A vector can be written in the following different ways,
If the decomposition is along an orthogonal frame along the vectors and then the expression would be,
In general the dot product of two $n-$dimensional vectors and , can be written as,
It is useful to think of a real function over an interval
as a vector with infinite components. Here the argument serves
as an index and the function value as the vector component. Analogous to vector dot product, the dot product between two functions $f$ and $g$ defined over the same interval can be written as,
Using this definition of the dot product, one can show that the following functions
are orthogonal to each-other (mutual dot products are zero) on the interval
Thus in parallel with writing a vector in terms of it’s components, one can write any (finite, smooth and continuous on (I am not trying to be mathematically precise, the aim is to give an intuitive feel)) function in terms of
the above basis functions in the same manner,
Notice the similarity of the expression of a function in terms of it’s components and a vector in terms of it’s components. Hence decomposition of a function in its Fourier components is quite akin to decomposition of a vector in its Cartesian components.
In every aspect of practical applications, understanding interpreting and modeling using
data is get getting more and more important. As a part of regression analysis projects, I recommend the following readings for insights into working with data.
1. Process improvement using data: “https://learnche.org/pid/ ”
This is a detailed review discussing various aspects of data analysis. Chapter 4 reviews regression. There is also discussion on chemometrics in the book.
2. SAT scores: There exists variety of documents seeking correlation between the SAT scores and family income, month of birth, college success, etc., take your pick.
It is the time of exam again and there is the usual stream of students asking for
clarification and solution of different concepts. So here I discuss some common doubts.
Chapter 2: problem 2: Definition of a line passing through the origin in various ways.
(1) is useful only in two dimensions.
(2) Defining a line as collection of position vectors given by , where can be a vector in any dimensions and . For example with would define the x-axis in three dimensions.
(3) Defining a line as intersection of two planes in 3 dimensions, for example the
intersection of the xy-plane and the xz-plane defines the x-axis.
Given any two equations of planes passing through zero, one can find the intersection and express it in terms of scaling of a vector. As an example, the intersection of and requires that , and substituting these conditions for the coordinates of a general point gives The equation of a general line (not necessarily passing through the origin) can be written as where is a constant vector.
Chapter 2: problem 4, how to find a plane that passes through the given three points. Assume a general equation of a plane , insist that the given points satisfy the equation and solve for .
Chapter 3: problem 5, notice that the B matrix has only two rows that are linearly independent. There are 3 variables, hence one variable is free. Thus either there are infinite solutions or there is no solution. When the is chosen such that equations 1 and 3 and equations 2 and 4 are the same, the equation is solvable with infinite solutions, whereas if is chosen so that two of there equations are different then the matrix equation has no solution.
I have been experimenting with giving engineering students a wider flavor of possible projects that they can take over using linear algebra and coding. Towards this directions we did the following activities.
(1) A session on reading an introductory article on chemometrics, followed by a quiz. The reading was open network where students were encouraged to find references and understand notations used. I gave a brief introduction and then let them figure out some of the technicalities for the quiz.
(2) A mechanical engineering colleague, Dr. Oza and a chemical engineering colleague Dr. Rabari talked to the students about various applications.
I hope to do more intense work with student projects this year. Your comments and insights are welcome.