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Solve both parts and justify the conditions used. Part A: Are arguments θ and θ+2π different complex numbers at the same positive modulus? Explain. Part B: Evaluate the power.

Read the idea, work independently, then explain what changed.

TOPIC 01

Complex numbers: mixed assessment

A mixed assessment: identify the method, justify it and revise your reasoning.

What you will be able to explain

  • Connect the chapter skills without relying on the order of the exercises.

Try it. Leave your reasoning visible.

Use one hint at a time. A correction explains what changed, not just the final answer.

01 / Foundation#Your turn

Solve both parts and justify the conditions used. Part A: Are arguments θ and θ+2π different complex numbers at the same positive modulus? Explain. Part B: Evaluate the power.

B: i42\begin{gathered}\text{B: }i^{42}\end{gathered}
  • Use the domain, units and sampling assumptions stated in the question.
  • Use the domain, units and sampling assumptions stated in the question.
Skills and prerequisite lessons

Working and explanation

BUILD THE REASONING

Hint 1
A: Use modulus and argument, remembering that arguments differ by full turns.
Hint 2
B: Expand with i²=−1 and use a conjugate to remove a complex denominator.
Worked solution
  1. Part A reasoning

  2. Use modulus and argument, remembering that arguments differ by full turns.

  3. Calculate or simplify this relation.

    r(cos⁡(θ+2π)+isin⁡(θ+2π))=r(cos⁡θ+isin⁡θ)r(\cos(\theta+2\pi)+i\sin(\theta+2\pi))=r(\cos\theta+i\sin\theta)
  4. A representation is not unique even though the complex number is fixed.

  5. Part B reasoning

  6. Expand with i²=−1 and use a conjugate to remove a complex denominator.

  7. Calculate or simplify this relation.

    i42=(i4)10i2=−1i^{42}=(i^4)^{10}i^2=-1
  8. Reduce the exponent modulo four.

A: No; sine and cosine are unchanged by one full turn. B: The requested value is -1.

Checks and common pitfalls: A representation is not unique even though the complex number is fixed. Reduce the exponent modulo four.

Reasoning checklist · self / teacher assessment
  • Solve part A with its stated restrictions.
  • Solve part B using an appropriate representation.
  • Give the reasoning and check conditions in both parts.

Think first. Reveal a hint when the class is ready.

Focus on one question

Teacher preparation and assessment

Question sequence

  • Ask students to name the relevant condition before calculating.

Board plan

  • Compare valid methods and annotate their conditions.

Anticipated thinking

  • A correct final value may still hide a missing assumption.

Assessment checklist

  • Check the method, conditions, reasoning and interpretation separately.

No sign-in. Work stays in this browser. Export before clearing browser data. Written reasoning is assessed with a checklist.

Curriculum and source notes ↗