Vector Spaces Math 130 Linear Algebra
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
On the Bicoset of a Bivector Space
International J.Math. Combin. Vol.4 (2009), 01-08 On the Bicoset of a Bivector Space Agboola A.A.A.† and Akinola L.S.‡ † Department of Mathematics, University of Agriculture, Abeokuta, Nigeria ‡ Department of Mathematics and computer Science, Fountain University, Osogbo, Nigeria E-mail: [email protected], [email protected] Abstract: The study of bivector spaces was first intiated by Vasantha Kandasamy in [1]. The objective of this paper is to present the concept of bicoset of a bivector space and obtain some of its elementary properties. Key Words: bigroup, bivector space, bicoset, bisum, direct bisum, inner biproduct space, biprojection. AMS(2000): 20Kxx, 20L05. §1. Introduction and Preliminaries The study of bialgebraic structures is a new development in the field of abstract algebra. Some of the bialgebraic structures already developed and studied and now available in several literature include: bigroups, bisemi-groups, biloops, bigroupoids, birings, binear-rings, bisemi- rings, biseminear-rings, bivector spaces and a host of others. Since the concept of bialgebraic structure is pivoted on the union of two non-empty subsets of a given algebraic structure for example a group, the usual problem arising from the union of two substructures of such an algebraic structure which generally do not form any algebraic structure has been resolved. With this new concept, several interesting algebraic properties could be obtained which are not present in the parent algebraic structure. In [1], Vasantha Kandasamy initiated the study of bivector spaces. Further studies on bivector spaces were presented by Vasantha Kandasamy and others in [2], [4] and [5]. In the present work however, we look at the bicoset of a bivector space and obtain some of its elementary properties. -
Introduction to Linear Bialgebra
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of New Mexico University of New Mexico UNM Digital Repository Mathematics and Statistics Faculty and Staff Publications Academic Department Resources 2005 INTRODUCTION TO LINEAR BIALGEBRA Florentin Smarandache University of New Mexico, [email protected] W.B. Vasantha Kandasamy K. Ilanthenral Follow this and additional works at: https://digitalrepository.unm.edu/math_fsp Part of the Algebra Commons, Analysis Commons, Discrete Mathematics and Combinatorics Commons, and the Other Mathematics Commons Recommended Citation Smarandache, Florentin; W.B. Vasantha Kandasamy; and K. Ilanthenral. "INTRODUCTION TO LINEAR BIALGEBRA." (2005). https://digitalrepository.unm.edu/math_fsp/232 This Book is brought to you for free and open access by the Academic Department Resources at UNM Digital Repository. It has been accepted for inclusion in Mathematics and Statistics Faculty and Staff Publications by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. INTRODUCTION TO LINEAR BIALGEBRA W. B. Vasantha Kandasamy Department of Mathematics Indian Institute of Technology, Madras Chennai – 600036, India e-mail: [email protected] web: http://mat.iitm.ac.in/~wbv Florentin Smarandache Department of Mathematics University of New Mexico Gallup, NM 87301, USA e-mail: [email protected] K. Ilanthenral Editor, Maths Tiger, Quarterly Journal Flat No.11, Mayura Park, 16, Kazhikundram Main Road, Tharamani, Chennai – 600 113, India e-mail: [email protected] HEXIS Phoenix, Arizona 2005 1 This book can be ordered in a paper bound reprint from: Books on Demand ProQuest Information & Learning (University of Microfilm International) 300 N. -
Lesson 2: the Multiplication of Polynomials
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 M1 ALGEBRA II Lesson 2: The Multiplication of Polynomials Student Outcomes . Students develop the distributive property for application to polynomial multiplication. Students connect multiplication of polynomials with multiplication of multi-digit integers. Lesson Notes This lesson begins to address standards A-SSE.A.2 and A-APR.C.4 directly and provides opportunities for students to practice MP.7 and MP.8. The work is scaffolded to allow students to discern patterns in repeated calculations, leading to some general polynomial identities that are explored further in the remaining lessons of this module. As in the last lesson, if students struggle with this lesson, they may need to review concepts covered in previous grades, such as: The connection between area properties and the distributive property: Grade 7, Module 6, Lesson 21. Introduction to the table method of multiplying polynomials: Algebra I, Module 1, Lesson 9. Multiplying polynomials (in the context of quadratics): Algebra I, Module 4, Lessons 1 and 2. Since division is the inverse operation of multiplication, it is important to make sure that your students understand how to multiply polynomials before moving on to division of polynomials in Lesson 3 of this module. In Lesson 3, division is explored using the reverse tabular method, so it is important for students to work through the table diagrams in this lesson to prepare them for the upcoming work. There continues to be a sharp distinction in this curriculum between justification and proof, such as justifying the identity (푎 + 푏)2 = 푎2 + 2푎푏 + 푏 using area properties and proving the identity using the distributive property. -
Determinant Notes
68 UNIT FIVE DETERMINANTS 5.1 INTRODUCTION In unit one the determinant of a 2× 2 matrix was introduced and used in the evaluation of a cross product. In this chapter we extend the definition of a determinant to any size square matrix. The determinant has a variety of applications. The value of the determinant of a square matrix A can be used to determine whether A is invertible or noninvertible. An explicit formula for A–1 exists that involves the determinant of A. Some systems of linear equations have solutions that can be expressed in terms of determinants. 5.2 DEFINITION OF THE DETERMINANT a11 a12 Recall that in chapter one the determinant of the 2× 2 matrix A = was a21 a22 defined to be the number a11a22 − a12 a21 and that the notation det (A) or A was used to represent the determinant of A. For any given n × n matrix A = a , the notation A [ ij ]n×n ij will be used to denote the (n −1)× (n −1) submatrix obtained from A by deleting the ith row and the jth column of A. The determinant of any size square matrix A = a is [ ij ]n×n defined recursively as follows. Definition of the Determinant Let A = a be an n × n matrix. [ ij ]n×n (1) If n = 1, that is A = [a11], then we define det (A) = a11 . n 1k+ (2) If na>=1, we define det(A) ∑(-1)11kk det(A ) k=1 Example If A = []5 , then by part (1) of the definition of the determinant, det (A) = 5. -
Solving Cubic Polynomials
Solving Cubic Polynomials 1.1 The general solution to the quadratic equation There are four steps to finding the zeroes of a quadratic polynomial. 1. First divide by the leading term, making the polynomial monic. a 2. Then, given x2 + a x + a , substitute x = y − 1 to obtain an equation without the linear term. 1 0 2 (This is the \depressed" equation.) 3. Solve then for y as a square root. (Remember to use both signs of the square root.) a 4. Once this is done, recover x using the fact that x = y − 1 . 2 For example, let's solve 2x2 + 7x − 15 = 0: First, we divide both sides by 2 to create an equation with leading term equal to one: 7 15 x2 + x − = 0: 2 2 a 7 Then replace x by x = y − 1 = y − to obtain: 2 4 169 y2 = 16 Solve for y: 13 13 y = or − 4 4 Then, solving back for x, we have 3 x = or − 5: 2 This method is equivalent to \completing the square" and is the steps taken in developing the much- memorized quadratic formula. For example, if the original equation is our \high school quadratic" ax2 + bx + c = 0 then the first step creates the equation b c x2 + x + = 0: a a b We then write x = y − and obtain, after simplifying, 2a b2 − 4ac y2 − = 0 4a2 so that p b2 − 4ac y = ± 2a and so p b b2 − 4ac x = − ± : 2a 2a 1 The solutions to this quadratic depend heavily on the value of b2 − 4ac. -
Introduction Into Quaternions for Spacecraft Attitude Representation
Introduction into quaternions for spacecraft attitude representation Dipl. -Ing. Karsten Groÿekatthöfer, Dr. -Ing. Zizung Yoon Technical University of Berlin Department of Astronautics and Aeronautics Berlin, Germany May 31, 2012 Abstract The purpose of this paper is to provide a straight-forward and practical introduction to quaternion operation and calculation for rigid-body attitude representation. Therefore the basic quaternion denition as well as transformation rules and conversion rules to or from other attitude representation parameters are summarized. The quaternion computation rules are supported by practical examples to make each step comprehensible. 1 Introduction Quaternions are widely used as attitude represenation parameter of rigid bodies such as space- crafts. This is due to the fact that quaternion inherently come along with some advantages such as no singularity and computationally less intense compared to other attitude parameters such as Euler angles or a direction cosine matrix. Mainly, quaternions are used to • Parameterize a spacecraft's attitude with respect to reference coordinate system, • Propagate the attitude from one moment to the next by integrating the spacecraft equa- tions of motion, • Perform a coordinate transformation: e.g. calculate a vector in body xed frame from a (by measurement) known vector in inertial frame. However, dierent references use several notations and rules to represent and handle attitude in terms of quaternions, which might be confusing for newcomers [5], [4]. Therefore this article gives a straight-forward and clearly notated introduction into the subject of quaternions for attitude representation. The attitude of a spacecraft is its rotational orientation in space relative to a dened reference coordinate system. -
THE DIMENSION of a VECTOR SPACE 1. Introduction This Handout
THE DIMENSION OF A VECTOR SPACE KEITH CONRAD 1. Introduction This handout is a supplementary discussion leading up to the definition of dimension of a vector space and some of its properties. We start by defining the span of a finite set of vectors and linear independence of a finite set of vectors, which are combined to define the all-important concept of a basis. Definition 1.1. Let V be a vector space over a field F . For any finite subset fv1; : : : ; vng of V , its span is the set of all of its linear combinations: Span(v1; : : : ; vn) = fc1v1 + ··· + cnvn : ci 2 F g: Example 1.2. In F 3, Span((1; 0; 0); (0; 1; 0)) is the xy-plane in F 3. Example 1.3. If v is a single vector in V then Span(v) = fcv : c 2 F g = F v is the set of scalar multiples of v, which for nonzero v should be thought of geometrically as a line (through the origin, since it includes 0 · v = 0). Since sums of linear combinations are linear combinations and the scalar multiple of a linear combination is a linear combination, Span(v1; : : : ; vn) is a subspace of V . It may not be all of V , of course. Definition 1.4. If fv1; : : : ; vng satisfies Span(fv1; : : : ; vng) = V , that is, if every vector in V is a linear combination from fv1; : : : ; vng, then we say this set spans V or it is a spanning set for V . Example 1.5. In F 2, the set f(1; 0); (0; 1); (1; 1)g is a spanning set of F 2. -
Chapter 2. Multiplication and Division of Whole Numbers in the Last Chapter You Saw That Addition and Subtraction Were Inverse Mathematical Operations
Chapter 2. Multiplication and Division of Whole Numbers In the last chapter you saw that addition and subtraction were inverse mathematical operations. For example, a pay raise of 50 cents an hour is the opposite of a 50 cents an hour pay cut. When you have completed this chapter, you’ll understand that multiplication and division are also inverse math- ematical operations. 2.1 Multiplication with Whole Numbers The Multiplication Table Learning the multiplication table shown below is a basic skill that must be mastered. Do you have to memorize this table? Yes! Can’t you just use a calculator? No! You must know this table by heart to be able to multiply numbers, to do division, and to do algebra. To be blunt, until you memorize this entire table, you won’t be able to progress further than this page. MULTIPLICATION TABLE ϫ 012 345 67 89101112 0 000 000LEARNING 00 000 00 1 012 345 67 89101112 2 024 681012Copy14 16 18 20 22 24 3 036 9121518212427303336 4 0481216 20 24 28 32 36 40 44 48 5051015202530354045505560 6061218243036424854606672Distribute 7071421283542495663707784 8081624324048566472808896 90918273HAWKESReview645546372819099108 10 0 10 20 30 40 50 60 70 80 90 100 110 120 ©11 0 11 22 33 44NOT 55 66 77 88 99 110 121 132 12 0 12 24 36 48 60 72 84 96 108 120 132 144 Do Let’s get a couple of things out of the way. First, any number times 0 is 0. When we multiply two numbers, we call our answer the product of those two numbers. -
Grade 7/8 Math Circles the Scale of Numbers Introduction
Faculty of Mathematics Centre for Education in Waterloo, Ontario N2L 3G1 Mathematics and Computing Grade 7/8 Math Circles November 21/22/23, 2017 The Scale of Numbers Introduction Last week we quickly took a look at scientific notation, which is one way we can write down really big numbers. We can also use scientific notation to write very small numbers. 1 × 103 = 1; 000 1 × 102 = 100 1 × 101 = 10 1 × 100 = 1 1 × 10−1 = 0:1 1 × 10−2 = 0:01 1 × 10−3 = 0:001 As you can see above, every time the value of the exponent decreases, the number gets smaller by a factor of 10. This pattern continues even into negative exponent values! Another way of picturing negative exponents is as a division by a positive exponent. 1 10−6 = = 0:000001 106 In this lesson we will be looking at some famous, interesting, or important small numbers, and begin slowly working our way up to the biggest numbers ever used in mathematics! Obviously we can come up with any arbitrary number that is either extremely small or extremely large, but the purpose of this lesson is to only look at numbers with some kind of mathematical or scientific significance. 1 Extremely Small Numbers 1. Zero • Zero or `0' is the number that represents nothingness. It is the number with the smallest magnitude. • Zero only began being used as a number around the year 500. Before this, ancient mathematicians struggled with the concept of `nothing' being `something'. 2. Planck's Constant This is the smallest number that we will be looking at today other than zero. -
Bases for Infinite Dimensional Vector Spaces Math 513 Linear Algebra Supplement
BASES FOR INFINITE DIMENSIONAL VECTOR SPACES MATH 513 LINEAR ALGEBRA SUPPLEMENT Professor Karen E. Smith We have proven that every finitely generated vector space has a basis. But what about vector spaces that are not finitely generated, such as the space of all continuous real valued functions on the interval [0; 1]? Does such a vector space have a basis? By definition, a basis for a vector space V is a linearly independent set which generates V . But we must be careful what we mean by linear combinations from an infinite set of vectors. The definition of a vector space gives us a rule for adding two vectors, but not for adding together infinitely many vectors. By successive additions, such as (v1 + v2) + v3, it makes sense to add any finite set of vectors, but in general, there is no way to ascribe meaning to an infinite sum of vectors in a vector space. Therefore, when we say that a vector space V is generated by or spanned by an infinite set of vectors fv1; v2;::: g, we mean that each vector v in V is a finite linear combination λi1 vi1 + ··· + λin vin of the vi's. Likewise, an infinite set of vectors fv1; v2;::: g is said to be linearly independent if the only finite linear combination of the vi's that is zero is the trivial linear combination. So a set fv1; v2; v3;:::; g is a basis for V if and only if every element of V can be be written in a unique way as a finite linear combination of elements from the set. -
Determinants Math 122 Calculus III D Joyce, Fall 2012
Determinants Math 122 Calculus III D Joyce, Fall 2012 What they are. A determinant is a value associated to a square array of numbers, that square array being called a square matrix. For example, here are determinants of a general 2 × 2 matrix and a general 3 × 3 matrix. a b = ad − bc: c d a b c d e f = aei + bfg + cdh − ceg − afh − bdi: g h i The determinant of a matrix A is usually denoted jAj or det (A). You can think of the rows of the determinant as being vectors. For the 3×3 matrix above, the vectors are u = (a; b; c), v = (d; e; f), and w = (g; h; i). Then the determinant is a value associated to n vectors in Rn. There's a general definition for n×n determinants. It's a particular signed sum of products of n entries in the matrix where each product is of one entry in each row and column. The two ways you can choose one entry in each row and column of the 2 × 2 matrix give you the two products ad and bc. There are six ways of chosing one entry in each row and column in a 3 × 3 matrix, and generally, there are n! ways in an n × n matrix. Thus, the determinant of a 4 × 4 matrix is the signed sum of 24, which is 4!, terms. In this general definition, half the terms are taken positively and half negatively. In class, we briefly saw how the signs are determined by permutations. -
MTH 304: General Topology Semester 2, 2017-2018
MTH 304: General Topology Semester 2, 2017-2018 Dr. Prahlad Vaidyanathan Contents I. Continuous Functions3 1. First Definitions................................3 2. Open Sets...................................4 3. Continuity by Open Sets...........................6 II. Topological Spaces8 1. Definition and Examples...........................8 2. Metric Spaces................................. 11 3. Basis for a topology.............................. 16 4. The Product Topology on X × Y ...................... 18 Q 5. The Product Topology on Xα ....................... 20 6. Closed Sets.................................. 22 7. Continuous Functions............................. 27 8. The Quotient Topology............................ 30 III.Properties of Topological Spaces 36 1. The Hausdorff property............................ 36 2. Connectedness................................. 37 3. Path Connectedness............................. 41 4. Local Connectedness............................. 44 5. Compactness................................. 46 6. Compact Subsets of Rn ............................ 50 7. Continuous Functions on Compact Sets................... 52 8. Compactness in Metric Spaces........................ 56 9. Local Compactness.............................. 59 IV.Separation Axioms 62 1. Regular Spaces................................ 62 2. Normal Spaces................................ 64 3. Tietze's extension Theorem......................... 67 4. Urysohn Metrization Theorem........................ 71 5. Imbedding of Manifolds..........................