CALCULUS REVISITED

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

This s e l f - s t u d y course c o n s i s t s of s e v e r a l elements which supplement

one another. A s i n most c o u r s e s , t h e c e n t r a l b u i l d i n g block i s t h e
textbook. The remaining p a r t s augment t h e t e x t . F i r s t , t h e r e a r e
t h e l e c t u r e s . These a r e designed t o g i v e an overview of t h e m a t e r i a l
covered i n t h e t e x t and t o supply motivation and i n s i g h t i n those
a r e a s where t h e o r a l word i s mor= h e l p f u l than t h e w r i t t e n word.
Because t h e l e c t u r e s a r e on f i l m ( o r t a p e ) it i s assumed t h a t you w i l l
be a b l e t o view a l e c t u r e more than once. You may use t h e l e c t u r e
a s an i n t r o d u c t o r y overview and then review t h e u n i t by watching t h e
l e c t u r e again when t h e rest of t h e assignment f o r t h a t u n i t has been
completed .
Yet, t h e f a c t remains t h a t most s t u d e n t s w i l l n o t , f o r one reason o r
a n o t h e r , watch t h e l e c t u r e a s o f t e n a s might be advisable. For t h i s
reason, photographs of t h e blackboards, e x a c t l y a s they appeared a t
t h e end of t h e l e c t u r e , have been made and reproduced a s p a r t of t h e
s t u d y guide. Consequently, a s you proceed through an assignment,
t h e r e i s always a r a t h e r convenient reminder and summary of t h e l e c t u r e .
I n f a c t , it might very w e l l happen t h a t once you have seen t h e l e c t u r e
and done t h e assignment, t h e photographs of t h e blackboards w i l l be
s u f f i c i e n t t o supply you w i t h an " i n s t a n t r e p l a y " whenever needed.
A f t e r t h e l e c t u r e , t h e r e a r e times when a d d i t i o n a l m a t e r i a l i s needed
t o b r i d g e t h e gap between where t h e l e c t u r e ends and t h e t e x t begins.
C e r t a i n t o p i c s i n t h e t e x t a r e p a r t i c u l a r l y d i f f i c u l t and a s a r e s u l t
t h e s t u d e n t r e q u i r e s a d d i t i o n a l p o i n t s of view o r even a rehash of
w h a t ' s i n t h e t e x t . Frequently, a choice of approaches t o a d i f f i c u l t
t o p i c i s t h e b e s t psychological boost t o t h e s t u d e n t . C e r t a i n important
t o p i c s a r e sometimes p r e s e n t e d i n t h e t e x t i n o r d e r t o s o l v e a s p e c i f i c
problem, b u t it t u r n s o u t t h a t t h e s e t o p i c s have , a p p l i c a t i o n s f a r
beyond t h e s p e c i f i c problem i n q u e s t i o n ; consequently t h e s t u d e n t
would b e n e f i t from a more d e t a i l e d explanation. F i n a l l y , t h e r e a r e
c e r t a i n t o p i c s t h a t form a " t w i l i g h t zonen f o r t h e s t u d e n t . Roughly
speaking, t h e s e a r e t h e t o p i c s t h a t t h e c o l l e g e p r o f e s s o r assumes t h e
s t u d e n t learned i n high school and t h e high school t e a c h e r t h i n k s he
w i l l l e a r n i n c o l l e g e . I n such c a s e s a s t u d e n t may need more expla-
n a t i o n than i s o f f e r e d i n t h e t e x t . For t h e s e reasons, t h e course
i n c l u d e s a volume e n t i t l e d "Supplementary Notes."

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 .

Some of t h e e x e r c i s e s s e r v e a s a v e h i c l e (indeed, almost a s an excuse)

f o r i n t r o d u c i n g d i f f i c u l t b u t important t o p i c s i n t h e g u i s e of
s o l u t i o n s t o important e x e r c i s e s . When t h i s occurs t h e e x e r c i s e i s
l a b e l e d (L) t o i n d i c a t e t o t h e s t u d e n t t h a t i t i s a l e a r n i n g e x e r c i s e ,
an e x e r c i s e f o r which (even i f he can s o l v e t h e problem) he should
read t h e s o l u t i o n because one o r more important a s i d e s w i l l be made
there.
Other e x e r c i s e s a r e more r o u t i n e and a r e s u p p l i e d simply s o t h a t t h e
s t u d e n t can t e s t whether he can handle t h e m a t e r i a l . These e x e r c i s e s
appear without s p e c i a l d e s i g n a t i o n .

The f i n a l type of e x e r c i s e i s c a l l e d t h e o p t i o n a l e x e r c i s e . It often

happens t h a t i n t h e l e a r n i n g of a new concept one has t o s e e beyond
where he i s i n o r d e r t o a p p r e c i a t e b e t t e r h i s p r e s e n t p o s i t i o n . For
example, it o f t e n happens t h a t a s t u d e n t does n o t begin t o master
a l g e b r a , geometry, o r trigonometry u n t i l he s t u d i e s c a l c u l u s where
t h e s e t o p i c s a r e used a s a means toward an end r a t h e r than a s an end
i n themselves, o r he l e a r n s c a l c u l u s b e t t e r while he i s studying
d i f f e r e n t i a l e q u a t i o n s , e t c . A t any r a t e , f o r t h i s reason w e have
i n t e r j e c t e d o p t i o n a l problems f o r t h e purpose of g i v i n g new i d e a s
a d d i t i o n a l exposure. An o p t i o n a l e x e r c i s e t o g e t h e r w i t h i t s s o l u t i o n
forms a step-by-step supplement t o t h e m a t e r i a l a l r e a d y presented.
Whenever an o p t i o n a l problem is g i v e n , t h e r e i s an e x p l a n a t i o n a s t o
why it i s assigned and what i t hopes t o accomplish.
A c t u a l l y , it i s t h e hope of t h e author t h a t t h e s t u d e n t w i l l n o t
d i s t i n g u i s h between o p t i o n a l and " r e g u l a r " e x e r c i s e s ( t o an a u t h o r
nothing i s o p t i o n a l and e v e r y t h i n g i s i m p o r t a n t ) , b u t w e recognize
t h a t c e r t a i n s t u d e n t s may n o t have e i t h e r t h e d e s i r e o r t h e t i m e t o
d e l v e i n depth i n t o c e r t a i n t o p i c s . Accordingly, wherever w e f e e l
t h a t t h e r e i s no s e r i o u s damage done by t h e omission o f ' t h e e x e r c i s e ,
w e have c a l l e d i t o p t i o n a l .
Two o t h e r f e a t u r e s round o u t o u r c o u r s e . S i n c e many people who w i l l
be t a k i n g t h i s c o u r s e may have s t u d i e d some of t h e t o p i c s p r e v i o u s l y ,
w e have i n c l u d e d a p r e t e s t a t t h e beginning of each new block of
m a t e r i a l . The n a t u r e of t h i s p r e t e s t i s t o l e t t h e s t u d e n t know
whether he needs t h e m a t e r i a l c o n t a i n e d i n t h e block. That i s , i f
h e can p a s s t h e p r e t e s t comfortably, he may e l e c t t o by-pass t h e
block. I t may be of i n t e r e s t t o know t h a t each p r e t e s t problem
occurs a s a l e a r n i n g e x e r c i s e w i t h i n t h e block, s o t h a t t h e s t u d e n t
who h a s t r o u b l e w i t h such an e x e r c i s e i n t h e p r e t e s t can r e s t a s s u r e d
h e w i l l see a d e t a i l e d s o l u t i o n l a t e r .
, .i1'q
A s i m p o r t a n t a s t h e p r e t e s t i s t h e - p o s t - t e s t o r what i s more c o l l o -
q u i a l l y known a s t h e q u i z . Somehow o r o t h e r , t h e r e i s no s u b s t i t u t e
f o r a comprehensive t e s t t o see what t h e s t u d e n t h a s r e t a i n e d . For
t h i s r e a s o n t h e r e i s a " f i n a l examination" a t t h e end of each block.
The c o r r e c t answers t o g e t h e r w i t h r a t h e r d e t a i l e d s o l u t i o n s a r e
s u p p l i e d s o t h a t t h e s t u d e n t can b e t t e r a n a l y z e h i s d i f f i c u l t i e s .
I n summary, t h e n , o u r t y p i c a l format f o r a l e s s o n u n i t i s :
1. See a l e c t u r e .
2. Read some supplementary n o t e s .
3. Read a p o r t i o n o f t h e t e x t .
4. Do t h e e x e r c i s e 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 ,

b u t t h e r e a r e some assignments i n which (1) and/or (2) a r e o m i t t e d ,

and t h e r e a r e a few p l a c e s where t h e supplementary n o t e s form t h e o n l y

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.

F i n a l l y , I would l i k e t o acknowledge t h e v e r y a b l e a s s i s t a n c e I have

r e c e i v e d from s e v e r a l p e o p l e i n t h e p r e p a r a t i o n of t h i s s e l f - s t u d y
c o u r s e . F i r s t and f o r e m o s t , I am d e e p l y i n d e b t e d t o John T. F i t c h ,
t h e manager o f o u r s e l f - s t u d y development program. H e d i s c u s s e d and
h e l p e d m e p l a n t h e l e c t u r e s and w r i t t e n m a t e r i a l -- u n i t by u n i t . He
made s u g g e s t i o n s , o f f e r e d improvements, and, i n many c a s e s , p u t himself
i n t h e r o l e of t h e s t u d e n t t o h e l p m e " t o n e down" c e r t a i n t o p i c s t o
t h e e x t e n t t h a t t h e y became ( h o p e f u l l y ) more u n d e r s t a n d a b l e t o t h e
student. I n a d d i t i o n t o a l l t h i s , he was a f r i e n d and c o l l e a g u e ,
and t h i s went a long way towards making a v e r y d i f f i c u l t u n d e r t a k i n g
more p a l a t a b l e f o r m e .
 aC

: ,. , 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.

I hope t h a t your s t u d y i n g t h i s c o u r s e w i l l be a s rewarding and e n j o y a b l e

a s p r e p a r i n g t h e c o u r s e h a s been t o m e . Good luck.

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 .

Some A ' s a r e n o t B ' s .

Some B ' s a r e n o t C ' s .

T h e r e f o r e , some A ' s a r e n o t C ' s .

2. L e t A ( 1 , 1 ) , B ( 4 , 5 ) , and C ( 6 , 1 3 ) be p o i n t s i n t h e xy-plane. Find

t h e e q u a t i o n of t h e l i n e which b i s e c t s 9 BAC.

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?

i . Given t h e p o i n t s A ( 1 , 2 , 3 ) , B (3,3,5) , and C (4,8,1,) , find a vector

p e r p e n d i c u l a r t o t h e p l a n e determined by A , B , and 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

Lecture 1.010 continued

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

2 . Read Supplementary Notes, Chapter '1-

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

a . 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 some A ' s a r e n o t B ' s

and i f some B ' s a r e n o t C ' s t h e n some A ' s a r e n o t 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 n B' # B and i f

B fl C ' # 91 t h e n A fl C ' # B. :-, , .

c. D i s c u s s t h e v a l i d i t y of t h e argument and t h e t r u t h of t h e conclu-

sion i n the following:

Some numbers which a r e d i v i s i b l e by 2 a r e n o t d i v i s i b l e by 7 ; and

some numbers which a r e d i v i s i b l e by 7 a r e n o t d i v i s i b l e by 3 .
T h e r e f o r e , some numbers which a r e d i v i s i b l e by 2 a r e n o t d i v i s i b l e
by 3.

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.

a . Define t h e r e l a t i o n R by aRb means t h a t a l i v e s n e x t door t o b.

Is R r e f l e x i v e ? Transitive? Symmetric?

( 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

b. Define R by aRb means t h a t 2a + b = 15. T e s t t h e t r u t h of t h e

s t a t e m e n t s 7R1, 1R13, and 7R13; t h e n d e c i d e whether R i s t r a n s i t i v e .

c. With R a s i n p a r t ( b ) t e s t t h e t r u t h of 1R7. Is R symmetric?

Explain.
d . Define R by aRb means a + b = 15. Is R symmetric? Explain.

1.1.5(L)

a. Determine whether t h e f o l l o w i n g argument i s v a l i d and t h e n comment

on t h e t r u t h of t h e c o n c l u s i o n .

Giving handouts t o beggars h e l p s t h e poor

Helping t h e poor i s good f o r s o c i e t y

Giving handouts t o b e g g a r s i s good f o r s o c i e t y

o. Using t h e f a c t t h a t (n + 1)1 = (n + l ) n ! , e x p l a i n why O! = 1.

Could O! have been d e f i n e d d i f f e r e n t l y ? E x p l a i n your answer t o
t h e l a s t q u e s t i o n i n t e r m s of t r u t h v e r s u s v a l i d i t y .

1.1.6 (L)

a . M i m i c o u r development of r u l e s A - 1 t h r o u g h A-5 i n t h e supplementary

n o t e s t o " i n v e n t " analogous r u l e s M - 1 through M-5 f o r
multiplication.
b. The d i s t r i b u t i v e r u l e f o r a r i t h m e t i c s a y s t h a t f o r a n y numbers
a , b , and c , a (b + c) = ab + a c . By computing a (0 + 0 ) i n two
d i f f e r e n t ways, prove t h a t a0 = 0 f o r e v e r y number, a. -
2. U t i l i z e t h e p a r a l l e l s t r u c t u r e of m u l t i p l i c a t i o n t o a d d i t i o n and
prove t h a t i f a # 0 and a b = a c , t h e n b = c.

1.1.7

U t i l i z e t h e r e s u l t s of p a r t s (b) and ( c ) of E x e r c i s e 1.1.6 t o

prove t h a t i f a # 0 and a b = 0 t h e n b = 0.
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

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 .

The p o i n t i s t h a t w h i l e t h e v e r y mature s t u d e n t c a n probably go

d i r e c t l y from n u m e r i c a l a r i t h m e t i c t o v e c t o r a r i t h m e t i c , many
s t u d e n t s can b e n e f i t from t h e t r a n s i t i o n a l t r e a t m e n t g i v e n i n
E x e r c i s e s 1 . 1 . 8 ( L ) and 1.1.9.

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 .

a . Show t h a t '=" a s d e f i n e d above i s an e q u i v a l e n c e r e l a t i o n .

. I n t e r m s of o u r d e f i n i t i o n , 4 + 5 = 2 s i n c e b o t h 9 and 2 l e a v e t h e
same remainder when d i v i d e d by 7. Proceed i n t h i s way t o w r i t e
down t h e a d d i t i o n and m u l t i p l i c a t i o n t a b l e s f o r t h e numbers
0 , 1, 2, 3, 4 , 5 , and 6 .
c . Use your t a b l e s c o n s t r u c t e d i n ( b ) t o compute:
(1) whether 4 + ( 5 + 6 ) = ( 4 + 5 ) + 6
( 2 ) whether ( 3 + 4 ) x 5 = 3 + ( 4 x 5 )
( 3 ) t h e v a l u e of 3 105

d. I f 3-1 i s t h e number which must be m u l t i p l i e d by 3 t o y i e l d 1,

f i n d t h e v a l u e of 3-I from t h e t a b l e s i n ( b ) .
e . U s e t h e t a b l e s i n ( b ) t o f i n d t h e v a l u e of 1-l, 2 - l r 4 - l , 5 - l , and
6-I.

( c o n t i n u e d on n e x t page)
1.1.5
Study Guide

Block 1: Vector Arithmetic

Unit 1: An Introduction to Mathematical Structure

1.1.8 (L) continued

f. In this new system of arithmetic, if a # 0 and ab = 0, must b = O?

Explain.

1.1.9 - -

a. Make the arithmetic tables for modular-6 arithmetic.

b. From your tables,

(1) compare (3 x 5) x 2 and 3 x (5 x 2 )
(2) compare (3 x 5 ) + 4 and 3 x (5 + 4 )
( 3 ) compute the value of 51000

c. Discuss the value of

d. In this system if ab = 0 and a # 0, must b = 03 Explain.

MIT OpenCourseWare
http://ocw.mit.edu

Resource: Calculus Revisited: Multivariable Calculus

Prof. Herbert Gross

The following may not correspond to a particular course on MIT OpenCourseWare, but has been
provided by the author as an individual learning resource.

For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms.