Finding a direction to not change the level

In summary, the problem asks for an x, y-direction to walk in order to stay at the same level on the graph of ##f(x,y) = y cos(\pi x) - x cos(\pi y) + 10##. The solution involves finding the directional derivative in the direction of ##\textbf{u}## and setting it equal to 0, which results in the condition ##<u_x,u_y> \perp <1,1>##. This can be expressed as the equation <1,1>.u = 0, where u is a nontrivial solution. The solution of u = <0,0> is incorrect since it results in getting nowhere.
  • #1
E7.5
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0

Homework Statement


You are walking on the graph of ##f(x,y) = y cos(\pi x) - x cos(\pi y) + 10##, standing at the point ##(2,1,13)##. Find an x, y-direction you should walk into stay at the same level.

Homework Equations


##D_u f = \nabla \cdot \textbf{u}##

The Attempt at a Solution


The directional derivative is the rate of change in the direction of ##\textbf{u}##, so we want the rate of change in the direction of ##\textbf{u}## to not change, i.e. ##\nabla \cdot \textbf{u} = \textbf{0}##. So calculating the gradient gives ##<1,1>##. Then ##<1,1> \cdot \textbf{u} = \textbf{0}##. So that means ##\textbf{u} = <0,0>##, but this is incorrect. Why?
 
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  • #2
E7.5 said:

Homework Statement


You are walking on the graph of ##f(x,y) = y cos(\pi x) - x cos(\pi y) + 10##, standing at the point ##(2,1,13)##. Find an x, y-direction you should walk into stay at the same level.


Homework Equations


##D_u f = \nabla \cdot \textbf{u}##


The Attempt at a Solution


The directional derivative is the rate of change in the direction of ##\textbf{u}##, so we want the rate of change in the direction of ##\textbf{u}## to not change, i.e. ##\nabla \cdot \textbf{u} = \textbf{0}##. So calculating the gradient gives ##<1,1>##. Then ##<1,1> \cdot \textbf{u} = \textbf{0}##. So that means ##\textbf{u} = <0,0>##, but this is incorrect. Why?

Because going along ##\vec{u} = <0,0>## gets you nowhere: any multiple of 0 is still 0! What is the general criterion for the condition ##<u_x,u_y> \perp <1,1>##, expressed as an equation or equations involving ##u_x, \, u_y##?
 
Last edited:
  • #3
E7.5 said:
Then ##<1,1> \cdot \textbf{u} = \textbf{0}##. So that means ##\textbf{u} = <0,0>##,
By definition, you need a nontrivial solution of <1,1>.u = 0. u = <0,0> is not the only solution.
 

Related to Finding a direction to not change the level

1. How do you determine the direction to not change the level?

The direction to not change the level is determined by analyzing the current level and identifying any patterns or trends. This may involve conducting experiments, collecting data, and using statistical analysis to make an informed decision.

2. What factors should be considered when finding a direction to not change the level?

Some factors that should be considered include the current level, previous levels, external influences, and the overall goal of the experiment or study. It's important to take a comprehensive approach and consider all relevant information when determining the direction to not change the level.

3. How do you ensure that the chosen direction will not change the level?

To ensure that the chosen direction will not change the level, it's important to carefully analyze the data and make informed decisions based on evidence. It may also be helpful to consult with other experts in the field or conduct multiple trials to confirm results.

4. Can the direction to not change the level be adjusted if necessary?

Yes, the direction to not change the level can be adjusted if new information or data becomes available. It's important to regularly reassess and make adjustments as needed to ensure the best possible outcome.

5. What are the potential implications of not finding the right direction to not change the level?

If the wrong direction is chosen or the level is not properly maintained, it can lead to inaccurate results and potentially jeopardize the validity of the experiment or study. It's important to carefully consider all options and make the best decision to avoid any potential negative implications.

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