/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 119 Solve the following quadratic eq... [FREE SOLUTION] | 91Ó°ÊÓ

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Solve the following quadratic equations: (a) \(x^{2}-3 x+2=0\) (b) \(x^{2}-1=0\) (c) \(x^{2}-2 x+1=0\) (d) \(x^{2}+\sqrt{2} x-1=0\) (e) \(x^{2}+x-\sqrt{2}=0\) (f) \(x^{2}+1=0\) (g) \(x^{2}+\sqrt{2} x+1=0\)

Short Answer

Expert verified
(a) \(x = 2, 1\); (b) \(x = 1, -1\); (c) \(x = 1\); (d) \(x = \frac{-\sqrt{2} \pm \sqrt{6}}{2}\); (e) \(x = \frac{-1 \pm \sqrt{1 + 4\sqrt{2}}}{2}\); (f) \(x = i, -i\); (g) \(x = \frac{-\sqrt{2} \pm i\sqrt{2}}{2}\).

Step by step solution

01

Understand the Quadratic Formula

The quadratic formula is used to find the solutions of a quadratic equation in the form \(ax^2 + bx + c = 0\). The solutions are given by \(x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a}\).
02

Solve Part (a)

For \(x^2 - 3x + 2 = 0\), identify \(a = 1\), \(b = -3\), \(c = 2\). Plug into the quadratic formula:\(x = \frac{-(-3) \pm \sqrt{(-3)^2 - 4 \cdot 1 \cdot 2}}{2 \cdot 1}\).Simplify:\(x = \frac{3 \pm \sqrt{9 - 8}}{2}\).\(x = \frac{3 \pm 1}{2}\).Thus, \(x = 2\) or \(x = 1\).
03

Solve Part (b)

For \(x^2 - 1 = 0\), rewrite as \(x^2 = 1\). The solutions are \(x = \pm 1\), so \(x = 1\) or \(x = -1\).
04

Solve Part (c)

For \(x^2 - 2x + 1 = 0\), notice that it factors as \((x - 1)^2 = 0\).Thus, \(x = 1\) is a repeated root.
05

Solve Part (d)

For \(x^2 + \sqrt{2}x - 1 = 0\), identify \(a = 1\), \(b = \sqrt{2}\), \(c = -1\). Use the quadratic formula:\(x = \frac{-\sqrt{2} \pm \sqrt{(\sqrt{2})^2 - 4 \cdot 1 \cdot (-1)}}{2 \cdot 1}\).\(x = \frac{-\sqrt{2} \pm \sqrt{2 + 4}}{2}\).\(x = \frac{-\sqrt{2} \pm \sqrt{6}}{2}\).
06

Solve Part (e)

For \(x^2 + x - \sqrt{2} = 0\), let \(a = 1\), \(b = 1\), \(c = -\sqrt{2}\). Use the quadratic formula:\(x = \frac{-1 \pm \sqrt{1^2 - 4 \cdot 1 \cdot (-\sqrt{2})}}{2 \cdot 1}\).\(x = \frac{-1 \pm \sqrt{1 + 4\sqrt{2}}}{2}\).
07

Solve Part (f)

For \(x^2 + 1 = 0\), rewrite as \(x^2 = -1\).This has complex solutions: \(x = i\) or \(x = -i\), where \(i\) is the imaginary unit.
08

Solve Part (g)

For \(x^2 + \sqrt{2}x + 1 = 0\), identify \(a = 1\), \(b = \sqrt{2}\), \(c = 1\). Use the quadratic formula:\(x = \frac{-\sqrt{2} \pm \sqrt{(\sqrt{2})^2 - 4 \cdot 1 \cdot 1}}{2 \cdot 1}\).\(x = \frac{-\sqrt{2} \pm \sqrt{2 - 4}}{2}\).\(x = \frac{-\sqrt{2} \pm i\sqrt{2}}{2}\), which results in complex solutions.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Quadratic Formula
The quadratic formula is a vital tool for solving any quadratic equation, often written in the standard form \(ax^2 + bx + c = 0\). This formula allows you to find the solutions or roots, which are the values of \(x\) that satisfy the equation. The quadratic formula is given by:\[x = \frac{-b \pm \sqrt{b^2 - 4ac}}{2a}\]Here’s why it’s so helpful:
  • Versatility: It applies to any quadratic equation, regardless of whether it factorizes simply or not.
  • Comprehensive Solutions: It can find both real and complex solutions.
This formula simplifies finding roots by using values for \(a\), \(b\), and \(c\) directly from the equation.
Just plug them into the formula, perform the calculations, and you’ll find the solutions.
Complex Solutions
Sometimes, a quadratic equation does not have real solutions. This occurs when the value under the square root in the quadratic formula, called the discriminant \((b^2 - 4ac)\), is negative.
When the discriminant is less than zero, you end up with a square root of a negative number, prompting the need for complex numbers to express the solutions.
In these cases, solutions are in the form of complex numbers like this:
  • \( x = \frac{-b + i\sqrt{|b^2 - 4ac|}}{2a} \)
  • \( x = \frac{-b - i\sqrt{|b^2 - 4ac|}}{2a} \)
These complex solutions include the imaginary unit \(i\), and showcase that not all quadratic equations intersect the x-axis at real values. Thus, they require this more advanced concept for a complete solution.
Repeated Roots
A repeated root, or double root, occurs when a quadratic equation has two identical solutions. This situation arises when the discriminant \(b^2 - 4ac = 0\).
In this case, the quadratic formula simplifies significantly since the \(\pm\) does not affect the result:\[x = \frac{-b \pm 0}{2a} = \frac{-b}{2a}\]
  • Characteristics: The graph of the quadratic equation touches, but does not cross, the x-axis at a single point.
  • Example: In \((x-1)^2=0\), the solution \(x = 1\) appears twice, emphasizing redundancy of root.
Repeated roots often indicate a perfect square trinomial, and understanding this can help you visually interpret the equation's behavior.
Imaginary Unit
The imaginary unit, denoted by \(i\), is a fundamental concept when dealing with complex solutions in quadratic equations. Defined as \(i^2 = -1\), it enables calculation with negative square roots, expanding number systems beyond the real numbers.
Some key aspects of the imaginary unit are:
  • Expansion: It allows for the expression and calculation of solutions where real solutions are not possible.
  • Complex Numbers: Combining real numbers with imaginary units creates complex numbers, expressed as \(a + bi\), where \(a\) and \(b\) are real numbers.
For quadratic equations with no real roots, typically represented as having complex solutions, the imaginary unit comes into play as a means of finding valid mathematical solutions, ensuring the quadratic still has solutions.

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Most popular questions from this chapter

(a)(i) Factorise \(a^{3}-b^{3}\). (ii) Factorise \(a^{4}-b^{4}\) as a product of one linear factor and one factor of degree \(3,\) and as a product of two linear factors and one quadratic factor. develops the ideas that were implicit in Problem 113. The clue lies in Problem \(113(\mathrm{a}),\) and in the comment made in the main text in Chapter 1 (after Problem 4 in Chapter 1 ), which we repeat here: "The last part [of Problem \(113(\mathrm{a})]\) is included to emphasise a frequently neglected message: Words and images are part of the way we communicate. But most of us cannot calculate with words and images. To make use of mathematics, we must routinely translate words into symbols. So "numbers" need to be represented by symbols, and points in a geometric diagram need to be properly labelled before we can begin to calculate, and to reason, effectively." As soon as one reads the words "one less than a square", one should instinctively translate this into the form " \(x^{2}-1\) ". Bells will then begin to ring; for it is impossible to forget the factorisation $$ x^{2}-1=(x-1)(x+1) $$ And it follows that: for a number that factorises in this way to be prime, the smaller factor \(x-1\) must be equal to 1 ; \(\therefore x=2,\) so there is only one such prime. The integer factorisations in Problem \(113(\mathrm{c})-\) namely $$ 3^{3}-1=2 \times 13,4^{3}-1=3 \times 21,5^{3}-1=4 \times 31,6^{3}-1=5 \times 43, \ldots $$ may help one to remember (or to discover) the related factorisation $$ x^{3}-1=(x-1)\left(x^{2}+x+1\right) $$ \(\therefore\) For a number that factorises in this way to be prime, the smaller factor " \(x-1\) " must be equal to 1 ; \(\therefore x=2,\) so there is only one such prime. Problem 113 parts (a) and (c) highlight the completely general factorisation (Problem \(115(\) a \()(\) iii \()\) : $$ x^{n}-1=(x-1)\left(x^{n-1}+x^{n-2}+\cdots+x^{2}+x+1\right) $$ This family of factorisations also shows that we should think about the factorisation of \(x^{2}-1\) as \((x-1)(x+1),\) with the uniform factor \((x-1)\) first (rather than as \((x+1)(x-1))\). Similarly, the results of Problem \(\mathbf{1 1 5}\) show that we should think of the familiar factorisation of \(a^{2}-b^{2}\) as \((\boldsymbol{a}-\boldsymbol{b})(a+b),(\) not as \((a+b)(a-b),\) but always with the factor \((\boldsymbol{a}-\boldsymbol{b})\) first). The integer factorisations in Problem \(113(\) d \()-\) namely $$ 3^{3}+1=4 \times 7,4^{3}+1=5 \times 13,5^{3}+1=6 \times 21,6^{3}+1=7 \times 31,7^{3}+1=8 \times 43, \ldots $$ may help one to remember (or to discover) the related factorisation $$ x^{3}+1=(x+1)\left(x^{2}-x+1\right) $$ \(\therefore\) For such a number to be prime, one of the factors must be equal to 1 This time one has to be more careful, because the first bracket may not be the "smaller factor" - so there are two cases to consider: (i) if \(x+1=1,\) then \(x=0,\) and \(x^{3}+1=1\) is not prime; (ii) if \(x^{2}-x+1=1,\) then \(x=0\) or \(x=1,\) so \(x=1\) and we obtain the prime 2 as the only solution. The factorisation for \(x^{3}+1\) works because " 3 is odd", which allows the alternating \(+/-\) signs to end in a "+" as required. Hence Problem \(113(\mathrm{~d})(\mathrm{iii})\) highlights the completely general factorisation for odd powers: $$ x^{2 n+1}+1=(x+1)\left(x^{2 n}-x^{2 n-1}+x^{2 n-2}-\cdots+x^{2}-x+1\right) $$ You probably know that there is no standard factorisation of \(x^{2}+1,\) or of \(x^{4}+1\) (but see Problem 114 above).

Dad took our new baby to the clinic to be weighed. But the baby would not stay still and caused the needle on the scales to wobble. So Dad held the baby still and stood on the scales, while nurse read off their combined weight: \(78 \mathrm{~kg}\). Then nurse held the baby, while Dad read off their combined weight: \(69 \mathrm{~kg}\). Finally Dad held the nurse, while the baby read off their combined weight: \(137 \mathrm{~kg}\). How heavy was the baby? The situation described in Problem 92 is representative of a whole class of problems, where the given information incorporates a certain symmetry, which the solver would be wise to respect. Hence one should hesitate before applying systematic brute force (as when using the information from one weighing to substitute for one of the three unknown weights - a move which effectively reduces the number of unknowns, but which fails to respect the symmetry in the data). A similar situation arises in certain puzzles like the following.

(Farey series) When the fully cancelled fractions in [0,1] with denominator \(\leqslant n\) are arranged in increasing order, the result is called the Farey series (or Farey sequence) of order \(n\). \(\begin{array}{ll}\text { Order 1: } & \frac{0}{1}<\frac{1}{1} \\ \text { Order } 2: & \frac{0}{1}<\frac{1}{2}<\frac{1}{1} \\ \text { Order 3: } & \frac{0}{1}<\frac{1}{3}<\frac{1}{2}<\frac{2}{3}<\frac{1}{1} \\ \text { Order 4: } & \frac{0}{1}<\frac{1}{4}<\frac{1}{3}<\frac{1}{2}<\frac{2}{3}<\frac{3}{4}<\frac{1}{1}\end{array}\) (a) Write down the full Farey series (or sequence) of order 7 . (b)(i) Imagine the points \(0.1,0.2,0.3, \ldots, 0.9\) dividing the interval [0,1] into ten subintervals of length \(\frac{1}{10}\). Now insert the eight points corresponding to $$ \frac{1}{9}, \frac{2}{9}, \frac{3}{9}, \ldots, \frac{8}{9} $$ Into which of the ten subintervals do they fall? (ii) Imagine the \(n\) points $$ \frac{1}{n+1}, \frac{2}{n+1}, \frac{3}{n+1}, \ldots, \frac{n}{n+1} $$ dividing the interval [0,1] into \(n+1\) subintervals of length \(\frac{1}{n+1}\). Now insert the \(n-1\) points $$ \frac{1}{n}, \frac{2}{n}, \frac{3}{n}, \ldots, \frac{n-1}{n} $$ Into which of the \(n+1\) subintervals do they fall? (iii) In passing from the Farey series of order \(n\) to the Farey series of order \(n+1,\) we insert fractions of the form \(\frac{k}{n+1}\) between certain pairs of adjacent fractions in the Farey series of order \(n\). If \(\frac{a}{b}<\frac{c}{d}\) are adjacent fractions in the Farey series of order \(n\), prove that, when adding fractions for the Farey series of order \(n+1,\) at most one fraction is inserted between \(\frac{a}{b}\) and \(\frac{c}{d}\). (c) Note: It is worth struggling to prove the two results in part (c). But do not be surprised if they prove to be elusive \(-\) in which case, be prepared to simply use the result in part (c)(ii) to solve part (d). (i) In the Farey series of order \(n\) the first two fractions are \(\frac{0}{1}<\frac{1}{n},\) and the last two fractions are \(\frac{n-1}{n}<\frac{1}{1} .\) Prove that every other adjacent pair of fractions \(\frac{a}{b}<\frac{c}{d}\) in the Farey series of order \(n\) satisfies \(b d>n\) (ii) Let \(\frac{a}{b}<\frac{c}{d}\) be adjacent fractions in the Farey series of order \(n\). Prove (by induction on \(n)\) that \(b c-a d=1\). (d) Prove that if $$ \frac{a}{b}<\frac{c}{d}<\frac{e}{f} $$ are three successive terms in any Farey series, then $$ \frac{c}{d}=\frac{a+e}{b+f} $$

(a) Mark on the coordinate plane all points \((x, y)\) satisfying the inequality $$ |x-y|<3 $$ (b) Mark on the coordinate plane all points \((x, y)\) satisfying the inequality $$ |x-y+5|<3 $$ (c) Mark on the coordinate plane all points \((x, y)\) satisfying the inequality $$ |x-y|<|x+y| $$

(a) Find all the complex roots of unity of degree 3 (that is, the roots of \(x^{3}=1\) ) in surds form. (b) Find all the complex roots of unity of degree 4 in surd form. (c) Find all the complex roots of unity of degree 6 in surd form. (d) Find all the complex roots of unity of degree 8 in surd form.

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