/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 25 Evaluate the given expression. T... [FREE SOLUTION] | 91Ó°ÊÓ

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Evaluate the given expression. Take \(A=\left[\begin{array}{rrr}1 & -1 & 0 \\\ 0 & 2 & -1\end{array}\right], B=\left[\begin{array}{rrr}3 & 0 & -1 \\ 5 & -1 & 1\end{array}\right]\), and \(C=\left[\begin{array}{lll}x & 1 & w \\ z & r & 4\end{array}\right] .\) $$ 2 A-B $$

Short Answer

Expert verified
The short answer is: \[ 2A - B = \left[\begin{array}{rrr}-1 & -2 & 1 \\\ -5 & 5 & -3\end{array}\right] \]

Step by step solution

01

Multiply Matrix A by 2

To multiply matrix A by a scalar (2), we need to multiply each element of matrix A by 2. \(A =\left[\begin{array}{rrr}1 & -1 & 0 \\\ 0 & 2 & -1\end{array}\right]\) \(2 \cdot A = \left[\begin{array}{rrr}2(1) & 2(-1) & 2(0) \\\ 2(0) & 2(2) & 2(-1)\end{array}\right]\) \(2 \cdot A = \left[\begin{array}{rrr}2 & -2 & 0 \\\ 0 & 4 & -2\end{array}\right]\)
02

Subtract Matrix B from the Result

Now, we need to subtract matrix B from the result of step 1 (2A). To do matrix subtraction, subtract element by element. \(B = \left[\begin{array}{rrr}3 & 0 & -1 \\\ 5 & -1 & 1\end{array}\right]\) \((2A) - B = \left[\begin{array}{rrr}(2-3) & (-2-0) & (0-(-1)) \\\ (0-5) & (4-(-1)) & (-2-1)\end{array}\right]\) \((2A) - B = \left[\begin{array}{rrr}-1 & -2 & 1 \\\ -5 & 5 & -3\end{array}\right]\) So, the resulting matrix after evaluating the given expression is: \[ 2A - B = \left[\begin{array}{rrr}-1 & -2 & 1 \\\ -5 & 5 & -3\end{array}\right] \]

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Key Concepts

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

Matrix Subtraction
Matrix subtraction is a fundamental operation in matrix algebra, akin to the way we subtract numbers. For students to perform matrix subtraction correctly, it is crucial to understand that this operation is conducted element by element. That means you take corresponding elements from two matrices of equal dimensions and subtract the second matrix's element from the first.

For example, if we have matrices
\(A = \left[\begin{array}{ccc}a & b \ c & d\end{array}\right]\) and \(B = \left[\begin{array}{ccc}w & x \ y & z\end{array}\right]\),
the subtraction \(A - B\) would yield the matrix:
\(\left[\begin{array}{ccc}(a-w) & (b-x) \ (c-y) & (d-z)\end{array}\right]\).

It's important to remember that matrix subtraction is only possible when both matrices have the same dimensions. If the dimensions do not match, the operation cannot be completed. Furthermore, subtraction is not commutative, which means \(A - B\) is not the same as \(B - A\); these operations yield different results unless all the corresponding elements of both matrices are identical.
Matrix Scalar Multiplication
Matrix scalar multiplication is where we scale a matrix by a number, called a scalar. In this process, each element of the matrix is multiplied by the scalar to obtain a new matrix.

Let's consider an example with a scalar \(k\) and matrix \(M\) where
\(M = \left[\begin{array}{ccc}m_{11} & m_{12} \ m_{21} & m_{22}\end{array}\right]\),
the result of the scalar multiplication \(k \times M\) would be:
\(k \times M = \left[\begin{array}{ccc}k \times m_{11} & k \times m_{12} \ k \times m_{21} & k \times m_{22}\end{array}\right]\).

Scalar multiplication can be intuitive to understand as it is similar to multiplying each term within the matrix by a number, just like scalar multiplication with vectors. One significant property to note is that scalar multiplication is commutative, meaning \(kM = Mk\), which is different from matrix subtraction as aforementioned. Scalar multiplication is extensively used in various applications, including scaling transformations in graphics and adjusting the weight of variables in equations.
Matrix Algebra
Matrix algebra encompasses a range of operations that can be applied to matrices, including addition, subtraction, scalar multiplication, as previously discussed, and others like matrix multiplication and division, which involves inverses. Understanding matrix algebra is vital as it provides the foundation for more complex subjects like linear transformations, eigenvalues, and eigenvectors.

It's essential to grasp that matrix operations have specific rules. For instance, matrix multiplication is not element by element (unlike addition and subtraction), and not every matrix has an inverse (necessary for division). Another important aspect of matrix algebra is the associative and distributive properties which can help simplify and solve matrix expressions efficiently.

Given these rules and properties, when encountering a matrix expression, it is crucial to proceed step by step, applying each operation carefully based on its definition. For example, while evaluating the expression \(2A - B\), you must first perform the scalar multiplication \(2 \times A\) before proceeding to the subtraction \(2A - B\), following the right sequence of operations is key to arriving at the correct solution. Matrix algebra is a powerful tool in various mathematical fields, including systems of equations, computer graphics, and quantum mechanics.

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Most popular questions from this chapter

The Prisoner's Dilemma Slim Lefty and Joe Rap have been arrested for grand theft auto, having been caught red-handed driving away in a stolen 2010 Porsche. Although the police have more than enough evidence to convict them both, they feel that a confession would simplify the work of the prosecution. They decide to interrogate the prisoners separately. Slim and Joe are both told of the following plea-bargaining arrangement: If both confess, they will each receive a 2 -year sentence; if neither confesses, they will both receive five-year sentences, and if only one confesses (and thus squeals on the other), he will receive a suspended sentence, while the other will receive a 10 -year sentence. What should Slim do?

Comment on the following claim: Every matrix equation represents a system of equations.

Campaign Strategies \(^{28}\) Florida and Ohio are "swing states" that have a large bounty of electoral votes and are therefore highly valued by presidential campaign strategists. Suppose it is now the weekend before Election Day 2008 , and each candidate (McCain and Obama) can visit only one more state. Further, to win the election, McCain needs to win both of these states. Currently McCain has a \(40 \%\) chance of winning Ohio and a \(60 \%\) chance of winning Florida. Therefore, he has a \(0.40 \times 0.60=0.24\), or \(24 \%\) chance of winning the election. Assume that each candidate can increase his probability of winning a state by \(10 \%\) if he, and not his opponent, visits that state. If both candidates visit the same state, there is no effect. a. Set up a payoff matrix with McCain as the row player and Obama as the column player, where the payoff for a specific set of circumstances is the probability (expressed as a percentage) that McCain will win both states. b. Where should each candidate visit under the circumstances?

Multiple Choice: If \(A\) is a square matrix with \(A^{3}=I\), then (A) \(A\) must be the identity matrix. (B) \(A\) is invertible. (C) \(A\) is singular. (D) \(A\) is both invertible and singular.

Textbook Writing You are writing a college-level textbook on finite mathematics, and are trying to come up with the best combination of word problems. Over the years, you have accumulated a collection of amusing problems, serious applications, long complicated problems, and "generic" problems. \({ }^{25}\) Before your book is published, it must be scrutinized by several reviewers who, it seems, are never satisfied with the mix you use. You estimate that there are three kinds of reviewers: the "no-nonsense" types who prefer applications and generic problems, the "dead serious" types, who feel that a collegelevel text should be contain little or no humor and lots of long complicated problems, and the "laid-back" types, who believe that learning best takes place in a light-hearted atmosphere bordering on anarchy. You have drawn up the following chart, where the payoffs represent the reactions of reviewers on a scale of \(-10\) (ballistic) to \(+10\) (ecstatic): Reviewers ou \begin{tabular}{|l|c|c|c|} \hline & No-Nonsense & Dead Serious & Laid-Back \\ \hline Amusing & \(-5\) & \(-10\) & 10 \\ \hline Serious & 5 & 3 & 0 \\ \hline Long & \(-5\) & 5 & 3 \\ \hline Generic & 5 & 3 & \(-10\) \\ \hline \end{tabular} a. Your first draft of the book contained no generic problems, and equal numbers of the other categories. If half the reviewers of your book were "dead serious" and the rest were equally divided between the "no-nonsense" and "laid-back" types, what score would you expect? b. In your second draft of the book, you tried to balance the content by including some generic problems and eliminating several amusing ones, and wound up with a mix of which one eighth were amusing, one quarter were serious, three eighths were long, and a quarter were generic. What kind of reviewer would be least impressed by this mix? c. What kind of reviewer would be most impressed by the mix in your second draft?

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