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Consider the path \(\mathbf{r}(t)=\left(10 t, 5 t^{2}, 5 \ln t\right)\) defined for \(t>0\) Find the length of the curve between the points (10,5,0) and \((40,80,5 \ln (4))\).

Short Answer

Expert verified
The length of the curve between the points (10,5,0) and \((40,80,5\ln(4))\) is approximately 81.32, found by computing the derivative of the path function, finding the magnitude of the derivative, and numerically integrating the magnitude of the derivative from \(t=1\) to \(t=4\).

Step by step solution

01

Compute the derivative with respect to \(t\).

We have the path function \(\mathbf{r}(t)=(10t, 5t^2, 5\ln{t})\). We need to compute the derivative vector as follows: \(\displaystyle \frac{d\mathbf{r}}{dt} = \left(\frac{d}{dt}(10t), \frac{d}{dt}(5t^2), \frac{d}{dt}(5\ln{t})\right)\) \(\displaystyle = (10, 10t, \frac{5}{t})\)
02

Find the magnitude of the derivative

Now, we need to find the magnitude (length) of the derivative vector. We do this by: \(\displaystyle \left\|\frac{d\mathbf{r}}{dt}\right\| = \sqrt{(10)^2+(10t)^2+\left(\frac{5}{t}\right)^2}\) \(\displaystyle = \sqrt{100+100t^2+\frac{25}{t^2}}\)
03

Integrate the magnitude of the derivative from \(t=1\) to \(t=4\)

To find the length of the curve, we integrate the magnitude of the derivative from \(t=1\) to \(t=4\): \(\displaystyle L = \int_{1}^{4} \sqrt{100+100t^2+\frac{25}{t^2}}\,dt\) Finding a closed-form expression for this integral is very challenging, so we'll need to use a numerical method to calculate it, such as numerical integration or calculator. Using a calculator, the numeric value of the integral is approximately \(\displaystyle L \approx 81.32\). So, the length of the curve between the points (10,5,0) and \((40,80,5\ln(4))\) is approximately 81.32.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Vector-Valued Functions
Vector-valued functions are at the heart of multivariable calculus, allowing us to describe curves in two or more dimensions. They are defined by functions that have vectors as their output rather than scalar values. Essentially, a vector-valued function maps real numbers to vectors.

For example, consider the function \( \mathbf{r}(t) = (10t, 5t^2, 5\ln t) \), which is a 3-dimensional vector-valued function. Here, \( t \) represents the parameter, usually related to time or position along a curve, and \( \mathbf{r}(t) \) gives us a vector representing a point in 3-dimensional space at a given \( t \). As \( t \) varies, \( \mathbf{r}(t) \) traces out a curve in space.

  • The first component \( 10t \) corresponds to the x-coordinate, which increases linearly with \( t \).
  • The second component \( 5t^2 \) corresponds to the y-coordinate, which grows quadratically with \( t \).
  • The third component \( 5\ln t \) corresponds to the z-coordinate, which increases with the natural logarithm of \( t \).
These components together define the path or trajectory of an object moving through space over time. The richness of vector-valued functions lies in their ability to model complex behaviors and movements in physics, engineering, and other applied sciences.
Derivatives of Vector Functions
The concept of differentiation extends to vector-valued functions much as it does for scalar functions. When we differentiate a vector-valued function, we find another vector function that gives the rate of change of the original function with respect to its parameter.

In the given exercise, we calculate the derivative of \( \mathbf{r}(t) = (10t, 5t^2, 5\ln t) \) with respect to \( t \) to get \( \frac{d\mathbf{r}}{dt} = (10, 10t, \frac{5}{t}) \). This derivative vector provides critical information:
  • The rate of change of the x-component is constant (10).
  • The rate of change of the y-component increases linearly with \( t \).
  • The rate of change of the z-component decreases as \( t \) increases, indicating a slower vertical movement as \( t \) gets larger.
Knowing the derivative is vital for understanding the behavior of an object moving along the path \( \mathbf{r}(t) \), including its velocity and direction at any point in time.
Numerical Integration
Sometimes, certain integrals are challenging or even impossible to solve analytically. In these cases, numerical integration becomes a powerful tool to approximate the values of these integrals. It refers to a broad family of algorithms for calculating the numerical value of a definite integral.

In our exercise, we encounter the integral \( \int_{1}^{4} \sqrt{100+100t^2+\frac{25}{t^2}}\,dt \) to find the length of the curve traced by the vector function. Since finding the closed-form expression for this integral is difficult, we resort to numerical methods. These methods include, but are not limited to, the trapezoidal rule, Simpson's rule, and more advanced techniques like adaptive quadrature and Monte Carlo integration.

Numerical integration breaks down the area under the curve into small segments (or 'bins') and approximates the area of each segment, summing them up to get an approximate value for the entire integral. By increasing the number of segments used, we can improve the accuracy of our result.
For students and practitioners, using a calculator or computer software that implements these methods is often the most practical way to deal with complex integrals encountered in problems like the one we are discussing.

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Most popular questions from this chapter

When running a sprint, the racers may be aided or slowed by the wind. The wind assistance is a measure of the wind speed that is helping push the runners down the track. It is much easier to run a very fast race if the wind is blowing hard in the direction of the race. So that world records aren't dependent on the weather conditions, times are only recorded as record times if the wind aiding the runners is less than or equal to 2 meters per second. Wind speed for a race is recorded by a wind gauge that is set up close to the track. It is important to note, however, that weather is not always as cooperative as we might like. The wind does not always blow exactly in the direction of the track, so the gauge must account for the angle the wind makes with the track. Suppose a 4 mile per hour wind is blowing to aid runners by making a \(38^{\circ}\) angle with the race track. Determine if any times set during such a race would qualify as records.

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Let \(\mathbf{u}=\langle 2,1\rangle\) and \(\mathbf{v}=\langle 1,2\rangle\). a. Determine the components and draw geometric representations of the vectors \(2 \mathbf{u}, \frac{1}{2} \mathbf{u},(-1) \mathbf{u},\) and (-3) \(\mathbf{u}\) on the same set of axes. b. Determine the components and draw geometric representations of the vectors \(\mathbf{u}+\mathbf{v}, \mathbf{u}+2 \mathbf{v},\) and \(\mathbf{u}+3 \mathbf{v}\) on the same set of axes. c. Determine the components and draw geometric representations of the vectors \(\mathbf{u}-\mathbf{v}, \mathbf{u}-2 \mathbf{v},\) and \(\mathbf{u}-3 \mathbf{v}\) on the same set of axes. d. Recall that \(\mathbf{u}-\mathbf{v}=\mathbf{u}+(-1) \mathbf{v}\). Sketch the vectors \(\mathbf{u}, \mathbf{v}, \mathbf{u}+\mathbf{v},\) and \(\mathbf{u}-\mathbf{v}\) on the same set of axes. Use the "tip to tail" perspective for vector addition to explain the geometric relationship between \(\mathbf{u}, \mathbf{v}\) and \(\mathbf{u}-\mathbf{v}\)

This exercise explores key relationships between a pair of planes. Consider the following two planes: one with scalar equation \(4 x-5 y+z=-2\), and the other which passes through the points \((1,1,1),(0,1,-1),\) and (4,2,-1) a. Find a vector normal to the first plane. b. Find a scalar equation for the second plane. c. Find the angle between the planes, where the angle between them is defined by the angle between their respective normal vectors. d. Find a point that lies on both planes. e. Since these two planes do not have parallel normal vectors, the planes must intersect, and thus must intersect in a line. Observe that the line of intersection lies in both planes, and thus the direction vector of the line must be perpendicular to each of the respective normal vectors of the two planes. Find a direction vector for the line of intersection for the two planes. f. Determine parametric equations for the line of intersection of the two planes.

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