On the basis of projections for the year 2022, the number of women and men in the workforce (in millions) can be estimated by: Women: -7x+16 y = 1070 Men: -5x+10y = 759 Where x 14 corresponds to the year 2014. According to these models, will the number of women in the workforce equal the number of men during the time period of 2014 - 2022 (that is 145*22)? (Data from US Dept of Labor)

The null hypothesis for this test is that the mean weight of adult cats of the same breed is equal to 9.0 lb, while the alternative hypothesis is that it is different from 9.0 lb.

In statistical hypothesis testing, the null hypothesis is a statement that is assumed to be true unless there is sufficient evidence to reject it in favor of an alternative hypothesis. In this case, the null hypothesis is that the mean weight of adult cats of the same breed is equal to 9.0 lb, which is what we are trying to test. The alternative hypothesis, on the other hand, is that the mean weight of adult cats of the same breed is different from 9.0 lb, which could be either higher or lower. This is the hypothesis that we would accept if there is sufficient evidence to reject the null hypothesis.

To test these hypotheses, we would need to collect a sample of adult cats of the same breed, measure their weights, and calculate the sample mean. We could then use statistical methods to determine whether the sample mean is significantly different from the hypothesized value of 9.0 lb. If it is, we would reject the null hypothesis in favor of the alternative hypothesis.

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Answer:

C is the correct answer.

Step-by-step explanation:

To determine two points that would lie on the graph of function g(x) = f(x) + 4, we need to add 4 to the y-coordinates of the points that lie on the graph of f.

Let's first find the equation of the exponential function f. We know it passes through the points (-3,5) and (-1,-3). Using two-point form for exponential functions, we have:

f(x) = a * (b)^x

where a and b are constants to be determined. Plugging in the two points, we get the following equations:

5 = a * (b)^(-3)

-3 = a * (b)^(-1)

Dividing the second equation by the first, we get:

(b)^2 = -3/5

Taking the square root of both sides, we get:

b = i * sqrt(3/5) or b = -i * sqrt(3/5)

where i is the imaginary unit.

Substituting b into the first equation and solving for a, we get:

a = 5 / (b)^(-3) = -125i / (3 * sqrt(5))

Therefore, the equation for f is:

f(x) = (-125i / (3 * sqrt(5))) * (i * sqrt(3/5))^x

Simplifying this expression, we get:

f(x) = (25/3) * (3/5)^(x+1/2)

Now we can find the two points that lie on the graph of g by adding 4 to the y-coordinates of the points that lie on the graph of f. Using the given points:

(-3,5) and (-1,-3)

Adding 4 to the y-coordinate of the first point, we get:

(-3,9)

Adding 4 to the y-coordinate of the second point, we get:

(-1,1)

Therefore, the two points that would lie on the graph of function g are:

(-3,9) and (-1,1)

Answer: B.

The approximate value of the irrational number in the set is 7.1 (rounded to one decimal place).

To find the irrational number in the set, we need to check which of these numbers are perfect squares. The perfect squares in the set are 9 and 36. The other two numbers, 50 and 121, are not perfect squares.

Since the set includes two perfect squares, the irrational number must be the positive square root of one of the non-perfect square numbers. We can eliminate 121 since it is a perfect square, so the only option left is 50.

The positive square root of 50 is an irrational number, which is approximately 7.071. Therefore, the approximate value of the irrational number in the set is 7.1 (rounded to one decimal place).

So the answer is: 7.1.

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If the teacher's crayon has a mass of 20 grams her bottle of glue is 65 grams more than the crayon the mass of the glue is 85 grams.

What is arithmetic sequence?

An arithmetic sequence is a sequence of numbers in which each term after the first is found by adding a fixed constant number, called the common difference, to the preceding term. For example, the sequence 2, 5, 8, 11, 14, ... is an arithmetic sequence with a common difference of 3, since each term after the first is found by adding 3 to the preceding term.

The nth term of an arithmetic sequence can be found using the formula:

an = a1 + (n-1)d

The mass of the glue is the sum of the mass of the crayon and the additional 65 grams.

So, the mass of the glue would be:

20 grams (mass of the crayon) + 65 grams (additional mass of the glue) = 85 grams.

Therefore, the mass of the glue is 85 grams.

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The critical numbers of the function f(theta) = 18 cos(theta) + 9 sin^2(theta) need to be found.

To find the critical numbers, we need to first take the derivative of the function.

f'(theta) = -18 sin(theta) + 18 sin(theta) cos(theta)

Setting f'(theta) equal to zero and solving for theta, we get:

-18 sin(theta) + 18 sin(theta) cos(theta) = 0

simplifying, we get:

sin(theta) (cos(theta) - 1) = 0

So, the critical numbers occur when sin(theta) = 0 or cos(theta) = 1.

Therefore, the critical numbers of the function are: theta = npi, where n is an integer, and theta = 2npi, where n is an integer.

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Answer:

2x² + 7x - 13

Step-by-step explanation:

so the equation is 3(x² - 1) - (x² -7x + 10).

let’s say x=3.

3(3² - 1) - (3² - 7 • 3 + 10) = 26

now we have to find which equation is equivalent to 26, because now this will be much easier as we substituted x for 3.

after doing all the math, i found out that 2x²+ 7x - 13 is equivalent to the expression. this is because both equations share the answer of 26, which makes them equivalent. hope this helped!

The area of the rectangular farm is 197,600 square meters.

Let's assume the breadth of the rectangular farm is x meters. According to the given information, the length of the farm is 140 meters longer than its breadth, so the length would be (x + 140) meters.

The perimeter of a rectangle is given by the formula P = 2(length + breadth). We can set up the equation as follows:

2(length + breadth) = 1800

Substituting the values, we get:

2((x + 140) + x) = 1800

Simplifying the equation:

2(2x + 140) = 1800

4x + 280 = 1800

4x = 1800 - 280

4x = 1520

x = 1520 / 4

x = 380

Therefore, the breadth of the farm is 380 meters.

Using this value, we can find the length:

Length = x + 140 = 380 + 140 = 520 meters.

The area of a rectangle is given by the formula A = length * breadth. Substituting the values, we have:

Area = 520 * 380 = 197,600 square meters.

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x = 5 + 6ty = -5 + 3tz = 4 + 4t .This is the equation of the desired line passing through point P and parallel to the given line.

To find the equation of the line passing through point P(5, -5, 4) and parallel to the line x=1+6t, y=2+3t, z=3+4t, we first need to find the direction vector of the given line.

The direction vector of the given line is <6, 3, 4>. Since the line we want to find is parallel to this, its direction vector will also be <6, 3, 4>. Therefore, the equation of the line passing through point P and parallel to the given line is:

(x, y, z) = (5, -5, 4) + t<6, 3, 4>, where t is a scalar parameter.

In component form, this can be written as:

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The approximate area bounded by the curve is 57.96 square units.

The given equation is a polar equation of a cardioid. To find the area enclosed by the curve, we can use the formula for the area of a polar region:

A = (1/2)∫(b,a) r(θ)² dθ

where 'a' and 'b' are the values of θ that define the region.

In this case, the cardioid is symmetric about the x-axis, so we only need to consider the area in the first quadrant, where 0 ≤ θ ≤ π/2.

Thus, we have:

So the area enclosed by the curve is approximately 57.96 square units.

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The equation of the line in the graph is:

y = 2

A general linear equation can be written as:

y = ax + b

Where a is the slope and b is the y-intercept.

Particularly, in this case we can see that the line intercepts the y-axis at the value y = 2, then we have that b = 2

y = ax + 2

Now we can see that the line also passes through the point (5, 2), replacing these values in the equation we get:

2 = a*5 + 2

2 - 2 = a*5

0 = a*5

0/5 = a

0 = a

Then the equation of the line is:

y = 2

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Using coordinate geometry to determine if these two triangles are similar, one can say that the triangles are similar.

To determine if the two triangles, ABC and DEF, are similar, we need to compare the lengths of their corresponding sides. If the ratios of the corresponding side lengths are equal, then the triangles are similar.

Let's calculate the lengths of the sides of each triangle:

Triangle ABC:

Side AB: Length = sqrt([tex](2-2)^2 + (-2-2)^2[/tex]) = sqrt([tex]0^2 + 4^2[/tex]) = sqrt(16) = 4

Side BC: Length = sqrt([tex](2-8)^2 + (-2+2)^2[/tex]) = sqrt([tex](-6)^2 + 0^2[/tex]) = sqrt(36) = 6

Side AC: Length = sqrt([tex](2-8)^2 + (2+2)^2[/tex]) = sqrt([tex](-6)^2 + 4^2[/tex]) = sqrt(36 + 16) = sqrt(52) = 2√13

Triangle DEF:

Side DE: Length = sqrt([tex](-3+3)^2 + (-3+5)^2[/tex]) = sqrt([tex]0^2 + 2^2[/tex]) = sqrt(4) = 2

Side EF: Length = sqrt([tex](-3+6)^2 + (-3+3)^2[/tex]) = sqrt([tex]3^2 + 0^2[/tex]) = sqrt(9) = 3

Side DF: Length = sqrt([tex](-3+6)^2 + (-5+3)^2[/tex]) = sqrt([tex]3^2 + (-2)^2[/tex]) = sqrt(9 + 4) = sqrt(13)

Now, let's compare the ratios of the corresponding side lengths:

AB/DE = 4/2 = 2

BC/EF = 6/3 = 2

AC/DF = (2√13)/sqrt(13) = 2

The ratios of the corresponding side lengths are all equal to 2. This means that the sides of triangle ABC and triangle DEF are proportional. Therefore, the triangles are similar.

The correct answer is D. The triangles are similar.

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Ashley's commute using normal distribution would be shorter than 37 minutes is approximately about 254 times out of 260 days.

Mean = 33 minutes

Standard deviation = 2 minutes

Sample size = 260 days

Use the properties of the normal distribution to find the number of times.

Ashley's commute would be shorter than 37 minutes.

First, we need to standardize the value 37 using the formula,

z = (x - μ) / σ

where x is the value we want to standardize,

μ is the mean of the distribution,

and σ is the standard deviation of the distribution.

Plugging in the values, we get,

z = (37 - 33) / 2

 = 2

Next, we need to find the probability that a standard normal variable is less than 2.

In a standard normal table to find that,

Attached table.

P(Z < 2) = 0.9772

This means that the probability of Ashley's commute being less than 37 minutes is 0.9772.

To find the number of times this would happen out of 260 days, multiply this probability by the total number of days,

0.9772 x 260 = 254.0 Rounding to the nearest whole number.

Therefore, the Ashley's commute would be shorter than 37 minutes about 254 times out of 260 days using normal distribution.

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Answer:

(X+8) (x+5)

Step-by-step explanation:

factorise it

Option A "Everyone in the population has the same chance of being included in the study"  best describes a random sample.

For unbiased research results its essential to utilize random samples during data collection. With this approach each individual within the larger population has an equal probability of being selected for inclusion.

By avoiding any potential biases towards specific groups or individuals researchers can confidently generalize their findings for everyone within the larger population with ease and accuracy.

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Complete question:

Which best describes a random sample?

A. Everyone in the population has the same chance of being included in the study.

B. Participants in the study are picked at the convenience of the researcher.

C. There is no consistent method of choosing the participants in the study.

D. The participants in the study are picked from volunteers.

The given waveform is λ(t) = 100 cos (2π x 10^5 t + 35 cos (100 πf)). The frequency band occupied by the waveform can be approximated as twice the maximum deviation from the carrier frequency due to the modulating function.

The given waveform λ(t) can be written as:

λ(t) = 100 cos (2π x 10^5 t + 35 cos (100 πf))

The inner function, 35 cos (100 πf), is a modulating function that varies slowly compared to the carrier wave at 2π x 10^5 t. The modulating function is the cosine of a rapidly varying frequency, 100 πf, and it will produce sidebands around the carrier frequency of 2π x 10^5 t.

The sidebands will occur at frequencies of 2π x 10^5 t ± 100 πf. The width of the frequency band occupied by the waveform can be approximated as twice the maximum deviation from the carrier frequency due to the modulating function. In this case, the maximum deviation occurs when cos (100 πf) = ±1, which gives a frequency deviation of 35 x 100 = 3500 Hz.

Therefore, the approximate band of frequencies occupied by the waveform is 2 x 3500 = 7000 Hz, centered around the carrier frequency of 2π x 10^5 t.

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Answer:

4.695

Step-by-step explanation:

multiply top and bottom by 100, 000 to clear any decimal places

now we have 78, 000 / 16,614

= 4.695 (3 decimal places).

The calculated value of the length DE is 6 units

From the question, we have the following parameters that can be used in our computation:

using the above as a guide, we have the following:

AB/DE = √Ratio of the areas of the triangles

substitute the known values in the above equation, so, we have the following representation

16/DE = √64/9

So, we have

16/DE = 8/3

Inverse the equation

DE/16 = 3/8

So, we have

DE = 16 * 3/8

Evaluate

DE = 6

Hence, the length DE is 6 units

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The transformations on the graph f(x) = loga x result in the graph of g(x) = -logs (x + 5) is  found when we translate 5 units to the left then reflect across the x-axis.

Graph transformation is described as  the process by which an existing graph, or graphed equation, is modified to produce a variation of the proceeding graph.

Some available graph transformations includes:

So if we  translate 5 units to the left then reflect across the x-axis  on the graph f(x) = log x, the  result is  in the graph of g(x) = -logs (x + 5)

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Answer: 60

Step-by-step explanation:

you just take the value of the number your looking at and turn it into its original whole number. e.g. the value of 2 in that equation would be 200

(a) To calculate the probability of the first miss occurring after 12 attempts, we need to consider the scenario in which the shooter makes the first 11 shots and then misses the 12th shot. The probability of making a free throw is given as p = 0.9.

The probability of making a shot is 0.9, so the probability of missing a shot is 1 - 0.9 = 0.1. Therefore, the probability of making 11 shots in a row is (0.9)^11.

The probability of missing the 12th shot is 0.1. Since these events are independent, we can multiply the probabilities together. Therefore, the probability of making the first 11 shots and missing the 12th shot is (0.9)^11 * 0.1.

Therefore, the probability of having the first miss after 12 attempts is (0.9)^11 * 0.1.

(b) To calculate the probability that the third miss occurs on the 30th attempt, we need to consider the scenario in which the shooter makes the first 29 shots and then misses the 30th shot.

The probability of making a shot is 0.9, so the probability of missing a shot is 1 - 0.9 = 0.1. Therefore, the probability of making 29 shots in a row is (0.9)^29.

The probability of missing the 30th shot is 0.1. Since these events are independent, we can multiply the probabilities together. Therefore, the probability of making the first 29 shots and missing the 30th shot is (0.9)^29 * 0.1.

However, we also need to consider that the shooter must miss the first two shots before reaching the 30th attempt. The probability of missing two shots in a row is (0.1)^2.

Therefore, the probability that the third miss occurs on the 30th attempt is (0.9)^29 * 0.1 * (0.1)^2.

Note that these calculations assume that each shot is independent of the others and that the shooter's probability of making a shot remains constant throughout the attempts.

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The correct conclusion in this case would be "Fail to reject the null hypothesis."

When conducting a hypothesis test, the null hypothesis is typically assumed to be true unless there is sufficient evidence to reject it in favor of the alternative hypothesis. In this scenario, with a two-sided test at a 0.05 level of significance, the critical value (or cutoff) for the test statistic would be ±1.96.

Since the test statistic of z-0.92 does not exceed the critical value of ±1.96, we do not have enough evidence to reject the null hypothesis. Therefore, the conclusion is to fail to reject the null hypothesis.

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Answer:

Step-by-step explanation:

Find the volume. Round your answer to the nearest tenth.

O 340 m²

O 105.4 m²

O 137.6 m²

[tex]\sqrt{5^2 - 4.3^2}[/tex]  = 2.55 n      8 - 2.55 - 3 = 2.45 m

V = 3 × 4 × 4.3 + 4.3 × 2.55 × 4 ×[tex]\frac{1}{2}[/tex]  + 4.3 × 2.55 × [tex]\frac{1}{2}[/tex] × 4

= 94.6 m²   { divide the value into three parts }

The general solution to the differential equation dy/dx = x - 1/3y^2 for y>0 is y(x) = √(3(x^2/2 - x + C)), where C is a constant of integration.

To solve the differential equation, we can separate variables and integrate both sides with respect to y and x:

∫ 1/(y^2 - 3x) dy = ∫ 1 dx

Using partial fraction decomposition, we can rewrite the left-hand side as:

∫ (1/√3) (1/(y + √3x) - 1/(y - √3x)) dy

Integrating each term with respect to y, we get:

(1/√3) ln|y + √3x| - (1/√3) ln|y - √3x| = x + C

Simplifying, we get:

ln|y + √3x| - ln|y - √3x| = √3x + C

ln((y + √3x)/(y - √3x)) = √3x + C

Taking the exponential of both sides and simplifying, we get:

y(x) = √(3(x^2/2 - x + C)), where C is a constant of integration. Therefore, the answer is √(3(x^2/2 - x + C)) for y(x).

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Main Answer:As σ increases from zero, the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) moves closer to the critical point (0, 0).

Supporting Question and Answer:

How does the assumption σ < aγ/c (or equivalently a/σ > c/γ) ensure the existence of real-valued critical points in the given system?

The assumption σ < aγ/c (or equivalently a/σ > c/γ) is necessary to ensure the existence of real-valued critical points in the given system. By requiring σ to be smaller than aγ/c, we ensure that the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) remains real-valued. If this assumption is not satisfied, the critical point may become complex, which would be incompatible with the physical interpretation of the system. Thus, the assumption σ < aγ/c guarantees that the critical points are meaningful solutions to the system of differential equations.

Body of the Solution:To find the critical points of the system, we need to find the values of (x, y) for which dx/dt = 0 and dy/dt = 0.

Given the system:

dx/dt = x(a - σx - αy)

dy/dt = y(-c + γx)

Setting dx/dt = 0:

x(a - σx - αy) = 0

This equation gives us two possibilities:

Setting dy/dt = 0:

y(-c + γx) = 0

This equation also gives us two possibilities:

Now, let's analyze each case:

       a - σx - αy = 0

     -c + γx = 0

From the second equation, we have x = c/γ. Substituting this into the first equation:

a - σ(c/γ) - αy = 0

aγ/γ - σc/γ - αy = 0

(aγ - σc)/γ - αy = 0

αy = (aγ - σc)/γ

y = (aγ - σc)/(αγ)

So, when a - σx - αy = 0 and -c + γx = 0, we have a critical point at (x, y) = (c/γ, (aγ - σc)/(αγ)).

Now let's analyze the behavior as σ increases from zero:

As σ increases from zero, the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) moves closer to the critical point (0, 0). In other words, the critical point shifts towards the origin.

The assumption σ < aγ/c (or equivalently a/σ > c/γ) is necessary to ensure that the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) exists and is real-valued. If this assumption is violated, the critical point may become complex, which would not be physically meaningful in this context.

Final Answer: Thus,the assumption σ < aγ/c (or equivalently a/σ > c/γ) is necessary to ensure that the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) exists and is real-valued.

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:As σ increases from zero, the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) moves closer to the critical point (0, 0).

The assumption σ < aγ/c (or equivalently a/σ > c/γ) is necessary to ensure the existence of real-valued critical points in the given system. By requiring σ to be smaller than aγ/c, we ensure that the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) remains real-valued.

If this assumption is not satisfied, the critical point may become complex, which would be incompatible with the physical interpretation of the system. Thus, the assumption σ < aγ/c guarantees that the critical points are meaningful solutions to the system of differential equations.

Body of the Solution: To find the critical points of the system, we need to find the values of (x, y) for which dx/dt = 0 and dy/dt = 0.

Given the system:

dx/dt = x(a - σx - αy)

dy/dt = y(-c + γx)

Setting dx/dt = 0:

x(a - σx - αy) = 0

This equation gives us two possibilities:

x = 0

a - σx - αy = 0

Setting dy/dt = 0:

y(-c + γx) = 0

This equation also gives us two possibilities:

y = 0

-c + γx = 0

Now, let's analyze each case:

x = 0 and y = 0: If x = 0 and y = 0, both equations are satisfied. This gives us a critical point at (0, 0).

a - σx - αy = 0 and -c + γx = 0: Solving these two equations simultaneously:

      a - σx - αy = 0

    -c + γx = 0

From the second equation, we have x = c/γ. Substituting this into the first equation:

a - σ(c/γ) - αy = 0

aγ/γ - σc/γ - αy = 0

(aγ - σc)/γ - αy = 0

αy = (aγ - σc)/γ

y = (aγ - σc)/(αγ)

So, when a - σx - αy = 0 and -c + γx = 0, we have a critical point at (x, y) = (c/γ, (aγ - σc)/(αγ)).

Now let's analyze the behavior as σ increases from zero:

As σ increases from zero, the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) moves closer to the critical point (0, 0). In other words, the critical point shifts towards the origin.

The assumption σ < aγ/c (or equivalently a/σ > c/γ) is necessary to ensure that the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) exists and is real-valued. If this assumption is violated, the critical point may become complex, which would not be physically meaningful in this context.

Final Answer: Thus, the assumption σ < aγ/c (or equivalently a/σ > c/γ) is necessary to ensure that the critical point (x, y) = (c/γ, (aγ - σc)/(αγ)) exists and is real-valued.

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Mario $15,000 car depreciates in value at a rate of 27. 1% per year. Therefore, the function equivalent to the original function is 15,000 (0.9)^t/3, which represents a depreciation rate of 10% per year.

Option 1) 15,000 (0.9)^3t represents a faster depreciation rate than the original function, so it can be eliminated.

Option 4) 13,000 (0.9)^t/2 represents a different initial value than the original function, so it can also be eliminated.

The remaining two options have the same depreciation rate as the original function, but only option 3) 12,000 (0.9)^t/9 has the same initial value of $15,000, making it the second function equivalent to the original.

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The formula that gives us the amount of the radioactive substance remaining at any time t since the start of the experiment, without using any approximations. is y = 19.2 * [tex](1/2)^{(t/15)[/tex]

The formula relating the amount of the radioactive substance at a given time t (in minutes) to the initial amount y₀ can be given as:

y = y₀ * [tex](1/2)^{(t/15)[/tex]

In this formula,  [tex](1/2)^{(t/15)[/tex] represents the fraction of the original amount that remains after t minutes. Since the half-life is 15 minutes, we know that after 15 minutes, half of the original amount remains. After 30 minutes, a quarter of the original amount remains, and so on.

To use this formula for the specific case given in the question, we know that the initial amount y₀ is 19.2 g. Therefore, we can write:

y = 19.2 * [tex](1/2)^{(t/15)[/tex]

This formula gives us the amount of the radioactive substance remaining at any time t since the start of the experiment, without using any approximations.

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Complete question is:

A specific radioactive substance follows a continuous exponential decay model. It has a half-life of 15 minutes. At the start of the experiment, 19.2 g is present. Let t be the time (in minutes) since the start of the experiment, and let y be the amount of the substance at time t.

Write a formula relating y to t .Use exact expressions to fill in the missing parts of the formula.

The gradient of the function at the point (3, 8) is given by the vector (-5/7, -3/49), and the maximum rate of change of the function at this point is sqrt(354/2401).

The gradient of a function is a vector that points in the direction of the maximum rate of change of the function and its magnitude gives the rate of change at that point. To find the gradient of the function z = ln(x^2 - y)x - 1 at the point (3, 8), we need to take the partial derivatives of z with respect to x and y, and evaluate them at the point (3, 8).

The partial derivative of z with respect to x is given by (2x - y)/(x^2 - y) and the partial derivative of z with respect to y is -x/(x^2 - y). Therefore, the gradient of z is given by the vector:

∇z = [(2x - y)/(x^2 - y)] i - [x/(x^2 - y)] j

We can now evaluate this gradient vector at the point (3, 8) by substituting x = 3 and y = 8:

∇z(3, 8) = [-5/7] i - [3/49] j

This tells us that the maximum rate of change of the function at the point (3, 8) is in the direction of the vector [-5/7, -3/49], and the rate of change in this direction is given by the magnitude of the gradient vector, which is |∇z(3, 8)| = sqrt((25/49) + (9/2401)) = sqrt(354/2401).

So the gradient of the function at the point (3, 8) is given by the vector (-5/7, -3/49), and the maximum rate of change of the function at this point is sqrt(354/2401).

Learn more about vector at: brainly.com/question/29740341

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