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Indian Navy SSR Mathematics — practice by topic

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What is the principal argument of the complex number $z = 1 + i$?

  1. $\dfrac{\pi}{3}$
  2. $\dfrac{\pi}{4}$
  3. $\dfrac{\pi}{6}$
  4. $\dfrac{\pi}{2}$
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Correct answer: B. $\dfrac{\pi}{4}$

$\tan\theta = \dfrac{y}{x} = 1$, and $z$ is in the first quadrant, so $\theta = \dfrac{\pi}{4}$.

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The locus of the point $z$ in the Argand plane satisfying $|z - 2| = |z + 2|$ is:

  1. A parabola
  2. A circle of radius $2$ centred at the origin
  3. The real axis ($\mathrm{Im}(z) = 0$)
  4. The imaginary axis ($\mathrm{Re}(z) = 0$)
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Correct answer: D. The imaginary axis ($\mathrm{Re}(z) = 0$)

**Geometric reading.** $|z - 2|$ is the distance from the point $z$ to $(2, 0)$. $|z + 2|$ is the distance to $(-2, 0)$. Equating them means $z$ is equidistant from the two points. **Locus.** Set of points equidistant from $(2, 0)$ and $(-2, 0)$ is the **perpendicular bisector** of the segment joining them — the $y$-axis, i.e. $\mathrm{Re}(z) = 0$. **Algebraic confirmation.** Let $z = x + iy$. Squaring: $(x-2)^2 + y^2 = (x+2)^2 + y^2 \Rightarrow -4x = 4x \Rightarrow x = 0$. **Why option C is tempting.** A symmetric-looking radius-2 hint, but $|z - 2|$ is *not* the same as $|z| - 2$ it's a distance to a *point*, not a centred circle equation.

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The distance between two points $P(x_1, y_1, z_1)$ and $Q(x_2, y_2, z_2)$ in three-dimensional space is:

  1. $\sqrt{(x_2 + x_1)^2 + (y_2 + y_1)^2 + (z_2 + z_1)^2}$
  2. $(x_2 - x_1)(y_2 - y_1)(z_2 - z_1)$
  3. $|x_2 - x_1| + |y_2 - y_1| + |z_2 - z_1|$
  4. $\sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2 + (z_2 - z_1)^2}$
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Correct answer: D. $\sqrt{(x_2 - x_1)^2 + (y_2 - y_1)^2 + (z_2 - z_1)^2}$

3D distance formula extends Pythagoras into three dimensions: the distance is the square root of the sum of squared coordinate differences. Derivation: project the segment $PQ$ onto each axis to get the leg lengths $|x_2 - x_1|$, etc. Apply Pythagoras twice. Option B is the **Manhattan** (taxicab) distance, useful in some lattice problems but not the Euclidean answer.

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