En una progresión aritmética sabemos que a2 =1 y a5 =7. Halla el término general y los términos a8 , a15 y a20

Answer:

y = -1/4x + 2

Step-by-step explanation:

First you have to pick 2 points on the line, then you find the slope of the line from those 2 points. The slope formula is m = (y2-y1) / (x2-x1), and filling the variables in with the points (0,2) and (4,1) gives you m = (1-2) / (4-0), which gives you m = -1/4.

Once you have found the slope, you look for the y-intercept which is the point where the x-value is 0, and that is 2 in this graph.

You can then put this information into slope-intercept form, y= mx + b. m represents the slope and b represents the y-intercept. The answer is y = -1/4x + 2

The change in the position of the minute hand should be matched with the angle made by the change as follows;

The minute hand moves from 2 to 9 = 7π/6 radians

The minute hand moves from 5 to 10 = 5π/6 radians.

The minute hand moves from 3 to 7 = 2π/3 radians.

The minute hand moves from 4 to 6 = π/3 radians.

The minute hand moves from 1 to 4 = π/2 radians.

In Mathematics, a rotation can be defined as a type of transformation which moves every point of the object through a number of degrees around a given point, which can either be clockwise or counterclockwise (anticlockwise) direction.

Generally speaking, the angle between numbers that represents the hands on an analog clock is equal to π/6 radians.

When the minute hand moves from 2 to 9, we have:

Difference = 9 - 2 = 7

Angle = 7 × π/6 = 7π/6 radians.

When the minute hand moves from 5 to 10, we have:

Difference = 10 - 5 = 5

Angle = 5 × π/6 = 7π/6 radians.

When the minute hand moves from 3 to 7, we have:

Difference = 7 - 3 = 4

Angle = 4 × π/6 = 4π/6 = 2π/3 radians.

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Getting the correct answer in an online school environment can be achieved through a few methods:

Read the course materials carefully: Make sure you understand the material being covered before attempting to answer questions.

Participate in online discussions: If you have questions, participate in online discussions with your classmates or instructors. This can help you better understand the material and get clarification on any points you are unsure about.

Utilize online resources: Many online schools provide access to online resources such as videos, tutorials, and practice quizzes. These can help you reinforce your understanding of the material and prepare for exams.

Ask for help: If you are still having trouble finding the correct answer, don't be afraid to reach out to your instructor or classmates for help.

Use additional study materials: Consider using outside study materials such as textbooks, study guides, and online resources to help you better understand the material.

Remember, the key to success in online school is to stay organized, be proactive, and actively engage with the course materials and your classmates. Good luck!

Getting every answer in an online school course depends on several factors, including the format of the course, the resources available, and the instructor's teaching style. Here are some tips that may help:

Utilize course resources: Most online courses provide students with a variety of resources such as textbooks, lectures, discussion forums, and quizzes. Utilize these resources to gain a deeper understanding of the material.

Participate in discussions: Participating in online discussions can be an excellent way to get answers to questions you have about the course material. You can also collaborate with other students to gain a better understanding of the course content.

Ask the instructor: If you're still unsure about a particular topic, don't be afraid to reach out to your instructor for clarification. You can send an email, participate in virtual office hours, or use a discussion forum to ask questions.

Research outside sources: You can also conduct research outside of the course to supplement your understanding of the material. Search for reputable sources, such as academic journals, to gain a better understanding of the course content.

Form a study group: If you're taking the course with other students, consider forming a study group. Studying with others can be an effective way to get answers to questions you have and to collaborate on course assignments.

Remember, the key to getting every answer in an online course is to be an active and engaged learner. Utilize all the resources available to you and don't be afraid to ask for help when needed.

The midpoint of a line segment is the point located halfway between two endpoints.

Therefore, if the points and have the coordinates (x1, y1) and (x2, y2), respectively, then the coordinates of the midpoint, , are defined as:

[tex]M = (x1 + x2)/2, (y1 + y2)/2[/tex].

The equation of a line is y = mx + b, where m is the slope and b is the y-intercept. Since we know the coordinates of the two points, we can calculate the slope of the line using the formula:

[tex]m = (y2 - y1)/(x2 - x1).[/tex]

Using the values of x1, y1, x2, and y2, we can calculate the slope of the line. We can then use the coordinates of and to calculate the y-intercept of the line, b.

Once we have determined the slope and y-intercept of the line, we can substitute these values into the equation of a line, y = mx + b, to determine the equation of the line.

The length of the line is equal to the distance between the two points and, for two points with coordinates (x1, y1) and (x2, y2), we can use the distance formula to calculate the length:

[tex]L = √((x2 - x1)^2 + (y2 - y1)^2)[/tex].

Substituting the values of x1, y1, x2, and y2 into this equation will give us the length of the line, which is equal to .

Therefore, the equation of the line and the length of the line are and , respectively.

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The correct way to start finding g(h(x)) is to replace the output of h(x) in

the variables of g(x).

When the output of one function is given to the input of another function they are called composite functions.

In (fog)x which is [f{g(x)}] here the out of the function g(x) is the input of the function f(x).

Given, g(x) = x² - 8 and h(x) = - 6x + 1,

Now, g(h(x)) is the output of h(x) is the input of g(h(x)).

Therefore, g(h(x)) is g(- 6x + 1) = (- 6x + 1)² - 8.

g(h(x)) = - (6x - 1)² - 8.

g(h(x)) = - (36x² - 12x + 1) - 8.

g(h(x)) = - 36x² + 12x - 1 - 8.

g(h(x)) = - 36x² + 12x - 9.

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The surface area Sam needs to paint on the cylinder is  πx² + 2πxy i.e. B.

What exactly is a cylinder?

In geometry, a cylinder is one of the fundamental 3d forms with two parallel circular bases at a distance. A curving surface connects the two circular bases at a predetermined distance from the centre. The axis of the cylinder is the line segment connecting the centres of two circular bases. The height of the cylinder is defined as the distance between the two circular bases. One real-world example of a cylinder is an LPG gas-cylinder.

Because the cylinder is a three-dimensional form, it has two primary properties: surface area and volume. The cylinder's total surface area (TSA) is equal to the sum of its curved surface area and the area of its two circular bases.

The volume of a three-dimensional cylinder is the space it occupies (V).

TSA=2πr²+2πrh, where r is the radius and h is the height.

Now,

Given that the radius of the roof is x feet and the silo is y feet high

Area of roof=πx² and

curved surface area=2πxy

then the surface area Sam needs to paint=πx²+2πxy

Hence,

        The surface area Sam needs to paint on the cylinder is

πx² + 2πxy.

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The value of parameter under  null hypothesis which is not plausible , will not be contained in a 95% confidence interval when (a) p value is less than or equal to 0.05  .

The "P Value" is  the probability of observing a test statistic as extreme or more extreme than the one computed from the sample data, assuming the null hypothesis is true.

When the p value is less than equal to 0.05 , it indicates that the observed test statistic is statistically significant at the 5% level of significance, means that the null hypothesis will be rejected.

Therefore , the parameter value that is assumed under the null hypothesis is not plausible and is not likely to be in a 95% confidence interval.

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The given question is incomplete , the complete question is

When conducting a two-sided test of significance, the value of the parameter under the null hypothesis is not plausible and will not be contained in a 95% confidence interval when  

(a) The p-value is less than or equal to 0.05

(b) The p-value is greater than 0.05.

(c) There is no relationship between the p-value and the confidence interval.

The  cosine of angle R is 3/5 and tangent of angle R is 4/3.

Trigonometry is a branch of mathematics that studies relationships between side lengths and angles of triangles.

The given right triangle is RTS.

We have to find the cosine of angle R

We know that cos theta = Adjacent side/hypotenuse.

CosR=6/10

=3/5

Now let us find tangent of angle R

Tan theta = opposite side/adjacent side

=8/6

=4/3

Hence, the  cosine of angle R is 3/5 and tangent of angle R is 4/3.

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Answer: a) The set W contains the zero vector, since (0,0,0) = (3s,-2s,s) for s = 0.

The set W is closed under addition and scalar multiplication:

If (3s1, -2s1, s1) and (3s2, -2s2, s2) are in W, then their sum, (3(s1 + s2), -2(s1 + s2), (s1 + s2)), is also in W.

If (3s, -2s, s) is in W and c is any scalar, then (3cs, -2cs, cs) is also in W.

The set W has a basis of {(3, -2, 1)}. To see this, we can write any vector in W as a scalar multiple of (3, -2, 1). For example, (3s, -2s, s) = s(3, -2, 1). The dimension of the set W is 1.

b) The set W contains the zero vector, since (t-2,0,6-3t) = (t-2,0,6-3t) for t = 2.

The set W is closed under addition and scalar multiplication:

If (t1 - 2, 0, 6 - 3t1) and (t2 - 2, 0, 6 - 3t2) are in W, then their sum, ((t1 + t2) - 2, 0, 6 - 3(t1 + t2)), is also in W.

If (t - 2, 0, 6 - 3t) is in W and c is any scalar, then (ct - 2c, 0, 6c - 3ct) is also in W.

The set W has a basis of {(1, 0, -3)}. To see this, we can write any vector in W as a scalar multiple of (1, 0, -3). For example, (t - 2, 0, 6 - 3t) = t(1, 0, -3) - 2(1, 0, -3). The dimension of the set W is 1.

c) The set H contains the zero vector, since (2b, a, 3b) = (0,0,0) for b = 0 and a = 0.

The set H is closed under addition and scalar multiplication:

If (2b1, a1, 3b1) and (2b2, a2, 3b2) are in H, then their sum, (2(b1 + b2), a1 + a2, 3(b1 + b2)), is also in H.

If (2b, a, 3b) is in H and c is any scalar, then (2cb, ca, 3cb) is also in H.

The set H has a basis of {(2,1,3)}. To see this, we can write any vector in H as a scalar multiple of (2,1,3). For example, (2b, a, 3b) = b(2,1,3) + a(0,1,0). The dimension of the set H is 2.

d) The set H contains the zero vector, since (−b + 2c, b, 4c) = (0,0,0) for b = 2c.

Step-by-step explanation:

If a colorimetric indicator is not available, an alternative method for determining the equivalence point in a titration is to use a pH meter.

A pH meter is a device that measures the acidity or basicity of a solution and gives a numerical value for the pH.

In an acid-base titration, the pH of the solution changes as the titrant is added to the analyte. Initially, the pH is determined by the analyte, which is usually acidic. As the titrant is added, it reacts with the analyte to form a neutral or basic solution, and the pH increases. At the equivalence point, all of the analyte has reacted with the titrant.

To use a pH meter to determine the equivalence point, the pH of the solution is monitored as the titrant is added. Initially, the pH is low due to the acidity of the analyte. As the titrant is added, the pH increases, and a sharp increase in pH is observed at the equivalence point.

The advantage of using a pH meter to determine the equivalence point is that it provides a more precise and accurate method than visual indicators, which can be affected by factors such as color blindness or variations in lighting conditions. Additionally, a pH meter can be used for both acid-base and redox titrations.

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Using the law of cosines, as we have two sides and an angle, the length b is given as follows:

b = 17.92.

The law of cosines states that we can find the side c of a triangle as follows:

c² = a² + b² - 2abcos(C)

In which:

For this problem, the length b is opposite to the angle of 47º, hence it is obtained as follows:

b² = 20² + 24² - 2 x 20 x 24 x cosine of 47 degrees

b² = 321.28

b = sqrt(321.28)

b = 17.92.

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The part overlapped is showing the acute scalene triangles.

An acute scalene triangle can be defined as a triangle whose angles are less than 90 degrees and all three sides and angles are different in measurement.

Given that, in a graphic organizer, the left circle represents scalene triangles. The right circle represents acute triangles.

Here, we are asked to find that which figure belongs in the part of the organizer where the circles overlap,

In graphic organizers, the overlapped portion shows the common part between other portions.

Therefore, the common in both the triangles will be an acute scalene triangle,

Hence, the part overlapped is showing the acute scalene triangles.

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(a) P = [tex](56035e^(0.3283t)) / (560 + 35(e^(0.3283t)-1))[/tex] (b) 345 panthers (c) 1.59 years (d) dP/dt = kP(1 - P/560), P(5) ≈ 373 panthers (e) 1.59 years.

(a) The logistic equation that models the population of panthers in the preserve is:

P = [tex](560P0e^{(kt)}) / (560 + P0(e^{(kt)-1}))[/tex]

where P0 is the initial population (35), k is the growth rate constant, and t is the time in years.

To solve for k, we can use the fact that after 2 years the population is 200:

200 =[tex](56035e^(2k)) / (560 + 35(e^{(2k)-1}))[/tex]

Solving for k, we get:

k = 0.3283 (rounded to 4 decimal places)

Therefore, the logistic equation is:

P = (56035e^(0.3283t)) / (560 + 35(e^(0.3283t)-1))

(b) To find the population after 5 years, we substitute t=5 into the logistic equation:

P = (56035e^(0.32835)) / (560 + 35(e^(0.32835)-1))

P ≈ 345 panthers (rounded to the nearest whole number)

(c) To find when the population reaches 280, we can solve the logistic equation for t when P=280:

280 = [tex](56035e^{(0.3283t)}) / (560 + 35(e^{(0.3283t)-1}))[/tex]

Solving for t, we get:

t ≈ 1.59 years (rounded to 2 decimal places)

(d) The logistic differential equation that models the growth rate of the panther population is:

dP/dt = kP(1 - P/560)

Using Euler's method with a step size of h=1, we get:

P(5) ≈ P(4) + hdP/dt(4)

P(4) = 345 (from part b)

dP/dt(4) = k345*(1 - 345/560) = 27.522

P(5) ≈ 345 + 27.522 = 373 panthers (rounded to the nearest whole number)

(e) The panther population is growing most rapidly when the growth rate is at its maximum, which occurs at half the carrying capacity (P=280). We can find the time by taking the derivative of the logistic equation and setting it equal to zero:

dP/dt = kP(1 - P/560)

0 = k280(1 - 280/560)

0.5 = 1 - 280/560

280 = 560/2

So, the panther population is growing most rapidly when P=280, which occurs at half the carrying capacity. Therefore, the time when the population is growing most rapidly is at t=1.59 years (from part c).

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The measure of the angles are

1. 14°

2. 141°

3. 39°

4. 39°

The 4-letter code is DCAA

From the question, we ae to determine the measure of the angles and then the 4-letter code

From the diagram,

m ∠B + m ∠C = 180° (Sum of angles on a straight line)

Then,

1.

9x + 15° + 3x - 3° = 180°

12x + 12° = 180°

12x = 180° - 12°

12x = 168°

x = 168°/12

x = 14°

Thus, D

2.

m ∠B = 9x + 15°

m ∠B = 9(14) + 15°

m ∠B = 126° + 15°

m ∠B = 141°

Thus, C

3.

m ∠C = 180° - m ∠B

m ∠C = 180° - 141°

m ∠C = 39°

Thus, A

4.

m ∠A = m ∠C (Vertically opposite angle)

m ∠A = 39°

Thus, A

Hence, the code is DCAA

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The equation of line k is y = x + 1.

Mathematically, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁)

Where:

From the information provided above, we have the following slope and data points on the line:

In Geometry, two (2) lines are parallel under the following conditions:

m₁ = m₂ ⇒ 1 = 1

At data point (-4, -3), a linear equation of this line can be calculated in point-slope form as follows:

y - (-3) = 1(x - (-4))

y + 3 = x + 4

y = x + 1

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Answer:

Step-by-step explanation:

To find the product of the factors 3.78 and 9.2, we simply multiply them together:

3.78 × 9.2 = 34.776

Therefore, the product of the factors 3.78 and 9.2 is 34.776.

Profitability ratios is a type of financial ratio shows the combined effects of liquidity, asset management and debt management of a business. So the statement is true.

Financial ratios are calculations used to assess various data to evaluate the company's performance. It is calculated using quantitative data from financial statements. There are mainly four financial ratios

So the statement given is true.

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The required scale factor used to dilate Figure A to make Figure B is 5/4.

A three-dimensional figure is a pyramid. Its base is a flat polygon. The remaining faces are all triangles and are referred to as lateral faces. The number of sides on its base is equal to the number of lateral faces. The line segments that two faces intersect to form its edges.

The ratio of the volumes of two similar pyramids is equal to the cube of the ratio of their corresponding side lengths. Therefore, the scale factor used to dilate Figure A to make Figure B is equal to the cube root of the ratio of their volumes:

scale factor = cube root of (volume of Figure B / volume of Figure A)

scale factor = cube root of (375 / 192)

scale factor = cube root of (125 / 64)

scale factor = 5/4

Therefore, the scale factor used to dilate Figure A to make Figure B is 5/4.

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Exact:  1436.75504cm3

About: 1436.8cm3

pls mark brainliest if correct

Answer:

28/35 and 25/35

Step-by-step explanation:

To find the equivalent fraction of 4/5 and 5/7 with a common denominator, we can find the least common multiple (LCM) of the two denominators. The LCM of 5 and 7 is 35. So, to get the equivalent fractions with a common denominator of 35, we can multiply both the numerator and denominator of each fraction by the same number so that the denominators become 35:

4/5 becomes 4 x 7/5 x 7 = 28/35

5/7 becomes 5 x 5/7 x 5 = 25/35

So, the equivalent fractions of 4/5 and 5/7 with a common denominator of 35 are 28/35 and 25/35, respectively.

The value of V = 2π/3. To find the volume of the solid, we need to use the method of cylindrical shells.

First, we need to solve for the x and y intercepts of the curve. Setting x = 0 gives y = 0, and setting y = 0 gives x = ±1. So the curve intersects the x-axis at (-1, 0) and (1, 0).

Next, we need to find the height of each cylindrical shell. The height is given by the difference between the y-values of the curve and the line x = 1. Solving for y in 2xy = 1 + x^2, we get y = (1 + x^2)/(2x). So the height of the cylindrical shell at x is given by (1 + x^2)/(2x).

Finally, we need to find the radius of each cylindrical shell. The radius is simply x.

So the volume of the solid is given by the integral from x = 0 to x = 1 of 2πx(1 + x^2)/(2x) dx. Simplifying and integrating, we get V = 2π/3.

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Complete Question:

Find the volume of the solid formed by revolving the region bounded by the curve 2x y = the line 1 + x2 y = 0, and the line x = 1 about the y-axis. V=?

0.1038 is the probability that a randomly selected full carton of Grade A eggs will weigh more than 850 grams.

0.413 is the mean of X?

0.643 is the standard deviation of X

As per the data given:

Each full carton of Grade A eggs consists of 1 randomly selected empty cardboard container and 12 randomly selected eggs.

The weights of such full cartons are approximately normally distributed with a mean of 840 grams and a standard deviation of 7.9 grams.

[tex]\mu=840[/tex]

[tex]\sigma = 7.9[/tex]

(a) Here we have to determine the probability that a randomly selected full carton of Grade A eggs will weigh more than 850 grams

Here, a full carton [tex]$y \sim N(840,7.9)$[/tex]

[tex]& \mu=840 \\[/tex]

As, z = [tex]$ \frac{y-840}{7.9} \sim N(0.1) \\[/tex]

[tex]$P(y > 850)= & P\left(z > \frac{850-840}{7.9}\right)=1-P(z < 1.26) \\[/tex]

[tex]= & 1-\phi(1.26) \\[/tex]

= 1 - 0.8962

= 0.1038

(b) Here, B is the weight of the carton [tex]$\sim N(20,1.7)$[/tex]

Weight of each egg [tex]$x=\frac{y-B}{12} \\[/tex]

[tex]& x \sim N\left(\frac{1}{12}(\epsilon(y)-\epsilon(B)), a\right)^{\prime}[/tex]

Here we have to determine the mean of x

Here [tex]$ \epsilon(x)=\epsilon \frac{\epsilon(y)-\epsilon(B)}{12} \\[/tex]

[tex]$ =\frac{840-20}{12} \\[/tex]

[tex]$& =\frac{820}{12} \\[/tex]

[tex]\epsilon(x) & =68.33 \\[/tex]

[tex]\alpha^2=v(x) & =\left(\frac{1}{12}\right)^2[v(y)-v(B)][/tex] as independent

[tex]$& =\frac{1}{12^2}\left[(7.9)^2-(1.7)^2\right][/tex]

[tex]$& =\frac{1}{144}[62.41-2.89] \\[/tex]

[tex]$ & =\frac{1}{144}[59.52] \\ &[/tex]

= 0.413

(ii) Here we have to determine the standard deviation

[tex]\sigma =\sqrt{0.413} \\ &[/tex]

[tex]\sigma[/tex] = 0.643

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Each full carton of Grade A eggs consists of 1 randomly selected empty cardboard container and 12 randomly selected eggs. The weights of such full cartons are approximately normally distributed with a mean of 840 grams and a standard deviation of 7.9 grams.

(a) What is the probability that a randomly selected full carton of Grade A eggs will weigh more than 850 grams?

(b) The weights of the empty cardboard containers have a mean of 20 grams and a standard deviation of 1.7 grams. It is reasonable to assume independence between the weights of the empty cardboard containers and the weights of the eggs. It is also reasonable to assume independence among the weights of the 12 eggs that are randomly selected for a full carton.

Let the random variable X be the weight of a single randomly selected Grade A egg.

i) What is the mean of X?

ii) What is the standard deviation of X?

Answer:

congruent

Step-by-step explanation:

The opposite sides of a parallelogram are congruent.

We can also determine this from the markings in the diagram.

The proportion of resistors with resistances less than 90 Ω is 0.125, the mean resistance is 85 Ω, the standard deviation of the resistances is 8.66 Ω, and the cumulative distribution function of the resistances is 1/800x2−80x.

(a) The proportion of resistors with resistances less than 90 Ω is given by the integral of the probability density function f(x) from 80 to 90, which is 0.125.

(b) The mean resistance is given by the following formula:

Mean Resistance = [tex]∫x·f(x)dx[/tex]

Substituting the given equation for f(x) into this formula and integrating, we get the mean resistance to be 85 Ω.

(c) The standard deviation of the resistances is given by the following formula:

Standard Deviation = [tex]√∫(x−Mean Resistance)2·f(x)dx[/tex]

Substituting the given equation for f(x) and the mean resistance into this formula and integrating, we get the standard deviation of the resistances to be 8.66 Ω.

(d) The cumulative distribution function of the resistances is given by the following formula:

[tex]CDF(x) = ∫f(x)dx[/tex]

Substituting the given equation for f(x) into this formula and integrating, we get the cumulative distribution function to be [tex]1/800x2−80x[/tex] (where x is the resistance).

The proportion of resistors with resistances less than 90 Ω is 0.125, the mean resistance is 85 Ω, the standard deviation of the resistances is 8.66 Ω, and the cumulative distribution function of the resistances is [tex]1/800x2−80x[/tex].

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The percentage of students with more than 1 brother or sister is 41%.

To find the percentage, first complete the table:

118 - 62 = 56 female students with 1 brother and sister.
8 + 14 = 22 7th years with 3 brothers and sisters.
118 + x + 22 + 6 = 200, x = 200 - 146, x = 54 7th years with 2 brothers and sisters.
54 - 24 = 30 male students with 2 brothers and sisters.
62 + 30 + 8 + y = 104, y = 104 - 100, y = 4 male students with 4 brothers and sisters.
6 - 4 = 2 female students with 4 brothers and sisters.
56 + 24 + 14 + 2 = 96 total female students of 7th year.

The percentage of students with more than i brother and sister is:

54 + 22 + 6 = 82 students or 200 - 118 = 82 students.

% = 82 / 200 x 100 = 41%.

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The value of a + b + c is 42.

Let's set the arrival time of one of the mathematicians, let's say the first mathematician, to be t minutes after 9 a.m.

The likelihood that a second mathematician will show up while the first one is in the cafeteria is [tex]$ \frac{m}{60}[/tex], since the second mathematician has a [tex]\frac{m}{60} $-hour[/tex] window to arrive while the first is there.

⇒The probability that they arrive during some overlapping time is then [tex]$2\left(\frac{m}{60}\right)\left(1 - \frac{m}{60}\right)$[/tex]. This probability must be equal to 0.4.

⇒So we have the equation [tex]$2\left(\frac{m}{60}\right)\left(1 - \frac{m}{60}\right) = 0.4$[/tex].

⇒Solving for m yields [tex]$m = 24 - 4\sqrt{14}[/tex].

Therefore, the a + b + c = 24 + 4 + 14 =42.

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Answer:

B.10

Step-by-step explanation:

√2.√10.√5

√2.10.5

√100

√2².5²

2.5

10

Answer: A

Step-by-step explanation:

Answer:

Step-by-step explanation:

[tex]\tt 12x=2y+7 \\ y=6-2[/tex]

Substitute y = 6x-2

[tex]\tt 12x=2\left(6x-2\right)+7[/tex]

[tex]\tt 12x=12x+3[/tex]

Cancel 12x from both sides:-

[tex]\tt {0=3}[/tex]

Since the sides are not equal, there's no solution.

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