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Section 2.5 Week 2 Activity

Subsection 2.5.1 Dot Products

Thoughout this activity, (WA) means that I used Wolfram Alpha to calculate an approximate value.

Activity 2.5.1.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} 4 \\ -2 \end{matrix} \right) \cdot \left( \begin{matrix} 0 \\ -1 \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{equation*} \left( \begin{matrix} 4 \\ -2 \end{matrix} \right) \cdot \left( \begin{matrix} 0 \\ -1 \end{matrix} \right) = (4)(0) + (-2)(-1) = 2 \end{equation*}

Activity 2.5.2.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} 2 \\ 3 \end{matrix} \right) \cdot \left( \begin{matrix} -2 \\ -7 \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{equation*} \left( \begin{matrix} 2 \\ 3 \end{matrix} \right) \cdot \left( \begin{matrix} -2 \\ -7 \end{matrix} \right) = (2)(-2) + (3)(-7) = -25 \end{equation*}

Activity 2.5.3.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} 0 \\ 0 \end{matrix} \right) \cdot \left( \begin{matrix} 19 \\ -29 \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{equation*} \left( \begin{matrix} 0 \\ 0 \end{matrix} \right) \cdot \left( \begin{matrix} 19 \\ -29 \end{matrix} \right) = (0)(19) + (0)(-29) = 0 \end{equation*}

Activity 2.5.4.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} \frac{1}{4} \\ \frac{-4}{7} \end{matrix} \right) \cdot \left( \begin{matrix} \frac{-2}{7} \\ \frac{-4}{5} \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{equation*} \left( \begin {matrix} \frac{1}{4} \\ \frac{-4}{7} \end{matrix} \right) \cdot \left( \begin{matrix} \frac{-2}{7} \\ \frac{-4}{5} \end{matrix} \right) = \frac{1}{4} \frac{-2}{7} + \frac{-4}{7} \frac{-4}{5} = \frac{-1}{14} + \frac{16}{35} = \frac{-5}{70} + \frac{32}{70} = \frac{27}{70} \end{equation*}

Activity 2.5.5.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} -2 \\ 1 \\ 1 \end{matrix} \right) \cdot \left( \begin{matrix} 0 \\ -1 \\ 9 \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{equation*} \left( \begin{matrix} -2 \\ 1 \\ 1 \end{matrix} \right) \cdot \left( \begin{matrix} 0 \\ -1 \\ 9 \end{matrix} \right) = (-2)(0) + (1)(-1) + (1)(9) = 8 \end{equation*}

Activity 2.5.6.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} 4 \\ -2 \\ -6 \end{matrix} \right) \cdot \left( \begin{matrix} -6 \\ -7 \\ -2 \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{equation*} \left( \begin{matrix} 4 \\ -2 \\ -6 \end{matrix} \right) \cdot \left( \begin{matrix} -6 \\ -7 \\ -2 \end{matrix} \right) = (4)(-6) + (-2)(-7) + (-6)(-2) = 2 \end{equation*}

Activity 2.5.7.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} \sqrt{2} \\ 4 \\ \sqrt[3]{2} \end{matrix} \right) \cdot \left( \begin{matrix} \sqrt{7} \\ \pi^2 \\ 0 \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{equation*} \left( \begin{matrix} \sqrt{2} \\ 4 \\ \sqrt[3]{2} \end{matrix} \right) \cdot \left( \begin{matrix} \sqrt{7} \\ \pi^2 \\ 0 \end{matrix} \right) = (\sqrt{2})(\sqrt{7}) + (4)(\pi^2) + (\sqrt[3]{2})(0) = \sqrt{14} + 4 \pi^2 \end{equation*}
There isn’t really a simpler way to write this number. This form is just fine. If I wanted an approximate value, I could ask a computer (WA): \(\sqrt{14} + 4 \pi^2 \doteq 217.78\text{.}\) (When you write approximate values, please use this equals with a dot to indicate that this is approximately equal to, not exactly equal to.)

Activity 2.5.8.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} 0 \\ 0 \\ 0 \end{matrix} \right) \cdot \left( \begin{matrix} \sqrt{\pi} \\ \frac{1}{e^2+6} \\ \sqrt{1 + \sqrt{8}} \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{equation*} \left( \begin{matrix} 0 \\ 0 \\ 0 \end{matrix} \right) \cdot \left( \begin{matrix} \sqrt{\pi} \ \frac{1}{e^2+6} \\ \sqrt{1 + \sqrt{8}} \end{matrix} \right) = 0 \end{equation*}
No matter how complicated the other vector is, anything multiplied by zero is still zero.

Activity 2.5.9.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} -2 \\ -3 \\ 1 \\ 4 \\ -2 \end{matrix} \right) \cdot \left( \begin{matrix} -6 \\ -5 \\ 2 \\ -2 \\ 3 \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{align*} \left( \begin{matrix} -2 \\ -3 \\ 1 \\ 4 \\ -2 \end{matrix} \right) \cdot \left( \begin{matrix} -6 \\ -5 \\ 2 \\ -2 \\ 3 \end{matrix} \right) \amp = (-2)(-6) + (-3)(-5) + (1)(2) + (4)(-2) + (-2)(3) \\ \amp = 12 + 15 + 2 - 8 - 6 = 15 \end{align*}

Activity 2.5.10.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} 6 \\ -7 \\ 1 \\ 0 \\ -2 \end{matrix} \right) \cdot \left( \begin{matrix} -2 \\ 4 \\ -3 \\ -3 \\ -4 \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{align*} \left( \begin{matrix} 6 \\ -7 \\ 1 \\ 0 \\ -2 \end{matrix} \right) \cdot \left( \begin{matrix} -2 \\ 4 \\ -3 \\ -3 \\ -4 \end{matrix} \right) \amp = (6)(-2) + (-7)(4) + (1)(-3) + (0)(-3) + (-2)(-4) \\ \amp = -12 - 28 - 3 + 0 + 8 = -35 \end{align*}

Activity 2.5.11.

Calculate the dot product.
\begin{equation*} \left( \begin{matrix} 5 \\ -3 \\ -7 \\ 10 \\ 1 \\ 0 \end{matrix} \right) \cdot \left( \begin{matrix} 0 \\ -2 \\ 0 \\ -4 \\ -4 \\ 0 \end{matrix} \right) \end{equation*}
Solution.
The dot product is calculated by multiplying matching components and adding these products together.
\begin{align*} \left( \begin{matrix} 5 \\ -3 \\ -7 \\ 10 \\ 1 \\ 0 \end{matrix} \right) \cdot \left( \begin{matrix} 0 \\ -2 \\ 0 \\ -4 \\ -4 \\ 0 \end{matrix} \right) \amp = (5)(0) + (-3)(-2) + (-7)(0) + (10)(-4) + (1)(-4) + (0)(0) \\ \amp = 0 + 6 + 0 - 40 - 4 + 0 = -38 \end{align*}

Subsection 2.5.2 Angles Between Vectors

Activity 2.5.12.

Find the angle between these two vectors.
\begin{equation*} u = \left( \begin{matrix} -2 \\ -5 \end{matrix} \right) \text{ and } v = \left( \begin{matrix} 3 \\ -4 \end{matrix} \right) \end{equation*}
Solution.
The cosine of the angle between two vectors is the dot product divided by the product of the lengths. I’ll calculate the three pieces of this and put them into the expression for the cosine of the angle.
\begin{align*} \cos \theta \amp = \frac{u \cdot v}{|u||v|}\\ |u| \amp = \sqrt{(-2)^2 + (-5)^2} = \sqrt{29} \\ |v| \amp = \sqrt{3^2 + (-4)^2} = \sqrt{25} = 5 \\ u \cdot v \amp = \left( \begin{matrix} -2 \\ -5 \end{matrix} \right) \cdot \left( \begin{matrix} 3 \\ -4 \end{matrix} \right) = (-2)(3) + (-5)(-4) = 14\\ \cos \theta \amp = \frac{14}{5 \sqrt{29}} \end{align*}
Then I can ask a computer (WA) to give me the inverse cosine to get an approximation for the angle. (All angles are given in radians. The inverse cosine function will give an angle between 0 and \(\pi\text{,}\) which is good since the angle between two vector should be bounded by \(\pi\) radians.)
\begin{equation*} \theta = \arccos \frac{14}{5\sqrt{29}} \doteq 1.024 \end{equation*}

Activity 2.5.13.

Find the angle between these two vectors.
\begin{equation*} u = \left( \begin{matrix} 1 \\ 3 \end{matrix} \right) \text{ and } v = \left( \begin{matrix} 1 \\ 7 \end{matrix} \right) \end{equation*}
Solution.
The cosine of the angle between two vectors is the dot product divided by the product of the lengths. I’ll calculate the three pieces of this and put them into the expression for the cosine of the angle.
\begin{align*} \cos \theta \amp = \frac{u \cdot v}{|u||v|}\\ |u| \amp = \sqrt{1^2 + 3^2} = \sqrt{10} \\ |v| \amp = \sqrt{1^2 + 7^2} = \sqrt{50} \\ u \cdot v \amp = \left( \begin{matrix} 1 \\ 3 \end{matrix} \right) \cdot \left( \begin{matrix} 1 \\ 7 \end{matrix} \right) = (1)(1) + (3)(7) = 22\\ \cos \theta \amp = \frac{22}{\sqrt{500}} = \frac{22}{10\sqrt{5}} = \frac{11}{5\sqrt{5}} \end{align*}
Then I can ask a computer (WA) to give me the inverse cosine to get an approximation for the angle.
\begin{equation*} \theta = \arccos \frac{11}{5\sqrt{5}} \doteq 0.180 \end{equation*}

Activity 2.5.14.

Find the angle between these two vectors.
\begin{equation*} u = \left( \begin{matrix} 0 \\ 1 \\ 2 \end{matrix} \right) \text{ and } v = \left( \begin{matrix} 1 \\ -2 \\ -2 \end{matrix} \right) \end{equation*}
Solution.
The cosine of the angle between two vectors is the dot product divided by the product of the lengths. I’ll calculate the three pieces of this and put them into the expression for the cosine of the angle.
\begin{align*} \cos \theta \amp = \frac{u \cdot v}{|u||v|}\\ |u| \amp = \sqrt{0^2 + 1^2 + 2^2} = \sqrt{5} \\ |v| \amp = \sqrt{1^2 + (-2)^2 + (-2)^2} = \sqrt{9} = 3 \\ u \cdot v \amp = \left( \begin{matrix} 0 \\ 1 \\ 2 \end{matrix} \right) \cdot \left( \begin{matrix} 1 \\ -2 \\ -2 \end{matrix} \right) = (0)(1) + (1)(-2) + (2)(-2) = -6\\ \cos \theta \amp = \frac{-6}{3\sqrt{5}} \end{align*}
Then I can ask a computer (WA) to give me the inverse cosine to get an approximation for the angle.
\begin{equation*} \theta = \arccos \frac{-6}{3\sqrt{5}} \doteq 2.678 \end{equation*}

Activity 2.5.15.

Find the angle between these two vectors.
\begin{equation*} u = \left( \begin{matrix} -4 \\ 1 \\ 1 \end{matrix} \right) \text{ and } v = \left( \begin{matrix} 2 \\ 4 \\ 4 \end{matrix} \right) \end{equation*}
Solution.
The cosine of the angle between two vectors is the dot product divided by the product of the lengths. I’ll calculate the three pieces of this and put them into the expression for the cosine of the angle.
\begin{align*} \cos \theta \amp = \frac{u \cdot v}{|u||v|}\\ |u| \amp = \sqrt{(-4)^2 + 1^2 + 1^2} = \sqrt{18} \\ |v| \amp = \sqrt{2^2 + 4^2 + 4^2} = \sqrt{36} = 6 \\ u \cdot v \amp = \left( \begin{matrix} -4 \\ 1 \\ 1 \end{matrix} \right) \cdot \left( \begin{matrix} 2 \\ 4 \\ 4 \end{matrix} \right) = (-4)(2) + (1)(4) + (1)(4) = 0 \\ \cos \theta \amp = 0 \end{align*}
Cosine is zero when angles are perpendicular, so the angle bewteen these two vectors must be \(\frac{\pi}{2}\) radians.

Subsection 2.5.3 Cross Product

Activity 2.5.16.

Calculate this cross product.
\begin{equation*} \left( \begin{matrix} 1 \\ 0 \\ -2 \end{matrix} \right) \times \left( \begin{matrix} -4 \\ 2 \\ 0 \end{matrix} \right) \end{equation*}
Solution.
The cross product is calculated by a complicated pattern of multiplication and addition with the components as presented in the notes and the videos.
\begin{equation*} \left( \begin{matrix} 1 \\ 0 \\ -2 \end{matrix} \right) \times \left( \begin{matrix} -4 \\ 2 \\ 0 \end{matrix} \right) = \left( \begin{matrix} (0)(0) - (2)(-2) \\ (-2)(-4) - (0)(1) \\ (1)(2) - (0)(-4) \end{matrix} \right) = \left( \begin{matrix} 4 \\ 8 \\ 2 \end{matrix} \right) \end{equation*}

Activity 2.5.17.

Calculate this cross product.
\begin{equation*} \left( \begin{matrix} 2 \\ -6 \\ -3 \end{matrix} \right) \times \left( \begin{matrix} -1 \\ -2 \\ -1 \end{matrix} \right) \end{equation*}
Solution.
The cross product is calculated by a complicated pattern of multiplication and addition with the components as presented in the notes and the videos.
\begin{equation*} \left( \begin{matrix} 2 \\ -6 \\ -3 \end{matrix} \right) \times \left( \begin{matrix} -1 \\ -2 \\ -1 \end{matrix} \right) = \left( \begin{matrix} (-6)(-1) - (-3)(-2) \\ (-3)(-1) - (2)(-1) \\ (2)(-2) - (-6)(-1) \end{matrix} \right) = \left( \begin{matrix} 0 \\ 5 \\ -10 \end{matrix} \right) \end{equation*}

Activity 2.5.18.

Calculate this cross product.
\begin{equation*} \left( \begin{matrix} 0 \\ 3 \\ 8 \end{matrix} \right) \times \left( \begin{matrix} 1 \\ 6 \\ -5 \end{matrix} \right) \end{equation*}
Solution.
The cross product is calculated by a complicated pattern of multiplication and addition with the components as presented in the notes and the videos.
\begin{equation*} \left( \begin{matrix} 0 \\ 3 \\ 8 \end{matrix} \right) \times \left( \begin{matrix} 1 \\ 6 \\ -5 \end{matrix} \right) = \left( \begin{matrix} (3)(-5) - (8)(6) \\ (8)(1) - (0)(-5) \\ (0)(6) - (3)(1) \end{matrix} \right) = \left( \begin{matrix} -63 \\ 8 \\ -3 \end{matrix} \right) \end{equation*}

Activity 2.5.19.

Calculate this cross product.
\begin{equation*} \left( \begin{matrix} 2 \\ 1 \\ 0 \end{matrix} \right) \times \left( \begin{matrix} -4 \\ -2 \\ 0 \end{matrix} \right) \end{equation*}
Solution.
The cross product is calculated by a complicated pattern of multiplication and addition with the components as presented in the notes and the videos.
\begin{equation*} \left( \begin{matrix} 2 \\ 1 \\ 0 \end{matrix} \right) \times \left( \begin{matrix} -4 \\ -2 \\ 0 \end{matrix} \right) = \left( \begin{matrix} (1)(0) - (0)(-2) \\ (0)(-4) - (2)(0) \\ (2)(-2) - (1)(-4) \end{matrix} \right) = \left( \begin{matrix} 0 \\ 0 \\ 0 \end{matrix} \right) \end{equation*}

Subsection 2.5.4 Sets with Structure

Activity 2.5.20.

In Section 2.3, I introduced the abstract idea of sets with structure. In the next two activities, I’m asking you to think through that abstract idea. In the first activity, I’ve given you an empty table with some number sets and some possible structures. Complete this table by writing “Yes” or “No” in each space. Write “Yes” if the set in question includes the structure (the structure must remain in the set); write “No” if the set does not include the structure.
The set \(\ZZ/12\ZZ\) is the integers modulo 12. If this set is unfamiliar, you may treat it as the numbers on the clock. So, for example, if I want to add \(7 + 9\text{,}\) I ask what time is 9 hours after 7, which is 4. Therefore \(7 + 9 = 4\) in an example of proper arithmetic for this set. In general, whenever I would get a number larger than \(11\text{,}\) I subtract multiples of \(12\) to reduce it down to something between \(0\) and \(11\text{.}\) For another example, \(5 \times 4 = 8\) is also proper arithmetic for this set, since \(20 - 12 = 8\text{.}\) Note that \(12\) is the same thing as \(0\) in this set; even though on a clock, I would often write \(12\text{,}\) in this set, I usually just write \(0\text{.}\) So, for example, I would write \(5 + 7 = 0\) in this set. Finally, this is just integers modulo 12, so I only consider the whole numbers of the clock — I don’t have minutes or any other subdivisions, only hours.
The term ‘zero divisor’ is probably also unfamiliar. A pair of zero divisors are numbers \(a\) and \(b\text{,}\) each of them non-zero, but whose product \(ab = 0\text{.}\) This is a strange definition, since it not a property of usual numbers: for integers, rational numbers, real number, two non-zero numbers cannot multiply together to produce zero. However, it does happen in other sets. In the activity, think about how you can find zero divisors in \(\ZZ / 12\ZZ\text{.}\)
Table 2.5.1. Table for Sets with Structure
Structure \(\NN\) \(\ZZ\) \(\QQ\) \(\RR\) \(\ZZ/12\ZZ\)
Addition
Subtraction
Multiplication
Division
Distribution
Absolute Value
Order
Zero Divisors
Solution.
Here is the completed table. I’ll comment on some specific entries below.
Table 2.5.2. Table for Sets with Structure
Structure \(\NN\) \(\ZZ\) \(\QQ\) \(\RR\) \(\ZZ/12\ZZ\)
Addition Yes Yes Yes Yes Yes
Subtraction No Yes Yes Yes Yes
Multiplication Yes Yes Yes Yes Yes
Division by Non-Zero Elements No No Yes Yes No
Multiplication Distributes Over Addition Yes Yes Yes Yes Yes
Absolute Value Yes, Trivially Yes Yes Yes Maybe
Order (Greater Than, Less Than) Yes Yes Yes Yes No
Zero Divisors No No No No Yes
Hopefully, most of these answers are straightforward. I’ll comment on a few, though, which might be less obvious.
  • The natural numbers can still be said to have absolute value, but the structure doesn’t do anything. The absolute value of a positive number is itself, so the structure is very boring: all numbers are unchanged. This is why I wrote “trivially”, to indicate that the structure doesn’t do anything. You could argue that this answer should be no; I’d be willing to accept that a trivial absolute value doesn’t really count as a structure.
  • Division for the integers modulo 12 is tricky. I might think that since I can extend addition, subtraction and multiplication just fine for modulo 12, I could extend division as well. The problem is zero divisors: if I allow division by zero divisors, the arithmetic breaks. This is not immediatly obvious, so I didn’t really expect anyone to know this unless you’ve previously studied modular arithmetic.
  • Speaking of zero divisors, take the numbers 3 and 4 in the integers modulo 12. Their product is 12, which is the same as 0 in that system. So, I can reasonably say that \(3 \times 4 = 0\) in the integers modulo 12. Since 3 and 4 are not also equivalent to zero themselves, they are zero divisors.
  • Whether or not there is an order relation on the integers modulo 12 is also tricky. I can impose an order, saying that \(0 \lt 1 \lt 2 \lt 3 \lt \ldots \lt 11\text{.}\) However, since the numbers loop around, if I keep going from 12 back to 1, this seems intuitively problematic. So, even though I could impose such an order, I think it makes more sense not to. I conclude that the integers modulo 12 is not ordered. If I think about time on a clock, I think I can justify this decision. If it is currently 10 o’clock, then there is a time before that was 5 o’clock as well as a time in the future, which will also be 5 o’clock. Therefore, putting an order seems unreasonable.

Activity 2.5.21.

The structures I’ve included so far have mostly been binary operations (the conventional four of arithmetic) and some other familiar things like order and absolute value. However, structures can be as complicated as I like. Here are some more involved structures. For each structure, give an example of a number set that has the structure. (Some of these are a bit tricky: you are allowed to restrict the conventional number sets to make this work. For example, the set of all positive rational numbers is a number set, as is the set of all natural numbers less than 40.)
  1. Decomposition of numbers into prime factors (except for 0 and 1).
  2. Reciprocals of non-zero numbers.
  3. The ability to do long division with a remainder.
  4. You can get the whole set just by starting with 1 and allowing yourself to do any number of additions.
  5. All numbers have square roots.
  6. The existence of a maximal element (some number in the set which is larger than all other numbers).
Solution.
There are a variety of possible answers, but here are my suggestions for some reasonable responses.
  1. Decomposition of numbers into prime factors (except for 0 and 1): This is true of \(\NN\text{.}\) Positive whole numbers (larger than 1) do decompose into prime factors.
  2. Reciprocals of non-zero numbers: \(\QQ\) or \(\RR\) would work here, since those number sets have division and reciprocals are just a specific instance of division.
  3. The ability to do long division with a remainder: this works in \(\NN\text{.}\) Note that the remainder is important here: division is not exact in \(\NN\text{,}\) since we don’t have fractions. However, I can say that 7 goes into 40 five times, with a remainder of 5 — that still just uses whole numbers.
  4. You can get the whole set just by starting with 1 and allowing yourself to do any number of additions: this is true for \(\NN\text{.}\) Any positive number can be thought of as adding 1 some number of times. For example: \(8 = 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1\text{.}\) In this way, the number 1 and the addition operation generate all of the natural numbers.
  5. All numbers have square roots. This is a bit tricky, since none of the conventional number sets have this property. I have to make a restriction. I certainly want to work with real numbers, since I know that \(\sqrt{2}\) is already irrational. I’m not going to find square roots in the natural numbers, the integers, or the rational numbers. But the negative numbers cause a problem: they do not have square roots in the real numbers. I can exclude these by taking the set of all positive real numbers. This set has the structure of all numbers having square roots.
  6. The existence of a maximal element (some number in the set which is larger than all other numbers). Again, no standard number set will have this structure, since they are all unbounded and keep getting larger forever. However, I can make a restriction and take a bounded subset. Consider, for example, all natural numbers less than 40 (as I suggested in the statement of the problem). This set has a maximal element of 39, since everything else in the set is a whole number less than or equal to 39.

Subsection 2.5.5 Proof Questions

Activity 2.5.22.

This is a guided proof to prove the triangle inequality using the dot product. The triangle inequality states that for any vector \(u,v \in \RR^n\text{,}\) the length of the sum is bounded by the sum of the lengths of the individual vectors. In symbols:
\begin{equation*} |u+v| \leq |u| + |v|\text{.} \end{equation*}
I’m going to give you several small steps which fit together into a complete proof. I want you to write out the details of each step and make it fit together into a whole argument.
  1. Write \(|u+v|^2\) as a dot product.
  2. Expand that dot product (distribute the pieces).
  3. Replace \(u \cdot v\) with \(|u||v| \cos \theta\text{.}\)
  4. Use the fact that \(\cos \theta \leq 1\) to make the equality into an inequality.
  5. Manipulate the inequality to show that \(|u+v|^2 \leq (|u| + |v|)^2\text{.}\)
  6. Take the square root of both sides (which preserves the inequality and is well defined since both sides are positive).
  7. Conclude the triangle inequality.
Solution.
I’ll follow the guided steps for this proof. First, I’ll write \(|u+v|^2\) as a dot product. I use the fact that the square of the length of a vector is the same as the dot product of a vector with itself.
\begin{equation*} |u+v|^2 = (u+v) \cdot (u+v) \end{equation*}
The next step is to distribute the right side. The dot product distributes over vector addition like ordinary multipliction. Since the dot product is commutative, \(u \cdot v\) is the same as \(v \cdot u\text{,}\) so I can combine the two term when I distribute the dot product.
\begin{equation*} |u+v|^2 = u \cdot u + 2 u \cdot v + v \cdot v \end{equation*}
The middle term has the dot product which I can replace as instructed in the third step.
\begin{equation*} |u+v|^2 = u \cdot u + 2 |u||v| \cos \theta + v \cdot v \end{equation*}
The cosine term is at most \(1\text{,}\) so the maximum for the right side happens when I replace the cosine with 1.
\begin{equation*} |u+v|^2 \leq u \cdot u + 2 |u||v| + v \cdot v \end{equation*}
Then I need to turn the right side into a square term. The first step in that direction is to write the dot products as squares of lengths.
\begin{equation*} |u+v|^2 \leq |u|^2 + 2 |u||v| + |v|^2 \end{equation*}
Then the right side is the square of a binomial.
\begin{equation*} |u+v|^2 \leq \left( |u| + |v| \right)^2 \end{equation*}
Finally, I take the square root of both sides. The square root of positive numbers preserves inequalities (\(a \leq b\) if an only if \(\sqrt{a}\leq \sqrt{b}\)), so applying the square root is a valid operations for sovling an inequality like this.
\begin{equation*} |u+v| \leq |u| + |v| \end{equation*}
I have produced the triangle inequality.

Activity 2.5.23.

Prove that the cross product is anticommutative. (Take any two vectors \(u,v \in \RR^3\text{,}\) write them in their components and prove that \(u \times v = - (v \times u)\text{.}\))
Solution.
I will start with the right side and try to manipulate it into the left side. I’ll write the vectors in their components, use the definition of the cross product, and bring in the \((-1)\) using the definition of scalar multiplication.
\begin{align*} - (v \times u) \amp = - \left( \left( \begin{matrix} v_1 \\ v_2 \\ v_3 \end{matrix} \right) \times \left( \begin{matrix} u_1 \\ u_2 \\ u_3 \end{matrix} \right) \right)\\ \amp = - \left( \left( \begin{matrix} v_2 u_3 - v_3 u_2 \\ v_3 u_1 - v_1 u_3 \\ v_1 u_2 - v_2 u_1 \end{matrix} \right) \right)\\ \amp = \left( \left( \begin{matrix} - v_2 u_3 + v_3 u_2 \\ - v_3 u_1 + v_1 u_3 \\ - v_1 u_2 + v_2 u_1 \end{matrix} \right) \right) \end{align*}
Now I just write each component in the other order, interchanging the order of each multiplication, and recognize the definition of the cross product in the result.
\begin{equation*} = \left( \left( \begin{matrix} v_3 u_2 - v_2 u_3 \\ v_1 u_3 - v_3 u_1 \\ v_2 u_1 - v_1 u_2 \end{matrix} \right) \right) = \left( \left( \begin{matrix} u_2 v_3 - u_3 v_2 \\ u_3 v_1 - u_1 v_3 \\ u_1 v_2 - u_2 v_1 \end{matrix} \right) \right) = u \times v \end{equation*}
I started with the right side and made a chain of equality to the left side, thus proving the identity.

Subsection 2.5.6 Conceptual Review Questions

  • What is a dot product? What does it mean?
  • What is a cross product? Why is it only in three dimensions?
  • What is a binary operation?
  • What is a structure on a set (of numbers)?
  • Why do different sets (of numbers) have different structures on them?