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MITRES 18 007 Parti Lec01 PDF
MITRES 18 007 Parti Lec01 PDF
PART 2
A S e l f - s t u d y Course
STUDY G U I D E
Block 1
Vector Arithmetic
Block 2
Vector Calculus
H e r b e r t I. G r o s s
Senior Lecturer
C e n t e r f o r Advanced E n g i n e e r i n g S t u d y
M a s s a c h u s e t t s I n s t i t u t e of
Technology
Copyright @ 1 9 7 1 by
Massachusetts I n s t i t u t e o f Technology
Cambridge, Massachusetts
A l l r i g h t s reserved.
No part o f t h i s book may be reproduced i n any
form or by any means without permission i n w r i t i n g from the Center f o r
Advanced Engineering Study, M . I . T .
INTRODUCTION
iii
F i n a l l y , it o f t e n happens t h a t even under t h e assumptions t h a t one
has given t h e b e s t p o s s i b l e l e c t u r e s , has chosen t h e b e s t p o s s i b l e
textbook, and h a s w r i t t e n t h e b e s t supplementary n o t e s , t h e r e a r e
s t i l l t h i n g s t h e s t u d e n t does n o t l e a r n u n l e s s he s e e s them occur i n
solutions t o exercises. For t h i s reason a major p o r t i o n Q$ t h e course
c o n s i s t s of e x e r c i s e s t o g e t h e r with in-depth s o l u t i o n s .
When a s s i g n e d , t h e s e f o u r s t e p s a l m o s t always o c c u r i n t h e g i v e n o r d e r ,
r e a d i n g assignment, e s p e c i a l l y i n t h e t r e a t m e n t of t o p i c s n o t covered
i n the text.
: ,. , r .
.-I
4
- .
I would a l s o l i k e t o thank Harold S. Mickley, t h e f i r s t d i r e c t o r of
CAES, whose i d e a i t was t o make "Calculus R e v i s i t e d " a v a i l a b l e a s a
self-study course. Most o f t h i s p r e s e n t c o u r s e r e f l e c t s h i s i d e a s
a s t o what c o n s t i t u t e s a meaningful c o n t i n u i n g e d u c a t i o n , c a l c u l u s
course. He, too, d u r i n g h i s s t a y a t t h e C e n t e r was a c o n s t a n t s o u r c e
of i n s p i r a t i o n t o m e , and, i n a c e r t a i n s e n s e , t h i s c o u r s e belongs
more t o him t h a n t o anyone else.
I f you t h i n k t h a t h a v i n g t o r e a d a l l t h i s m a t e r i a l i s d i f f i c u l t ,
imagine what it would have been l i k e t o have had t o t y p e t h e e n t i r e
manuscript. Y e t t h i s job was accomplished, i n an e f f i c i e n t and good-
n a t u r e d manner, by o u r a b l e s t a f f of s e c r e t a r i e s - i n addition t o
m a i n t a i n i n g a l l #e o t h e r r e s p o n s i b i l i t i e s o f t h e i r o f f i c e . In
p a r t i c u l a r , I am g r a t e f u l t o M i s s E l i s e P e l l e t i e r who worked on t h e
m a n u s c r i p t from i t s v e r y i n c e p t i o n and t o M r s . Richard Borken f o r
t h e i r h e l p i n t h e p r e p a r a t i o n of t h e manuscript.
Cambridge, M a s s a c h u s e t t s H e r b e r t I . Gross
J u l y 1971
Study Guide
BLOCK 1:
VECTOR ARITHMETIC
Study Guide
Block 1: Vector A r i t h m e t i c
Pretest
1. E x p l a i n why t h e f o l l o w i n g argument i s i n v a l i d .
3. Given t h e p o i n t s A ( 1 , 2 , 3 ) , B ( 2 , 4 , 1 ) , and C ( 4 , 8 , 5 ) , d e t e r m i n e t h e
p o i n t a t ~ h i c ht h e medians of A ABC i n t e r s e c t .
+ -+ + + -+ + + -+ + + -+ +
I. L e t A = i + j +
k , B = 2 i + 3 j + 4k, and C = x i + yj + zk. How
+ + + +
are x
, y , and z r e l a t e d i f A - B = A*C?
6. F i n d t h e d i s t a n c e from t h e p o i n t ( 7 , 8 , 9 ) t o t h e p l a n e whose
e q u a t i o n i s 2x + 3y + 6 2 = 8.
S t u d y Guide
Block 1: V e c t o r A r i t h m e t i c
U n i t 1: An I n t r o d u c t i o n t o M a t h e m a t i c a l S t r u c t u r e
1. L e c t u r e 1.010
Study ~ u i d e
Block 1: Vector Arithmetic
Unit 1: An Introduction t o Mathematical Structure
3 . Exercises:
a . D i s c u s s t h e v a l i d i t y of t h e argument:
No A ' s a r e B ' s
No B ' s a r e C ' s
T h e r e f o r e , no A ' s a r e C ' s
b. D i s c u s s t h e v a l i d i t y of t h e argument t h a t i f A r l B = and i f
B n c = 9 then A 91.
~ = C
1.1.3
a . Do t h e s t a t e m e n t s "Some A ' s a r e n o t B ' s " and "Some B ' s a r e n o t
A'S" have t h e same meaning? Why?
b. Repeat p a r t ( a ) i n t e r m s of sets.
( c o n t i n u e d on n e x t page)
1-1-3
Study Guide
Block 1: Vector A r i t h m e t i c
U n i t 1: An I n t r o d u c t i o n t o Mathematical S t r u c t u r e
1.1.4 continued
1.1.5(L)
1.1.6 (L)
1.1.7
Comment
The f o l l o w i n g two e x e r c i s e s a r e o p t i o n a l . They i n v o l v e t h e concept
of modular a r i t h m e t i c . Our r e a s o n f o r s t u d y i n g it i s t h a t it
s e r v e s a s a c o m p l e t e l y d i f f e r e n t number system which s t i l l obeys
o u r r u l e s E-1 through E-5, A-1 through A-5, and M - 1 through M-5,
-
w i t h t h e p o s s i b l e e x c e p t i o n o f M-5.
Thus, w e have a way of s e e i n g how p a r a l l e l s t r u c t u r e i s u t i l i z e d
i n t h e s t u d y of modular a r i t h m e t i c once we have s t u d i e d o r d i n a r y
arithmetic. I n a d d i t i o n t o r e i n f o r c i n g t h e i d e a s of t h i s u n i t ,
t h e e x e r c i s e s s e r v e a s a l i n k between t h e numerical arithmetic
s t u d i e d i n t h i s u n i t and t h e v e c t o r a r i t h m e t i c t h a t w i l l be
studied i n the next u n i t .
1.1.8 (Lj
Define '=' i n a new way a s f o l l o w s . F o r any numbers a and b w e
w i l l w r i t e a = b i f and o n l y i f a and b l e a v e t h e same remainder
when d i v i d e d by 7 .
( c o n t i n u e d on n e x t page)
1.1.5
Study Guide
1.1.9 - -
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