I’ve been meaning to give the back wall of my classroom a makeover for a while. This summer I finally found some time to tackle the big project. I took down all the decorations and posters. I fixed up the wall and painted it a nice tan color. Then, I let loose the randomness!

I struggled with what the new mural would be–I’ve thought about it over the last few years. I considered doing some kind of fractal like the Mandelbrot Set. But it should have been obvious, given the name of my blog!! **What you see in the picture above is three two-dimensional random walks in green, blue, and red.** In the limiting case, one gets Brownian motion:

I honestly didn’t know what it was going to look like until I did it. I generated it as I went, rolling a die to determine the direction I would go each time. I weighted the left and right directions because of the shape of the wall (1,2=right; 3,4=left; 5=up; 6=down). For more details about the process of making it, here’s a documentary-style youtube video that explains all:

Actually, I lied–it doesn’t tell “all.” **If you really want to know more of my thought process and some of the math behind what I did, watch the Extended Edition video** which has way more mathematical commentary from me. I’ve also posted the time lapse footage of the individual green, blue, and red. Just for fun, here’s an animated random walk with 25,000 iterations:

I think the mural turned out pretty well! It was scary to be permanently marking my walls, not knowing where each path would take me, or how it would end up looking. At first I thought I would only do ONE random walk. However, the first random walk (in blue) went off the ceiling so I stopped. And then I decided to add two more random walks.

In retrospect, it actually makes complete sense. I teach three different courses (Algebra 2, Precalculus, and Calculus) and I’ve always associated with each of theses courses a “class color”–green, blue, and red, respectively. I use the class color to label their bins, to write their objective and homework on the board, and many other things.

The phrase “Where will mathematics take you?” was also a last-minute addition, if you can believe it. There just *happened* to be a big space between the blue and red random walks and it was begging for attention.

What a good question for our students. The random walks provide an interesting analogy for the classroom. I’d like to say I’m always organized in my teaching. But **some of the richest conversations come from a “random walk” into unexpected territory when interesting questions are raised.**

Speaking of interesting questions that are raised, here are a few:

- Can you figure out how many iterations occurred after looking at a “finished” random walk? Or perhaps a better question: What’s the probability that there were more than
*n*iterations if we see*m*line segments in the random walk? - Given probabilities of going in the four cardinal directions, can we predict how wide and how high the random walk will grow after
*n*iterations? Can we provide confidence intervals? (might be nice to share this info with the mural creator!) - After looking at a few random walks, can we detect any bias in a die? How many random walks would want to see in order to confidently claim that a die is biased in favor of “up” or “left”…etc?

Some of the questions are easy, some are hard. If you love this stuff, you might be interested in taking a few courses in Stochastic Processes. Any other questions you can think of?

**Where will math take you this coming academic year? Welcome back everyone!**

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I guess you’d have to factor in both the number of rolls and the number of faces. An unrolled die would simultaneously have infinite bias and no bias. After one roll, you have a clear infinite bias towards one face. Counting the number of each result, the more rolls, the greater confidence you’d have in any discovered bias. So now all you need to do is an infinite number of rolls…

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