-
PROFESSOR: Do you have
any kind of questions?
-
There were a few questions
about the homework.
-
Casey, you have that problem
we need to the minus D?
-
STUDENT: Yeah.
-
PROFESSOR: The minus D?
-
Let's do that in class, because
there were several people who
-
faced that problem.
-
You said you faced it, and
you got it and can I cheat?
-
Can I take your work so I
can present it at the board?
-
I'm serious about it.
-
STUDENT: OK, um.
-
PROFESSOR: So I know
we've done this together.
-
I don't even
remember the problem.
-
How was it?
-
Homework problem.
-
STUDENT: She knows it.
-
[INAUDIBLE]
-
-
STUDENT: But she knows it.
-
PROFESSOR: They'll work with you
to be minus M. Can you tell me,
-
Casey?
-
Can I tell the statement?
-
STUDENT: Well, a black
guy's [INAUDIBLE].
-
PROFESSOR: If you find it, give
it to me and I'll give you $2.
-
STUDENT: It's your problem.
-
[INAUDIBLE]
-
PROFESSOR: How is it's this one.
-
STUDENT: No.
-
PROFESSOR: Oh, no.
-
It's not this one.
-
STUDENT: Can I have it from you?
-
I won't give you anything.
-
STUDENT: Um, it's doable.
-
[INAUDIBLE]
-
PROFESSOR: So can somebody with
me now, that's my handwriting.
-
STUDENT: Yeah, I know.
-
It is weird.
-
PROFESSOR: OK.
-
All right.
-
So the problem says--
-
STUDENT: Do you have
a problem with me?
-
PROFESSOR: Any--
-
STUDENT: And then we're all
here for her. [INAUDIBLE].
-
Doesn't it feel like
[INAUDIBLE] kind of a bit?
-
PROFESSOR: It's the one
that has X of D equals
-
into the minus the cosign D.
-
STUDENT: Oh, [INAUDIBLE].
-
PROFESSOR: Y of T, and you
go by your exclamation.
-
I understand that you
love this problem.
-
And so you've had this type
of pathing to grow compute.
-
The pathing to grow with respect
to the [INAUDIBLE] fellow man
-
well meant that
in life is slowly
-
because nobody
[INAUDIBLE] with you.
-
-
And to go over C
of the integer will
-
be a very nice friend of
yours, [INAUDIBLE] explain it,
-
but of course, they are both
functions of T in general,
-
and you will have
the DS element,
-
and what does this mean?
-
S is [INAUDIBLE].
-
It means that you are
archic element should
-
be expressed in terms of what?
-
Who in the world is
the archeling infinite
-
decimal element.
-
It's the speed times the t.
-
STUDENT: Say it again?
-
PROFESSOR: It's the speed.
-
STUDENT: And what was the speed?
-
R in front of T. [INAUDIBLE].
-
Right?
-
So you will have to
transform this path integral
-
into an integral, respected
T, where T takes values
-
from a T0 to a T1.
-
And I don't want to give
you your notebook back.
-
STUDENT: It's OK.
-
PROFESSOR: OK, now I'll do
the same thing all over again,
-
and you control me and then
if I do something wrong,
-
you've done me.
-
And what were the--
what was the path?
-
Specified as what?
-
STUDENT: XYZ? [INAUDIBLE].
-
PROFESSOR: Yeah, the path was--
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: T equals
from zero to pi over 2.
-
I have to write it down.
-
-
So let us write the--
[INAUDIBLE] are from the T.
-
The speed square root of is
from the T squared plus Y
-
prime of T squared, because
the sampling occurred.
-
Before we do that, we have
to go ahead and compute
-
X prime and Y prime.
-
-
And of course
that's product rule,
-
and I need a better marker.
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: Yes, sir?
-
STUDENT: Do you think
the arc too is really
-
taken as an arc [INAUDIBLE]?
-
This
-
PROFESSOR: This is the--
-
STUDENT: Because we take-- I
would consider it as a path
-
function that looks like
an arc, or, like, thinking
-
that it's missing one
rule, and that's about it.
-
That's fine.
-
PROFESSOR: No, no, no
no, no, no, no, no.
-
no.
-
OK, let me explain.
-
So suppose you are
[INAUDIBLE] arc in plane
-
and this is your r of t.
-
STUDENT: Oh, OK.
-
PROFESSOR: And that's
called the position vector,
-
and that's x of t, y of t.
-
OK.
-
What is your velocity vector?
-
Velocity vector would be
in tangent to the curve.
-
Suppose you go in this
direction, counterclockwise,
-
and then our prime of
t will be this guy.
-
And it's gonna be
x prime, y prime.
-
And we have to
find its magnitude.
-
And its magnitude
will be this animal.
-
So the only thing here
is tricky because you
-
will have to do this
carefully, and there
-
will be a simplification
coming from the plus
-
and minus of the binomial.
-
So a few people missed it
because of that reason.
-
So let's see what
we have-- minus
-
e to the minus t, first
prime, times second one
-
prime plus the first one
prime times the second prime.
-
Good.
-
We are done with this first guy.
-
The second guy will be minus
e to the minus t sin t.
-
Why do I do this?
-
Because I'm afraid that
this being on the final.
-
Well, it's good practice.
-
You may expect
something a little bit
-
similar to that, so why don't we
do this as part of our review,
-
which will be a very good idea.
-
We are gonna do lots of
review this week and next
-
week already, because
the final is coming close
-
and you have to go over
everything that you've covered.
-
Let's square them,
and add them together.
-
-
OK.
-
When we add them together,
this guy, the speed [INAUDIBLE]
-
is going to-- bless you.
-
It is going-- it's not going
to bless, it's going-- OK,
-
you are being blessed, and
now let's look at that.
-
You have e to the
minus 2t cosine squared
-
and e to the minus
2t sine squared,
-
and when you add
those parts, the sine
-
squared plus cosine
squared stick together.
-
They form a block called 1.
-
Do you guys agree with me?
-
So what we have as the
first result of that
-
would be this guy.
-
But then, when you
take twice the product
-
of these guys in the
binomial formula,
-
and twice the product of these
guys, what do you notice?
-
We have exactly the
same individuals inside,
-
but when you do twice the
product of these two red ones,
-
you have minus, minus, plus.
-
But when you do twice the
product of these guys,
-
you have minus, plus, minus.
-
So they will cancel out.
-
The part in the middle
will cancel out.
-
And finally, when I square
this part and that part,
-
what's going to happen them?
-
And I'm gonna shut up because I
want you to give me the answer.
-
Square this animal, square
this animal, add them together,
-
what do you have?
-
STUDENT: Squared, squared
total-- [INTERPOSING VOICES]
-
PROFESSOR: T to the minus 2t,
so exactly the same as this guy.
-
So all I know under
the square root,
-
I'm gonna get square root of
2 times e to the minus 2t.
-
Which is e to the minus
t square root of 2.
-
Am I right, [INAUDIBLE]
that's what we got last time?
-
All right.
-
So I know who this will be.
-
I don't know who this will be,
but I'm gonna need your help.
-
Here I write it, x squared
of t plus y squared of t
-
in terms of t, squaring them
and adding them together.
-
It's gonna be again a piece of
cake, because you've got it.
-
How much is it?
-
I'm waiting for you to tell me.
-
This is this one.
-
[INAUDIBLE]
-
E to the?
-
STUDENT: Minus t
-
PROFESSOR: And anything else?
-
STUDENT: Was it 2?
-
[INAUDIBLE]
-
-
PROFESSOR: Why it times 2?
-
STUDENT: Times 2
in the last one.
-
Because we had an e to the minus
2t plus an e to the minus 2t.
-
PROFESSOR: So I took
this guy and squared it,
-
and I took this guy
and squared it--
-
STUDENT: No, we don't
have [INAUDIBLE].
-
PROFESSOR: And I sum them up.
-
And I close the issue.
-
Unless I have sine squared plus
cosine squared, which is 1,
-
so we adjust it to the minus 2t.
-
Agree with me?
-
All right, now we have
all the ingredients.
-
Do we have all the
ingredients we need?
-
We have this, we have
that, we have that.
-
And we should just go ahead
and solve the problem.
-
So, integral from 0 to pi over
2, this friend of yours, e
-
to the minus 2t
plus [INAUDIBLE].
-
The speed was over there, e to
the minus t times square root
-
of 2.
-
That was the speed.
-
[INAUDIBLE] magnitude, dt.
-
Is this what we got?
-
All right.
-
Now, we are almost
done, in the sense
-
that we should wrap things up.
-
Square root 2 gets out.
-
And then integral of it to the
minus 3t from zero to pi over 2
-
is our friend.
-
We know how to deal with him.
-
We have dt.
-
So when you integrate
that, what do you have?
-
Let me erase--
-
STUDENT: Negative square
root 2 over 3 [INAUDIBLE] 3t.
-
PROFESSOR: Right.
-
So let me erase this part.
-
-
So we have-- first we
have to copy this guy.
-
Then we have e to the
minus 3t divided by minus 3
-
because that is
the antiderivative.
-
And we take that into t equals
zero and t equals pi over 2.
-
Square root of 2 says I'm
going out, and actually minus 3
-
says also I'm going out.
-
So he doesn't want to be
involved in this discussion.
-
[INAUDIBLE]
-
Now, e to the minus 3 pi over
2 is the first thing we got.
-
And then minus e to the 0.
-
What's e to the 0?
-
STUDENT: 1.
-
PROFESSOR: 1.
-
So in the end, you have
to change the sign.
-
You have root 2 over 3
times bracket notation when
-
you type this in
WeBWorK because based
-
on your syntax, if your syntax
is bad, you are-- for example,
-
here we have to put
^ minus 3 pi over 2.
-
Are you guys with me?
-
Do you understand the words
coming out of my mouth?
-
So here you have to
type the right syntax,
-
and you did, and you got--
-
STUDENT: And I
didn't [INAUDIBLE]
-
but I need to type
the decimal answer.
-
In terms of decimal places.
-
PROFESSOR: This is a problem.
-
It shouldn't be like that.
-
Sometimes unfortunately--
well, fortunately it rarely
-
happens that WeBWorK program
does not take your answer
-
in a certain format.
-
Maybe the pi screws
everything up.
-
I don't know.
-
But if you do this
with your calculator,
-
eventually, you can What was
the approximate answer you got,
-
[INAUDIBLE]?
-
STUDENT: 0.467
-
PROFESSOR: And blah, blah, blah.
-
I don't know.
-
I think WeBWorK only cares
for the first two decimals
-
to be correct.
-
As I remember.
-
I don't know.
-
Now I have to ask
the programmer.
-
So this would be
approximately-- you
-
plug in the approximate answer.
-
I solved the problem,
so I should give myself
-
the credit, plus
a piece of candy,
-
but I hope I was able to
save you from some grief
-
because you have so much review
going on that you shouldn't
-
spend time on problems
that you headache
-
for computational reasons.
-
Actually, I have
computational reasons,
-
because we are not androids
and we are not computers.
-
What we can do is
think of a problem
-
and let the software
solve the problem for us.
-
So our strength does not consist
in how fast we can compute,
-
but on how well we can solve a
problem so that the calculator
-
or computer can carry on.
-
All right.
-
-
I know I covered
up to 13.6, and let
-
me remind you what we covered.
-
We covered some beautiful
sections that were called 13.4.
-
This was Green's theorem.
-
And now, I'm really proud
of you that all of you
-
know Green's theorem very well.
-
And the surface
integral, which was 13.5.
-
And then I promised
you that today we'd
-
move on to 13.6, which
is Stokes' theorem,
-
and I'm gonna do that.
-
But before I do that, I want
to attract your attention
-
to a fact that this is a bigger
result that incorporates 13.4.
-
So Stokes' theorem
is a more general
-
result. So let me make a
diagram, like a Venn diagram.
-
This is all the cases
of Stokes' theorem,
-
and Green's is one of them.
-
-
And this is something you've
learned, and you did very well,
-
and we only considered
this theorem
-
on a domain that's
interconnected.
-
It has no holes in it.
-
Green's theorem
can be also taught
-
on something like a
doughnut, but that's not
-
the purpose of this course.
-
You have it in the book.
-
It's very sophisticated.
-
13.6 starts at-- oh, my
God, I don't know the pages.
-
And being a co-author
of this book
-
means that I should
remember the pages.
-
All right, there it is.
-
13.6 is that page 1075.
-
OK, and let's see what
this theorem is about.
-
-
I'm gonna state it as
first Stokes' theorem,
-
and then I will see why Green's
theorem is a particular case.
-
We don't know yet why that is.
-
Well, assume you
have a force field,
-
may the force be with you.
-
This is a big vector-valued
function over a domain in R 3
-
that includes a surface s.
-
We don't say much
about the surface S
-
because we try to
avoid the terminology,
-
but you guys should
assume that this
-
is a simply connected
surface patch with a boundary
-
c, such that c is
a Jordan curve.
-
-
We use the word Jordan curve
as a boundary of the surface,
-
but we don't say
simply connected.
-
And I'm going to ask
you, what in the world
-
do we mean when we
simply connected?
-
I've used this before.
-
I just want to test your
memory and attention.
-
Do you remember what that meant?
-
I have some sort of little
hill, or s could be a flat disc,
-
or it could be a
patch of the plane,
-
or it could be just any
kind of surface that
-
is bounded by Jordan curve c.
-
What is a Jordan curve?
-
But what can we say about c?
-
-
So c would be nice
piecewise continuous-- we
-
assumed it continuous actually.
-
Most cases--
-
STUDENT: It has to connect
to itself, doesn't it?
-
PROFESSOR: No
self-intersections.
-
So we knew that from before,
but what does it mean,
-
simply connected for us?
-
I said it before.
-
I don't know how
attentive you were.
-
Connectedness makes
you think of something.
-
No holes in it.
-
So that means no holes.
-
No punctures.
-
No holes, no punctures.
-
So why-- don't draw it.
-
I will draw it so you can laugh.
-
Assume that the dog
came here and took
-
a bite of this surface.
-
And now you have a hole in it.
-
Well, you're not supposed
to have a hole in it,
-
so tell the dog to go away.
-
So you're not gonna have
any problems, any puncture,
-
any hole, any problem with this.
-
Now the surface is assumed
to be a regular surface,
-
and we've seen that before.
-
And since it's a regular
surface, that means
-
it's immersed in
the ambient space,
-
and you have an N orientation.
-
Orientation which is the
unit normal to the surface.
-
-
Can you draw it, Magdalena?
-
Yes, in a minute,
I will draw it.
-
At every point you
have an N unit normal.
-
What was the unit
normal for you when
-
you parametrize the surface?
-
That was the stick that
has length 1 perpendicular
-
to the tangent length, right?
-
So if you wanted to
do it for general R,
-
you would take those R sub u or
sub v the partial [INAUDIBLE].
-
And draw the cross
product, and this
-
is what I'm trying to do now.
-
And just make the length be 1.
-
So if the surface is
regular, I can parametrize it
-
as [INAUDIBLE] will exist
in that orientation.
-
I want something more.
-
I want N orientation to be
compatible to the direction
-
of travel on c-- along c.
-
Along, not on, but
on is not bad either.
-
So assume that this
is a hill, and I'm
-
running around the boundary.
-
Look, I'm just running around
the boundary, which is c.
-
Am I running in a
particular direction that
-
tells you I'm a mathematician?
-
It tells you that I'm a weirdo.
-
Yes.
-
So in what kind of
direction am I running?
-
Counterclockwise.
-
Why?
-
Because I'm a nerd.
-
Like Sheldon or something.
-
So let's go around,
and so what does
-
it mean I am compatible
with the orientation?
-
Think of the right hand rule.
-
Or forget about right hand
rule, I hate that word.
-
Let's think faucet.
-
So if your motion
is along the c,
-
so that it's like you are
unscrewing the faucet,
-
it's going up.
-
That should mean
that your orientation
-
n should go up, or, not
down, in the other direction.
-
So if I take c to be my
orientation around the curve,
-
then the orientation of
the surface should go up.
-
Am I allowed to go around the
opposite direction on the c.
-
Yes I am.
-
That's, how it this called,
inverse trigonometric,
-
or how do we call such a thing.
-
STUDENT: Clockwise?
-
PROFESSOR: Clockwise,
you guessed it.
-
OK, clockwise.
-
If I would go
clockwise in plane,
-
then the N should
be pointing down.
-
So it should be oriented
just the opposite way
-
on the surface S.
-
All right, that's sort
of easy to understand now
-
because most of
you are engineers
-
and you deal with this
kind of stuff every day.
-
What is Stokes' theorem?
-
Stokes' theorem says well, in
that case, the path integral
-
over c of FdR, F dot dR.
-
What the heck is this?
-
I'm not gonna finish the
sentence, because I'm mean.
-
There is a sentence there,
an equation, but I'm mean.
-
So I'm asking you first,
what in the world is this?
-
F is the may the
force be with you.
-
R is the vector position.
-
What is this animal?
-
The book doesn't tell you.
-
This is the work that
you know so well.
-
All right.
-
So you may hear math majors
saying they don't care.
-
They don't care because they're
not engineers or physicists,
-
but work is very important.
-
The work along the curve
will be equal to-- now
-
comes the beauty--
the beautiful part.
-
This is a double integral
over the surface [INAUDIBLE]
-
with respect to the
area element dS.
-
Oh, guess what, you wouldn't
know unless somebody taught you
-
before coming to
class, this is going
-
to be curl F. What is curl?
-
It's a vector.
-
So I have to do dot product
with another vector.
-
And that vector is N.
-
Some people read the book
ahead of time, which is great.
-
I would say 0.5% or less
of the students read ahead
-
in a textbook.
-
I used to do that
when I was young.
-
I didn't always have
the time to do it,
-
but whenever I had the
possibility I did it.
-
Now a quiz for you.
-
No, don't take any sheets
out, but a quiz for you.
-
Could you prove
to me, just based
-
on this thing that looks
weird, that Green's theorem is
-
a particular case of this?
-
So prove-- where
should I put it?
-
That was Stokes' theorem.
-
Stokes' theorem.
-
And I'll say
exercise number one,
-
sometimes I put this
in the final exam,
-
so I consider this
to be important.
-
Prove that Green's theorem is
nothing but a particular case
-
of Stokes' theorem.
-
-
And I make a face in the sense
that I'm trying to build trust.
-
Maybe you don't trust me.
-
But I-- let's do this together.
-
Let's prove together
that this is what it is.
-
Now, the thing is, if I were
to give you a test right now
-
on Green's theorem,
how many of you would
-
know what Green's theorem said?
-
So I'll put it here
in an-- open an icon.
-
Imagine this would be
an icon-- or a window,
-
a window on the computer screen.
-
Like a tutorial reminding
you what Green's theorem was.
-
So Green's theorem said what?
-
-
We have to-- bless you.
-
So Zander started
the theorem by-- we
-
have a domain D that was
also simply connected.
-
What does it mean?
-
No punctures, no holes.
-
No holes.
-
Even if you have a
puncture that's a point,
-
that's still a hole.
-
You may not see it, but if
anybody punctured the portion
-
of a plane, you are in trouble.
-
So there are no such things.
-
And c is a Jordan curve.
-
-
And then you say, OK,
how is it, how was F?
-
F was a c 1.
-
What does it mean
that if is a c 1?
-
F is a vector-valued function
that's differentiable,
-
and its derivatives
are continuous,
-
partial derivatives.
-
And so you think F of xy will
be M of xy I plus n of xyj
-
is a vector field, so
it's a multivariable,
-
so I have two variables.
-
OK?
-
So you think, OK, I
know what this is.
-
Like, this would be a force.
-
If this were a
force, I would get
-
the vector-- the work--
how can I write this again?
-
We didn't write it like that.
-
We wrote it as Mdx
plus Ndy, which
-
is the same thing as before.
-
Why?
-
Because Mr. F is MI plus NJ.
-
Not k, Magdalena.
-
You were too nice, but you
didn't want to shout at me.
-
And dR was what? dR was
dxI plus dyJ, right?
-
So when you do this, the
product which is called work,
-
the integral will
read Mdx plus Ndy,
-
and this is what it
was in Green's theorem.
-
And what did we claim it was?
-
Now, you know it, because
you've done a lot of homework.
-
You're probably sick and tired
of Green's theorem and you say,
-
I understand that work-- a
path integral can be expressed
-
as a double integral some way.
-
Do you know this by heart?
-
You proved this to me last
time you know it by heart.
-
That was N sub x minus M sub y.
-
And we memorized it-- dA
over this is a planar domain.
-
It's a domain in
plane d, [INAUDIBLE].
-
I said it, but I
didn't write it down.
-
So double integral over d,
N sub x minus M sub y dA.
-
We've done that.
-
That was section-- what
section was that, guys?
-
13.4.
-
Yeah, for sure, you will have a
problem on the final like that.
-
Do not expect lots of problems.
-
Do not expect 25 problems.
-
You will not have the time.
-
So you will have
some 15, 16 problems.
-
This will be one of them.
-
You mastered this
Green's theorem.
-
When you sent me
questions from WeBWorK
-
I realized that you were able
to solve the problems where
-
these would be
easy to manipulate,
-
like constants and so on.
-
That's a beautiful case.
-
There was one that gave
[INAUDIBLE] a headache,
-
and then I decided--
number 22, right?
-
Where this was more complicated
as an integrant in y, and guys,
-
your domain was like that.
-
And then normally to integrate
with respect to y and then x,
-
you would have had to split this
integral into two integrals--
-
one over a part of the
triangle, the other one
-
over part of the triangle.
-
So the easier way
was to do it how?
-
To do it like that, with
horizontal integrals.
-
And we've done that.
-
I told you-- I gave
you too much, actually,
-
I served it to you on a
plate, the proof-- solution
-
of that problem.
-
But you have many others.
-
Now, how do we prove that
this individual equation that
-
looks so sophisticated
is nothing
-
but that for the case
when S is a planar patch?
-
If S is like a hill,
yeah, then we believe it.
-
But what if S is the
domain d in plane Well,
-
then this S is exactly this d.
-
So it reduces to d.
-
So you say, wait a
minute, doesn't it
-
have to be curvilinear?
-
Nope.
-
Any surface that is bounded
by c verifies Stokes' theorem.
-
Say it again, Magdalena.
-
Any surface S that
is regular, so I'm
-
within the conditions
of the theorem, that
-
is bounded by a Jordan curve,
will satisfy the theorem.
-
So let's see what I've become.
-
That should became
a friend of yours,
-
and we already know
who this guy is.
-
So the integral FdR is your
friend integral Mdx plus Ndy
-
that's staring at you over c.
-
It's an integral over one
form, and it says that's work.
-
And the right-hand side, it's
a little bit more complicated.
-
So we have to think.
-
We have to think.
-
It's not about computation,
it's about how good we
-
are at identifying everybody.
-
If I go, for this particular
case, S is d, right?
-
Right.
-
So I have a double integral
over D. Sometimes you ask me,
-
but I saw that over a domain
that's a two-dimensional domain
-
people wrote only one
snake, and it looks fat,
-
like somebody fed
the snake too much.
-
Mathematicians are lazy people.
-
They don't want to write always
double snake, triple snake.
-
So sometimes they say,
I have an integral
-
over an n-dimensional domain.
-
I'll make it a fat snake.
-
And that should be enough.
-
Curl F N-- we have
to do this together.
-
Is it hard?
-
I don't know.
-
You have to help me.
-
So what in the world was that?
-
I pretend I forgot everything.
-
I have amnesia.
-
STUDENT: [INAUDIBLE].
-
-
PROFESSOR: Yeah, so
actually some of you
-
told me by email
that you prefer that.
-
I really like it
that you-- maybe I
-
should have started a
Facebook group or something.
-
Because instead of the
personal email interaction
-
between me and you,
everybody could see this.
-
So some of you tell me, I
like better this notation,
-
because I use it
in my engineering
-
course, curl F. OK, good, it's
up to you what you want to use.
-
d/dx, d/dy-- I mean it.
-
In principle, in r3,
but I'm really lucky.
-
Because in this case, F
is in r2, value in r2.
-
STUDENT: You mean d/dz?
-
PROFESSOR: Huh?
-
STUDENT: d/dx, d/dy, d/dz.
-
PROFESSOR: I'm sorry.
-
You are so on the ball.
-
Thank you, Alexander.
-
STUDENT: No, I thought I had
completely misunderstood--
-
PROFESSOR: No, no, no,
no, I wrote it twice.
-
So M and N and 0, M is a
function of x and y only.
-
N of course-- do I
have to write that?
-
No, I'm just being silly.
-
And what do I get in this case?
-
STUDENT: [INAUDIBLE].
-
-
PROFESSOR: I times this
guy-- how much is this guy?
-
STUDENT: 0.
-
PROFESSOR: 0.
-
Why is that 0?
-
Because this contains no z,
and I prime with respect to z.
-
So that is nonsense,
0i minus 0j.
-
Why is that?
-
Because 0 minus something
that doesn't depend on z.
-
So plus, finally-- the
only guy that matters there
-
is [INAUDIBLE], which
is this, which is that.
-
So because I have
derivative of N
-
with respect to h
minus derivative of M
-
with respect to y.
-
-
And now I stare at it,
and I say, times k.
-
That's the only guy that's
not 0, the only component.
-
Now I'm going to go
ahead and multiply this
-
in the top product with him.
-
But we have to be smart
and think, N is what?
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: It's
normal to the surface.
-
But the surface is
a patch of a plane.
-
The normal would be trivial.
-
What will the normal be?
-
The vector field of all
pencils that are k-- k.
-
It's all k, k everywhere.
-
All over the domain is k.
-
So N becomes k.
-
Where is it?
-
There, N becomes k.
-
So when you multiply
in the dot product
-
this guy with this
guy, what do you have?
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: N sub x
minus M sub y dA.
-
-
QED-- what does it mean, QED?
-
$1, which I don't
have, for the person
-
who will tell me what that is.
-
-
Latin-- quod erat demonstrandum,
which was to be proved, yes?
-
So I'm done.
-
When people put QED, that means
they are done with the proof.
-
But now since mathematicians
are a little bit illiterate,
-
they don't know much about
philosophy or linguistics.
-
Now many of them,
instead of QED,
-
they put a little square box.
-
And we do the same in our books.
-
So that means I'm
done with the proof.
-
Let's go home, but not that.
-
So we proved that for the
particular case of the planar
-
domains, Stokes' theorem
becomes Green's theorem.
-
And actually this is the curl.
-
And this-- well, not the curl.
-
But you have the curl of F
multiplied with dot product
-
with k and this green
fellow is exactly
-
the same as N sub
x minus N sub y
-
smooth function,
real value function.
-
All right, am I done?
-
Yes, with this Exercise 1,
which is a proof, I'm done.
-
You haven't seen many
proofs in calculus.
-
You've seen some from
me that we never cover.
-
We don't do epsilon delta in
regular classes of calculus,
-
only in honors.
-
And not in all the honors
you've seen some proofs
-
with epsilon delta.
-
You've seen one or two
proofs from me occasionally.
-
And this was one simple proof
that I wanted to work with you.
-
Now, do you know if
you're ever going
-
to see proofs in math
classes, out of curiosity?
-
US It depends how much
math you want to take.
-
If you're a math major, you
take a course called 3310.
-
That's called
Introduction to Proofs.
-
If you are not a math
major, but assume
-
you are in this
dual program-- we
-
have a beautiful and tough dual
major, mathematics and computer
-
science, 162 hours.
-
Then you see everything
you would normally
-
see for an engineering major.
-
But in addition, you
see a few more courses
-
that have excellent proofs.
-
And one of them is linear
algebra, Linear Algebra 2360.
-
We do a few proofs--
depends who teaches that.
-
And in 3310 also
you see some proofs
-
like, by way of contradiction,
let's prove this and that.
-
OK, so it's sort of fun.
-
But we don't attempt long
and nasty, complicated proofs
-
until you are in graduate
school, normally.
-
Some of you will do
graduate studies.
-
Some of you-- I
know four of you--
-
want to go to medical school.
-
And then many of you hopefully
will get a graduate program
-
in engineering.
-
OK, let's see another
example for this section.
-
I don't particularly
like all the examples
-
we have in the book.
-
But I have my favorites.
-
And I'm going to go
ahead and choose one.
-
-
There is one that's a
little bit complicated.
-
And you asked me about it.
-
And I wanted to
talk about this one.
-
Because it gave several
of you a headache.
-
There is Example 1, which
says-- what does it say?
-
Evaluate fat integral
over C of 1 over 2 i
-
squared dx plus zdy plus xdz
where C is the intersection
-
curve between the plane x plus
z equals 1 and the ellipsoid x
-
squared plus 2y
squared plus z squared
-
equals 1 that's oriented
counterclockwise as viewed
-
from the above picture.
-
And I need to draw the picture.
-
The picture looks really ugly.
-
You have this ellipsoid.
-
-
And when you draw
this intersection
-
between this plane and the
ellipsoid, it looks horrible.
-
And the hint of
this problem-- well,
-
if you were to be given
such a thing on an exam,
-
the hint would be
that a projection--
-
look at the picture.
-
The projection of the curve of
intersection on the ground--
-
ground means the
plane on the equator.
-
How shall I say that?
-
The x, y plane is this.
-
It looks horrible.
-
-
And it looks like an egg.
-
It's not supposed
to be an egg, OK?
-
It's a circle.
-
I'm sorry if it
looks like an egg.
-
-
OK, and that would be the
only hint you would get.
-
You would be asked to
figure out this circle
-
in polar coordinates.
-
And I'm not sure if all of
you would know how to do that.
-
And this is what worried me.
-
So before we do everything,
before everything,
-
can we express this
in polar coordinates?
-
How are you going to set
up something in r theta
-
for the same domain
inside this disc?
-
STUDENT: [INAUDIBLE].
-
-
PROFESSOR: So if we
were, for example,
-
to say x is r cosine
theta, can we do that?
-
And i to be r sine
theta, what would
-
we get instead of this equation?
-
Because it looks horrible.
-
We would get-- this equation,
let's brush it up a little bit
-
first.
-
It's x squared plus y squared.
-
And that's nice.
-
But then it's minus twice--
it's just x plus 1/4
-
equals 1/4, the heck with it.
-
My son says, don't say "heck."
-
That's a bad word.
-
I didn't know that.
-
But he says that he's being
told in school it's a bad word.
-
So he must know what
he's talking about.
-
So this is r squared.
-
And x is r cosine theta.
-
Aha, so there we almost
did it in the sense
-
that r squared equals
r cosine theta is
-
the polar equation,
equation of the circle
-
in polar coordinates.
-
But we hate r.
-
Let's simplify by an r.
-
Because r is positive--
cannot be 0, right?
-
It would be a point.
-
So divide by r and get
r equals cosine theta.
-
So what is r equals
cosine theta?
-
r equals cosine theta
is your worst nightmare.
-
So I'm going to make a face.
-
That was your worst
nightmare in Calculus II.
-
And I was just talking to a
few colleagues in Calculus II
-
telling me that the
students don't know that,
-
and they have a big
hard time with that.
-
So the equation of this circle
is r equals cosine theta.
-
So if I were to
express this domain,
-
which in Cartesian
coordinates would be written--
-
I don't know if you want to--
as double integral, We'd?
-
Have to do the
vertical strip thingy.
-
But if I want to do it
in polar coordinates,
-
I'm going to say,
I start-- well,
-
you have to tell
me what you think.
-
-
We have an r that
starts with the origin.
-
And that's dr.
How far does r go?
-
For the domain inside, r goes
between 0 and cosine theta.
-
STUDENT: Why were you
able to divide by r
-
if it could have equaled 0?
-
PROFESSOR: We already did.
-
STUDENT: Yes, but
then you just said
-
you could only do that
because it never equaled 0.
-
PROFESSOR: Right, and for
0 we pull out one point
-
where we take the
angle that we want.
-
We will still get
the same thing.
-
STUDENT: [INAUDIBLE].
-
-
PROFESSOR: No, r will be any--
-
-
STUDENT: Oh, I see.
-
PROFESSOR: Yeah,
so little r, what
-
is the r of any
little point inside?
-
The r of any little
point inside is
-
between 0 and N cosine theta.
-
Cosine theta would be the r
corresponding to the boundary.
-
Say it again-- so every
point on the boundary
-
will have that r
equals cosine theta.
-
The points inside the domain--
and this is on the circle,
-
on C. This is the circle.
-
Let's call it C ground.
-
That is the C.
-
So the r, the points
inside have one property,
-
that their r is between
0 and cosine theta.
-
If I take r theta
with this property,
-
I should be able to
get all the domain.
-
But theta, you have to be a
little bit careful about theta.
-
STUDENT: It goes from pi
over 2 to negative pi over 2.
-
PROFESSOR: Actually, yes.
-
So you have theta will be
between minus pi over 2
-
and pi over 2.
-
And you have to think
a little bit about how
-
you set up the double integral.
-
But you're not there yet.
-
So when we'll be there
at the double integral
-
we will have to think about it.
-
-
What else did I want?
-
-
All right, so did I give
you the right form of F?
-
Yes.
-
I'd like you to compute curl
F and N all by yourselves.
-
So compute.
-
-
This is going to be F1.
-
This is going to be F2.
-
This is going to be F3.
-
And I'd like you to
realize that this
-
is nothing but integral over
C F dR. So who is this animal?
-
This is the work, guys.
-
-
All right, so I should
be able to set up
-
some integral, double
integral, over a surface
-
where I have curl F times N dS.
-
So what I want you to
do is simply-- maybe
-
I'm a little bit too lazy.
-
Take the curl of F and
tell me what it is.
-
Take the unit normal vector
field and tell me what it is.
-
-
And then we will
figure out the rest.
-
-
So you say, wait a
minute, Magdalena, now
-
you want me to look at this
Stokes' theorem over what
-
surface?
-
Because C is the red boundary.
-
So you want me to look at
this surface, right, the cap?
-
So the surface could be the cap.
-
But what did I tell you before?
-
I told you that Stokes' theorem
works for any kind of domain
-
that is bounded by the
curve C. So is this the way
-
you're going to do it-- take
the cap, put the normals,
-
find the normals, and do all
the horrible computation?
-
Or you will simplify
your life and understand
-
that this is exactly the same
as the integral evaluated
-
over any surface bounded by C.
-
Well, this horrible thing
is going to kill us.
-
So what's the simplest
way to do this?
-
-
It would be to do it
over another surface.
-
It doesn't matter
what surface you have.
-
This is the C. You can take any
surface that's bounded by C.
-
You can take this balloon.
-
You can take this one.
-
You can take the
disc bounded by C.
-
You can take any surface
that's bounded by C.
-
So in particular,
what if you take
-
the surface inside
this red disc,
-
the planar surface
inside that red disc?
-
OK, do you see it?
-
OK, that's going to
be part of a plane.
-
What is that plane?
-
x plus z equals 1.
-
So you guys have to
tell me who N will be
-
and who the curl will be.
-
-
And let me show you again
with my hands what you have.
-
You have a surface that's
curvilinear and round
-
and has boundary C.
-
The boundary is C. You
have another surface that's
-
an ellipse that has
C as a boundary.
-
And this is sitting in a plane.
-
And I want-- it's very hard
to model with my hands.
-
But this is it.
-
You see it?
-
You see it?
-
OK, when you project
this on the ground,
-
this is going to become that
circle that I just erased,
-
so this and that.
-
We have a surface integral.
-
Remember, you have dS here up,
and you have dA here down--
-
dS here up, dA here down.
-
So that shouldn't be
hard to do at all.
-
Now what is N?
-
N, for such an individual,
will be really nice and sassy.
-
x plus z equals 1.
-
So what is the normal
to the plane x plus z?
-
[INAUDIBLE]
-
-
So who is this normal for
D curl F times [INAUDIBLE]
-
but N d-- I don't know,
another S, S tilde.
-
So for this kind of surface,
I have another dS, dS tilde.
-
So who's going to
tell me who N is?
-
-
Well, it should be
x plus z equals 1.
-
What do we keep?
-
What do we throw away?
-
The plane is x plus z equals 1.
-
What's the normal?
-
-
So the plane is x plus
0y plus 1z equals 1.
-
What's the normal to the plane?
-
STUDENT: Is it i plus k
over square root of 2?
-
PROFESSOR: i plus k,
very good, but why
-
does Alexander say the
over square root of 2?
-
Because it says,
remember guys, that that
-
has to be a unit normal.
-
We cannot take i plus k based
on being perpendicular to the x
-
plus z.
-
Because you need
to normalize it.
-
So he did.
-
So he got i plus k
over square root of 2.
-
How much is curl F?
-
You have to do
this by yourselves.
-
I'll just give it to you.
-
I'll give you three
minutes, and then I'll
-
check your work based on
the answers that we have.
-
-
And in the end, I'll have to do
the dot product and keep going.
-
-
Is it hard?
-
I should do it
along with you guys.
-
I have i jk d/dx, d/dy, d/dz.
-
-
Who were the guys? y
squared over 2 was F1.
-
z was F2.
-
x was F3.
-
-
And let's see what you got.
-
-
I'm checking to see if
you get the same thing.
-
Minus psi is the first guy.
-
[INAUDIBLE] the next one?
-
STUDENT: Minus j.
-
PROFESSOR: Minus j.
-
STUDENT: Minus yk.
-
PROFESSOR: yk.
-
And I think that's
what it is, yes.
-
So when you do the integral,
what are you going to get?
-
I'm going to erase this here.
-
-
You have your N.
And your N is nice.
-
What was it again, Alexander?
-
i plus k over square
root of 2, right?
-
So let's write
down the integral W
-
will be-- double
integral over the domain.
-
Now, in our case, the domain
is this domain, this one here.
-
Let's call it-- do you want to
call it D or D star or D tilde?
-
I don't know what.
-
Because we use to call
the domain on the ground
-
D. Let's put here D star.
-
So over D star, and the cap
doesn't exist in your life
-
anymore.
-
You said, bye-bye bubble.
-
I can do the whole
computation on D star.
-
I get the same answer.
-
So you help me right?
-
I get minus 1 times
1 over root 2.
-
Am I right?
-
A 0 for the middle term, and
a minus y times 1 over root 2,
-
good-- this is the
whole thing over here.
-
My worry is about dS star.
-
What was dS star?
-
dS star is the area
limit for the plane-- are
-
limit for how can I call this?
-
For disc, for D star, not for D.
-
It's a little bit complicated.
-
D is a projection.
-
So who reminds me how we did it?
-
dS star was what times dA?
-
This is the surface area.
-
And if you have a surface that's
nice-- your surface is nice.
-
STUDENT: It's area, so r?
-
PROFESSOR: What was this
equation of this surface
-
up here?
-
This is the ellipse that goes
projected on the surface.
-
STUDENT: Cosine of theta.
-
PROFESSOR: The equation
of the plane, see?
-
The equation of the plane.
-
So I erased it.
-
So was it x plus z equals 1?
-
STUDENT: Yes.
-
PROFESSOR: So z
must be 1 minus x.
-
So this is going to be the
square root of 1 plus-- minus 1
-
is the first partial.
-
Are you guys with me?
-
Partial with respect to x of
this guy is minus 1 squared
-
plus the partial of
this with respect to y
-
is missing 0 squared.
-
And then comes
dA, and who is dA?
-
dA is dxdy in the floor plane.
-
This is the [INAUDIBLE] that
projects onto the floor.
-
Good, ds star is going to
be then square root 2dA.
-
Again, the old
trick that I taught
-
you guys is that
this will always
-
have to simplify with
[INAUDIBLE] on the bottom
-
of the N. Say what?
-
Magdalena, say it again.
-
Square root of 2DA, this
is that magic square root
-
of 1 plus [INAUDIBLE].
-
This guy, no matter what
exercise you are doing,
-
will always simplify with
the bottom of N [INAUDIBLE],
-
so you can do this
simplification
-
from the beginning.
-
And so in the end, what
are you going to have?
-
You're going to have
W is minus y minus 1
-
over the domain D in the
plane that this will claim.
-
-
The square root of
[INAUDIBLE], and then you'll
-
have dA, which is dxdy
-
OK, at this point suppose
that you are taking the 5.
-
And this is why I
got to this point
-
because I wanted
to emphasize this.
-
Whether you stop here
or you do one more step,
-
I would be happy.
-
Let's see what I mean.
-
So you would have minus who
is y r cosine theta minus 1.
-
dA will become instead
of dxdy, you have--
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: r, very
good. r dr is theta.
-
-
So you're thinking--
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: --well,
so you're thinking--
-
I'm looking here what we have--
r was from 0 to cosine theta,
-
and theta is from
minus [INAUDIBLE].
-
Please stop here, all right?
-
So in the exam, we will not
expect-- on some integrals who
-
are not expected to
go on and do them,
-
which they set up the
integral and leave it.
-
Yes, sir?
-
STUDENT: Why did you throw
r cosine theta for y?
-
PROFESSOR: OK, because
let me remind you,
-
when you project the image
of this ellipse on the plane,
-
we got this fellow, which
is drawn in the book
-
as being this.
-
So we said, I want to
see how I set this up
-
in [INAUDIBLE] coordinates.
-
The equation of the
plane of the circle
-
was r equals cosine theta,
and this was calculus too.
-
That's why we
actually [INAUDIBLE].
-
So if somebody
would ask you guys,
-
compute me instead of an
area over the domain, what
-
if you compute for me the
linear area of the domain?
-
How would you do that?
-
Well, double integral of 1
or whatever-that-is integral
-
of r drd theta,
instead of 1, you
-
can have some other ugly
integral looking at you.
-
I put the stop here.
-
Theta is between minus
pie over 2n pi over 2
-
because I'm moving from here
to here, from here to here, OK?
-
Nr is between 0 and the margin.
-
Who is on the margin?
-
I started 0.
-
I ended cosine theta.
-
I started 0, ended cosine theta.
-
Cosine theta happens
online for the boundary,
-
so that's what you do.
-
Do we want you to do that?
-
No, we want you to leave it.
-
Yes?
-
STUDENT: He was asking why you
had a negative y minus 1 r sine
-
theta, not r cosine theta.
-
PROFESSOR: You are so right.
-
I forgot that x was r cosine
theta, and y was r sine theta.
-
You are correct.
-
And you have the group
good observation.
-
So r was [INAUDIBLE]
cosine theta.
-
And x was r cosine theta.
-
y was r sine theta.
-
Very good.
-
OK, so if you get something
like that, we will now
-
want you to go on, we
will want you to stop.
-
Let me show you one
where we wanted to go on,
-
and we indicate it
like this, example 3.
-
-
So here, we just dont'
want you to show some work,
-
we wanted to actually
get the exact answer.
-
And I'll draw the picture,
and don't be afraid of it.
-
It's going to look
a little bit ugly.
-
-
You have the surface
Z equals 1 minus x
-
squared minus 2y squared.
-
And you have to evaluate
over double the integral
-
of the surface S.
This is the surface.
-
Let me draw the surface.
-
We will have to understand
what kind of surface that is.
-
-
Double integral of curl F
[INAUDIBLE] dS evaluated
-
where F equals xI plus y squared
J plus-- this looks like a Z e
-
to the xy.
-
It's very tiny.
-
I bet you won't see it.
-
[INAUDIBLE] xy k and S. Is
that part of the surface?
-
-
Let me change the marker so
the video can see better.
-
-
Z-- this is a bad marker.
-
-
Z equals-- what was it, guys?
-
1 minus x squared minus 2y
squared with Z positive or 0.
-
-
And the [? thing ?] is
I think we may give you
-
this hint on the exam.
-
Think of the Stokes theorem
and the typical-- think
-
of the Stokes theorem
and the typical tools.
-
You have learned them.
-
OK, what does it mean?
-
We have like an
eggshell, which is coming
-
from the parabola [INAUDIBLE].
-
This parabola [INAUDIBLE]
is S minus x squared
-
minus 2y squared,
and we call that S,
-
but you see, we have
two surfaces that are
-
in this picture bounded by c.
-
The other one is the domain
D, and it's a simple problem
-
because your domain D is
sitting on the xy plane.
-
So it's a blessing that you
already know what D will be.
-
D will be those pairs
xy with what property?
-
Can you guys tell
me what D will be?
-
Z should be 0, right?
-
If you impose it
to be 0, then this
-
has to satisfy x squared
plus 2y squared less than
-
or equal to 1.
-
Who is the C?
-
C are the points
on the boundary,
-
which means exactly x squared
plus 2y squared is equal to 1.
-
What in the world is this curve?
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: It's an ellipse.
-
Is it an ugly ellipse?
-
Uh, not really.
-
It's a nice ellipse.
-
-
OK, what do they give us?
-
They give us xy
squared and Z times
-
e to the xy, so this
is F1, F2, and F3.
-
-
So the surface itself
is just the part
-
that corresponds to Z
positive, not all the surface
-
because the whole surface
will be infinitely large.
-
It's a paraboloid that keeps
going down to minus infinite,
-
so you only take this part.
-
It's a finite patch that I stop.
-
So this is a problem
that's amazingly simple
-
once you solve it one time.
-
You don't even have to show your
work much in the actual exam,
-
and I'll show you why.
-
So Stokes theorem tells
you what in this case?
-
Let's review what
Stokes theorem says.
-
Stokes theorem says, OK,
you have the work performed
-
by the four steps that's
given to you as a vector value
-
function along the path
C, which is given to you
-
as this wonderful ellipse.
-
Let me put C like I did it
before, C. This is not L,
-
it's C, which what is that?
-
It's the same as
double integral over S,
-
the round paraboloid [INAUDIBLE]
like church roof, S curl F
-
times N dS.
-
But what does it
say, this happens
-
for any-- for every, for
any, do you know the sign?
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: Surface
is bounded by C.
-
And here is that winking
emoticon from-- how
-
is that in Facebook?
-
Something like that?
-
A wink would be a good
hint on the final.
-
What are you going to do
when you see that wink?
-
If it's not on the
final, I will wink at you
-
until you understand
what I'm trying to say.
-
It means that you can change
the surface to any other surface
-
that has the boundary
C. What's the simplest
-
surface you may think of?
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: The D.
So I'm going to say,
-
double integral over D. Curl
left, God knows what that is.
-
We still have to
do some work here.
-
I'm making a sad
face because I really
-
wanted no work whatsoever.
-
N becomes-- we've done this
argument three times today.
-
STUDENT: It's k.
-
PROFESSOR: It's a k.
-
That is your blessing.
-
That's what you have
to indicate on the exam
-
that N is k when I look
at the plane or domain.
-
STUDENT: And dS is DA.
-
PROFESSOR: And dS is dA.
-
It's much simpler than
before because you
-
don't have to project.
-
You are already projecting.
-
You are all to the floor.
-
You are on the ground.
-
What else do you have to do?
-
Not much, you just have to be
patient and compute with me
-
something I don't like to.
-
Last time I asked you
to do it by yourself,
-
but now I shouldn't be lazy.
-
I have to help you.
-
You have to help me.
-
i j k z dx z dx z dz of what?
-
x y squared and
this horrible guy.
-
-
What do we get?
-
-
Well, it's not so
obvious anymore.
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: It's Z prime this
guy with respect to y Zx,
-
very good.
-
The x into the xy times i, and
I don't care about the rest.
-
Why don't I care about the rest?
-
Because when I prime y squared
with respect to Z goes away.
-
So I'm done with the first term.
-
I'm going very slow as you
can see, but I don't care.
-
So I'm going to erase more.
-
-
Next guy, minus and then
we'll make an observation.
-
The same thing here,
I go [INAUDIBLE].
-
So I have x to the
Z Zy e to the xy.
-
Are you guys with me, or
am I talking nonsense?
-
So what am I saying?
-
I'm saying that I expand with
respect to the j element here.
-
I have a minus because
of that, and then I
-
have the derivative of
this animal with respect
-
to x, which is Zy into
the x y j, correct?
-
STUDENT: Yes.
-
PROFESSOR: Finally, last but
not least, and actually that's
-
the most important guy, and
I'll tell you in a second why.
-
What is the last guy?
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: 0.
-
So one of you will
hopefully realize what
-
I'm going to ask you right now.
-
No matter what I got here,
this was-- what is that called?
-
Work that is not necessary,
it's some stupid word.
-
So why is that not necessary?
-
Why could I have said star
i plus start j-- God knows
-
what that is-- plus 0k.
-
Because in the end, I have to
multiply that product with k,
-
so no matter what we do
here, and we sweat a lot.
-
And so no matter
what we put here
-
it would not have made a
difference because I have
-
to take this whole curl and
multiply as a dot with k,
-
and what matters is
only what's left over.
-
So my observation is this
whole thing is how much?
-
STUDENT: 0.
-
PROFESSOR: 0, thank God.
-
So the answer is 0.
-
And we've given
this problem where
-
the answer is 0 about four
times on four different finals.
-
The thing is that many
students won't study,
-
and they didn't know the trick.
-
When you have a surface like
that, that bounds the curve
-
C. Instead of doing
Stokes over the surface,
-
you do Stokes over the domain
and plane, and you'll get zero.
-
So poor kids, they
went ahead and tried
-
to compute this from
scratch for the surface,
-
and they got nowhere.
-
And then I started the fights
with, of course, [INAUDIBLE],
-
but they don't want to
give them any credit.
-
And I wanted to give
them at least some credit
-
for knowing the
theorem, the statement,
-
and trying to do something for
the nasty surface, the roof
-
that is a paraboloid.
-
They've done something,
so in the end,
-
I said I want to
do whatever I want,
-
and I gave partial credit.
-
But normally, I was told
not to give partial credit
-
for this kind of a thing because
the whole key of the problem
-
is to be smart,
understand the idea,
-
and get 0 without doing any
work, and that was nice.
-
Yes, sir?
-
STUDENT: Does that mean
that all we would really
-
needed to do compute
the curl is the k part?
-
Because if k would
have been something,
-
then there would have
been a dot on it.
-
PROFESSOR: Exactly,
but only if-- guys,
-
no matter what, if we give you,
if your surface has a planer
-
boundary-- say it again?
-
If your surface,
no matter what it
-
is-- it could look like
geography-- if your surface has
-
a boundary in the plane xy
like it is in geography,
-
imagine you have a
hill or something,
-
and that's the sea level.
-
And around the hill you have
the rim of the [INAUDIBLE].
-
OK, that's your planar curve.
-
Then you can reduce
to the plane,
-
and all the arguments
will be like that.
-
So the thing is you get 0
when the curl has 0 here,
-
and there is [INAUDIBLE].
-
Say it again?
-
When the F is given to you
so that the last component
-
of the curl is zero, you
will get 0 for the work.
-
Otherwise, you can get something
else, but not bad at all.
-
You can get something
that-- let's do
-
another example like that where
you have a simplification.
-
I'm going to go ahead
and erase the whole--
-
STUDENT: So, let's say if I
knew the [INAUDIBLE] equal to 0,
-
so I--
-
PROFESSOR: Eh, you cannot know
unless you look at the F first.
-
You see--
-
STUDENT: Let's say that
I put the F on stop,
-
and I put the equation,
which is F d r,
-
and I put the curl
F [INAUDIBLE], so
-
and then I said--
I looked at it.
-
I said, oh, it's a 0.
-
PROFESSOR: If you
see that's a big 0,
-
you can go at them
to 0 at the end.
-
STUDENT: OK.
-
PROFESSOR: Because the
dot product between k,
-
that's what matters.
-
The dot product between k and
the last component of the curl.
-
And in the end,
integral of 0 is 0.
-
And that is the lesson.
-
STUDENT: We should
also have N equal to k
-
if we don't have that.
-
PROFESSOR: Yeah, so I'm saying
if-- um, that's a problem.
-
This is not going to happen, but
assume that somebody gives you
-
a hill that looks like that,
and this is not a planar curve.
-
This would be a really
nasty curve in space.
-
You cannot do that anymore.
-
You have to apply [INAUDIBLE]
for the general surface.
-
But if your boundary sees a
planar boundary [INAUDIBLE],
-
then you can do that,
and simplify your life.
-
So let me give you
another example.
-
-
This time it's not going to be--
OK, you will see the surprise.
-
-
And you have a sphere, and
you have a spherical cap,
-
the sphere of radius R, and
this is going to be, let's say,
-
R to be 5.
-
And this is z equals 3.
-
You have the surface.
-
Somebody gives
you the surface S.
-
That is the spherical cap
of the sphere x squared
-
plus y squared plus z squared
equals 25 above the plane z
-
equals 3.
-
-
Compute double
integral of F times--
-
how did we phrase this
if we phrase it as a--
-
STUDENT: Curl FN?
-
PROFESSOR: No, he said, curl FN.
-
I'm sorry, if we rephrase
it as work curl FN
-
over S, whereas this
is the spherical cap.
-
This is S.
-
So you're going to
have this on the final.
-
First thing is, stay calm.
-
Don't freak out.
-
This is a typical--
you have to say, OK.
-
She prepared me well.
-
I did review, [INAUDIBLE].
-
For God's sake, I'm
going to do fine.
-
Just keep in mind that
no matter what we do,
-
it's not going to involve
a heavy computation like we
-
saw in that horrible
first example
-
I gave you-- second
example I gave you.
-
So the whole idea is to make
your life easier rather than
-
harder.
-
So what's the
first thing you do?
-
You take curl F, and you want
to see what that will be.
-
i j k is going to
be d dx, d dy, d dz.
-
And you say, all
right, then I'll
-
have x squared yz xy
squared z and xy z squared.
-
And then you say, well,
this look ugly, right?
-
That's what you're going to say.
-
So what times i minus what times
j plus what times k remains up
-
to you to clue the computation,
and you say, wait a minute.
-
The first minor is it math?
-
No, the first minor-- minor is
the name of such a determinant
-
is just a silly path.
-
So you do x yz squared
with respect to y,
-
it's xz squared minus prime
with respect to z dz xy squared.
-
Next guy, what do we have?
-
Who tells me?
-
He's sort of significant
but not really--
-
STUDENT: yz squared?
-
PROFESSOR:yz squared, good.
-
It's symmetric in a way.
-
-
x squared y, right guys?
-
Are you with me?
-
STUDENT: Mh-hmm.
-
PROFESSOR: And for
the k, you will have?
-
STUDENT: y squared z.
-
PROFESSOR: y squared z.
-
STUDENT: And x squared z.
-
PROFESSOR: z squared z because
if you look at this guy--
-
so we [INAUDIBLE] again.
-
And you say, well, I have
derivative with respect
-
to x is y squared z.
-
The derivative with
respect to y is
-
x squared y squared z and
then minus x squared z.
-
Then I have-- [INAUDIBLE].
-
-
I did, right?
-
So this is squared.
-
What matters is that I
check what I'm going to do,
-
so now I say, my
c is a boundaries.
-
That's a circle, so the
meaning of this integral given
-
by Stokes is actually
a path integral
-
along the c at the
level z equals 3.
-
I'm at the third floor looking
at the world from up there.
-
I have the circle on the
third floor z equals 3.
-
And then I say, that's going
to be F dot dR God knows what.
-
That was originally the work.
-
And Stokes theorem
says, no matter
-
what surfaces
you're going to take
-
to have a regular surface
without controversy,
-
without holes that bounded
family by the circles c,
-
you're going to be in business.
-
So I say, the heck with
the S. I want the D,
-
and I want that D to be colorful
because life is great enough.
-
Let's make it D.
-
That D has what meaning?
-
z equals 3.
-
I'm at the level
three, but also x
-
squared plus y squared must
be less than or equal to sum.
-
Could anybody tell
me what that is?
-
STUDENT: 16.
-
PROFESSOR: So how do I know?
-
I will just plug in a 3 here.
-
3 squared is 9.
-
25 minus 9, so I get x squared
plus y squared equals 16.
-
So from here to here,
how much do I have?
-
STUDENT: 4.
-
PROFESSOR: 4, right?
-
So that little radius of that
yellow domain, [INAUDIBLE].
-
-
OK, so let's write
down the thing.
-
Let's go with D. This domain
is going to be called D.
-
And then I have this curl F.
-
And who is N?
-
N is k.
-
Why?
-
Because I'm in a
plane that's upstairs,
-
and I have dA because
whether the plane is
-
upstairs or downstairs
on the first floor,
-
dA will still be dxdy.
-
-
OK, so now let's compute
what we have backwards.
-
So this times k will
give me double integral
-
over D of y squared times.
-
Who is z?
-
I'm in a domain, d,
where z is fixed.
-
STUDENT: 3.
-
PROFESSOR: z is 3.
-
Minus x squared times 3.
-
And--
-
STUDENT: dx2.
-
PROFESSOR: I just came
up with this problem.
-
If I were to write
it for the final,
-
I would write it even simpler.
-
But let's see, 3 and
3, and then nothing.
-
And then da, dx dy, right?
-
Over the d, which
is x squared plus y
-
squared this is
[INAUDIBLE] over 16.
-
How do I solve such a integral?
-
I'm going to make it nicer.
-
OK.
-
How would I solve
such an integral?
-
Is it a painful thing?
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: Well,
they're coordinates.
-
And somebody's going to help me.
-
And as soon as we are
done, we are done.
-
3 gets out.
-
And instead of x squared
plus y squared is then 16,
-
I have r between 0 and 4,
theta between 0 and 2pi.
-
I have to take
advantage of everything
-
I've learned all the semester.
-
Knowledge is power.
-
What's missing?
-
r.
-
A 3 gets out.
-
And here I have to be just
smart and pay attention
-
to what you told me.
-
Because you told me, Magdalena,
why is our sine theta not
-
our cosine theta?
-
[INAUDIBLE]
-
This is r squared, sine
squared theta minus r
-
squared cosine squared theta.
-
So what have I taught
you about integrals
-
that can be expressed as
products of a function of theta
-
and function of r?
-
That they have a
blessing from God.
-
So you have 3 integral
from 0 to 2pi minus 1.
-
I have my plan when
it comes to this guy.
-
Because it goes on my nerves.
-
All right.
-
Do you see this?
-
[INAUDIBLE] theta.
-
STUDENT: That's the [INAUDIBLE].
-
[INTERPOSING VOICES]
-
PROFESSOR: Do you know
what I'm coming up with?
-
[INTERPOSING VOICES]
-
PROFESSOR: Cosine
of a double angle.
-
Very good.
-
I'm proud of you guys.
-
If I were to test--
oh, there was a test.
-
But [INAUDIBLE] next
for the whole nation.
-
Only about 10% of the
students remembered that
-
by the end of the
calculus series.
-
But I think that's not--
that doesn't show weakness
-
of the [INAUDIBLE] programs.
-
It shows a weakness in
the trigonometry classes
-
that are either missing from
high school or whatever.
-
So you know that
you want in power.
-
Now, times what
integral from 0 to 4?
-
STUDENT: r squared.
-
Or r cubed.
-
PROFESSOR: r cubed, which again
is wonderful that we have.
-
And we should be able to
compute the whole thing easily.
-
Now if I'm smart,
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: How can we see?
-
STUDENT: Because the cosine to
the integral is sine to theta.
-
And [INAUDIBLE].
-
PROFESSOR: Right.
-
So the sine to theta, whether
I put it here or here,
-
is still going to be 0.
-
The whole thing will be 0.
-
So I play the game.
-
Maybe I should've given
such a problem when we
-
wrote this edition of the book.
-
I think it's nicer than
the computational one
-
you saw before.
-
But I told you this trick so
you remember it for the final.
-
And you are to promise
that you'll remember it.
-
And that was the whole
essence of understanding
-
that the Stokes' theorem can
become Green's theorem very
-
easily when you work
with a surface that's
-
a domain in plane, a
planar domain. [INAUDIBLE].
-
Are you done with this?
-
OK.
-
-
So you say, OK, so what else?
-
This was something
that's sort of fun.
-
I understand it.
-
Is there anything left
in this whole chapter?
-
Fortunately or unfortunately,
there is only one section left.
-
And I'm going to
go over it today.
-
STUDENT: Can I ask you a quick
question about [INAUDIBLE] 6--
-
PROFESSOR: Yes, sire.
-
STUDENT: --before you move on?
-
PROFESSOR: Move on?
-
STUDENT: I was an idiot.
-
PROFESSOR: No, you are not.
-
STUDENT: And when I
was writing these down,
-
I missed the variable.
-
So I have the
integral of fdr over c
-
equals double integral
over f, curl f dot n.
-
PROFESSOR: ds.
-
STUDENT: I didn't
write down what c was.
-
I didn't write down
what this c was.
-
PROFESSOR: The c was
the whatever boundary
-
you had there of the surface s.
-
And that was in
the beginning when
-
we defined the sphere, when
we gave the general statement
-
for the function.
-
So I'm going to try
and draw a potato.
-
We don't do a very
good job in the book
-
drawing the solid body.
-
But I'll try and draw
a very nice solid body.
-
Let's see.
-
-
You have a solid body.
-
Imagine it as a potato,
topologically a sphere.
-
It's a balloon that you blow.
-
It's a closed surface.
-
It closes in itself.
-
And we call that r in the book.
-
It's a solid region enclosed
by the closed surfaces.
-
-
Sometimes we call
such a surface compact
-
for some topological reasons.
-
Let's put s.
-
s is the boundary of r.
-
-
We as you know our old friend
to be a vector value function.
-
-
And again, if you
like a force field,
-
think of it as a force field.
-
Now, I'm not going to
tell you what it is.
-
It's [INAUDIBLE] function
differential [INAUDIBLE]
-
the partial here is continuous.
-
The magic thing is that this
surface must be orientable.
-
And if we are going to immerse
it, it's a regular surface.
-
Then of course, n exists.
-
And your [INAUDIBLE], guys,
doesn't have to be outwards.
-
It could be inwards [INAUDIBLE].
-
Let's make the convention that n
will be outwards by convention.
-
So we have to have an agreement
like they do in politics,
-
between Fidel Castro and Obama.
-
By convention, whether
we like it or not,
-
let's assume the normal
will be pointing out.
-
Then something magic happens.
-
And that magic thing, I'm not
going to tell you what it is.
-
But you should tell
me if you remember
-
what the double integral was
in this case, intolerance
-
of physics.
-
Shut up, Magdalena.
-
Don't tell them everything.
-
Let people remember
what this was.
-
So what is the second term?
-
This is the so-called
famous divergence theorem.
-
-
So this is the divergence.
-
If you don't remember
that, we will review it.
-
dV is the volume integral.
-
I have a [INAUDIBLE] integral
over the solid potato,
-
of course.
-
What is this animal [INAUDIBLE]?
-
OK.
-
Take some milk and strain
it and make cheese.
-
And you have that kind
of piece of cloth.
-
And you hang it.
-
And the water goes through
that piece of cloth.
-
[INAUDIBLE] have this
kind of suggestive image
-
should make you
think of something we
-
talked about before.
-
Whether that was fluid
dynamics or electromagnetism,
-
[INAUDIBLE], this
has the same name.
-
f is some sort of field,
vector [INAUDIBLE] field.
-
N is the outer
normal in this case.
-
What is the meaning of that, for
a dollar, which I don't have?
-
It's a four-letter word.
-
It's an F word.
-
STUDENT: Flux.
-
PROFESSOR: Very good.
-
I'm proud of you.
-
Who said it first?
-
Aaron said it first?
-
I owe you a dollar.
-
You can stop by my office.
-
I'll give you a dollar.
-
STUDENT: He said it
five minutes ago.
-
PROFESSOR: So the flux-- He did?
-
STUDENT: Yeah, he did.
-
Silently.
-
PROFESSOR: Aaron
is a mindreader.
-
OK.
-
So the flux in the
left-hand side.
-
This thing you don't
know what it is.
-
But it's some sort of potato.
-
What is the divergence
of something?
-
-
So if somebody gives you the
vector field F1, [INAUDIBLE],
-
where these are functions
of xyz, [INAUDIBLE].
-
What is the divergence
of F by definition?
-
Remember section 13.1?
-
Keep it in mind for the final.
-
-
So what do we do?
-
Differentiate the
first component respect
-
to x plus differentiate
the second component
-
respect to y plus differentiate
the third component
-
respect to c, sum them up.
-
And that's your divergence.
-
-
OK?
-
How do engineers
write divergence?
-
Not like a mathematician
or like a geometer.
-
I'm doing differential geometry.
-
How do they write?
-
STUDENT: Kinds of [INAUDIBLE].
-
PROFESSOR: [INAUDIBLE] dot if.
-
This is how engineers
write divergence.
-
And when they write curl,
how do they write it?
-
They write [INAUDIBLE]
cross product.
-
Because it has a meaning.
-
If you think about
operator, you have ddx
-
applied to F1, ddy applied
to F2, ddz applied to F3.
-
So it's like having the dot
product between ddx, ddy,
-
ddz operators, which would
be the [INAUDIBLE] operator
-
acting on F1, F2, F3.
-
So you go first first,
plus second second,
-
plus third third, right?
-
It's exactly the same idea that
you inherited from dot product.
-
Now let's see the last two
problems of this semester.
-
except for step the review.
-
But the review's another story.
-
So I'm going to pick one
of your favorite problems.
-
-
OK.
-
Example one, remember
your favorite tetrahedron.
-
I'm going to erase it.
-
-
Instead of the potato, you can
have something like a pyramid.
-
And you have example one.
-
-
Let's say, [INAUDIBLE]
we have that.
-
Somebody gives you the F.
-
I'm going to make
it nice and sassy.
-
Because the final is coming
and I want simple examples.
-
And don't expect anything
[INAUDIBLE] really nice
-
examples also on the final.
-
Apply divergence
theorem in order
-
to compute double integral
of F dot n ds over s,
-
where s is the surface of the
tetrahedron in the picture.
-
And that's your
favorite tetrahedron.
-
We've done that like
a million times.
-
Somebody gave you a--
shall I put 1 or a?
-
1, because [INAUDIBLE] is
[INAUDIBLE] is [INAUDIBLE].
-
So you have the plane
x plus y plus z.
-
Plus 1 you intersect
with the axis'.
-
The coordinates, you take
the place of coordinates
-
and you form a tetrahedron.
-
Next tetrahedron is a
little bit beautiful
-
that it has 90 degree
angles at the vertex.
-
And it has a name, OABC.
-
OABC is the tetrahedron.
-
And the surface of
the tetrahedron is s.
-
How are you going
to do this problem?
-
You're going to say, oh
my god, I don't know.
-
It's not hard.
-
STUDENT: It looks like
you're going to use
-
the formula you just gave us.
-
PROFESSOR: The
divergence theorem.
-
STUDENT: And the divergence
for that is really easy.
-
It's just a constant.
-
PROFESSOR: Right.
-
And we have to give a name to
the tetrahedron, [INAUDIBLE]
-
T, with the solid tetrahedron.
-
-
And its area, its
surface is this.
-
Instead of a potato, you
have the solid tetrahedron.
-
So what do you write?
-
Exactly what [INAUDIBLE] told
you, triple integral over T.
-
Of what?
-
The divergence of F, because
that's the divergence theorem,
-
dv.
-
-
Well, it should be easy.
-
Because just as you
said, divergence of F
-
would be a constant.
-
How come?
-
Differentiate this
with respect to x, 2.
-
This with respect to y, 3.
-
This with respect to z, 5.
-
Last time I checked this was
10 when I was [INAUDIBLE].
-
-
So 10 says I'm going for a walk.
-
And then triple integral of
the volume of 1dv over T,
-
what is this?
-
-
[INTERPOSING VOICES]
-
PROFESSOR: Well, because I
taught you how to cheat, yes.
-
But what if I were to ask
you to express this as--
-
STUDENT: [INAUDIBLE]?
-
PROFESSOR: Yeah.
-
Integrate one at a time.
-
So you have 1dz, dy, dx--
I'm doing review with you--
-
from 0 to 1 minus x
minus y from 0 to--
-
STUDENT: [INTERPOSING VOICES]
-
PROFESSOR: --1 minus
x from zero to 1.
-
And how did I teach
you how to cheat?
-
I taught you that in
this case you shouldn't
-
bother to compute that.
-
Remember that you
were in school and we
-
learned the volume
of a tetrahedron
-
was the area of the base
times the height divided by 3,
-
which was one half
times 1 divided by 3.
-
So you guys right.
-
The answer is 10 times 1 over 6.
-
Do I leave it like that?
-
No.
-
Because it's not nice.
-
So the answer is 5/3.
-
-
Expect something like
that on the final,
-
something very similar.
-
So you'll have to apply
the divergence theorem
-
and do a good job.
-
And of course, you
have to be careful.
-
But it shouldn't be hard.
-
It's something that
should be easy to do.
-
Now, the last problem of the
semester that I want to do
-
is an application of
the divergence theorem
-
is over a cube.
-
So I'm going to erase
it, the whole thing.
-
And I'm going to
draw a cube, which is
-
an open-topped box upside down.
-
Say it again, an open-topped
box upside down, which
-
means somebody gives
you a cubic box
-
and tells you to
turn it upside down.
-
-
And you have from
here to here, 1.
-
All the dimensions
of the cube are 1.
-
The top is missing, so
there's faces missing.
-
The bottom face is missing.
-
Bottom face is missing.
-
Let's call it-- you know,
what shall we call it?
-
-
F1.
-
Because it was the top,
but now it's the bottom.
-
OK?
-
And the rest are F2, F3, F4,
F5, and F6, which is the top.
-
And I'm going to erase.
-
-
And the last thing before this
section is to do the following.
-
What do I want?
-
Evaluate the flux double
integral over s F dot n ds.
-
You have to evaluate that.
-
For the case when F-- I usually
don't take the exact data
-
from the book.
-
But in this case, I want to.
-
Because I know you'll read it.
-
And I don't want you to have any
difficulty with this problem.
-
I hate the data myself.
-
I didn't like it very much.
-
-
It's unit cube, OK.
-
So x must be between 0 and 1.
-
y must be between 0
and 1 including them.
-
But z-- attention guys-- must
be between 0 [INAUDIBLE],
-
without 0.
-
Because you remove the
face on the ground.
-
z is greater than 0 and
less than or equal to 1.
-
And do we want anything else?
-
No.
-
That is all.
-
So let's compute
the whole thing.
-
Now, assume the box
would be complete.
-
-
If the box were
complete, then I would
-
have the following, double
integral over all the
-
faces F2 union with
F3 union with F4 union
-
with F5 union with--
oh my God-- F6 of F
-
dot 10 ds plus double integral
over what's missing guys, F1?
-
-
Of n dot n ds-- F,
Magdalena, that's the flux.
-
F dot n ds.
-
If it were complete,
that would mean
-
I have the double integral
over all the six faces.
-
In that case, this sum would
be-- I can apply finally
-
the divergence theorem.
-
That would be triple
integral of-- God
-
knows what that is-- divergence
of F dv over the cube.
-
What do you want us
to call the cube?
-
STUDENT: C.
-
PROFESSOR: C is usually what
we denote for the curve.
-
STUDENT: How about q?
-
PROFESSOR: Beautiful.
-
Sounds like.
-
Oh, I like that. q.
-
q is the cube inside
the whole thing.
-
Unfortunately, this
is not very nicely
-
picked just to make
your life miserable.
-
So you have dv x over y.
-
There is no j, at least that.
-
ddz minus this way.
-
As soon as we are
done with this,
-
since I gave you no break,
I'm going to let you go.
-
So what do we have?
-
y minus 2z.
-
Does it look good?
-
No.
-
Does it look bad?
-
No, not really bad either.
-
If I were to solve
the problem, I
-
would have to say triple,
triple, triple y minus 2z.
-
And now-- oh my
God-- dz, dy, dx.
-
I sort of hate when a little bit
of computation 0 to 1, 0 to 1,
-
0 to 1.
-
But this is for
[INAUDIBLE] theorem.
-
Is there anybody
missing from the picture
-
so I can reduce it
to a double integral?
-
STUDENT: x.
-
PROFESSOR: x is missing.
-
So I say there is no x inside.
-
I go what is integral
from 0 to 1 of 1dx?
-
STUDENT: 1
-
PROFESSOR: 1.
-
So I will rewrite it
as integral from 0 to1,
-
integral from 0 to1,
y minus 2z, dz, dy.
-
Is this hard?
-
Eh, no.
-
But it's a little bit obnoxious.
-
-
When I integrate with
respect to z, what do I get?
-
-
Yz minus z squared.
-
No, not that-- between z equals
0 1 down, z equals 1 up to z
-
equals 0 down dy.
-
So z goes from 0
to 1 [INAUDIBLE].
-
When z is 0 down,
I have nothing.
-
STUDENT: Yeah, 1
minus-- y minus 1.
-
PROFESSOR: 1. y
minus 1, not so bad.
-
Not so bad, dy.
-
So I get y squared
over 2 minus y.
-
Between 0 and 1, what do I get?
-
STUDENT: Negative 1/2.
-
PROFESSOR: Negative 1/2.
-
-
All right.
-
Let's see what we've got here.
-
Yeah.
-
They got [INAUDIBLE].
-
And now I'm asking you
what's going to happen.
-
Our contour is the
open-topped box upside down.
-
This is what we need.
-
This is what we--
-
STUDENT: Couldn't you
just the double integral?
-
PROFESSOR: We just have
to compute this fellow.
-
We need to compute that fellow.
-
So how do we do that?
-
How do we do that?
-
STUDENT: What is the
problem asking for again?
-
PROFESSOR: So the problem
is asking over this flux,
-
but only over the box'
walls and the top.
-
The top, one, two, three,
four, without the bottom,
-
which is missing.
-
In order to apply
divergence theorem,
-
I have to put the bottom back
and have a closed surface that
-
is enclosing the whole cube.
-
So this is what I want.
-
This is what I know.
-
How much is it guys?
-
Minus 1/2.
-
And this is, again, what I need.
-
Right?
-
That's the last thing
I'm going to do today.
-
[INTERPOSING VOICES]
-
-
STUDENT: F times k da.
-
PROFESSOR: Let's compute it.
-
k is a blessing, as
you said, [INAUDIBLE].
-
It's actually minus k.
-
Why is it minus k?
-
Because it's upside down.
-
And it's an altered normal.
-
STUDENT: Oh, it is the
[INAUDIBLE] normal.
-
OK.
-
Yeah.
-
That's right.
-
PROFESSOR: [INAUDIBLE].
-
So minus k.
-
But it doesn't [INAUDIBLE].
-
The sign matters.
-
So I have to be careful.
-
F is-- z is 0, thank God.
-
So that does away.
-
So I have x y i dot
product with minus k.
-
What's the beauty of this?
-
0.
-
STUDENT: 0.
-
PROFESSOR: Yay.
-
0.
-
So the answer to this
problem is minus 1/2.
-
So the answer is minus 1.
-
And we are done with
the last section
-
of the book, which is 13.7.
-
It was a long way.
-
We came a long way
to what I'm going
-
to do next time and
the times to come.
-
First of all, ask me from now
on you want a break or not.
-
Because I didn't give
you a break today.
-
We are not in a hurry.
-
I will pick up exams.
-
And I will go over
them together with you.
-
And by the time we
finish this review,
-
we will have solved two or
three finals completely.
-
We will be [INAUDIBLE].
-
And so the final is on the 11th,
May 11 at 10:30 in the morning.
-
I think.
-
STUDENT: It's the 11.
-
The 12 is [INAUDIBLE].
-
The 12th is the other class.
-
STUDENT: Yeah.
-
I'm positive.
-
PROFESSOR: We are
switching the two classes.
-
STUDENT: [INAUDIBLE].
-
PROFESSOR: And it's May 11
at 10:30 in the morning.
-
On May 12, there are other
math courses that have a final.
-
But fortunately for
them, they start at 4:30.
-
I'm really blessed that I
don't have that [INAUDIBLE].
-
They start at 4:30,
and they end at 7:00.
-
Can you imagine how
frisky you feel when you
-
take that final in the night?
-
-
Good luck with the homework.
-
Ask me questions about the
homework if you have them.
-