This document provides information about problem set 1 for the MIT course 18.02 Multivariable Calculus. The problem set has two parts, A and B. Part A contains problems from the textbook and supplementary notes to practice, while Part B contains unsolved multi-step problems to challenge students further. Students are advised to attempt all problems independently, though they may consult others, and to show their work. Four sample problems are provided covering topics like vectors, matrices, and nutritional values of pastries.
This document provides information about problem set 1 for the MIT course 18.02 Multivariable Calculus. The problem set has two parts, A and B. Part A contains problems from the textbook and supplementary notes to practice, while Part B contains unsolved multi-step problems to challenge students further. Students are advised to attempt all problems independently, though they may consult others, and to show their work. Four sample problems are provided covering topics like vectors, matrices, and nutritional values of pastries.
This document provides information about problem set 1 for the MIT course 18.02 Multivariable Calculus. The problem set has two parts, A and B. Part A contains problems from the textbook and supplementary notes to practice, while Part B contains unsolved multi-step problems to challenge students further. Students are advised to attempt all problems independently, though they may consult others, and to show their work. Four sample problems are provided covering topics like vectors, matrices, and nutritional values of pastries.
This document provides information about problem set 1 for the MIT course 18.02 Multivariable Calculus. The problem set has two parts, A and B. Part A contains problems from the textbook and supplementary notes to practice, while Part B contains unsolved multi-step problems to challenge students further. Students are advised to attempt all problems independently, though they may consult others, and to show their work. Four sample problems are provided covering topics like vectors, matrices, and nutritional values of pastries.
For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. 18.02 Problem Set 1 Due Thursday 9/13/07, 12:45 pm.
18.02 Supplementary Notes and Problems. This is where to find the exercises labelled 1A, 1B, etc. Problem Sets have two parts, A and B. Part A has problems from the text, with answers to many in the back of the text, and problems from the Notes with solutions at the end of the Notes. Look at the solutions if you get stuck, but try to do as much as possible without them. Hand in the underlined problems only; the others are for more practice. Part A will be graded quickly, checking that the problems are there and the solutions not merely copied. Part B consists of unsolved problems, is worth more points, and will be graded more carefully. Many of these problems are longer multi-part exercises posed here because they do not fit conveniently into an exam or short-answer format. Advice: Make sure that you understand the problems by comparing your answers against the solutions, whether before (Part A) or after (Part B) the assignment is due. Keep up with the work in small installments – don’t leave it all for a marathon session on Wednesday night. You can’t learn well under time pressure. To help you keep up, each problem is labelled with the day on which you will have the needed background for it. Homework Rules: Collaboration on problem sets is encouraged, but a) Attempt each part of each problem yourself. Read each portion of the problem before asking for help. If you don’t understand what is being asked, ask for help interpreting the problem and then make an honest attempt to solve it. b) Write up each problem independently. On both Part A and B exercises you are expected to write the answer in your own words. c) Write on your problem set whom you consulted and the sources you used. If you fail to do so, you may be charged with plagiarism and subject to serious penalties. d) It is illegal to consult materials from previous semesters.
Part A (15 points)
Hand in the underlined problems only; the others are for more practice. (Notation: 12.1/17 = Book, Section 12.1, problem 17; 1A/1 = Suppl. Notes, page 1A, problem 1).
Recitation. Wed Sept. 5 Introduction to vectors: addition, scalar multiplication
Directions: Attempt to solve each part of each problem yourself. If you collaborate, solutions must be written up independently. It is illegal to consult materials from previous semesters. With each problem is the day it can be done. Write the names of all the people you consulted or with whom you collaborated and the resources you used, or say “none” or “no consultation”. This includes visits outside recitation to your recitation instructor. If you don’t know a name, you must nevertheless identify the person, as in, “tutor ”, “the student next to me in recitation.” Optional: note which of these people or resources, if any, were particularly helpful to you.
Problem 1. (Thursday, 5 points: 2+1+1+1)
The eight vertices of a cube centered at (0, 0, 0) of side length 2 are at (±1, ±1, ±1). a) Find the four vertices of the cube, starting with (1, 1, 1), that form a regular tetrahe dron. Confirm your answer by finding the length of an edge and explaining why all edges have the same length. b) A methane molecule consists of a hydrogen atom at each of the vertices of a regular tetrahedron and a carbon atom at the center. Find the “bond angle”, i.e. the angle made by vectors from the carbon atom to two hydrogen atoms (use a calculator; round your answer). c) Use dot product to find the angle between two adjacent edges (sharing a common vertex) of the tetrahedron; and the angle between two opposite edges. Explain your answers using symmetry. d) (Friday) Find the area of a face of the tetrahedron.
Problem 2. (Thursday, 3 points: 1+1+1)
Consider a triangle in the plane with vertices P1 , P2 , and P3 . a) Let v 1 , v 2 and v 3 be the vectors in the plane from the points P1 , P2 and P3 respectively to a point P . Express in terms of the dot product and these three vectors the condition that P is on the altitude of the triangle P1 P2 P3 from the vertex P1 . (By altitude we mean the entire line through a vertex perpendicular to the opposite side, not just the segment from the vertex to the side.) b) Assume that P is at the intersection of the altitudes from P1 and P2 . Show that v1 · v2 = v1 · v3 = v2 · v3 . c) Under the assumptions in (b), show that P is also on the altitude from P3 . (Hence all three altitudes meet in one point, called the orthocenter.)
Problem 3. (Friday, 3 points)
Four vectors are erected perpendicularly to the four faces of a general tetrahedron. Each vector is pointing outwards and has length equal to the area of the face. Show that the sum of these four vectors is 0. Hint: let A, B and C be vectors representing the three edges starting from a fixed vertex. Express each of the four vectors in terms of A, B and C, and show that their sum is the zero vector; do not introduce a coordinate system.
Problem 4. (Tuesday, 9 points: 1+2+2+2+2)
Orthogonal matrices are matrices A that satisfy the identity A AT = I (I is the identity matrix). An equivalent definition of the orthogonal matrix property is that AT A = I
2 because the left and right inverses of a square matrix are the same (see 1G-9b). The equation AAT = I says that the rows of A are perpendicular to each other and of unit length, whereas the equation AT A = I says that the columns of A are perpendicular to each other and of unit length. The geometric significance of orthogonal matrices is that multiplication by an orthogonal matrix preserves lengths of vectors and the absolute values of angles between them: |Av| = |v| and |6 (Av, Aw)| = |6 (v, w)|. There are two types of orthogonal matrices, rotations and reflections. a) In 2-dimensional space, rotations are given by
cos θ − sin θ Aθ = sin θ cos θ Find u = Aθ ı̂ and v = Aθ ̂, and draw a picture of u and v for θ = π/4. b) Use the addition formulas for sine and cosine to deduce that Aθ1 Aθ2 = Aθ1 +θ2 . Say in words what this matrix formula means about rotations. c) Calculate A− 1 T θ , and use this to verify that Aθ Aθ = I (in other words, rotations are −1 orthogonal matrices). Also verify that Aθ = A−θ , and give a geometric reason why this property holds. √ d) Find the four orthogonal 2 × 2 matrices with first entry a11 = −1/ 2. Hint: try different signs. (See 1F-9 and 1F-10). e) Next to each of the matrices in your list in part (d), draw what the matrix does to the letter F in the plane. Explain how the sign of the determinant of the matrix is related to the appearance of the transformed F.
Problem 5. (Tuesday, 7 points: 1+2+2+2)
Cookies, doughnuts, and croissants contain essentially the same ingredients (flour, sugar, egg, butter) but in different proportions. For example, it takes 22 grams of flour to make a cookie, versus 40 g for a doughnut and 50 g for a croissant. The compositions of the various pastries can be encoded in a 4 × 3 matrix, 22 40 50 18 10 3 M = 5 14 , 5 10 10 22 where the entries in the i-th row represent the amounts of ingredient i (i = 1 for flour, 2 for sugar, 3 for egg, 4 for butter) required to make the various types of pastries. a) Consider an assortment of x1 cookies, x2 doughnuts and x3 croissants, and form the column vector x1 X = x2 . x3 What do the entries of the vector M X correspond to? b) Each of the four ingredients has a specific nutritional value: for example, 100 grams of flour contain 10 g of protein, 76 g of carbohydrates, and 1 g of fat. Proceeding similarly for all four ingredients, we can build a 3 × 4 matrix, 0.10 0 0.13 0 N = 0.76 1.00 0.01 0 , 0.01 0 0.10 0.82
3 where the entries in the i-th column represent the proportions of protein, carbohydrates and fat in ingredient i. Give a matrix formula for the total nutritional value of the assortment of pastries con sidered in (a). (Keep your answer in symbolic form, do not evaluate numerically.) c) Give a matrix formula expressing the numbers xi of pastries of each type which will add up to y1 g of protein, y2 g of carbohydrates, and y3 g of fat. Express your answer in the form X = AY , and give both a formula for A and numerical values for its entries (use either a calculator or Matlab; short directions for Matlab can be found on the course web page in the Assignments section. d) The recommended daily amounts of protein, carbohydrates and fat for a 2000 calorie diet are 50, 300, and 65 grams respectively. If you wanted to follow those guidelines while eating only cookies, doughnuts, and croissants, how many pastries of each type should you eat daily? What is wrong with your answer? Explain.
Module 1: Numbers and Number Sense Lesson 1: SETS Learning Competency 3.2: Use Venn Diagram To Represent Sets, Subsets and Set Operations. I - Objectives
Module 1: Numbers and Number Sense Lesson 1: SETS Learning Competency 3.2: Use Venn Diagram To Represent Sets, Subsets and Set Operations. I - Objectives
