Vectors

Introduction
Although we live in a three-dimensional world, the functions and concepts we
have considered in PreCalculus are generally restricted to two dimensions. This
is also true in you first calculus courses. Only later in calculus are these concepts
extended to higher dimensions.
To gain an understanding of how much adding a third dimension can com-
plicate matters, consider the problem of describing a line that joins two points.
If the points lie in an xy-plane this is quite easily done. In this situation the
direction of the line can be described by the slope, that is, the ratio of the
difference in the y-coordinates to the difference in the x-coordinates. However,
we need three coordinates, generally denoted, x, y, and z to describe three-
dimensional space. So for a line joining two points in space we would expect to
have differences in the x, y, and z coordinates. No single ratio would describe
the direction of such a line.
This chapter lays the groundwork for studying multi-dimensional problems.
The initial step is to consider how points and directions in three-dimensional
space are described. The later sections of the chapter show how vectors are used
to represent planes and lines in space.

1
2

The Rectangular Coordinate System in Space

A three-dimensional coordinate system is needed to describe objects analytically
in space. The natural extension of the Cartesian, or rectangular, xy-coordinate
system in the plane is made by simply adding a third coordinate axis, labeled
the z-axis, which is perpendicular to the xy-plane.
Theoretically and analytically, this is a satisfactory procedure. Graphically,
however, problems can arise. The work of M. C. Escher titled “Waterfall,”
shown in Figure 1, illustrates in two dimensions a waterfall that is impossible to
have in three dimensions. The water in the channel appears to be at a constant
level, yet it must also flow uphill. This is an example of the fallacies that can
arise from adding a depth perception to a two-dimensional plane. However, the
plane is the only vehicle generally available for graphic representation, so we
use it as best we can, while being alert for possible contradictory images.

Figure 1

There are many ways to add a perception of depth to the two-dimensional

representation of a three-dimensional coordinate system. In your hand-drawn
sketches we suggest using a coordinate system constructed in the following man-
ner: Assume the plane determined by the y- and z-axes, the yz-plane, coincides
with the plane in which you draw, with the y-axis horizontal and the z-axis ver-
tical. Then the positive x-axis will be directed toward you. Draw the positive
x-axis as a straight line that has the appearance of making an angle of 135◦ with
both the positive y- and z-axes, and draw only the positive portion of each axis
unless the negative portion is needed for clarity. As an √ additional aid to the
perception of depth, use a scale with a physical length of 2/2 (approximately
3/4) units along the x-axis for each unit along the y- and z-axes, as shown in
 3

Figure 2. This
√ is a convenient scaling factor, since the diagonal of a unit square
has length 2, as shown in Figure 3. This relatively simple technique should
enable you to sketch any of the figures you are likely to encounter in calculus.

Figure 2

Figure 3

Some of the figures in the text have been computer generated, using sophis-
ticated scaling and rotation techniques. They are generally oriented so that
the have a similar appearance to those you will be constructing by hand, but
have the additional advantage that you can “see” down both the positive x- and
y-axes.
A point in space is represented in this rectangular coordinate system by an
ordered triple called the coordinates of the point. A point with coordinates
 4

(a, b, c) is drawn by sketching the rectangular parallelepiped shown in Figure 4.

On this parallelepiped the point (a, b, c) is the vertex diagonally opposite the
vertex at the origin (0, 0, 0).

Figure 4

The coordinates of a point in the xy-plane have the form (a, b, 0); similarly, in
the xz-plane, (a, 0, c); and in the yz-plane, (0, b, c). The xy-, yz-, and xz-planes
(also known as the coordinate planes) divide space into eight sections called
octants. The portion of space determined by those points whose coordinates are
all positive is called the first octant. The other seven octants are not given
names.

EXAMPLE 1 Sketch the points (2, 3, 2) and (4, 4, 3).

Solution These points lie in the first octant and are shown in Figures 5(a) and (b). 

Figure 5
 5

Although it is easy to observe the relative position of the points in Example

1 when the parallelepipeds are drawn, note that when the parallelepipeds are
removed from the sketch, the points are indistinguishable, as shown in Figure
6.

Figure 6

In fact, the point in this sketch could have coordinates (0, 2, 1), (−2, 1, 0), or
even (−100, −48, −49). Although drawing a parallelepiped involves extra work,
this example demonstrates that it is the only way to be confident of the graphic
representation.

Figure 7

A parallelepiped is also used to find a formula for the distance between two
points in space. Suppose P1 (x1 , y1 , z1 ) and P2 (x2 , y2 , z2 ) are two points in space.
Consider the parallelepiped shown in Figure 7 with diagonally opposite vertices
at P1 and P2 and sides parallel to the coordinate planes. Let Q be the point
whose first two coordinates agree with those of P2 and whose third coordinate
 6

is z1 (see Figure 7). The line from Q to P1 is perpendicular to the line from Q
to P2 , so the Pythagorean Theorem implies that

[d(P1 , P2 )]2 = [d(P1 , Q)]2 + [d(Q, P2 )]2 ,

where, as usual, d denotes the distance between the specified points. However,

d(Q, P2 ) = |z2 − z1 |

and 
d(P1 , Q) = (x2 − x1 )2 + (y2 − y1 )2 ,
so
[d(P1 , P2 )]2 = (x2 − x1 )2 + (y2 − y1 )2 + (z2 − z1 )2 .
Thus the distance between P1 (x1 , y1 , z1 ) and P2 (x2 , y2 , z2 ) is

d(P1 , P2 ) = (x2 − x1 )2 + (y2 − y1 )2 + (z2 − z1 )2 . (1)

This is the natural extension of the two-dimensional distance formula.

Figure 8

In a similar manner, the midpoint of the line segment joining P1 and P2 has
the same form as in the plane (see Figure 8). The midpoint of the line segment
joining P1 (x1 , y1 , z1 ) and P2 (x2 , y2 , z2 ) is
 
x1 + x2 y1 + y2 z1 + z2
, , . (2)
2 2 2

EXAMPLE 2 Find (a) the distance between the points P1 (1, −1, 2) and P2 (3, 4, −1) and (b)
the midpoint of the line segment joining P1 and P2 .
 7

Solution a) The distance is

 √ √
d(P1 , P2 ) = (3 − 1)2 + (4 − (−1))2 + (−1 − 2)2 = 4 + 25 + 9 = 38.

b) The midpoint of the line segment joining P1 and P2 is

   
1 + 3 −1 + 4 2 − 1 3 1
, , = 2, , .
2 2 2 2 2

EXAMPLE 3 Find an equation of the sphere with center (h, k, l) and radius r.This is shown
in Figure 9.

Figure 9

Solution A point is on the sphere if and only if the distance from the point to the center
(h, k, l) is the constant r. So (x, y, z) lies on the sphere precisely when

r = d((x, y, z), (h, k, l)) = (x − h)2 + (y − k)2 + (z − l)2 .

Squaring both sides gives

r2 = (x − h)2 + (y − k)2 + (z − 1)2 ,

the standard equation of a sphere of radius r with center (h, k, l).

EXAMPLE 4 Describe geometrically the set of points (x, y, z) that satisfy the equation x2 +
y 2 = 1.
Solution For every value of z, the equation x2 + y 2 = 1 describes a circle with radius
1. There is no restriction on z, so z can assume any real-number value. The
equation describes a right circular cylinder whose center is the z-axis, as shown
in Figure 10. The cylinder extends infinitely above and below the xy-plane.
8

Figure 10

Exercise Set: Three-Dimensional Space

1. Plot each of the following 3. A(1, 2, 3), B(−1, 3, 4)

points and sketch the associated par-
allelepiped. 4. A(2, 5, 0), B(3, −3, 1)
5. A(−3, 4, 0), B(−3, 4, 2)
a. (1, 3, 4)
6. A(0, 0, 0), B(4, 2, −4)
b. (1, −3, 4) 7. A(1, 8, 3), B(0, 1, 0)
c. (2, 4, −3) 8. A(3, 5, 0), B(5, 3, 0)
2. Plot each of the following In Exercises 9–12, the points A and B
points and sketch the associated par- are the endpoints of a diagonal of a
allelepiped. parallelepiped having its faces parallel
to the coordinate planes.
a. (2, 3, 3)
a) Sketch the parallelepiped.
b. (−2, 3, 3)
b) Find the coordinates of the other
c. (−2, −3, 3) vertices.

In Exercises 3–8, (a) plot the points A 9. A(0, 0, 0), B(2, 4, 4)

and B, (b) find the distance between
10. A(2, 2, 0), B(3, 5, 4)
them, and (c) find the midpoint of the
line segment joining points A and B. 11. A(3, 0, 0), B(4, 3, 5)
 9

12. A(0, 2, 0), B(2, −2, 4) 24. Consider the points (4, 4, 1),
(1, 1, 1), and (0, 8, 5).
In Exercises 13–16, find an equation of
the sphere with center C and radius r.
13. C(0, 0, 0), r = 2 a. Show that they are the vertices
14. C(2, 0, 0), r = 2 of a right triangle.
15. C(2, 3, 4), r = 1
16. C(0, 3, 0), r = 3 b. Find an equation of the sphere
passing through the three points
In Exercises 17–20, find the center and and having a diameter along the
radius of the sphere whose equation is hypotenuse of the triangle.
given.
17. x2 + y 2 + z 2 + 2x − 4y + 6z = 0
25. Sketch the points (2, 4, 2),
18. 3x2 + 3y 2 + 3z 2 + 6x − 3y + 6z = 1
(2, 1, 5), and (5, 1, 2) and show that
19. 2x2 + 2y 2 + 2z 2 + 8x − 8z = −7 they are the vertices of an equilateral
20. x2 +y 2 +z 2 −10x−6y −2z +31 = 0 triangle.
21. Find an equation of the sphere 26. The floor of a room is 12 ft by
having endpoints of a diameter at 8 ft and the height of the ceiling is
(−2, 1, 1) and (1, 4, 5). 7 ft. Make a representative sketch of
22. Find an equation of a sphere the room in a three-dimensional coor-
having center at (1, 2, 3) and passing dinate system and label the points cor-
through the origin. responding to the corners of the room.
23. Sketch the parallelepiped consist- 27. A dome tent has a circular floor
ing of the points (x, y, z) with 2 ≤ x ≤ with diameter 8 ft. The height of the
4, 2 ≤ y ≤ 3, and 0 ≤ z ≤ 5. Give the tent in the center is 6 ft. Make a repre-
coordinates of the eight corners of the sentative sketch of the tent in a three-
parallelepiped. dimensional coordinate system.
10

Vectors in Space
Certain physical properties are described by stating a magnitude. These are
called scalar properties and include, for example, the distance between points,
the temperature of a surface, and the volume and mass of a solid. Other prop-
erties can be described only by specifying both a magnitude and a direction.
Examples of this type are particularly abundant in physics, and include the
concepts of force, velocity, acceleration, and momentum.
In the xy-plane the direction from a point in the plane can be described
by the slope of the line that passes through the point. The slope is the ratio
of the change in the y-coordinates of point on the line to the change in the
x-coordinates.
In three-dimensional space we would need three ratios to describe the direc-
tion from a point because there are now three pairs of coordinates, the xy, yz,
and xz. Instead of proceeding in this manner we use the concept of a vector,
and properties that need to be described using both a magnitude and a direction
are consequently called vector properties. Later in the section we will see that
this concept could also have been used to describe lines in space.

Definition 1. A vector a in three-dimensional space is an ordered triple of

real numbers, written a = a1 , a2 , a3 . The numbers a1 , a2 , and a3 are called
the components of a in the x-, y-, and z-directions, respectively.

The component of the vector a = a1 , a2 , a3  describe changes in the x, y,

and z, direction respectively. The magnitude, or length, of the vector a, written
a, is defined by

a = a21 + a22 + a23 . (3)

There are some quite natural definitions associated with vectors.

• Two vectors a = a1 , a2 , a3  and b = b1 , b2 , b3  are equal if and only if

their components are equal, that is,

a1 = b 1 , a2 = b 2 , and a3 = b3 .

• Any vector of length 1 is called a unit vector.

• The only vector with length 0, the vector 0 = 0, 0, 0, is called the zero
vector.
 11

Figure 1

A nonzero vector a = a1 , a2 , a3  can be represented geometrically by a

directed line segment of length a. Any line segment that begins at an arbitrary
point P (x, y, z) and ends at the point Q(x + a1 , y + a2 , z + a3 ) represents a. (An
instance of this is shown in Figure 1.)
When the vector representation begins at the point P and ends at the point
Q, the point P is called an initial point for the vector a, and Q is the corre-
sponding terminal point. This is expressed by writing
−−→
P Q = a.

Figure 2 gives an example of this representation; the arrowhead on the line

segment indicates the direction of the vector a.

Figure 2
 12

Boldface type is used in text to distinguish vector quantities from scalar

quantities. It is also common practice to write the vector a as a when boldface
is not available.

EXAMPLE 1 a) Find the vector with initial point (1, 2, −1) and terminal point (2, 3, 4).
b) Determine the length of this vector.

Solution a) The vector is 2 − 1, 3 − 2, 4 − (−1) = 1, 1, 5.

b) The length of this vector,
 √ √
1, 1, 5 = 12 + 12 + 52 = 27 = 3 3,

is the distance between (1, 2, −1) and (2, 3, 4) (see Figure 3).

Figure 3

Vectors in the Plane

The vectors in the xy-plane are simply those whose third coordinate is zero,
that is the collection of all vectors of the form a1 , a2 , a3 , where a3 = 0.
When considering only vectors in the xy-plane, we often write the vector
a1 , a2 , 0 as a1 , a2 . Results true for general vectors in space are true as well
for vectors in the xy-plane. In fact, vectors in the xy-plane are often used to
illustrate vector concepts when a two-dimensional representation will suffice.

EXAMPLE 2 a) Find the position-vector representation for the vector in the xy-plane with
initial point (3, 4) and terminal point (−2, 1).
b) Determine the length of this vector.
 13

Figure 4

Solution a) If a = a1 , a2  denotes this vector, then

a1 = −2 − 3 = −5 and a2 = 1 − 4 = −3,

so a = −5, −3. The position-vector representation is shown in Figure 4.

b) The length of a = −5, −3 is the same as the length of the vector −5, −3, 0,
that is,  √
a = (−5)2 + (−3)2 = 34.

Flexible Positions for Vectors

An infinite number of directed line segments represents each nonzero vector
since the choice of initial point for a directed line segment is arbitrary. All
directed line segments that represent the same vector are related to one another
by parallel translations, as shown in Figure 5.
 14

Figure 5

To establish results concerning vectors, it is generally more convenient to use

the analytic representation given in Definition 3. However, in most applications
we consider vectors as directed line segments that can be moved using parallel
translations.

EXAMPLE 3 Find the terminal point of the vector 3, 0, 1 if the initial point is (a) (−1, 1, 0);
(b) (2, e, π); (c) (0, 0, 0).

Figure 6

Solution The directed line segments representing 3, 0, 1 with these initial points are
shown in Figure 6.
a) When the initial point is (−1, 1, 0), the terminal point is (−1+3, 1+0, 0+1) =
(2, 1, 1).
b) When the initial point is (2, e, π) the terminal point is (5, e, π + 1).
c) When the initial point is (0, 0, 0) the terminal point is (3, 0, 1).

−−→
Associated with each point P (x, y, z) in space is a unique vector OP with
initial point at the origin O and terminal point P . This vector is called the
position vector for the point P .
Every vector a = a1 , a2 , a3  is the position vector for precisely one point
in space, that is, the point with coordinates (a1 , a2 , a3 ). The directed line
segment from the origin (0, 0, 0) to (a1 , a2 , a3 ) is called the position-vector
representation for a.

EXAMPLE 4 Find the position-vector representation for the vector with initial point (1, 3, −1)
and terminal point (−1, 0, 4).
 15

Solution This vector, −1 − 1, 0 − 3, 4 − (−1) = −2, −3, 5 is the position vector for the
point (−2, −3, 5) The position-vector representation is shown in Figure 7.

Figure 7

Arithmetic Operations on Vectors

Arithmetic operations on vectors can be defined in a very natural way.

Definition 2. If a = a1 , a2 , a3  and b = b1 , b2 , b3  are vectors and α is a real

number, then

i) a + b = a1 + b1 , a2 + b2 , a3 + b3 ;

ii) a − b = a1 − b1 , a2 − b2 , a3 − b3 ;

iii) αa = αa1 , αa2 , αa3 .

Definitions 2(i) and 2(ii) are called vector addition and vector subtrac-
tion, respectively, and 2(iii) is known as scalar multiplication. The vector
sum a + b is called by some authors the resultant vector of a and b.
Vector addition can be described geometrically as follows. Suppose a and
b are two vectors drawn so that the terminal point of a and the initial point
of b coincide. With the vectors in this position, a + b is the vector from the
initial point of a to the terminal point of b, as illustrated in Figure 8(a). Since
b + (a − b) = a, this description of addition enables us to represent vector
subtraction geometrically, as shown in Figure 8(b).
 16

Figure 8

Scalar multiplication by a real number α has the effect of compressing, when

|α| < 1, or expanding, when |α| > 1, the length of the vector. In addition, when
α is positive, αa has the same direction as a, but when α is negative, αa and a
have opposite directions (see Figure 8(c)).

EXAMPLE 5 Find the sum and difference of the vectors a = 3, 1, 0 and b = 2, 4, 0 and
illustrate this sum geometrically.
Solution We have
a + b = 3, 1, 0 + 2, 4, 0 = 5, 5, 0
and
a − b = 3, 1, 0 − 2, 4, 0 = 1, −3, 0.
Since these vectors lie in the xy-plane, they can be represented as shown in
Figure 9.

Figure 9

The arithmetic vector results given on the next page follow from Definition 2.
Theorem 1. If a, b, and c are vectors and α and β are real numbers, then
 17

i) a + b = b + a; ii) a + (b + c) = (a + b) + c;
iii) (αβ)a = α(βa) = β(αa); iv) (α + β)a = αa + βa;
v) a + 0 = a; vi) 0(a) = 0;
vii) 1(a) = a; viii) αa = |α| · a.

The proofs of these results follow by applying properties of the real num-
bers to the components of the vectors. For example, if a = a1 , a2 , a3 , b =
b1 , b2 , b3 , and c = c1 , c2 , c3 , then

a + (b + c) = a1 + (b1 + c1 ), a2 + (b2 + c2 ), a3 + (b3 + c3 )

= (a1 + b1 ) + c1 , (a2 + b2 ) + c2 , (a3 + b3 ) + c3 )
= (a + b) + c.

Other parts of this theorem are considered in the exercises.

Scalar multiplication provides a precise manner for defining parallel vectors.

Definition 3. Nonzero vectors a and b are parallel if there is a real number α

such that a = αb. (We also say that the zero vector is parallel to every vector
a.)

Any nonzero vector a can be multiplied by the reciprocal of its length, 1/a,
to produce the unit vector, a/a, which has the same direction as a. The vector
−a/a is the unit vector in the direction opposite to a.

EXAMPLE 6 Find a unit vector that has the same direction as a = 2, −3, 6 and a unit
vector in the opposite direction.
√
Solution Since a = 4 + 9 + 36 = 7, the vector

 
a 1 2 3 6
= 2, −3, 6 = ,− ,
a 7 7 7 7


is the unit vector with the same direction as a, and − 27 , 37 , − 76 is the unit
vector in the opposite direction.
 18

Figure 10

Unit vectors of particular interest are those in the positive direction of the
coordinate axes (see Figure 10). These vectors are given the following special
designations:

i = 1, 0, 0, j = 0, 1, 0, k = 0, 0, 1. (4)

A vector a = a1 , a2 , a3  is expressed uniquely in terms of i, j, and k as

a = a1 , a2 , a3  = a1 i + a2 j + a3 k.

EXAMPLE 7 Express the vector a = −3, 2, 0 in terms of i, j, and k and illustrate this
representation geometrically.

Solution We have −3, 2, 0 = −3i + 2j + 0k = −3i + 2j. The representation is shown

in the xy-plane in Figure 11.20(a). Figure 11(b) shows the representation in
three-dimensional space.
 19

(a) (b)
Figure 11

Applications
EXAMPLE 8 A pilot is flying a plane headed northwest at an indicated airspeed of 140 knots
(nautical miles per hour). A wind coming from the southwest is blowing the
plane at a steady 30 knots. How far has the plane traveled in one hour?
Solution Suppose an xy-coordinate system is introduced with the positive x-axis pointing
east and the positive y-axis pointing north. Since the plane is heading northwest,
the unit vector in the direction of the heading of the plane is
√ √
3π 3π 2 2
a = cos i + sin j=− i+ j,
4 4 2 2

Figure 12

as shown in Figure 12(a). The unit vector b in the direction of the wind is
20

shown in Figure 12(b), where

√ √
π π 2 2
b = cos i + sin j = i+ j.
4 4 2 2
The flight of the plane is described by the resultant vector, shown in Figure
12(c):

√ √ 
√ √ 
2 2 2 2
140a + 30b = 140 − i+ j + 30 i+ j
2 2 2 2
√ √
= −55 2i + 85 2j.

The distance traveled by the plane in one hour is

√ √
140a + 30b = [(−55 2)2 + (85 2)2 ]1/2

= 20,500 ≈ 143.2 nautical miles.

Exercise Set:Three-Dimensional Vectors

In Exercises 1–6, the initial point A 11. Find a+b and illustrate this sum
and terminal point B of a vector are geometrically.
given. Find (a) the position-vector 12. Find 3a. Sketch a and 3a on the
representation, and (b) the length of same set of coordinate axes.
the vector. 13. Find −2c. Sketch c and −2c on
1. A(0, 0, 0), B(1, 5, 3) the same set of coordinate axes.
2. A(0, 2, 0), B(0, 2, 7) 14. Find a − c and illustrate this
difference geometrically.
3. A(2, 3, 4), B(2, −3, 4) 15. Find a + b + c.
4. A(1, 2, 0), B(3, 5, 0) 16. Find 2a − 3b + 4c.
5. A(−2, 2, 1), B(0, 5, 0) 17. Find c and  − 2c.
6. A(4, 1, 0), B(1, −2, 0) 18. Find a, b, and a + b.
In Exercises 7–10, a vector and its ini- 19. Find a unit vector that has the
tial point A are given. Find the termi- same direction as each of the following.
nal point of the vector.
7. v = 1, 3, 4, A(0, 0, 0) a. 2, 3, 4

8. v = 1, 3, 4, A(2, 1, 0) b. −1, 2, 3

9. v = −1, 2, 0, A(−4, 1, 1) 20. Find a unit vector that has di-
rection opposite that of each of the fol-
10. v = 2, −2, 1, A(0, 3, 3)
lowing.
In Exercises 11–18, a = 1, 1, 0, b =
−1, 1, 2, and c = 2, 3, 4. a. 2, 3, 4
 21

b. −1, 2, 3 a. Show that for some constants α

and β, c = α(a − b) and c =
21. Find two vectors parallel to (β/2)a + (β − 1)b.
3, 4, −1 that have length 3.
22. Find two vectors parallel to b. Show that part (a) implies that
2, 4, 4 that have length 7. c = (a − b)/3.
23. Express each of the following vec-
c. Prove that the lines joining a ver-
tors in terms of i, j, and k and illus-
tex of a parallelogram to the mid-
trate the representation geometrically.
points of the opposite sides di-
vide a diagonal of the parallelo-
a. 1, 4, 0 gram into three equal parts.
b. 1, 4, 5

c. 0, 2, 3

24. Determine which of the following

pairs of vectors are parallel.

a. 1, 0, 1, −1, 0, −1 29. Three children are pulling on

ropes attached to a common ring (see
b. 1, 0, 0, 1, 1, 0
the figure). The first child pulls in the
c. 2, 3, −1, 4, 6, −2 direction of the positive x-axis with a
force of 20 lb. The second child pulls in
d. 3, −1, 2, −6, 2, 4 the direction of the positive y-axis with
a force of 15 lb. If the ring does not
25. Show that if a and b are vectors move, in what direction and with what
and α is a real number, then α(a+b) = force must the third child be pulling?
αa + αb.
26. Show that if a is a vector and α
is a real number, then αa = |α| a.
27. Consider the accompanying fig-
ure, where c = (a + b)/2.

a. Write d in terms of b and c.

b. Prove that the diagonals of a par-

allelogram bisect each other.
30. A steady easterly wind is blowing
at the rate of 10 m/sec on a helium-
filled balloon attached to a string. In
still air, the balloon would rise verti-
cally at the rate of 2 m/sec (see the
figure). Where is the balloon and how
28. Consider the accompanying fig- much string has been released when
ure. the balloon is 100 m high?
22

32. A private pilot flies for 1 hr and

arrives at a point 100 mi due north
of his departure point. A steady wind
was blowing from the northwest at the
rate of 20 mph. In what direction
did the pilot fly and at what average
31. A canoeist crosses a 300-ft
stream in 1 min, arriving at a point di- speed?
rectly opposite the starting point. The 33. Suppose the pilot of the plane in
current in the stream is 3 ft/sec (see Exercise 32 flies to a point 100 mi due
the figure). In what direction did the south instead of due north. Assuming
canoeist paddle and at what average that the other conditions remain the
speed? same, in what direction and at what
average speed did the plane fly?
 23

The Dot Product of Vectors

In the preceding Section we saw that if a and b are vectors and α is a real
number, then the sum a + b, the difference a − b, and the scalar product αa
are all vectors. In this section we introduce an operation on a pair of vectors
that results in a real number. This operation is called the dot product of a pair
of vectors. It is also known as the inner or scalar product.

Definition 4. The dot product of the vectors a = a1 , a2 , a3  and b =

b1 , b2 , b3  is
a · b = a1 b 1 + a2 b 2 + a3 b 3 .

EXAMPLE 1 For vectors a = 1, −1, 1 and b = −2, 3, 1, find each of the following.

a) a·b b) a·a c) b·i d) b·j

Solution a) a · b = 1, −1, 1 · −2, 3, 1 = (1)(−2) + (−1)(3) + (1)(1) = −4

b) a · a = 1, −1, 1 · 1, −1, 1 = 1 + 1 + 1 = 3
c) b · i = −2, 3, 1 · 1, 0, 0 = −2 + 0 + 0 = −2
d) b · j = −2, 3, 1 · 0, 1, 0 = 0 + 3 + 0 = 3

Some immediate consequences of the definition of the dot product are listed
in the following theorem.

Theorem 2. If a, b, and c are vectors and α is a real number, then:

i) a · b = b · a; ii) (a + b) · c = a · c + b · c;
iii) (αa) · b = α(a · b); iv) 0 · a = 0;
2
v) a · a = a .

In addition,

vi) i · i = j · j = k · k = 1; vii) i · j = i · k = j · k = 0.

An alternative representation of the dot product uses the notion of the angle
between two vectors. The angle between nonzero vectors a and b is the
angle θ in [0, π] determined by the position-vector representations of a and b
(see Figure 1). If A denotes the terminal point of a and B denotes the terminal
point of b, then the angle between a and b is angle AOB.
24

Figure 1

If a and b are parallel vectors and b = αa, then we say that the angle
between a and b is zero when a and b have the same direction, that is, when
α > 0, and the angle is π when a and b have the opposite direction, that is,
when α < 0.
The following representation is sometimes given as the definition of the dot
product.
Theorem 3. If θ is the angle between the vectors a and b, then
a · b = a b cos θ.

Proof. Consider the position-vector representation of a and b. Connecting the

terminal points of these vectors forms a triangle with sides of length a, b,
and b − a (see Figure 2 ).

(a) (b)
Figure 2

The Law of Cosines applied to this triangle implies that

b − a2 = a2 + b2 − 2a b cos θ.
 25

It follows from Theorem (11.10) that

b − a2 = (b − a) · (b − a) = b · b − a · b − b · a + a · a
= b2 − 2a · b + a2 .

Thus
b2 − 2a · b + a2 = a2 + b2 − 2a b cos θ,
so
−2a · b = −2a b cos θ and a · b = a b cos θ.


EXAMPLE 2 Find the dot product of the vectors 3, 0, −1 and 2, 1, 2 and determine the
angle between them.
Solution The dot product of these vectors is

3, 0, −1 · 2, 1, 2 = 6 + 0 − 2 = 4.

Since √ √
3, 0, −1 = 10 and 2, 1, 2 = 9 = 3,
it follows from Theorem (11.11) that
√
a·b 4 2 10
cos θ = = √ = ,
a b 3 10 15
so
√ 
2 10
θ = arccos ≈ 1.14.
15
EXAMPLE 3 Show that the points (0, 0, 0), (3, 1, 0), and (−2, 6, 0) are the vertices of a right
triangle with the right angle at the origin.
Solution Let θ denote the angle at the origin and a = 3, 1, 0 and b = −2, 6, 0 be the
position vectors for the other two vertices, as shown in Figure 3. Then θ is the
angle between a and b.

Figure 3
Since
a · b = 3, 1, 0 · −2, 6, 0 = −6 + 6 + 0 = 0,
26

we have
a·b
cos θ = = 0,
a b
and θ = π/2. (An alternative method for solving this problem is to show that
a2 + b2 = a − b2 . This is considered in Exercise 34.)

Motivated by the preceding example, we make the following definition.

Definition 5. Vectors a and b are said to be orthogonal (or perpendicular) if

θ, the angle between a and b, is π/2. (In addition, we say that 0 is orthogonal
to every vector.)

A corollary of Theorem (11.11) follows from this definition.

Corollary 1. Vectors a and b are orthogonal if and only if a · b = 0.

Direction Angles and Direction Cosines

Three angles of particular interest for a vector a = a1 , a2 , a3  are the angles
α between a and i, β between a and j, and γ between a and k (see Figure 4).
These are called the direction angles of a. The numbers cos α, cos β, and
cos γ are called the direction cosines of a.

Figure 4

Theorem 4. The direction cosines of a nonzero vector a = a1 , a2 , a3  satisfy

a1 a2 a3
cos α = , cos β = , cos γ =
a a a

and
(cos α)2 + (cos β)2 + (cos γ)2 = 1.
 27

Proof.
a·i a1 a·j a2
cos α = = , cos β = = ,
a i a a j a
and
a·k a3
cos γ = = .
a k a
Thus
a21 a2 a2 a2
(cos α)2 + (cos β)2 + (cos γ)2 = 2
+ 22 + 32 = = 1.
a a a a2

Since any vector a = a1 , a2 , a3  can be written as a = a1 i + a2 j + a3 k,
Theorem 4 implies that
a = a(cos αi + cos βj + cos γk). (5)

EXAMPLE 4 Find the direction cosines and direction angles of the vector a = 1, −2, 2.
√
Solution Since a = 1 + 4 + 4 = 3, we have
1 2 2
cos α = , cos β = − , and cos γ = .
3 3 3
So    
1 2
α = arccos ≈ 1.23, β = arccos − ≈ 2.30,
3 3
and  
2
γ = arccos ≈ 0.84.
3
The position-vector representation of a is shown in Figure 5.

Figure 5
28

The Triangle inequality for Vectors

Theorem 3 implies that for any vectors a and b,

|a · b| = a b | cos θ|.

Since | cos θ| ≤ 1 for all values of θ,

|a · b| ≤ a b. (6)

Inequality (6) is called the Cauchy-Buniakowsky-Schwarz Inequality. It

is used to establish the important result given in Theorem 5. This result is
known as the Triangle Inequality.

Theorem 5. For any vectors a and b, a + b ≤ a + b.

Proof. Consider a + b2 and apply Theorem 2 part v and Inequality (6):

a + b2 = (a + b) · (a + b)
= a·a+b·a+a·b+b·b
= a2 + 2a · b + b2
≤ a2 + 2|a · b| + b2
≤ a2 + 2a b + b2 = (a + b)2 .

Taking the positive square root of each side produces the result. 

If Theorem 5 is interpreted geometrically, it says that the length of one side

of a triangle cannot exceed the sum of the lengths of the remaining two sides
(see Figure 6).

Figure 6
 29

Orthogonal Projections
For a fixed nonzero vector a, any vector b can be written uniquely as the sum
of a vector that is parallel to a and another vector that is orthogonal to a. The
portion of the sum parallel to a is called the orthogonal projection of b onto
a and is denoted proja b (see Figure 7).

(a) (b)

Figure 7

The triangles in Figure 7 indicate that the length of proja b is given by

proja b = | b cos θ|.

But a · b = a b cos θ, so

     
   a · b   a · b 
  
proja b = b cos θ = b = .
a b   a 

The number (a · b)/a is called the component of b in the direction of a

and denoted
a·b
compa b = . (7)
a
Since a/a is the unit vector in the direction of a,
 
a a·b
proja b = compa b = a. (8)
a a2

The details of the decomposition of a vector b into the sum of two vectors,
one parallel to a and the other orthogonal to a, are given in the following
theorem.
Theorem 6. Suppose a is a fixed nonzero vector. Then any vector b can be
written uniquely in the form b = b1 + b2 , where b1 is parallel to a and b2 is
orthogonal to a. Moreover,
 30

 
a a·b
b1 = proja b = (compa b) = a and b2 = b − proja b.
a a2
Proof. By definition of proja b, the vector b1 is parallel to a. With b2 defined
by b2 = b − b1 , it is clear that b = b1 + b2 . It remains to show that b2 is
orthogonal to a, that is, that a · b2 = 0:
   
a·b a·b
a · b2 = a · (b − b1 ) = a · b − a · a = a · b − a2 = 0.
a2 a2


EXAMPLE 5 Decompose b = 2, 3, −1 into a sum b1 +b2 , where b1 is parallel to a = 0, 4, 2
and b2 is orthogonal to a.
Solution We have
a·b 0, 4, 2 · 2, 3, −1 10 √
compa b = = √ = √ = 5
a 0 + 16 + 4 2 5
and  
a √ 0, 4, 2
proja b = compa b = 5 √ = 0, 2, 1.
a 2 5
So b1 = 0, 2, 1 and b2 = b − b1 = 2, 3, −1 − 0, 2, 1 = 2, 1, −2. Figure 8
shows the decomposition.

Figure 8

Applications
One application of the orthogonal projection of one vector onto another arises
in the definition of the work done by a force in moving an object. If a constant
 31

force F is applied in the direction of motion, then the work W done by F in

moving an object a distance D is

W = (force)(distance) = F · D.

Figure 9

If a vector force F is constant but is applied at an angle θ to the direction

of motion (as in Figure 9), then the work done by F in moving an object from
P to Q is defined by

W =(component of force in the direction of motion)(distance)

−−→
=(comp−
−→ F)P Q.
PQ

Thus
−−→ −−→
W = (F cos θ)P Q = F · P Q. (9)

EXAMPLE 6 A toboggan loaded with camping gear is pulled 500 ft across a frozen lake with
a rope that makes an angle of π/4 with the ground. Find the work done if a
force of 20 lb is exerted in pulling the toboggan.
Solution The situation is illustrated in Figure 10 . The unit vector in the direction of
the force is √
π π 2
cos i + sin j = (i + j),
4 4 2
so the force is √ 
2 √
F = 20 (i + j) = 10 2(i + j) lb.
2

Figure 10
32

The vector describing the path of the toboggan is 500i ft, so the work done
is √ √
W = F · 500i = 10 2(i + j) · 500i = 5000 2 ft-lb.

Exercise Set:Dot Products

In Exercises 1–8, (a) find a · b for the direction of each of the vectors i,
pair of vectors, (b) find the angle be- j, and k.
tween the pairs of vectors, (c) deter-
mine in each case if the vectors are or- b. Find the orthogonal projection of
thogonal, (d) find the component of b b onto each of i, j, and k.
in the direction of a, and (e) determine
the orthogonal projection of b onto a 17. Express b = −4, 1, −2 as
1. a = 1, 3, 3, b = 2, 2, 4 b = b1 + b2 , where b1 is parallel to
2. a = −1, −3, 2, b = 1, 3, 2 a = 1, 3, −3 and b2 is orthogonal to
a.
3. a = 2, 4, 0, b = 3, 7, 0
18. Show that (0, 0, 0), (3, 1, 0), and
4. a = 1, −3, 2, b = 2, 2, 2 (−2, 6, 0) are vertices of a right triangle
5. a = 0, 4, 6, b = 0, −3, 2 by showing that a2 +b2 = a−b2
for appropriate vectors a and b.
6. a = 1, 5, −3, b = 3, 1, 1
19. Show that (2, 2, 2), (2, 0, 1), and
7. a = 3, 4, π, b = 1, e, 0 (4, 1, −1) are vertices of a right trian-
√ √ √ √
8. a = − 2, 3, 1, b =  3, 0, 2 gle.
In Exercises 9–12, find the direction 20. Write an equation to describe all
cosines of the vector. points (x, y, z) with the property that
9. 2, 3, 4 x − 1, y − 2, z − 3 is orthogonal to
1, −1, 2.
10. −1, 3, −3
21. Find a vector orthogonal to both
11. 0, 3, 4 a = 1, 2, 4 and b = 2, −2, 5. Is
12. 2, 3, 0 there more than one such vector?
13. Find a unit vector that has the 22. Show that for any vectors a and
same direction cosines as 0, 3, 4. b, a · b = b · a.
14. Find a vector lying in the xy- 23. Show that for any vector a,
plane orthogonal to 2, 4, 1. Is there a · a = a2 .
more than one such vector? 24. Show that for any vectors a and
15. Find a unit vector lying in the xy- b, a − b ≥ a − b.
plane orthogonal to 2, 4, 0. Is there
25. Show that if v is orthogonal to a
more than one such vector?
and b, then v is orthogonal to c1 a+c2 b
16. Let b = b1 , b2 , b3  for all real numbers c1 and c2 .
26. Find nonzero vectors a, b, and c
a. Find the component of b in the with a · c = b · c and a
= b.
 33

27. Determine conditions on the 32. Find the work done by the force
vectors a and b necessary for equality F = j + 2k (in pounds) applied to an
to hold in the inequality in Theorem object that moves 2 ft along the y-axis.
(11.17): 33. A wagon loaded with groceries
is pulled horizontally a half mile by a
a + b ≤ a + b. handle that makes an angle of π/3 with
the horizontal (see the figure). Find
28. the work done if a force of 20 lb is ex-
erted on the handle.
a. Prove the Parallelogram Law :
For any vectors a and b,

a+b2 +a−b2 = 2(a2 +b2 ).

b. Interpret the Parallelogram Law

geometrically.
34. A block is to be moved 6 ft up a
29. Show that vectors a and b are ramp that makes an angle of π/4 with
orthogonal if and only if the horizontal (see the figure).
a + b2 = a2 + b2 .
a. Find the work done if 20 lb of
force is applied in the direction
30. Explain how the accompanying
of the motion.
figure shows a geometric proof of the
distributive law: b. Find the work done if 20 lb of
force is applied at an angle of π/6
(a + b) · c = a · c + b · c. with the horizontal.

35. A 200-lb piece of slate for the top

of a pool table is moved along a hor-
izontal surface by a pulling force ap-
plied from above (see the figure). If the
force is applied at an angle of π/3 to
the slate, what force must be applied
to move it?
31. Show that the decomposition
of b described in Theorem (11.20) is
unique. [Hint : Assume that b = αa +
c, where a · c = 0. Then determine α
and c.]
 34

Planes
The basic geometric object in three-dimensional space is a surface and the most
elementary surfaces are planes. To describe a plane completely, it suffices to
specify one point on the plane and the direction orthogonal to all line segments
lying on the plane. A vector describing this direction is called a normal vector
to the plane. Since only the direction of a normal vector is important, any
nonzero vector parallel to a normal vector is also a normal vector to the plane.

Figure 1

Suppose P0 (x0 , y0 , z0 ) is a point on a plane P and n = a, b, c is a normal

vector to P, as illustrated in Figure 1. A point P (x, y, z) lies on the plane P
−−→
precisely when n is orthogonal to the vector P0 P = x − x0 , y − y0 , z − z0 , that
is, when
−−→
n · P0 P = 0, (10)
so
a, b, c · x − x0 , y − y0 , z − z0  = 0.
Thus the plane with normal vector n = a, b, c that contains the point P0 (x0 , y0 , z0 )
has equation
a(x − x0 ) + b(y − y0 ) + c(z − z0 ) = 0, (11)
or
ax + by + cz = d, where d = ax0 + by0 + cz0 .

EXAMPLE 1 Find an equation of the plane containing the point (2, −1, 3) that has normal
vector 3, 6, 2. Sketch the graph of this equation.
Solution If (x, y, z) is a point on this plane, then the vector x−2, y+1, z−3 is orthogonal
to 3, 6, 2. So the plane has equation
3(x − 2) + 6(y + 1) + 2(z − 3) = 0,
 35

which simplifies to
3x + 6y + 2z = 6.
To sketch the graph of this equation, we first find the points at which the
plane intersects the coordinate axes:

when y = 0 and z = 0, 3x = 6, so x = 2;
when x = 0 and z = 0, 6y = 6, so y = 1;
when x = 0 and y = 0, 2z = 6, so z = 3;

Thus the points (2, 0, 0), (0, 1, 0), and (0, 0, 3) lie on the plane. The line segments
joining these points also lie on the plane, so the graph in the first octant is as
shown in Figure 2. The plane extends linearly in all directions from line segments
in this triangular segment.

Figure 2

We have seen that a plane with normal vector n = a, b, c and passing
through (x0 , y0 , z0 ) has equation ax + by + cz = d, where d = ax0 + by0 + cz0 .
On the other hand, if a, b, and c are not all zero, then the graph of an equation
of the form
ax + by + cz = d (12)
must be a plane with normal vector n = a, b, c. To see this, suppose a
= 0.
Equation (11.35) can be written as
   
d d
0=a x− + b(y − 0) + c(z − 0) = n · x − , y − 0, z − 0 ,
a a
36

which is an equation of the plane that contains the point (d/a, 0, 0) and has
normal vector n = a, b, c.
An equation of the form (11.35) is called a linear equation in three variables.
The two-dimensional analogue to (11.35) is the equation of a straight line given
in Section 1.2.
The close connection between planes and their normal vectors permits us to
make the following definition.
Definition 6. Suppose P1 and P2 are planes with normal vectors n1 and n2 ,
respectively.
i) P1 is said to be orthogonal to P2 precisely when n1 is orthogonal to n2 .
ii) P1 is said to be parallel to P2 precisely when n1 is parallel to n2 .
Theorem (11.37) follows directly from Corollaries (11.13) and (11.29), which
give results about orthogonal and parallel vectors.
Theorem 7. Suppose P1 and P2 are planes with normal vectors n1 and n2 ,
respectively.
i) P1 is orthogonal to P2 if and only if n1 · n2 = 0.
ii) P1 is parallel to P2 if and only if n1 = αn2 , for some constant α.
Since k = 0, 0, 1 is normal to the xy-plane, part (i) of Theorem (11.37)
implies that any plane orthogonal to the xy-plane has a normal vector n =
a, b, c with n · k = 0. Thus c = 0 and n = a, b, 0. Therefore, any plane
orthogonal to the xy-plane has equation of the form

ax + by = d.

(a) (b)
 37

Figure 3

For example, Figure 3(a) shows the graph of the plane with equation x + y = 2.
Similarly, a plane orthogonal to the yz-plane has equation of the form

by + cz = d,

and a plane orthogonal to the xz-plane has equation of the form

ax + cz = d.

Planes parallel to the coordinate planes are described by an equation in

just one variable. For example, the equation of the yz-plane is x = 0, and the
equation z = 3 describes the plane parallel to and three units above the xy-plane
shown in Figure 3(b).
Any three points in space that are not collinear (do not lie on the same
straight line) determine a unique plane. An equation of this plane can be deter-
mined by solving a system of three linear equations. An easier method uses the
fact that the line segments joining these points also lie in the plane and that
these segments describe vectors.
To this point in the section we have discussed how to determine the equation
of a plane when a normal vector to the plane is known. We now need to see
how to find such a normal vector.
In calculus your study of vectors will include the definition of the cross prod-
uct for vectors in three-dimensional space. The cross product gives a convenient
means for determining a normal vector to a plane when given two vectors in the
plane. The main result from this application is given in the following theorem.
Theorem 8. Suppose P1 (a1 , b1 , c1 ), P2 (a2 , b2 , c2 ), and P3 (a3 , b3 , c3 ) are points
that determine the plane P. Then the vector

n = (b2 − b1 )(c3 − c1 ) − (b3 − b1 )(c2 − c1 ),

(a3 − a1 )(c2 − c1 ) − (a2 − a1 )(c3 − c1 ),
(a2 − a1 )(b3 − b1 ) − (a3 − a1 )(b2 − b1 ).

is normal to P.
To show the truth of the theorem is true we need to verify that the vector
n is perpendicular to vectors in the plane P. It suffices to show that the dot
−−−→ −−−→
product of n with both P2 P1 and P3 P1 is 0. The algebra involved is a bit tedious
but not difficult. It is considered in Exercise 39.

EXAMPLE 2 Find an equation of the plane containing the points (2, 0, 1), (0, 6, −2), and
(−2, 3, 1).
Solution Let

(a1 , b1 , c1 ) = (2, 0, 1), (a2 , b2 , c2 ) = (0, 6, −2), and (a3 , b3 , c3 ) = (−2, 3, 1).
38

By Theorem 8, a normal to the plane is given by

n = (6 − 0)(1 − 1) − (3 − 0)(−2 − 1),
(−2 − 2)(−2 − 1) − (0 − 2)(1 − 1),
(0 − 2)(3 − 0) − (−2 − 2)(6 − 0)
= 9, 12, 18,
an the plane has an equation of the form
9x + 12y + 18z = d.
To determine d, we can use the fact that the point (2, 0, 1) lies on the plane.
Thus
d = 9 · 2 + 12 · 0 + 18 · 1 = 36,
and an equation is
9x + 12y + 18z = 36 or, if simplified, 3x + 4y + 6z = 12.
The graph of this plane is shown in Figure 4.

Figure 4

The final result in this section shows how the dot product is used to find the
distance from a plane to a point not on the plane.
Theorem 9. Suppose P is a plane with equation ax+by+cz = d and P0 (x0 , y0 , z0 )
is a point that does not lie on P. The shortest distance from P0 to the plane P
is given by
|ax0 + by0 + cz0 − d|
d(P0 , P) = √ .
a2 + b 2 + c2
 39

Proof. Let P (x, y, z) be an arbitrary point on the plane and consider the vector
−−→
P P0 from P to P0 :
−−→
P P0 = x0 − x, y0 − y, z0 − z.

Figure 5

The shortest distance from P0 to P is the absolute value of the component

−−→
of P P0 in the direction of the normal n = a, b, c to the plane P (see Figure
5). This distance is

−−→ |x0 − x, y0 − y, z0 − z · a, b, c|

|compn P P0 | =
a, b, c
|a(x0 − x) + b(y0 − y) + c(z0 − z)|
= √
a2 + b 2 + c2
|ax0 + by0 + cz0 − (ax + by + cz)|
= √ .
a2 + b 2 + c2

But P (x, y, z) is on the plane P, so ax + by + cz = d and

|ax0 + by0 + cz0 − d|

d(P0 , P) = √ .
a2 + b 2 + c2

EXAMPLE 3 Find the distance from the point P (1, 2, 0) to the plane with equation x+2y−z =
−2.
40

Solution
Figure 6

By Theorem (11.38), this distance, shown in Figure 6, is

√
|1(1) + 2(2) − 1(0) − (−2)| 7 7 6
 = √ = ≈ 2.86.
12 + 22 + (−1)2 6 6

Exercise Set:Planes

In Exercises 1–6, find an equation of 12. 2y − 3z = 4

the plane that contains the given point
13. z = 0
and has normal vector n.
1. (3, 3, 2), n = 1, −1, 1 14. x + y − 4 = 0
2. (−1, 2, 1), n = 2, 3, 4 In Exercises 15–28, find an equation
of a plane that satisfies the conditions
3. (2, 3, 4), n = 0, 0, 3
stated.
4. (2, −3, 1), n = 1, 1, 0 15. Is parallel to and a distance of 3
units above the xy-plane
5. (0, 0, 0), n = 2, 3, 4
16. Is parallel to and a distance of 2
6. (0, 0, 2), n = 0, 1, 1 units from the yz-plane
In Exercises 7–14, sketch the graph of 17. Contains the point (1, 0, −1) and
the equation. is parallel to the plane x + y − z = 4
7. 2x + 3y + 4z = 12
18. Contains the point (2, 3, 4) and is
8. 2x + y − z − 4 = 0 parallel to the plane x + y + z = 1
9. x = 2 19. Contains the point (1, 2, 3) and is
parallel to the xy-plane
10. z = 3
20. Contains the point (2, 3, 4) and is
11. 2x + 3z = 4 parallel to the yz-plane
 41

21. Contains the points (1, 2, 3) and 30. (1, −1, 3), z = 0
(0, 1, 1) and is orthogonal to the xy-
plane 31. (1, −2, 3), x + z = 1
22. Contains the points (−1, 2, −3) 32. (1, 5, 4), x + y + 2z = 2
and (5, 0, 4) and is orthogonal to the In Exercises 33–36, find the distance
xz-plane between the parallel planes.
23. Contains the points (1, −1, 4), 33. x − y + 2z = 2, x − y + 2z = −2
(0, 2, 3), and (2, 1, 0)
34. 2x + y + 3z = 6, 2x + y + 3z = 1
24. Contains the points (3, 2, −1),
(2, 3, 5), and (−1, −3, 4) 35. 2x − 3y + z = 3, 4x − 6y + 2z = 9
25. Contains the points (1, 0, −1) and 36. x − z = 3, x − z = 5
(2, 1, 3) and is orthogonal to 2x − y + 37. Find an equation that describes
3z = 6 the set of all points equidistant from
26. Contains the points (4, −2, 0) and (3, 1, 1) and (7, 5, 6).
(2, −1, 2) and is orthogonal to 6x + y + 38. Show that the plane that inter-
z = 15 sects the coordinate axes at (a, 0, 0),
27. Contains the point (1, 2, 1) and is (0, b, 0), and (0, 0, c) has equation
orthogonal to both x + y + z = 1 and
x + 2y + 3z = 6 x y z
+ + = 1,
a b c
28. Contains the point (1, −1, 4) and
is orthogonal to x − 2y + z = 2 and provided a, b, and c are all nonzero.
2x + 2y + z = 1 39. Show that the vector n given in
In Exercises 29–32, find the distance Theorem 8 is normal to the plane P by
−−−→
from the point to the plane. demonstrating that both n · P2 P1 = 0
29. (0, 0, 0), 2x + 3y + 2z = 6 −−−→
and n · P3 P1 = 0.
 42

Lines in Space
Lines are described by specifying a point and a direction. Suppose the line l
passes through the point P0 (x0 , y0 , z0 ) and has direction given by the vector
v = v1 , v2 , v3 , as shown in Figure 1. A point P (x, y, z) lies on l if and only if
−−→
the vector P0 P is parallel to v, that is, if and only if a real number t exists with
−−→
P0 P = tv. (13)

Figure 1

This vector equation for the line l is rewritten in terms of the components of
the vectors as
x − x0 , y − y0 , z − z0  = tv1 , tv2 , tv3 . (14)
Consequently, all points (x, y, z) on the line passing through (x0 , y0 , z0 ) in the
direction of v = v1 , v2 , v3  are given by

x − x0 = tv1 , y − y0 = tv2 , z − z0 = tv3

or
x = x0 + tv1 , y = y0 + tv2 , z = z0 + tv3 (15)
for some real number t.
The numbers v1 , v2 , v3 are called direction numbers of l for the natural
reason that they indicate its direction. The set of equations in 15 is a set of
parametric equations for l in the parameter t.

EXAMPLE 1 Find a set of parametric equations for the line passing through the point (−1, 1, 3)
and having direction given by v = 4, 4, −2.
 43

Solution Since (x, y, z) lies on this line if and only if

x − (−1), y − 1, z − 3 = t4, 4, −2

for some real number t, a set of parametric equations for the line is

x = −1 + 4t, y = 1 + 4t, z = 3 − 2t.

This line is sketched in Figure 2.

Figure 2

EXAMPLE 2 Find parametric equations for the line passing through the points (1, 2, 3) and
(0, 1, 3).

Solution A vector v that describes the direction of this line is a vector determined by the
given points:

v = 1 − 0, 2 − 1, 3 − 3 = 1, 1, 0.

Using v and the point (1, 2, 3), we obtain the parametric equations

x = 1 + t, y = 2 + t, z = 3.

Since z = 3 regardless of the value of t, this line lies in the plane z = 3 (see
Figure 3).
 44

Figure 3

In Example 2, the line lies on a plane parallel to the xy-plane because the
direction number of the line in the z-direction is zero. In general, when one of
the direction numbers of a line is zero, the line is parallel to a coordinate plane.
When two of the direction numbers of the line are zero, the line is parallel to a
coordinate axis.
When the direction numbers v1 , v2 , v3 of a line l are all nonzero, each of the
parametric equations
x = x0 + v1 t, y = y0 + v2 t, z = z0 + v3 t
can be solved for t:
x − x0 y − y0 z − z0
= t, = t, = t.
v1 v2 v3
Equating these expressions for t gives symmetric equations for the line l:
x − x0 y − y0 z − z0
= = . (16)
v1 v2 v3

EXAMPLE 3 Find symmetric equations for the line passing through the point (1, 0, 2) and
parallel to the line with parametric equations
x = 2 + t, y = 1 + 3t, and z = 1 + 4t.
Solution The direction of this line is given by v = 1, 3, 4, which also gives the direction
of any line parallel to the line. Symmetric equations for the line parallel to the
given line and passing through the point (1, 0, 2) are
x−1 y−0 z−2
= = .
1 3 4
 45

EXAMPLE 4 Find the point of intersection of the xy-plane and the line with symmetric
equations
x−1 y+1 z−2
= =− .
2 3 1
Solution The z-coordinate of this point of intersection is zero, so
x−1 y+1 0−2
= =− = 2.
2 3 1
Solving for x and y, we have
x−1 y+1
= 2, so x = 5 and = 2, so y = 5.
2 3
Consequently, the point of intersection of the line and the xy-plane is (5, 5, 0),
as shown in Figure 4.

Figure 4

Suppose a line has symmetric equations

x − x0 y − y0 z − z0
= = .
v1 v2 v3
By taking the equations in pairs, say
x − x0 y − y0
= , that is, v2 x − v1 y = v2 x0 − v1 y0 ,
v1 v2
and
x − x0 z − z0
= , that is, v3 x − v1 z = v3 x0 − v1 z0 ,
v1 v3
we see that the line is the intersection of the planes with these equations.
 46

If one of the direction numbers of the line is zero, say v3 = 0, then z = z0 +v3 t
becomes z = z0 , so equations for the line are
x − x0 y − y0
= and z = z0 ,
v1 v2

and the line is again expressed as the intersection of two planes.

We now have three ways to describe a line in space:

i) by the vector equation (14);

ii) by the parametric equations in (15);

iii) by the symmetric equations in (16).

Lines can also be described as the intersection of two planes.

Intersections of Lines in Space

Two arbitrary lines in space do not generally intersect. The final example gives
a technique for determining if a pair of lines intersect and, if so, finding a point
of intersection.

EXAMPLE 5 Determine if the lines l1 and l2 intersect and, if so, find a point of intersection.

y−5 z−7
l1 : x − 2 = =
3 4
and
x+1 z−6
l2 : =y−1=− .
2 3
Solution If the lines intersect, then a point (x, y, z) exists that satisfies both sets of
equations. In particular, then, x and y must satisfy

y−5
x−2= from the equations for l1 (17)
3
and
x+1
= y − 1, from the equations for l2 . (18)
2
Solving for x in Equation (16) gives

y 5 y 1
x=2+ − = + , (19)
3 3 3 3
and substituting into Equation (17) gives

(y/3 + 1/3) + 1
= y − 1,
2
 47

which implies that y = 2. So to satisfy Equations (16) and (17) we must have
2 1
y = 2 and from Equation (18) x = + = 1.
3 3
Thus any point on the intersection of the lines l1 and l2 must have the coordi-
nates (1, 2, z) for some number z. An intersection will occur precisely when the
same value of z satisfies the equations for both l1 and l2 .
When x = 1 and y = 2, the equations for l1 imply that

z = 4(x − 2) + 7 = 4(1 − 2) + 7 = 3;

and the equations for l2 imply that

z = −3(y − 1) + 6 = −3(2 − 1) + 6 = 3.

Thus the lines intersect at the point with coordinates (1, 2, 3), as shown in Figure
5.

Figure 5

Exercise Set:Lines in Space

In Exercises 1–4, find (a) parametric 1. (2, −1, 2), v = 1, 1, 1

equations, and (b) symmetric equa-
tions for the line passing through the 2. (0, 4, 3), v = 2, 0, 1
point and having the direction given by
v. 3. (0, 0, 0), v = 2, 4, 3
48

4. (2, 3, 4), v = 0, −3, 4 18. l1 : x = 5t, y = 1+2t, z = 3t−2;

l2 : x = 3 + 3t, y = 6t − 1, z = 3 − 3t
In Exercises 5–8, find (a) parametric
equations, and (b) symmetric equa- 19. l1 : x, y, z = −3, 0, 1 +
tions for the line passing through the t1, 2, 1;
given points. l2 : x, y, z = 1, −4, 5 + t2, 1, 2
5. (1, 2, 0), (1, −1, 4) 20. l1 : x, y, z = −1, −1, 6 +
6. (2, 0, −1), (−1, 2, 1) t2, 1, 5;
l2 : x, y, z = −7, 2, 3 + t4, −2, 2
7. (3, 4, 4), (2, −3, 5)
21. Find the point of intersection
8. (0, 0, 2), (3, 0, 0) of the line with parametric equations
Find parametric equations of a line x = t, y = 2 − t, z = 2t − 3 and each
that satisfies the conditions stated in of the following.
Exercises 9–14.
9. Passes through the point (1, 2, 3)
a. The yz-plane
and is parallel to the line with para-
metric equations x = t + 1, y = −t, b. The xz-plane
z =2−t
10. Passes through the origin and c. The xy-plane
is parallel to the line with paramet-
ric equations x = 1 − 2t, y = 3t + 2, 22. Find the point of intersection
z = t−4 of the line with parametric equations
11. Passes through the point x = t + 3, y = 2t − 1, z = t − 4 and
(1, −2, 3) and is orthogonal to x + y + each of the following.
z=1
12. Passes through the point (1, 1, 1) a. The yz-plane
and is orthogonal to x − 2y − 3z = 6
13. Passes through (1, 7, 0) and is b. The xz-plane
parallel to the x-axis
c. The xy-plane
14. Passes through (2, −2, 5) and is
parallel to the y-axis
23. Show that x + 2y + z = 4 and
In Exercises 15–20, determine if the x + z = 2 intersect and find parametric
pair of lines l1 and l2 is (a) parallel or equations of the line of intersection.
(b) orthogonal. (c) Find any points of
intersection of l1 and l2 . 24. Find parametric equations of
x−1 z−3 the line that passes through the point
15. l1 : = y+2 = ; l2 : (1, −1, 1), is orthogonal to the line
2 2
x z+2 3x = 2y = z, and is parallel to the
− = 1−y = −
2 2 plane x + y − z = 0.
y+1 z−2 25. Show that any line in space must
16. l1 : x − 1 = = ; l2 :
2 3 intersect at least one of the coordinate
y+2 z−5
x−1=− = planes.
3 2
17. l1 : x = 1 + t, y = 1 + 3t, z = 26. Show that if two planes intersect,
then their intersection contains a point
2 − t;
l2 : x = 1 + t, y = 2 + t, z = 1 + t in one of the coordinate planes.
Answers to Odd Exercises

Exercise Set 1 3. a.
1. a.

b.
√
b.  6 
5 7
c. 0, ,
2 2
5. a.

c.

b. 2
c. (−3, 4, 1)
7. a.

49
50 ANSWERS TO ODD EXERCISES

√
b.  59 
1 9 3
c. , , 25.
2 2 2
9.
11.
13.
9.

27.

11.

Exercise Set 2
√
1. a. 1, 5, 3; b. 35
3. a. 0, −6, 0; b. 6
√
5. a. 2, 3, −1; b. 14
7. (1, 3, 4)
9. (−5, 3, 1)
13. x2 + y 2 + z 2 = 4
11.
15. (x − 2)2 + (y − 3)2 + (z − 4)2 = 1
√
17. (−1, 2, −3), 14
√
3 2
19. (−2, 0, 2),
2
 2  2
1 5
21. x + + y− +(z−3)2 =
2 2
17
2
23.
EXERCISE SET 3 51

13. −4, −6, −8

27. a. d = c − b
29. F = −20i − 15j
31. If j points upstream and i points
15. 2, 5, 6 across the stream, the direction
√ √ is 300i − 180j. The average speed
17. c = 29,  − 2c = 2 29
 √ √ √  is 5.8 ft/sec.
2 29 3 29 4 29
19. a. , , 33. In the√direction √
29 29 29 of−10 2i + (10 2 − 100)j. The
 √ √ √ 
14 2 14 3 14 average speed is 87 mi/hr.
b. − , ,
14 14 14
33, 4, −1 Exercise Set 3
21. ± = √
3,√4, −1
√ √ 
5 114
 1. a. 20 b. arccos ≈ 0.358
9 26 6 26 3 26 57
± , ,− 20 √
26 13 26 c. no d. 19
19
23. a. i + 4j 20
e. 1, 3, 3
19
3. a. 34 √
17 290
b. arccos ≈ 0.059
290
17 √
c. no d. 5
 5
17 34
e. , ,0
5 5
π
5. a. 0 b. c. yes d. 0
2
e. 0
b. i + 4j + 5k 7. a. 3 + 4e
3 + 4e
b. arccos  ≈
(25 + π 2 )(1 + e2 )
3 + 4e
0.625 c. no d. √
  25 + π 2
3 + 4e
e. 3, 4, π
25 + π 2
√ √ √
2 29 3 29 4 29
9. , ,
29 29 29
3 4
11. 0, ,
 5 5 
3 4
13. 0, ,
5 5
√
5
c. 2j + 3k 15. There are two: ± 2, −1, 0
5
52 ANSWERS TO ODD EXERCISES

1
17. b1 = 5, 15, −15,
19
1
b2 = −81, 4, −23
19
21. 6c, c, −2c for any constant c
27. a and b must have the same
direction.
33. 26,400 ft-lb
√
35. 200i + 200 3j

Exercise Set 4 15. z=3

17. x+y−z = 2
1. x − y + z = 2
19. z=3
3. z = 4
21. y−x = 1
5. 2x + 3y + 4z = 0 23. 2x + y + z = 5
7. 25. 7x + 5y − 3z = 10
27. x − 2y + z = −2
√
6 17
29.
√17
3 2
31.
2
2√
33. 6
3
3√
35. 14
28
37. 8x + 8y + 10z = 99
9.
Exercise Set 5
1. a. x = 2 + t, y = −1 + t,
z =2+t
b. x − 2 = y + 1 = z − 2
3. a. x = 2t, y = 4t, z = 3t
x y x
b. = =
2 4 3
5. a. x = 1, y = 2 − 3t, z = 4t
y−2 z
b. x = 1, − =
3 4
7. a. x = 3 + t, y = 4 + 7t, z = 4 − t
11. y−4 z−4
b. x − 3 = =−
7 1
9. x = t + 1, y = 2 − t, z = 3 − t
11. x = 1 + t, y = −2 + t, z = 3 + t
13. x = 1 + t, y = 7, z = 0
15. a. Yes; b. no; c. no
intersection  
3 5 3
17. a. No; b. no; c. , ,
2 2 2
19. a. No; b. no; c. (−7, −8, −3)
(0, 2, −3);
21. a.   b. (2, 0, 1);
13. 3 1
c. , ,0
2 2