Confused about dot product multiplication

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Discussion Overview

The discussion revolves around the concept and interpretation of the dot product of vectors, exploring its mathematical definition, geometric meaning, and applications in physics. Participants express confusion about what the dot product measures and how it relates to projections and vector multiplication.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification
  • Debate/contested

Main Points Raised

  • Some participants question the clarity of the statement that the dot product measures "how much one vector points in the direction of the other," suggesting it lacks a clear visual representation.
  • Others explain that the dot product can be understood in terms of projections, where the projection of one vector onto another can be calculated using the cosine of the angle between them.
  • A participant describes the dot product as the length of one vector's "shadow" multiplied by the length of the other vector, relating it to physical concepts like work done by a force.
  • Some participants express uncertainty about the geometric intuition behind the dot product, particularly when comparing it to vector addition or scaling.
  • There is mention of the relationship between the dot product and the cosine of the angle between unit vectors, with some participants noting that this relationship may not hold for non-unit vectors without additional considerations.
  • One participant suggests that the dot product's value can be interpreted in terms of the maximum, minimum, and zero values based on the relative directions of the vectors.
  • Another participant proposes a generalization of the dot product from one-dimensional to n-dimensional vectors, discussing its utility in various contexts, including curved spaces in general relativity.
  • Some participants share links to external resources for further understanding, indicating a desire for deeper exploration of the topic.

Areas of Agreement / Disagreement

Participants generally express confusion and uncertainty about the dot product, with no consensus on its interpretation or the best way to visualize it. Multiple competing views and interpretations remain present throughout the discussion.

Contextual Notes

Limitations include the lack of a clear visual model for the dot product and the dependence on the definitions of vectors and angles. The discussion also highlights the abstract nature of the concept, particularly when moving beyond unit vectors.

  • #31
Given a gradient of a function, ##\vec \nabla f##, and a vector ##\vec v##, the dot product, ##\vec \nabla f \cdot \vec v##, is the directional derivative of ##f## in ##\vec v##.
 
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  • #32
Aurelius120 said:
I could be wrong. But don't all intuitive examples involving both physics and dot product that are also simple, involve forces?
You could be right. But presumably it depends upon what is classified as intuitive/simple.

For example Gauss's law is fairly intuituve/simple after studying basic electromagnetism. It involves the dot product of the electric field vector and the 'area vector'. (But in fact force is hidden in there - because the electric field vector depends on electric force.)

Edit: Aha. @PhDeezNutz beat me to it.
 
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  • #33
NoahsArk said:
I meant some kind of word problem example using a specific real world application to illustrate how the dot product works.
Suppose a company sells five different products, call them A, B, C, D, and E. Suppose also that during a month, there were, respectively 25, 30, 15, 20, and 40 units sold, with per-unit revenues of $100, $120, $85, $140, and $135.
If the number sold is ##\overrightarrow{N_{sold}} = <25, 30, 15, 20, 40>## and the per-unit revenue is ##\vec R = <100, 120, 85, 140, 135>##, then the total revenue is given by ##\overrightarrow{N_{sold}} \cdot \vec R##. The units of this number would be dollars.
 
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  • #34
NoahsArk said:
I meant some kind of word problem example using a specific real world application to illustrate how the dot product works.
There must be a parable that covers your situation. Mathematics is a mountain. You have to start climbing to make progress. You can only sit at the bottom looking up for so long. You must have made a decision at some point to attempt this mountain, so you ought to get on with it.
 
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