Section 1.6 The Complex Number System HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Topics o The imaginary unit i and its properties o The algebra of complex numbers o Roots and complex numbers HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. The Imaginary Unit i and its Properties The Imaginary Unit i The imaginary unit i is defined as i 1. In other 2 i words, i has the property that its square is −1: 1. HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. The Imaginary Unit i and its Properties Square Roots of Negative Numbers If a is a positive real number, a i a . Note that by this definition, and by a logical extension of 2 2 2 exponentiation, i a i a a. HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 1 a. b. 16 i 16 i 4 4i. As is customary, we write a constant such as 4 before letters in algebraic expressions, even if, as in this case, the letter is not a variable. Remember that i has a fixed meaning: i is the square root of −1. 8 i 8 i 2 2 2i 2. As is customary, again, we write the radical factor 2 last. You should verify that 2i 2 is indeed −8. HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 1 (cont.) 4 2 2 and i i i 1 1 1. c. i i i 1 i i , The simple fact that i2 = −1 allows us, by our extension of exponentiation, to determine in for any natural number n. 3 2 d. i 1 i i 2 1. 2 2 2 This observation shows that −i also has the property that its square is −1. HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. The Imaginary Unit i and its Properties Complex Numbers For any two real numbers a and b, the sum a + bi is a complex number. The collection = {a + bi|a and b are both real} is called the set of complex numbers and is another example of a field. The number a is called the real part of a + bi, and the number b is called the imaginary part. If the imaginary part of a given complex number is 0, the number is simply a real number. If the real part of a given complex number is 0, the number is a pure imaginary number. HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. The Algebra of Complex Numbers Simplifying Complex Expressions Step 1: Add, subtract, or multiply the complex numbers, as required, by treating every complex number a + bi as a polynomial expression. Remember, though, that i is not actually a variable. Treating a + bi as a binomial in i is just a handy device. Step 2: Complete the simplification by using the fact that i2 = −1. HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 2 Simplify the following complex number expressions. a. 4 3i 5 7i b. 2 3i 3 3i c. 3 2i 2 3i d. 2 3i 2 Solutions: a. 4 3i 5 7i 4 5 3 7 i 1 10i HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Treating the two complex numbers as polynomials in i, we combine the real parts and then the imaginary parts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 2 (cont.) b. 2 3i 3 3i 2 3i 3 3i We begin by distributing the minus sign over the two terms of the second complex number, and then combine as in part a. 2 3 3 3 i 1 0i 1 HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 2 (cont.) c. 3 2i 2 3i 6 9i 4i 6i 2 6 9 4 i 6 1 The product of two complex numbers leads to four products via the distributive property, as illustrated here. After multiplying, we combine the two terms containing i, and rewrite i2 as −1. 6 5i 6 12 5i HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 2 (cont.) d. 2 3i 2 3i 2 3i 2 4 6i 6i 9i 2 4 12i 9 1 Squaring this complex number also leads to four products, which we simplify as in part c. Remember that a complex number is not simplified until it has the form a + bi. 5 12i HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 3 Simplify the quotients. 2 3i a. 3i b. 4 3i 1 1 c. i HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 3(cont.) Solutions: 2 3i 2 3i 3 i a. 3i 3 i 3i 2 3i 3 i 3 i 3 i 6 2i 9i 3i 2 9 3i 3i i 2 3 11i 3 11 i 10 10 10 HAWKES LEARNING SYSTEMS Students Matter. Success Counts. We multiply the top and bottom of the fraction by 3 + i, which is the complex conjugate of the denominator. The rest of the simplification involves multiplying complex numbers as in the last example. We would often leave the answer 3 11i in the form unless it is 10 necessary to identify the real and imaginary parts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 3(cont.) b. 4 3i 1 1 4 3i 1 4 3i 4 3i 4 3i 4 3i 4 3i 4 3i In this example, we simplify the reciprocal of the complex number 4 − 3i. After writing the original expression as a fraction, we multiply the top and bottom by the complex conjugate of the denominator and proceed as in part a. 4 3i 16 9i 2 4 3i 4 3 i 25 25 25 HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 3(cont.) 1 1 i c. i i i i 2 i This problem illustrates the process of writing the reciprocal of the imaginary unit as a complex number. Note that with this as a starting point, we could now calculate i –2, i –3, … i 1 i HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 4 Simplify the following expressions. a. 2 3 b. 2 4 4 HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 4 (cont.) Solutions: 2 a. 2 3 2 3 2 3 4 4 3 3 3 4 4i 3 i 3 4 4i 3 3 2 Each 3 is converted to i 3 before carrying out the associated multiplications. Note that incorrect use of one of the properties of radicals would have led to adding 3 instead of subtracting 3. 1 4i 3 HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved. Example 4 (cont.) b. 4 2 4 2i 1 i i 1 We have already simplified in Example 3c, so i we quickly obtain the correct answer of −i. If we had incorrectly rewritten the original fraction as 4 , we would have obtained 1 or i as the 4 final answer. HAWKES LEARNING SYSTEMS Students Matter. Success Counts. Copyright © 2013 by Hawkes Learning Systems/Quant Systems, Inc. All rights reserved.