[tex] \binom{(4 {x}^{2} y)^{2} \times \sqrt{9 {x}^{6} {y}^{2} } }{( {x}^{3} {y}^{2})^{ - 2} } [/tex]
the topic is indices ​

Population - - > Sampling Frame - - > Sample - - > Individual being surveyed is the order from largest to smallest.

The population is the largest as they include all units or subject of interest in a particular study or experiment.

Next is the sampling frame which is the list or compilation of all subjects which can form part of a sample. It is a compilation of all elements in the population from which the sample can be drawn.

The sample is a subset of the population of population, usually selected at random and it is representative of the population.

The individual surveyed represents a single subject or observation from the chosen sample.

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Picture 1: w = 14 units

Picture 2: The angles are 30°, 60° and 90°

Picture 3: p = 22√2 units

Picture 4: The distance is 42 ft

Picture 5: The perimeter of the equilateral triangle is 30√3 m

Trigonometry is the branch of mathematics that deals with the relationship between ratios of the sides of a right-angled triangle with its angles

Picture 1

cos 30° = 7√3 / w

w cos 30° = 7√3

w  = 7√3 /(cos 30°)

w = 14 units

Picture 2

We have a right angle there already i.e. 90°. Let the two unknown angles be x and y.

sin x = (7√3) /(14√3)

sin x = 1/2

x = arcsin (1/2)

x = 30°

y = 90 - 30 = 60°

Thus, the angles are 30°, 60° and 90°

Picture 3

sin 45° = p/44

p = 44 * sin 45°

p = 44 * (√2)/2

p = 22√2 units

Picture 4

The distance from corner to corner is the length of the diagonal of the square.

Distance = √(30² + 30²) = 42 ft    (Pythagoras' theorem)

Picture 5

The perimeter of the equilateral triangle is the sum of all three sides.

Let's find the side x:

sin 60° = 15/x

x = 15/sin 60°

x = 10√3 m

perimeter = 3x = 3 * 10√3 = 30√3 m

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The points (x,y) lies in a straight line.

An unending, one-dimensional figure with no breadth is a straight line. It consists of an infinite number of points connected on either side of a point. There is no curvature in a straight line. It might be angled, vertical, or horizontal.

Any angle we draw between any two locations along a straight line will always be a 180-degree angle. A straight line is an infinite-length line that does not have any curves on it. A straight line can be formed between two points also but both ends extend to infinity.

Given that,

z=x+iy

i = √-1

For real, imaginary part =0

⇒x+y=1

Thus, The points (x,y) lies in a straight line.

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The y-intercept of each equation represents the height of the flowers when x = 0, i.e., after 0 days.

For equation (1), the y-intercept is 2:

y = 0.7x + 2

For equation (2), the y-intercept is also 2:

y = 0.4x + 2

The y-intercepts of both equations are the same, meaning that both flowers started at the same height.

However, the slopes of the equations are different, meaning that the rate of growth of the flowers is different.

Since the rate of growth is different, the flowers will not be the same height after any number of days.

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tangential acceleration a in the form without finding t and n is |a|= T+ t N

The tangential acceleration is a measure of the rate of change in the magnitude of the velocity vector, i.e. speed, and the normal acceleration are a measure of the rate of change of the direction of the velocity vector.

r(t)=(cost+ t sin t )i +(  sin t−t cost)j

first find the particle's velocity.

[tex]v=dr/dt\\=(−sint+sint+tcost)i^+(cost−cost+tsint)j^\\\\ \\=(tcost)i^+(tsint)j^[/tex]

find the speed.

|v|=[tex]\sqrt{t^{2} cos^{2}t+ t^{2} sin^{2}t }[/tex]

    = √t^2

    =t

When  t>0 ,  |t| simply becomes  t .

We know that  a T= [tex]\frac{d}{dt}[/tex]|v|

, which we can use to find that  [tex]\frac{d}{dt}[/tex](t)=1

Now that we know  a T , we can use it to find  a N

a=(cost−t sin t ) i+(sin t +t cos t)j

|a|^2=t^2+1

a N=√(t^2+1) -1

     = t

By substituting this back into the original definition, we find that

|a|=(1)T+(t)N=T+ t N

a in the form without finding t and n is |a|= T+ t N

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In wage data the correlations between lwage and the three variables education, experience and job tenure (all measured in years) are respectively 0.4, 0.1 and 0.3. So, Regression of lwage on education will have the highest R squared.

R squared is the square of the correlation so the pair that have the highest correlation will also have the highest R squared in a regression involving the two variables.

Regression is a statistical method used to estimate the relationship between a dependent variable and one or more independent variables. This method can also be used to assess the strength of the relationship between variables with future predictions.

Regression analysis includes several variations, namely linear, multiple linear, and nonlinear. The most common models are linear and multiple linear. Meanwhile, nonlinearity is usually used for more complex data groups - because the relationships between variables are not consistent.

Regression analysis can be applied to a variety of disciplines, including finance, investing, and marketing.

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Myers' taxable income of $49,000 was located on the tax schedule. He then added the base amount of $4,386 to the amount over $31,850 multiplied by 25%, totaling $8,673.50 in taxes.

To figure out the taxes due on Myers' taxable income of $49,000, he first located his earned income level on the tax schedule. The base amount was then calculated by entering the base amount of $4,386. Next, he found the amount over $31,850 and multiplied it by 25%, which was $7,025.00. Finally, he added the base amount and the multiplied amount over 31,850 together to get a total of $8,673.50 in taxes due. Therefore, Myers' taxable income of $49,000 was located on the tax schedule. He then added the base amount of $4,386 to the amount over $31,850 multiplied by 25%, totaling $8,673.50 in taxes.

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a) The experimental probability of both choosing a ball that is odd and drawing a car that is either a K or J is given as follows: 29/60.

b) The theoretical probability of both choosing a ball that is odd and drawing a car that is either a K or J is given as follows: 4/9.

c) With a small number of trials, it is not surprising when the experimental probability is much greater than the theoretical probability.

A probability is calculated via the division of the number of desired outcomes by the number of total outcomes.

An experimental probability, as the name says, is calculated considering previous experiments.

Out of 60 outcomes, the desired outcomes and their absolute frequencies are given as follows:

Hence the experimental probability is obtained as follows:

(8 + 4 + 10 + 7)/60 = 29/60.

For the theoretical probability, we have that:

Hence it is given as follows:

p = 2/3 x 2/3

p = 4/9.

For a small number of trials, there usually are differences between the experimental and the theoretical probabilities, but these probabilities get closer as the number of trials increase.

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A total of $540 being donated to the school.

The formula for calculating the amount of money that will go to the school is as follows: (Selling Price - Cost of Production) x 25% x Number of Sets Sold. In this case, the calculation is (4.55 - 1.75) x 0.25 x 800 = $540. This means that if 800 sets of pens are sold, $540 will go to the school. This can also be expressed as 25% of the profit from each set (the difference between the purchase price and the amount it costs to make) multiplied by the total number of sets sold. Thus, if 800 sets of pens are sold, the school will receive 25% of the profit from each set multiplied by 800. This results in a total of $540 being donated to the school.

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Answer:

Step-by-step explanation:

If a fair coin is tossed 14 times then the probability that exactly three head occur is 0.023 .

The Binomial Probability formula is used to find the Probability of getting exactly 3 heads in 14 tosses of a fair coin .

The formula is:

⇒ P(X=k) = ⁿCₓ × pˣ ×  (1-p)ⁿ⁻ˣ  ;

where,

⇒ P(X=k) is the probability of getting exactly "x" heads in n tosses of coin ;

⇒ n (number of tosses) =  14

⇒ k (number of heads) = 3

⇒ p (probability of getting heads in a single toss) =  0.5 for a fair coin

Substituting  in the values, we get:

⇒ P(X = 3) = ¹⁴C₃ * (0.5)³ * (1 - 0.5)¹¹

⇒ P(X = 3) = ¹⁴C₃ * (0.5)³ * (0.5)¹¹

On simplifying further ,

we get ;

⇒ 0.02221679 ≈ 0.023 .

Therefore , the probability of getting exactly 3 heads 0.023 .

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Therefore , the solution of the given problem of ratio comes out to be greatest portion of race covered is by Deangelo which is 0.72.

The simple formula "a / b" can be used to create a pair of similar variables "a" and "b," where "b" may also be greater than zero. One ratio is created by combining two ratios. If there were only one man and three women, the ratio would be 1:1. There are 1/4 boys and 3/4 girls in the group. A separation between a or more objects, a numeral, or a piece of a component's volume are all examples of parts.

Here,

Given :

=> Aljendaro  is 65%

=> Beth is 3/5

=> Christina is 0.7

=> Deangelo is 18/25

the greatest portion of the race covered is :

=> 65/100 = 0.65

=> 3/5 = 0.6

=> 0.7

=> 18/25 = 0.72

The greatest portion of race covered is by Deangelo which is 0.72.

Therefore , the solution of the given problem of ratio comes out to be greatest portion of race covered is by Deangelo which is 0.72.

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The complete question is " Four friends are in a marathon. After 3 hours, each friend has completed a different portion of the race.

Given:

Aljendaro  is 65%

Beth is 3/5

Christina is 0.7

Deangelo is 18/25 "

Solutions for the system of equations  2x −5y =1  , 4x −10y =3 has no solution as ( 2 /4 ) = (-5/-10) ≠ (1/3) .

Simplify the system of equations to get the solution of the system :

2x - 5y = 1

⇒ 2x = 1 + 5y

⇒ x = ( 1+ 5y ) / 2  __(1)

4x -10y = 3

⇒ 2 ( 2x - 5y ) = 3

⇒2x - 5y = 3/2  ___(2)

Standard form of the system of equations are :

a₁x + b₁y + c₁ = 0

a₂x + b₂y + c₂ = 0

Substitute the value of x from (1) into (2) we get,

2 ( 1 + 5y )/2  - 5y = 3/2

⇒1 + 5y -5y = 3/2

⇒1 = 3/2

⇒2 = 3 which is not true.

System of the equation has no solution.

Here, ( a₁ /a₂ ) = (b₁ /b₂) ≠ (c₁ /c₂ ) that is ( 2 /4 ) = (-5/-10) ≠ (1/3) .

Therefore, the system of equations has no solution.

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All the missing reasons are given below.

A parallelogram is a two-dimensional shape with four sides and opposite sides that are parallel and equal in length. It can be defined as a quadrilateral with two pairs of parallel sides. In other words, opposite sides of a parallelogram are parallel and equal in length. The opposite angles of a parallelogram are equal and its diagonals bisect each other. A rectangle and a rhombus are both examples of parallelograms. The properties of parallelograms are important in geometry, trigonometry, and linear algebra.

The missing reasons for steps 3 and 4 are:

So the complete proof would be:

Given: ABCD with diagonal BD

Prove: ABD = CDB

Statements:

Reasons:

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Answer: The given expression is already in the vertex form:

y = 2(x-3)² - 1

It is the standard form of a parabolic equation with the vertex at (3, -1) and opens upwards.

Step-by-step explanation:

Answer:

[tex]y=2(x-3)^2-2[/tex]

Step-by-step explanation:

[tex]y=2(x-4)(x-2)\\y=2(x^2-6x+8)\\y+2(1)=2(x^2-6x+8+1)\\y+2=2(x^2-6x+9)\\y+2=2(x-3)^2\\y=2(x-3)^2-2[/tex]

The solution to the equations are given below.

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS is a common mathematical formula.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given:

1. System A          System B

−12x+9y=7           −12x+9y=7

9x−12y=6             −9x+5y=9

Solving system A

x= -46/21 and y= -15/7

and, solving system B

x= -46/21 and y= -15/7

We can say that

Yes, they have the same solution because the second equation in system B is obtained by multiplying the second equation in system A by 1/3 and adding to the first equation in system A.

2. -7 should be multiply the second equation by so that the sum of the x-coefficients is zero.

3. x−y=3

2x−3y=−1

Solving the above equation gives

x= 10 and y= 7.

The equation yields the same solution as above is

2x−2y=6

2x−3y=−1

4. Equation A: 5x+9y=12

Equation B: 4x−3y=8

Now, solving both equations we can proceed as Multiply equation B by 3 and add the result to equation A.

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Answer:

To determine which system of equations would have the same solution, we evaluate each system of equations.

System 1 4x − 5y = 2, 3x − y = 8

x = 38/11

y = 26/11

System 2 4x − 5y = 2, 3x − 2y = 1

x = 1/7

y = -2/7

System 3 4x − 5y = 2, 3x − 8y = 4

x = -4/17

y = -10/17

System 4 4x − 5y = 2, 10x − 9y = 4

x = 1/7

y = -2/7

Therefore, the correct answer is option 3. System 2 and system 4 are equal, because the second equation in system 4 is obtained by adding the first equation in system 2 to two times the second equation in system 2.

    4x− 5y = 2 2( 3x − 2y = 1)

-----------------------    10x - 9y = 4

Step-by-step explanation:

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A teacher may receive funding from the school to buy arithmetic amount notebooks for the pupils in their class. Materials like notebooks, pens, calculators, and other essential items can be purchased with this money.

A teacher may receive funding from the school to buy arithmetic notebooks for the pupils in their class. Materials like notebooks, pens, calculators, and other essential items can be purchased with this money. It is crucial to provide each student with enough math notebooks so that they have enough supplies to work with. These notebooks can be used by the students to keep track of key information, practise equations and other mathematical ideas, and stay organised and study-focused. To make sure that kids have the resources they need to excel in the classroom, provide the instructor a budget to buy math notebooks.

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The total number of Cheeseburgers will be 263.

What is an Equations?

Equations are mathematical statements with two algebraic expressions on either side of an equals (=) sign. It illustrates the equality between the expressions written on the left and right sides. To determine the value of a variable representing an unknown quantity, equations can be solved. A statement is not an equation if there is no "equal to" symbol in it. It will be regarded as an expression.

Cheese burgers= x

Hamburgers= y

y-x= 62

x+y = 588

we add both the equations we get 2y = 650

y=650/2

y= 325

x = 588-325= 263

Hence, The total number of Cheeseburgers will be 263.

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The expression is not equal to the radicand.

What is Radical Index?

The root symbol nx. is known as a radical, and it is thus read "x radical n," or "the nth root of x." The horizontal line in the radical sign is known as the vinculum, the quantity under the vinculum is known as the radicand, and the quantity n written to the left is known as the index.

The radical is defined by the expression

[tex]\sqrt[n]{a}[/tex]

where a is radicand and n is index.

The index value of square roots is two. When there is no index provided for a radical, it is presumed to be an index of two, or a square root.

[tex]a^{1/2}[/tex] =[tex]\sqrt{a}[/tex]

Thus, the expression is not equal to the radicand.

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The expression is not equal to the radicand.

What is Radical Index?

The root symbol nx. is known as a radical, and it is thus read "x radical n," or "the nth root of x." The horizontal line in the radical sign is known as the vinculum, the quantity under the vinculum is known as the radicand, and the quantity n written to the left is known as the index.

The radical is defined by the expression

where a is radicand and n is an index.

The index value of square roots is two. When there is no index provided for a radical, it is presumed to be an index of two or a square root.

= a^(1/2)

Thus, the expression is not equal to the radicand.

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The survey data collected by Account employees provides valuable insight into the amount of time executives spend on e-mails.

A survey was conducted by Account employees in 2001 to determine the amount of time executives spend each day reading and sending e-mails.

The results were recorded in minutes and analyzed to determine if the mean amount of time spent by all executives reading and sending e-mail daily differs from 60 minutes.

The survey data collected from the executives can be used to calculate the mean and standard deviation of the time spent on e-mails.

If the mean is significantly different from 60 minutes, it would suggest that the executives on average spend more or less time on e-mails compared to 60 minutes.

By conducting a statistical test, we can determine if the mean is significantly different from 60 minutes and make inferences about the e-mail habits of executives.

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It will take the painter a total of 5 minutes to paint this cone

Since the area of the base of the cone is doubled,

the new base area = 2 * 49π in² = 98π in².

The radius of the original cone can be found by using the formula for the area of a circle:

49π = πr^2

r = 7 in

The height of the new cone can be calculated using the same lateral height as the original cone:

h = 8 in

Using the formula for the volume of a cone, we can calculate the volume of the new cone:

V = (1/3)πr^2h = (1/3)π(7^2)(8) = (1/3)π(392)

The surface area of the original cone can be found using:

A = πr^2 + πrs

where s is the slant height of the cone.

s = √(r^2 + h^2) = √(7^2 + 8^2) = √(49 + 64) = √(113)

So, we have

A = πr^2 + πrs = π(7^2) + π(7)(√(113)) = 49π + 7π(√(113))

The surface area of the new cone can be found using the same formula:

A = πr^2 + πrs = π(7^2 * 2^2) + π(7 * 2)(√(113)) = 98π + 14π(√(113))

When the equations are compared, we have

2 * (49π + 7π(√(113))) = 98π + 14π(√(113))

i.e. the new cone has twice the surface area of the original cone

It will take 2.5 * 2 = 5 minutes to paint this cone.

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The display that correctly represents the sample space is an option(d) neither.

To determine this:

While both Chase and Emily have attempted to represent the sample space, neither of their displays accurately represents the sample space by randomly picking a height and color for the stools.

In Chase's display, he has repeated the same height and color combination multiple times, which is not correct as each combination should only appear once in the sample space.

In Emily's display, she has not explicitly listed all the possible height and color combinations. She has only listed 3 heights and 3 colors, but there are 9 possible combinations of height and color that should be included in the sample space.

The correct representation of the sample space would be a list of all 9 possible combinations, such as:

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The display that correctly represents the sample space is an option(d) neither.

To determine this:

While both Chase and Emily have attempted to represent the sample space, neither of their displays accurately represents the sample space by randomly picking a height and color for the stools.

In Chase's display, he has repeated the same height and color combination multiple times, which is not correct as each combination should only appear once in the sample space.

In Emily's display, she has not explicitly listed all the possible height and color combinations. She has only listed 3 heights and 3 colors, but there are 9 possible combinations of height and color that should be included in the sample space.

The correct representation of the sample space would be a list of all 9 possible combinations, such as:

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The measure of the angle X for the trigonometric ratio of sine X equal to 0.7547 is 49° to the nearest degree.

The trigonometric ratios involves the relationship of an angle of a right-angled triangle to ratios of two side lengths. Basic trigonometric ratios includes; sine cosine and tangent.

For the sine of X equal to 0.7547, we can make x the subject by finding the sine inverse of 0.7547 as follows:

sin X = 0.7547

X = sin⁻¹(0.7547)

X = 48.9992

Therefore, the measure of the angle X for the trigonometric ratio of sine X equal to 0.7547 is 49° to the nearest degree.

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On solving the provided question, we can say that by percentage the proportion of pupils who participate in either cricket or volleyball.

A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions.

In a study conducted at a school, 300 students preferred volleyball, 250 preferred cricket, and 110 preferred playing both sports. Calculate the following using a Venn diagram: a. the number of pupils who play cricket exclusively.

b. the proportion of pupils who participate in either cricket or volleyball.

After their SEE, a survey found that 120 students desired to be both an engineer and a doctor, while 190 students wanted to be both. Draw a Venn-diagram and count the number of students who said they wanted to be neither of them if 300 students were surveyed.

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The surface area of the prism is 456cm² and the volume is 408cm³

A prism is a solid shape that is bound on all its sides by plane faces. There are two types of faces in a prism. The top and bottom faces are identical and are called bases. A prism is named after the shape of these bases. For example, if a prism has a triangular base it is called a triangular prism.

The formula for the surface area of a prism is SA=2B+ph, where B, again, stands for the area of the base, p represents the perimeter of the base, and h stands for the height of the prism.

Base area = 1/2× 8× 6

= 4×6 = 24 cm²

perimeter of the base = 6+8+10 = 24cm²

therefore SA = 2(24)+24×17

= 48+408

= 456cm²

Volume of the prism = base area × height

= 24 × 17

= 408cm³

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a) The correct values is,

At x = - 1; y = 5

At x =  1; y = - 3

At x = 2; y = - 4

At x = 4; y = 0

b) The correct graph of equation y = x² - 4x is shown in graph by green curve.

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

a) Complete table is find as;

The equation is,

⇒ y = x² - 4x

Hence, We get;

At x = - 1;

⇒ y = x² - 4x

⇒ y = (-1)² - 4 × - 1

⇒ y = 1 + 4

⇒ y = 5

At x = 1;

⇒ y = x² - 4x

⇒ y = (1)² - 4 × 1

⇒ y = 1 - 4

⇒ y = - 3

At x = 2;

⇒ y = x² - 4x

⇒ y = (2)² - 4 × 2

⇒ y = 4 - 8

⇒ y = - 4

At x = 4;

⇒ y = x² - 4x

⇒ y = (4)² - 4 × 4

⇒ y = 16 - 16

⇒ y = 0

b) The equation is,

⇒ y = x² - 4x

At x = 0;

⇒ y = 0

Hence, The correct graph of equation y = x² - 4x is shown in graph by green curve.

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For the given function, the value using limits is ∫h′′(u)du = 127/6 = 21.17

A limit in mathematics is the value that a function gets closer to when the input gets closer to a certain value. Calculus and mathematical analysis are not possible without limits, which are also required to determine continuity, derivatives, and integrals.

A function's second derivative is a measure of how quickly its first derivative, or acceleration, changes over time. If h′ is differentiable and has a continuous rate of change, then h′′ is continuous. The derivative of an integral is equal to the integrand according to the calculus fundamental theorem. Therefore, h′(u) equals h′′(u)du plus C, where C is a free constant.

To determine C, we can use the given values of h′(1) and h′(6). We have h′(1) = ∫h′′(u)du + C and h′(6) = ∫h′′(u)du + C. Subtracting the two equations yields

h′(6) − h′(1) = ∫h′′(u)du + C − ∫h′′(u)du − C = 0

And, since h′(6) − h′(1) = −15 − 4 = −19, we have −19 = 0, which means that C = −19. Hence, h′(u) = ∫h′′(u)du − 19.

Finally, to determine the integral of h′′, we can integrate both sides of this equation with respect to u:

h(u) = ∫h′(u)du = ∫(∫h′′(u)du − 19)du = ∫h′′(u)du * u - 19 * u + C

To determine C, we can use the given values of h(1) and h(6). We have h(1) = ∫h′′(u)du * 1 - 19 * 1 + C and h(6) = ∫h′′(u)du * 6 - 19 * 6 + C. Subtracting the two equations yields

h(6) − h(1) = ∫h′′(u)du * 6 - 19 * 6 + C − ∫h′′(u)du * 1 - 19 * 1 + C = 3 + 9 - (-9 - 114) = 127

Hence,  ∫h′′(u)du = 127/6 = 21.17

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An arc having a central angle of 30° and a radius of 15 cm has a length of 225 cm.

The theory used in this question is the formula for calculating the length of an arc, which is θ/360 × circumference. θ is the central angle in degrees and the circumference is the circumference of the circle.

Given:

Determine the circle's circumference.

Circumference of a circle = 2πr

Radius = 15 cm

Circumference of the circle = 2π × 15 cm

Circumference of the circle = 30π cm

Calculate the length of the arc.

Length of an arc = θ/360 × circumference

Central angle = 30°

Length of an arc = 30°/360 × 30π cm

Length of an arc = (30π/360) × 30π cm

Length of an arc = 225 cm

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The C++ or Python code for the given problem is float ballRadius = ballHeight / 2.0;

To assign the value of ballRadius with ballHeight divided by 2.0, you can write the following code in a programming language such as C++ or Python:

float ballRadius;

float ballHeight = [some value];

ballRadius = ballHeight / 2.0;

This code uses the division operator (/) to divide ballHeight by 2.0, which results in a floating-point value. This value is then assigned to the variable ballRadius. By dividing ballHeight directly by 2.0, we are not using the fraction 1.0 / 2.0.

In detail, the operation ballHeight / 2.0 performs floating-point division, which means that the result will be a floating-point value with decimal places. The value of ballHeight is divided by 2.0, which is a floating-point constant. The result of this division is assigned to the variable ballRadius, which is also a floating-point value.

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Answer:

3 ways

Step-by-step explanation:

Let us take boat A and Boat B

Boat A - 6 people

Boat B - 4 people

1st way - In Boat A 4 people and in Boat B 4 people

2nd way - In Boat A 5 people and in Boat B 3 people

3rd way - In Boat A 6 people and in Boat B 2 people