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    James Ruse 2007 4U CT1 & Solutions

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    Luqman Koche
    This document contains a mathematics assessment for Year 11 students, focusing on complex numbers and their properties. It includes various questions requiring calculations, sketches, and proofs related to complex numbers, Argand diagrams, and geometric interpretations. The assessment is structured into multiple questions, each with subparts that test different mathematical skills and concepts.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    James Ruse 2007 4U CT1 & Solutions

    Uploaded by

    Luqman Koche
    0 views10 pages
    This document contains a mathematics assessment for Year 11 students, focusing on complex numbers and their properties. It includes various questions requiring calculations, sketches, and proofs related to complex numbers, Argand diagrams, and geometric interpretations. The assessment is structured into multiple questions, each with subparts that test different mathematical skills and concepts.

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    © © All Rights Reserved

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    This document contains a mathematics assessment for Year 11 students, focusing on complex numbers and their properties. It includes various questions requiring calculations, sketches, and proofs related to complex numbers, Argand diagrams, and geometric interpretations. The assessment is structured into multiple questions, each with subparts that test different mathematical skills and concepts.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    0 views10 pages

    James Ruse 2007 4U CT1 & Solutions

    Uploaded by

    Luqman Koche
    This document contains a mathematics assessment for Year 11 students, focusing on complex numbers and their properties. It includes various questions requiring calculations, sketches, and proofs related to complex numbers, Argand diagrams, and geometric interpretations. The assessment is structured into multiple questions, each with subparts that test different mathematical skills and concepts.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 10

    Year 11 Term 4 Extension II 2007

    Question 1. Marks

    (a) Let z1 = 2 − i and z 2 = iz1 , find z1 − z 2 . 2

    − 9 + 15i
    (b) Let z = ,
    4−i
    − 9 + 15i
    (i) By simplifying , express z in the form a + bi, 3
    4−i
    where a and b are real numbers.

    (ii) Hence, or otherwise find z and arg z. 2

    (c) Solve z 2 = 35 − 12i, expressing your answer in the form a + bi . 3

    (d) Sketch the region on an Argand diagram neatly, where the inequalities 4
    z − 2 ≤ Re( z ) and Im( z ) ≥ 0 hold simultaneously.

    (e) Let point A, below, represent the complex number 1 + 3i in the Argand diagram. 2
    A (1, 3)
    Not to scale

    OA is rotated 450 anticlockwise about O and enlarged by a factor of 2.


    Find this new complex number in the form a + bi .

    Question 2. [Start a New Page]

    (a) Given 1 − 2i is a root of x 2 + bx + c = 0, where b and c are real numbers, 3


    Find the value of bc.
    (b) (i) Sketch neatly on the same diagram the loci of z when: 2
    (α ) z − (3 + 2i ) = 2 . ( β ) z +3 = z −5 .
    [clearly label each sketch]

    (ii) Hence write down all the values of z which satisfy simultaneously: 2
    z − (3 + 2i ) = 2 and z + 3 = z − 5 .

    (iii) Determine the values of k for which the simultaneous equations: 2


    z − (3 + 2i ) = 2 and z − 2i = k have exactly one solution for z.

    (iv) For the locus of z when z − (3 + 2i ) = 2 , 2


    find the maximum value of arg z .
    JRAHS_ME2_Assessment Task 1_Term 4, 2007
    Q2 continued Marks
    (c) The diagram below shows the locus for all complex numbers z in the Argand
     z − 3 π
    diagram, such that arg = .
     z +1 3
    The angle formed by the intervals AP and BP is θ, where P represents the
    complex number z and A is (−1, 0) and B is (3, 0).
    y
    P
    Not to scale
    θ

    O x
    A B

    (i) Copy this diagram neatly and find θ, giving reasons. 2

    (ii) Find the coordinates for the centre of this circle. 2

    Question 3. [Start a New Page]

    (a) Let P, Q and R represent the complex numbers z1 , z 2 and z 3 respectively. 3


    By drawing a diagram or otherwise, determine the geometric properties that
    characterize ∆ PQR if z 2 − z1 = i ( z 3 − z1 ) ?
    Give clear reasons for your answer.

    (b) Given z = cos θ + i sin θ and that m and n are integers.


    zn + z−n
    (i) Show that = cos nθ . 2
    2

    (ii) Hence, using part (i), show that 2


    cos mθ × cos nθ = [cos(m + n )θ + cos(m − n )θ ].
    1
    2

    5
    (c) Let P( z ) = z 8 − z 4 + 1. The complex number α is a root of P( z ) = 0.
    2

    1
    (i) Show that iα and are also roots of P( z ) = 0. 3
    α

    (ii) Find one of the roots of P( z ) = 0 in exact form. 3

    (iii) Hence find all the roots of P( z ) = 0. 2

    JRAHS_ME2_Assessment Task 1_Term 4, 2007


    Question 4. [Start a New Page} Marks

    (a) The point P on the Argand diagram represents the complex number z, 3
    1 1
    where z satisfies + = 1.
    z z
    Find the locus of P as z varies

    (b) (i) State the triangle inequality for the two complex numbers z1 and z 2 . 1

    (ii) If z1 = 3 + 4i and z 2 = 13, find the greatest value for z1 + z 2 . 1

    π
    (iii) Further, if 0 < Arg z 2 < and z1 + z 2 has this greatest value, 2
    2
    find z 2 .

    2π 2π
    (c) Given w = cos + i sin ,
    5 5

    (i) Show that w k is a solution of z 5 − 1 = 0, where k is an integer. 2

    (ii) Explain why 1 + w + w 2 + w 3 + w 4 = 0. 2

    (iii) Hence, or otherwise find the value of: 2


    (
    (w − 1) 1 + 2w + 3w 2 + 4w3 + 5w 4 . )
    w w2 w3 w4
    (iv) Given that S = + + + , 2
    1 − w 2 1 − w 4 1 − w 1 − w3
    Show that S = 0.

    THE END

    JRAHS_ME2_Assessment Task 1_Term 4, 2007

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