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Locating roots and iterationEdexcel A-Level Maths: Flashcards

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State the change of sign test.

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State the change of sign test.
If ff is continuous on [a,b][a,b] and f(a)f(a), f(b)f(b) have opposite signs, there is a root in [a,b][a,b].
Why is continuity needed for the sign-change test?
A discontinuous function can jump over zero, for example across an asymptote.
Which function changes sign on [1,3][1,3] without a root: x2−4x^2-4 or 1x−2\frac{1}{x-2}?
1x−2\frac{1}{x-2}: it has an asymptote at x=2x=2.
How can sign change miss roots in a large interval?
The interval may hold an even number of roots, so the end values have the same sign.
What is the form of an iterative formula?
xn+1=g(xn)x_{n+1}=g(x_n)
How do you rearrange x3−3x−5=0x^3-3x-5=0 for iteration?
x=3x+53x=\sqrt[3]{3x+5}, so xn+1=3xn+53x_{n+1}=\sqrt[3]{3x_n+5}.
Convergence condition for xn+1=g(xn)x_{n+1}=g(x_n)?
∣g′(x)∣<1|g'(x)|<1 near the root.
Staircase or cobweb: 0<g′<10<g'<1?
Staircase.
Staircase or cobweb: −1<g′<0-1<g'<0?
Cobweb (spirals in).
What happens if ∣g′∣>1|g'|>1 at the root?
The iteration diverges away from the root.
How do you show a root is 2.152.15 to 2 d.p.?
Show a sign change of ff on [2.145, 2.155][2.145,\,2.155].
Why use numerical methods?
Many equations cannot be solved algebraically; numerical methods give a root to any required accuracy.

Exam questions on Locating roots and iteration

  1. Let f(x)=x3−3x−5f(x)=x^3-3x-5, a continuous function. The equation f(x)=0f(x)=0 has a single real root α\alpha.
    Show that α\alpha lies in the interval [2.2, 2.3][2.2,\,2.3].2 marks
  2. The root α\alpha of x3−3x−5=0x^3-3x-5=0 is estimated using the iteration xn+1=3xn+53x_{n+1}=\sqrt[3]{3x_n+5} with x0=2x_0=2.
    Find x3x_3 and x4x_4, and hence write down the value of α\alpha correct to 2 decimal places.2 marks
  3. Let f(x)=1x−2f(x)=\frac{1}{x-2} for x≠2x\ne2, and g(x)=x2−5x+6g(x)=x^2-5x+6.
    Show that f(1)f(1) and f(3)f(3) have opposite signs, and explain why this does not show that f(x)=0f(x)=0 has a root in [1,3][1,3].3 marks
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Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).