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	<title>nklein software &#187; non-mathies</title>
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		<title>Clifford Algebras for the Non-Mathie</title>
		<link>http://nklein.com/2009/05/clifford-algebras-for-the-non-mathie/</link>
		<comments>http://nklein.com/2009/05/clifford-algebras-for-the-non-mathie/#comments</comments>
		<pubDate>Sun, 17 May 2009 15:18:53 +0000</pubDate>
		<dc:creator>pat</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Clifford Algebras]]></category>
		<category><![CDATA[Math]]></category>
		<category><![CDATA[algebra]]></category>
		<category><![CDATA[non-mathies]]></category>

		<guid isPermaLink="false">http://nklein.com/?p=379</guid>
		<description><![CDATA[I was at a party last night.  I mentioned to someone that I was a math geek.
She asked, What kind of math are you into now?
I said, I really want to learn about Clifford Algebras.
She replied, What are they like?
Me, I did the deer in headlights thing.  I had no idea of her [...]]]></description>
			<content:encoded><![CDATA[<p>I was at <a href="http://misfit.org/geekprom/index.htm">a party</a> last night.  I mentioned to someone that I was a math geek.</p>
<p>She asked, <q>What kind of math are you into now?</q></p>
<p>I said, <q>I really want to learn about Clifford Algebras.</q></p>
<p>She replied, <q>What are they like?</q></p>
<p>Me, I did the deer in headlights thing.  I had no idea of her math level.  I had my doubts that she&#8217;d ever done Calculus.  I would guess that the quadratic equation was the defining aspect of what she thought of as <q>Algebra</q>.  I didn&#8217;t know where to start.</p>
<p>In thinking back now, I could have at least said something constructive.</p>
<h3>What I Could Have Said</h3>
<p>So, the algebra you learned about in high school was just the tip of a huge body of mathematics.  If you take away the idea that you have to plug a number in for <em>x</em> and just look at the what you can do with the <em>x</em>&#8217;s still in there, there is a whole structure going on.  At more advanced levels, mathematicians work with those structures and other structures like them.</p>
<p>Do you know what a vector is?  One of the easiest ways to think about it is this.  Suppose you&#8217;ve got a number on the number line.  You can kinda think of that number as a one-dimensional vector.  It tells you which direction to go (positive or negative) from zero and how far to go.  Now, if you take something with more dimensions than a line, like a a two-dimensional surface or three-dimensional space, you can still have the idea of what direction to go from zero and how far to go.  You just have to broaden your idea of <q>which direction to go</q>.</p>
<p>So, the algebra that you did through high school is all centered on having <em>x</em> represent a number (a one-dimensional vector).  But, things get a lot hairier if you let <em>x</em> represent a three-dimensional or an eight-dimensional vector.  People generally agree about how to add vectors.  Now, you&#8217;ve got to pick some way to multiply two vectors together.</p>
<p>Clifford Algebras are one system for multiplying vectors together.</p>
<h3>If No One is Hyperventilating, Continue&#8230;</h3>
<p>You can multiply a number by a vector to get another vector.  You can also multiply a vector by a vector to get a bivector.  You can multiply a vector by a bivector to get a trivector.  Etc.  Actually, the <q>etc.</q> is misleading there.  It doesn&#8217;t go on forever.  With Clifford Algebras, you have to pick how many dimensions your vector has.  You can&#8217;t multiply a three-dimensional vector by a four-dimensional vector.</p>
<p>Plus, if you started with a two-dimensional vector, then bivectors are as big as you get.  If you multiply a two-dimensional bivector by a two-dimensional vector, you get a two-dimensional vector.  If you multiply a two-dimensional bivector by another two-dimensional bivector, you just get a number.</p>
<p>But, all of this is probably more than you wanted to know&#8230;. at a party&#8230;.</p>
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