Inequalities of negative arguments in complex numbers

In summary: It should be clear from the context. If you are in the latter convention, the answer is that ## \arg \, z \leq -\pi/4##. If you are in the former convention, the answer is that ## \arg \, z = -\pi/4##.In summary, the argument of z is either less than or equal to -π/4, depending on whether it is taken in the interval [-π, π] or [0, 2π].
  • #1
toforfiltum
341
4

Homework Statement


Arg z≤ -π /4

Homework Equations

The Attempt at a Solution


I'm confused whether the answer to that would be more than -45° or less. Should the approach to arguments be the same as in negative numbers?
 
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  • #2
toforfiltum said:

Homework Statement


Arg z≤ -π /4

Homework Equations


3. The Attempt at a Solution [/B]
I'm confused whether the answer to that would be more than -45° or less. Should the approach to arguments be the same as in negative numbers?
The problem is the same whether stated in degrees or in radians.

Yes, the approach is the same as for negative numbers.

Regardless of the signs of two numbers, a < b means that b - a is positive.
 
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  • #3
SammyS said:
The problem is the same whether stated in degrees or in radians.

Yes, the approach is the same as for negative numbers.

Regardless of the signs of two numbers, a < b means that b - a is positive.
Thanks! To confirm, the answer would be 60°...etc?
 
  • #4
toforfiltum said:
Thanks! To confirm, the answer would be 60°...etc?
?
60° is a positive angle. Do you know how to convert from radians to degrees? Your answer above suggests that you don't.
The answer would not be a single number. It would be an interval of numbers, all of which are less than ##-\pi/4##.
 
  • #5
toforfiltum said:
Thanks! To confirm, the answer would be 60°...etc?
Is it true that 60° ≤ -45° ?
 
  • #6
Maybe you are confused with the fact that the argument is defined modulo two pi ?
 
  • #7
toforfiltum said:

Homework Statement


Arg z≤ -π /4

Homework Equations

The Attempt at a Solution


I'm confused whether the answer to that would be more than -45° or less. Should the approach to arguments be the same as in negative numbers?

You need to decide whether you are taking ##\arg \, z ## in ##[0, 2\pi]## in ##[-\pi, \pi]##.
 

FAQ: Inequalities of negative arguments in complex numbers

1. What are inequalities of negative arguments in complex numbers?

Inequalities of negative arguments in complex numbers refer to the comparison of negative complex numbers in terms of their magnitude, direction, and position on the complex plane.

2. How are inequalities of negative arguments represented?

Inequalities of negative arguments are typically represented using the symbols <, >, ≤, or ≥. For example, if z1 and z2 are two negative complex numbers, we can write z1 < z2 to indicate that z1 has a smaller magnitude than z2.

3. What is the significance of inequalities of negative arguments in complex numbers?

Inequalities of negative arguments are important in understanding the properties and relationships of complex numbers. They can help us compare and order complex numbers, as well as identify important characteristics such as the maximum and minimum values of a set of negative complex numbers.

4. How do we solve inequalities of negative arguments in complex numbers?

Solving inequalities of negative arguments involves using algebraic techniques to manipulate the complex numbers and ultimately determine the relationship between them. We can also use the geometric representation of complex numbers on the complex plane to visualize and solve these inequalities.

5. What are some real-life applications of inequalities of negative arguments in complex numbers?

Inequalities of negative arguments in complex numbers have various applications in fields such as physics, engineering, and economics. For example, they can be used to model and analyze the behavior of electrical circuits, fluid dynamics, and financial investments. Inequalities of negative arguments can also be applied in computer science for data compression and error correction techniques.

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