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数学 高校生

(2) c•aの内積を求めるときcos90度が出てくるのはなぜですか? どこが直角になっているのですか?

222 (1) 2 200 725 空間ベクトルの内積ん 【例題 どの辺の長さも2である正四角錐 OABCD において, OA =a, OB=b, OC =c とする。 点をMとするとき (1) MB, MC をそれぞれ,,こで表せ。 (2)内をそれぞれ求めよ。 (3) 内積MB・MC を求めよ。 CHECK のときのなす角を (0° 180°) とすると ab=a||b| cos 0 (2) 0 60° 2 726 空間ベクトルの! 例題 次のベクトルαの内積とそのなす角0を (1) a= (1,1,-1), 6= (1, -1,√6) (2) a=(2, 3, 5), b=(2, -3, 1) CHECK a= (a, az, α3), 6= (b1, bz, 6s) のと ab=ab₁+ab+a3b3 1 a める。 またはのときはとこの内積をd = 0 と定 以下 とする。 なす角を A ② ①aa=|a|a|cos0°=|a| AOAB は1辺の長さが2の正三角形であるから、 a-b=|a||b| cos 60° (0°0 180°) とすると a-b cos = Tab 平面のときと同様に,次が成り立つ。 ②ab=ba 3 (a+b)·c=a.c+b.c a (b+c)=a+b+ac 6 (ka) b=a (kb)=k(a+b) ただしは実数 【解答】 D 2/2 =2・2・1 =2圈 b-c=|b||| cos 60° =2・2・ 2.1/2 2圈 ca=|cl|a| cos 90° =0圈 (3) MB· MC = (6-1)·(c) ----+-)+ -2-1/2×2+1×2 ab+ab+ast a+a+ab₁²+ と表すことができる。 [解答] (1) 内積は また、 d=1×1+1×(-1)+(-1)×√6 =-√6 |a|=√12+12+(-1)^ =√3 16=√12+(-1)^2+(√6) 2 =√8=2√2 B MB=OB-OM-6-a MC=OC-OM-ca =2 よって、 COS 0= a-b a = 0, 0 のとき、ことのなす角を (0°180°) とすると ab=a||b| cos 0 空間においても,内積の性質は、平面のときと同様 に成り立つ -√6 √3×2/2 --15 2 180°であるから、 0120°

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英語 高校生

赤い下線のところがどういう構造になっているか分からないです、教えてくださいm(_ _)m

moving from " (1) 点) There are historians and others who would like to make a neat division between "historical facts" and "values." The trouble is that values even enter into deciding what count as facts-there is a big leap involved in 'raw data" to a judgement of fact. More important, one finds that the more complex and multi-levelled the history is, and the more important the issues it raises for today, the less it is possible to sustain a fact-value division. But this by no means implies that there has simply to be a conflict of prejudices and biases, as the data are manipulated to suit one worldview or another. What it does mean is that the self of the historian is an important factor. The historian is shaped by experiences, contexts, norms, values, and beliefs. When dealing with history, especially the sort of history that is of most significance in philosophy, that shaping is bound to be relevant. As far as possible it needs to be articulated and open to discussion. The best historians are well aware of this. They are alert to many dimensions of bias and to the endless (and therefore endlessly discussable) significance of their own horizons and presuppositions. A great deal can of course be learned from those who do not share our presuppositions. Our capacity to make wise, well-supported judgements in matters of historical fact and significance can only be formed over years of discussion with others, many of whom have very different horizons from our own. It is possible to I have a 12-year-old chess champion or mathematical or musical genius, but it is unimaginable that the world's greatest expert on Socrates could be that age. The difficulty is not just one of the time to assimilate information; it is (2)

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