Loci in Argand Diagrams (Edexcel A Level Further Maths: Core Pure): Revision Note

Exam code: 9FM0

Amber

Written by: Amber

Reviewed by: Dan Finlay

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Loci in Argand diagrams

How do I sketch the locus of Re z=k or Im z=k on an Argand diagram?

  • All complex numbers, z=x+iy, that satisfy the equation Re z=k lie on a vertical line with Cartesian equation x = k

    • Any complex number along this vertical line will have a real part of k

  • All complex numbers, z=x+iy, that satisfy the equation Im z=k lie on a horizontal line with Cartesian equation y = k

    • Any complex number along this horizontal line will have an imaginary part of k

  • E.g. The loci Re z=4 and Im z=3 are represented by the vertical line x = 4 and the horizontal line y = 3  

8-2-4_notes_fig1

Sketching the loci of  Re z=4 and Im z=3

How do I sketch the locus of |za|=k on an Argand diagram?

  • All complex numbers, z, that satisfy the equation |z| = k lie on a circle of radius k about the origin

    • E.g. the locus of |z| = 10 is a circle of radius 10, centred at the origin, as every complex number on that circle has a modulus of 10

  • For a given complex number, a, all complex numbers, z, that satisfy the equation |z  a| = k lie on a circle of radius k about the centre a

    • This is because |z  a| represents the distance between complex numbers z and a 

    • E.g. the locus of |z(3+4i)|=10 is a circle of radius 10 about (3+4i)

  • Many equations need to be adjusted algebraically into the correct |z  a| form

    • E.g. to find the centre of the circle |z8i+3|=12, first rewrite it as |z(3+8i)|=12, giving the centre as 3+8i

    • E.g. to find the centre of the circle |z+i|=2, first rewrite it as |z(i)|=2 , giving the centre as (i)

    • Note that the centre of the circle |z| = 5 is the origin (it can be thought of as |z0|=5)

  • In order to sketch correctly, check whether the origin lies outside, on or inside the circle

    • E.g. for the locus of |z(3+4i)|=10, the distance from the centre of the circle, 3+4i, to the origin is 5 (by Pythagoras), which is less than the radius of 10; a sketch must therefore show the origin inside the circle

  • By knowing the radius and centre of a circle, the Cartesian equation of the circle can be found

    • The circle |z(3+4i)|=10 has a radius of 10 and centre of (3, 4) in coordinates, so the equation of the circle is (x3)2+(y4)2=100

8-2-4_notes_fig2

Sketching the loci of  |z|=10 and |z(3+4i)|=10

How do I sketch the locus of |za|=|zb| on an Argand diagram?

  • For two given complex numbers, a and b, all complex numbers, z, that satisfy the equation |za|=|zb| lie on the perpendicular bisector of a and b

    • This is because the distance from z to a must equal the distance from z to b

      • a condition that is satisfied by all the complex numbers, z, on the perpendicular bisector of a and b

    • E.g. the locus of |z3+2i|=|z+8| can be rewritten as |z(32i)|=|z(8)| which is the perpendicular bisector of the points 32i and 8

  • A sketch of the perpendicular bisector is sufficient, without finding its exact equation (though this could be found using coordinate geometry methods)

8-2-4_notes_fig3

Sketching the loci of  |zi|=|z3i|and |z(32i)|=|z(8)|

How do I sketch the locus of arg (za)=α  on an Argand diagram?

  • All complex numbers, z, that satisfy the equation arg z=α lie on a half-line from the origin at an angle of α to the positive real axis

    • Although the half-line starts at the origin, the origin itself (z = 0) does not satisfy the equation arg z=α  as arg 0 is undefined (there is no angle at the origin)

    • To show the exclusion of z = 0 from the locus of arg z=α, a small open circle at the origin is used

    • E.g. the locus of arg z=π4 is a half-line of angle π4 to the positive real axis, starting from the origin, with an open circle at the origin

  • For a given complex number, a, all complex numbers, z, that satisfy the equation arg (za)=α lie on a half-line from the point a at an angle of α to the positive real axis, with an open circle to show the exclusion of z = a

    • E.g. the locus of arg (z15i)=2π3 can be rewritten as arg (z(1+5i))=2π3, which is a half-line of angle 2π3measured from the point 1+5i, with an open circle at 1+5i to show its exclusion

  • In some cases, the equation of the half-line can be found using a sketch to help

    • E.g. the locus of arg z=π4is the half-line y = x for x > 0  

    • E.g. the locus of arg (z(8+5i)=π4 can be thought of, in coordinate geometry, as the half-line through (8, 5)with gradient -1, giving y =x+13  for  x > 8

    • Whilst not examinable, the half-line equation for a more general angle, arg z=α, is y=(tan α)x for x > 0, as the gradient=oppositeadjacent=tan α

8-2-4_notes_fig4

Sketching the loci of  arg z=π4and arg(z(1+5i))=2π3

Examiner Tips and Tricks

  • In the exam, do not worry about making your diagrams perfect.

  • A quick sketch with all the key features is sufficient.

Worked Example

On separate axes, sketch the locus of points representing complex numbers, z, that satisfy the following equations:

a) Im z = 2

al-fm-1-1-5-loci-in-argand-diagrams-we-solution-a

b) |z + 5  12i| = 8

al-fm-1-1-5-loci-in-argand-diagrams-we-solution-b

c) |z  4i| = |z + i  1|

edexcel-fm-core-pure-loci-in-argand-diagrams-fix1

d) arg(z + i) =  π3

edexcel-fm-core-pure-loci-in-argand-diagrams-fix2

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Amber

Author: Amber

Expertise: Maths Content Creator

Amber gained a first class degree in Mathematics & Meteorology from the University of Reading before training to become a teacher. She is passionate about teaching, having spent 8 years teaching GCSE and A Level Mathematics both in the UK and internationally. Amber loves creating bright and informative resources to help students reach their potential.

Dan Finlay

Reviewer: Dan Finlay

Expertise: Portfolio Lead

Dan graduated from the University of Oxford with a First class degree in mathematics. As well as teaching maths for over 8 years, Dan has marked a range of exams for Edexcel, tutored students and taught A Level Accounting. Dan has a keen interest in statistics and probability and their real-life applications.