Someone answered before but I couldn’t get the link he posted anyone else know?

ANSWER

EXPLANATION

(A) We want to write the vectors in component form.

To do this, we will write them in terms of their horizontal and vertical lengths.

To do this, we have to find the difference between the coordinate points of the endpoints and the starting points of the vectors.

Hence, for vector u, its starting point is (2, -6) and its endpoint is (11, 1).

Hence, its component form is:

For the vector v, its starting point is (5, 8) and its endpoint is (13, 6).

Hence, its component form is:

Hence, the component form of the vectors is:

(B) To find the sum of the two vectors, we have to find the sum of their components.

That is:

That is the answer.

(C) To find 5u - 2v, we have to multiply vector u by 5, multiply vector v by 2, and then find the difference:

That is the answer.

Answer:

-17

Step-by-step explanation:

Solving a system of equations we can see that each pair of pants costs €82.94 and each coat costs €26.37

Let's define the variables:

x = cost of a pant

y = cost of a coat.

First, we know that:

3x + 2y = 245

And then there are discounts of 20% and 5%, and the cost of one of each is 100.75, then:

0.8x + 0.95y = 100.75

Then we have a system of equations:

3x + 2y = 245

0.8x + 0.95y = 100.75

We can isolate x on the second equation to get:

x = (100.75 - 0.96y)/0.8

x = 125.9 - 1.2y

Replace that in the other equation:

3*(125.9 - 1.2y) + 2y = 245

Solving for y:

3*125.9 - 3*1.2y + 2y = 245

y*(2 - 3*1.2) = 245 - 3*125.9

y = (245 - 3*125.9)/(2 - 3*1.2)

y = 82.94

Then the value of x is:

x = 125.9 - 1.2*82.94

x = 26.37

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Answer:

english

Step-by-step explanation:

Answer:

distributive property

Step-by-step explanation:

5(18)=2(18)+3(18)

Distributive property

c(a+b) = ca+cb

We are using the left hand side and adding a+b

18(2+3) = 2* 18+ 3*18

18*5 =  2* 18+ 3*18

Answer:

y = - \(\frac{1}{2}\) x + \(\frac{3}{2}\)

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (- 7, 5 ) and (x₂, y₂ ) = (3, 0 )

m = \(\frac{0-5}{3-(-7)}\) = \(\frac{-5}{3+7}\) = \(\frac{-5}{10}\) = - \(\frac{1}{2}\) , then

y = - \(\frac{1}{2}\) x + c ← is the partial equation

To find c substitute either of the 2 points into the partial equation

using (3, 0 ) , then

0 = - \(\frac{2}{2}\) + c ⇒ c = \(\frac{3}{2}\)

y = - \(\frac{1}{2}\) x + \(\frac{3}{2}\) ← equation of line

Answer:

the answer is D, 8

Step-by-step explanation:

Hope this helps!❆

Answer:

8

Step-by-step explanation:

=(18+x)÷3

Substitute x=6 in the given expression:

=(18+6)÷3

=24÷3

=8

The traffic intensity is approximately 0.268.

To calculate the traffic intensity, we need to determine the arrival rate and the service rate in the same units. Currently, the arrival rate is given as 4 vehicles per minute, and the service rate is given as 1 vehicle every 15 seconds.

First, let's convert the arrival rate to vehicles per second. There are 60 seconds in a minute, so the arrival rate in vehicles per second is:

Arrival rate = 4 vehicles / 60 seconds = 0.067 vehicles per second

Next, we need to convert the service rate to vehicles per second. There are 60 seconds in a minute and 1/15 of a minute in 1 second, so the service rate in vehicles per second is:

Service rate = 1 vehicle / (60 seconds / 15) = 1 vehicle / 4 seconds = 0.25 vehicles per second

Now we can calculate the traffic intensity, which is the ratio of the arrival rate to the service rate:

Traffic intensity = Arrival rate / Service rate = 0.067 vehicles per second / 0.25 vehicles per second

Simplifying this expression, we get:

Traffic intensity = 0.067 / 0.25 = 0.268

Therefore, the traffic intensity is approximately 0.268.

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1. We need to find the distance jumped by the Gold winner, we know that the total distance jumped by three athletes is 25.04, so we can subtract the distances from the Silver and Bronze winners in order to determine what we want. This is done below:

Now we need to represent this number as a fraction in its simplest form.

2. In order to determine which medal he would receive, we need to add the distance he actually jumped by 0.06 and compare to the table. We have:

He would win a Bronze medal.

3. In order to determine how farther Athlete B jumped more than Athlete D, we need to subtract their distances.

The athlete B jumped 0.26 meters farther than Athlete D.

Answer:

It is not true

Step-by-step explanation:

-4 is closer to 0 than -5 1/2

The closer the negative number to 0 the bigger it is

Step-by-step explanation:

y = 4x + 3.

Therefore y = 7 + 3x

=> (4x + 3) = 7 + 3x

=> x = 4.

y = 4(4) + 3 = 19.

The solution pair is (4,19).

Answer:

1/3

Step-by-step explanation:

I think not sure.

The flux of the vector field F through the cone is zero.

To find the flux of the vector field F = 5xy i - 2z k outward through the cone z = 6 square root x^2 +y^2 with 0 ≤ z ≤ 6, we need to first parameterize the cone. Let x = r cos θ and y = r sin θ, where r ≥ 0 and 0 ≤ θ ≤ 2π, then we have z = 6r for the cone.

Now we can compute the unit normal vector n as n = (zr/6) cos θ i + (zr/6) sin θ j + (z/6) k, and then calculate the dot product F · n as F · n = 5xy (zr/6) - 2z (z/6) = (5/6)zr^2 cos θ sin θ - z^2/3.

The double integral of F · n over the cone is then given by:

doubleintegral_S F · n dS = doubleintegral_R (5/6)zr^2 cos θ sin θ - z^2/3 r dr dθ

where R is the region in the xy-plane that corresponds to the base of the cone.

Integrating with respect to r first, from 0 to 6, we get:

doubleintegral_S F · n dS = integral_0^(2π) integral_0^6 (5/18)z^3 cos θ sin θ - (1/9)z^3 r dr dθ

Evaluating the integral with respect to r and then θ, we obtain:

doubleintegral_S F · n dS = 0

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Answer:

x = 33°

Step-by-step explanation:

All triangles have added angles equal to 180°

So 180 - 101 = 79

79 - 46 = 33

So the final angle is 33

Answer:

22 gallons

Step-by-step explanation:

First make the fractions match by finding a common denominator so they are easier to hand.  1/6 can be used as the common denominator so you'll have to convert 2/3.  Multiply the top and bottom by 2 and you'll have 4/6.

So now you know by adding 11 gallons, you ended up with a total of 4/6 of a full container.  If you subtract off what was in the tank originally ( 1/6 ), you'll know how much of the tank got filled with the 11 gallons.

4/6 - 1/6 = 3/6       3/6 is equal to 1/2

So now you know 11 gallons is equal to 1/2 of the container.

So the tank will hold twice as much as that or 22 gallons.

The RT is 8 units long.

Given that ePoint S is between points R and T. This means that R is located on one side of S while T is located on the other side of S. We can represent this relationship between points R, S, and T on a number line as follows:

R---------S---------TThe distance from R to S is denoted as RS, and the distance from S to T is denoted as ST.

We can also represent the distance from R to T as RT. Therefore, we can say that:RT = RS + ST

This is known as the segment addition postulate, which states that if three points A, B, and C are collinear and B is between A and C, thenAB + BC = ACIn this case, the collinear points are R, S, and T, and S is between R and T.

Hence, we can apply the segment addition postulate to find the value of RT when we know the lengths of RS and ST. If the units of measurement are not specified, then the answer will be in arbitrary units.Let us suppose thatRS = 5 unitsandST = 3 units.Then,RT = RS + ST= 5 + 3= 8 units

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Step 1: Problem

2n = n + 3

Step 2: Concept

Collect like terms and find the value of x.

2n = n + 3

2n - n = 3

n = 3

Step 3: Final answer

n = 3

The central angle has a measure of 1 radian.

In plane geometry, an angle is a shape made up of two rays or lines with the same terminal.

Angle can be used to measure any angular rotational motion since it cannot be measured in terms of length parameters like metres or inches. Instead, it is measured as an angle in terms of degrees or radians.

We know,

Length of arc = (Angle at center/360°) x  2  x π x radius .

360° = 2π radian

According to question,

(Angle at Center/360°) x 2 x π x r = r

Angle / 360 x 2π=1

Angle at center/ 360 x 360 = 1

Angle at Center = 1 radian

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The production phase could have a larger contribution to acidification potential than the use and end-of-life phases for both conventional vehicles and EVs. The distance traveled in one year of normal commuting could be more suitable in this case.

A. The functional unit, which is defined as the quantified performance of a product system or service that will be used as a reference for conducting the life cycle assessment, is important for evaluating the impacts of products or systems on the environment.

The following are the different functional units that are acceptable or not acceptable to assess the environmental impacts of the product or system.

The first functional unit, one vehicle, is not appropriate as it doesn't represent the amount of driving a person could expect to do if they bought a new car and drove it until the end of its life.

The second functional unit, distance traveled in one full gas tank or battery charge, would not be appropriate for our purpose as it is not clear what type of vehicle it will be used for.

The third functional unit, one year of normal commuting, would not be appropriate as it does not consider all the environmental impacts over the lifetime of the vehicle.

The fourth functional unit, 1 kg of vehicle, would not be appropriate as it is too small of a functional unit to evaluate the environmental impacts of the vehicle.

B. If we also wanted to consider riding the public bus as a personal transportation option, 200,000 miles driven would not be an appropriate choice of functional unit. This is because buses are used for transportation purposes, and they will have different environmental impacts than cars.

Therefore, the distance traveled in one year of normal commuting could be more suitable in this case.

C. One other impact category we could consider is the acidification potential. The production phase could have a larger contribution to acidification potential than the use and end-of-life phases for both conventional vehicles and EVs.

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The equation that describes the graphed function \(f(x) = \frac{1}{x}\)  is option A:\(y = (x + 2) - 1.\) This is shown in the graph given below, and transformation is translation.

To mathematically derive this equation, start with the original function \(f(x) = \frac{1}{x}\).

The given function \(f(x) = \frac{1}{x}\) has a reciprocal relationship between x and y.

To perform a horizontal translation 2 units left, substitute (x + 2) for x. This gives:\(f(x + 2) = \frac{1}{x + 2}\).

Next, to achieve a vertical translation 1 unit down, subtract 1 from the function.

Thus, \(f(x + 2) - 1 = \frac{1}{x + 2}- 1\).

Simplifying further, combine the terms gives:

\(y = (x + 2) - 1.\)

This equation represents the original function :

\(f(x) = \frac{1}{x}\)

After a horizontal translation of 2 units left and a vertical translation of 1 unit down.

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Solution:

Given that a committee of 4 teachers and 3 students is to be formed from 12 teachers and 35 students, we have

Recall that:

This gives:

Hence, the number of committees that can be formed is

Answer:

regular 4 is correct

Step-by-step explanation:

Answer:

C. 4

Step-by-step explanation:

Answer:

A and D choices (Plato)

Step-by-step explanation:

The upper boundary of the first equation is at x = 12, y = 0. With these values, this is the second equation:

100(12) − 200(0) = 1,200.

The lower boundary of the first equation is at x = 0, y = 12. With these values, this is the second equation:

100(0) − 200(12) = -2,400.

Both of these scores are possible in the game, so they are both viable.

Because the upper boundary is greater than 600, it suggests that you can still score 600 points and win the game even if you get one or two of the questions incorrect.

In fact, you could give 10 correct and 2 incorrect answers to score 600 points and still beat the champion, Kimberly, assuming she answers 15 correct and 5 incorrect to score 500 points.

a. To derive the bias of p(hat)2, we need to calculate the expected value (mean) of p(hat)2 and subtract the true value of p.

Bias(p(hat)2) = E(p(hat)2) - p

Now, p(hat)2 = (Y+1)/(n+2), and Y has a binomial distribution with parameters n and p. Therefore, the expected value of Y is E(Y) = np.

E(p(hat)2) = E((Y+1)/(n+2))

          = (E(Y) + 1)/(n+2)

          = (np + 1)/(n+2)

The bias of p(hat)2 is given by:

Bias(p(hat)2) = (np + 1)/(n+2) - p

b. To derive the mean squared error (MSE) for both p(hat)1 and p(hat)2, we need to calculate the variance and bias components.

For p(hat)1:

Bias(p(hat)1) = E(p(hat)1) - p = E(Y/n) - p = (1/n)E(Y) - p = (1/n)(np) - p = p - p = 0

Variance(p(hat)1) = Var(Y/n) = (1/n^2)Var(Y) = (1/n^2)(np(1-p))

MSE(p(hat)1) = Variance(p(hat)1) + [Bias(p(hat)1)]^2 = (1/n^2)(np(1-p))

For p(hat)2:

Bias(p(hat)2) = (np + 1)/(n+2) - p (as derived in part a)

Variance(p(hat)2) = Var((Y+1)/(n+2)) = Var(Y/(n+2)) = (1/(n+2)^2)Var(Y) = (1/(n+2)^2)(np(1-p))

MSE(p(hat)2) = Variance(p(hat)2) + [Bias(p(hat)2)]^2 = (1/(n+2)^2)(np(1-p)) + [(np + 1)/(n+2) - p]^2

c. To find the values of p where MSE(p(hat)1) < MSE(p(hat)2), we can compare the expressions for the mean squared errors derived in part b.

(1/n^2)(np(1-p)) < (1/(n+2)^2)(np(1-p)) + [(np + 1)/(n+2) - p]^2

Simplifying this inequality requires a specific value for n. Without the value of n, we cannot determine the exact values of p where MSE(p(hat)1) < MSE(p(hat)2). However, we can observe that the inequality will hold true for certain values of p, n, and the difference between n and n+2.

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In the given scenario, we have two estimators for the parameter p of a binomial distribution: p(hat)1 = Y/n and p(hat)2 = (Y+1)/(n+2). The objective is to analyze the bias and mean squared error (MSE) of these estimators.

The bias of p(hat)2 is derived as (n+1)/(n(n+2)), while the MSE of p(hat)1 is p(1-p)/n, and the MSE of p(hat)2 is (n+1)(n+3)p(1-p)/(n+2)^2. For values of p where MSE(p(hat)1) is less than MSE(p(hat)2), we need to compare the expressions of these MSEs.

(a) To derive the bias of p(hat)2, we compute the expected value of p(hat)2 and subtract the true value of p. Taking the expectation:

E(p(hat)2) = E[(Y+1)/(n+2)]

          = (1/(n+2)) * E(Y+1)

          = (1/(n+2)) * (E(Y) + 1)

          = (1/(n+2)) * (np + 1)

          = (np + 1)/(n+2)

Subtracting p, the true value of p, we find the bias:

Bias(p(hat)2) = E(p(hat)2) - p

             = (np + 1)/(n+2) - p

             = (np + 1 - p(n+2))/(n+2)

             = (n+1)/(n(n+2))

(b) To derive the MSE of p(hat)1, we use the definition of MSE:

MSE(p(hat)1) = Var(p(hat)1) + [Bias(p(hat)1)]^2

Given that p(hat)1 = Y/n, its variance is:

Var(p(hat)1) = Var(Y/n)

            = (1/n^2) * Var(Y)

            = (1/n^2) * np(1-p)

            = p(1-p)/n

Substituting the bias derived earlier:

MSE(p(hat)1) = p(1-p)/n + [0]^2

            = p(1-p)/n

To derive the MSE of p(hat)2, we follow the same process. The variance of p(hat)2 is:

Var(p(hat)2) = Var((Y+1)/(n+2))

            = (1/(n+2)^2) * Var(Y)

            = (1/(n+2)^2) * np(1-p)

            = (np(1-p))/(n+2)^2

Adding the squared bias:

MSE(p(hat)2) = (np(1-p))/(n+2)^2 + [(n+1)/(n(n+2))]^2

            = (n+1)(n+3)p(1-p)/(n+2)^2

(c) To compare the MSEs, we need to determine when MSE(p(hat)1) < MSE(p(hat)2). Comparing the expressions:

p(1-p)/n < (n+1)(n+3)p(1-p)/(n+2)^2

Simplifying:

(n+2)^2 < n(n+1)(n+3)

Expanding:

n^2 + 4n + 4 < n^3 + 4n^2 + 3n^2

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Answer:

1487:1

I am not sure if this is right. Please comment and I will correct accordingly!

Step-by-step explanation:

Answer:

1489/

1354

Step-by-step explanation:

Answer: B) 1 1/2 cups of flour: 1 cup of sugar

Step-by-step explanation:

When you look carefully at the graphed line, it intersects the grid at 1 1/2 on the vertical scale for Flour and at the same point, it intersects the 1 on the horizontal scale for Sugar. That is answer B.

Answer A is a close miss! When you follow the grid line across from 2 on the vertical scale, you see that the graphed line crosses it at just a little less than 1 1/2.

Answer:

See the screenshot! :)

Step-by-step explanation:

we have a exponential function of the form

y=a(\(b^x\))

where

y ---> is the population of bacteria

x ---> the number of hours

a is the initial value or y-intercept

b is the base of the exponential function

r is the rate of change

b=(1+r)

we have

a=700 bacteria

r=5%=5/100=0.05

so

b=1+0.05=1.05

substitute

y=700(\(1.05^x\))

For x=20 hours

substitute in the equation and solve for y

y=700(1.05)^20= 1,857 bacteria

Hope this helped! :)

Answer:

  Order of exponentiation can be swapped here, and the fractional power written as a root.

Step-by-step explanation:

The commutative property of multiplication and the rules of exponents apply.

The rule is ...

  (a^b)^c = a^(bc)

The given expression can be rearranged to ...

  \(\left(3^\frac{1}{5}\right)^2=3^{\frac{1}{5}\cdot2}=3^{2\cdot\frac{1}{5}}=\left(3^2\right)^\frac{1}{5}\\\\=9^\frac{1}{5}=\boxed{\sqrt[5]{9}}\)

The new average speed that the pilot should maintain to complete the trip in 90 minutes is 220 miles per hour.

(a) To find the angle that the pilot should turn to head towards Louisville, we first need to find how far off course the pilot has gone in 15 minutes. At an average speed of 220 miles per hour, the pilot would have flown a distance of:

d = rt = 220 mi/hr × (15 min / 60 min/hr) = 55 miles

Since the pilot was 10 degrees off course, they have effectively traveled 10/360 of the circumference of a circle with radius 55 miles. The length of this arc is:

s = rθ = 55 mi × (10/360) = 1.528 mi

To head towards Louisville, the pilot needs to turn to a heading that is 10 degrees in the opposite direction. The angle θ that the pilot needs to turn is given by:

θ = 2arctan(s/2d) = 2arctan(1.528 mi / 2(330 mi)) ≈ 0.266 radians ≈ 15.26 degrees

So the pilot needs to turn approximately 15.26 degrees to head towards Louisville.

(b) Let's call the distance the pilot needs to travel after correcting course "x". We can use the formula for distance to find "x":

x = 330 mi - 2(55 mi) = 220 mi

To complete the trip in a total time of 90 minutes, the pilot must spend 75 minutes flying at the new speed and 15 minutes turning to the correct heading. Therefore, the time spent flying at the new speed is 75 minutes - 15 minutes = 60 minutes. The new speed can be found using the formula for average speed:

average speed = total distance / total time

We want the new speed to cover a distance of 220 miles in 60 minutes:

average speed = 220 mi / (60 min / 60) = 220 mi/hr

So the new average speed that the pilot should maintain to complete the trip in 90 minutes is 220 miles per hour.

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Answer:

D

Step-by-step explanation:

 36 pages divided by 4