find the magnitude and direction of ab -> if the coordinates of a are (-4,6) and the coordinates of b are (-2,13)

First delivery weighs 173 pounds more than the second delivery.

Pounds is a unit of weight in general use equal to 16 oz. avoirdupois (0.4536 kg)

Deliveries made by the Frank's Family Furniture Store = 2

Different deliveries have the the different weights

Weight of first delivery = \(W_1\) = 351 pounds.

Weight of second delivery =  \(W_2\) = 178 pounds

First Delivery Weight > Second Delivery Weight

351 > 178

\(W_1\) >  \(W_2\)

Difference between First delivery's and Second delivery's weight

= 351 - 178

= 173

First delivery weighs 173 pounds more than the second delivery.

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Answer: The point (-2, 4) is on the circle (x - 5)^2 + (y + 3)^2 = 25.

Step-by-step explanation: The point (-2, 4) is on the circle (x - 5)^2 + (y + 3)^2 = 25. To check if a point is on the circle, we can substitute the point's x and y coordinates into the equation of the circle. If the equation is true, then the point is on the circle. In this case, substituting (-2, 4) into the equation of the circle.

The total surface area of the triangular prism is  225  in²

Remember that the area of a rectangle of length L and width W is:

A = L*W

And the area of a triangle of base B and height H is:

A = B*H/2

The areas of the 2 triangular faces is:

A = (4.5 in)*6in/2 = 13.5 in²

And the areas of the 3 rectangular faces are:

Then the total surface area is:

2*(13.5 in²) + 66 in² + 49.5 in² + 82.5 in² = 225  in²

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Answer:

2 and 4

Step-by-step explanation:

It says it on the correct answer box.

The difference in two numbers is 2.

2 and 4 are two numbers away from each other.

The sum of the same two numbers is 6.

2+4=6

In least to greatest order they would be written 2, 4

Answer:

56 square units

Step-by-step explanation:

I'd recomend using something like "Desmos" to plot the points so then you can see the points and the rectangle. Then count the length and width. For the this rectangle the length was 8 and the width was 7, multiply these and you get the answer of 56 sqaure units.

Answer:

5

Step-by-step explanation:

(5x + 10) + 55 = 90

5x + 10 + 55 = 90

5x + 65 = 90

5x + 65 - 65 = 90 - 65 (the 65 crosses off)

5x = 25

5x/5 = 25/5

x = 5

Answer:

5/9 In fraction form. In decimal form 0.51 and in percentage form %51

Step-by-step explanation:

To find the ratio of the number of female runners to the total number of runners, we can divide the number of female runners by the total number of runners and express the result as a fraction. There are 25 female runners, and there are a total of 24 men + 25 women = 49 runners. Therefore, the ratio of the number of female runners to the total number of runners is 25/49. This fraction can be reduced to 5/9.

The general solution to the given second-order linear homogeneous differential equation, y′′ ―4y′ ―12y= 0, is y_c = c_1e^(6t) + c_2e^(-2t), where c_1 and c_2 are arbitrary constants.

To find the particular solution, we can use the Method of Undetermined Coefficients.

For the particular solution, we consider the right-hand side of the equation, 23 ―+ 3, as a forcing term. Since the equation is linear and the forcing term is a polynomial, we can assume a particular solution of the form y_p = At + B, where A and B are constants to be determined.

Differentiating y_p, we have y_p' = A, and y_p'' = 0. Substituting these values into the differential equation, we get -4(A) - 12(At + B) = 23 ―+ 3. Simplifying the equation, we have -12At - 4A - 12B = 26.

From this equation, we can equate the coefficients of the terms on both sides. The coefficient of t on the left side is -12A, and the constant term on the left side is -4A - 12B. Equating these coefficients with the corresponding terms on the right side, we have -12A = 0 and -4A - 12B = 26.

Solving these equations, we find that A = 0 and B = -13/6. Therefore, the particular solution is y_p = -13/6.

Combining the complementary solution and particular solution, the general solution to the given differential equation is y = y_c + y_p = c_1e^(6t) + c_2e^(-2t) - 13/6.

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I believe the balance would be $10,601.42

Hopefully that is the right answer

Answer: u50=296

Step-by-step explanation:

30-10=20

50-30=20

u30-u10=

156-16=140

u50=u30+140

u50=156+140

u50=296

Using an exponential function, it is found that there will be 32,768 bacteria after 3 hours.

An exponential function is modeled by:

\(y = ab^x\)

In which:

For this problem, the parameters are:

a = 8, b = 4.

3 hours is 6 periods of 30 minutes, hence the amount is:

\(y = 8 \times 4^6 = 32768\)

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We have that the proportion of people that like dark chocolate more than milk chocolate is 29%, with a margin of error of 1.9%. Then we would have:

then, the absolute value inequality that most looks like this is the following:

The percentage increase in the diameter of the drain pipe necessary to enable it to carry 60 litres per second is  28.87%.

Given that the carrying capacity is directly proportional to the area, we can write:

C1 ∝ A1 = πr₁²

Since the carrying capacity is directly proportional to the area, we have:

C2 ∝ A2 = πr₂²

To find the percentage increase in diameter, we need to find the ratio of the increased area to the initial area and then express it as a percentage. Let's calculate this ratio:

(A2 - A1) / A1 = (πr₂² - πr₁²) / (πr₁²) = (r₂² - r₁²) / r₁²

We can also express the ratio of the increased carrying capacity to the initial carrying capacity:

(C2 - C1) / C1 = (60 - 36) / 36 = 24 / 36 = 2 / 3

Since the area and the carrying capacity are directly proportional, the ratios should be equal:

(r₂² - r₁²) / r₁² = 2 / 3

Now, let's substitute r = D/2 in the equation:

((D₂/2)² - (D₁/2)²) / (D₁/2)² = 2 / 3

(D₂² - D₁²) / D₁² = 2 / 3

Cross-multiplying:

3(D₂² - D₁²) = 2D₁²

3D₂² - 3D₁² = 2D₁²

3D₂² = 5D₁²

Dividing by D₁²:

3(D₂² / D₁²) = 5

(D₂² / D₁²) = 5 / 3

Taking the square root of both sides:

D₂ / D₁ = √(5/3)

To find the percentage increase in diameter, we subtract 1 from the ratio and express it as a percentage:

Percentage increase = (D₂ / D₁ - 1) × 100

Percentage increase = (√(5/3) - 1) × 100

Percentage increase = 28.87%

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Knowing that DP ≅ PF, point P can be stated to be the midpoint of segment DF. The statement is TRUE.

The midpoint of a line segment can be defined as the point that divides a line segment into two smaller segments that are congruent. That is, they have the same length or equal measures.

Given the line segment, DF, if point P is the midpoint of segment DF, then it means that point P lies in the middle of segment DF and bisects it into two equal segments, namely DP and PF. Therefore, DP = PF.

Conversely, if we know that segment DP ≅ segment PF, then the point P is the midpoint of DF that divides it into equal segments.

Therefore, knowing that DP ≅ PF, point P can be stated to be the midpoint of segment DF. The statement is TRUE.

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Answer:

12

Step-by-step explanation:

First, you will have to use trigonometry. Since the side of the triangleis the opposite of the angle 53 and the hypotenuse, you will use sin.

Sin 53 degrees = opposite side / hypotenuse side.

The opposite side is x and the hypotenuse side equals 15.

sin53= x/15

15 ( sin 53 ) =x

x= 11.97953

Round

x=12

The type of measurement, the nature of the comparison, and the number of groups to be compared influence the statistical choice is true.

The choice of statistical test depends on several factors, including the type of measurement (nominal, ordinal, interval, or ratio), the nature of the comparison (independent or dependent), and the number of groups being compared.

For example, different statistical tests are used for comparing means between two groups, three or more groups, or paired observations within the same group. It is important to select the appropriate statistical test that matches the research question and the data being analyzed to ensure accurate and valid results.

Hence, The type of measurement, the nature of the comparison, and the number of groups to be compared influence the statistical choice is true.

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9514 1404 393

Answer:

  21, 3

Step-by-step explanation:

Let the first and second numbers be x and y, respectively. Then we have ...

  x + y = 24 . . . . their sum is 24

  x = 8y -3 . . . . . the first is 3 less than 8 times the second.

Substituting for x in the first equation, we have ...

  (8y -3) +y = 24

  9y = 27 . . . . . . . . add 3

  y = 3 . . . . . . . . . . divide by 9

  x = 8(3) -3 = 21

The two numbers are 21 and 3.

A room area

Lenght × Width = 16 × 12

= 192 square feet

1 square yard = 9 square feet

so 1 square feet = 1/9 square yard

192 square feet = 192 × 1/9 square yard

= 64/3 square yard

Total cost

$30 × 64/3 = $640

Answer:

c = 0

Step-by-step explanation:

Step 1: Write equation

15 - 5(4c - 7) = 50

Step 2: Solve for c

Step 3: Check

Plug in c to verify it's a solution.

15 - 5(4(0) - 7) = 50

15 - 5(-7) = 50

15 + 35 = 50

50 = 50

Answer:

\(\huge\colorbox{violet}{✏﹏ \: ᴀɴsᴡᴇʀ \: }\)

One integer = 4

Take the other integer as x.

\(4 \times x = 84 \\ x = 84 \div 4 \\ x = 21\)

The other integer is 21.

➳ SOLO is a song by Kim Jennie who's a member of the famous South Korean k-pop girl group 'BlackPink'.

the value of the variable newexample is -25.The given statement is a conditional (ternary) operator expression in the form:

condition ? expression1 : expression2

If the condition (50 <= 75) is true, then the value of newexample will be expression1 (50-75). If the condition is false, then the value of newexample will be expression2 (75-50).

Since 50 is indeed less than or equal to 75, the condition is true. Therefore, the value of newexample will be the result of expression1, which is 50-75.

Performing the subtraction, we get:

newexample = 50 - 75 = -25

Hence, the value of the variable newexample is -25.

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Answer:

4:15

Step-by-step explanation:

Sum of all quitars: 2+4+9=15

4 black quitars to 15 quitars

4:15

If you were trying to find out how far students could jump and you thought that there would be a wide variety of distances, you would make a frequency table using intervals.

When there is a wide variety of distances expected, it can be challenging and impractical to create a row for every data value in order to analyze and summarize the data. Instead, using intervals or ranges allows for grouping similar values together, providing a more manageable and organized representation of the data.

By creating a frequency table using intervals, you can categorize the jump distances into ranges and record the number of occurrences or frequencies within each interval. This helps to identify patterns, trends, and distribution of the jump distances.

For example, you could create intervals such as 0-1 meter, 1-2 meters, 2-3 meters, and so on, depending on the range of distances expected. Then, count how many students fall within each interval and record the frequencies in the frequency table.

This approach allows for a more concise and structured analysis of the data, providing insights into the distribution and variability of jump distances among the students.

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Answer:

x = 8

Hope this helps!

Step-by-step explanation:

( 2x + 42 )° + ( 4x )° = 90°  ( right angle )

6x + 42 = 90

6x = 90 - 42

6x = 48

x = 8

B is the answer if you look at the data the test gives you

(a) The joint probability density function (pdf) of Y1 and Y2 is given by:

f_Y1Y2(y1, y2) = f_X1((y1 / (1 - y1))X2) * (X2 / (1 - y1)^2) * f_X2(y2)

(b) The marginal pdf of Y1 is obtained by integrating the joint pdf over Y2:

f_Y1(y1) = ∫ f_Y1Y2(y1, y2) dy2

Note: The specific form of the distributions f_X1 and f_X2 needs to be known to compute the marginal pdf of Y1.

Answer:

Not solutions.

Step-by-step explanation:

-5x+6y=-5

6y=-5+5x

6y=5x-5

y=5/6x-5/6

-5/6 is about -0.833

And the slope is 5/6.

So for every x there is 5/6y.

This means (1, 4) won't work cause it's too low.

Also 5/6*6=5. this is too low too.

So they aren't solutions.

Answer:

The number before a variable. For example, 4x. 4 would be the coefficient, and x would be the variable.

Answer:

A numerical or constant quantity placed before and multiplying the variable in a algebraic expression

The simple 2D finite difference scheme you described is a common approach for discretizing and solving problems involving partial differential equations or approximating derivatives on a discrete grid.

In a simple 2D finite difference scheme, each point in a matrix is updated by taking a weighted average of its four neighboring points. This scheme is commonly used to approximate the derivatives of a function or solve partial differential equations on a discrete grid.

Let's consider a matrix with indices i and j, where a[i,j] represents the value at point (i,j). The update equation for each point in the matrix can be expressed as:

a[i,j] = w * (a[i-1,j] + a[i+1,j] + a[i,j-1] + a[i,j+1])

In this equation, a[i-1,j], a[i+1,j], a[i,j-1], and a[i,j+1] represent the neighboring points of a[i,j] in the horizontal and vertical directions. The weight factor w determines the contribution of each neighbor in the average. The specific values of the weights will depend on the specific finite difference scheme being used and the problem being solved.

The purpose of this update equation is to propagate information through the grid, allowing for the gradual convergence of values toward a solution. By iteratively applying this update equation to all points in the matrix, the values can be updated and refined over multiple iterations until a desired level of accuracy or convergence is achieved.

It's worth noting that the choice of weights and the specific details of the finite difference scheme can vary depending on the problem being solved and the desired accuracy or stability properties. Different schemes, such as central differences or forward/backward differences, may be used to approximate derivatives or solve different types of equations.

Overall, the simple 2D finite difference scheme you described is a common approach for discretizing and solving problems involving partial differential equations or approximating derivatives on a discrete grid.

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Answer: 4 or \(\sqrt{4 * 4}\)

To find the square root of a number, remember that there will be two factors that are the same that will give you the product.

Lets start from 1:

1 x 1 = 1

2 x 2 = 4

3 x 3 = 9

4 x 4 = 16

As you can see, 4 x 4 is 16. To make sure I'm correct, remember that a square roots consists two identical factors.

4 and 4 are the same numbers.

Therefore, \(\sqrt{16}\) = 4

It can also be written as \(\sqrt{4 * 4}\)

Answer:

the answer is 4

Step-by-step explanation:

I use a calulator but if you dont have one then the way to do square roots is find a number say 4 and put it to the 2 power and it equaks 16 (4^2)=16. I cant really explain much more