Find the distance between the two points rounding to the nearest tenth (In decimal).​

Check the picture below.

Two alternators are being connected to supply power to a load. After the connection is made, in order to make the added alternator share the load, the input torque to the alternator being added must be increased.

Tο supply pοwer tο a lοad using multiple alternatοrs, the input tοrque tο the added alternatοr shοuld be adjusted tο match the pοwer demand οf the lοad. The added alternatοr shοuld be synchrοnized with the existing alternatοrs and cοnnected in parallel tο share the lοad.

The input tοrque tο the added alternatοr will depend οn the pοwer required by the lοad and the characteristics οf the alternatοrs, such as their pοwer ratings and efficiency. By prοperly adjusting the input tοrque οf the added alternatοr, it can cοntribute tο supplying pοwer tο the lοad alοng with the existing alternatοrs.

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Kyle's use of effective language usage has allowed him to deliver a powerful and impactful speech about the tragedy of the Titanic.

Kyle has employed the use of powerful and descriptive language to effectively convey the tragic nature of the Titanic's sinking. Specifically, he has utilized the technique of contrast to emphasize the irony of the situation: the supposed "best of the best" technology ultimately led to the demise of many individuals.

Additionally, Kyle has employed emotive language to evoke feelings of sadness and loss, as the phrase "cold, watery grave" is a poignant description of the fate that many passengers met. By beginning his speech in this way, Kyle has set the tone for the rest of his presentation and has captivated his audience by creating a vivid and memorable image in their minds.

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Step-by-step explanation:

5x + 9 = 3x + 11

Change the sign...

5x - 3x = 11 - 9

2x = 2

x = 2 / 2

x = 1

hence...the value of x is 1 ...

\(...\)

Answer:

x\(\geq\)-3 and x<4

Step-by-step explanation:

5x\(\geq\) -15 and 3x<12

x\(\geq\) -3 and x<4

Now you just need to graph it :)

\(f(x) = 3 \sqrt[3]{x} \)

\(lim f(x) = 3 \sqrt[3]{ - \infty } = - \infty \\ x = > - \infty \)

\(limf(x) = 3 \sqrt[3]{ \infty } = \infty \\ x = > \infty \)

Answer:

As x → –∞, f(x) → –∞, and as x → ∞, f(x) → ∞.

Step-by-step explanation:

I got it right on the test.

The experimental probability of not selecting a heart is (D)P(not heart) = 77.5%

The experimental probability that a heart is selected is:

= Number of times hearts was selected / Number of times Lisa drew a card

= 9 / 40

This then means that the experimental probability of not selecting a heart is:

= 1 -  experimental probability of selecting a heart

= 1 - 9 / 40

= 31 / 40

= 0. 775

= 77. 5 %

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The question is:

Determine the experimental probability of not selecting a heart.

(A) P(not heart) = 9%

(B) P(not heart) = 10%

(C) P(not heart) = 67.5%

(D)P(not heart) = 77.5%

Volume of each solid is:

A. 24ft³.

B. 17.58cm³.

C. 84km³

D. 384cm³.

A three-dimensional solid shape's volume is described as the space it occupies. It is difficult to visualise in any shape, yet it may be compared amongst shapes. For instance, putting an eraser inside a compass box will cause it to have a larger volume than without.

Any two-dimensional shape's area is determined by dividing the object into equal square units. In a similar manner, when computing the volume of solid shapes, we shall split it into equal cubical units.

Volume of prism = 2×2×6=24ft³

Volume of cone = π×2²×4.2/3=17.58cm³

Volume of prism= 3×4×7=84km³

Volume of cube =32×12=384cm³.

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The value of the unknown angles in the triangle are as follows:

A triangle is a polygon with three sides. The sum of angles in a triangle is 180 degrees.

Therefore, the unknown angles of the triangle can be found as follow;

30 + 80 + x = 180° (sum of angles in a triangle)

110 + x = 180

x = 180 - 110

x = 70 degrees

Therefore,

x + y = 180(sum of angles on a straight line)

70 + y = 180

y = 180 - 70

y = 110°

110 + 40 + z = 180° (sum of angles in a triangle)

150 + z = 180

z = 180 - 150

z = 30 degrees

Therefore,

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Answer:

Step-by-step explanation:

Answer:

220 yards

Step-by-step explanation:

15*1760 = 26,400

26,400/120 = 220

A number line with a range from 1 to -10 and more indicates that there are values less than -10 that also satisfy the inequality.

An inequality is a mathematical statement that compares two values or expressions using a relational operator, such as less than (<), greater than (>), less than or equal to (≤), greater than or equal to (≥), or not equal to (≠). Inequalities are used to describe relationships between quantities or to express constraints or conditions.

For example, the inequality "x < 5" means that the value of x is less than 5, while the inequality "y ≥ 10" means that the value of y is greater than or equal to 10. Inequalities can involve variables, constants, or a combination of both.

Solving an inequality involves finding the set of values that satisfy the inequality. For example, to solve the inequality "x + 3 > 7", we subtract 3 from both sides to get "x > 4". This means that any value of x that is greater than 4 will satisfy the inequality.

Inequalities are used in many areas of mathematics, science, and engineering, as well as in economics, social science, and other fields. They are used to model relationships between variables, to express constraints and boundaries, and to analyze and solve problems involving optimization, decision-making, and risk management. Inequalities are also used in everyday life, such as in budgeting, planning, and decision-making

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A light rail system can be described as a smaller rail-based transportation system that is powered by electricity, providing efficient and sustainable urban transit options for passengers.

A light rail system refers to a smaller rail-based transportation system that operates within urban or suburban areas. It typically consists of light rail vehicles (LRVs) that run on tracks, similar to a traditional railway system. However, light rail systems are designed to serve shorter distances and provide more frequent stops compared to heavy rail systems.

One distinguishing characteristic of a light rail system is that it is powered by electricity. The LRVs usually run on overhead electrical wires or through an electrified third rail system. This electric power source allows for a more sustainable and environmentally-friendly mode of transportation.

Light rail systems are often integrated into the existing urban infrastructure and provide convenient and efficient transportation options for commuters. They offer a balance between the capacity of traditional heavy rail systems and the flexibility of buses. Light rail vehicles can accommodate a significant number of passengers and operate on fixed routes, offering a reliable and comfortable mode of public transportation.

Overall, a light rail system can be described as a smaller rail-based transportation system that is powered by electricity, providing efficient and sustainable urban transit options for passengers.

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The solution to the given differential equation is:

\(\[y(x)\ =\ a_0 + a_1x + \frac{1}{4}a_1x^4 + \sum_{n=2}^{\infty} \frac{2a_{n-2}}{(n-2)(n-1)}x^{n+3}\]\)

To solve the given differential equation

\(x^3y'''\ -\ 6y\ =\ 0,\)

we can use the method of power series. Let's assume a power series solution of the form

\(y(x)\ =\ \sum_{n=0}^{\infty} a_nx^n.\)

Differentiating y(x) with respect to x gives:

\(\[y'(x)\ =\ \sum_{n=0}^{\infty} n a_n x^{n-1}\ =\ \sum_{n=0}^{\infty} (n+1) a_{n+1} x^n\]\)

Differentiating again gives:

\(\[y''(x)\ =\ \sum_{n=0}^{\infty} (n+1)na_{n+1}x^{n-1}\ =\ \sum_{n=0}^{\infty} (n+2)(n+1)a_{n+2}x^n\]\)

Differentiating one more time gives:

\(\[y'''(x)\ =\ \sum_{n=0}^{\infty} (n+2)(n+1)na_{n+2}x^{n-1}\ =\ \sum_{n=0}^{\infty} (n+3)(n+2)(n+1)a_{n+3}x^n\]\)

Substituting these expressions into the differential equation, we have:

\(\[x^3 \sum_{n=0}^{\infty} (n+3)(n+2)(n+1)a_{n+3}x^n - 6 \sum_{n=0}^{\infty} a_n x^n\ =\ 0\]\)

Rearranging the terms and combining like powers of x, we get:

\(\[\sum_{n=0}^{\infty} (n+3)(n+2)(n+1)a_{n+3}x^{n+3} - 6 \sum_{n=0}^{\infty} a_n x^n\ =\ 0\]\)

Now, let's equate the coefficients of like powers of x to zero:

For n=0:

\(\[(3)(2)(1)a_3 - 6a_0 = 0 \implies 6a_3 - 6a_0 = 0 \implies a_3 = a_0\]\)

For n=1:

\(\[(4)(3)(2)a_4 - 6a_1 = 0 \implies 24a_4 - 6a_1 = 0 \implies a_4 = \frac{1}{4}a_1\]\)

\(For \: n\geq 2:

\[(n+3)(n+2)(n+1)a_{n+3} - 6a_n = 0 \implies a_{n+3} = \frac{6a_n}{(n+3)(n+2)(n+1)}\]

\)

Now we can write the solution as:

\(\[y(x)\ =\ a_0 + a_1x + \frac{1}{4}a_1x^4 + \sum_{n=2}^{\infty} \frac{6a_{n-2}}{n(n-1)(n-2)}x^{n+3}\]

\)

Simplifying the series, we get:

\(\[y(x)\ =\ a_0 + a_1x + \frac{1}{4}a_

1x^4 + \sum_{n=2}^{\infty} \frac{2a_{n-2}}{(n-2)(n-1)}x^{n+3}\]

\)

Therefore, the solution to the given differential equation is:

\(\[y(x)\ =\ a_0 + a_1x + \frac{1}{4}a_1x^4 + \sum_{n=2}^{\infty} \frac{2a_{n-2}}{(n-2)(n-1)}x^{n+3}\]\)

where a₀ and a₁ are arbitrary constants to be determined based on the initial conditions or boundary conditions given in the problem.

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The vertex is at (2, 1),

The focus is at (14, 1).

The directrix is the vertical line x = -10.

The distance between the vertex and the focus is 12 units, which is equal to the distance between the vertex and the directrix.

The vertices are located at (2 + 1/12, 1) and (2 - 1/12, 1), while the co-vertices are located at (2, 1 + 1/12) and (2, 1 - 1/12).

We have,

To classify the conic and find the standard form of the equation, we can first complete the square for y terms:

3y^2 - x - 6y + 5 = 0

3(y^2 - 2y) = x - 5

3(y^2 - 2y + 1) = x - 5 + 3

3(y - 1)^2 = x - 2

Now we have the equation in standard form, which is that of a parabola opening right.

Thus, the conic is a parabola.

The standard form of the equation is:

3(y - 1)^2 = x - 2

The vertex of the parabola is (2, 1). Since the parabola opens right, the focus and directrix are to the right of the vertex.

To find the focus and directrix, we need to use the formulae:

p = 1 / (4a)

focus: (h + p, k)

directrix: x = h - p

where (h, k) is the vertex and a is the distance from the vertex to the focus or directrix.

From the standard form, we can see that a = 1 / (4*3) = 1 / 12.

Thus, p = 12.

The focus is located at (2 + 12, 1) = (14, 1).

The directrix is a vertical line located at x = 2 - 12 = -10.

To find the vertices, we need to add or subtract a from the x-coordinate of the vertex.

The vertices are located at (2 + a, 1) and (2 - a, 1), so:

(2 + a, 1) = (2 + 1/12, 1) and (2 - a, 1) = (2 - 1/12, 1).

To find the co-vertices, we need to add or subtract a from the y-coordinate of the vertex.

The co-vertices are located at (2, 1 + a) and (2, 1 - a),

so:

(2, 1 + a) = (2, 1 + 1/12) and (2, 1 - a) = (2, 1 - 1/12).

Thus,

The vertex is at (2, 1),

The focus is at (14, 1).

The directrix is the vertical line x = -10.

The distance between the vertex and the focus is 12 units, which is equal to the distance between the vertex and the directrix.

The vertices are located at (2 + 1/12, 1) and (2 - 1/12, 1), while the co-vertices are located at (2, 1 + 1/12) and (2, 1 - 1/12).

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The factor that does NOT control the stability of a slope is the angle of repose for intact bedrock. The angle of repose refers to the steepest angle at which a pile of loose material remains stable without sliding. It is mainly applicable to loose materials like soil and granular substances, not intact bedrock.

Bedrock stability depends on factors such as its strength, fracturing, and geological properties, rather than the angle of repose. Factors that control the stability of a slope include whether the slope is rock or soil. Rock slopes tend to be more stable than soil slopes due to the cohesive nature of intact rock.

The amount of water in the soil also affects slope stability, as excessive water can increase pore pressure and reduce the shear strength of the soil, leading to slope failure. Additionally, the orientation of fractures, cleavage, and bedding in the rock can influence slope stability by creating planes of weakness or strength.

To summarize, while the angle of repose is a significant factor in slope stability, it is not applicable to intact bedrock. The stability of a slope is influenced by the type of material (rock or soil), the presence of water, and the orientation of fractures and bedding.

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Answer: 80% views are added

Step-by-step explanation:

The required  daily percent change in the views of the video is 50%.

Nina uploaded a funny video on her website, the relationship between the elapsed time t, and number of views. V(t) is V(t)=500⋅(1.8)t.

Rate of change is defined as the change in value with rest to the time is called rate of change.

Here,
V(t)=500⋅(1.8)t
The slope of the given relationship will describe the the daily percent change in the views of the video i.e.
m = 500*1.8
m = 900
since the rate of increase in views in each day is by 900.

Now the percentage change per day.
= 900/1800 x 100
= 50 %

Thus, the required  daily percent change in the views of the video is 50%.

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Answer:

Not isosceles

Step-by-step explanation:

45 - (17 + 19) = 9

9 is the side length which is not equal to either of the other sides so the triangle is scalene.

Answer:

a= b+m/2

Step-by-step explanation:

Answer:

Step-by-step explanation:

(1/2)(1/2)=1/4

The first 12 numbers between 01 and 99 in the sample are: 99, 25, 68, 17, 9, 89, 56, 97, 43, 28, 3, 66.

The formula to generate random numbers between 01 and 99 is (number*99/max_number)+1.

For the first number in the row, 78038, the calculation would be (78038*99/78038)+1 = 99.

For the second number in the row, 18022, the calculation would be (18022*99/78038)+1 = 25.

For the third number in the row, 84755, the calculation would be (84755*99/78038)+1 = 68.

For the fourth number in the row, 23146, the calculation would be (23146*99/78038)+1 = 17.

For the fifth number in the row, 12720, the calculation would be (12720*99/78038)+1 = 9.

For the sixth number in the row, 70910, the calculation would be (70910*99/78038)+1 = 89.

For the seventh number in the row, 49732, the calculation would be (49732*99/78038)+1 = 56.

For the eighth number in the row, 79606, the calculation would be (79606*99/78038)+1 = 97.

The first 12 numbers between 01 and 99 in the sample are: 99, 25, 68, 17, 9, 89, 56, 97, 43, 28, 3, 66.

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Answer: 5 or c

i know im so late but this is for other people who just got the question like me

Answer:

5 or c

Step-by-step explanation:

Answer:

  1539.4 m³

Step-by-step explanation:

The volume of a cylinder is given by the formula ...

  V = πr²h . . . . . where r is half the diameter and h is the height

__

Filling in the given values, we find the volume to be ...

  V = π(7 m)²(10 m) = 490π m² ≈ 1539.4 m³

The volume is about 1539.4 m³.

If 1.5 inches on the map represent a distance of 8.1 miles in reality, we can use the proportion:

1.5 inches / 1 inch = 8.1 miles / x miles

where x is the actual distance represented by 1 inch on the map, and is the scale of the map we are looking for.

We can solve for x by cross-multiplying:

1.5x = 8.1

x = 8.1 / 1.5

x = 5.4

Therefore, the scale of the map is 1 inch represents 5.4 miles.

An arithmetic sequence with the third term equal to 17 and a common difference of 4, we can find the formula for the nth term of the sequence, calculate the value of the 100th term, and determine the sum of the first 100 terms.

The formula for the nth term of an arithmetic sequence is used to find any term in the sequence based on its position. By plugging in the appropriate values, we can find the specific terms and the sum of a certain number of terms in the sequence.

a. The formula for the nth term of an arithmetic sequence is given by a_n = a_1 + (n - 1)d, where a_n represents the nth term, a_1 is the first term, n is the position of the term, and d is the common difference. In this case, the first term is unknown, and the common difference is 4. Using the information that the third term is 17, we can solve for the first term as follows: 17 = a_1 + (3 - 1)4. Simplifying the equation gives 17 = a_1 + 8, and by subtracting 8 from both sides, we find a_1 = 9. Therefore, the formula for the nth term of the sequence is a_n = 9 + (n - 1)4.

b. To find the value of the 100th term, we can substitute n = 100 into the formula for the nth term. Plugging in the values, we have a_100 = 9 + (100 - 1)4 = 9 + 99 * 4 = 9 + 396 = 405.

c. The sum of the first 100 terms of an arithmetic sequence can be calculated using the formula S_n = (n/2)(a_1 + a_n), where S_n represents the sum of the first n terms. In this case, we want to find S_100, so we substitute n = 100, a_1 = 9, and a_n = a_100 = 405 into the formula. The calculation becomes S_100 = (100/2)(9 + 405) = 50 * 414 = 20,700.

By applying the formulas for the nth term, the value of the 100th term, and the sum of the first 100 terms of an arithmetic sequence, we can find the desired values based on the given information.

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Answer:

5 x 5 is 25

Step-by-step explanation:

step by step explanation

Answer:

answer is 5x = 25

Step-by-step explanation:

easy stuff

Answer:

C

Step-by-step explanation: