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Ancient Scepticism 1st Edition Harald Thorsrud Digital
Instant Download
Author(s): Harald Thorsrud
ISBN(s): 9780520260269, 0520260260
Edition: 1
File Details: PDF, 2.47 MB
Year: 2009
Language: english
Ancient Scepticism
Ancient Philosophies

This series provides fresh and engaging new introductions to the

major schools of philosophy of antiquity. Designed for students of
philosophy and classics, the books offer clear and rigorous presenta-
tion of core ideas and lay the foundation for a thorough understand-
ing of their subjects. Primary texts are handled in translation and the
readers are provided with useful glossaries, chronologies and guides
to the primary source material.

Published
Ancient Scepticism Presocratics
Harald Thorsrud James Warren
Cynics Stoicism
William Desmond John Sellars
Neoplatonism
Pauliina Remes

Forthcoming
The Ancient Commentators Epicureanism
on Plato and Aristotle Tim O’Keefe
Miira Tuominen
Plato
Aristotle Andrew Mason
Vasilis Politis
Socrates
Classical Islamic Philosophy Mark McPherran
Deborah Black
Confucianism
Paul Goldin
Ancient Scepticism
Harald Thorsrud

acumen
© Harald Thorsrud, 2009

This book is copyright under the Berne Convention.

No reproduction without permission.
All rights reserved.

First published in 2009 by Acumen

Acumen Publishing Limited

Stocksfield Hall
Stocksfield
NE43 7TN
www.acumenpublishing.co.uk

isbn: 978-1-84465-130-6 (hardcover)

isbn: 978-1-84465-131-3 (paperback)

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available
from the British Library.

Typeset in Minion.
Printed and bound by Biddles Ltd., King’s Lynn.
For her patience, understanding and love, this book is
dedicated to Laura: amicus certus in re incerta cernitur.
Contents

Preface ix
Sources and abbreviations xi
Chronology xv

1 Introduction 1
2 Pyrrho and Timon: the origin of Pyrrhonian Scepticism 17
3 Arcesilaus: the origin of Academic Scepticism 36
4 Carneades 59
5 Cicero: the end of the sceptical Academy 84
6 Aenesidemus: the Pyrrhonian revival 102
7 Sextus Empiricus: the consistency of Pyrrhonian
Scepticism 123
8 Pyrrhonian arguments 147
9 The (ordinary) life of a Pyrrhonist 173

Notes 201
Guide to further reading 215
References 231
Index of passages 239
Index 245

vii
Preface

When I was a graduate student a slogan was proposed for a depart-

ment T-shirt: “Philosophy. We’ve done less in 2,500 years than most
people do in a single day.” The slogan was rejected. But it reflects
a serious sceptical sentiment. When we consider the remarkable
progress made by science in the past 400 years, philosophy appears
in an unfavourable light. At a minimum, we would like to know why
there is so little agreement among professional academics regarding
the solutions to philosophical problems, their proper articulation,
and even the methods suitable to resolving them.
My desire to find a satisfactory explanation of pervasive disagree-
ment has sustained my interest in the ancient Sceptics. From their
arguments and strategies, we can construct various explanations for
why philosophers have not and perhaps will not reach consensus.
There are, of course, plenty of non-sceptical solutions as well, and
I am not convinced that I have a satisfactory explanation yet. But
reflecting on the arguments of the ancient Sceptics has proved to be
immensely valuable in getting to grips with the broad issue of the
limits of reason.
The Sceptics also have some fascinating things to say about the
proper response to our rational limitations. These responses are
meant to show how Scepticism is a viable position and not merely
a set of arguments confined to the study or the classroom. While I

ix
ancient scepticism

cannot say that I have tried to live without beliefs, as the Sceptics
suggest we should, their proposals have inspired me to think more
clearly about fundamental problems regarding the nature of rational
belief and appearances, and the roles they play in action.
It is my hope that this book will encourage readers interested in
these and related issues to further their own enquiries. I have tried
not to presuppose familiarity with earlier Greek philosophers or with
the Sceptics’ contemporaries, instead supplying the details where
necessary. I have aimed at producing a coherent historical narrative
in which to situate the development and transmission of ancient
sceptical arguments and strategies.
Nearly every portion of this account, however, is controversial.
This is why I have tried to be thorough in providing references to both
primary and secondary sources. The references can always be ignored,
but they will be helpful for those interested in pursuing a particular
idea, especially given the variety of plausible interpretations that are
often available. Similarly, the guide to further reading is probably far
more extensive than many readers will require. But as it is arranged
in sections corresponding to the major figures and periods of ancient
Scepticism, I hope it will prove useful for further study.
I had the good fortune to be introduced to the ancient Sceptics by
Jim Hankinson and Paul Woodruff, and to Hellenistic philosophy
more generally by Stephen White. They were excellent guides, as well
as models, and have given me a great deal of encouragement. I am
very grateful to the publisher’s anonymous readers who provided
many detailed and insightful comments, as well as to Tim O’Keefe,
Wilhelm Nightingale and Ralph Anske, all of whom read and com-
mented on the manuscript. Also, my students in a seminar at Agnes
Scott College generously offered helpful comments on early drafts
of the chapters. Although it is likely that some errors or oversights
remain, this book is far better for the revisions I have been able to
make in response to this critical attention.
My thanks to Kate Williams for expert copy-editing and to Steven
Gerrard at Acumen for seeing this project through and for locating
the spectacular painting of Carneades on the cover.

x
Sources and abbreviations

Anonymous
In Tht. = In Theaetetum (Commentary on Plato’s Theaetetus)

Aristotle
NE = Nicomachean Ethics
Met. = Metaphysics
Rh. = Rhetoric

Augustine
Contra Ac. = Contra Academicos (Against the Academicians)

Aulus Gellius
NA = Noctes Atticae (Attic Nights)

Cicero
Ac. = Academica (Academic Books)
Amic. = De Amicitia (On Friendship)
Att. = Epistularum ad Atticum (Letters to Atticus)
De Or. = De Oratore (On the Orator)
Div. = De Divinatione (On Divination)
Fin. = De Finibus Bonorum et Malorum (On Moral Ends)
Fat. = De Fato (On Fate)
Inv. = De Inventione (On [Rhetorical] Invention)
Leg. = De Legibus (On the Laws)
ND = De Natura Deorum (On the Nature of the Gods)
Off. = De Officiis (On Duties)

xi
ancient scepticism

Orat. = Orator
Rep. = De Republica (On the Republic)
Top. = Topica
Tusc. = Tusculanae Disputationes (Tusculan Disputations)

Diogenes Laertius
DL = Lives and Opinions of Eminent Philosophers in Ten Books

Eusebius
Praep. Ev. = Praeparatio Evangelica (Preparation for the Gospels)

Lactantius
Div. Inst. = Divinae Institutiones (Divine Institutes)

Philo of Alexandria
De Ebr. = De Ebrietate (On Drunkenness)

Philodemus
Index Ac. = Index Academicorum (History of the Academy)

Photius
Bib. = Bibliotheca (Library)

Plato
Ap. = Apology
Gorg. = Gorgias
Prot. = Protagoras
Rep. = Republic
Tht. = Theaetetus

Plutarch
Adv. Col. = Adversus Colotem (Against Colotes)
Com. Not. = De Communibus Notitiis (Against the Stoics on Common
Conceptions)
Prof. Virt. = De Profectibus in Virtute (On Moral Progress)
St. Rep. = De Stoicorum Repugnantiis (On Stoic Self-Contradictions)
Vit. Alex. = Vitae Parallelae, Alexander (Parallel Lives, Alexander)
Vit. Cat. Mai = Vitae Parallelae, Cato Maior (Parallel Lives, Life of Cato
the Elder)

Sextus Empiricus
M = Pros Mathēmatikous (Latin: Adversus Mathematicos; Against the
Professors)

xii
 sources and abbreviations

PH = Pyrrhoniae Hypotyposes (Outlines of Pyrrhonism)

Many of the passages from these and other relevant sources are excerpted
and translated in:
IG = B. Inwood & L. P. Gerson (eds), Hellenistic Philosophy: Introduc-
tory Readings, 2nd edn (Indianapolis, IN: Hackett, 1997).
LS = A. A. Long & D. N. Sedley (eds), The Hellenistic Philosophers, 2
vols (Cambridge: Cambridge University Press, 1987).

xiii
Chronology

Many of the dates below are approximate (see the Oxford Classical Dictionary
and Dorandi 1999). The dating of events in the Academy in the first century
bce is particularly controversial, as are the dates for the later Pyrrhonists.

bce
399 Death of Socrates
387 Plato opens the Academy
347 Death of Plato, Speusippus becomes head of the
Academy
334–324 Anaxarchus and Pyrrho travel through Asia with
Alexander the Great
335 Aristotle opens the Lyceum
300 Zeno opens the Stoa; Timon becomes a student of
Pyrrho
298 Arcesilaus comes to Athens, eventually studies at the
Academy
275 Death of Pyrrho
268 Arcesilaus becomes head of the Academy, initiating its
sceptical phase
241 Death of Arcesilaus
230 Death of Timon
156/5 Carneades goes to Rome as part of an Athenian
embassy, having earlier become head of the Academy

xv
ancient scepticism

137 Carneades retires

128 Death of Carneades, Clitomachus becomes head of the
Academy
110 Philo of Larissa becomes head of the Academy
90 Antiochus secedes from Philo’s Academy
89/8 Philo flees to Rome from political instability in Athens
early-mid 1st Aenesidemus revives Pyrrhonism
century (?)
84 Death of Philo
68 Death of Antiochus
46–44 Cicero writes most of his philosophical dialogues
43 Death of Cicero
1st century Anonymous commentator on Plato’s Theaetetus
Philodemus
30–45 ce Philo of Alexandria

ce
1st–2nd century (?) Agrippa (some time between Aenesidemus and
Sextus)
46–125 Plutarch
125–180 Aulus Gellius
2nd century Numenius
Aristocles (although he may be as early as the first
century bce)
2nd–3rd century Sextus Empiricus
3rd century Diogenes Laertius
240–320 Lactantius
260–339 Eusebius
354–430 Augustine
9th century Photius

xvi
one
Introduction

The Greek word skepsis means enquiry or investigation. But a sceptic

is not merely one who investigates; almost everyone does that. Scep-
tical investigation is distinctively shaped by the possibility of decep-
tion and error; and it is an important corrective to our credulous and
sometimes gullible inclinations. In this book we shall examine the
two philosophical movements – Pyrrhonian and Academic – that
stretch from approximately the third century bce to the second cen-
tury ce and together constitute ancient Scepticism.
Both Academic and Pyrrhonian Scepticism develop in compli-
cated ways in response to each other and in response to their com-
mon dogmatic opponents. In order to trace these lines of historical
influence and development, I present the Sceptics in the following
chapters in chronological order (with the exception of Chapters 5
and 6). While it would be misleading to describe the whole of ancient
Scepticism as a unified philosophical movement, the ancient Scep-
tics do share some family resemblances. As a general introduction,
I offer a brief characterization of common argumentative strategies
and concerns followed by a sketch of the historical narrative to be
developed and some remarks about the distinction between Aca-
demics and Pyrrhonists.

1
ancient scepticism

Suspension of judgement

By the time the Sceptics arrived on the scene there were many com-
peting and incompatible philosophical theories available. One of
the central preoccupations of Greek philosophy from the Presocrat-
ics onward was to account for the variability and deceptiveness of
appearances, and more generally to explain how and why things
change. This led to a great deal of speculation and philosophical
argument regarding the relation of appearance to reality. But on this
important issue, as on virtually everything else, philosophers disa-
gree. This fact adds considerably to the sceptic’s impression that we
are not up to the task of explaining the variability and deceptiveness
of appearances. Philosophers as well as ordinary people disagree
with each other about virtually everything; at times we even disagree
with ourselves.
The solution, it seems, must be epistemic: we need some non-
arbitrary and principled way to resolve these disagreements. But
even with regard to the proper method for resolving disagreements,
philosophers disagree.
All of this is grist for the sceptical mill. But ancient Scepticism
does not develop merely as a rejection of the aspirations and views
of earlier philosophers; it also draws on them in a positive way.
Perhaps the most valuable skill the Greek Sophists (fifth and
fourth centuries bce) offered to teach is the ability to argue persua-
sively for or against any proposition. Protagoras, for example, claims
that on every issue there are two opposed accounts (DL 9.51, see
also 3.37), and that mastering his rhetorical techniques will lead to
sound, practical judgement (Prot. 319a). The historian Thucydides,
who is strongly influenced by the Sophists, opposes one account of
events to another in order to do justice to the complexity of human
affairs and to arrive at a properly cautious, and informed, judgement
(History of the Peloponnesian War 1.22–23). The Sophist Antiphon
teaches his students how to oppose arguments for the sake of learn-
ing to be an effective legal advocate. For his part, Aristotle counters
Plato’s worry about the unscrupulous use of rhetorical power by
claiming that arguing for and against an issue, and deriving opposed

2
 introduction

conclusions from the same premises, helps us to discern where the

truth lies (Rh. 1.1; Topics 1.1–2, especially 101a34–36).
In general, the practice of opposing arguments was developed
as a valuable means of arriving at philosophical judgements about
the truth, deliberative decisions about the best course of action and
forensic judgements about innocence and guilt. In many of the Scep-
tical appropriations of this method, however, the outcome is suspen-
sion of judgement (epochē), even if the goal is initially the discovery
of truth. (However, Cicero’s later Academic version of this method
marks a reversion to its originally positive employment; see Chapter
5, and further below.)
In so far as the ancient Sceptics promote the suspension of judge-
ment, they are quite unlike other schools or movements. Normally
we seek to understand a philosopher in terms of his doctrines, and
the arguments he offers in support. For example, a Stoic believes
virtue is sufficient for a good life, an Aristotelian believes we need
some external goods in addition to virtue to live well, and an Epi-
curean believes nothing is worthwhile in the absence of pleasure.
When studying such philosophers we try to determine what their
doctrines amount to and why they believe them to be true.
We employ the same focus whether the doctrines in question are
positive or negative. An atheist, for example, argues that God does
not exist, or that we cannot know whether God exists. And an anti-
realist argues that there are no mind-independent structures in the
world, or that we cannot know such structures exist. Even though
we sometimes refer to such views as sceptical, we must note that
the cognitive attitude expressed is not uncertainty or indecision,
but rather a kind of belief: to disbelieve p is to believe that not-p.
From the agnostic’s standpoint, both the theist and the atheist are
mistaken. And generally speaking, from the standpoint of one who
has suspended judgement, those who confidently deny are just as
dogmatic as those who confidently affirm. For this reason the former
are often referred to as negative dogmatists.
It is controversial whether any ancient Sceptics were negative dog-
matists. Whether or not they were (which will be explored case by
case in the following chapters) it is easy to see how they might have

3
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three vectors Show that except in degenerate cases, (u X v) X w lies
in the plane of u and v, whereas u X (v X w) lies in the plane of v
and w. What are the degenerate cases? 33. Cancelation in cross
products If u X v =u X wandu # 0, then does v — w? Give reasons
for your answer. 34. Double cancelation If u # 0 and if ux v — u X w
and u:v = u: w, then does v = w? Give reasons for your answer.
Area of a Parallelogram Find the areas of the parallelograms whose
vertices are given in Exercises 35-40. 35. A(1,0), B(0, 1), 36. A(0,0),
B(7,3), 37. A(-1,2), B2, 0), 38. A(-6,0, B(1,—4), 39. A(0,0,0), BG,
2,4), 40. A(1,0,—1, B(1, 7,2), C(C-1,0, D(0,—D C(9,8, D(Q.5) C(7,1,
D(4, 3) C3, 1), D(-4,5) c(5, 1,4, D(Q,-1,0) C(2,4,—1) DO, 3, 2) Area
of a Triangle Find the areas of the triangles whose vertices are given
in Exercises 41-47. 41. A(O,0), B(-2,3, C3, 1) 42. A(—1,—1), B(3,3,
CQ2,1) 43. A(-5,3), B(1,-2) C(6,—2) 44. A(—6, 0), B(10,-5) C(-2,4)
45. A(1,0,0), B(0,2,0) | C(0,0, —1) 46. A(0,0,0, B(-L1,—1) C(3,0, 3)
47. A(1,—1,1), B(0,1,1, C(1,0,—1)
 720 Chapter 12: Vectors and the Geometry of Space 48.
Find the volume of a parallelepiped if four of its eight vertices are
50. Triangle area Find a concise 3 X 3 determinant formula that A(0,
0, 0), B(1, 2, 0), C(0, —3, 2), and D(3, —4, 5). gives the area of a
triangle in the xy-plane having vertices 49. Triangle area Find a 2 X 2
determinant formula for the area (a), 42), (bi, b2), and (ci, c5). of
the triangle in the xy-plane with vertices at (0, 0), (a,, a2), and (b,,
b2). Explain your work. 12 5 Lines and Planes in Space x FIGURE
12.35 A point P lies on L =à through A parallel to v if and only if PP
is a scalar multiple of v. This section shows how to use scalar and
vector products to write equations for lines, line segments, and
planes in space. We will use these representations throughout the
rest of the book in studying the calculus of curves and surfaces in
space. Lines and Line Segments in Space In the plane, a line is
determined by a point and a number giving the slope of the line. In
space a line is determined by a point and a vector giving the
direction of the line. Suppose that L is a line in space passing
through a point P (xo, yo, zo) parallel to a vector v = v;i + vj + v3k.
Then L is the set of all points P(x, y, z) for which PoP is parallel to v
(Figure 12.35). Thus, PaP = tv for some scalar parameter t. The
value of t depends on the location of the point P along the line, and
the domain of f is (—09,00). The expanded form of the equation PyP
= tv is (x — xg) + Y — y9j + (z — wk = tvii + vj + vk), which can
be rewritten as xb + yj + zk = xoi + yoj + zok + t(vii + vj + vk). (1)
If r(1) is the position vector of a point P(x, y, z) on the line and ro is
the position vector of the point Po(xo, yo. zo). then Equation (1)
gives the following vector form for the equation of a line in space.
Vector Equation for a Line A vector equation for the line L through
P(x, yo, zo) parallel to v is r(f) = rg + tv, —coo«t« oo, (2) where r is
the position vector of a point P(x, y, z) on L and fp is the position
vector of Py(xo, Yo, Zo) Equating the corresponding components of
the two sides of Equation (1) gives three scalar equations involving
the parameter f: X = X t fv, y= yo t tv; Z = Z% t 3. These equations
give us the standard parametrization of the line for the parameter
interval —00 < f < oO, Parametric Equations for a Line The standard
parametrization of the line through P)(Xxo, Yo, zo) parallel to y = vii
+ vj + y4 k is x = Xo + tvi, y = yo t lv, Z = zo t tva, —OO < f < oo
(3)
 xe 0, 4) WN, i T y = 2i + 4j — 2k X FIGURE 12.36 Selected
points and parameter values on the line in Example 1. The arrows
show the direction of increasing f. Q, 1,4) z ^ y x P(-3,2,—3)
FIGURE 12.37 Example 3 derives a parametrization of line segment
PQ. The arrow shows the direction of increasing t. 12.5 Lines and
Planes in Space 721 EXAMPLE 1 Find parametric equations for the
line through (—2, 0, 4) parallel to v = 2i + 4j — 2k (Figure 12.36).
Solution With Pj(xy Yo, zo) equal to (—2,0,4) and v;i + vj + vk equal
to 2i 4j — 2k, Equations (3) become x -— —2 + 2t, y = 4t, z—4 -—
At. E EXAMPLE 2 Find parametric equations for the line through
P(-3,2,—3) and Q(, —1, 4). Solution The vector PO = (1 - (-3)i + C1
— 2j + (4 — C3)k = 4i — 3j + 7k is parallel to the line, and
Equations (3) with (xo, yo, zo) = (73, 2, —3) give x — —3 + 4t,
y=2-3t, z=—-3 + Tt. We could have chosen Q(1, —1, 4) as the
“base point” and written x=1+ At, y=-l1- 3t, z=4+ Tt. These
equations serve as well as the first; they simply place you at a
different point on the line for a given value of t. Ei Notice that
parametrizations are not unique. Not only can the “base point"
change, but so can the parameter. The equations x = —3 + 4, y = 2
— 38, and z = —3 + 7P? also parametrize the line in Example 2. To
parametrize a line segment joining two points, we first parametrize
the line through the points. We then find the t-values for the
endpoints and restrict f to lie in the closed interval bounded by these
values. The line equations together with this added restriction
parametrize the segment. EXAMPLE 3 Parametrize the line segment
joining the points P(—3,2,—3) and Q(1, —1, 4) (Figure 12.37).
Solution We begin with equations for the line through P and Q,
taking them, in this case, from Example 2: Xx — —3 + At, y=2= 3f,
z=-3+ Tt. We observe that the point (x, y, Zz) = (-3 + 464,2 = 34,-3
+ 7A on the line passes through P(—3, 2, —3) at t = 0 and Q(1, —1,
4) at t = 1. We add the restriction 0 = f = 1 to parametrize the
segment: x — —3 +t, y=2 - 3t, z=-3+ 7, 0 s1-zl. | The vector form
(Equation (2)) for a line in space is more revealing if we think of a
line as the path of a particle starting at position Po(x, yo, zo) and
moving in the direction of vector v. Rewriting Equation (2), we have
r(f) = rg + tv v — av). (4) M Initial Time Speed Direction position
 722 Chapter 12: Vectors and the Geometry of Space
FIGURE 12.38 The distance from S to the line through P parallel to v
is |PS | sind, where 6 is the angle between PS and v. In other words,
the position of the particle at time f is its initial position plus its
distance moved (speed X time) in the direction v/|v| of its straight-
line motion. EXAMPLE 4 A helicopter is to fly directly from a helipad
at the origin in the direction of the point (1, 1, 1) at a speed of 60
ft/sec. What is the position of the helicopter after 10 sec? Solution
We place the origin at the starting position (helipad) of the
helicopter. Then the unit vector lL Ls 1 i+ j+ k V3 v3 v3 gives the
flight direction of the helicopter. From Equation (4), the position of
the helicopter at any time f is u= r(f) = rọ + t(speed)u =0+ roi * i Fi
k) = 20 VAi( + j + k). When t = 10sec, 200V3(i + j + k) (2003,
200V3, 200V3) . r(10) After 10 sec of flight from the origin toward
(1, 1, 1), the helicopter is located at the point (200V3, 200V3,
200V3) in space. It has traveled a distance of (60 ft/sec)(10 sec) =
600 ft, which is the length of the vector r(10). L| The Distance from
a Point to a Line in Space To find the distance from a point S to a
line that passes through a point P parallel to a vector v, we find the
absolute value of the scalar component of PS in the direction of a
vector normal to the line (Figure 12.38). In the notation of the
figure, the absolute value of the IBS ena which ie ZS Xl scalar
component is |PS| sin6, which is ES v Distance from a Point S to a
Line Through P Parallel to v | [P$ x v| M (5) EXAMPLE 5 Find the
distance from the point S(1, 1, 5) to the line p x=1+t, y=3-t, z= 2t.
Solution We see from the equations for L that L passes through P(1,
3, 0) parallel to v—i-j + 2k. With PS = (1 — Di + (10 — 3j + (5 —
Ok = —2j + 5k
 Plane M P(x, y, z) Poo; Yo. Zo) FIGURE 12.39 The standard
equation for a plane in space is defined in terms of a vector normal
to the plane: A point P lies in the plane through P) normal to n if —
and only if n° RP = 0. and 723 12.5 Lines and Planes in Space i j k
PSXv= |0 2 5) =i+ 5j + 2k, 1 =! 2 Equation (5) gives PS Xv | ae
OVID ue i |v| vVi-1-4 V6 An Equation for a Plane in Space A plane in
space is determined by knowing a point on the plane and its “tilt” or
orientation. This “tilt” is defined by specifying a vector that is
perpendicular or normal to the plane. Suppose that plane M passes
through a point P)(xo, yo. zo) and is normal to the nonzero vector n
= Ai + Bj + Ck. Then M is the set of all points P(x, y, z) for which
PoP is orthogonal to n (Figure 12.39). Thus, the dot product n* PaP
= 0. This equation is equivalent to (Ai + Bj + Ck): [G — xi + © — wi
+ (z — wk] = 0, so the plane M consists of the points (x, y, z)
satisfying A(x = xy) + B(y = yo) + C = zy) = 0. Equation for a Plane
Vector equation: Component equation: Component equation
simplified: The plane through P (x9, yo, Zo) normal to n = Ai + Bj +
Ck has — n:AP-0 A(x — x) + BO - xp + Cz-^z) ^0 Ax + By + Cz =
D, D = Ax; + By, + Czo where EXAMPLE 6 n = 5i + 2j — k. Solution
The component equation is 5x — (73) + 20 Simplifying, we obtain
Find an equation for the plane through P,(—3, 0, 7) perpendicular to
Or c-Do-—7)99. 5x t 154+ 2y-z+7=0 5x 2yz--22. [| Notice in
Example 6 how the components of n = 5i + 2j — k became the
coefficients of x, y, and z in the equation 5x + 2y — z = —22. The
vector n = Ai + Bj + Ck is normal to the plane Ax + By + Cz = D.
 724 Chapter 12: Vectors and the Geometry of Space my X n
% E FIGURE 12.40 How the line of intersection of two planes is
related to the planes’ normal vectors (Example 8). EXAMPLE 7 Find
an equation for the plane through A(0, 0, 1), B(2, 0, 0), and C(0, 3,
0). Solution We find a vector normal to the plane and use it with one
of the points (it does not matter which) to write an equation for the
plane. The cross product ij kK ABxAC-|2 0 -1|-3i-*2j- 6k 0 3 -I is
normal to the plane. We substitute the components of this vector
and the coordinates of A(0, 0, 1) into the component form of the
equation to obtain 3x — 0) + 2y — 0) + 6(@ — 1) = 0 3x + 2y + 6z
= 6. El Lines of Intersection Just as lines are parallel if and only if
they have the same direction, two planes are parallel if and only if
their normals are parallel, or n; = kn, for some scalar k. Two planes
that are not parallel intersect in a line. EXAMPLE 8 Find a vector
parallel to the line of intersection of the planes 3x — 6y — 2z = 15
and 2x + y — 2z = 5. Solution The line of intersection of two planes
is perpendicular to both planes’ normal vectors n; and n, (Figure
12.40) and therefore parallel to n; X n». Turning this around, n; X n,
is a vector parallel to the planes’ line of intersection. In our case, i j
k n; Xn 3 6 2| = 14i + 2j + 15k. ] =2 Any nonzero scalar multiple of
n, X n» will do as well. E EXAMPLE 9 Find parametric equations for
the line in which the planes 3x — 6y — 2z = 15 and 2x + y — 2z =
5 intersect. Solution We find a vector parallel to the line and a point
on the line and use Equations (3). Example 8 identifies v = 14i + 2j
+ 15k as a vector parallel to the line. To find a point on the line, we
can take any point common to the two planes. Substituting z = 0 in
the plane equations and solving for x and y simultaneously identifies
one of these points as (3,—1, 0). The line is x= 3 + 14t, y=-1 + 21,
z= 15t. The choice z = 0 is arbitrary and we could have chosen z =
1 or z = —1 just as well. Or we could have let x = 0 and solved for y
and z. The different choices would simply give different
parametrizations of the same line. Sometimes we want to know
where a line and a plane intersect. For example, if we are looking at
a flat plate and a line segment passes through it, we may be
interested in knowing what portion of the line segment is hidden
from our view by the plate. This application is used in computer
graphics (Exercise 74).
 12.5 Lines and Planes in Space 725 EXAMPLE 10 Findthe
point where the line x= 8+ n, y = —21, z=l+t intersects the plane
3x + 2y + 6z = 6. Solution The point (3 + 2t,—-2t,1 + r) lies in the
plane if its coordinates satisfy the equation of the plane, that is, if
(S2) + 2720 Fo 0-6 8--6t—4t - 6+ 6t—6 8t = —8 t-— 1. The point of
intersection is Œ, y, Olea = G ~ 2, 2,1 dne 1) = (2. 2,0). Hi The
Distance from a Point to a Plane If P is a point on a plane with
normal n, then the distance from any point S to the plane is the
length of the vector projection of PS onto n. That is, the distance
from S to the plane is a= m. In| (6) where n = Ai + Bj + Ck is
normal to the plane. EXAMPLE 11 Find the distance from S(1, 1, 3)
to the plane 3x + 2y + 6z = 6. Solution We find a point P in the
plane and calculate the length of the vector projection of PS onto a
vector n normal to the plane (Figure 12.41). The coefficients in the
equation 3x + 2y + 6z = 6 give n = 3i + 2j + 6k. n = 3i + 2j + 6k
S(1, 1, 3) 3x 2y + 62-6 *(0,0, 1) Distance from S to the plane M ^4
^4 ^4 Pos 0, 0) P(0, 3, 0) x FIGURE 12.41 The distance from S to
the plane is the length of the vector projection of PS onto n
(Example 11).
 726 FIGURE 12.42 The angle between two planes is
obtained from the angle between their normals. Exercises Chapter
12: Vectors and the Geometry of Space The points on the plane
easiest to find from the plane's equation are the intercepts. If we
take P to be the y-intercept (0, 3, 0), then PS = (1 — 0ji + (1 — 3j
+ GB — OK —-i- 2j + 3k, In| = VGP + 2) + (0? = V49 = 7. The
distance from S to the plane is d= PS Íni Length of proj, PS n lg Gi
PETE = |ü — 2j + 3k) (3i + 2i + Sx)| 3 4,18 17 pog" d = = Angles
Between Planes The angle between two intersecting planes is
defined to be the acute angle between their normal vectors (Figure
12.42). EXAMPLE 12 2x t y — 2z — 5. Find the angle between the
planes 3x — 6y — 2z — 15 and Solution The vectors n -3i- 6j -2k nm
-2i-4j-2k are normals to the planes. The angle between them is n'n
"— [LI |n; | |n] = cos! = 21 1.38 radians. tu About 79 degrees a
Lines and Line Segments Find parametric equations for the lines in
Exercises 1-12. 1. The line through the point P(3, —4, —1) parallel
to the vector i+jt+k The line through P(1, 2,—1) and Q(- 1, 0, 1)
The line through P(—2, 0, 3) and Q(3, 5, —2) The line through P(1,
2, 0) and Q(1, 1, —1) The line through the origin parallel to the
vector 2j + k Aw RO The line through the point (3,—2,1) parallel to
the line x=1+2t,y=2-14,z=3t 7. The line through (1, 1, 1) parallel to
the z-axis 8. The line through (2, 4,5) 3x + Ty — 5z = 21
perpendicular 9. The line through (0,—7,0) perpendicular to the
plane x + 2y + 2z = 13 10. The line through (2, 3, 0) perpendicular
to the vectors u = i + 11. 2j + 3k and v = 3i + 4j + 5k The x-axis
12. The z-axis Find parametrizations for the line segments joining
the points in Exercises 13-20. Draw coordinate axes and sketch each
segment, indicating the direction of increasing t for your
parametrization. 13. (0,0,0), (11,3/2) 14. (000,0, (1,0,0) 15. (1,
0,0), (1, 1,0) 16. (1,1,0, | (LL I) to the plane 17. (0,1,1), (0, 1, 1)
18. (02,0, | (30,0) 19. (2,0, 2), (0,2,0) 20. (1,0, 1), (0, 3, 0)
 Planes Find equations for the planes in Exercises 21—26.
21. The plane through P,(0, 2, — 1) normal to n = 3i — 2j — k 22.
The plane through (1, —1, 3) parallel to the plane 3x ty +z=7 23.
The plane through (1, 1, — 1), (2, 0, 2), and (0, —2, 1) 24. The
plane through (2, 4, 5), (1, 5, 7), and (—1, 6, 8) 25. The plane
through P(2, 4, 5) perpendicular to the line x=54+4 y=14+34 2=4
26. The plane through A(1, —2, 1) perpendicular to the vector from
the origin to A 27. Find the point of intersection of the lines x = 2t +
1, y = 3t + 2, z=4t+3, and x= s + 2,y = 2s + 4,z = —4s 1, and
then find the plane determined by these lines. 28. Find the point of
intersection of the lines x = t, y = —t + 2, zrt-tl,andx-2s-c 2, y = s +
3,z = 5s + 6, and then find the plane determined by these lines. In
Exercises 29 and 30, find the plane containing the intersecting lines.
29. L:x 2-1*tf5 y=2+4 z-1-1£1 L2:x= 1 — 4s, y=1+2s, z^2-—2s 30.
Li:x=t, y=3-3t, z=-2-f6 L2:x=1+s, y=4+s5, z=-1 +s; œ < t <0 oo <
s <0 œ < tł < 0 co < s < œ 31. Find a plane through P (2, 1,—1)
and perpendicular to the line of intersection of the planes 2x + y —
z = 3,x + 2y +z ^ 2. 32. Find a plane through the points P,(1, 2, 3),
P,(3, 2, 1) and perpendicular to the plane 4x — y + 2z = 7.
Distances In Exercises 33-38, find the distance from the point to the
line. 33. (00,12; x—4t y=—2t, z= 2t 34. (00,0; x =54+ 34, y=5+4, z
——3-—95t 35. 2,1,3; x =2+ 24, y=1+64, z ^3 36. (2,1,-1); x= 2,
y=1+24, z-2t 37. (3,-1.4; x=4-4 y=3+2t, z—5-3t 38. (-1,4,3); x=
10+ 4t, y=-3, z=4t In Exercises 39—44, find the distance from the
point to the plane. 39. (2, 3,4), x + 2y + 2z = 13 40. (0,0,0), 3x +
2y + 62 =6 41. (0,1,1), 4y + 3z = -12 42. (2,2,3) 2x+y+2z=4 43.
(0,-1,0), 2x+y+2z=4 44. (1,0,—1), 45. Find the distance from the
plane x + 2y + 6z = 1 to the plane x + 2y + 6z = 10. 46. Find the
distance from the line x=2+tđfty=1+ft, z = —(1/2) — (1/2) to the
plane x + 2y + 6z = 10. 4x+y+z=4 12.5 Lines and Planes in Space
727 Angles Find the angles between the planes in Exercises 47 and
48. 4. xt+y=1, 2x+y-2z=2 48. 5x +y—-—z=10, x—-2y+3z=—-1 Use
a calculator to find the acute angles between the planes in Exercises
49-52 to the nearest hundredth of a radian. 49. 2x + 2y - 22 23, 2x
-2y -z ^ 5 50. x tz=1, z-0 (the xy-plane) SL 2x -2y ^-z ^3, xt2ytz2
52. 4y + 3z = 12, 3x + 2y+ 62-6 Sé Intersecting Lines and Planes In
Exercises 53—56, find the point in which the line meets the plane.
53. x -1— t, y=3t z=1lt+h 2x—-yctà3z-6 54. x 2-2, y=3+4+ 24,
z=-2-24 6x + 3y- 4z = -12 55.x=1+24 y=1+ St, 56. x =—-1+ 34
y=-2, z=54 z= 3t, xtytz-2 2x —3z— 7 Find parametrizations for the
lines in which the planes in Exercises 57-60 intersect. 57. x+y+z=1,
x+y=2 58. 3x —6y = 27 = 3, 2x t y—22—2 59. x- 2y - 4z—-2, x+y-
2z=5 60. 5x — 2y = 1l, 4y- 5z = -17 Given two lines in space, either
they are parallel, they intersect, or they are skew (lie in parallel
planes). In Exercises 61 and 62, determine whether the lines, taken
two at a time, are parallel, intersect, or are skew. If they intersect,
find the point of intersection. Otherwise, find the distance between
the two lines. 61. Liix=3 + w, y2-1*445,z72-1 oO < f < oo L2:x = 1
+ 4s,y = 1 + 2s,z = —3 + 4s; co
 728 Chapter 12: Vectors and the Geometry of Space 68. 69.
70. 71. 72. 73. How can you tell when two planes Ajx + Bıy + Ciz =
D, and Ax + Bay + Cyz = D, are parallel? Perpendicular? Give
reasons for your answer. Find two different planes whose
intersection is the line x=1]1+żty=2-—tz=3 + 2t. Write equations
for each plane in the form Ax + By + Cz = D. Find a plane through
the origin that is perpendicular to the plane M: 2x + 3y + z = 12 in
a right angle. How do you know that your plane is perpendicular to
M? The graph of (x/a) + (y/b) + (z/c) = 1 is a plane for any nonzero
numbers a, b, and c. Which planes have an equation of this form?
Suppose Lı and L, are disjoint (nonintersecting) nonparallel lines. Is
it possible for a nonzero vector to be perpendicular to both Lı and
L5? Give reasons for your answer. Perspective in computer graphics
In computer graphics and perspective drawing, we need to represent
objects seen by the eye in space as images on a two-dimensional
plane. Suppose that the eye is at E(x, 0, 0) as shown here and that
we want to represent a point P\(x;, yj, zj) as a point on the yz-plane.
We do this by projecting P, onto the plane with a ray from E. The
point P, will be portrayed as the point P(0, y, z). The problem for us
as graphics designers is to find y and z given E and Pj. a. Write a
vector equation that holds between EP and EP,. Use the equation to
express y and z in terms of Xo, x), yj, and z,. l 2 6 Cylinders and
Quadric Surfaces Up to now, we have studied two special types of
surfaces: spheres and planes. In this section, we extend our
inventory to include a variety of cylinders and quadric surfaces.
Quadric surfaces are surfaces defined by second-degree equations in
x, y, and z. Spheres are quadric surfaces, but there are others of
equal interest which will be needed in Chapters 14-16. FIGURE
12.43 A cylinder and generating curve. Cylinders Z Generating curve
(in the yz-plane) EXAMPLE 1 generating curve parallel to x-axis b.
Test the formulas obtained for y and z in part (a) by investigating
their behavior at x, = 0 and x, = x, and by seeing what happens as
x) — oo. What do you find? z ^ 74. Hidden lines in computer
graphics Here is another typical problem in computer graphics. Your
eye is at (4, 0, 0). You are looking at a triangular plate whose
vertices are at (1, 0, 1), (1, 1, 0), and (—2, 2, 2). The line segment
from (1, 0, 0) to (0, 2, 2) passes through the plate. What portion of
the line segment is hidden from your view by the plate? (This is an
exercise in finding intersections of lines and planes.) A cylinder is a
surface that is generated by moving a straight line along a given
planar curve while holding the line parallel to a given fixed line. The
curve is called a generating curve for the cylinder (Figure 12.43). In
solid geometry, where cylinder means circular cylinder, the
generating curves are circles, but now we allow generating curves of
any kind. The cylinder in our first example is generated by a
parabola. Find an equation for the cylinder made by the lines parallel
to the z-axis that pass through the parabola y = x’, z = 0 (Figure
12.44). Solution The point Py(%, X07, 0) lies on the parabola y = x?
in the xy-plane. Then, for y any value of z, the point Q(x, xo”, z) lies
on the cylinder because it lies on the line X = Xo, y = xo? through Py
parallel to the z-axis. Conversely, any point Q(x, Xp”, z) whose y-
coordinate is the square of its x-coordinate lies on the cylinder
because it lies on the line X = Xo, y = xo? through P) parallel to the
z-axis (Figure 12.44). Regardless of the value of z, therefore, the
points on the surface are the points whose coordinates satisfy the
equation y — x?. This makes y — x Because of this, we call the
cylinder "the cylinder y = x^." a ? an equation for the cylinder.
 >N 2 1—— Qoo, xo^. D YA p xy, 0) —— oh = FIGURE
12.44 Every point of the cylinder in Example 1 has coordinates of the
form (xy, X97, z). We call it “the cylinder 2 y 7 x. 12.6 Cylinders and
Quadric Surfaces 729 As Example 1 suggests, any curve f(x, y) — c
in the xy-plane defines a cylinder parallel to the z-axis whose
equation is also f(x,y) — c. For instance, the equation x? + y? = 1
defines the circular cylinder made by the lines parallel to the z-axis
that pass through the circle x? + y? = 1 in the xy-plane. In a similar
way, any curve g(x, z) = c in the xz-plane defines a cylinder parallel
to the y-axis whose space equation is also g(x, z) = c. Any curve h(y,
z) = c defines a cylinder parallel to the x-axis whose space equation
is also h(y, z) = c. The axis of a cylinder need not be parallel to a
coordinate axis, however. Quadric Surfaces A quadric surface is the
graph in space of a second-degree equation in x, y, and z. In this
section we study quadric surfaces given by the equation Ax) + By) +
C2? + Dz = E, where A, B, C, D, and E are constants. The basic
quadric surfaces are ellipsoids, paraboloids, elliptical cones, and
hyperboloids. Spheres are special cases of ellipsoids. We present a
few examples illustrating how to sketch a quadric surface, and then
give a summary table of graphs of the basic types. EXAMPLE 2 The
ellipsoid 2 y, z —+5+5=1 P BR æ (Figure 12.45) cuts the coordinate
axes at (+a, 0, 0), (0, +b, 0), and (0,0, +c). It lies within the
rectangular box defined by the inequalities |x| < a, |y| < b, and |z|
< c. The surface is symmetric with respect to each of the coordinate
planes because each variable in the defining equation is squared.
Elliptical cross-section in the plane z = Zo Lp e \ Pu The ellipse Š +
— = i a? p? in the xy-plane y x The ellipse 2 2 : y? z2 r E - The
ellipse 7 + = a? e b c : in the yz-plane in the xz-plane yap FIGURE
12.45 The ellipsoid à y, z e P e in Example 2 has elliptical cross-
sections in each of the three coordinate planes. = 1 The curves in
which the three coordinate planes cut the surface are ellipses. For
example, 2 Ke oY d p z—90. =1 when
 730 Chapter 12: Vectors and the Geometry of Space The
parabola z — * y? in the yz-plane The parabola z = — 0, the cross-
section is a hyperbola, 2 Y x & BA with its focal axis parallel to the y-
axis and its vertices on the parabola in Equation (1). If Zo is
negative, the focal axis is parallel to the x-axis and the vertices lie on
the parabola in Equation (2). 2 2 Part of the hyperbola = 5 -1 >N in
the plane z = c 2 Part of the hyperbola 5 -= =l a in the plane z = —
c FIGURE 12.46 The hyperbolic paraboloid (y?/b?) — (x2/a?) = z/c,
c > 0. The cross-sections in planes perpendicular to the z-axis above
and below the xy-plane are hyperbolas. The cross-sections in planes
perpendicular to the other axes are parabolas. Near the origin, the
surface is shaped like a saddle or mountain pass. To a person
traveling along the surface in the yz-plane the origin looks like a
minimum. To a person traveling the xz-plane the origin looks like a
maximum. Such a point is called a saddle point of a surface. We will
say more about saddle points in Section 14.7. E Table 12.1 shows
graphs of the six basic types of quadric surfaces. Each surface
shown is symmetric with respect to the z-axis, but other coordinate
axes can serve as well (with appropriate changes to the equation).
 TABLE 12.1 Graphs of Quadric Surfaces 12.6 Cylinders and
Quadric Surfaces z Elliptical cross-section | " "d in the plane z = zo
Qo x3 X The ellipse = + > p er P in the xy-plane 2 The ellipse - * 3
x) in the xz-plane in the yz-plane t2 ELLIPSOID a5 to < Theellipse
£42 y. e ellipse 75 + p e in the plane z = c The line z = -Ê > in the
yz-plane z= AEE The line z = 5x in the xz-plane moe ELLIPTICAL
CONE 2 2 z The ellipse € + 4 ^ a g^! in the plane z — V2 The
hyperbola ee L ie ia 5-5-1 (0c 2 y. in the ne lane Gh, Vertex cop EP
in the yz-plane y " (0, 0, —c) Vertex z c HYPERBOLOID OF TWO
SHEETS >N A 2 i 2 y The ellipse Š +5 = 1 P a? b? The parabola z =
d a ~ in the xz-plane in the plane z = c The parabola z = a in the yz-
plane x > x à E ELLIPTICAL PARABOLOID E + a Part of the
hyperbola x E zZ = 1 in the xz-plane 2 2 4 š y The ellipse + + — = 2
P cop in the plane z = c 2 The ellipse 5 + ya p a b in the xy-plane
Part of the hyperbola z e in the yz-plane x y Zz HYPERBOLOID OF
ONE SHEET ~ + yg =1 a [4 The parabola z — B in the ye-plane ae
re Part of the hyperbola — —— = 1 pog in the plane z = c — Leap
Saddle SRLS « ee. 2 y Part of the hyperbola — p =1 The parabola z
= E "di in the plane z = —c d in the xz-plane y : 2 2 an AN WE: B 1
HYPERBOLIC PARABOLOID g^ me c0 731
 732 Chapter 12: Vectors and the Geometry of Space
Exercises 12.6 | Matching Equations with Surfaces k. l. In Exercises
1-12, match the equation with the surface it defines. Also, identify
each surface by type (paraboloid, ellipsoid, etc.). The surfaces are
labeled (a)-(1). ) 1. xX + y? + 42 = 10 2. 2+ dy? - 42 =4 | 3. 9y? +
2 = 16 4y4+2=x 7 . x=% -z2 6. r= =y = = 8 24-20-21 .x—-g-y 10.
z = —4x? — y? Drawing 11. 24422 12. 92 + 4y? + 27? = 36 Sketch
the surfaces in Exercises 13—44. a. CYLINDERS 13. 24 y= 14.z- ?—-
1 15. x? + 4z? = 16 16. 4x7 + y? = 36 ELLIPSOIDS 17. 9%? +y +2
=9 18. 4x? + 4y? + 2 = 16 19. 4x? + 9y? + 47? = 36 20. 9x? + 4y?
362 = 36 PARABOLOIDS AND CONES c. 21. z = x? + 4y? 22. z=8- x-
y 23. x= 4 = 4y = z 24.y=1-x2-2 25. x + y= z 26. 4x? + 92? = 9y?
HYPERBOLOIDS Wxert+y-2=1 28. y+ 2-321 29.2—-x-—y-21 30.
(2/4) - (2/4) - 2251 ü: HYPERBOLIC PARABOLOIDS 31. ?—-x-z 32.
x2— y-z ASSORTED 3.z:-1-y-x 34. 42 + 4? = 2? 35. y = - (2 + z2)
36. 16x? + 4? = 1 37. xP +y- z= 38. P+ 2=y 39. P+ 2=1 40. 165? +
92? = 4x? £ 41. z= - (2 + y?) 42. —-x-g221 43. 4 + 2— 4? = 44. 2
+y =z Theory and Examples 45. a. Express the area A of the cross-
section cut from the ellipsoid 2 2 y z 2 a Xt 7 x 9 I by the plane z —
c as a function of c. (The area of an ellipse with semiaxes a and b is
mab.) b. Use slices perpendicular to the z-axis to find the volume of
the ellipsoid in part (a). c. Now find the volume of the ellipsoid à y z
e P e Does your formula give the volume of a sphere of radius a if
a=b=c?
 46. The barrel shown here is shaped like an ellipsoid with
equal pieces 47. 48. 733 Chapter 12 Questions to Guide Your Review
b. Express your answer in part (a) in terms of h and the areas Ap
and A, of the regions cut by the hyperboloid from the planes
z=Oandz=h. cut from the ends by planes perpendicular to the z-
axis. The crosssections perpendicular to the z-axis are circular. The
barrel is 2h units high, its midsection radius is R, and its end radii
are both r. Find a formula for the barrel’s volume. Then check two
things. First, suppose the sides of the barrel are straightened to turn
the barrel into a cylinder of radius R and height 2h. Does your
formula give the cylinder's volume? Second, suppose r = 0 and h =
R so €. Show that the volume in part (a) is also given by the formula
V= "(Ao + AA, + Aj), m the barrel is a sphere. Does your formula
give the sphere’s volume? »^ Show that the volume of the segment
cut from the paraboloid 2 INE a be by the plane z = h equals half
the segment’s base times its altitude. Z č a. Find the volume of the
solid bounded by the hyperboloid 2 2 P ce P Ce and the planes z = 0
and z = h, h > 0. where A,, is the area of the region cut by the
hyperboloid from the plane z = A/2. Viewing Surfaces Plot the
surfaces in Exercises 49—52 over the indicated domains. If you can,
rotate the surface into different viewing positions. 49. 2=y*, -2zxz2,
-05zyzx2 50. z=1- y, -25x=<=2, -2
 734 Chapter 12: Vectors and the Geometry of Space
Chapter 12- Practice Exercises Vector Calculations in Two Dimensions
In Exercises 1—4, let u = (—3,4) and v = (2, —5). Find (a) the
component form of the vector and (b) its magnitude. 1. 3u — 4v
2.u-ctv 3. —2u 4. 5v In Exercises 5-8, find the component form of
the vector. 5. The vector obtained by rotating (0, 1) through an
angle of 27/3 radians 6. The unit vector that makes an angle of 77/6
radian with the positive x-axis 7. The vector 2 units long in the
direction 4i — j 8. The vector 5 units long in the direction opposite to
the direction of (3/5)i + (4/5)j Express the vectors in Exercises 9-12
in terms of their lengths and directions. 9. V2i + V2j 10. -i - j 11.
Velocity vector v = (-2sinf)i + (2cosf)j when t = 7/2. 12. Velocity
vector v = (e'cost — esini + (e'sint + e'cost)j when ¢ = In 2. Vector
Calculations in Three Dimensions Express the vectors in Exercises 13
and 14 in terms of their lengths and directions. 13. 2i — 3j + 6k 14.
i+ 2j — k 15. Find a vector 2 units long in the direction of v = 4i — j
+ 4k. 16. Find a vector 5 units long in the direction opposite to the
direction of v = (3/5)i + (4/5)k. In Exercises 17 and 18, find lv
,ju,v:uu:-vvXuux v, |v X ul, the angle between v and u, the scalar
component of u in the direction of v, and the vector projection of u
onto v. 17. v=i+j 18. v=i+ j+ 2k v—2i t j-2k u=-i-k In Exercises 19
and 20, find proj, u. 19. v= 2i+ j-—k 20. u=i- 2j u=i+j— 5k
v=it+j+k In Exercises 21 and 22, draw coordinate axes and then
sketch u, v, and u X v as vectors at the origin. 21.u-i v=it+j 22, u=i-
j, v=it+j 23. If |v| = 2, v — 2w]. w| = 3, and the angle between v
and w is 7/3, find 24. For what value or values of a will the vectors u
= 2i + 4j — 5k and v = —4i — 8j + ak be parallel? In Exercises 25
and 26, find (a) the area of the parallelogram determined by vectors
u and v and (b) the volume of the parallelepiped determined by the
vectors u, v, and w. 25. uc it j-k, v=2i+j+k, w--i-2j-3k 26 u=i+j, v-j
w=itjtk Lines, Planes, and Distances 27. Suppose that n is normal to
a plane and that v is parallel to the plane. Describe how you would
find a vector n that is both perpendicular to v and parallel to the
plane. 28. Find a vector in the plane parallel to the line ax + by = c.
In Exercises 29 and 30, find the distance from the point to the line.
29. (2, 2,0); x t y=t, z qt 30. (04,1; x 2t t, y=H=2+t zt 31.
Parametrize the line that passes through the point (1, 2, 3) parallel
to the vector v = —3i + 7k. 32. Parametrize the line segment joining
the points P(1, 2, 0) and Q(1, 3, — 1). In Exercises 33 and 34, find
the distance from the point to the plane. 33. (6,0,-6), x-y=4 34.
(3,0,10), 2x+ 3y+z=2 35. Find an equation for the plane that passes
through the point (3, —2, 1) normal to the vector n = 2i + j + k. 36.
Find an equation for the plane that passes through the point (—1,
6,0) perpendicular to the line x = —1 + ty = 6 — 2t, z= 3t. In
Exercises 37 and 38, find an equation for the plane through points P,
Q, and R. 37. (1, 1,2. Q2. , 3, RC-1,2, 71) 38. P(1, 0,0), Q(0, 1,0),
R(0,0, 1) 39. Find the points in which the line x = 1 + 2t, y ——1-—
f, z = 3t meets the three coordinate planes. 40. Find the point in
which the line through the origin perpendicular to the plane 2x — y
— z — 4 meets the plane 3x — 5y + 2z — 6. 41. Find the acute
angle between the planes x = 7 and x + y + V2z = -3. 42. Find the
acute angle between the planes x + y = l andy + z = 1. 43. Find
parametric equations for the line in which the planes x + 2y + z=
Land x — y + 2z = —8 intersect. 44. Show that the line in which the
planes x+2y—2z=5 and 5x-2y-—z=0 intersect is parallel to the line
x=-34+2t, y=3t z=14 4.
 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59.
60. 61. The planes 3x + 6z = 1 and 2x + 2y — z = 3 intersect in a
line. a. Show that the planes are orthogonal. b. Find equations for
the line of intersection. Find an equation for the plane that passes
through the point (1, 2, 3) parallel to u = 2i + 3j + k and v =i — j +
2k. Is v = 2i — 4j + k related in any special way to the plane 2x + y
= 5? Give reasons for your answer. — The equation n+ PyP = 0
represents the plane through Fy normal to n. What set does the
inequality n* P)P > O represent? Find the distance from the point
P(1, 4, 0) to the plane through A(0, 0, 0), B(2, 0, — 1), and C(2, —
1, 0). Find the distance from the point (2, 2, 3) to the plane 2x + 3y
+ 5z = 0. Find a vector parallel to the plane 2x — y — z = 4 and
orthogonaltoi+j+k. Find a unit vector orthogonal to A in the plane of
B and C if A= 2i-j+k,B=i+ 2) + k, andC =i+j-— 2k. Find a vector of
magnitude 2 parallel to the line of intersection of the planes x +
2y+z—-—1=Oandx—-—yt+2z+7=0. Find the point in which the line
through the origin perpendicular to the plane 2x — y —z — 4 meets
the plane 3x — 5y + 2z — 6. Find the point in which the line through
P(3, 2, 1) normal to the plane 2x — y + 2z = —2 meets the plane.
What angle does the line of intersection of the planes 2x + y —z —
0 and x + y + 2z = 0 make with the positive x-axis? The line y = 21,
gt intersects the plane x + 3y — z = —4 in a point P. Find the
coordinates of P and find equations for the line in the plane through
P perpendicular to L. Show that for every real number k the plane x-
2y+z7+3+kQx-y-—z+1)=0 contains the line of intersection of the
planes x—2y+z+3=0 and 2x-y-—z+1=0. Find an equation for the
plane through A(-2,0,—3) and B(1,—2,1) that lies parallel to the line
through C(-2, —13/5, 26/5) and D(16/5, —13/5, 0). Is the line x = 1
+ 2t, y = —2 + 3t, z = —5t related in any way to the plane —4x —
6y + 10z = 9? Give reasons for your answer. Which of the following
are equations for the plane through the points P(1, 1, — 1), Q(3, 0,
2), and R(—2, 1, 0)? 62. 63. 64. 735 Chapter 12 Practice Exercises
Qi — 3j + 3k): ((x + 2)i + Q — Djd x=3-4t y-^-llt, z22-—3t (x + 2)
+ 11@ - 1) = 3z (2i — 3j + 3k) X ((x + 2)i + (y — Dj d Qi — j + 3k)
X (—3i 4 zk) = 0 zk) = 0 k): (x + 2i + (y — Dj + zk) cP oe F Pp The
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