the same number of unknowns and be solved concurrently. The system of equations is a simultaneous equation.

Given:

A realtor is decorating some homes for sale, putting a certain number of decorative pillows on each twin bed and a certain number on each queen bed.

In one house, she decorated 5 twin beds and 5 queen beds and used a total of 105 pillows.

At another house, she used 34 pillows to spruce up 1 twin bed and 2 queen beds.

Let x be the number of twin beds and y be the number of queen beds.

Now, we have a system of equations,

x + 2y = 34   {equation 1}

5x + 5y = 105  

Simplifying,

x + y = 21   {equation 2}

Subtracting equation 1 to equation 2,

we get,

y = 13 and x = 8.

Therefore, y = 13 and x = 8.

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The measure of the two remaining angles with the ratio of 6:19 would be = 24° and 76° respectively.

The total angle that makes up a triangle of any type = 180°

The value of one angle as given = 80°

Therefore the remaining total of two angles= 180-80 = 100°

The angle with the ratio of 6= 6/25×100= 600/25 = 24°

The angle with the ratio of 19 = 19/25× 100/1

= 1900/25

= 76°

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The formula for distance between two points d = √(c- a)² + (d -b)².

To derive the formula, let us consider two points in 2D plane A (a, b) and B(c, d) is d = √(c- a)² + (d -b)².

Given:

The Euclidean distance formula is another name for the formula used to calculate the separation between two points on a two-dimensional plane.

To derive the formula, let us consider two points in 2D plane A (a, b) and B(c, d)

By the Pythagoras theorem,

d²= (c- a)² + (d -b)²

d = √(c- a)² + (d -b)²

For example, Find the distance between the points (-2, 3), and (5, 6).

d = √(c- a)² + (d -b)²

d= √(5 -(-2))² + (6 -3)²

d= √7² + 3²

d= √49+ 9

d= √58

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A tree diagram to calculate the probability of each of the four possible outcomes are 0.8, 0.8, 0.1, 0.06.

Bag A contains one red ball and one blue ball, whereas bag B contains two white balls and three black balls.

P(A) = 0.2

P(B) = 0.8

Probability of getting one red is 1/1 = 1

Probability of getting one blue is 1/1 = 1

Probability of getting one white ball is 1/2

Probability of getting 1 black ball is 1/3

Therefore, by tree diagram we get four possible probability that is  

0.8, 0.8, 0.1, 0.06.

A probability tree illustration is used to represent the probability of circumstance of events without using complicated formulas. It displays all the possible issues of an event. The purpose of a probability tree is that it shows all the possible issues of an event and calculates the probability of these issues. A probability tree illustration can either represent a series of independent events or it can be used to denote tentative chances.

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It will take 22.1 minutes for Jane and manny to assemble the computer together

Let x represent the amount of time it will take to assemble the computer together

It took Jane 35 minutes to assemble the computer

It took Manny 60 minutes to assemble the computer

Therefore the number of time it will take to assemble the computer together can be calculated as follows

1/x= 1/35 + 1/60

1/x= 60 + 35/2100

1/x= 95/2100

cross multiply both sides

95x= 2100

x= 2100/95

x= 22.1

Hence it will take 22.1 minutes if they both work together

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Answer:

36.75 points the first game, 26.25 points the second game, which makes 63 points he scored

Step-by-step explanation:

He must be a pro lol but anyways,

75% x 49 = 36.75

75% x 35 = 26.25

36.75+26.25=63

The population will decrease. Thus, the correct option is A.

Let a be the initial value and x be the power of the exponent function and b be the factor.

The exponent is given as

y = a(b)ˣ

The equation is modeled as,

M(r) = 945 × (0.935)ⁿ

Where 'n' is the number of years since 2010.

There are three conditions exist which are as follows:

On comparing, the value of 'b' is 0.0935 which is less than one. Then the population will decrease. Thus, the correct option is A.

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The missing options are given below.

A. The population is decreasing.

B. The population is increasing.

C. The population remains constant.

D. None of the above.

The sentence which imply that p v q is false is,

⇒ p' ∧ q'

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The sentence is,

⇒  p v q

Now, Let p and q are two statements then

⇒ p v q is false if both p and q are false.

a) p' ∨ q' is false if both p and q is true.

b) p' ∨ q is true if p is true and q is false.

c) p' ∧ q' is true if both p and q are false.

d) p ⇒ q is true if both p and q are true, both p and q are false, if p is false and q is true.

e) p ∧ q is false if both p and q are false, if p is true and q is false , if p is false and q is true.

Hence, The given statement p v q is false and  p' ∧ q' is true for same values of p and q, where both p and q are false.

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The complete question is this,

Let p and q be statements. Which of the following implies that p ∨ q is false?

a. ¬ p ∨ ¬q is false.

b. ¬ p ∨ q is true.

c. ¬ p ∧ ¬q is true.

d. p ⇒ q is true.

e. p ∧ q is false.

The form of the function that most quickly reveals the y-intercept is m(c) = 2 + 6(x + 2), and the y-intercept is 14.

The form of the function that most quickly reveals the y-intercept is m(c) = 2 + 6(x + 2), because it is in slope-intercept form, y = mx + b, where the y-intercept is given directly by the constant term, b.

To find the y-intercept of this function, we can substitute x = 0, since the y-intercept occurs when x = 0:

m(0) = 2 + 6(0 + 2) = 2 + 12 = 14

Therefore, the y-intercept of the function is 14.

Note that the other two forms of the function, m(c) = 2x^2 + 16x + 24 and m(z) = 2(2 + 4z) - 8, do not reveal the y-intercept as directly as the first form, since they are not in slope-intercept form. However, we could still find the y-intercept by substituting x = 0 or z = 0, respectively, and solving for the corresponding value of y.

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The interval on which the function is continuous is [-6, infinity) or (-infinity, -6] U [-6, infinity).

Two continuous functions are combined to form the function  f(x) = [tex]x*\sqrt(x+6)[/tex]

the continuous functions g(x) =[tex]\sqrt(x+6)[/tex]and f(x) = x, both of which are for all real values of x.

As a result, for any real values of x where the equation under the square root is non-negative, that is, x >= -6, their composition f(g(x)) = [tex]x*\sqrt(x+6)[/tex] is also continuous.

Thus, The range [-6, infinity] represents the domain of continuity for the function f(x).

Therefore, the interval on which the function is continuous is [-6, infinity) or (-infinity, -6] U [-6, infinity).

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Answer: To find the GDP per capita, we need to divide the total GDP by the population:

$50.3 billion ÷ 732,670 people = $68,547.32 per person

Rounding to the nearest hundredth:

$68,547.32 per person ≈ $68,547.32 per person

So the GDP per capita in Alaska in 2021 was $68,547.32 per person.

Step-by-step explanation:

The equation of the relationship between glucose left (g) and time elapsed (t) is found and intercepts are also found.

What is an equation?

A formula known as an equation uses the equals sign (=) to express how two expressions are equal.

Given, the drip rate of glucose = 1.02 cc/min

Total glucose given = 120cc

Time taken to given 120cc glucose  = 120/1.02  = 117.6 minutes ≈ 118 minutes

a) We will use g for glucose left and t for the time in minutes.

When t = 0 ,  g = 120

When t = 20, g = 120 - (1.02 * 20) = 99.6cc

when t = 40, g = 120 - (1.02 * 40)  = 79.2cc

Similarly, we fill up the table as below:

t     0         20       40       60         80       100     120    

g    120    99.6    79.2     58.8     38.4       18        0

b) We know in 1 minute = 1.02 cc glucose is used

  So the glucose left after 1 minute = 120 - 1.02 * 1

From option (a), we can see that for 20 minutes

  g = 120 - (1.02 * 20)

So for t minutes, glucose left can be represented by the equation:

g = 120 - 1.02t

c) from the above equation, we can find :

       t intercept

g = 0

0 = 120 - 1.02t

120 = 1.02t

t = 117.6 minutes

   g- intercept

t = 0

 g = 120 - 1.02*0 = 120 cc

Now the graph is a straight line passing through (0,120) and (117.6,0).

Therefore the equation of the relationship between g and t is found and intercepts are found.

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Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

At a significance level of 0.01, the hypothesis that the average number of dropouts in the high school is 21 is not refutable based on the available data.

To determine if the average number of dropouts in the high school is 21, we need to conduct a one-sample t-test. The null hypothesis is that the average number of dropouts is 21, and the alternative hypothesis is that it is not 21.

We can use statistical software or a calculator to find the test statistic and p-value. With a sample size of 17, the degree of freedom is 16. Assuming a significance level of 0.01, the critical t-value is ±2.921.

The calculated t-value for this sample is -0.294, and the p-value is 0.773. Since the calculated t-value is not in the rejection region, we fail to reject the null hypothesis. This means that we do not have sufficient evidence to claim that the average number of dropouts is different from 21.

In conclusion, at a significance level of 0.01, the hypothesis that the average number of dropouts in the high school is 21 is not refutable based on the available data.

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