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Solve each system of linear equations. $$\begin{array}{rr} x-z-y= & 10 \\ 2 x-3 y+z= & -11 \\ y-x+z= & -10 \end{array}$$

Short Answer

Expert verified
The system is inconsistent, so there is no solution.

Step by step solution

01

Write the System of Equations

We are given three equations: 1. \( x - y - z = 10 \) 2. \( 2x - 3y + z = -11 \) 3. \( -x + y + z = -10 \)
02

Add Equation 1 and Equation 3

Add Equation 1 \( \left(x - y - z = 10\right) \) and Equation 3 \( \left(-x + y + z = -10\right) \) to eliminate \( x \) and \( y \):\[ \begin{align*} (x - y - z) + (-x + y + z) &= 10 + (-10) \end{align*} \]This simplifies to: \[ 0 = 0 \]It confirms that these two equations are consistent but does not provide new information about the variables.
03

Eliminate One Variable

To eliminate \( z \), add Equation 1 and Equation 2:\[ \begin{align*} (x - y - z) + (2x - 3y + z) &= 10 + (-11) \end{align*} \]This simplifies to:\[ 3x - 4y = -1 \] This is a simpler equation (let's call this Equation 4).
04

Use Equation 4 with Another Equation

We already derived Equation 4: \( 3x - 4y = -1 \).Next, use Equation 3 \( -x + y + z = -10 \) to express \( z \) in terms of other variables:\[ z = 10 + x - y \]
05

Substitute \( z \) into Equation 2

Substitute \( z = 10 + x - y \) from Equation 3 into Equation 2:\[ 2x - 3y + (10 + x - y) = -11 \]Simplify and combine terms:\[ 3x - 4y = -21 \] Now we have a resulting equation.
06

Solve for \( x \) and \( y \)

We have two resulting equations now:1. \( 3x - 4y = -1 \) (Equation 4)2. \( 3x - 4y = -21 \)Since \( 3x - 4y \) cannot equal both \(-1\) and \(-21\) at the same time, this reveals an inconsistency in the system.

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Key Concepts

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

Inconsistent Systems
In the realm of linear algebra, systems of equations are vital for solving various problems. When you have a 'system of linear equations', it might sometimes be 'inconsistent'. This happens when there are no sets of values for the variables that can satisfy all of the equations simultaneously. In simpler terms, it's like trying to find a meeting point for friends in different cities at the same time. There just isn't a common solution that works for all.
  • Inconsistent systems often arise when one equation contradicts another.
  • In geometric terms, if you think of each equation as a line in the plane, an inconsistent system is where these lines do not intersect anywhere.
In our original problem, we reached points where the equations led us to statements like "0 = 0", which seems correct but doesn't give us any new information. However, later, we found conflicting equations that suggested different conclusions. This contradiction is the hallmark of an inconsistent system.
Understanding inconsistent systems helps students comprehend situations where solutions simply cannot exist, helping them better manage real-world problems involving linear equations.
Linear Algebra
Linear algebra is a branch of mathematics that deals with vectors, vector spaces, and systems of linear equations. It's one of the foundational topics in mathematics, especially relevant in solving complex problems by breaking them down into simpler, easier-to-manage parts. Think of it as a toolkit for dealing with relationships represented by lines, planes, and matrices.
  • It plays an important role in various fields such as computer science, engineering, physics, and economics.
  • Linear algebra provides methods to handle systems of linear equations efficiently, whether by graphing, substitution, or using matrix operations.
In the given exercise, the concept of linear algebra helped to systematically solve, transform, and attempt to find solutions to a system of equations. Even though this particular set of equations was inconsistent, the methods and thought processes are the same that are used to tackle consistent systems as well. Mastery of linear algebra enables students to navigate complex mathematical landscapes with more confidence.
Equation Manipulation
Equation manipulation is a core skill in solving systems of linear equations. It involves rearranging, adding, or subtracting terms across different equations to simplify or eliminate variables. This can help simplify a complex problem by focusing on fewer unknowns at a time and finding relationships among them.
  • Common methods include substitution, elimination, and using algebraic identities to simplify expressions.
  • Small manipulations are crucial as they help in visualizing and understanding the equations better.
For example, in our step-by-step solution, the elimination method was used effectively to reduce two equations into one by subtracting or adding them. These manipulations revealed the inconsistency, thus allowing us to conclude about the nature of the system.
Mastering equation manipulation allows students to approach a large range of mathematical problems with greater flexibility and accuracy. It improves their ability to transform complex equations into simpler forms that are easier to interpret or solve.

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Most popular questions from this chapter

For the system of equations $$ \begin{array}{l} 3 x+2 y=5 \\ a x-4 y=1 \end{array} $$ find \(a\) that guarantees no unique solution.

$$\begin{aligned} &\text { Verify that } A^{-1}=\frac{1}{a d-b c}\left[\begin{array}{rr}d & -b \\\\-c & a \end{array}\right] \text { is the inverse of }\\\ &A=\left[\begin{array}{ll}a & b \\\c & d\end{array}\right], \text { provided } a d-b c \neq 0 \end{aligned}$$

Involve vertical motion and the effect of gravity on an object. Because of gravity, an object that is projected upward will eventually reach a maximum height and then fall to the ground. The equation that relates the height \(h\) of a projectile \(t\) seconds after it is projected upward is given by $$h=\frac{1}{2} a t^{2}+v_{0} t+h_{0}$$ where \(a\) is the acceleration due to gravity, \(h_{0}\) is the initial height of the object at time \(t=0,\) and \(v_{0}\) is the initial velocity of the object at time \(t=0 .\) Note that a projectile follows the path of a parabola opening down, so \(a<0\). An object is thrown upward, and the table below depicts the height of the ball \(t\) seconds after the projectile is released. Find the initial height, initial velocity, and acceleration due to gravity. $$\begin{array}{|c|c|} \hline t \text { (seconos) } & \text { Heiant (FEET) } \\ \hline 1 & 54 \\ \hline 2 & 66 \\ \hline 3 & 46 \\ \hline \end{array}$$

One hundred students decide to buy tickets to a football game. There are three types of tickets: general admission, reserved, and end zone. Each general admission ticket costs \( 20.00\) each reserved ticket costs \(40.00,\) and each end zone ticket costs \(15.00 .\) The students spend a total of \(2,375.00\) for all the tickets. There are five more reserved tickets than general admission tickets, and 20 more end zone tickets than general admission tickets. How many of each type of ticket were purchased by the students?

$$\text { For } A=\left[\begin{array}{ll}1 & 1 \\\1 & 1\end{array}\right] \text { find } A, A^{2}, A^{3}, \ldots . . \text { What is } A^{n} ?$$

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