20 Class 10 Semester 2 Mathematics

Semester-2 Module-1
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Quadratic Equations
1.0 Introduction and Definition Polynomial in one variable
Any expression of the form ax3+bx+c, is a polynomial with a, b, c as constants and x is the variable. The power of variable should be a whole number for a polynomial. These are polynomials: -3x4+3, x3+3x2+x-4, x+3, 45, 31/2x3+4x+21/2, x2+(2x)1/2+4, x+1/x+4, (2+x)/x are not. while
Terms of the polynomial

In ax3+bx+c, the expression separated by mathematical operator (+ or -) are called the terms of the polynomial. e.g. ax3, bx, c are the terms of the polynomial ax3+bx+c. What are the terms of the polynomial 5x4+3x3-2x+4? They are 5x4, 3x3, -2x, 4
Coefficients of the polynomials

The constant term in each term is called the coefficient of the terms. The coefficient of x2 in 4x4-3x2+2x+3 is -3. The coefficient of x2 in 5x3+3x2+4 is 3 The polynomials 5, 17, -5 are called constant polynomials. The constant polynomial 0 is called zero polynomial. The polynomials can be denoted as p(x), q(x) etc. e.g. p(x)=3x2+4x+4, q(y)=3y3+5, r(u)=u2.
Degree of a polynomial
The highest power of the variable in the polynomial is called the degree of the polynomial. e.g. In p(x)=6x12+x9+x2+5, the degree is 12. The degree of the polynomial p(x)=5 is zero We shall revisit polynomials at a later stage.. before that we study the Quadratic Equations.
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Quadratic Equation
A quadratic equation is an equation of the form Where a, b, c are given number (constant) and quantity(variable). The number a, b and c are called the coefficient of the quadratic equation. a is the coefficient of Ex:- (i) (ii) , b is the coefficient of x and c is called the constant term. is a quadratic equation. here a=3, b=2 and c=-1. is not a quadratic equation. , and x is an unknown
Quadratic Expression
An expression of the form quadratic expression. What is the difference between a function and an equation? What we did in the part above was quadratic equation. In an equation, we have something equal to zero. But in a function we just have the expression. Now we look at raw function or expression and not When we are dealing with , takes value 0. we simply see its
, where a, b, c are constant and
is called a
we try to find the values of x where the given expression When we just look at the function or the expression
value at different values of x. Like at x=1 or x=2 or x=0 or x=-b/2a or at x= For each of the above, the answers are a+b+c, 4a+2b+c, c-a, ( ) respectively
. and 0
Example : Suppose a charity trust decides to build a prayer hall having a carpet area of 300 square metres with its length one metre more than twice its breadth. What should be the length and breadth of the hall? Solution:How we should proceed? We can assume that size of breadth=x meter. Then length should be (2x+1)meter. So, its area is x(2x+1) i.e is quadratic equation where a=2, b=1, c=-300. or
Example : Is the equation
a quadratic equation?
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Solution: The given equation is We can also write it as
Hence, we can say that the given equation is a quadratic equation.
Identity
If two expressions in x are equal for all values of x, this statement is called an identity. (i) (ii) Note:(i) An equation in x is true for some particular values of x where as an identity in true for all values of x. (ii) the symbol is used to distinguish an identity from an equation. ( ( ) )
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Solution of Quadratic Equation

The values of the x which satisfy the equation equation the quadratic expression looking things. ( ) ( ) . roots of equation . are called roots of the are also called zeros of
The solution is not very tough if you dont get scared and dont fear reading tough
What we are trying to do in the steps above is express the quadratic equation as the square ( ) where k is a constant. { {( We are trying to solve which is same as trying to solve for ( ) ( is called the discriminant of quadratic equation denoted by the capital letter D. We are pretty sure that some of you must not have read the solution above. If you are one of those who understood or knew the proof before hand, then it is ok, but if you have not been able to understand the proof and have ignored it for the fear of it, please read it. The understanding and the motivation of the result is very very important. It will be a very good tool for you in some more complex problem at some other time. and is ( ) ) , {( ( ) ) ( ( ( ) } ) ( ) ( ) } ( ) }
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Sum and product of the roots

Sum of roots

Product of roots ( ( Example : If following expression (i) (ii) (iii) (iv) ( (product of roots) ) (v) Solution: In such type of problems, try to represent the given expression in terms of (sum of roots) and In the given problem: (i) (ii) (iii) ( (iv) ( (v) ) ) ( ( ( ( (
(
( )
) (
are the roots of equation
, find the value of
) ) )
)
( (
) ) [( ( ) ) ( ] ) ( )
) )( ( )( ) ) ( )( )( )
Using (i) & (ii)
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Quadratic equation whose roots are

Let Therefore, be the quadratic equation whose roots are and
Now required quadratic equation is or ( ( ) (sum of roots )x +product of roots =0 , form an equation )
the required quadratic equation is will be Example : If whose roots are: Solution: ( (i) )
are the roots of equation (i) ( ( ) ) ( ) (

(
(ii) )
) ( ) ( )
The equation is: (

( )
) ) ) )
( (ii) ( ( ) ( )(
( ( )
)
( )
is the required equation.

( )
( )
The equation is: (

( )
) ) is the required equation.
Example : Form an equation whose roots are squares of the sum and the difference of the roots of the equation Solution: Let (
(
)
)
are the roots of given equation, ( )
Now we have to make an equation whose roots are ( ( ( ) ) ( ( ) ) ( ( ) ) [( [( ) ) ]
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Semester-2 Module-1 ( ) [( ) ( )] ( ( ) )
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The required equation is Example : The roots of 2x2-7x . Solution: We have from equation
are and find the equation with roots
and
and
Sum of roots for the required equation is

[( ) ] ( )
Product of roots= ( ) ( ) So the equation is or 7
Nature of the roots and Graph Nature of roots

If
be the roots of equation

, (where a, b, c are real) then ( )
Now there are four possibilities Case I:- when i.e will be imaginary will be both imaginary. , ( ) Hence both roots Case III:- when i.e will be real and equal. >0 =d
Hence from (1), Case II:- when i.e
will be real. Let
Then from (1), and Hence the roots Case IV:- when D i.e will be real and different (distinct). is a perfect square and a, b, c are rational. is a rational number, let =k
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Semester-2 Module-1 Then from (i) Therefore, both the roots will be rational.
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Example : Comment upon the nature of roots: (i) (ii) ( (iii) ( ( (ii) ( [( (iii) ( ) ) ) ( ( ) ) ( ( ) )( ) ) ( ) ( ) ) ( ( )( ( ) ) )( ] ) ( ( ( ) ) ) ( ) )
Solution: (i) Find Discriminant. (D) hence the roots are real.
and also a perfect square, hence the roots are rational.
and also a prefect square, hence the roots are rational.
Conjugate Roots
Irrational roots of a quadratic eq. with rational coefficient always occur in conjugate pair i.e if be one of the equation, where a, b, c are rational
then its other root will be
. (This can be proved with some work but we will not 7 if one
need the proof of the same. Interested readers can visit targetiit.com to get the proofs) Example : Find all the roots of the equation: root is other root Let is )( )( ) ( )( )( )( ) )( )
Solution: As the coefficients are real, complex roots will occur in conjugate pairs. So be the remaining roots.
the four roots are Hence the factors are: ( [( ) ](
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Semester-2 Module-1 Dividing 7 are roots of = hence roots are 7 ( by )(
Page 9 or by inspection we )
can find that the other factor of quadratic equation is
Example : What can you say about the roots of the following equations? (i) (ii) ( ( ( )( ) ) ) ( ( ( )( ) ) ) ( ( )( ) )
Solution: (i) Calculate D so the roots are complex of a = 5/3 and real and equal if a = 5/3. (ii) Simplifying the given equation: ( ( ( ( Now using the identity: ( We get: Note: if [( then ( ) ( ) ( ) ) [( ( ) ( ) ) ] ) ( ) ( ) ] ) ) ( ( ) ) )
so the roots are real. ie, the roots are equal. We have more or less done the foundations of this chapter Arent you surprised that this is the foundation of this chapter! The fact is that we have to get into the depth of this chapter and see graphs and the graphical approach to solving such problems. If you fear graphs, there are no worries as we will deal with graphs here itself so that you dont have too much to worry about Now we come to the shape of the quadratic function. Having understood the subtle difference between an expression and an equation, let us try to now explore what else can be done of the expression other than finding its roots.
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Solved Examples
Example : Find the roots of the equation .
Solution: First, we rearrange the given equation according to the standard format.
x2 x = 12 x2 x 12 = 0
We need a pair of numbers whose product is 12 and whose sum is 1. These numbers are 3 and 4. We can now rewrite the equation as
x2 x 12 = 0 x2 + 3x 4x 12 = 0 x(x + 3) 4(x + 3) = 0
(x 4)(x + 3) = 0 The solutions of the given equation can now be determined by equating the two factors to 0. (x 4) = 0 and (x + 3) = 0
x = 4 and x = 3
Thus, the two roots of the quadratic equation are 4 and 3. Example : Find the roots of the equation .
Solution: First, we rearrange the given equation according to the standard format. 6x2 + 5x 4 = 0 Here, we need to find two such numbers whose product is 6 (4) = 24 and whose sum is 5. The required numbers are 8 and 3.
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Semester-2 Module-1 Now, [8 (3) = 24 and 8 + (3) = 5] 6x2 + 5x 4 = 0 6x2 + 8x 3x 4 = 0 2x(3x + 4) 1(3x + 4) = 0 (2x 1)(3x + 4) = 0 2x 1 = 0 and 3x + 4 = 0
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Thus, the roots of the given equation are
Example : Find two positive consecutive odd integers whose product is 99. Solution: Let the first integer be x. The next odd integer will thus be x + 2.
x(x + 2) = 99 x2 + 2x 99 = 0 x2 + 11x 9x 99 = 0 x(x + 11) 9(x + 11) = 0

(x 9)(x + 11) = 0
x 9 = 0 and x + 11 = 0 x = 9 and x = 11
However, we know that the two integers are positive.
x=9
Thus, the two integers are 9 and (9 + 2) = 11.
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Example : The width of a rectangle is 16 feet less than 3 times its length. If the area of the rectangle is 35 ft2, then what are the dimensions of the rectangle? Solution: Here, the width of the rectangle has been expressed in terms of its length. Hence, let us take the length of the rectangle to be x. Thus, width of the rectangle = 3x 16 The area of the rectangle is 35 ft2. 35 = x(3x 16) 35 = 3x2 16x 3x2 16x 35 = 0 3x2 21x + 5x 35 = 0 3x(x 7) + 5(x 7) = 0 (3x + 5)(x 7) = 0 3x + 5 = 0 and x 7 = 0
However, the length of a rectangle cannot be negative.
x=7
Thus, length of the rectangle is x = 7 ft and the width of the rectangle is 3x 16 = (3 7 16) ft = 5 ft Example : Find the roots of the equation squares. Solution: The given equation is By multiplying the equation by 5, we get . . by the method of completion of
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Example : Find the roots of the equation squares. Solution: The given equation is .
by the method of completion of
Example : Find three consecutive even integers so that the product of the first two numbers is three times the third number. Solution: Let the three numbers be x, (x + 2), and (x + 4). From the given condition, we have x(x + 2) = 3(x + 4).
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However, the three numbers are positive integers. Thus, x cannot be equal to 3. Thus, the three consecutive even integers are 4, 6, and 8. Example : Solve the quadratic equation 5x2 + x by using the quadratic formula
Solution: On comparing the given equation with the general form ax2 + bx + c = 0, we get
a = 5, b = 1, c
On putting these values in the quadratic formula, we get
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Example : Find the roots of the equation 3x2 + 5x + 10 = 0 by using the quadratic equation formula. Solution: On comparing the given equation with the general form ax2 + bx + c = 0, we get
a = 3, b = 5, c = 10 b2 ac = (5)2
span Thus, does not have any real value.
Thus, there are no real roots for the given equation. Example : The denominator of a fraction is 2. If the sum of the fraction and its reciprocal is , then find the fraction.
Solution: Let the numerator of the fraction be x.
Hence, the rational number is
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It is given that the sum of the fraction and its reciprocal is
On comparing this equation with the general form ax2 + bx + c = 0, we get
a = 6, b
c = 24
On putting these values in the quadratic formula, we get
Since x is the numerator of the fraction, it has to be an integer.
x=3
Thus, the fraction is
Example : The perimeter of a rectangle is 34 cm and its area is 70 cm2. Find the length and the breadth of the rectangle.
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Semester-2 Module-1 Solution: Let the length and breadth of the rectangle be x and y respectively. Thus, perimeter of the rectangle = 2(x + y) = 34 cm
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x + y = 17 y = 17 x ( )
Thus, area of the rectangle = x y = 70 cm2 ( ) Substituting the value of y from (1) in (2):
x(17 x) = 70
17x x2 = 70
x2 17x + 70 = 0
By using the quadratic formula, we get
Thus, the length and the breadth of the rectangle are 10 cm and 7 cm respectively. Example : Both the roots of given equation always (a)Positive (b)Negative Solution: (c) Given equation
3 x 2 2(a b c)x (ab bc ca) 0 D 4[(a b c)2 3(ab bc ca)] 4[a2 b 2 c 2 ab bc ac] 2[(a b)2 (b c)2 (c a)2 ] 0
(x a)(x b) (x b)(x c) (x c)(x a) 0
are
(d) Imaginary (x a)(x b) (x b)(x c) (x c)(x a) 0 can be re-written as
(c)Real
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Semester-2 Module-1 Hence both roots are always real. Example : If the roots of
(b c)x 2 (c a)x (a b) 0
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are equal then
ac
(a)2b (b) b 2 (c)3b (d) b Solution: (a) b c c aab 0 Hence one root is 1. Also as roots are equal, other root will also be equal to 1. Also
.
ab b c
1.1
ab b c
a b b c
2b a c
Example : If the roots of equation sign, then

( p q)
1 1 1 x p x q r
are equal in magnitude but opposite in
(a)2r (b)r (c) 2r Solution: (a) Given equation can be written as
(d) None of these

x (p q 2r)x [ pq (p q)r] 0
2
Since the roots are equal and of opposite sign, Sum of roots = 0 (p q 2r) 0 p q 2r Example : If 3 is a root of
x 2 kx 24 0 ,
it is also a root of
(a) x 2 5 x k 0 (b) x 2 5 x k 0 (c) x 2 kx 6 0 (d) x 2 kx 24 0 Solution: (c) Equation x 2 kx 24 0 has one root as 3, 3 2 3k 24 0 k 5 Put x 3 and k 5 in option Only (c) gives the correct answer i.e. 3 2 15 9 0 0 0 Example : For what values of k will the equation
x 2 2(1 3k )x 7(3 2k ) 0
have equal roots
(a)1, 10/9 (b)2, 10/9 (c)3, 10/9 (d) 4, 10/9 2 Solution: (b) Since roots are equal then [2(1 3k )] 4.1.7(3 2k ) 1 9k 2 6k 21 14 k 9k 2 8k 20 0 Solving, we get k 2, 10 / 9 Example : Solve the quadratic equation . .
Solution: The given quadratic equation is

The discriminant of this equation is
b2
ac =
Thus, the solution of the given equation is
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Example : If the roots of the quadratic equation ax2 + bx + c = 0 are imaginary, then what can we say about the signs of a and c?
Solution: The roots of quadratic equation ax2 + bx + c = 0 are imaginary if the

discriminant b2
ac < 0.
Here, b2 is always positive whatever the sign of b is. Hence, the discriminant is negative if the product ac is positive. Thus, a and c must have the same signs. Example : Find the value of discriminant for the quadratic equation x2 + 4x
Solution: The given quadratic equation is x2 + 4x
0.
On comparing this equation with the standard form of quadratic equation, ax2 + bx + c = 0, we have
a = 1, b = 4, c
Therefore, the discriminant, b2 = 16 + 84 = 100 Thus, the value of discriminant for the given quadratic equation is 100. Example : Find the nature of the roots of quadratic equation, x2 Solution: The given equation is x2
ac = (4)2
x + 16 = 0.
x + 16 = 0.
On comparing this equation with the standard form of quadratic equation, ax2 + bx + c = 0, we have a = 1, b c = 16. Therefore, the discriminant,
b2 b2 b2
ac ac
)2
ac = 0
Thus, the given quadratic equation has two equal real roots.
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Semester-2 Module-1 Example : Find the value of k for which the quadratic equation x2 real equal roots.
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x + k = 0 has two
Solution: On comparing the given equation with ax2 + bx + c = 0, we have a = 1, b

12, c = k For two real equal roots,
b2
(
ac = 0
)2
k=0 k=0
4k = 144
k = 36
Thus, the value of k is 36. Example : Is it possible to design a rectangular garden whose area is 250 square m and the sum of whose length and breadth is 20 m? Solution: Let the length of the garden be x m. Breadth (
x) m
Area of garden = length breadth 250 = x (
x) x2
250 = 20x
x2
x + 250 = 0 ac
( )2
This is a quadratic equation whose discriminant is b2
Therefore, the roots of the equation are not real. Hence, it is not possible to design such a garden.
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Example : Can we find two consecutive positive numbers whose product is 420? If yes, then find the numbers. Solution: Let one number be x. Then the other number = x + 1 According to the question,
x (x + 1) = 420 x2 + x = 420 x2 + x
The discriminant of this equation is b2 = 1 + 1680 = 1681
ac = (1)2
b2
ac > 0
are real
Therefore, the roots of the quadratic equation x2 + x We can find the numbers using quadratic formula as follows
and as is a negative number.
We take x
Thus, 20 and 21 are the two consecutive positive numbers whose product is 420. Example : An express train takes 1 hour less than a passenger train to travel a distance of 132 km. If the average speed of the express train is 11 km/h more than that of a EDUDIGM 1B Panditya Road, Kolkata 29
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passenger train, then form a quadratic equation to find the average speed of the express train? Solution: Let the average speed of the express train be x km/h. Since it is given that the speed of the express train is 11 km/h more than that of a passenger train, Therefore, the speed of the passenger train will be x km h
Also we know that
Time taken by the express train to cover 132 km =
Time taken by the passenger train to cover 132 km = And the express train takes 1 hour less than the passenger train. Therefore,
This is the required quadratic equation. Example : A chess board contains 64 equal squares and the area of each square is 6.25 cm2. A border 2 cm wide is made around the board. Formulate a quadratic equation to find the length of each side of the board? Solution: Let the length of each side of the chess board be x cm. Therefore, the length of the chess board without border will be x following figure. cm as shown in the
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Area of the chess board without border = (x
)2
It is given that the area of each square is 6.25 cm2. Area of 64 squares on the chess board = 6.25 64 Therefore, (x )2 = 64 6.25
This is the required quadratic equation.
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Semester 2-Module 2
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Complex Numbers
Introduction
An Imaginary Number, when squared, gives a negative result.
Let's try squaring some numbers to see if we can get a negative result:

22=4 (-2) (-2) = 4 (because a negative times a negative gives a positive) 00=0 0.1 0.1 = 0.01 No luck! Always positive, or zero. It seems like you cannot multiply a number by itself to get a negative answer ... ... but imagine that there is such a number (call it i for imaginary) that could do this: i i = -1 Would it be useful, and what could we do with it? Well, by taking the square root of both sides we get this:
Which means that i is the answer to the square root of -1. Which is actually very useful because ... ... by simply accepting that i exists lets us solve things where we need the square root of a negative number.
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Semester 2-Module 2 Example : What is the square root of -9 ? Solution: = (9 -1) = (9) (-1) = 3 (-1) = 3i
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Hey! that was interesting! The square root of -9 is simply the square root of +9, times i. In general: (-x) = ix So long as we keep that little "i" there to remind us that we still need to multiply by -1 we are safe to continue with our solution! Using i we can also come up with new solutions: Example : Solve x2 = -1 Using Real Numbers there is no solution, but now we can solve it: Answer: x = -1 = i
Unit Imaginary Number The "unit" Imaginary Number (the equivalent of 1 for Real Numbers) is (-1) (the square root of minus one). In mathematics we use i (for imaginary) but in electronics they use j (because "i" already means current, and the next letter after i is j).
Examples of Imaginary Numbers i 12.38i -i 3i/4 0.01i -i/2
Imaginary Numbers are not "Imaginary" Imaginary Numbers were once thought to be impossible, and so they were called "Imaginary" (to make fun of them). But then people researched them more and discovered they were actually useful and important because they filled a gap in mathematics ... but the "imaginary" name has stuck.
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And that is also how the name "Real Numbers" came about (real is not imaginary).
Imaginary Numbers are Useful

Here are 2 cases where they are useful:
Electricity
AC (Alternating Current) Electricity changes between positive and negative in a sine wave. If you combine two AC currents they may not match properly, and it can be very hard to figure out the new current. But using imaginary numbers and real numbers together makes it a lot easier to do the calculations. And the result may be "Imaginary" current, but it could still hurt you! Quadratic Equation The Quadratic Equation can give results that include imaginary numbers
Interesting Property The Unit Imaginary Number, i, has an interesting property. It "cycles" through 4 different values each time you multiply:
i i = -1, then -1 i = -i, then -i i = 1, then 1 i = i (back to i again!)
So we have this: i = -1 i2 = -1 i3 = --1 i4 = 1 i5 = -1 ...etc
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Example : What is i6 ? i6 = i4 i2 = 1 -1 = -1
Conclusion
The unit imaginary number, i, equals the square root of minus 1 Imaginary Numbers are not "imaginary", they really exist, and you may need to use them one day.
Complex Numbers
A Complex Number is a combination of:
A Real Number
Real Numbers are just numbers like: 1 12.38 -0.8625 3/4 2 1998
Nearly any number you can think of is a Real Number
An Imaginary Number
Imaginary Numbers are special because: When squared, they give a negative result. Normally this doesn't happen, because:

when you square a positive number you get a positive result, and when you square a negative number you also get a positive result (because a negative times a negative gives a positive)
But just imagine there is such a number, because we are going to need it! The "unit" imaginary number (like 1 for Real Numbers) is i, which is the square root of 1
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(Read Imaginary Numbers to find out more.)
A Combination
So we have this definition: A Complex Number is a combination of a Real Number and an Imaginary Number
Example : 1+i 39 + 3i 0.8 - 2.2i -2 + i 2 + i/2
Can a Number be a Combination of Two Numbers? Can you make up a number from two other numbers? Sure you can! You do it with fractions all the time. The fraction 3/8 is a number made up of a 3 and an 8. We know it means "3 of 8 equal parts".
Well, a Complex Number is just two numbers added together (a Real and an Imaginary Number). Either Part Can Be Zero So, a Complex Number has a real part and an imaginary part. But either part can be 0, so all Real Numbers and Imaginary Numbers are also Complex Numbers.
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Semester 2-Module 2 Complex Number 3 + 2i 5 -6i
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Real Part 3 5 0
Imaginary Part 2 0 -6
Complicated?
Complex does not mean complicated. It means the two types of numbers, real and imaginary, together form a complex, just like you might have a building complex (buildings joined together).
Adding
To add two complex numbers we add each element separately: (a+bi) + (c+di) = (a+c) + (b+d)i Example : (3 + 2i) + (1 + 7i) = (4 + 9i)
Multiplying
To multiply complex numbers: Each part of the first complex number gets multiplied by each part of the second complex number Just use "FOIL", which stands for "Firsts, Outers, Inners, Lasts" (see Binomial Multiplication for more details):
Firsts: ac Outers: adi Inners: bic Lasts: bidi
(a+bi)(c+di) = ac + adi + bci + bdi2 Like this: EDUDIGM 1B Panditya Road, Kolkata 29
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Semester 2-Module 2 Example : (3 + 2i)(1 + 7i) (3 + 2i)(1 + 7i) = 31 + 37i + 2i1+ 2i7i = 3 + 21i + 2i + 14i2 = 3 + 21i + 2i - 14 (because i2 = -1) = -11 + 23i Here is another example: Example : (1 + i)2 (1 + i)2 = (1 + i)(1 + i) = 11 + 1i + 1i + i2 = 1 + 2i - 1 (because i2 = -1) = 0 + 2i But There is a Quicker Way! Use this rule: (a+bi)(c+di) = (ac-bd) + (ad+bc)i Example : (3 + 2i)(1 + 7i) = (31 - 27) + (37 + 21)i = -11 + 23i Why Does That Rule Work? It is just the "FOIL" method after a little work: (a+bi)(c+di) = ac + adi + bci + bdi2 = ac + adi + bci - bd = (ac - bd) + (ad + bc)i FOIL method (because i2=-1) (gathering like terms)
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And there you have the (ac - bd) + (ad + bc)i pattern. This rule is certainly faster, but if you forget it, just remember the FOIL method. Let us try i2 Just for fun, let's use the method to calculate i2 Example : i2 i can also be written with a real and imaginary part as 0 + i i2 = (0 + i)2 = (0 + i)(0 + i) = (00 - 11) + (01 + 10)i = -1 + 0i = -1 EDUDIGM 1B Panditya Road, Kolkata 29
Semester 2-Module 2 And that agrees nicely with the definition that i2 = -1 So it all makes sense!
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Conjugates
A conjugate is where you change the sign in the middle like this:
A conjugate is often written with a bar over it: Example : 5 - 3i = 5 + 3i
Dividing
The conjugate is used to help division. The trick is to multiply both top and bottom by the conjugate of the bottom. Example : Do this Division: 2 + 3i 4 - 5i Multiply top and bottom by the conjugate of 4 - 5i : 2 + 3i 4 + 5i 8 + 10i + 12i + 15i2 = 4 - 5i 4 + 5i 16 + 20i - 20i - 25i2 Now remember that i2 = -1, so: 16 + 20i - 20i + 25 Add Like Terms (and notice how on the bottom 20i - 20i cancels out!): -7 + 22i = 41 We should then put the answer back into a + bi form: -7 22 = + i 41 41 DONE! Yes, there is a bit of calculation to do. But it can be done. EDUDIGM 1B Panditya Road, Kolkata 29 = 8 + 10i + 12i - 15
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Multiplying By the Conjugate

You can save yourself a little bit of time, though. In that example, what happened on the bottom was interesting: (4 - 5i)(4 + 5i) = 16 + 20i - 20i - 25i2 The middle terms cancel out! And since i2=-1 we ended up with this: (4 - 5i)(4 + 5i) = 42 + 52 Which is really quite a simple result In fact we can write a general rule like this: (a + bi)(a - bi) = a2 + b2 Remember that when you do division ... it will save you time. So we could have done it like this: Example : Do this Division: 2 + 3i 4 - 5i Multiply top and bottom by the conjugate of 4 - 5i : 2 + 3i 4 - 5i 4 + 5i And then back into a + bi form: = DONE! -7 41 + 22 41 i 4 + 5i = 8 + 10i + 12i + 15i2 16 + 25 = -7 + 22i 41
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Modulus of a Complex Number
The modulus of a complex number z = a + ib is denoted by .

o
and defined as
For example: The modulus of the complex number z =
is
The following results hold true for two complex numbers z1 and z2.
o
Conjugate of a Complex Number
The conjugate of a complex number z = a + ib is denoted by .

o
and defined as is
For example: The conjugate of the complex number
The following results hold true for two complex numbers z1 and z2.
o o o
The modulus of a complex number and the modulus of its conjugate are equal.
Relation of Multiplicative Inverse with Modulus and Conjugate of a Complex Number
The multiplicative inverse of a complex number z = a + ib is given by
is the conjugate and

is the modulus of the complex

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number z. Or
This is the required relation.
Interesting Fact
Mandelbrot Set
The beautiful Mandelbrot Set (pictured here) is based on Complex Numbers. It is a plot of what happens when you take the simple equation z2+c (both complex numbers) and feed the result back into z time and time again. The color shows how fast z2+c grows, and black means it stays within a certain range.
Here is an image made by zooming into the Mandelbrot set
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And here is the center of the previous one zoomed in even further:
Solved Examples
Example : Which of the following numbers is not a complex number?
Solution: can be written as complex number. is not of the form a + ib. Thus,
, which is of the form a + ib. Thus,
is a
is not a complex number.
1 5i is of the form a + ib. Thus, 1 5i is a complex number. Example : What are the real and imaginary parts of the complex number Solution: The complex number the form a + ib. Re z = a = and Im z = b = can be written as ? , which is of
Example : For what values of x and y, z1 = (x + 1) 10i and z2 = 19 + i(y x) represent equal complex numbers? Solution: Two complex numbers are equal if their corresponding real and imaginary parts are equal. For the given complex numbers,
x + 1 = 19 and y x = 10
Semester 2-Module 2 x = 18 and y 18 = 10 x = 18 and y = 8 Thus, the values of x and y are 18 and 8 respectively.
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Example : Perform the indicated operation and write the answers in standard form. (a) (4 + ) + (5 10 )
(b) (4 + 12 ) (3 15 ) (c) 5 (9 + ) Solution: There really isnt much to do here other than add or subtract. Note that the parentheses on the first terms are only there to indicate that were thinking of that term as a complex number and in general arent used. (a) (b) (c) Example : If Z1 = 3 i and Z2 = 1 + 2i, then write the complex number (Z1 + 2Z2 4) in the form a + ib and determine the values of a and b.
Solution: We have Z1 = 3 i and Z2 = 1 + 2i Z1 + 2Z2 4 = (3 i) + 2 (1 + 2i) 4

= 3 i + 2 + 4i 4 = 1 + 3i Which is of the form a + ib a = 1 and b = 3 Example : What is the additive inverse of
Solution: Let
Additive inverse of
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Example : Multiply each of the following and write the answers in standard form. (a) (b) (c) (d) Solution: (a) So all that we need to do is distribute the 7i through the parenthesis.
Now, this is where the small difference mentioned earlier comes into play. This number is NOT in standard form. The standard form for complex numbers does not have an i2 in it. This however is not a problem provided we recall that
Using this we get, We also rearranged the order so that the real part is listed first. (b) In this case we will FOIL the two numbers and well need to also remember to get rid of the i2.
(c) Same thing with this one.
(d) Heres one final multiplication that will lead us into the next topic.
Dont get excited about it when the product of two complex numbers is a real number. That can and will happen on occasion. Example : Simplify the following:
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Example : If x + iy = (2 + 5i) (7 + i), then what are the values of x and y? Solution:
On equating the real and imaginary parts, we obtain
x = 9 and y = 37
Example : What is the value of Solution: We know that
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Note: Students may make mistakes while solving this question. We know that then . . However, when a and b are both negative,
Hence, this question cannot be solved as
Example : What is the multiplicative inverse of 5 9i? Solution: Let z = a + ib = 5 9i Accordingly, a = 5 and b = 9 We know that
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Thus,
is the multiplicative inverse of 5 9i.
Example : Write each of the following in standard form.
(a) (b) (c) (d) Solution: So, in each case we are really looking at the division of two complex numbers. The main idea here however is that we want to write them in standard form. Standard form does not allow for any i's to be in the denominator. So, we need to get the i's out of the denominator. This is actually fairly simple if we recall that a complex number times its conjugate is a real number. So, if we multiply the numerator and denominator by the conjugate of the denominator we will be able to eliminate the i from the denominator. Now that weve figured out how to do these lets go ahead and work the problems.
(a) Notice that to officially put the answer in standard form we broke up the fraction into the real and imaginary parts.
(b) EDUDIGM 1B Panditya Road, Kolkata 29

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(c) (d) This one is a little different from the previous ones since the denominator is a pure imaginary number. It can be done in the same manner as the previous ones, but there is a slightly easier way to do the problem. First, break up the fraction as follows.
Now, we want the i out of the denominator and since there is only an i in the denominator of the first term we will simply multiply the numerator and denominator of the first term by an i.
Example : Write the complex number
in the form of a + ib.
Solution:
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Semester 2-Module 2 Example : Multiply the following and write the answer in standard form.
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Solution: If we where to multiply this out in its present form we would get, Now, if we were not being careful we would probably combine the two roots in the final term into one which cant be done! So, there is a general rule of thumb in dealing with square roots of negative numbers. When faced with them the first thing that you should always do is convert them to complex number. If we follow this rule we will always get the correct answer. So, lets work this problem the way it should be worked.
Example :Determine the conjugate and multiplicative inverse of
Solution: Let
Accordingly, conjugate,
and
Now, the multiplicative inverse is given by
Example : What is the conjugate of
Solution: Let z =
In order to find the conjugate of z, we first write it in the form of a + ib.
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Now,
Thus, the conjugate of the given complex number is Example : What is the modulus of ?
Solution: Modulus,
It can be written as
Continuing in this manner, we can write
Now,
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Semester 2-Module 2 Example : Solve the quadratic equation . .
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Solution: The given quadratic equation is

The discriminant of this equation is
b2 4ac =
Thus, the solution of the given equation is
Example : If the roots of the quadratic equation ax2 + bx + c = 0 are imaginary, then what can we say about the signs of a and c?
Solution: The roots of quadratic equation ax2 + bx + c = 0 are imaginary if the discriminant b2 4ac < 0.
Here, b2 is always positive whatever the sign of b is. Hence, the discriminant is negative if the product ac is positive. Thus, a and c must have the same signs.
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A.P and G.P

Arithmetic Sequence The Sequence
In an Arithmetic Sequence the difference between one term and the next is a constant. In other words, you just add the same value each time ... to infinity. Example : 1, 4, 7, 10, 13, 16, 19, 22, 25, ... This sequence has a difference of 3 between each number. In General you could write an arithmetic sequence like this: {a, a+d, a+2d, a+3d, ... } where:

a is the first term, and d is the difference between the terms (called the "common difference")
Example : (continued) 1, 4, 7, 10, 13, 16, 19, 22, 25, ... Has:

a = 1 (the first term) d = 3 (the "common difference" between terms) And we get: {a, a+d, a+2d, a+3d, ... } {1, 1+3, 1+23, 1+33, ... } {1, 4, 7, 10, ... }
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Rule
You can write an Arithmetic Sequence as a rule: xn = a + d(n-1) (We use "n-1" because d is not used in the 1st term). Example : Write the Rule, and calculate the 4th term for 3, 8, 13, 18, 23, 28, 33, 38, ... This sequence has a difference of 5 between each number. The values of a and d are:

a = 3 (the first term) d = 5 (the "common difference") The Rule can be calculated: xn = a + d(n-1) = 3 + 5(n-1) = 3 + 5n - 5 = 5n - 2 So, the 4th term is: x4 = 54 - 2 = 18 Is that right? Check for yourself! Arithmetic Sequences are sometimes called Arithmetic Progressions (A.P.s)
Summing an Arithmetic Series

To sum up the terms of this arithmetic sequence: a + (a+d) + (a+2d) + (a+3d) + ... use this formula:
What is that funny symbol? It is called Sigma Notation (called Sigma) means "sum up" And below and above it are shown the starting and ending values:
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It says "Sum up n where n goes from 1 to 4. Answer=10 Here is how to use it: Example : Add up the first 10 terms of the arithmetic sequence: { 1, 4, 7, 10, 13, ... } The values of a, d and n are:

a = 1 (the first term) d = 3 (the "common difference" between terms) n = 10 (how many terms to add up) So:
Becomes:
= 5(2+93) = 5(29) = 145 Check: why don't you add up the terms yourself, and see if it comes to 145 Example : Check whether the following sequences form an A.P. or not. (i)
(ii)
(iii) (iv) A list of prime numbers greater than 2 (v) A list of the squares of natural numbers
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Semester 2-Module 3 Solution: (i)The given sequence is Difference between the second and the first term
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Difference between the third and the second term
Difference between the fourth and the third term
Since the difference between any two consecutive terms is a constant, the sequence is an arithmetic progression.
(ii)The given sequence is
Difference between the second and the first term
Difference between the fourth and the third term Since the difference between any two consecutive terms is a constant, the sequence is an arithmetic progression.
(iii)The given sequence is
This sequence can be rewritten as
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Difference between the second and the first term
Difference between the fourth and the third term Since the difference between the consecutive terms is not a constant, the sequence is not an arithmetic progression. (iv)The list of the prime numbers greater than 2 is: 3, 5, 7, 11 Difference between the second and the first term = 5 3 = 2 Difference between the third and the second term = 7 5 = 2 Difference between the fourth and the third term = 11 7 = 4 Since the difference between the consecutive terms is not a constant, the sequence is not an arithmetic progression. (v)The list of the squares of natural numbers is: 12, 22, 32, 42 = 1, 4, 9, 16 Difference between the second and the first term = 4 1 = 3 Difference between the third and the second term = 9 4 = 5 Difference between the fourth and the third term = 16 9 = 7 Since the difference between the consecutive terms is not a constant, the sequence is not an arithmetic progression. Example : Find the common difference of the A.P. Also, state whether it is finite or infinite and write down its first term. Solution: The given A.P. is
a1 = a2 =
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a3 = a4 =
Common difference of the A.P. = First term of the A.P. = The given A.P. is infinite because its last term cannot be calculated. Example : State whether the following statements are true or false. (i) The sequence term as and the common difference as . forms an A.P. with the first
(ii) The common difference of the A.P.
is
(iii) The nth term of an A.P. is given by 3n 4. Its common difference is 4. Solution: (i)The given sequence is Difference between the first and the second term Difference between the second and the third term Difference between the third and the fourth term
Since the difference between the consecutive terms of the sequence is constant, the given sequence is an A.P. with the first term as . Thus, the statement is false. EDUDIGM 1B Panditya Road, Kolkata 29
and the common difference as
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(ii)The given A.P. is
Common difference of the A.P. = Thus, the statement is true. (iii)It is given that the nth term of the A.P. is given by 3n 4. Thus, first term of the A.P. = a = 3 1 4 = 3 4 = 1 Second term of the A.P. = a2 = 3 2 4 = 6 4 = 2 Third term of the A.P. = a3 = 3 3 4 = 9 4 = 5 Fourth term of the A.P. = a4 = 3 4 4 = 12 4 = 8 Thus, common difference of the A.P. = 8 5 = 5 2 = 2 (1) = 3 Thus, the statement is false. Example : Find the missing terms in the following arithmetic progressions.
(i)
(ii) Solution: (i) In the given A.P.,
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Thus, missing term, a3 (ii) In the given A.P.,
Thus, missing term, a2 = Example : Find the first two terms of an A.P. in which the third term is 10 and the common difference is 7. Solution: Here, d = 7 and a3 = 10 Hence, the value of a2 can be found by subtracting 7 from a3. a2 = 10 7 = 3 Similarly, the value of a1 can be found by subtracting 7 from a2. a1 = 3 7 = 4 Thus, the first two terms of the A.P. are 4 and 3. Example : Find the 20th term of the following arithmetic progression. 0.4, 1.5, 2.6, 3.7, 4.8 Solution: Here, a = 0.4 and d = 1.5 0.4 = 1.1
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a20 = a + (20 1) d
= 0.4 + (20 1) 1.1 = 0.4 + 19 1.1 = 0.4 + 20.9 = 21.3 Thus, the 20th term of the given A.P. is 21.3. Example : If the 7th term of an A.P. is 21 and 15th term is 53, then find the first term and common difference. Solution: Let the first term and common difference of the A.P. be a and d respectively. It is given that a7 = 21 and a15 = 53 Using the formula for nth term, we obtain
a7 = a + (7 1) d
21 = a + 6d (1) And, a15 = a + (15 1) d 53 = a + 14d (2) On subtracting equation (1) from (2), we obtain 32 = 8d d = 4 Putting the value of d in equation (1), we obtain 21 = a + 6 (4) 21 = a 24 a=3
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Semester 2-Module 3 Thus, the first term is 3 and the common difference is 4. Example : Is 102 a term of the A.P., 5, 11, 17, 23 ? Solution: Let 102 be the nth term of the given sequence. an = 102 Using the formula for nth term, we obtain
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an= a + (n 1) d
102 = a + (n 1) d For the given A.P., a = 5 and d = 11 5 = 6 102 = 5 + (n 1) 6 102 5 = (n 1) 6 97 = (n 1) 6
However, n should be a positive integer. Therefore, 102 is not a term of the given A.P. Example : Find the number of three-digit numbers that are divisible by 5. Solution: The first three-digit number which is divisible by 5 is 100, second is 105, third is 110, and so on. The last three-digit number which is divisible by 5 is 995. Thus, we obtain the following A.P. 100, 105 995 Here, we have to find the number of terms, n. Last term of A.P. = 995 EDUDIGM 1B Panditya Road, Kolkata 29
Semester 2-Module 3 The number of terms in the A.P. is n, so the last term is the nth term.
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a + (n 1)d = 995
Here, a = 100 and d = 5 100 + (n 1)5 = 995 (n 1)5 = 995 100 5n 5 = 895 5n = 895 + 5 5n = 900
n = 180
Thus, there are 180 three-digit numbers, which are divisible by 5. Example : The fare of a bus is Rs 10 for the first kilometre and Rs 5 for each additional kilometre. Find the fair after 12 kilometres. Solution: The fare after each kilometre forms an A.P. as follows. Fare after one kilometre = Rs 10 Fare after two kilometres = 10 + 5 = Rs 15 Fare after three kilometres = 15 + 5 = Rs 20 Now the arithmetic progression is 10, 15, 20 Here, first term, a = 10 and common difference, d = 5 Now the fare after 12 kilometres is the 12th term of the A.P. a12 = a + (12 1) d
a12 = 10 + 11 5
= 10 + 55 EDUDIGM 1B Panditya Road, Kolkata 29
Semester 2-Module 3 = 65 Thus, the fare after 12 kilometres is Rs 65.
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Example : Mohit borrowed a sum of money at a simple interest rate of 2% per annum. He has to pay an amount of Rs 1120 after 6 years. How much money did he borrow? Solution: Let the amount of money Mohit borrowed be Rs x. We know that the amount after T years is
Where, P and R denotes the principal and rate respectively The amount after every year forms an A.P.
Amount after first year
Amount after second year
Thus, the A.P. is as follows.
Here, the first term is
and common difference is
Now, it is given that the amount after 6 years is Rs 1120 i.e., 6th term of the A.P. is 1120. Now using the formula, an = a + (n 1)d, we obtain
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1120 100 = 112x
x = 1000
Thus, Mohit borrowed Rs 1000. Example : Find the sum of first 25 terms of the following A.P. 2, 7, 12 Solution: Here, a = 2 and d = 7 2 = 5. Sum of the first 25 terms is given by
= 25 62 = 1550 Thus, the sum of first 25 terms of the given A.P. is 1550. Example : Find the sum of first 8 terms of the A.P whosenthterm is given by 6n 5. Solution: The nth term is given by an = 6n 5
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On replacing n by 1, 2, 3 respectively, we get the first, second, third terms of the A.P. a1 = 6(1) 5 = 1 a2 = 6(2) 5 = 7 a3 = 6(3) 5 = 13 and so on. The A.P. so obtained is as follows. 1, 7, 13 Here, the first term, a = 1 and the common difference d = a2 a1 = 7 1 = 6
Using the formula,
, the sum of first 8 terms is given by
= 176 Thus, the sum of first 8 terms is 176. Example : How many terms of the A.P. 28, 24, 20 should be taken so that the sum will be zero? Solution: Let the sum of n terms be zero. Here, a = 28 and d = 24 (28) = 4 Sum of n terms of an A.P. is given by
But, it is given that the sum of n terms of the given A.P. is zero.
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Thus, the sum of 15 terms of the A.P is zero. Example : Sapnas father planted 4 trees in his garden, when he was 22 years old. After that, every year he planted one more tree than the number of trees he planted in the previous year. How many trees will be there in his garden when he will become 40 years old? Solution: We can write the given information in the form of an A.P. as follows Number of trees he planted in the first year = 4 Number of trees he planted in the second year = 4 + 1 = 5 Number of trees he planted in the third year = 5 + 1 = 6 And so on. Now, the A.P. is 4, 5, 6 He planted trees from the age of 22 years to 40 years, i.e. for 18 years. Thus, we have to find the sum of 18 terms of this A.P. Here, a = 4, d = 1 And, n = 18
Using the formula,
, the sum of 18 terms of this A.P. is given by
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= 9 25 = 225 Thus, there will be 225 trees in his garden when he will become 40 years old. Example : The term of an A.P. is q and the term of the A.P. is p. What is the sum of
(p + q) terms of the A.P.? Solution: Let the first term and the common difference of the A.P. be a and d respectively. It is given that the ap = q a + (p 1) d = q (1) Similarly, the qth term is p, therefore we obtain a + (q 1) d = p (2) On subtracting equation (1) from (2), we obtain p q = (q 1) d (p 1) d p q = d [q 1 p + 1] term is q.
By putting the value of d in equation (1), we obtain q = a + (p 1) (1) q=a+1p a=p+q1
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Thus, the sum of (p + q) terms is
Thus, the sum of (p + q) terms is
Example : Find the nth term of the A.P., the sum of whose n terms is n2 + 2n. Solution: Let Sn be the sum of n terms. It is given that the sum of n terms of the A.P. is n2 + 2n. Sn = n2 + 2n (1) On replacing n by (n 1) in the equation, we obtain
Let an be the nth term of the A.P. Therefore, we can write Sn = Sn1 + an Thus, an = Sn Sn1 = n2 + 2n [(n 1)2 + 2(n 1)] = n2 + 2n [n2 + 1 2n + 2n 2] = n2 + 2n n2 + 1 EDUDIGM 1B Panditya Road, Kolkata 29
Semester 2-Module 3 = 2n + 1 Thus, the nth term of the A.P is (2n + 1).
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Geometric Sequence The Sequence

In a Geometric Sequence each term is found by multiplying the previous term by a constant. Example : 2, 4, 8, 16, 32, 64, 128, 256, ... This sequence has a factor of 2 between each number. Each term (except the first term) is found by multiplying the previous term by 2.
In General you could write a Geometric Sequence like this: {a, ar, ar2, ar3, ... } where:

a is the first term, and r is the factor between the terms (called the "common ratio")
Example : {1,2,4,8,...} The sequence starts at 1 and doubles each time, so

a=1 (the first term) r=2 (the "common ratio" between terms is a doubling) So we would get: {a, ar, ar2, ar3, ... } = {1, 12, 122, 123, ... } = {1, 2, 4, 8, ... }
But be careful, r should not be 0:
When r=0, you get the sequence {a,0,0,...} which is not geometric
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The Rule
You can also calculate any term using the Rule: xn = ar(n-1) (We use "n-1" because ar0 is for the 1st term)
Example : 10, 30, 90, 270, 810, 2430, ... This sequence has a factor of 3 between each number. The values of a and r are:

a = 10 (the first term) r = 3 (the "common ratio") The Rule for any term is: xn = 10 3(n-1) So, the 4th term would be: x4 = 103(4-1) = 1033 = 1027 = 270 And the 10th term would be: x10 = 103(10-1) = 1039 = 1019683 = 196830
A Geometric Sequence can also have smaller and smaller values: Example: 4, 2, 1, 0.5, 0.25, ... This sequence has a factor of 0.5 (a half) between each number. Its Rule is xn = 4 (0.5)n-1
Why "Geometric" Sequence?

Because it is like increasing the dimensions in geometry: a line is 1-dimensional and has a length of r
in 2 dimensions a square has an area of r2
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in 3 dimensions a cube has volume r3
etc (yes you can have 4 and more dimensions in mathematics).
Geometric Sequences are sometimes called Geometric Progressions (G.P.s) Note: A G.P. is written in its standard form as a, ar, ar2, ar3, ar4 Here, a is called the first term of the G.P. o Here, ris called the common ratio of the G.P. There are two types of geometric progressions: finite and infinite. o A finite geometric progression has finite number of terms. In general, a finite G.P. with n terms can be written as a, ar, ar2, ar3, ar4 arn1. o An infinite geometric progression has infinite number of terms. In general, an infinite G.P. can be written as a, ar, ar2, ar3, ar4 arn1 There are two types of geometric series: finite and infinite. o The series a + ar + ar2 + ar3 + ar4 + + arn1 is a finite geometric series. o The series a + ar + ar2 + ar3 + ar4 + + arn1 + is an infinite geometric series.
o
Summing a Geometric Series

When you need to sum a Geometric Sequence, there is a handy formula. To sum: a + ar + ar2 + ... + ar(n-1) Each term is ark, where k starts at 0 and goes up to n-1 Use this formula:
a is the first term r is the "common ratio" between terms n is the number of terms What is that funny symbol? It is called Sigma Notation
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Semester 2-Module 3 (called Sigma) means "sum up" And below and above it are shown the starting and ending values:
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It says "Sum up n where n goes from 1 to 4. Answer=10 The formula is easy to use ... just "plug in" the values of a, r and n Example: Sum the first 4 terms of 10, 30, 90, 270, 810, 2430, ... This sequence has a factor of 3 between each number. The values of a, r and n are:

a = 10 (the first term) r = 3 (the "common ratio") n = 4 (we want to sum the first 4 terms) So:
Becomes:
You could check it yourself: 10 + 30 + 90 + 270 = 400 And, yes, it was easier to just add them in this case, because there were only 4 terms. But imagine you had to sum up lots of terms, then the formula is better to use.
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Semester 2-Module 3
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Using the Formula

Let's see the formula in action: Example : Grains of Rice on a Chess Board On our page Binary Digits we give an example of grains of rice on a chess board. The question is asked: When you place rice on the chess board:

1 grain on the first square, 2 grains on the second square, 4 grains on the third and so on, ... ... doubling the grains of rice on each square ... ... how many grains of rice in total?
So we have:

a = 1 (the first term) r = 2 (doubles each time) n = 64 (64 squares on a chess board) So:
Becomes:
= (1-264) / (-1) = 264 - 1 = 18,446,744,073,709,551,615 Which was exactly the result we got on the Binary Digits page (thank goodness!) And another example, this time with r less than 1: Example : Add up the first 10 terms of the Geometric Sequence that halves each time: { 1/2, 1/4, 1/8, 1/16, ... } The values of a, r and n are:

a = (the first term) r = (halves each time) n = 64 (10 terms to add)
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Semester 2-Module 3 So:
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Becomes:
Very close to 1. (Question: if we continue to increase n, what would happen?) Example : Which of the following sequences is not a geometric progression? i. ii. iii. iv. Solution: i. The series 11, 2.2, 0.44, 0.088, 0.0176 is a G.P. since 11, 2.2, 0.44, 0.088, 0.0176 17, 17.5, 18, 18.5, 19 81,
ii.
The series 17, 17.5, 18, 18.5, 19 is not a G.P. since
iii.
The series 81,
is not a G.P. since
and
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Semester 2-Module 3
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iv.
The series 16, 4, 1,
is a G.P. since
Example : Write the first term, last term and the common ratio of the following geometric progressions: i. ii. Solution: i. In the G.P. First term, a = 3 Last term, l = 1728 Common Ratio, r = ,
ii.
In the G.P., First term, a = Last term, l =
Common Ratio, r =
Example : A scientist kept a solution on fire. The original temperature of the solution was 24C. He noticed that the temperature of the solution increased by 20% of the original temperature every hour. Find the temperature of the solution after the 5th hour.
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Solution: It is given that the original temperature of the solution was 24C. It is also
given that the temperature of the solution increased by 20% of the original temperature every hour. Hence, the temperature after the 1st hour will be
Temperature after 2nd hour:
Temperature after 3rd hour:
And so on Hence, the temperature of the solution noted after every hour will form a geometric progression with First term, a = 24
Common ratio, r =
= 1.2
We know that the nth term of a G.P. is given by an = arn1. Also, the temperature of the solution after the 5th hour will be the 6th term of the G.P., which is given by
a6 = 24 (1.2)5 = 59.7 (approx.)

Thus, the temperature of the solution after the 5th hour will be 59.7C approximately. Example : Find the sum of the sequence 0.4, 0.44, 0.444. up to n terms.
Solution: The given sequence is not a G.P. However, we can relate it to a G.P. by
writing the terms as Sn = 0.4 + 0.44 + 0.444 + to n terms
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Example : Find the number of terms of the G.P. giving the sum as .
that are required for
Solution: Let n be the required number of terms.

It is given that First term, a = 6
Common ratio, r =
We know that the sum of n terms of a G.P. is given by Sn =
. Therefore,
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Thus, the required number of terms of the G.P. is 5. Example : In a G.P., the ratio of the 11th term and the 14th term is given by 27:125. Find the 18th term of the G.P. if the 5th term of the G.P. is .
Solution: Let the first term and the common ratio of the G.P. be a and r respectively.
We know that the nth term of a G.P. is given by an = arn1. Therefore,
a11 = ar10 a14 = ar13

It is given that the ratio of the 11th term to the 14th term is 27:125. Hence,
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It is also given that the 5th term of the G.P. is
. Hence,
Thus, the 18th term of the G.P. is given by
Example : A scientist kept a solution on fire. The original temperature of the solution was 24C. He noticed that the temperature of the solution increased by 20% of the original temperature every hour. Find the temperature of the solution after the 5th hour.
Solution: It is given that the original temperature of the solution was 24C.
It is also given that the temperature of the solution increased by 20% of the original temperature every hour. Hence, the temperature after the 1st hour will be
Temperature after 2nd hour:
Temperature after 3rd hour:
And so on Hence, the temperature of the solution noted after every hour will form a geometric progression with EDUDIGM 1B Panditya Road, Kolkata 29
Semester 2-Module 3 First term, a = 24
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Common ratio, r =
= 1.2
We know that the nth term of a G.P. is given by an = arn1. Also, the temperature of the solution after the 5th hour will be the 6th term of the G.P., which is given by
a6 = 24 (1.2)5 = 59.7 (approx.)

Thus, the temperature of the solution after the 5th hour will be 59.7C approximately. Example : Find the sum of the sequence 0.4, 0.44, 0.444. up to n terms.
Solution: The given sequence is not a G.P. However, we can relate it to a G.P. by writing
the terms as Sn = 0.4 + 0.44 + 0.444 + to n terms
Example : Find the number of terms of the G.P. giving the sum as .
that are required for
Solution: Let n be the required number of terms.

It is given that
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Semester 2-Module 3 First term, a = 6
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Common ratio, r =
We know that the sum of n terms of a G.P. is given by Sn =
. Therefore,
Thus, the required number of terms of the G.P. is 5. Example : In a G.P., the ratio of the 11th term and the 14th term is given by 27:125. Find the 18th term of the G.P. if the 5th term of the G.P. is .
Solution: Let the first term and the common ratio of the G.P. be a and r respectively.
We know that the nth term of a G.P. is given by an = arn1. Therefore,
a11 = ar10 a14 = ar13

It is given that the ratio of the 11th term to the 14th term is 27:125. Hence,
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It is also given that the 5th term of the G.P. is
. Hence,
Thus, the 18th term of the G.P. is given by
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20 Class 10 Semester 2 Mathematics

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Semester-2 Module-1

Terms of the polynomial

Coefficients of the polynomials

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, where a, b, c are constant and

Example : Is the equation

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Solution: The given equation is We can also write it as

Hence, we can say that the given equation is a quadratic equation.

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Solution of Quadratic Equation

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Sum and product of the roots

are the roots of equation

, find the value of

Using (i) & (ii)

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Quadratic equation whose roots are

are the roots of equation (i) ( ( ) ) ( ) (

The equation is: (

is the required equation.

The equation is: (

) ) is the required equation.

are the roots of given equation, ( )

Now we have to make an equation whose roots are ( ( ( ) ) ( ( ) ) ( ( ) ) [( [( ) ) ]

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are and find the equation with roots

Sum of roots for the required equation is

Product of roots= ( ) ( ) So the equation is or 7

Nature of the roots and Graph Nature of roots

be the roots of equation

, (where a, b, c are real) then ( )

Hence from (1), Case II:- when i.e

will be real. Let

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and also a perfect square, hence the roots are rational.

and also a prefect square, hence the roots are rational.

then its other root will be

the four roots are Hence the factors are: ( [( ) ](

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Semester-2 Module-1 Dividing 7 are roots of = hence roots are 7 ( by )(

can find that the other factor of quadratic equation is

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Thus, the roots of the given equation are

x(x + 2) = 99 x2 + 2x 99 = 0 x2 + 11x 9x 99 = 0 x(x + 11) 9(x + 11) = 0

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However, the length of a rectangle cannot be negative.

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by the method of completion of

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span Thus, does not have any real value.

Solution: Let the numerator of the fraction be x.

Hence, the rational number is

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It is given that the sum of the fraction and its reciprocal is

On comparing this equation with the general form ax2 + bx + c = 0, we get

On putting these values in the quadratic formula, we get

Since x is the numerator of the fraction, it has to be an integer.

Thus, the fraction is

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(d) Imaginary (x a)(x b) (x b)(x c) (x c)(x a) 0 can be re-written as