Name: _______________________________________________
Further Pure 1
Complex Numbers
Date:
Time:
Total marks available:
Total marks achieved: ______
Questions
Q1.
In this question you must show all stages of your working.
Solutions relying entirely on calculator technology are not acceptable.
Given that z = 3 is a root of the equation f(z) = 0
(a) show that p = –87
(2)
(b) Use algebra to determine the other roots of f(z) = 0, giving your answers in simplest form.
(4)
On an Argand diagram
• the root z = 3 is represented by the point P
• the other roots of f(z) = 0 are represented by the points Q and R
• the number z = –9 is represented by the point S
(c) Show on a single Argand diagram the positions of P, Q, R and S
(1)
(d) Determine the perimeter of the quadrilateral PQSR, giving your answer as a simplified surd.
(2)
(Total for question = 9 marks)
(Q02 WFM01/01, June 2024)
Q2.
f(z) = 2z3 – z2 + az + b
where a and b are integers.
The complex number –1 – 3i is a root of the equation f(z) = 0
(a) Write down another complex root of this equation.
(1)
(b) Determine the value of a and the value of b.
(4)
(c) Show all the roots of the equation f(z) = 0 on a single Argand diagram.
(2)
(Total for question = 7 marks)
(Q04 WFM01/01, Oct 2021)
Q3.
Given that
(a) determine
(2)
Given also that p = –4
(b) determine the possible values of q
(2)
(c) Show z1 and the possible positions for z2 on the same Argand diagram.
(2)
(Total for question = 6 marks)
(Q01 WFM01/01, June 2022)
Q4.
f(z) = 2z4 – 19z3 + Az2 + Bz – 156
where A and B are constants.
The complex number 5 – i is a root of the equation f(z) = 0
(a) Write down another complex root of this equation.
(1)
(b) Solve the equation f(z) = 0 completely.
(5)
(c) Determine the value of A and the value of B.
(2)
(Total for question = 8 marks)
(Q04 WFM01/01, June 2022)
Q5.
f(z) = 2z3 + pz2 + qz – 41
where p and q are integers.
The complex number 5 – 4i is a root of the equation f(z) = 0
(a) Write down another complex root of this equation.
(1)
(b) Solve the equation f(z) = 0 completely.
(4)
(c) Determine the value of p and the value of q.
(2)
When plotted on an Argand diagram, the points representing the roots of the equation f(z) = 0 form the
vertices of a triangle.
(d) Determine the area of this triangle.
(2)
(Total for question = 9 marks)
(Q02 WFM01/01, Jan 2024)
Q6.
Given that
where λ is a real constant,
(a) determine z, giving your answer in the form x + yi, where x and y are real and in terms of λ.
(4)
Given also that
(b) find the possible values of λ.
(2)
(Total for question = 6 marks)
(Q09 WFM01/01, Jan 2024)
Q7.
In this question you must show all stages of your working.
Solutions relying entirely on calculator technology are not acceptable.
The complex number z is defined by
z = –3 + 4i
(a) Determine
(3)
(b) Express in the form kz, where k is a positive integer.
(3)
(c) Hence find the value of
Give your answer in radians to 3 significant figures.
(2)
(Total for question = 8 marks)
(Q04 WFM01/01, June 2024)
Q8.
Find z, giving your answer in the form a + bi, where a and b are real constants. You must show all your
working.
(Total for question = 5 marks)
(Q05 WFM11/01, Specimen papers )
Q9.
In this question you must show all stages of your working.
Solutions relying entirely on calculator technology are not acceptable.
(a) Determine the exact value of
(2)
Given that
(b) determine w in terms of a and b, giving your answer in the form x + iy, where x, y∈ℝ
(4)
Given also that
(c) determine the value of a and the value of b
(2)
(d) determine arg w, giving your answer in radians to 4 significant figures.
(2)
(Total for question = 10 marks)
(Q06 WFM01/01, June 2023)
Q10.
The equation
x4 + Ax3 + Bx2 + Cx + 225 = 0
where A, B and C are real constants, has
• a complex root 4 + 3i
• a repeated positive real root
(a) Write down the other complex root of this equation.
(1)
(b) Hence determine a quadratic factor of x4 + Ax3 + Bx2 + Cx + 225
(2)
(c) Deduce the real root of the equation.
(2)
(d) Hence determine the value of each of the constants A, B and C
(3)
(Total for question = 8 marks)
(Q04 WFM01/01, Jan 2022)
Q11.
The complex number z is defined by
z = – λ + 3i where λ is a positive real constant
Given that the modulus of z is 5
(a) write down the value of λ
(1)
(b) determine the argument of z, giving your answer in radians to one decimal place.
(2)
In part (c) you must show detailed reasoning.
Solutions relying on calculator technology are not acceptable.
(c) Express in the form a + ib where a and b are real,
(5)
(d) Show on a single Argand diagram the points A, B, C and D that represent the complex numbers
(3)
(Total for question = 11 marks)
(Q06 WFM01/01, Jan 2021)
Q12.
Given that is a root of the equation
4x3 − 19x2 + px + q = 0
(a) write down the other complex root of the equation.
(1)
Given that x = 4 is also a root of the equation,
(b) find the value of p and the value of q.
(4)
(Total for question = 5 marks)
(Q02 WFM01/01, Jan 2021)
Q13.
In this question you must show all stages of your working.
Solutions relying entirely on calculator technology are not acceptable.
f(z) = 4z3 + pz2 – 24z + 108
where p is a constant.
Given that −3 is a root of the equation f(z) = 0
(a) determine the value of p
(2)
(b) using algebra, solve f(z) = 0 completely, giving the roots in simplest form,
(4)
(c) determine the modulus of the complex roots of f(z) = 0
(2)
(d) show the roots of f(z) = 0 on a single Argand diagram.
(2)
(Total for question = 10 marks)
(Q03 WFM01/01, Jan 2023)
Examiner's Report
Q1.
This question on complex roots of equations saw very good scoring.
In part (a), the vast majority of students used substitution and invariably arrived at the correct value for p.
Occasionally other methods such as long division were used at this stage and these were more prone to
error.
The correct quadratic was widely achieved in part (b) and most went on to achieve the correct complex
roots, usually with calculator assistance - which was acceptable if the quadratic was seen.
It was surprising in part (c) to see a significant number of students producing incorrect Argand diagrams.
In most cases these errors involved plotting real numbers onto the imaginary axis.
Part (d) saw a few errors with Pythagoras. Some attempts did not use the correct shape and involved the
distances PS and/or QR. There were a small number who found the area rather than the perimeter.
(Q02 WFM01/01, June 2024)
Q2.
Another well answered question, with over 50% of solutions being fully correct and mean mark around
6/7. The sketch of the real root proved to be problematic for some, and this was the mark lost most often.
(a) Almost all achieved the −1 +3i, even in otherwise low scoring scripts, with those who did not attempt
the question being the main reason for failing to score this first mark.
(b) Most candidates were able to make a start, though some were let down by poor algebra
subsequently, both in finding the quadratic and then dividing to find the linear factor. A few candidates
stopped once they had reached the quadratic factor, but most proceeded, usually via long division, to
attempt the linear term. Where long division was used there were quite a few cases of b = 50 rather than
b = −50 being given due to misreading/misinterpreting the result. Attempts at the alternative method were
not uncommon and usually successful depending on the functions of the calculator students were using.
Those with calculators able to simplify complex expression generally scored full marks, but those who
manipulated by hand were prone to error or gave up.
(c) Some candidates did not attempt the Argand diagram at all, but just provided the 3 roots. However,
most did attempt it, plotting at least the two complex roots. There was a wide variety in the standard of
sketches (as usual). Many were sloppy or small as well as imprecise – others tried to plot them. Most
managed to make the conjugate roots look like reflections although some marks were lost. Many omitted
the real root, however, whilst others placed the real root closer to the origin than corresponded to the
complex roots.
(Q04 WFM01/01, Oct 2021)
Q3.
A surprising number of candidates did not realise that they could use |z1z2| = |z1||z2| in part (a) and
attempted instead the much more difficult (and time consuming) method of first multiplying the two
vectors, calculating the modulus of their resulting matrix, and then equating their answer to . In
general, these candidates' efforts tended to be unsuccessful. Some candidates used the |z1z2| =
information to represent the value of |z1z2| in terms of the p and q values reaching |z1z2|=|(3p − 3q)+ i (3p
+ 3q)| = and hence p2 + q2 = 25 and finally the value of |z2| = 5
Candidates who used the expected modulus relationship usually achieved the marks with a minimum of
effort.
There was evidence that a few candidates had misconceptions such as |z1z2|= |z1| + |z2| and |z2|= p2 + q2
(without the square root).
In part (b) most candidates, including those unsuccessful on part (a), were able to calculate the two
values of q. However, some candidates still took the more difficult route (previously described) to the
correct answer. Of those taking this more difficult route, candidates who were unable to negotiate the
algebra required in part (a) were often more successful when working with the given value. A few
candidates only produced one solution and a few failed to connect this to p2 + q2 and produced
complicated equations but still found a conjugate pair.
In part (c) nearly all candidates were able to plot z1 correctly, and most were able to plot their
solution/solutions to part (b) correctly on an Argand diagram. However, many did not take enough time
and care when drawing their diagrams, including failing to put numbers on the axes or to clearly label their
complex numbers.
(Q01 WFM01/01, June 2022)
Q4.
Candidates had little difficulty stating the complex conjugate of the given root as required in part (a).
Most students then successfully used the sum and product of the initial pair of complex conjugate roots to
determine the first quadratic factor of the given quartic.
Candidates who attempted (z − (5 + i))( z − (5 − i)) were generally successful in expanding the brackets,
and thus determining the first quadratic factor of f(z).
However, a few candidates failed to correctly deal with i2, and therefore ended up with the incorrect factor
z2 − 10z + 24. This, of course, led to a loss of accuracy marks throughout the rest of the question.
Candidates tended to "dive into" algebraic division as their preferred method of finding the second
quadratic factor. They were often unable to complete the division but were able to get far enough to
realise that the second quadratic factor had to have "−6" as its constant. This set them on their way to
finding the correct second quadratic factor.
However, after spending a long time on the algebraic division, it was noticeable that some students forgot
that they had been asked to "solve the equation f(z) = 0 completely", and did not even attempt to find the
roots of their second quadratic factor.
In part (c) candidates who found a second quadratic factor tended to multiply their two quadratics,
therefore achieving a result for f(z). These candidates were usually able to determine the correct values of
both A and B. Candidates who only used algebraic division found it more difficult to arrive at the correct
values. The more successful candidates tended to realise that their constant from the division, "A − 42",
must equal "− 6". This gave them the correct value for A, and hence (using their remainder from the
division), the correct value of B.
A few candidates attempted to compute f(5 + i) or f(5 − i) as a route to determining the values of A and B,
and hence the roots of the quartic. Of those that tried f(5 ± i) very few were successful, often forgetting
that they needed to equate the real and imaginary components separately.
(Q04 WFM01/01, June 2022)
Q5.
This question proved highly accessible, with most able to make progress to at least part (c), occasional
slips in algebra being the main culprit of loss of marks.
Almost every, if not every, candidate gained the B mark by correctly identifying 5+4i as another root in
part (a).
For part (b) some students went straight from the two complex roots to the required quadratic by simply
identifying the sum and product of roots. Most students achieved the correct quadratic factor and
proceeded via the 'main' method, although a surprising number of students used long division rather than
factorisation by inspection. Others used the sum and product of roots of a cubic to find the third root
efficiently. A small number having correctly identified 2z − 1 as a factor then failed to give the 3rd root as z
= ½ with some only identifying it in part (d), too late to score the mark, and some not including it at all in
their solution.
Long division was quite commonly used to answer part (c) also, and mistakes here were frequent. Slips in
arithmetic in determining the values of p and q were fairly frequent, and often these values were found
before deducing the third root, by using that the remainder of the long division must be zero. Use of the
factor theorem to first find p and q before deducing the root was also observed, with students not always
spotting the most efficient methods. That was surprising as this is a very well tried and tested type of
question where the method expected of the main scheme ought to be well known.
Part (c) was more discriminating, testing students' understanding of the geometry of the roots. The area of
the triangle was usually found correctly by students who had identified z = ½ as the third root, and by the
correct method for students with other values, most often z =− ½, though some gave the answer 18i,
gaining no credit. But many used the origin rather than the correct point, and so gained neither method
here. In some cases students simply drew the Argand diagram.
(Q02 WFM01/01, Jan 2024)
Q6.
This question was not very well completed. The final mark of the question proved particularly
discriminating. Very few scripts were seen that gained full credit for this question.
In part (a) most were able to make some progress, though a few did not manage to get over the first
hurdle, not for lack of trying. There were some very roundabout answers to this part. Of the more
successful attempts all 3 approaches highlighted on the mark scheme were seen, with the main scheme
the most common, but Way 3 very rare. Most exhibited the procedure of multiplying numerator and
denominator by the complex conjugate of the denominator at some stage in the working, and most were
able to deal with the i2 terms, though this was slightly less successfully completed. Those who navigated
the first two steps of the method almost invariably proceeded to make z the subjecting meaning the
majority of students scored the three method marks. However the accuracy mark was much less
accessible, with algebraic errors being common, losing a square on the λ in the denominator being an
example of a common error. A few lost the λ2. entirely, while similar errors in the numerator were also
made. Some students worked correctly but did not separate out the real and imaginary parts sufficiently to
score the final mark. The question did not ask for simplest form which was fortunate for many students
who seemed unable or unwilling to eliminate obvious common factors with or
other similar expressions being common answers.
For part (b) the majority of students were able to score the first marks as long as they had an answer in
terms of λ for part (a). Most used the tangent approach, with relative few realising they could just equate
real and imaginary parts. However, nearly all lost the final mark as they did not reject the solution with
negative imaginary part, which was argument , not . Where students were unsuccessful in scoring
the first mark in part (b), this was usually due to a failure to solve a quadratic λ either due to errors in (a)
meaning a quadratic was not found, or through multiplying, rather than dividing, real and imaginary terms,
while some students put the argument equal to rather than its tangent. There were a few students
who demonstrated an awareness of the factor that the components both needed to be positive, but who,
unfortunately, had made errors earlier in the question and so were not able to score the final mark despite
evidencing a correct understanding of the requirements.
(Q09 WFM01/01, Jan 2024)
Q7.
Although there were many fully correct responses to this question on definitions and manipulation of
complex numbers, there were a fairly varied range of mark profiles awarded. It remains the case that the
concepts of the modulus and argument of a complex number are not always well understood.
In part (a), those who knew the method generally scored all three marks. However, some did not use the
correct order of operations and replaced worked out and introduced a 3 (or ) afterwards. Some
students continue to confuse the modulus of a complex number with absolute value.
In part (b), full marks were widely scored. The conjugate notation was well known and most then
successfully demonstrated the use of an appropriate multiplier to make the denominator real. This needed
to be seen explicitly since this question required all stages of working to be seen. A small number left their
answer as −6 + 8i instead of 2z.
Both marks were commonly awarded in part (c) but there were quite a few incorrect responses. Use of
tan instead of arctan was not uncommon. Those who drew a sketch were usually able to produce the
correct final angle. A small number of answers were given in degrees rather than radians.
(Q04 WFM01/01, June 2024)
Q8.
No Examiner's Report available for this question
Q9.
Good scoring was seen on this second complex number question but there were recurring errors widely
seen across all parts of the question.
Most students made light work of part (a) although some clearly did not know what the modulus of a
complex number meant or replaced |z1+ z2| with |z1|+|z2|.
The required method to rationalise the denominator was well-known in part (b) although there were a few
cases of students substituting the complex numbers in the wrong places. A few were confused by the
form required or lost the denominator of "13".
Those who had progresses to part (c) usually identified that they had to form and solve a pair of
simultaneous linear equations. This was usually performed correctly although since every stage of
working had to be seen some students lost marks here by calculator use.
Part (d) required the argument of a complex number and the definition was remembered by most. Some
performed the arctan with the real and imaginary parts misplaced in the fraction but the main errors here
were the giving of answers in degrees or not to the specified number of significant figures.
(Q06 WFM01/01, June 2023)
Q10.
In part (a) it was rare for the second complex root to be incorrect or missing.
In part (b) the determination of the quadratic factor associated with a pair of complex conjugate roots was
a well-rehearsed procedure for many candidates, with full marks seen often here.
The existence of a repeated positive real root caused a number of difficulties for some candidates who
could thus not handle the algebraic processing techniques required in part (c). Long division was often
used and, with unknown coefficients in the quartic function, this often led nowhere. The use of the product
of the roots was by far the most successful way to find the repeated root and many candidates used this
method. Unfortunately, quite a few candidates selected -3 instead of +3 as their root having not read the
question with enough care.
Many candidates correctly determined the values of the constants A, B and C in part (c) although the
incorrect use of x = - 3 for the repeated root resulted in a number of the students not obtaining the
required values.
Unfortunately, a significant minority used (x2 ± 9) which does not have a repeated root.
(Q04 WFM01/01, Jan 2022)
Q11.
This proved to be a demanding question, though still largely done well.
Part (a) was accessible to most candidates. Candidates were familiar with the method to find the modulus
of a complex number, and most answered the question to give a positive value for λ. However, few
spotted the Pythagorean triple, and many took several lines of working, with the occasional careless error,
to arrive at an answer.
Part (b) proved to be more challenging for many candidates, although nearly 75% obtained the correct
result. However, there were some candidates who seemed unfamiliar with the concept of an argument
and so could not answer this part of the question. Amongst those that made progress, most realised they
needed to use arctan . A common error was to assume the argument was either arctan or arctan
. Those in error mostly found the acute angle and did not then subtract from π, failing to identify the
correct quadrant. Those who used a diagram tended to have more success, although a correct diagram
did not always lead to a correct argument. Some candidates used tan rather than arctan.
Many approaches were seen in part (c)(i), with 80% or so scoring all three marks. The most successful
were when the candidate substituted for z initially, simplified the z + 3i to -4 + 6i and then proceeded to
multiply by the conjugate. The majority found the correct solution, usually multiplying top and bottom by
2+4i or 1+2i after simplification. Other, less efficient, approaches were to multiply the numerator by the
conjugate in terms of z, then substitute for z at a later point. This method was more likely to lead to
arithmetic or sign slips, and a few of the candidates did not know what to do with z after multiplying by the
conjugate. In general, it was pleasing to see accurate manipulation of the terms and many fully correct
solutions.
Part (c)(ii) was another well answered question, with 87% successfully completing it. Candidates seemed
familiar with the process of multiplying out the terms and using i2 = −1.. There were some arithmetic or
sign errors when gathering terms. Marks were still available in part (d) for such candidates.
Most candidates were able to place the 4 complex numbers into the correct quadrants, and only a few not
attempt this part. Some candidates were more concerned with plotting A, B, C and D to scale rather than
focussing on their relative positions. This often meant that point C in particular was very close to the origin
and difficult to plot accurately, and candidates did not realise that it should be plotted between B and the
negative real axis. A few candidates incorrectly plotted A and B in the first and second or the first and
fourth quadrants but by far the most common error was to plot C between B and the negative imaginary
axis.
(Q06 WFM01/01, Jan 2021)
Q12.
This question was well answered and accessible to most candidates with many gaining full marks.
Almost all candidates gained the B1 mark in part (a). Of those who did not it was generally down to not
answering the question at all.
In part (b) the most common approach was to multiply out two factors containing the complex root, (x −
root)(x − root) , to obtain a quadratic. Most candidates did this successfully. A few arithmetic and sign
errors were seen when combining terms, the most common being when finding the product of the roots. A
fairly common error was to evaluate the product as A few candidates attempted, generally
successfully, to form a quadratic using the x2 − (Sum of roots) x + (Product of roots) rule. Having found a
quadratic, most then went on to multiply this by (x − 4) , or multiply out the terms required to find p and q.
Often the step of multiplying through by 4 was stated as an equality of expressions rather than
considering the equation, but this was overlooked. Candidates should nevertheless be careful to ensure
they have mathematically correct statements. A few candidates forgot to multiply through by 4 entirely
and so lost the final A mark.
Some candidates attempted long division of the quadratic into the cubic and were mainly successful.
A few candidates attempted the factor theorem. In most cases they only got as far as finding an equation
in p and q and then did not know how to proceed, failing to generate two equations in two unknowns.
A handful of candidates went on to form an equation using a complex root, equate real and imaginary
parts and proceed to a correct answer. This however was not the most efficient method.
A number of candidates attempted dividing the cubic by (x – 4) obtaining a remainder and a quadratic
quotient. Most managed to reach a correct quotient and a remainder in terms of p and q, but sign slips
were quite common when attempting to find p and q.
(Q02 WFM01/01, Jan 2021)
Q13.
This question was generally well done and was accessible to many candidates. Zero mark scores were
very rare (< 2%) though the mean was around 8/10, with just under 75% of candidates scoring at least 8
marks. It was positioned well in the paper.
Part (a) Most candidates reached p = −8 by using the factor theorem correctly (only a few substituted z =
3 in error), though some candidates obtained an incorrect value due to arithmetic errors. Long division
was less frequently used and tended to be more error prone particularly as part of the solution to this part.
Comparing coefficients was infrequently used.
Part (b) The correct quadratic factor was found by most and mainly by long division having found the
correct p. It was possible to achieve a correct quadratic term even following an incorrect value of p. Those
who had used long division in (a) tended to make more errors which caused problems finding the correct
quadratic factor in (b). Since long division is problematic for some candidates, comparing coefficients or
similar methods could be encouraged as these are less prone to algebraic error.
Many found the complex roots correctly showing appropriate method, though some simply stated them
following a correct quadratic. It should be stressed that working should be shown, especially where
questions insist on all steps of working in the preamble since calculator usage may not access all the
marks in such cases.
The most common errors when finding roots were, not listing the real root z = −3, not showing any
method which, with no/incorrect complex roots shown, resulted in no marks for solving the quadratic and
careless in the placement of i in the solutions.
Part (c) Most applied the formula correctly with the exact values to achieve the correct value. The most
common reason for loss of marks in this part was omission, whether by intent or oversight. Other typical
mistakes included use of "i" in the Pythagoras formula resulting in a difference of squares, confusion
between the argument of z and the modulus of z, or forgetting to take the square root.
Part (d) Many candidates achieved one or both of the marks, but the quality of the Argand diagrams was
variable. The first mark was achieved by the majority, with candidates realising the complex conjugate
pair are symmetric about the real line and plotting them correct for their roots. A small number had the
complex roots symmetric about the imaginary axis instead, however.
The second mark was more problematic with many plotting the real root on the positive real axis instead
of at −3 or not at all. Another common error was failing to plot their points (roughly) equidistant from the
origin, not appreciating what they had found in part (c). The mark was not a follow through mark, so the
correct relative lengths needed to be clear in the sketch.
(Q03 WFM01/01, Jan 2023)
Mark Scheme
Q1.
(Q02 WFM01/01, June 2024)
Q2.
(Q04 WFM01/01, Oct 2021)
Q3.
(Q01 WFM01/01, June 2022)
Q4.
(Q04 WFM01/01, June 2022)
Q5.
(Q02 WFM01/01, Jan 2024)
Q6.
(Q09 WFM01/01, Jan 2024)
Q7.
(Q04 WFM01/01, June 2024)
Q8.
(Q05 WFM11/01, Specimen papers )
Q9.
(Q06 WFM01/01, June 2023)
Q10.
(Q04 WFM01/01, Jan 2022)
Q11.
(Q06 WFM01/01, Jan 2021)
Q12.
(Q02 WFM01/01, Jan 2021)
Q13.
(Q03 WFM01/01, Jan 2023)