Complex numbers
Complex numbers : real and imaginary parts, conjugates and equality; arithmetic in Cartesian form; conjugate pairs of roots; the Argand diagram, modulus and argument; polar and exponential forms; square roots; the geometry of the operations; and loci in the Argand diagram.
What the syllabus says
3.9 (Paper 3)
- understand the idea of a complex number, recall the meaning of the terms real part, imaginary part, modulus, argument, conjugate, and use the fact that two complex numbers are equal if and only if both real and imaginary parts are equal
- carry out operations of addition, subtraction, multiplication and division of two complex numbers expressed in Cartesian form
- use the result that, for a polynomial equation with real coefficients, any non-real roots occur in conjugate pairs
- represent complex numbers geometrically by means of an Argand diagram
- carry out operations of multiplication and division of two complex numbers expressed in polar form
- find the two square roots of a complex number
- understand in simple terms the geometrical effects of conjugating a complex number and of adding, subtracting, multiplying and dividing two complex numbers
- illustrate simple equations and inequalities involving complex numbers by means of loci in an Argand diagram.
Notes and examples
- Notations , , , , should be known. The argument of a complex number will usually refer to an angle such that , but in some cases the interval may be more convenient. Answers may use either interval unless the question specifies otherwise.
- For calculations involving multiplication or division, full details of the working should be shown.
- e.g. in solving a cubic or quartic equation where one complex root is given.
- Including the results and , and corresponding results for division.
- e.g. the square roots of in exact Cartesian form. Full details of the working should be shown.
- e.g. , , .
Quoted from the Cambridge International AS and A Level Mathematics 9709 syllabus (2026-2027 and 2028-2030 editions, which share this content).
Complex numbers and their parts Paper 3
The equation has no real solution. Mathematicians define a new number with , and then every quadratic equation has solutions: .
A complex number is with and real. is the real part, , and (not ) is the imaginary part, . So for , and . The conjugate of is : the sign of the imaginary part changes.
Two complex numbers are equal if and only if their real parts are equal and their imaginary parts are equal. One complex equation therefore gives two real equations, which is how you find unknown real numbers in a complex equation: expand, collect real and imaginary parts, and equate each.
Arithmetic in Cartesian form Paper 3
Add and subtract by combining real parts and imaginary parts separately. Multiply by expanding the brackets, then replace by :
A number times its conjugate is real: . That is the key to division: multiply the top and bottom by the conjugate of the bottom, exactly as you rationalise a surd denominator.
Show every line of a multiplication or division: the marks are for the working.
Check yourself Paper 3
Express in the form . Type i for .
Answer it in the portal, where your answer is checked as you type →
Roots of polynomial equations Paper 3
A quadratic with a negative discriminant has two complex roots: gives . They are conjugates of each other, and that is no accident.
For a polynomial equation with real coefficients, non-real roots occur in conjugate pairs. The reason: conjugating a sum or product conjugates each piece, and real coefficients are their own conjugates, so . If , then .
So if is a root, is too, and is a real quadratic factor. For a cubic or quartic with one complex root given, write down its conjugate, form this quadratic factor, and divide (or compare coefficients) to find the rest.
Worked example 1 Paper 3
Given that is a root of , find the other two roots.
The coefficients are real, so is also a root.
Quadratic factor: .
: compare the constants, , and check the terms, .
The other roots are and .
Answer: and
The Argand diagram, modulus and argument Paper 3
An Argand diagram shows as the point , with the real part across and the imaginary part up.
- The modulus is the distance from to the point.
- The argument is the angle from the positive real axis to the line from to the point, anticlockwise positive. It is usually taken in (the principal argument); is sometimes more convenient, and either is accepted unless a question says otherwise.
Find the argument from a sketch, not from the calculator alone. only gives angles between and , so in the second and third quadrants it must be adjusted. For (second quadrant), the angle with the negative real axis is , so .
and : measured from the positive real axis, not from the nearest axis.
Check yourself Paper 3
Find the modulus and the argument of , giving exact values with .
Answer it in the portal, where your answer is checked as you type →
Polar and exponential forms Paper 3
With and , the real and imaginary parts are and , so
The exponential form is a compact way of writing the polar form. These forms make multiplication and division easy:
So and , with the matching results for division. Why: expand ; the real part is and the imaginary part is , by the addition formulae.
After adding or subtracting arguments, add or subtract if needed to bring the answer into the interval asked for.
Worked example 2 Paper 3
and . Find and in the form with , and write in the form .
: modulus , argument , so .
: modulus , argument , which is outside the interval; subtract to get . So .
.
Answer: ;
Square roots of a complex number Paper 3
To find the square roots of , let a root be with and real, and set equal to . Equating real and imaginary parts gives two equations. Substitute from the second into the first to get a quadratic in ; only the positive value of is allowed, because is real. There are always two roots, and each is the negative of the other. Show every step: the working carries the marks.
Worked example 3 Paper 3
Find the square roots of in exact Cartesian form.
Let : and .
, so , giving .
. is real, so : , or , .
The square roots are and . Check: .
Answer:
The geometry of the operations Paper 3
Each operation has a picture on the Argand diagram:
- conjugating reflects the point in the real axis;
- adding translates by the vector representing , so is found by the parallelogram law, as with vectors;
- subtracting: is the vector from to , so is the distance between the points;
- multiplying by enlarges by scale factor and rotates anticlockwise through about ; in particular, multiplying by is a rotation through ;
- dividing by scales by and rotates through .
Loci in the Argand diagram Paper 3
Reading as "the distance from to " turns equations into shapes:
- is the circle with centre and radius ; is the inside, drawn with a dashed boundary;
- is the perpendicular bisector of the line joining and ;
- is the half-line from (not including ) at angle to the positive real direction.
Write to get a Cartesian equation: becomes .
Greatest and least values come from the geometry. For points on the circle , runs from to (along the line through and the centre), and the greatest argument is where a line from touches the circle: .
The circle and the half-line .
Worked example 4 (exam style) Paper 3
The complex number satisfies .
(a) Describe the locus of and give its Cartesian equation.
(b) Find the greatest and least values of .
(c) Find the greatest value of .
(a) A circle, centre , radius 3: .
(b) The centre is from , so ranges from to .
(c) The greatest argument is at the tangent from . The angle between to the centre and the tangent is , and the centre has argument .
Greatest (3 s.f.).
Answer: Circle ; and ;
Check yourself Paper 3
Find the Cartesian equation of the locus , in terms of and where .
Answer it in the portal, where your answer is checked as you type →
Key points
; equal complex numbers have equal real parts and equal imaginary parts.
Divide by multiplying top and bottom by the conjugate of the bottom; .
Real coefficients: non-real roots come in conjugate pairs, giving the factor .
; find from a sketch, in unless told otherwise.
: multiply moduli and add arguments; divide moduli and subtract arguments.
Square roots: , equate parts, solve the quadratic in .
circle; perpendicular bisector; half-line.
Where marks are lost
Giving as instead of .
Forgetting that when expanding, or multiplying by the wrong conjugate when dividing.
Taking the argument straight from the calculator for a point in the second or third quadrant.
Leaving an argument outside the interval the question asks for after adding arguments.
Keeping the negative value of when finding square roots, or giving only one root.
Drawing as a full line, or starting it at instead of at .
Solid boundaries for strict inequalities.
Related AS & A Level Mathematics 9709 lessons
An original lesson written to the Cambridge International AS & A Level Mathematics 9709 syllabus (2026 to 2027 and 2028 to 2030). The worked examples and questions are our own, not Cambridge questions. Back to every AS & A Level Mathematics 9709 lesson.