Exam-Style Problems

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June 2006 p3 q7
1910

The complex number 2 + i is denoted by u. Its complex conjugate is denoted by u*.

(i) Show, on a sketch of an Argand diagram with origin O, the points A, B and C representing the complex numbers u, u* and u + u* respectively. Describe in geometrical terms the relationship between the four points O, A, B and C. [4]

(ii) Express \(\frac{u}{u^*}\) in the form \(x + iy\), where x and y are real. [3]

(iii) By considering the argument of \(\frac{u}{u^*}\), or otherwise, prove that \(\arctan\left(\frac{4}{3}\right) = 2 \arctan\left(\frac{1}{2}\right)\). [2]

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Nov 2005 p3 q7
1911

The equation \(2x^3 + x^2 + 25 = 0\) has one real root and two complex roots.

  1. Verify that \(1 + 2i\) is one of the complex roots.
  2. Write down the other complex root of the equation.
  3. Sketch an Argand diagram showing the point representing the complex number \(1 + 2i\). Show on the same diagram the set of points representing the complex numbers \(z\) which satisfy \(|z| = |z - 1 - 2i|\).
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June 2005 p3 q3
1912

(i) Solve the equation \(z^2 - 2iz - 5 = 0\), giving your answers in the form \(x + iy\) where \(x\) and \(y\) are real.

(ii) Find the modulus and argument of each root.

(iii) Sketch an Argand diagram showing the points representing the roots.

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Nov 2004 p3 q6
1913

The complex numbers 1 + 3i and 4 + 2i are denoted by u and v respectively.

  1. Find, in the form x + iy, where x and y are real, the complex numbers u - v and \(\frac{u}{v}\).
  2. State the argument of \(\frac{u}{v}\).

In an Argand diagram, with origin O, the points A, B and C represent the numbers u, v and u - v respectively.

  1. State fully the geometrical relationship between OC and BA.
  2. Prove that angle AOB = \(\frac{1}{4} \pi\) radians.
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June 2004 p3 q8
1914

(i) Find the roots of the equation \(z^2 - z + 1 = 0\), giving your answers in the form \(x + iy\), where \(x\) and \(y\) are real.

(ii) Obtain the modulus and argument of each root.

(iii) Show that each root also satisfies the equation \(z^3 = -1\).

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