Complex Numbers

P3/9/1 : Definitions and Operations

P3/9/2 : Multiplication and division of complex numbers.
P3/9/3 : Squares and square roots of complex numbers
P3/9/4 : Complex roots
P3/9/5 : 1.Modulus and Argument
2.Geometrical Representation: Argand diagram
P3/9/6 : Polar Coordinate form
P3/9/7 : Polar Coordinate form operations
P3/9/8 : Geometrical effect of conjugate, addition, subtraction, multiplying and
dividing two complex numbers.
P3/9/9 : Complex numbers and Loci: Geometrical approach (equations)
P3/9/10 : Complex numbers and Loci: Geometrical approach (inequalities)
P3/9/11 : Miscellanous questions and exercises on a complex number.
P3/9/12 : Past Year Questions
P3/9/1 : Definitions and Operations
P3/9/2 : Multiplication and division of
complex numbers.

• Students should be able to:

– define the term complex numbers,
– carry out the operations of complex numbers.
– carry out the multiplication and division of 2
complex numbers by using complex
conjugates.
 Introduction of Complex Numbers
∗ Solve x 2 − 2 x + 5 = 0.

Q b 2 − 4ac = −16 < 0,

∴ We say that the equation has no real roots.

In order to accept the roots as numbers, we need to extend the

real number system by simply introducing ONE new number i
which represents − 1 .

∗ Many problems in engineering and in higher mathematics can

only be solved by use of the new number system.
 Complex Numbers
∗ The complex numbers consist of numbers of the form a + bi,
where a and b are real numbers and i 2 = −1.

∗ Complex numbers of the form a + 0i are called real numbers;

complex numbers of the form 0 + bi are called imaginary numbers.

∗ In a general complex number a + bi, a is called the real part and

b is called the imaginary part. This is written Re(a + bi ) = a,
Im(a + bi ) = b.
Note : The relations > and < cannot be used to compare pairs of complex numbers.
 Complex Numbers
∗ Complex numbers can be added, subtracted, multiplied
and divided.

∗ If two complex numbers are equal, their real parts are

equal and their imaginary parts are equal.

∗
∗ Complex numbers z = x + yi, z = x − yi are conjugate
complex numbers.
Example 1 :
Given that z1 = 2 + 4i and z 2 = 3 − 4i, find
a). z1 + z 2 b). z1 − z 2
c). z1 × z 2 d). z1 ÷ z 2
Example 2 :
Write down the conjugate of z = 3 − 7i. Find the values of
∗ ∗
a). z + z b). z − z
z
c). zz ∗ d). ∗
z
 Practice Exercise
Pure Mathematics 2 & 3
by Hugh Neil & Douglas Quadling
• Exercise 16A, (pg 226)
Q1(a)(d)(e)(f)(h), Q2(b)(d)(g)(h)(i), Q3, Q4
• Exercise 16B, (pg 230)
Q4
P3/9/3 : Squares and square roots of complex
numbers
P3/9/4 : Complex roots

• Students should be able to:

– square a complex number and also obtain the
square roots of a complex number.
– obtain the real and complex roots of a
polynomial with real coefficients.
– use the result that any complex roots occur in
conjugate pairs.
 Square Roots of Complex Numbers
∗ With the introduction of complex numbers, every real number
has square roots. What are the two square roots of a complex
number?
example : Find the square root of the complex number,
5 + 12i.
Example 1 :
Find the square roots of :
a). 3 − 4i, b). 8i
 Practice Exercise
Pure Mathematics 2 & 3
by Hugh Neil & Douglas Quadling
• Exercise 16B, (pg 239)
Q1(a), (b), (d), Q2(c),(e)
 Solving Equations with Complex Roots

∗ The most important property is any complex root in

a polynomial equation with real coefficients will
always occur in pairs.

∗ A polynomial equation of degree n has exactly

n roots in complex numbers.
Example 2 :
Solve the following equations.
a). z 2 + 100 = 0 b). z 2 + 4 z + 13 = 0
Example 3 :
Solve the following equations.
a). z 3 − 3z 2 + z + 5 = 0 b). z 4 − 100 = 0
c). z 5 − 6 z 3 − 2 z 2 + 17 z − 10 = 0
Answer of example 3
Class Work
Equations with complex coefficients
Example 4 :
Solve the quadratic equation.
(2 − i )z 2 + (4 + 3i )z + (− 1 + 3i ) = 0
Answer of example 4
 Practice Exercise
Pure Mathematics 2 & 3
by Hugh Neil & Douglas Quadling
• Exercise 16D, (pg 230)
Q1(b), (c), Q3(d), Q5(a),(b),(g),(h), Q6.
P3/9/5 : 1.Geometrical Representation:
Argand diagram
2. Modulus and Argument

• Students should be able to:

– represent the complex number geometrically
by means of an Argand diagram.
– calculate the modulus and argument of the
complex number.
 Geometrical Representation :Argand diagram
∗ How to show the position of a complex number graphically?
example : z = 2 + 3i
As a point (2,3) on an Argand diagram.

∗ In Argand diagram, you can think of z as OZ or as a point Z .

- same idea as a positive vector.
Example 1 :
Show the following complex numbers on an Argand diagram :
a). 1 − 2i b). 2i c). − 2 + i, d). − 2 − 2i
 Example 2 :
If z1 = 5 + 2i and z2 = 2 + 3i, show on an Argand
diagram z1 + z2 and z1 − z 2 .

Note : Some geometrical effect as addition and subtraction of vectors.

 Class Work
If z1 = 3 + i and z 2 = 1 + 2i, show on an Argand
diagram vectors corresponding to
z1 , z2 , z1 + z 2 and z1 − z 2 .
 Modulus and Argument
∗ Length OZ = r is called the modulus of the complex number
and is denoted | z | .
|z| = r = a 2 + b 2

Im
z (a, b)
r

α
Re
0
 Modulus and Argument
∗ Angle α is called the argument of the complex number,
denoted Arg ( z ), where − π < α < π
b
Arg (z ) = α = tan  
−1

a
Im
z (a, b)
r

α
Re
0
 y y
z(a, b) z(-a, b)

x x

y y

x x

z(-a, -b) z(a, -b)

Example 3 :
Find the modulii and arguments of the following, sketch them
on Argand Diagrams.
a). 1 + i b). − 1 + 3i c). − 2 + 3i, d). 3 − i
P3/9/6 : Polar Coordinate form

• Students should be able to:

– express a complex number in polar
coordinate or modulus argument form..
 Polar Coordinate form

∗ Consider the general complex number, z = x + yi on an

Argand diagram.
Im
x = r cos θ
z (x, y) y = r sin θ
r
z = x + yi
y
θ z = r cos θ + r sin θi
0 x Re z = r (cos θ + i sin θ )
Example 1 :
Change the following complex numbers to Polar form :
a). i b). − 2i c). − 2 + i, d). − 1 − i
Example 2 :
Change the following complex numbers to Cartesian form :
 π π  2π 2π 
a). 2 cos + i sin  b). 4 cos + i sin 
 4 4  3 3 
 Practice Exercise
Pure Mathematics 2 & 3
by Hugh Neil & Douglas Quadling
• Exercise 17A, (pg 242)
Q1(a), (b), (d), (f), Q2(a), (b), (f), (g), (i)
P3/9/7 : Polar Coordinate form operations

• Students should be able to:

– carry out the operations, i.e multiplication and
division of two complex numbers in polar
coordinate form.
– use the polar coordinate form to find the
square and square root of a complex number.
 Rules of Multiplication and Division in Polar form
∗ The rules for multiplication and division in Polar form are
st = s t , arg(st ) = arg s + arg t + k (2π ),
s s s
= , arg  = arg s − arg t + k (2π ),
t t t
where in each case the number k (= −1,0 or 1) is chosen to
ensure that the argument lies in the interval − π < θ < π .

∗ z = r (cos nθ + i sin nθ )
n n
Example 1 :
Given that s = p(cos α + i sin α ) and t = q(cos β + i sin β ),
find s × t.
Example 2 :
Show that s = − 3 + i and t = 2 + 2i as points in an Argand
s
diagram. Find st and in polar form, and put them into the
t
diagram.
Example 3 :
 π π 1
Given z = 2 cos + i sin , find z 4 and z .
2

 3 3
Class Work
 Practice Exercise
Pure Mathematics 2 & 3
by Hugh Neil & Douglas Quadling
• Exercise 17B, (pg 247)
Q1(a), (b), (e), (g), (m), (n), (p)
• Exercise 17D, (pg 254)
Q1(a), (c), (f), Q2(b)
P3/9/8 : Geometrical effect of conjugate,
addition, subtraction, multiplying
and dividing two complex
numbers.
• Students should be able to:
– represent the complex number on an Argand
diagram in the following cases: conjugating,
adding, subtracting, product and quotient of
two complex numbers.
Refer to previous notes.
P3/9/9 : Complex numbers and Loci:
Geometrical approach (equations)

• Students should be able to:

– illustrate simple equations involving complex
numbers by means of a loci in an Argand
diagram.
 Locus
Let Z represent the variable complex number z , and W, W1 and W2
represent fixed complex numbers w, w1 and w2 respectively.
Equation Type of locus Diagram
Circle with radius, Im
z−w =r r
r, centre, w. locus of z
w

Re
0
Perpendicular Im
z − w1 = z − w2 bisector of the line
w2

W1W2 locus of z
w1
Re
0

arg( z − w) = α Half-line with end- Im

locus of z
point W, inclined at
an angle α to the α
w
Re-axis. Re
0
Example 1 :
Consider z = x + yi as a variable complex number. Sketch and
describe the following :
a). z = 3 b). z − 2 − 3i = 1 c). z − 2 − 3i = z + 4 + i
Example 2 :
Show on an Argand diagram, the locus of z :
π π
a) arg z = b) arg( z − 1) =
4 4
π 3π
c) arg( z + 1 − i ) = d) arg( z − 1 − 2i ) =
4 4
Example 3 :
Find the Cartesian equation of the loci
a) z − 1 = 3 b) z − i = z + 2i
Example 4 :
Use an Argand diagram to find, in the form a + bi, the complex
number which satisfies the eqautions
π 2π
a) arg(z + 2 ) = and arg( z ) =
2 3
π
b) arg( z − 3) = and z =5
2
 Practice Exercise
Pure Mathematics 2 & 3
by Hugh Neil & Douglas Quadling
• Exercise 16C, (pg 235)
Q5(a), (e), (f), (g)
• Exercise 17A, (pg 243)
Q3(a), (b), (g), (h)
P3/9/10 : Complex numbers and Loci:
Geometrical approach
(inequalities)

• Students should be able to:

– illustrate simple inequalities involving complex
numbers in an Argand diagram.
Example 1 :
Shade the following regions :
a). Re(z ) ≥ 0 b). z + 1 < 2 c). z − i ≥ 1
d). z + z ∗ > 2 e).1 < z ≤ 2 f). z − i ≥ z + 1
Answer of example 1
Example 2 :
Shade the regions satisfying the following inequalities :
π π 2
a). ≤ arg( z ) ≤ π b). < arg(z − 1) ≤ π
2 3 3
Example 3 : ( Misc. Ex.17 Q4)
A complex number z satisfies z − 3 − 4i = 2. Describe in
geometrical terms, with the aid of a sketch, the locus of
the point which represents z in an Argand diagram. Find
a). the greatest value of z ,
b). the difference between the greatest and least values
of arg z.
 Practice Exercise
Pure Mathematics 2 & 3
by Hugh Neil & Douglas Quadling
• Exercise 16C, (pg 235)
Q6(a), (b)
• Exercise 17A, (pg 243)
Q4(a), (d), Q6(a), (d)
P3/9/11 : Miscellaneous questions and
exercises on a complex number.
P3/9/12 : Past Year Questions

• Students should be able to:

– answer various questions on complex
numbers.
– answer past year questions on complex
numbers.
 Practice Exercise
Pure Mathematics 2 & 3
by Hugh Neil & Douglas Quadling
• Misc Ex 16, (pg 239)
Q1,2,3,5,6,8
• Misc Ex. 17, (pg 255)
Q3,4,6,2