Fractals

The word “fractal” was coined less than twenty years ago by one of history’s most creative mathematicians, Benoit Mandelbrot, whose seminal work, The Fractal Geometry of Nature, first introduced and explained concepts underlying this new vision. Although prior mathematical thinkers like Cantor, Hausdorff, Julia, Koch, Peano, Poincare, Richardson, Sierpinski, Weierstrass and others had attained isolated insights of fractal understanding, such ideas were largely ignored until Mandelbrot’s genius forged them at a single blow into a gorgeously coherent and fruitful discipline           Mandelbrot derived the term “fractal” from the Latin verb frangere, meaning to break or fragment. Basically, a fractal is any pattern that reveals greater complexity as it is enlarged. Thus, fractals graphically portray the notion of “worlds within worlds” which has obsessed Western culture from its tenth-century beginnings.

Traditional Euclidean patterns appear simpler as they are magnified; as you home in on one area, the shape looks more and more like a straight line. In the language of calculus such curves are differentiable. The trajectory of an artillery shell is a classic example. But fractals, like dendritic branches of lightning or bumps of broccoli, are not differentiable: the closer you come, the more detail you see. Infinity is implicit and invisible in the computations of calculus but explicit and graphically manifest in fractals.                    Whether generated by computers or natural processes, all fractals are spun from what scientists call a “positive feedback loop.” Something–data or matter–goes in one “end,” undergoes a given, often very slight, modification and comes out the other. Fractals are produced when the output is fed back into the system as input again and again.                                                   

Algebra

If we have two numbers, A and B, such that AxB = 0, then it must follow that either A = 0, or B = 0 (or both), because when we multiply any number by 0, we get 0.

In intermediate algebraic manipulation, you revised how to factorise (put into brackets) a quadratic expression such as x2 – 9x + 20 – we are looking for two numbers which multiply to give +20 and add to give -9.

Have a look at this question where you need to solve a quadratic equation by factorising.

Question 1

Solve the equation x2 -9x + 20 = 0

 the solution:
 

Solving quadratic equations by factorising.

If we have two numbers, A and B, such that AxB = 0, then it must follow that either A = 0, or B = 0 (or both), because when we multiply any number by 0, we get 0.

In intermediate algebraic manipulation, you revised how to factorise (put into brackets) a quadratic expression such as x2 – 9x + 20 – we are looking for two numbers which multiply to give +20 and add to give -9.

Have a look at this question where you need to solve a quadratic equation by factorising.

Question 1

Solve the equation x2 -9x + 20 = 0

This solution will help you with the answer:

  1. If we have a quadratic equation x2 -9x + 20 = 0, then it follows that (x – 4) (x – 5) = 0
  2. So we have two brackets multiplied together, and the answer is 0. Either (x – 4) = 0 OR (x – 5) = 0
  3. So x = 4 or x = 5 (solving these two simple equations).
  4. We could check these answers:
    42 – 9×4 + 20 = 16 – 36 + 20 = 0
    52 – 9×5 + 20 = 25 – 45 + 20 = 0

    Question 2

    Solve the equation x2 + 8x + 15 = 0

  5. Did you get the answer? x = -3 or x = -5?Well done – you factorised correctly, then solved the two simple equations.
  6. now some tips:
  7. Write down the quadratic equation.
    x2 + 8x + 15 = 0
    We want two numbers which multiply to give ? and add to give ?…
    3 and 5
    Write the equation with brackets.
    So (x + ?)(x + ?) = 0
    Work out how to make 0 from the brackets.
    So either x + 3 = 0 or x + ? = 0
    The answers are:
    x = -3 or x = -5.
    Check:
    (-3)2 + 8x(-3) + 15 = 9 – 24 + 15 = 0, (-5)2 + 8x(-5) + 15 = 25 – 40 + 15 = 0
  8. IF YOU THINK WE HAVE HELPED YOU OUT COMMENT US. DO THIS TEST TO TEST YOUR SELF.
  9. http://www.bbc.co.uk/schools/gcsebitesize/gigaflat/maths/equationsandinequalities/equationsandinequalities_quiz.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/gigaflat/maths/equationsandinequalities/equationsandinequalities_quiz.shtml

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