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Division basically refers to multiplication of reciprocal. For example a/b is same as a*1/b or we can say, is same as a*b-1, which is "a" multiplied to the inverse of "b". There is no way of finding an inverse to a vector, and even if you could, you cant necessarily know if division in case of vectors implies left multiplication of inverse or right multiplication of inverse as we know that multiplication is not commutative in case of vectors i.e. AB≠BA where A,B are vectors. Hence, division of vectors is not defined.
If A and B are vectors, A/B could be AB-1 or it could be B-1A. Which way we mean isnt certain, and commutativity is an issue. And then finding b-1 is also an issue. Therefore A/B cannot be found out.
a rectangular field with a path around it measures 120m by 50m.if the path is 1m wide all around,(a)find the length of the outer edge of the path.(b)find the area of the path
E 1) Try the two activities detailed above with a few children around you Evaluate whether they really helped to improve the children's performance of mental arithmetic. Anot
is 1 and 1/2+2 and 1/7 3 and 9/4
If ABCD isaa square of side 6 cm find area of shaded region
In this section we will see the first method which can be used to find an exact solution to a nonhomogeneous differential equation. y′′ + p (t ) y′ + q (t ) y = g (t) One of
Let f : R 3 → R be de?ned by: f(x, y, z) = xy 2 + x 3 z 4 + y 5 z 6 a) Compute ~ ∇f(x, y, z) , and evaluate ~ ∇f(2, 1, 1) . b) Brie?y
From a window x meters high above the ground in a street, the angles of elevation and depression of the top and the foot of the other house on the opposite side of the street are
The students at Norton School were asked to name their favorite type of pet. Of the 430 students surveyed, 258 said in that their favorite type of pet was a dog. Assume that only 1
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Children Learn From Each Other : The other day I had gone to a, nearby school to observe the teacher-children interaction. The children were working on a problem that the teacher
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