The true speed and direction of the football thrown by the quarterback is 30.185 mph and 9⁰ respectively.
<h3>
Relative velocity of the football</h3>
The true speed and direction of the football is determined by applying the concept of relative velocity.
Vr/w = Vb - Vw
where;
- Vr/w is the velocity of the football with respect to the wind
- Vb is the velocity of the football
- Vw is the velocity of the wind
Vr/w = 41 mph - 11 mph = 30 mph
The direction speed can be determined by sketching a triangle
Direction of the speed, θ = (360 - 339) - (180 - 168)
θ = 21 - 12 = 9⁰
<h3>Resultant speed;</h3>
R² = 41² + 11² - 2(41 x 11 x cos9)
R² = 911.105
R = √911.105
R = 30.185 mph
Thus, the true speed and direction of the football thrown by the quarterback is 30.185 mph and 9⁰ respectively.
Learn more about relative velocity here: brainly.com/question/17228388
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Step-by-step explanation:
(1+3x-1)×{1-(3x-1)}
=3x.(1-3x+1)
=3x.3x
=9x^2.
(opposite angles in a parallelogram)
(subtraction)
(angles in a triangle add to 180 degrees)
(adjacent angles in a parallelogram are supplementary)
(subtraction)
(angles in a triangle add to 180 degrees)
(angles on a straight line add to 180 degrees)
Answer:
"The product of two rational numbers is rational."
So, multiplying two rationals is the same as multiplying two such fractions, which will result in another fraction of this same form since integers are closed under multiplication. Thus, multiplying two rational numbers produces another rational number.
Step-by-step explanation:
Answer:
$4
Step-by-step explanation:
The two purchases can be written in terms of the cost of an adult ticket (a) and the cost of a student ticket (s):
7a +16s = 120 . . . . . . . . price for the first purchase
13a +9s = 140 . . . . . . . . price for the second purchase
Using Cramer's rule, the value of s can be found as ...
s = (120·13 -140·7)/(16·13 -9·7) = 580/145 = 4
The cost of a student ticket is $4.
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<em>Comment on Cramer's Rule</em>
Cramer's rule is particularly useful for systems that don't have "nice" numbers that would make substitution or elimination easy methods to use. If you locate the numbers in the equation, you can see the X-patterns that are used to compute the numerator and denominator differences.
The value of a is (16·140 -9·120)/(same denominator) = 1160/145 = 8. I wanted to show you these numbers so you could see the numerator X-pattern for the first variable.
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Of course, graphical methods can be quick and easy, too.