Learn in your language
Skip to content
A Level · Cambridge (CIE) · 9709

Recognise oscillating failing and undefined iterations

Inspect the actual sequence and its domain instead of assuming every algebraic rearrangement leads toward a root.

Pure Mathematics 2 & 3 · Numerical solution of equations · 2.6 / 3.6
Exam scope and assessment notes

Pure Mathematics 2 (Paper 2, AS only) and Pure Mathematics 3 (Paper 3, A Level) · Mathematics 9709, 2026–2027. Paper 1 graph and algebra knowledge is assumed. The AS route using Papers 1 + 2 cannot be carried forward to A Level. Shared sections 2.6 and 3.6 include locating roots graphically or by sign changes, notation for convergent approximation sequences, and using a given iteration or rearrangement to a prescribed accuracy. An iteration may fail to converge. Knowledge of the general condition for convergence is not required here. Check the original equation, domains and requested rounding. Written practice is self-checked.

Before you begin

  • Generate iteration terms and solve a fixed-point equation.
  • Check square-root and logarithmic input restrictions.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Does finding a fixed point of F guarantee every sequence xₙ₊₁ = F(xₙ) approaches it?

What you will learn

  • Recognise a cycle, non-convergent behaviour or an undefined next iterate.
  • Compare given rearrangements and reject invalid candidate values using the original equation.
A fixed point can coexist with a cycle00.5100.51Pxyy = xF(x) = 1 − x³Red path: 0 → 1 → 0, repeating
The blue graph is F(x) = 1 − x³ and the dashed grey line is y = x. They meet at the same cubic root r ≈ 0.682327804. However, from seed x₀ = 0, the red stepping path maps 0 to 1, then 1 back to 0, and repeats as a closed two-cycle. It does not approach the fixed-point intersection. Neither 0 nor 1 solves x³ + x − 1 = 0. The rectangle is an iteration path, not a shaded area or trajectory through time. Equivalent fixed-point equations do not guarantee convergence from a given seed. Both axes use equal unit lengths.

An equivalent fixed-point equation does not ensure convergence

The equation x³ + x − 1 = 0 can be written x = 1 − x³. Yet the given iteration xₙ₊₁ = 1 − xₙ³ starting at x₀ = 0 gives 1, 0, 1, 0, … . It cycles forever between two distinct values, neither of which solves the original cubic. The root remains a fixed point of the rule, but this starting sequence does not approach it. The graph's closed stepping path shows the repeated values rather than an approach to the intersection with y = x.

A different given rearrangement of that same equation, xₙ₊₁ = 1/(1 + xₙ²) from x₀ = 0.5, approaches its root near 0.682327804. Thus equivalent equations can yield differently behaving numerical processes. Alternation alone is not failure: decreasing swings toward one value can converge. A non-shrinking two-cycle such as 0, 1, 0, 1 does not converge. This section expects you to recognise failure without requiring a general derivative-based convergence condition.

An undefined step cannot be used as a numerical approximation

For xₙ₊₁ = ln(2 − xₙ), choosing x₀ = 2.5 gives a negative log argument and no real first term. Do not report an error output as a root, replace the logarithm by an absolute value, or clamp the value: those choices change the supplied iteration. Use a permitted seed or another given rule. From the supplied alternative seed x₀ = 0, the terms remain real and approach a fixed point near 0.442854401 of eˣ + x − 2 = 0.

The golden-ratio equation x² − x − 1 = 0 can be rearranged for its positive root as x = √(x + 1). From seed 1 this sequence approaches approximately 1.618034. The alternative x = x² − 1 from the same seed gives 0, −1, 0, −1, … . Check those cycle values in the original polynomial: neither is zero. Do not assume increasing the iteration count can repair an exact persistent cycle, and do not choose a different root branch without checking what the problem asks for.

Pause and explain

What should happen when a given logarithmic iteration produces a negative log argument?

Put the idea to work

Worked example

For x³ + x − 1 = 0, examine the given iteration xₙ₊₁ = 1 − xₙ³ with x₀ = 0. Does it converge to a root?

Show the worked solution
  1. The first terms are x₁ = 1, x₂ = 0, x₃ = 1 and x₄ = 0.
  2. The same rule maps 0 to 1 and 1 to 0 forever, so this is an exact two-cycle.
  3. The original function values at 0 and 1 are −1 and 1; neither is a root, and the sequence has no single limit.

Answer The sequence cycles 0, 1, 0, 1, … and does not converge to a root.

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

Test this topic →

From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

For xₙ₊₁ = 2 − xₙ with x₀ = 0.8, give the first four new terms and explain whether the sequence converges. Find the original fixed point separately.

Give me a hint

Follow the exact alternating values and solve r = 2 − r independently.

Compare my reasoning
  1. The terms are 1.2, 0.8, 1.2 and 0.8.
  2. They form a persistent two-cycle, so this seed's sequence does not converge.
  3. The fixed point is r = 1, but neither cycle value equals it; the existence of that root did not make this sequence converge.

x₁ = 1.2, x₂ = 0.8, x₃ = 1.2, x₄ = 0.8; no convergence, though the fixed point is 1.

Look for these in your work

  • Identify a repeated non-shrinking cycle.
  • Distinguish the original fixed point from the actual sequence's values.
2 · Independent

For the positive root of x² − x − 1 = 0, compare the given rules xₙ₊₁ = xₙ² − 1 and xₙ₊₁ = √(xₙ + 1), both starting at 1.

Give me a hint

Generate several terms and check the original equation at any repeating values.

Compare my reasoning
  1. The square-minus-one rule gives 0, −1, 0, −1, … ; the original polynomial is −1 at 0 and 1 at −1, so these are not roots.
  2. The square-root rule gives approximately 1.414214, 1.553774, 1.598053, … and approaches the positive root 1.618034.
  3. Keep the non-negative branch for the square-root rearrangement; algebraically related rules do not have identical convergence behaviour.

xₙ² − 1 cycles between 0 and −1 and fails; √(xₙ + 1) approaches the positive root approximately 1.618034.

Look for these in your work

  • Use the same seed to compare the actual sequences.
  • Check cycle values and the chosen branch against the original equation.
3 · Transfer

For xₙ₊₁ = ln(2 − xₙ), explain why seed 2.5 fails. Then use the supplied permitted seed 0 to approximate a fixed point to three decimal places, checking eˣ + x − 2 on (0.4428, 0.4429).

Give me a hint

An input must be below 2; the candidate must satisfy the original exponential equation.

Compare my reasoning
  1. Seed 2.5 gives log argument −0.5, so no real first term exists.
  2. From 0, the terms begin approximately 0.693147181, 0.267621819, 0.549495136, … and approach 0.442854401 while remaining in the real log domain.
  3. Original endpoint signs at 0.4428 and 0.4429 differ, and that whole bracket rounds to 0.443 to three decimal places.

Seed 2.5 is invalid; seed 0 approaches a valid root approximately 0.443 to three decimal places.

Look for these in your work

  • Reject the undefined seed without altering the logarithm.
  • Check the permitted sequence's domain and original-equation rounding evidence.

Common mistakes

  • A valid algebraic fixed-point equation does not guarantee a convergent sequence from every seed.
  • Distinguish shrinking oscillations from a persistent cycle.
  • Reject undefined log or root steps without changing the given recurrence silently.
Recall without your notes

What can you explain now?

Does alternation across a candidate value always mean an iteration fails?

Compare with the explanation

No; shrinking alternation can converge to one limit.

Failure depends on whether the terms approach a single value, not solely whether consecutive steps switch sides.

After trying it yourself, choose your next review. This is your self-assessment.

Your review choice appears on Today. Sign in to sync it across devices.

Make it stick

Give a fixed-point rule with a persistent cycle and another with shrinking alternation. Explain why an undefined term or algebraic equivalence alone does not establish a numerical solution.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Mathematics

Course scope and assessment

312 sequenced lessons provide 936 guided, independent and application problems covering the 160 objectives in sections 1.1–1.8, 2.1–2.6, 3.1–3.9, 4.1–4.5, 5.1–5.5 and 6.1–6.5. The map lists all 38 sections across six alternative components; all eight Pure Mathematics 1 sections and all six Pure Mathematics 2 sections, from Paper 2 Algebra through Numerical solution of equations, currently have full teaching sequences. Paper 3 Algebra, section 3.1, links the six shared foundation lessons plus six lessons on partial fractions and rational binomial expansions; Paper 3 logarithms, trigonometry and numerical equations use the shared lessons, with the Paper 1 graph foundation linked into trigonometry. Paper 3 differentiation combines the shared methods with its inverse-tangent derivative lesson. Paper 3 Integration links four shared standard and identity lessons plus seven advanced lessons, covering all six section 3.5 requirements. Eight Vectors lessons cover all six section 3.7 requirements, with 2D and 3D line and solid applications. Nine Differential equations lessons cover all four section 3.8 requirements, including Paper 3 integration techniques, initial conditions, equilibrium solutions and conditional model interpretations. Eleven Complex numbers lessons cover all eight section 3.9 requirements, with seven Argand diagrams and explicit argument and boundary checks. All nine Pure Mathematics 3 sections now have teaching linked to every mapped requirement. Nine Forces and equilibrium lessons cover all seven section 4.1 requirements, with six force diagrams, signed incline-friction intervals, reaction-dependent pull and push limits and separate-body third-law checks. Nine Kinematics lessons cover the four official section 4.2 requirements, with the graph requirement mapped to three relationships. Six motion diagrams support directed quantities, graph slopes and signed areas, Paper 1 time-calculus methods, reversal distances, constant-acceleration stages and shared-clock particle meetings. Six Momentum lessons cover both section 4.3 requirements, including signed system totals, conservation assumptions, outgoing velocities, coalescence, unknown masses and successive impacts. Four diagrams show system momentum through the stipulated events, and supplied kinetic-energy checks distinguish conservation of momentum from changes in kinetic energy. Twelve Newton’s laws lessons cover all four section 4.4 requirements, with vertical support and release stages, rough horizontal and incline motion, inferred parameters, hanging and surface pulley systems, rigid tow-bar thrust and slack-string transitions. Seven force diagrams support the separate-particle balances. Nine Energy, work and power lessons cover all five section 4.5 requirements, with angle-dependent work, kinetic and reference potential energy, signed net-work balances, smooth curved slides, rough and driven slopes, ideal connected-system energy and instantaneous power on hills. Five diagrams distinguish the energy inputs, losses and valid positive-speed force model. All five Mechanics sections now have teaching and staged practice linked to their mapped requirements. Thirteen Representation of data lessons cover all five section 5.1 requirements, including choice and limitations of displays, ordered and back-to-back stems, raw summaries and box plots, unequal-width density histograms, cumulative-frequency interpolation, descriptive moment calculations, grouped estimates, coding, combining two datasets and correcting totals. Six accessible diagrams retain repeated observations and distinguish numerical spread, frequency area and estimated readings. Ten Permutations and combinations lessons cover both official section 5.2 requirements, with selection and ordered roles, repeated objects, adjacency blocks, non-adjacency gaps, leading-zero cases, labelled multi-row seating and mixed restrictions. Six accessible diagrams show outcome trees, ordered versus unordered choices, repeated copies, blocks, gaps and distinct row seats. Eleven Probability lessons cover all four section 5.3 requirements, with equiprobable elementary outcomes, selection-based probabilities, complements and disjoint regions, independence tests, restricted sample spaces, two-way tables, replacement and removal trees, reversed conditions and unknown parameters. Seven accessible diagrams show dice outcomes, random subsets, event regions, a conditioned grid, a count table and two probability trees. Twelve Discrete random variables lessons cover all three official section 5.4 requirements, with complete probability tables, moment and parameter checks, binomial assumptions, exact probabilities and moments, geometric first-success probabilities, tails, expectation and integer reliability thresholds. Six accessible diagrams distinguish outcome grouping, weighted moments, fixed trials, discrete probability bars, waiting conventions and integer tail deadlines. Twelve Normal distribution lessons cover all three official section 5.5 requirements, with continuous-area interpretation, MF19 cumulative tables, full standardisation, tail and interval regions, conditional probabilities, percentiles, one- and two-parameter inference, binomial suitability, continuity corrections and approximate integer thresholds. Seven accessible diagrams show model areas, table reading, aligned scales, intervals, quantiles, matched binomial and normal shapes and whole integer cells. All five Statistics 1 sections now have teaching and staged practice linked to their mapped requirements. Fourteen Poisson distribution lessons cover all five official section 6.1 requirements, with homogeneous event-count assumptions, exposure scaling, exact masses and tails, conditional count events, moments, parameter inference, probability duration targets, disjoint and overlapping windows, rare-count binomial approximations, matched normal approximations and continuity corrections. Nine accessible diagrams show event exposures, unit conversions, discrete bars, complete tail complements, population moments, shared windows, approximate count models and integer cells. Exact checks distinguish approximate and exact close-target decisions. Fourteen Linear combinations lessons cover the six listed results in official section 6.2, with affine moments, signed scales and constant cases, expectation without independence, independent squared variance contributions, fixed and random fees, independent copies versus reused values, affine normal events, independent normal sums and differences, weighted and conditional areas, coefficient inference, exact independent Poisson sums and overlapping exposure limits. Nine accessible diagrams distinguish scale changes, variance contributions, component costs, copy mechanisms, aligned normal scales, summed areas, Poisson count pairs and unsupported distribution claims. Fourteen Continuous random variables lessons cover both official section 6.3 requirements, with density validity and units, support-aware intervals, complements and conditional regions, first and second moments, percentiles by direct density areas, symmetry checks, parameter inference, infinite-support power and exponential integrals, divergent-moment limits and combined applications. Nine accessible diagrams distinguish density height from probability, normalisation, negative-density failures, central and conditional areas, mean versus median, percentile locations and partial infinite tails. Explicit cumulative distribution function knowledge is not required. Eighteen Sampling and estimation lessons cover all eight official section 6.4 requirements, with population and frame definitions, random-number selection, sampling-quality limits, independent sample-mean moments, normal means, CLT conditions, SE scaling, raw, summarised and coded unbiased estimates, known-variance and large-sample mean intervals, repeated-sampling interpretation, precision planning, proportion intervals, sparse-outcome limits and contextual applications. Ten accessible diagrams distinguish selection frames, number rejection, repeated sample means, population versus mean density, CLT models, variance divisors, interval targets, illustrative coverage, integer size checks and proportion margins. Eighteen Hypothesis tests lessons cover all five official section 6.5 requirements, with pre-specified alternatives, inclusive count tails, explicit equal-tail conventions, integer critical regions and actual significance, exposure-aware Poisson tests, continuity-corrected count approximations, normal and large-sample mean tests, confidence-interval connections, error classifications, fixed-region binomial, Poisson and normal error probabilities and sample-size power comparisons. Nine accessible diagrams show the testing procedure, exact count regions, unequal Poisson tails, discrete significance jumps, corrected count boundaries, matching mean intervals and alternative error distributions. All shared lessons are counted once in the course total. All 38 sections now link teaching and practice. Eight earlier overview lessons remain available, but do not count as full section coverage. This is a content-availability measure, not full programme completion or exam readiness. Written practice is self-checked, not officially marked. Check the 2028–2030 syllabus separately if sitting an examination from 2028; this teaching map uses 2026–2027 requirements.

StudyForA · Learn with understanding

Original teaching content and links to official sources. Check your exam year and qualification before using a resource.