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Topos Uranos

Summary

This lesson opens the fourth unit of the course, devoted to matrices and algebraic structures. It presents the seven lessons that make it up and the thread that joins them: the array of coefficients of a linear system becomes an object with operations of its own, the determinant decides when a square system has a unique solution, the inverse matrix solves it at one stroke, matrices are read as transformations of the plane, the complex numbers reappear as a family of matrices, and what is common to all these computations is condensed into the notions of group, ring and field. It traces the historical background of these ideas, from The Nine Chapters on the Mathematical Art to Cayley, Galois and Noether; it states precisely the two problems that gave rise to them, the solution of linear systems and the solution of polynomial equations by radicals; and it points out where they are used again, in this course, above all in the analytic geometry of space that closes it, in other courses on the site, and in science and technology.

Learning objectives

  1. Describe the sequence of lessons in the unit and explain what each one contributes to the study of linear systems, of transformations of the plane and of algebraic structures.
  2. Place the notions of matrix, determinant and group in their historical context, naming the problem that each one came to solve.
  3. Set up a classical problem in three unknowns as a matrix equation and solve it by elimination and by determinants.
  4. Explain, with the example of the quadratic equation, why the study of the permutations of the roots of an equation led to the notion of group, and identify present-day uses of matrices and of algebraic structures.

Entry assessment

Before working through the unit, it is advisable to measure the starting point. The first nine questions cover the seven content lessons, with two questions for the central lessons, the one on determinants and the one on the inverse matrix, and the tenth is a modeling problem, which asks for a situation in context to be set up with the matrix product; the same skills are measured again at the end, in the synthesis lesson. The last three check what the unit takes as known from Course I and from the unit on complex numbers in polar form. There is no grade: it serves to show what has been mastered and where to slow down.

Entry assessment

Before starting the unit, measure your starting point. It is a short self-assessment: it is not graded and its result is stored only in your browser.

  1. Question 1Let A=(1234)A = \begin{pmatrix} 1 & 2 \\ 3 & 4 \end{pmatrix} and B=(0121)B = \begin{pmatrix} 0 & 1 \\ 2 & 1 \end{pmatrix}. What is the product ABAB?

  2. Question 2Consider the system of equations x+y+z=1x + y + z = 1, x+2y+3z=2x + 2y + 3z = 2 and 2x+3y+4z=k2x + 3y + 4z = k. For which values of kk is it consistent, and how many solutions does it then have?

  3. Question 3Compute the determinant of the matrix with rows (2,1,1)\left( 2, 1, 1 \right), (1,3,−1)\left( 1, 3, -1 \right) and (0,1,4)\left( 0, 1, 4 \right).

  4. Question 4Let AA be a matrix of order 33 with det⁡A=2\det A = 2. What is the value of det⁡(3AT)\det\left( 3 A^{\mathsf{T}} \right)?

  5. Question 5What is the inverse of the matrix A=(3512)A = \begin{pmatrix} 3 & 5 \\ 1 & 2 \end{pmatrix}?

  6. Question 6Let AA, BB and CC be square matrices of the same order, with AA and BB invertible. What is the solution of the equation AXB=CAXB = C?

  7. Question 7What is the matrix of the transformation of the plane that rotates each vector a quarter turn counterclockwise about the origin and then reflects it in the horizontal axis?

  8. Question 8Let M(z)M(z) be the matrix of multiplication by the complex number zz. Compute det⁡M(3−4i)\det M(3 - 4i).

  9. Question 9Which of these sets, with the operation indicated, is a group?

  10. Question 10A city has 600600 thousand inhabitants in its center and 400400 thousand in its outskirts. Each year, 1010 percent of the inhabitants of the center move to the outskirts and 2020 percent of those of the outskirts move to the center; nobody else arrives or leaves. If the proportions remain the same, how many thousand inhabitants will the center have after two years?

  11. Question 11From earlier unitsSolve the system 2x+3y=72x + 3y = 7, x−y=1x - y = 1 by Cramer’s rule and give the value of xx.

  12. Question 12From earlier unitsFind the inverse of 44 modulo 99, that is, the remainder xx between 00 and 88 such that 4x≡1(mod9)4x \equiv 1 \pmod{9}.

  13. Question 13From earlier unitsWhat is the polar form of 1+i31 + i\sqrt{3}?