How do you graph a complex number and calculate the modules?

Remember that the Quadratic Formula solves "ax2 + bx + c = 0" for the values of x. Also remember that this means that you are trying to find the x-intercepts of the graph. When the Formula gives you a negative inside the square root, you can now simplify that zero by using complex numbers. The answer you come up with is a valid "zero" or "root" or "solution" for "ax2 + bx + c = 0", because, if you plug it back into the quadratic, you'll get zero after you simplify. But you cannot graph a complex number on the x,y-plane. So this "solution to the equation" is not an x-intercept. You can make this connection between the Quadratic Formula, complex numbers, and graphing:

As an aside, you can graph complexes, but not in the x,y-plane. You need the "complex" plane. For the complex plane, the x-axis is where you plot the real part, and the y-axis is where you graph the imaginary part. For instance, you would plot the complex number 3 – 2i like this:

This leads to an interesting fact: When you learned about regular ("real") numbers, you also learned about their order (this is what you show on the number line). But x,y-points don't come in any particular order. You can't say that one point "comes after" another point in the same way that you can say that one number comes after another number. For instance, you can't say that (4, 5) "comes after" (4, 3) in the way that you can say that 5 comes after 3. Pretty much all you can do is compare "size", and, for complex numbers, "size" means "how far from the origin". To do this, you use the Distance Formula, and compare which complexes are closer to or further from the origin. This "size" concept is called "the modulus". For instance, looking at our complex number plotted above, its modulus is computed by using the Distance Formula:   Copyright © Elizabeth Stapel 2000-2011 All Rights Reserved

Note that all points at this distance from the origin have the same modulus. All the points on the circle with radius sqrt(13) are viewed as being complex numbers having the same "size" as 3 – 2i.

y= -

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation: