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Length, scale and dimension

Length, scale and dimension. Learning Goals . Understand some of the issues underlying the definitions of arclength , area etc. See how the scaling properties of measure lead to the definition of fractal dimension. Learning Objectives:

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Length, scale and dimension

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  1. Length, scale and dimension

  2. Learning Goals • Understand some of the issues underlying the definitions of arclength, area etc. • See how the scaling properties of measure lead to the definition of fractal dimension. • Learning Objectives: • Apply the covering definition of arclength using a physical model • Analyze the behavior of arclength at different length scales • Connect the power laws of scaling to the idea of fractal dimension

  3. Usual formula for straight lines Makes sense for smooth curves, polygonal curves, and more complicated shapes. Preserved by rigid motions of the plane Expanded linearly by dilations Area expands quadratically, volume cubically. Properties of arclength Why is this true, and how general is it?

  4. What definitions of arclength can apply to a wide variety of shapes?

  5. Arclength of smooth curves We learned this formula in calculus: But it only applies to differentiable curves!

  6. Arclength by disk-coverings • Choose a length scale • Cover your arc by disks of diameter , where is as small as possible. • Let be your estimate for arclength. • Take a limit as • Note, this applies to any set, not just arcs! (but does the limit exist?)

  7. Estimation activity: • Our shapes: • a circle, • the Koch Snowflake, • the Coastline of Norway. • Apply the circle covering definition using • Pennies (19mm) • Jujubes (10 mm) • Split-peas (7 mm) • Beads (5 mm) • Are the arclength estimates stabilizing? • How does the covering number grow as element size decreases?

  8. Arclength estimate versus length scale: (mm) (mm)

  9. Observations about the data • Except for the circle, grows as decreases. • This means that can grow faster than linearly in . • How fast does it grow? • How do we measure that?

  10. Interlude… • The students go home with this charge: Collect more data on the Koch Snowflake or the coast line of Norway, and try to determine which functional relationship holds between N and epsilon.

  11. Power law? If there were a power law of the form We could write And taking logs, Hence a slope on a log-log plot will help us estimate d. (slope 0 corresponds to d=1.)

  12. Slope estimates d-1. Circle: d ~ 1. Snowflake: d ~ 1.27. Norway: d ~ 1.35

  13. Summary • If the covering number grows like we say the figure has fractal dimension d. • The limit of is arclength when d=1 , area when d=2, and “Hausdorff measure of dimension d” in general. • The Hausdorff measure of an object of dimension d scales like when its diameter is magnified by

  14. Challenges/Further thoughts • The Koch curve has dimension exactly log 4/log 3. Explain this to your own satisfaction! • A coastline need not have a well-defined dimension, but over a specific range of lengths this might be a good approximation. • All our definitions were rough approximations. There are a number of non-equivalent variations. • Look up: Hausdorff dimension, box dimension, Lebesgue measure. • What properties of physical processes might lead to the formation of fractals?

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