The students in Kennedy High School's Energetic Engineering Club have created four drones for the National Robotics Competition. a. Drone A currently has an energy level of 3. The energy level affects how fast the drone moves forward. The students decide that the drone needs a greater energy level, so they have created EB4(energy boost 4) that will multiply any drone's energy by 4. If Drone A is given EB4, what is its resulting energy level? b. The Energetic Engineering Club also created Drone B with an energy level that affects two directions. Drone B's energy is given by the vector $\langle 1,7\rangle$, which combines for a total energy level of 8. The students have also developed EB4.2, which multiplies the drone's horizontal energy by 4 and vertical energy by 2. The energy boost EB4.2 is represented by the vector $\langle 4,2\rangle$. If frone B is given EB4.2, what is its new combined energy level? Give an answer that is a scalar, not a vector. c. Drone C's energy is given by the vector $\langle 3,5\rangle$, and EB2.6 multiplies it by the vector $\langle 2,6\rangle$. What is the value of $\langle 2,5\rangle \cdot\langle 2,6\rangle$? That is, what is Drone C's new combined energy level? d. Due to a design flaw, Drone D has an excessive amount of energy, so the students develop a "boost" that actually reduces the drone's energy. If Drone D's energy level is given by $\langle 25,22\rangle$ and the energy boost is represented by $\langle- 1,2\rangle$, what is the value of $\langle 25,22\rangle \cdot\langle- 1,2\rangle$? e. What you have been doing intuitively in this problem is formally called the dot product.