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Imaginary Numbers: Free Response

5 questions in parts, 57 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. The exponent only remembers its remainder . Foundational, 10 points. Question 1 of 5.

    Every power of ii is one of only four values. Use that on an exponent far too large to multiply out, and show why the pattern holds for every exponent, not just the ones anyone has checked.

    1. Part A.

      Reduce each of i38i^{38}, i55i^{55}, and i101i^{101} to one of ii, 1-1, i-i, or 11. Show the division that decides each one.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    2. Part B.

      Evaluate the sum i+i2+i3++i20i + i^{2} + i^{3} + \cdots + i^{20}.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      Prove that any four consecutive powers of ii add to zero: show that in+in+1+in+2+in+3=0i^{n} + i^{n+1} + i^{n+2} + i^{n+3} = 0 for every positive integer nn. Then say in one line how that settles part B.

      Carry your own answer forward The proof itself does not use your answer to part B. If B did not come out, still do the proof, and then simply count how many blocks of four the sum in B contains.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 3 points

    Divides each exponent by 44 and works with the remainder, rather than expanding the power or doing arithmetic on the exponent. . Worth 2 points.

    Matches each remainder to the value of the cycle it lands on, so that each answer is one of the four values rather than an unreduced power. . Worth 1 point.

    Part B 3 points

    Groups the twenty terms into complete cycles of four, instead of adding them one after another. . Worth 2 points.

    Says why every block has the same value (the four powers repeat), rather than evaluating only the first and stopping. . Worth 1 point.

    Part C 4 points

    Gives an argument valid for an arbitrary nn, reducing the four-term sum to a statement that no longer mentions nn, and then settles that statement. . Worth 3 points. needs an explanation, not just an answer

    Connects the general result back to part B by counting how many complete blocks that sum contains. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Reduce i46i^{46} and i73i^{73}, then evaluate i7+i8+i9+i10i^{7} + i^{8} + i^{9} + i^{10}.

  2. 2. Converting first, and the rule that stops working . Foundational, 10 points. Question 2 of 5.

    A square root of a negative number is not a negative number: it is ii times a real square root. Making that conversion first is the habit this question installs, and the last part asks why it is necessary, not merely tidy.

    1. Part A.

      Simplify 45\sqrt{-45} and 98\sqrt{-98} completely, leaving each as a real number times ii times a square root with no perfect-square factor left inside.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      Evaluate 624\sqrt{-6} \cdot \sqrt{-24}.

      Solve and show your work Write each step out, and end with the value and its units. 3 points

    3. Part C.

      The product rule ab=ab\sqrt{a}\cdot\sqrt{b} = \sqrt{ab} is one you have used since you first met radicals. Explain why it breaks down when aa and bb are both negative, and why it is still safe when only one of them is.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Converts each square root of a negative into ii times a real square root before simplifying anything else. . Worth 2 points.

    Simplifies each remaining real radical by pulling out its largest perfect-square factor. . Worth 1 point.

    Leaves each answer with no perfect square remaining under the radical sign. . Worth 1 point.

    Part B 3 points

    Rewrites both roots in the ii times a real root form BEFORE multiplying, rather than combining the two radicands under a single radical. . Worth 2 points.

    Reports a result whose sign the student can trace to a specific step of their own work, rather than one carried over by habit. . Worth 1 point.

    Part C 3 points

    Explains the failure by working out what each of the two routes actually produces on two negative radicands, and identifying which route has no way of producing the other's result. . Worth 2 points. needs an explanation, not just an answer

    Answers the SECOND half of the prompt too: says why the one-negative case survives, rather than merely asserting that it does. . Worth 1 point. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Simplify 63\sqrt{-63}, then evaluate 520\sqrt{-5}\cdot\sqrt{-20}.

  3. 3. The equation with no solution, and the expression that would not factor . Application, 11 points. Question 3 of 5.

    Before this chapter you would have said that 3x2+48=03x^{2} + 48 = 0 has no solution, and that x2+16x^{2} + 16 cannot be broken into linear factors. Neither statement was a mistake. Both change once ii is available, and the last part asks what changed.

    1. Part A.

      Solve 3x2+48=03x^{2} + 48 = 0. Report both solutions.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    2. Part B.

      Factor x2+16x^{2} + 16 into two linear factors, using ii. Then expand your factorization to check it.

      Carry your own answer forward Build the factors from whichever roots you actually found in part A, even if they were not the expected ones: the credit here is for turning a pair of roots into a pair of factors and for checking by expansion, not for reproducing one particular pair.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Explain what was left unsaid in each of the two old claims in the stem, and say precisely what has changed.

      Carry your own answer forward This part is about the two claims, not about your numbers, so answer it in full even if parts A or B did not come out.

      Justify your claim State the claim, then give the reason it has to be true. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Isolates x2x^{2} on its own before taking a square root of anything. . Worth 2 points.

    Takes the square root of a negative number correctly, producing a real multiple of ii rather than a negative real number. . Worth 1 point.

    Reports BOTH solutions, not only the one that the radical sign hands over. . Worth 1 point.

    Part B 4 points

    Produces the two factors by a route that is justified rather than guessed, and names the factoring pattern that route appeals to. . Worth 2 points.

    Expands the product back out and shows both that the cross terms cancel and that the i2i^{2} flips the sign of the constant, recovering the original expression. . Worth 2 points.

    Part C 3 points

    Identifies the qualifier that each of the two old claims left unstated, and treats both as true statements rather than as errors the new material corrects. . Worth 2 points. needs an explanation, not just an answer

    Names what actually changed, and says explicitly that neither of the old claims became false. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Solve 3x2+108=03x^{2} + 108 = 0, then factor x2+36x^{2} + 36 into two linear factors and expand to check.

  4. 4. Every number correct, and the answer still wrong . Reasoning, 12 points. Question 4 of 5.

    A student is asked to solve x2+25=0x^{2} + 25 = 0 and hands in this work.

    x2+25=0x^{2} + 25 = 0

    x2=25x^{2} = -25

    x=25=5ix = \sqrt{-25} = 5i

    They conclude: 'The solution is x=5ix = 5i.'

    That conclusion is not right. Every number the student wrote down, however, is correct.

    1. Part A.

      Identify the first line of the student's work that is not fully justified, say exactly what is wrong with it, and write the line as it should have been.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points

    2. Part B.

      Verify by direct substitution that BOTH of the numbers you named in part A really do satisfy x2+25=0x^{2} + 25 = 0.

      Carry your own answer forward Substitute whichever two numbers you named in part A. The credit here is for carrying out an honest check on both of them, not for the pair turning out to be the expected one.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      For x2+bx+c=0x^{2} + bx + c = 0, the roots sum to b-b and multiply to cc. Work out what those two numbers must be for this equation, check them against your pair of roots, and then explain how this single check would have caught the student's missing root on its own.

      Carry your own answer forward Use the pair of roots you have been working with. The point of this part is the comparison between what the coefficients predict and what your roots deliver, not the particular numbers involved.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Names one specific line as the FIRST that is not fully justified, and clears the lines before it, rather than pointing at a step that is in fact correct. . Worth 2 points.

    Attaches a reason to the diagnosis, naming what that step did to the set of solutions, and rewrites the line so that it is fully justified. . Worth 2 points. needs an explanation, not just an answer

    Part B 4 points

    Substitutes each candidate back into the ORIGINAL equation, rather than into a rearranged version of it. . Worth 1 point.

    Squares a pure imaginary number correctly, handling the real factor and the ii separately, and in particular handles the sign of the negative root correctly. . Worth 2 points.

    States the conclusion that the two checks license about how many solutions the equation has. . Worth 1 point.

    Part C 4 points

    Reads the predicted sum and product off the coefficients, computes the same two quantities from the actual pair of roots, and handles the i2i^{2} in the product correctly. . Worth 2 points.

    Explains what the check is actually doing, and applies it to the work the student submitted rather than only to the correct pair. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A student solves x2+49=0x^{2} + 49 = 0 and reports x=7ix = 7i. Name the missing solution, verify it, and show that the sum and the product of the roots agree with the coefficients only once both roots are counted.

  5. 5. What admitting i cost . Reasoning, 14 points. Question 5 of 5.

    Admitting ii solved a problem the real numbers could not, and it charged a price: a rule you had used for years stopped being true. This question is about both sides of that bargain, and what it takes to establish each.

    1. Part A.

      Prove that no real number has a negative square. Your argument has to cover every real number, so a handful of examples will not do.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 4 points

    2. Part B.

      Here is a claim: for all real numbers aa and bb, ab=ab\sqrt{ab} = \sqrt{a}\cdot\sqrt{b}. Disprove it. Give one specific pair of numbers, evaluate both sides on that pair, and state what your counterexample does and does not establish.

      Construct a counterexample Give one specific case, and show it breaks the claim. 5 points

    3. Part C.

      Part B killed the rule as stated, but a restricted version of it survives, and so far nobody has proved that. Settle it. Let pp and qq be positive real numbers. Work out what each of the two routes gives for pq\sqrt{-p}\cdot\sqrt{q}, where one radicand is negative, and then for pq\sqrt{-p}\cdot\sqrt{-q}, where both are. Compare them, and state exactly when the merging route may be used on real radicands.

      Compare the two methods Say what each one costs you, and when you would reach for it. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Covers every real number by an exhaustive argument, and says why nothing has been left out. . Worth 3 points. needs an explanation, not just an answer

    Draws the conclusion the proof was built for: that an equation demanding a negative square therefore has no real solution at all. . Worth 1 point.

    Part B 5 points

    Produces a specific numerical pair on which the claim fails, rather than describing in general terms the circumstances under which it fails. . Worth 2 points.

    Evaluates both sides of the claim on that pair, reaching two different values, with the factor of i2i^{2} handled correctly on the side that produces one. . Worth 2 points.

    States the scope of what a single counterexample settles: which version of the claim it kills, and which version it leaves standing. . Worth 1 point.

    Part C 5 points

    Works both routes through in the one-negative case AND in the two-negative case, in letters rather than on a single numerical instance. . Worth 2 points.

    Establishes the half of the rule that survives, showing that those two routes really do agree instead of asserting that they do. . Worth 2 points. needs an explanation, not just an answer

    States the condition on real radicands as a two-directional claim, covering both when the merging route may be used and when it may not, rather than as a one-directional rule of thumb. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Disprove the claim that ab=ab\sqrt{ab} = \sqrt{a}\cdot\sqrt{b} for all real aa and bb, using the pair a=4a = -4 and b=9b = -9. Then evaluate 82\sqrt{-8}\cdot\sqrt{-2} correctly.