Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Complex Rotations

Age 16 to 18
Challenge Level Yellow starYellow star
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources
Well done Christopher Tynan, St. Bees School, for this very nice solution and also Andrei Lazanu, School No. 205, Bucharest, Romania and Jesse Rasowsky of Bethlehem Central High School and Matthew Hartley.

Below the complex numbers $3-i$ and $2-10i$ are plotted, as well as their corresponding image when multiplied by -1. the complex numbers are plotted

Our conjecture is that multiplying a point on the Argand diagram by -1 is equivalent to a 180 degree rotation about the origin.

Let $(a,b)$ on the Argand diagram represent the complex number $a+ib$, where $i$ is the square root of -1. So, multiplying $a+ib$ by -1, we get $-a-ib$, which is represented by the point $(-a,-b)$ in the Argand diagram. However, the point $(-a,-b)$ is a rotation of the point $(a,b)$ by 180 degrees about the origin. QED.

Using the same numbers for the second part, our conjecture here is that multiplying a complex number by $i$ gives a rotation of 90 degrees anti-clockwise on the Argand diagram.
Graph Plot
Again, assuming $(a,b)$ is a complex number plotted on the Argand diagram, by multiplying $a+ib$ by $i$, we get the complex number $-b+ai$, which is represented by the point $(-b,a)$ on the Argand diagram. This is equivalent to a rotation of 90 degrees anti-clockwise about the origin. QED.

Assuming we were to multiply the number by $i$ twice, this would give a rotation of 180 degrees (as shown in the first part because $i^2=-1$). Multiplying by $i$ thrice would be equivalent to a rotation of 270 degrees anti-clockwise, or 90 degrees clockwise and four time maps the number onto itself (essentially multiplying by 1). Multiplying by $i$ $n$ times is equivalent to rotating the point 90 degrees anti-clockwise $n$ times. Therefore; if $n$ is 0 mod 4, it has no effect; if $n$ is 1 mod 4, it's equivalent to an anti-clockwise rotation of 90 degrees; if $n$ is 2 mod 4, it's equivalent to a rotation of 180 degrees; if $n$ is 3 mod 4, it's equivalent to a rotation of 90 degrees clockwise.

NB. All these rotations are rotations of the initial point (a,b) about the origin as the centre of rotation.

You may also like

Roots and Coefficients

If xyz = 1 and x+y+z =1/x + 1/y + 1/z show that at least one of these numbers must be 1. Now for the complexity! When are the other numbers real and when are they complex?

Target Six

Show that x = 1 is a solution of the equation x^(3/2) - 8x^(-3/2) = 7 and find all other solutions.

8 Methods for Three by One

This problem in geometry has been solved in no less than EIGHT ways by a pair of students. How would you solve it? How many of their solutions can you follow? How are they the same or different? Which do you like best?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo