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A2T-ImaginaryNumbers

A2T-ImaginaryNumbers

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Published by Nicholas Yates
A project where students are introduced to the basics of imaginary and complex numbers.
A project where students are introduced to the basics of imaginary and complex numbers.

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Published by: Nicholas Yates on May 26, 2009
Copyright:Attribution Non-commercial

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05/11/2014

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Imaginary Numbers – Final Project Option
Name ________________________ A
LGEBRA
II
WITH
T
RIGONOMETRY
Date ____________Pd ________In this project, you will investigate imaginary and complex numbers. You willrepresent them graphically and algebraically. You will add and multiply them, andfind their absolute values (magnitude). You will create a picture with complexcoordinates and use trigonometry to convert them to polar complex coordinates. In thefall, in precalculus, you may be asked to lead the class one day: you will teach yourclassmates how to graph complex numbers, and then assign your picture as a graphingactivity. Your goal is to create an activity with clear directions for them.
I.
Basic Graphing – Real, Imaginary, and Complex (20pts)
1.
In the middle of your page, draw a real number line, labeling integer valuesfrom -10 to 10. Also plot ½, -½,
π
, 2
π
, and
e
.
2.
Vertically through 0, draw an imaginary number line, labeling
i
, 2
i
, 3
i
, …, 10
i
,above 0 and -
i
, -2
i
, …, -10
i
below. You should now have a familiar Cartesiancoordinate plane, labeled in a somewhat new way. Plot (with a dot) 4
i
, -
i
, ½
i
,and
π
i
.
i
is defined as the square root of -1. “But wait,” you say! “Negative numbers don’thave square roots!” Well, they do now!!! Square roots of negative numbers are called
imaginary
. Imaginary numbers were discovered/created in the 1500s to solveequations that previously couldn’t be solved, and have since come to haveapplications in geometry, chaos theory, and physics. Since
1
=
i,
it follows fromthis definition that
9
=
9
*
1
= 3 *
i
= 3
i
.
3.
Use the definition of
i
to represent these imaginary numbers:a.
25
b.
100
c.
3
d.
75
4.
Use the definition of
i
to find:
a.
i
2
 b.
i
3
c.
i
4
d.
i
5
e.
i
6
f.
i
7
g.
i
8
5.
On your plane, plot the point 2+3
i
, by putting a dot at the point correspondingto 2 on the x (real) axis and 3
i
on the y (imaginary) axis. Also plot -7 –
i
, 6 – 8
i
,and -7.5 + 4
i
. Check with Mr. Yates that these are graphed correctly.These numbers, combining real and imaginary parts, are called
complex numbers
,and what you have plotted them on is called the
complex plane
.
 
II.
Adding Complex Numbers (5pts)
When adding complex numbers, add the like terms: (5 + 6
i
) + (7 – 4
i
) = 12 + 2
i
1.
Add (2 + 3
i
) + (4 +
i
).
2.
Add (-8 + 2
i
) + (6 – 4
i
).
III.
Multiplying Complex Numbers (5pts)
When multiplying complex numbers, use the distributive property or FOIL:(5 + 6
i
) * (7 – 4
i
)= (5)(7) + (5)(-4
i
) + (6
i
)(7) + (6
i
)(-4
i
)F O I L= 35-20
i
+42
i
-24
i
2
= 35-20
i
+42
i
-24(-1)= 35+24+ (-20+42)
i
= 59+ 22
i
1.
Multiply (2 + 3
i
)(4 +
i
).
2.
Multiply (-8 + 2
i
)(6 – 4
i
).
IV.
Absolute Value / Magnitude (10pts)
The absolute value of a complex number is its distance from the origin.1.Pick a complex number with both real and imaginary parts. Write it. Graph itin the complex plane.
2.
Drop a line down or up to the real axis and then over to the origin to form aright triangle. Label the lengths of each side. Use the Pythagorean Theorem(show work) to find the hypotenuse. You just found that number’s
magnitude
!
3.
Plot, then draw a right triangle for 6 – 8
i
. Use the Pythagorean Theorem (showwork) to find its magnitude.The concise formula for the magnitude of complex number a + b
i
is
22
babia
+=+
.
4.
Use this formula to find |-7.5 + 4
i
|.
5.
Use this formula to find |1 + 2
i
|.
V.
Integrated Practice (20pts)
On a sheet of graph paper, plot the following points (some involve calculation;connect them in order as you go):A)4B)3+3iC)iD)(1+2i) + (1+2i)E)-1+4iF)(3+2i) + (-1+3i)G)
64
H)3(1+2i) = (3+0i)(1+2i)
I)16
+
81
 J)(4+i) + (1+5i)K)8+8iL)½(12+10i)M)(7+i) + (2+3i)N)(5-i)(1+i) = (5-1i)(1+1i)O)(4+2i) + (4-i)P)5+3i
Q)
–4 * i
2

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