Module B5 – Exponential and logarithmic functions

Module B5
Exponential and logarithmic
functions 1
Table of Contents

Introduction ................................................................................................................. 5.1

5.1 Exponential functions ......................................................................................... 5.2
5.1.1 The function and its graph............................................................................. 5.2
5.1.2 The exponential function............................................................................... 5.9
5.1.3 Case studies ................................................................................................... 5.9
Population growth ................................................................................................. 5.9
Compound interest .............................................................................................. 5.10
Depreciation ........................................................................................................ 5.13
Chemical reactions .............................................................................................. 5.14
5.1.4 Average rate of change................................................................................ 5.19
5.1.5 The inverse of the exponential function ...................................................... 5.24
5.2 Logarithmic functions....................................................................................... 5.27
5.2.1 What is a logarithm? ................................................................................... 5.27
5.2.2 Properties of logarithms .............................................................................. 5.32
5.2.3 The function and its graph........................................................................... 5.37
5.2.4 Case studies ................................................................................................. 5.38
Measuring loudness ............................................................................................ 5.39
Measuring acidity ............................................................................................... 5.40
5.2.5 Average rate of change................................................................................ 5.42
5.3 Putting it all together – solving equations and real world applications .............. 5.43
Real world applications ...................................................................................... 5.47
5.4 A taste of things to come .................................................................................. 5.50
5.5 Post-test ............................................................................................................ 5.52
5.6 Solutions ........................................................................................................... 5.55
 
 Module B5 – Exponential and logarithmic functions 5.1

Introduction
Historians use it, banks use it, fish breeders use it, hospitals use it, even nuclear physicists use
it. The exponential and its related function are often thought to be the most commonly
occurring non-linear functions in nature. One type of exponential function is typified by its
slow start followed by an ever increasing rise, while the other decreases quickly then slows
down...if you have had the flu then you have experienced an exponential growth function in
action. First by the rapid way the virus takes over your body, then when you take a painkiller
how it rapidly relieves some of the symptoms for a while.

You will have previously studied exponential functions in Mathematics tertiary preparation
level A or elsewhere. In this module we will refresh and build on this knowledge to develop a
fuller understanding of the exponential function, its related function, the logarithmic function,
and their uses.

More formally when you have successfully completed this module you should be able to:

• describe the pattern of exponential growth and decay in words, algebraic terms and using
graphs
• recognize the occurrence of exponential growth and decay in real world situations
• demonstrate an understanding of the definition of a logarithm and its relationship to the
exponential function
• use the logarithmic laws to simplify expressions and solve problems
• recognize the occurrence of logarithmic functions in real world situations
• solve problems involving exponential growth and decay, graphically and algebraically
• solve simple exponential equations.
5.2 TTPP7182 – Mathematics tertiary preparation level B

5.1 Exponential functions

5.1.1 The function and its graph

If you have lived in Australia for any period of time, whether in the city or the bush, then you
would have heard of our rabbit problem. In 1859 the European rabbit was introduced into
Australia by some well meaning people and in 1995 the population was estimated at 300
million, causing approximately $600 million worth of damage to agriculture and native
wildlife. This is a classic example of exponential growth in action. The jokes about
reproducing like rabbits are not to be taken lightly. Rabbits reproduce very rapidly with 4 to 5
litters of 4 to 6 kittens each season. This means that they can increase 10 fold in each season.
The joke below looks at the mathematics behind this from a rabbit’s perspective.

However, from our perspective we might think of it a little differently. Let’s begin,
hypothetically, with one pregnant female rabbit.

Season Number of rabbits In exponential notation

0 1 10 0
1 10 101
2 10 10 10 2
3 10 10 10 103
4 10 10 10 10 10 4
5 10 10 10 10 10 105
6 10 10 10 10 10 10 10 6
7 10 10 10 10 10 10 10 10 7
8 10 10 10 10 10 10 10 10 108
9 10 10 10 10 10 10 10 10 10 109
10 10 10 10 10 10 10 10 10 10 10 1010
 Module B5 – Exponential and logarithmic functions 5.3

After ten seasons we could end up with 1010 or ten thousand million rabbits (this of course
assumes there is unlimited food, no predators or diseases like Calicivirus).

The equation of this function would be f (n) ! 10 n , where n is the number of seasons. It would
appear as below, if the number of seasons is the independent variable and number of rabbits
the dependent variable.

Population growth of rabbits over ten seasons

12000000000

10000000000
Number of rabbits

8000000000

6000000000

4000000000

2000000000

0
0 2 4 6 8 10 12
Number of seasons

Before making any generalizations let’s draw some more exponential graphs.

But we first need to recall some terminology, especially words like index, exponent and base.

x is the index or exponent

P = 4x
4 is the base
5.4 TTPP7182 – Mathematics tertiary preparation level B

Activity 5.1

1. Sketch the graph of y ! 2 x

2. Sketch the graph of f ( x) ! 3 x

After drawing these graphs think about the similarities between them and list them below.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Graphs which increase as the independent variable increases like the graphs in activity 5.1 are
called exponential growth functions.

Other important characteristics of the graphs in activity 5.1 are that:

• they are all functions because there is only one value of the dependent variable for each
value of the independent variable
• their domains are all unrestricted and include all real numbers
• the range of each function is restricted to values greater than zero
• the vertical intercept is one
• as the independent variable gets more negative (approaches negative infinity) the
dependent variable gets closer and closer to zero
• as the independent variable increases (approaches infinity) the dependent variable
increases very quickly.

Note, when a function gets very close to a value but does not reach it we say that we have an
asymptote at that value. In this case the asymptote will be the straight line y = 0. So for
exponential growth functions the horizontal axis is an asymptote.

Not all exponential graphs represent growth functions. Have you ever wondered why that cup
of coffee you thought you just poured got cold so quickly? Think about the graph below which
represents the temperature of a cooling cup of coffee.

Temperature of a cup of coffee over time

 Module B5 – Exponential and logarithmic functions 5.5

Temperature (centigrade)
100

80
80

60
60
40
40

20
20

0
0 1 0 20 30 40 50 60 70
Time (minutes)

Before making any generalization let’s draw some more exponential graphs.

Activity 5.2

1. Sketch the graph of y ! 2 " x

"x
2. Sketch the graph of f ( x) ! 3

After drawing these graphs think about the similarities between them and list them below.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Graphs which decrease as the independent variable increases like graphs in activity 5.2 are
called exponential decay functions.

Important characteristics of exponential decay graphs in activity 5.2 are:

• they are all functions because there is only one value of the dependent variable for each
value of the independent variable
• their domains are all unrestricted and include all real numbers
• the range of each function is restricted to values greater than zero
• the vertical intercept is one
• as the independent variable increases (approaches infinity) the dependent variable
decreases slowing down as it approaches zero
• as the independent variable gets more negative (approaches negative infinity) the value of
the dependent variable increases rapidly.
5.6 TTPP7182 – Mathematics tertiary preparation level B

Note, for exponential decay functions the horizontal axis is an asymptote. In activity 5.2 the
asymptote is y = 0.

As we can see from the discussion above there are many similarities between exponential
graphs, but there are also a number of differences. Sketch the three graphs below either on a
graphing package or by hand and think about the differences between the graphs.

y ! 3x
y ! 32 x
y ! 4 3x

You should have sketched something like this.

2x
y=3
y

5
x
x y=3
y=4×3
x
−4 −2 0 2 4

−5

The differences you might have noticed are:

• Both y ! 3 x and y ! 3 2 x intersect the y-axis at y = 1, while y ! 4 3 x intersects the axis at

y=4

• y ! 3 2 x increases at a rate faster than y ! 3 x

• y ! 4 3 x appears to increase at the same rate as y ! 3 x , but is slower than y ! 3 2 x .

Recall from module 3 that if you want to find the vertical intercept of a function you have to
find the value when the horizontal variable is zero.
 Module B5 – Exponential and logarithmic functions 5.7

Example

Find the y-intercept of y ! 4 (7.2) t .

To find the y-intercept we have to put t = 0

y ! 4 (7.2) t
y ! 4 (7.2) 0 Recall that (7.2)0 = 1
y!4 1
y!4

Activity 5.3

1. Match the equations with the graphs of the following exponential functions.
Equations: y ! 5 x , y ! 5 " x , y ! (0.5) x , y ! (0.5) " x

y y
4 4

2 2

x x
−3 −2 −1 0 1 2 3 −3 −2 −1 0 1 2 3

−2 −2

−4 −4
A B

y y
4 4

2 2

x x
−3 −2 −1 0 1 2 3 −3 −2 −1 0 1 2 3

−2 −2

−4 −4

C D
5.8 TTPP7182 – Mathematics tertiary preparation level B

2. (a) On the same set of axes sketch the graphs of

1
y ! 2 x , y ! 10 x and y ! ( ) x .
2
(b) State the domain and range for each of the graphs.
(c) Give the point of intersection.
(d) What is the horizontal asymptote of each of the graphs.
3. (a) Match the equations with the graphs of the following exponential
functions.
y ! 2 x , y ! 3 2 x , y ! 2 x # 2, y ! 2 x " 2

y y
4 4

2 2

x x
−3 −2 −1 0 1 2 3 −3 −2 −1 0 1 2 3

−2 −2

−4 −4
A B

y y
4 4

2 2

x x
−3 −2 −1 0 1 2 3 −3 −2 −1 0 1 2 3

−2 −2

−4 −4
C D

1 1
4. M (5,a) and P (b, ) are two points on the graph of y ! 3x .
27 3
(a) What is the value of a?
(b) Find the value of b.
(c) Determine the vertical intercept of the function.
 Module B5 – Exponential and logarithmic functions 5.9

5.1.2 The exponential function

So far we have looked at exponential functions that have a rational base, i.e. the base was
either 2, 10 or 7.2 (a rational number). But a special irrational number called e exists. It is
commonly used with exponential functions. This number does not have an exact value and is
approximated by 2.718281828…(a non-terminating decimal). This number, e, is commonly
used in higher mathematics, science, engineering and economics, as believe it or not, the use
of e simplifies more complex calculations used in these areas.

The exponential functions generated using e look similar to other exponential growth and
decay functions. They are depicted below. Recall that the value of e can be easily generated on
your calculator using the e x key. All you have to do is calculate the value of the function at
x = 1. If you are unsure about doing this consult your tutor.

y=e
−x y y=e
x

10

x
−4 −3 −2 −1 0 1 2 3 4

−10

Note the graphs above are very similar to the curves graphed in activities 5.1 and 5.2, because
the value of e lies between 2 and 3.

5.1.3 Case studies

Exponential functions are really best studied by examining applications in the real world. They
often do not look like the stylized graphs we have practised above. Let’s look at some more
realistic exponential functions and then do some activities based on these examples.

Population growth

As discussed previously population growth is the classic example of an exponential growth

curve. Australia’s population was 18.5 million on 30 June 1997 almost five times the size of
the population at the time of Federation (1 January 1901). The curve is approximated by the
function P(t ) ! 3913.4e 0.0163t .

Australian population since Federation 1901 to 1997

5.10 TTPP7182 – Mathematics tertiary preparation level B

20000

Population (thousand)
15000

10000

5000

0
0 20 40 60 80 100 120
Years since Federation 1901

Compound interest

Most people who have a savings account with a bank or other financial institution leave their
deposits for a period of time expecting to accrue money as time passes. If the deposits are
made in an account carrying simple interest (flat rate of interest) the interest received is
calculated on the original deposit for the duration of the account.

This would mean that if you invested $3 000 at a flat interest rate of 3.5% then in the first
year you would have accrued,

Total earned ! principal # 3.5% of principal over 1 year

3.5
! 3000 # 3000 1
100
! 3000 # 0.035 3000 1
! 3105
or $3 105.

We could perform the same calculations over five years, shown in the table below.

Year Amount ($)

Year 0 3000
Year 1 3105
Year 2 3210
Year 3 3315
Year 4 3420
Year 5 3525

Most institutions today use compound interest rather than simple interest. In compound
interest investments, the interest is calculated regularly on the principal (amount originally
invested) plus interest. Using the example above, what would be the total amount accrued after
 Module B5 – Exponential and logarithmic functions 5.11

the first year? So after year one we would have the original principal plus 3.5% of that
principal. In fact this means that we would have 103.5% of the principal. We can work this out
mathematically as follows.

Total earned ! principal # 3.5% of principal

3 .5
! 3000 # 3000
100
! 3000 # 0.035 3000
! 3000(1 # 0.035)
! 3105
or $3 105

We could perform the same calculations over five years, shown in the table below.

Year Total in account ($)

Year 0 3000 3000

Year 1 (1+0.035) of amount 3000(1 # 0.035)
earned in year 0 ! 3105
Year 2 (1+0.035) of amount (1 # 0.035) 3000 (1.035)
earned in year 1 ! 3000(1 # 0.035) 2
! 3213.68
Year 3 (1+0.035) of amount (1 # 0.035) 3000(1 # 0.035) 2
earned in year 2
! 3000 (1 # 0.035) 3
! 3326.15
Year 4 (1+0.035) of amount (1 # 0.035) 3000(1 # 0.035) 3
earned in year 3
! 3000 (1 # 0.035) 4
! 3442.57

Year 5 (1+0.035) of amount (1 # 0.035) 3000(1 # 0.035) 4

earned in year 4
! 3000 (1 # 0.035) 5
! 3563.06

Is the pattern of the calculation starting to look familiar? It is a special case of the compound
interest formula you might have come across before.

r n
A ! P (1 # ) , where A is the total amount returned, P is the principal (initial amount),
100
r is the rate as a percentage returned in each investment period and n is the number of
investment periods.

If we were to graph the function determined in this example, we would see that it is a typical
exponential growth shape if taken over 30 years. Notice, however, that in the early years the
shape is close to a linear shape. This might explain why, in the early years, the returns you get
5.12 TTPP7182 – Mathematics tertiary preparation level B

from compound interest are only marginally better than the returns you get from simple
interest. Look back at the two tables and see what the values were.

Total amount accrued applying compound interest

7500.00

6500.00
Total amount ($)

5500.00
n
A = 3000 (1 + 0.035)
4500.00

3500.00

2500.00
0 5 10 15 20 25 30
Years of investment

A bit of history… For interest only

The importance of e was first recognised by the Swiss mathematician Leonhard Euler. He
gave it its name, derived many relationships using it and developed several different ways to
calculate it. You might like to think about this way of looking at the derivation of e.

If we invested $1 at 100% compound interest each year then the returns (A) on our
r 1
investment would be represented by the formula A ! P (1 # ) ! (1 # ) n , since P = 1,
100 n
r = 100/number of periods

1 1
If interest is paid yearly you receive A ! (1 # ) n ! (1 # )1 ! 2
n 1
1 1
If interest is paid monthly you receive A ! (1 # ) n ! (1 # )12 ! 2.61
(12 is months per year) n 12
1 1 365
If interest is paid daily you receive A ! (1 # ) n ! (1 # ) ! 2.71
(365 is days per year) n 365
1 1 8760
If interest is paid hourly you receive A ! (1 # ) n ! (1 # ) ! 2.7181235
(8760 is hours per year) n 8760
1
So it appears that we can get very close to the value of e if we find the value of A ! (1 # ) n
as n gets very large. Do not learn this. n
 Module B5 – Exponential and logarithmic functions 5.13

Depreciation

Businesses and individuals usually own assets. Over time these assets sometimes lose value
because of age, use or obsolescence. This fall in value is called depreciation. One type of
depreciation is called diminishing value depreciation. It is like compound interest in reverse
because the value of the asset is highest at the time of purchase and then continually reduces
over time.

Suppose we purchased a car valued at $25 000 and we know that cars depreciate at 22.5%
each year, what would the value of the car be after a period of time. Examine the table below
for calculations for 5 years. Notice that they are similar to those for calculation of compound
interest.

Year Total value of car ($)

Year 0 25 000 25 000

Year 1 (1"0.225) of year 0 25000(1 " 0.225)

! 19375

Year 2 (1"0.225) of year 1 (1 " 0.225) 25000(1 " 0.225)

! 25000(1 " 0.225) 2
! 15015.63

Year 3 (1"0.225) of year 2 (1 " 0.225) 25000(1 " 0.225) 2

! 25000 (1 " 0.225) 3
! 11637.11

Year 4 (1"0.225) of year 3 (1 " 0.225) 25000 (1 " 0.225) 3

! 25000 (1 " 0.225) 4
! 9018.76

Year 5 (1"0.225) of year 4 (1 " 0.225) 25000 (1 " 0.225) 4

! 25000 (1 " 0.225) 5
! 6989.54

This pattern also might be familiar because it is a special case of the depreciation formula,
r n
D ! P (1 " ) where D is final value of the asset, P is the initial value of the asset, r is
100
the rate of depreciation per period and n is the number of depreciation periods.
5.14 TTPP7182 – Mathematics tertiary preparation level B

If we were to graph the function determined in the example above we would see that it is a
typical exponential decay shape if taken over 20 years.

Depreciation of a car
30000

25000
Value of car ($)

20000

15000

10000

5000

0
0 5 10 15 20 25

Number of years

Chemical reactions

Some chemicals when in solution break down into different components so that the
concentration of the original compound changes over time. In 1864 Guildberg and Waage
recognized that at a constant temperature the rate of this type of reaction followed an
exponential decay curve. An example of this is the breakdown of di-nitrogen pentoxide into
nitrogen oxide and oxygen. When this decomposition is graphed we get the following figure.

Composition
p of di-nitrogeng pentoxide
Concentration (moles per litre)

1.00

0.80

0.60

0.40

0.20

0.00
0 1 2 3 4 5 6
Time (hours)

The equation for this function is:

C (t ) ! 0.87e "0.30t , where t is in hours and C (t) is concentration in moles per litre. The initial
amount of chemical in the solution was 0.87 moles per litre.

The above show some specific applications of exponential functions. Let’s look as some
examples using these types of applications.
 Module B5 – Exponential and logarithmic functions 5.15

Example

Peter invested $8 000 in a fixed term deposit for 3 years attracting 12% pa interest
compounded quarterly. What would be his total return?

r n
We can use the formula A ! P (1 # ) to calculate the amount returned but first we need to
100
determine the components of the formula. P, the principal is the amount invested and is
$8 000. n is the number of interest gathering periods, so because the interest is accrued
quarterly for 3 years then n must be 12. r is the interest rate as a percentage at each accruing
period. Since the interest is defined as 12% pa (per annum) it should be divided by 4 to get the
interest rate at each quarter. Therefore r is 3%.

r n
So the amount A is given by, A ! P (1 # ) , P ! 8000, r ! 3 and n ! 12 , substituting into the
100
formula,

3 12
A ! 8000(1 # )
100
! 11406.09

The amount returned is $11 406.09.

Example

Aircraft used in agricultural spraying and dusting are eligible for 37.5% depreciation
allowance (diminishing value). If the aeroplane originally cost $340 000, construct a
depreciation schedule (to the nearest dollar) for the first 6 years. Present this as a table and a
graph.

A depreciation schedule involves calculating the value of the aircraft every year for six years.
r n
The depreciation formula to calculate the depreciated value, D, is D ! P (1 " ) , where P is
100
$340 000, r is 37.5% (depreciation is only calculated yearly in this instance) and n changes
from 0 to 6.

The depreciation schedule will thus be:

Year Value of aircraft ($)

0 340 000
1 212 500
2 132 813
3 83 008
4 51 880
5 32 425
6 20 266
5.16 TTPP7182 – Mathematics tertiary preparation level B

Depreciation of aircraft over 6 years

400000

Value of aircraft ($)

350000
300000
250000
200000
150000
100000
50000
0
0 1 2 3 4 5 6 7
Number of years

Example

In a newly created wildlife sanctuary, it is estimated that the numbers of the population of
Species A will triple every 3.7 years. The population growth will follow the exponential
t
function N A (t ) ! 46 3 3.7 . The population numbers of Species B will quadruple every
t
4.1 years and its growth will follow the function N B (t ) ! 24 4 4.1 . Sketch the graphs of each
function and estimate how long it will take before the numbers of the two species are equal.
(NA and NB represent the number of each species, t is the time in years).

From the formulas of each graph, we know that both are exponential growth functions and
increase as time increases. You could graph each function on a graphing package or by hand.
To graph the functions by hand it will be important to first calculate a table of values for each
function and use these to help plot the curves. Such a table of values is presented below.
 Module B5 – Exponential and logarithmic functions 5.17

Number of years Number of species A Number of species B

0 46 24
1 62 34
2 83 47
3 112 66
4 151 93
5 203 130
6 273 183
7 368 256
8 495 359
9 666 503
10 896 706
11 1 206 990
12 1 622 1 388
13 2 183 1 946
14 2 938 2 729
15 3 954 3 827
16 5 321 5 367
17 7 160 7 526
18 9 636 10 554
19 12 967 14 799

The curves of each function are shown below.

Number of species A and species B over 19 years

16000

14000
Numbers of each species

12000

10000
Species A
8000
Species B
6000

4000
2000
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Number of years
From the curves it appears that the species numbers will be equal between 15 and 17 years.
5.18 TTPP7182 – Mathematics tertiary preparation level B

Example

The amount of certain elements that decay over time is modelled by the function

N (t ) ! N 0 e " kt , where N is the amount of the element in grams, t is time in the units given and
N0 the initial amount of the element in grams (k is a constant specific for each element). Find
how much carbon and iodine are present after a set period of time (t) given the information
provided in the following table.

Element k N0 t

Carbon 1.203 10 "4 3 5760 years

Iodine 0.08666 5 8 days

Using the decay function, N (t ) ! N 0 e " kt :

For Carbon, the amount left after t = 5 760 years is

"4
N ! 3 e "1.203 10 5760

$ 3 e "0.6929
$ 1.500 g

For Iodine, the amount left after t = 8 days is

N ! 5 e "0.08666 8

$ 5 e "0.6933
$ 5 0.4999
$ 2.5 g

It is interesting to note that in each of the cases above the resultant mass is half of the initial
mass of each element. This is an important notion in nuclear research. The time taken for a
quantity of a specific element to be reduced to one half of its original mass is known as the
half-life of the element. The half-life of carbon is 5 760 years and the half-life of iodine is
8 days.
 Module B5 – Exponential and logarithmic functions 5.19

Activity 5.4

1. The taxation department allows depreciation of 25% pa on the diminishing

value of computers. If a business installs computers valued at $120 000,
construct a depreciation schedule for the next five years presenting the
information in both table and graphical format.
2. It has been projected that inflation over the next 8 years will run at 4%
(compounded annually). How much would you expect to pay for a litre of
milk in 8 years time if its cost today is $1.25?
3. Melvil has just sold his house for $90 000 and decides to invest the proceeds
for a fixed term of 1 year. His bank offers 2 investment packages: The first
attracts 6.5% compounded half yearly and the second 6.4% compounded
daily. Which investment package would you advise Melvil to take?
4. A particular bacteria culture doubles every 20 minutes and follows the
exponential function N (t ) ! 200 2 3t , where N(t) is the number of bacteria in
the culture after t hours. Sketch the graph of the function and use it to
estimate how long it will be before the number of bacteria in the culture
reaches 1 000 000.
5. A certain substance decays exponentially over time and is modelled by the
t
(" )
function N (t ) ! 4e 5771 , where N(t) is measured in grams and t in years.
Find how much of the substance is present initially and how much is present
4 000 years later. Use your findings to comment on the half-life of this
particular substance.
6. A small rodent grows in weight 10% per month for the first 10 months of its
life. What would be the weight of the animal at 10 months if it weighed
50 grams at birth? (Hint: This can be treated like compound interest.)

5.1.4 Average rate of change

We have previously made statements about exponential functions in terms of how quickly one
variable is changing with respect to another.

Statements such as:

…as the independent variable increases the dependent variable increases rapidly…

…as the independent variable increases the dependent variable decreases more slowly…

… y ! 3 2 x increases at a rate faster than y ! 3 x …

… y ! 4 3 x appears to increase at the same rate at y ! 3 x , but is slower than y ! 3 2 x …

But what do these statements actually mean and how can we quantify them? Recall from
module 5 that average rates of change were measured in parabolic curves by considering the
gradient of a straight line joined between two points on the curves. We can use the same
technique to get an average rate of change of an exponential function.
5.20 TTPP7182 – Mathematics tertiary preparation level B

Let’s consider an example for exponential growth and one example for exponential decay.

The growth in Australia’s rabbit population was depicted in the graph below.

Population growth of rabbits over ten seasons

12000000000

10000000000
Number of rabbits

8000000000

6000000000

4000000000

2000000000

0
0 2 4 6 8 10 12
Number of seasons

How can we compare the growth rates of the population over the first two seasons with the last
two seasons?

To find the average rate of change between the first two seasons we would have to know the
gradient of the straight line that connected these two points, n = 0 and n = 2.

Recall from module 5 that the gradient of a straight line is the difference in the height divided
by the difference in the horizontal values,

change in height f ( x 2 ) " f ( x1 )

m! !
change in horizontal distance x 2 " x1

Using the equation for the function for this curve, f (n) ! 10 n , where n is the number of
seasons and f(n) is the number of rabbits, we can generate a table of values from which we can
calculate the gradients between each of the points.

Seasons (n) Number of rabbits (f(n))

0 1
2 100
8 10 8 ! 100 000 000
10 1010 ! 10 000 000 000
 Module B5 – Exponential and logarithmic functions 5.21

Average rate of change over the first two seasons is

change in height f ( n 2 ) " f ( n1 )

m! !
change in horizontal distance n 2 " n1

100 " 1
m! $ 50
2"0
Average rate of change over the last two seasons is

10 000 000 000 " 100 000 000

m! $ 4 950 000 000
10 " 8
In real terms, because the gradients are both positive, the function is increasing and population
is growing at a rate of 50 rabbits per season over the first two seasons compared with
4 950 000 000 rabbits per season over the last two seasons. This means that population growth
rate was small at the start but increased very rapidly over the last two seasons, and is thus
increasing.

Our cooling cup of coffee has a different exponential pattern. But how is the temperature
changing between 0 and 5 minutes compared with between 20 and 25 minutes? We could read
these values off the graph if it was detailed enough. Otherwise we could calculate the rate of
change from the function values. The equation of this function is C ! 79.345e "0.0166t , where C
is the temperature in centigrade and t is time in minutes.
Temperature of a cup of coffee over time
Temperature (centigrade)

100

80
80
−0. 0166t
60
60 C = 79.345e
40
40

20
20

0
0 10 20 30 40 50 60 70
Time (minutes)

Using the equation for the function for this curve, C ! 79.345e "0.0166t, we can generate a table
of values from which we can calculate the gradients over each time period.

Time (min) Temperature (C#)

0 C (0) ! 79.345e "0.0166 0
$ 79
"0.0166 5
5 C (5) ! 79.345e $ 73
20 C (20) ! 79.345e "0.0166 20
$ 57
"0.0166 25
25 C (25) ! 79.345e $ 52

Average rate of change between 0 and 5 minutes is

5.22 TTPP7182 – Mathematics tertiary preparation level B

change in height C (t 2 ) " C (t1 )

m! !
change in horizontal distance t 2 " t1

73 " 79
m! ! "1.2
5"0

Average rate of change between 20 and 25 minutes is

52 " 57
m! ! "1
25 " 20

In real terms, because the gradients are both negative, the function is decreasing. The
temperature is dropping at an average rate of 1.2 degrees per minute during the first five
minutes and 1 degree per minute between 20 and 25 minutes. This means that the cooling rate
is decreasing or getting slower i.e. the coffee is cooling more slowly as time passes.

Activity 5.5

1. For each of the functions complete the table, sketch the graph and find the
average rate of change over the stated intervals.
(a) y ! e x intervals from –2 to –1 and from 2 to 3

x y
–2
–1
0
1
2
3

(b) f ( x) ! 2 " x intervals from –3 to –1 and from 1 to 3

x f(x)
–3
–2
–1
0
1
2
3
 Module B5 – Exponential and logarithmic functions 5.23

2. Using the graph below answer the following questions.

70

60

50

40
y
30

20

10

0
0 1 2 3 4 5 6 7 8 9 10
x

(a) Read off the approximate values (to the nearest 10) from the graph to find
the average gradient between the points x = 9 and x = 10.
(b) Describe in your own words what the rate of change is between the points
in (a)
3. A car bought for $32 000 depreciates during 6 years at 25% per year on the
diminishing value. What is the average rate of change of the value of the car
(to the nearest dollar)
(a) during the first 2 years
(b) over the 6 years?
4. Ice melts at a rate proportional to its size and shape. At room temperature the
volume (cm3) of an iceblock changes according to the exponential function
V ! 30e "0.05672 t , where t is time in minutes.
(a) Find the rate at which the iceblock melts during the first five minutes.
(b) At what average rate is it melting from the 30th to the 35th minute.
(c) What does this mean about the melting rate?
5. Producing in bulk usually results in decreased production costs per unit and
consequently an increased profit margin on each of the items. For a certain
line of goods produced in 1000 unit lots, the profit may be expressed
exponentially as P ! e 0.0198( n "1) , where P is the profit per unit ($) and n is the
number of 1000 unit lots produced. Use the equation to generate values to
find the average rate of change in profit when increasing production from
4 000 to 5 000 units.
5.24 TTPP7182 – Mathematics tertiary preparation level B

5.1.5 The inverse of the exponential function

In previous sections of this module we set up a function from which we could calculate the
number of rabbits after a given number of seasons. This function was f (n) ! 10 n where f(n) is
the number of rabbits and n is the number of seasons. Writing the function in this way shows
that we are thinking of the number of rabbits as a function of seasons.

Now suppose that instead of wanting to calculate the number of rabbits for any season, we
were given the number of rabbits and wanted to know how many seasons it had taken to reach
this number…a very reasonable question for an ecologist to ask. How could we do this?

Well firstly, we could use our table of values calculated previously. It allowed us to calculate
the number of rabbits given the season and is represented by the function, f (n) ! 10 n . If we
wanted to do the reverse and find the season given the number of rabbits, we could still use
this table but read it backwards. So if we had 1 000 rabbits it must be season 3.

Season (n) Number of rabbits f(n)

0 10 0
1 101
2 10 2
3 103
4 10 4
5 105
6 10 6
7 10 7
8 108
9 109
10 1010

Or more conventionally, as we have done in module 4, we would just switch the columns to
get the table below.

Number of rabbits (n) Seasons g(n)

10 = 1
0 0
1
10 = 10 1
10 2 = 100 2
3
10 = 1 000 3
4
10 = 10 000 4
105 = 100 000 5
6 6
10
7 7
10
8 8
10
109 9
1010 10
 Module B5 – Exponential and logarithmic functions 5.25

Do you recall this process of switching the place of the independent and dependent variables
from module 4? It is called finding the inverse of a function. So g(n) is really the inverse of
f(n) and could be written as f "1 (n) .
But what is this inverse function? Well, if you look at the above table you might notice a
pattern. The value of the function is the power to which we have raised 10. So if we want to
find the value of the inverse function at n = 100. First think what power of 10 is 100...it will of
course be 2. So the value of the inverse function is 2.

In summary we could say

"1
f (n) = the power to which we raise 10 to get n
If we used some of the values above and graphed the two functions on the same set of axes we
would get the following. As is usual with inverse functions one should be a reflection of the
other about the line, y = x

y
10

9 x y= x
y = 10
8

2 f −1(x)
1

0 1 2 3 4 5 6 7 8 9 10 x

In the above diagram if x is 1 then f(x) is 10 and f –1(x) is 0, since the power to which we raised
10 to get 1 is 0. We will investigate this further in the next section but first complete the
following activity.
5.26 TTPP7182 – Mathematics tertiary preparation level B

Activity 5.6

1. In the compound interest example in section 5.1.3 we looked at an investment

of $3 000 at 3.5% compounded annually and found that it had amounted to
$3 563 in 5 years.
(a) Set up a table showing number of years (n) and amount earned A(n).
(b) Use this table to produce the inverse of this function.
(c) Describe the use of the inverse function.
(d) Determine approximately how long it will take for $3 000 to grow to
$4 000.
2. By the year 2000 Australia’s population in expected to be 19.5 million and
after that growing exponentially as P(t ) ! 19.5e 0.0163t , where P is millions of
people and t is years.
(a) Set up a table of value for this function.
(b) Use this table to set up a table of values for the inverse of the P function.
(c) Use this table to find when the population will reach 22.5 million.
3. (a) On the same set of axes draw use calculator
• y ! x , 0 % x % 10
• y ! 10 0.1x 10 shift ln - 0.077 ALPHA ) CALC

(b) Use the two graph above to roughly sketch the inverse of y ! 10
0.1x X?

4. The decay of radium is modelled by the function R ! R0 e "0.077t , where R is

the amount remaining (g), t is time (weeks) and R0 is the original amount.
Generate a table of values to find the half-life of 10 g of radium. Remember
that half-life means time to reach half of the original amount.
5. Carbon dating involves the measurement of concentration of carbon
remaining in an object. The decay function C ! 100 2 "0.1786t is used to
determine the age of a bone taken from an archaeological dig, where C is the
concentration remaining and t is time in thousands of years. It is found that
60% of the original carbon remains in the samples. Estimate the age of the
bone. (Hint: Develop a table of values for the inverse function and find when
C = 60). 0
C = 100 x 2 at initial time, t = 0
C = 100 (1) = 100
 Module B5 – Exponential and logarithmic functions 5.27

5.2 Logarithmic functions

5.2.1 What is a logarithm?

Let’s experiment. Using the 10x key on your calculator, evaluate the following powers.

102 !
103 !
102.5 !
101.5 !
100.5 !
100 !
10"0.5 !
10"2 !

Now associated with the 10x key on your calculator is the log key. Use that key to complete the
following table

102 ! 100 log100 !

103 ! 1000 log1000 !

102.5 $ 316.22777 log 316.22777 !

101.5 $ 31.622777 log 31.622777 !

100.5 $ 3.1622777 log 3.1622777 !

100 ! 1 log1 !

10"0.5 $ 0.3162277 log 0.31622777 !

10"2 ! 0.01 log 0.01 !

What did you discover?

You will have noticed that if you take the logarithm of the answer to 102, you get 2. This same
pattern should have happened in every case.

Taking the logarithm to the base 10 of 100 asks us the question what power of 10 do we use to
get 100.
5.28 TTPP7182 – Mathematics tertiary preparation level B

The logarithmic function is actually the inverse of the exponential function.

Now let’s do some more calculations and think about what the numbers mean and how to say
them. The table below has been completed for you but it would be useful for you to go to your
calculator now and try to calculate the values shown.

Value of Value of
How to write it What it means How to say it
x logx

1 0 log10 1 ! 0 What power do we raise log 1 to the base 10, is 0

10 to, to get 1
10 1 log10 10 ! 1 What power do we raise log 10 to the base 10, is 1
10 to, to get 10
100 2 log10 100 ! 2 What power do we raise log 100 to the base 10, is 2
10 to, to get 100
1000 3 log10 1000 ! 3 What power do we raise log 1 000 to the base 10, is 3
10 to, to get 1 000

You might ask at this stage why bother with inventing a new function when we could have just
as easily calculated the answers to the above using trial and error and knowledge of powers of
10.

Well not all numbers are whole powers of 10 but luckily the calculator has been programmed
to easily evaluate the logarithm of any real number. Before we had calculators we had special
books filled with logarithms of every possible number. They were called log tables. We don’t
bother with these now, so let’s use the calculator to evaluate the logarithm of numbers which
are not whole number powers of 10. We have done some for you below. Try them for yourself.

Value of Value of
How to write it What it means
x logx

2 0.3010 log102 $ 0.3010 What power do we raise 10 to, to get 2

7567 3.8789 log107567 $ 3.8789 What power do we raise 10 to, to get 7 567

Logarithms to the base 10 are called common logarithms.

Logarithms can be to any base we like, but we only have calculator keys for base e and 10.
x
Previously, it was noted that exponential functions often took the form of f ( x) ! e . The
inverse of this function is a logarithmic function, this time to the base e instead of 10. It is
often abbreviated to f ( x) ! ln x (pronounced as ‘ell en x’). This type of logarithm is called the
natural or naperian logarithm.

Now try some calculations on your calculator using the ln key and think about what the
numbers mean and how to say them.
 Module B5 – Exponential and logarithmic functions 5.29

Value of
Value of x How to write it What it means How to say it
lnx

1 0 ln 1 ! 0 What power do we raise log 1 to the base e, is 0

e to, to get 1
e$ 2.7183 1 ln e ! 1 What power do we raise log e to the base e, is 1
e to, to get 2.7183
2 ln 7.3891 $ 2 What power do we raise log 7.3891 to the base
e 2 $ 7.3891
e to, to get 7.3891 e, is 2
10 2.3026 ln 10 $ 2.3026 What power do we raise log 10 to the base e, is
e to, to get 10 2.3026
100 4.6052 ln 100 $ 4.6052 What power do we raise log 100 to the base e, is
e to, to get 100 4.6052
1 000 6.9078 ln 1 000 $ 6.9078 What power do we raise log 1 000 to the base e,
e to, to get 1000 is 6.9078
2 0.6931 ln 2 $ 0.6931 What power do we raise log 2 to the base e, is
e to, to get 2 0.6931
7 567 8.9316 ln 7 567$ 8.9316 What power do we raise log 7 567 to the base e,
e to, to get 7567 is 8.9316

So far we have only looked at two types of logarithms (base 10 and base e), but we can
calculate logarithms for any base as long as we remember that logarithms are just the power
of a number.

In fact, we can write all numbers in either an exponential form or a logarithmic form as in the
following table.

Exponential form Logarithmic form

10 2 ! 100 log 10 100 ! 2
32 ! 9 log 3 9 ! 2
23 ! 8 log 2 8 ! 3
3
3
92 ! 27 log 9 27 !
2
1 1
7 "2 ! log 7 ! "2
49 49

Can you recognize a pattern in the relationship between the exponential form and the
logarithmic form?

It will be something like this and gives us the definition of a logarithm,

If a x ! n then x ! log a n .
5.30 TTPP7182 – Mathematics tertiary preparation level B

Example

Use your knowledge of the definition of a logarithm to evaluate log 4 64 and log 1 32 .
2
To evaluate log 4 64, let’s make the expression equal to an unknown, say p.

So p ! log 4 64. Using the definition of a logarithm we can rewrite this expression in an
exponential form

p ! log 4 64 & 4 p ! 64

By trial and error or our knowledge of arithmetic, you will notice that 64 ! 4 3 , so

4 p ! 64
4 p ! 43
p!3

So that means log 4 64 ! 3, or we could say what number do we have to raise 4 to, to get 64.

To evaluate log 1 32, let’s make the expression equal to an unknown, say p.
2

So p ! log 1 32 , using the definition of a logarithm we can rewrite this expression in an

2
exponential form

p ! log 1 32 1
& ( ) p ! 32
2 2

By trial and error or your knowledge of arithmetic, you will notice that 32 ! 2 5 , so

1
( ) p ! 32
2
1
( ) p ! 25 Write 32 as a power of 2.
2
1p
! 25 Use index law to break fraction as shown.
2p
1 ! 25 2 p Multiply both sides by 2 to the power p.
1
5
! 2p Divide both sides by 2 to the power 5.
2
2 "5 ! 2 p Write LHS with a negative power.
p ! "5

1
So that means log 1 32 ! "5 or we could say what number do we raise to, to get 32.
2
2
 Module B5 – Exponential and logarithmic functions 5.31

Example

Solve the logarithmic equation log 5 x ! 3 for x.

To solve this equation first change from the logarithmic form to an exponential form

log 5 x ! 3 & 53 ! x

By trail and error or our knowledge of arithmetic we know that 53 ! 125 , so x = 125.

Something to talk about…

What happens when you try to calculate the logarithm of a negative number? Discuss with
your colleagues or the discussion group why there is a problem calculating logarithms of
negative numbers.

Activity 5.7

1. Change each of the following from exponential form to logarithmic form.

Exponential form Logarithmic form

5 2 ! 25
1
92 !3

101.8 $ 63
1
2 "2 !
4
3 x ! 10

2. Write the following equations in index form:

(a) log 1000 ! 3

(b) log 4 16 ! 2

(c) 4 ! log 2 16

(d) ln 20 $ 3
5.32 TTPP7182 – Mathematics tertiary preparation level B

3. Use your knowledge of logarithms to evaluate:

(a) log(1 000 000)

1
(b) log 2
8
4. Evaluate log 25 5 and log 2 0.25
5. Solve the following equations for x:

(a) x ! log 10

(b) log 2 x ! 5

(c) log 4 x ! 0

(d) log x 27 ! "3

(e) ln x ! 3

5.2.2 Properties of logarithms

From our work above it appears that logarithms are really powers in a different form. So it
might follow that some of the properties that apply to powers might be used to help develop
some similar properties for logarithms. If you have forgotten the index laws from module 3
now would be a good time to revise them.

Before examining the properties let’s think about the relationship between indices and
logarithms in more detail.

When we multiply two numbers which are in index form we add the indices, so
10 3 10 4 ! 10 7

But logarithms are really indices, so

10 3 ! 1000 and 10 4 ! 10000 and 10 7 ! 10000000 can be written as

log 10 1000 ! 3 and log 10 10000 ! 4 and log 10 10000000 ! 7

Now

log10 1000 ' log10 10000 ! 3 ' 4 Evaluate logarithms.

!7 Write 7 in its logarithmic form.
! log10 10000000 Write 10000000 as a product.
! log10 (1000 10000)

We can now see that log 10 1000 ! log 10 10000 log 10 10000000

This is really a special case of our first property below. Many of the other properties are based
on this relationship.
 Module B5 – Exponential and logarithmic functions 5.33

The logarithm of a product is the sum of the logarithms " log( mn ) log m ! log n

This only works when the bases of the logarithms are the same.

For example,

log10 200 ! log 10 5 log10 ( 200 % 5) The bases are the same so can use log properties.
log10 1000
Calculate either from the calculator or using the definition of
3 a logarithm.

When we divide two numbers which are in index form we subtract the indices so in logarithms
the following will result.

The logarithm of a quotient is the logarithm of the numerator minus the logarithm of the
m
denominator " log( ) log m & log n
n

This only works when the bases of the logarithms are the same.

For example,

32 The bases are the same so can use log properties.

log 2 32 & log 2 8 log 2 ( )
8
log 2 4
2 Recall using the definition of a logarithm 22 = 4 so log2 4 = 2

The logarithm of a number raised to a power is the logarithm of the number multiplied
by the power " log m n n log m

For example,

log 7 64 log 7 4 3
3 log 7 4

This last property is particularly useful in solving exponential equations…we will return to
this later.

The logarithm of one to any base will always be 0 " log a 1 0

This is a direct result of the index rules. Remember that a 0 1 , so when this is written in
logarithmic form log a 1 0 (applies only when a #$0).

Examples of this property are:

log10 1 0
log e 1 ln 1 0
log 2 1 0
5.34 TTPP7182 – Mathematics tertiary preparation level B

Note because any number to a power will never be equal to zero, then the logarithm of zero is
undefined.

The logarithm of any number to the base of that number will be 1 " log a a 1

This is a direct result of the index rules. Remember for example that a 1 a , so when this is
written in logarithmic form log a a 1

Examples of this property are:

log10 10 1
log e e 1
log 2 2 1

For interest only …

Modern calculators can only be used to directly evaluate logarithms to base 10 or base e,
using the log and the ln button on the calculator respectively.

However the values of logarithms to other bases can be approximated by using a simple
change of base rule. For example:

log 10 3 log e 3
log 2 3 = ----------------- ' 1.584 or log 2 3 = --------------- ' 1.584
log 10 2 log e 2

You can change the base to either base 10 or to base e the final answer will be the same.

In general this rule is called the change of base rule and is expressed as:

log10 b log e b
log a b = ----------------- = ---------------
log10 a log e a

Do not learn this.

Example
6
Without using a calculator simplify the following expression 2 log 10 3 ! log10 16 & 2 log 10
5
There are numerous ways to simplify this expression, here is one alternative.

6
2 log10 3 ! log10 16 & 2 log10 The bases are the same so can use log properties.
5
6 Use logarithm of a power property to write each as a single
log10 32 ! log10 16 & log10 ( ) 2 logarithm.
5
6
log10 (3 2 % 16 ( ( ) 2 ) Use multiplication of a log to write as one logarithm.
5
log10 (100)
2 Recall that, 102 = 100, log10 100 = 2
 Module B5 – Exponential and logarithmic functions 5.35

Example

Without using a calculator write the following expression as a single logarithm or number
log 5 25 ! log 5 125 & log 5 0.04

There are numerous ways to simplify this expression, here is one alternative.

log 5 25 ! log 5 125 & log 5 0.04 The bases are the same so can use log properties.
1
log 5 5 2 ! log 5 5 3 & log 5
25
2 log 5 5 ! 3 log 5 5 & log 5 5 & 2
2 log 5 5 ! 3 log 5 5 & &2 log 5 5
2 log 5 5 ! 3 log 5 5 ! 2 log 5 5
7 log 5 5
7 Recall that because 51 = 5, log5 5 = 1

Example

Use the definition of the logarithm and its properties to solve the following equation
log 10 ( x & 2) ! log 10 3 1

log10 ( x & 2) ! log 10 3 1 The bases are the same so can use log properties.
log10 [( x & 2) % 3] 1
3( x & 2) 101 Use log property to write as a single logarithm.
3( x & 2) 10 Use logarithm in an exponential form.
10
( x & 2)
3
10
x !2
3
16 1
x or 5
3 3
Check: When
16 16 10 10
x , LHS log 10 ( & 2 ) ! log 10 3 log 10 ! log 10 3 log 10 ( % 3) log 10 10 1 RHS
3 3 3 3
16
Solution is x
3
5.36 TTPP7182 – Mathematics tertiary preparation level B

Activity 5.8

1. Without using a calculator simplify the following expressions:

1
(a) log 3 27 ! log 3
3
(b) log 2 16 & log 2 8
(c) log 125 ! log 32 & log 4
2. Find the value of each of the following in simplest form.
(a) 2 log 12 3 ! 4 log 12 2
(b) ln25 + 2ln0.2
(c) 4 log 5 10 & 3 log 5 2 & log 5 10
3. Use the logarithmic properties to solve the equations below.
(a) log 3 x log 3 4 ! log 3 2
(b) log5m = 2logm
(c) 2 log p ! 3 & log p 5 0
(d) log2 + log5 + logy – log3 = 2

A bit of history… For interest only

Today to many of us logarithms appear to be the most perverse and artificial of mathematical
functions. But when they were invented they were thought to be the washing machine of the
17th century in that they saved many professionals from the drudgery of long multiplication
and division, especially in the field of astronomy. The idea was first developed by John
Napier in about 1594 and perfected by Henry Briggs in 1614. The idea is simple:

If you want to multiply two numbers, say 2376 and 34678 first write them as a power to the
base of ten (this is logarithm), then instead of multiplying the numbers we can add the
indices.

2376 10 3.3759.... ,34678 10 4.5400....

2376 % 34678 10 3.3759.... % 10 4.5401....
10 3.3759....! 4.5401....
10 7.9160.....
82394928 (Actual answer on a calculator is 82394928)

If you went to secondary school in Australia before the mid 1970s you might remember
doing this with logarithm tables or a slide rule. Log Tables were books in which every
number was written as a power of 10 or power of e.

Today we have calculators to do this job but logarithms are now seen to be very useful in
their own right, see case studies below. Do not learn this.
 Module B5 – Exponential and logarithmic functions 5.37

5.2.3 The function and its graph

Let’s now examine the logarithmic function, y log10 x , in its own right.

To help us understand the shape of this function in more detail, use your calculator to complete
the table of values below and use it to sketch the function y log10 x .

x log 10 x
10
9
8
7
6
5
4
3
2
1
0.1
0.001
0.0001
0.00001

How did you go? Did you get a graph something like this?

2 y

1
y =log 10 x
x
0 2 4 6 8

−1

−2

Think about the shape, the domain and range of the curve and describe in your own words the
characteristics of this logarithmic function.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________
5.38 TTPP7182 – Mathematics tertiary preparation level B

Important characteristics of the graph you might have noticed are:

• it is a function because there is only one value of the dependent variable for each
independent variable
• its domain is restricted and includes only real numbers greater than zero
• the range of each function is unrestricted and includes all real numbers
• the horizontal intercept is one
• as the independent variable decreases (approaches zero) the dependent variable
approaches negative infinity
• as the independent variable increases (approaches infinity) the dependent variable
increases slowly.

You should notice two things:

1. Compare this function with the inverse of the exponential function drawn at 5.1.5. They
are identical. The logarithmic function is an inverse of the exponential growth function so
all of its properties are mirror images of the properties of the growth function e.g. domain,
range etc.

2. The vertical axis is an asymptote.

Activity 5.9

1. Sketch the graph of y ln x , in the domain 0 < x < 3

2. (a) On your graph of y ln x sketch the graphs
(i) y 2 ln x
(ii) y 2 ! ln x

(b) What effect does multiplying by 2 or adding 2 have on the shape and
position of the logarithmic function?

5.2.4 Case studies

Logarithms are used to model a range of situations that occur in science, economics and
engineering. They are used in isolation or in combination with other functions. For example,

TL
In mechanical technology, belt friction in a pulley system is modelled by ln( ) )* , where
TS
T are the large and small tensions in the rope on the pulley, * is the angle of wrap of the rope
around the pulley and ) is the coefficient of friction.
 Module B5 – Exponential and logarithmic functions 5.39

In chemistry, time of reaction (t) and concentration of a substance (x) are related by the
k &x
equation, t k1 ! ln( 2 ) , where the k values are all constants.
k3 & x

x
In economics the growth of an economy could be represented by the formula, t A ln( ) ,
a
where t is time and x the value in dollars.

However, by far the most common use of the logarithmic function is in the development of
measurement scales. This application of the function makes use of the fact that as the
independent variable increases there are only small changes to the dependent variable. This
characteristic gives us the ability to work with very large and very small numbers more
manageably within the one function. The following case studies emphasize this characteristic.

Measuring loudness

Sounds can vary in intensity from the lowest level of hearing (a ticking watch 7 metres away)
to the pain threshold (the roar of a jumbo jet). Sound is detected by the ear as changes in air
pressure measured in micropascals ()P). The ticking watch is about 20 )P, conversational
speech about 20 000 )P, a jet engine close up about 200 000 000 )P…an enormous range of
values. A scale was required to compress the range of 20 to 200 000 000 into a more
manageable and useful form from 0 to 140. The decibel scale was invented for this purpose.

If P is the level of sound intensity to be measured and P0 is a reference level, then

P
n 20 log 10 ( ) , where n is the decibel scale level. If we assume 20 )P to be the threshold
P0
level, then the equation would be:

P
n 20 log10 ( ) and the graph of the relationship would resemble the one below.
20

Decibel scale for loudness of sound

160

140
120
Decibel level

100
80
60
40
20
0
0 50000000 100000000 150000000 200000000 250000000
Sound level (micropascals)

Note that because of the nature of the scale many of the very small values are crowded along
the vertical axis and are not clearly discernible.
5.40 TTPP7182 – Mathematics tertiary preparation level B

Measuring acidity

Chemists measure the acidity of a substance by determining the concentration of hydrogen

ions in moles per litre. However, these concentrations can range from 1 mole per litre in very
concentrated acids to 0.001 in lemon juice, 0.00000007 in milk and 0.000000000001 in
washing soda. As before a very wide range of values can be reduced to a more convenient
scale of measurement by applying a logarithmic scale. In this case the concentrations are all
negative powers of 10 (see table below) so the relationship will be pH & log 10 x , where pH is
the level of acidity and x is the concentration of hydrogen ions in moles per litre. The values
are calculated below. So a pH of 0 is very acid, 7 is neutral and 14 is alkaline (the opposite to
acid).

Concentration of hydrogen ions

pH Acidity
(moles per litre)
1 = 100 0 High – hydrochloric acid
0.1 = 10–1 1
0.01 = 10–2 2
0.001 = 10–3 3 Acid – lemon juice
0.0001 = 10–4 4
0.00001 = 10–5 5 Acid – soft drinks
0.000001 = 10–6 6
0.0000001 = 10–7 7 Neutral – milk
0.00000001 = 10–8 8
0.000000001 = 10–9 9
0.0000000001 = 10–10 10
0.00000000001 = 10–11 11
0.000000000001 = 10–12 12 Alkaline – washing soda
0.0000000000001 = 10–13 13
0.00000000000001 = 10–14 14 Very alkaline – sodium hydroxide

If we graphed the function we would get the following. Notice two things about this curve:

• it is shaped differently from the usual logarithmic curve because of the negative sign at the
front of the formula
• because of the nature of the scale many of the very small values are crowded close to the
vertical axis and are not clearly discernible.
 Module B5 – Exponential and logarithmic functions 5.41

ph scale for acidity

14
13
12
11
10
9
8
pH
pH

7
6
5
4
3
2
1
0
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Hydrogen ion concentration (moles per litre)

Activity 5.10
1. In general a relationship exists between annual sugar consumption (S in kg)
and income (w in $) per head of population which follows the model
w
S 12 log . Sketch a graph to show sugar consumption as a function of
3
income up to $45 000.
2. A video franchise has determined that in its stores the number of new
releases (N, in hundreds) hired out each week depends on the hiring charge
(C, in $ per video). The number of hires is given by the equation
C
N &10 log . Graph this function for charges between $0 and $10.
10
(a) From your graph (or otherwise) calculate how many new releases they
could expect to hire out at $3.50 per video.
(b) What would you advise this video franchise charge for its movies (to the
nearest $)? Give reasons for your answer.
3. The stellar magnitude of a star is another negative logarithmic scale like pH,
but the quantity measured is the brightness of the star. If SM = &logB, where
SM is stellar magnitude and B is brightness, sketch the graph and answer the
following questions.
(a) What is the stellar magnitude of a star which has a brightness of 0.7943?
(b) Another star has a magnitude of 2.1, what is its brightness?
(c) Compare the brightness of the two stars.
5.42 TTPP7182 – Mathematics tertiary preparation level B

5.2.5 Average rate of change

We can get an estimate of the rate of change of the logarithmic function just the same as we
would measure the average rate of change of any curved function. Let’s have a look at some of
the examples above.
Example

Determine the average rate of change in the function f ( x) ln x , between the values of x = 1
and x = 5.
This question requires us to calculate the average rate of change of the function between the
values of 1 and 5. To do this we need to find the gradient of the straight line joining the points
where x = 1 and x = 5.
Recall that gradient is change in the height divided by the change in the horizontal distance,
change in height f ( x 2 ) & f ( x1 )
m
change in horizontal distance x 2 & x1

f (5) & f (1)

m
5 &1
ln 5 & ln 1
4
' 0 .4
The rate of change between 1 and 5 is 0.4. This means that for every 1 unit change in the x
value the y value changes by 0.4 units.

Activity 5.11

1. Complete the table of values for the function f ( x ) ln x

x f ( x) ln x
0.01
0.5
1
1.5
2
3
3.5
4
4.5
5
5.5

(a) Find the average rate of change of y with respect to x as x changes from
0.5 to 1
(b) Find the average rate of change of y with respect to x as x changes
between 5 and 5.5
(c) Compare the two rates of change.
 Module B5 – Exponential and logarithmic functions 5.43

2. The relationship between the population size of a city and the walking speed
of its inhabitants can be modelled by a logarithmic function. This function is
graphed below.
Walking speed of citizens in relation to population size
3.0

2.5
Walking speed (km/h)

2.0

1.5

1.0

0.5

0.0
0 2500 5000 7500 10000 12500 15000 17500
Population size

(a) Use the graph to determine the average rate of change of walking speed
with respect to population size of cities of populations between 2 500 and
5 000.
(b) Repeat part (a) for population centres between 12 500 and 15 000.
(c) Use this information to help describe the functional relationship between
walking speed and population size.
(d) Do you think this is a reasonable relationship to predict the pace of life in
a city?

5.3 Putting it all together – solving equations and

real world applications
On their own the exponential and logarithmic functions are powerful tools to help describe and
measure natural phenomena. However, the inverse relationship between the functions allows
us to extend their applications even further.

Solving exponential equations

Previously, we solved exponential equations by trial and error.

If we had to solve 3 x 81, we had to recall that 3 4 81 and thus say x = 4.

However, we can solve these types of equations using our knowledge of the relationship
between logarithms and exponentials, and the logarithmic properties.
5.44 TTPP7182 – Mathematics tertiary preparation level B

To solve 3 x 81 we would do the following:

3x 81

As we have two expressions or numbers that are equal then their logarithms will also be equal.
Our next step is to take logarithms of both sides (we could pick any logarithm but usually we
would choose either base 10 or e).

log10 3 x log10 81

Using the log property that log m n n log m we have

x log 10 3 log 10 81

Dividing both sides by log10 3

x log10 3 log10 81
log10 3 log10 3
log10 81
x
log10 3

Use your calculator to evaluate the logarithms of these numbers and then divide, giving

x=4

Alternatively you might recall that,

log10 81
x
log10 3
log10 3 4
log10 3
4 log10 3
log10 3
4

Check: When x = 4, LHS 34 81 RHS

 Module B5 – Exponential and logarithmic functions 5.45

Example

Solve the following equation for a, 7 2 a 2.73

7 2a 2.73
ln 7 2 a ln 2.73 Take log to the base e of both sides.
2a ln 7 ln 2.73 Use power property to bring 2a to the front of ln7.
ln 2.73
2a Divide both sides by ln7.
ln 7
ln 2.73
a Divide both sides by 2.
2 ln 7
a ' 0.2581
Check: When a ' 0.2581, LHS 7 2%0.2581 2.73 RHS

Example

What values of p satisfy this exponential equation, 2 % e &0.1 p ! 3 4 ?

2 % e &0.1 p ! 3 4
2 % e &0.1 p 1 Subtract 3 from both sides.
1 Divide both sides by 2.
e &0.1 p
2
1
ln e &0.1 p ln Take log to base e of both sides.
2
1
& 0.1 p ln e ln Use power property to bring –0.1p to the front of lne.
2
1
ln
& 0.1 p 2 Divide both sides by lne.
ln e
1
& 0.1 p ln Recall lne=1.
2
1
ln
p 2 Divide both sides by –0.1.
& 0 .1
p ' 6.9315

Check: When p ' 6.9315, LHS 2 % e &0.1%6.9315 ! 3 ' 4 RHS

5.46 TTPP7182 – Mathematics tertiary preparation level B

Example

Rearrange the following formula to make x the subject, L 2 e &2 x ! 7

L 2 % e &2 x ! 7
L & 7 2 % e &2 x Subtract 7 from both sides.
L&7
e &2 x Divide both sides by 2.
2
L&7
ln( ) ln e & 2 x Take logs to the base e of both sides.
2
L&7 Use power property to bring –2x to the front of lne.
ln( ) &2 x ln e
2
L&7 Recall the lne=1.
& 2 x ln( )
2
1 L&7
x & ln( ) Divide both sides by –2.
2 2

Activity 5.12

1. Solve the following exponential equations.

(a) 2 a 1024
(b) 9 b 25
(c) 7 c ! 2 11
1& d
(d) 5 7
2x
(e) 3 40
2. Find the value of the unknown in the following equations.
(a) 4 a !1 8
1
(b) 4 b &1
8
(c) 2 % 3 c &1 15
(d) 10 d & 2 & 1 2.444
(e) 3 n !1 5n
3. Rearrange the following to make n the subject.
(a) a 2 n b2
(b) y ae 4 n
r n
(c) A P (1 ! )
100
r n
(d) D ! P (1 )
100
0.0166 n
(e) C ! 79.345e
n
(f) L ! 2(3e)
 Module B5 – Exponential and logarithmic functions 5.47

Real world applications

This section will examine some real world applications which require solution of exponential
equations.

Example

The Earth’s population is growing according to the function P ! P0 e kt , where P is the

population in billions, P0 is the initial population, t is time in years and k is a constant. If the
population in 1980 was 4.478 billion and in 1994 was 5.462 billion, what will this model
predict the population to be in 2010?

To solve this problem you first have to determine the values of the constants P0 and k in the
formula. As 1980 is the first date we have we can let this be the initial year. This means that
when t = 0 the population is 4.478 billion. We substitute this into the formula:

P ! P0 e kt
4.478 ! P0 e k "0
P0 ! 4.478

So the formula is now P ! 4.478e kt

To find the value of k substitute the other two values into the formula, t = 14 and P = 5.462.

P ! 4.478e kt
5.462 ! 4.478e k"14 Substitute in values.
5.462
! e14 k Divide both sides by 4.478.
4.478
5.462
ln ! ln e14 k Take logs to the base e of both sides.
4.478
5.462 Use power property to bring 14k to front of lne.
ln ! 14k ln e
4.478
5.462 Recall lne=1.
14k ! ln
4.478
1 5.462
k ! ln Divide both sides by 14.
14 4.478
k # 0.01419 Evaluate the expression.

So the formula is now P ! 4.478e 0.01419t

To find the population in the year 2010, find the value of P when t = 30

P ! 4.478e 0.01419t
P ! 4.478e 0.01419"30
P # 6.854

Population is predicted to be 6.854 billion.

5.48 TTPP7182 – Mathematics tertiary preparation level B

Example

Radioactive decay is modelled by the equation N ! N 0 e kt , where N represents the mass of the
substance, N0 the initial mass of the substance and t the time. If a certain radioactive substance
has a half-life of 5 years and 20 grams of it was initially secured, how much of the substance
would be left after 10 years? If the substance could only be safely moved in batches of 0.1 g,
when would the original 20 g be safe to move?

This first step in the solution of this question is to determine the value of k. We know that we
started with 20 g so N0 = 20, we know that in 5 years we only have half of this (10 g) so N = 10
when t = 5.

So using our model we get,

kt
N ! N 0e
5k
10 ! 20e
5k
0 .5 ! e
5k
ln(0.5) ! ln(e )
ln(0.5) ! 5k ln e
ln(0.5) ! 5k
ln 0.5
k!
5
k # 0.138629

Now that we know the value of k we can determine the amount of the substance left after
10 years.

0.138629"10
N ! 20e
1.38629
! 20e
#5

There would be approximately 5 g left after 10 years.

 Module B5 – Exponential and logarithmic functions 5.49

We can also determine how long it would take to have decayed to 0.1 g of the substance.

0.138629t
0.1 ! 20e
0 .1
! e 0.138629t
20
0.1
ln( ) ! ln e 0.138629t
20
0.1
ln( ) ! 0.138629t ln e
20
0.1
ln( ) ! 0.138629t
20
0 .1
ln( )
t! 20
0.138629
t # 38.22

It would be safe to transport the substance after 38.22 years.

Something to talk about...

This module contains some new and different concepts. Share with the discussion group
your technique for coming to terms with the concept of logarithms.

Activity 5.13

1. The growth function A ! Pe kt models the amount to which $P grows in t

years at an interest rate of k% compounded continuously. At the current rate
$100 will grow to $185 in 10 years. What would it amount to in 20 years?
2. A radioactive material is decaying exponentially. If N0 is the initial mass of
the material, N the mass at any time t and k the rate of decay, then the function
is modelled by the equation N ! N 0 e kt . It takes 2 years for 100 g of the
material to reduce to 60 g. How long would it take the same mass to reduce to
30 g?
3. The present temperature of a star is 10 000$C, and it is losing heat
continuously in such a way that its temperature T in t million years may be
obtained from the decay function T ! T0 e kt . If the temperature has halved
after 5 million years what will its temperature be in 10 million years?
4. The number of bacteria in a culture was initially 2 000. The number increases
exponentially at the rate k% per hour for t hours, i.e. N ! N 0 e kt . After 2 hours
the number present is 2 420. How many will be present after 24 hours?
5. The population of a city grew exponentially ( P ! P0 e kt ) from 120 000 to
180 000 over a period of 10 years. How long before it reaches 200 000?
5.50 TTPP7182 – Mathematics tertiary preparation level B

That’s the end of this module. You will have experienced a lot of new concepts and algebraic
techniques to arm you for your future studies in this unit and later.

But before you are really finished you should do a number of things:

1. Have a close look at your action plan for study. Are you still on schedule? Or do you need
to restructure your action plan or contact your tutor to discuss any delays or concerns?

2. Make a summary of the important points in this module noting your strengths and
weaknesses. Add any new words to your personal glossary. This will help with future
revision.

3. Practise some real world problems by having a go at ‘A taste of things to come’.

4. Check your skill level by attempting the Post-test.

5. When you are ready, complete and submit your assignment.

5.4 A taste of things to come

1. An electrical power cable hangs between two supports 20 metres apart. Engineers model
x x
the shape of its suspension by the equation y ! 25(e 50 % e 50 ) 45, where x is the distance
in metres from the supports and y is the height in metres above the ground. The graph of
the function is depicted below.

7 y

x
−10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7 8 9 10
 Module B5 – Exponential and logarithmic functions 5.51

(a) How much does the cable sag?

(b) Engineers need to know the slope of cable where it attaches to each pylon. Find the
approximate value of this by finding the average slope of the cable 1 metre from the
support?

(c) What is the average slope of the cable 1 metre from the lowest point?

2. In environmental studies researchers are interested in the concept of carrying capacity and
population growth. Carrying capacity is the maximum population that can be supported in
a particular environment. Growth rates are often modelled to include this variable.

In practice mice populations do not grow exponentially because of the limits of food and other
50e 0.24t
resources. It could follow the model N ! , where t is time in weeks and N the
1 % 0.006e 0.24t
number of mice. The function looks like this.

Size of mouse population over time

900
800
700
Population size

600
500
400
300
200
100
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Time (weeks)

(a) On the axes above sketch a graph of the traditional exponential model N ! N 0 e at ,
where N0 is 50 mice and a is 0.24.

(b) Comment on the graphs of the two models.

(c) Compare the populations predicted by the two models after 30 weeks.
5.52 TTPP7182 – Mathematics tertiary preparation level B

3. Following an advertising campaign at a recycling plant more goods are supplied at each
point. The table below contains data for two supply schedules. The first for supply one
month prior to the campaign and the second for supply in the month following the
advertising. For example, the table shows a shift in the quantity supplied from 4 million to
8 million items per month for goods priced at $3 each.

Before campaign After campaign

Price ($/item) Quantity (millions) Price ($/item) Quantity (millions)

1 0 1 3
2 3 2 6
3 4 3 8
4 5 4 10
5 6 5 11

(a) Taking quantity (x) as the independent variable and price (P) as the dependent
variable, y = P (x), these curves can be approximated by y ! P1 ! e 0.3 x and
y ! P2 ! e0.2 x respectively. Use the actual data from the table to sketch the two curves.
Find the shift in supply of a $4 item and mark this on your graph.

5.5 Post-test
1. Match the equations to the graphs of exponential functions: y = ex, y = e–x, y = 0.5ex

4 y

x
−6 −4 −2 0 2 4 6

−2

−4
 Module B5 – Exponential and logarithmic functions 5.53

2. Determine the y-intercepts for each of the following:

1
(a) y ! 2 " ( ) x
2
1
(b) y ! 2 x
2

x 1
(c) y ! 2 %
2
1
(d) y ! " 2x
2
x
3. Find the value of y when x = 2 in y ! 1.5 " (1.5)

4. Write the following equations in logarithmic form.

(a) 10 x %1 ! 5

(b) 2 ! e y

5. Use your knowledge of the definition of a logarithm to evaluate:

(a) log 3 81

(b) log 1 125

5

6. Write the following equations in exponential form.

(a) a ! log10 0.1

(b) log 2 8 ! b

7. Determine p and q in the following equations.

(a) log 2 ( 2 p) ! 5
10
(b) ln ! 0.405
q

8. Find t in the following equations.

(a) 2 t ! 7.5

(b) 1 ! 8(1 e 2t )

9. Without using a calculator write the following expressions as a single logarithm or number.

1
(a) log 3 27 % log 3 log 3 9
9
(b) ln 0.4e % ln 10e 2 ln 2
5.54 TTPP7182 – Mathematics tertiary preparation level B

10. Use logarithmic properties to solve:

(a) log 4 3 ! log 4 x log 4 2

1 1
(b) log 2 % log 2 y ! log 2
8 4
r
11. What value of r satisfies this exponential equation, 4 " 10 100 1! 4
0.6 t
12. Rearrange the following formula to make t the subject, y ! 1.4e 3

ln g ln 3
13. If g ! 3 " (ae) n , show that n !
ln a % 1

14. If A ! P(1 % i) n , find n in terms of A, P and i.

15. Use the formula found in Q14 for n to find how long it would take $50 (P) to amount to
$75 (A) if the interest is compounded at 8.5% (i = 0.085).

16. Machinery originally costing $250 000 depreciates at 20% pa on the diminishing value.

(a) Construct a depreciation schedule (nearest $) for the first 6 years after purchase,
presenting the schedule as a table and as a graph.

(b) Use the above information to write the exponential function for the depreciation value
(D) as a function of time (n)

(c) Use the function to estimate its value in 10 years time.

17. The voltage (V measured in volts) across a capacitor is modelled by the equation,
t
V ! 10e 3 , where t is measured in seconds. Find V when t = 5.

0.075 t
18. The function, R ! 12e (t measured in years, R in grams) approximates the decay of a
certain element.

(a) What is its weight when t = 0?

(b) How long will it take to reduce to half its weight?

19. The function P ! 4.5e 0.0142 t (P in billions of people and t in years) modelled Earth’s
population growth in 1981. Compare the rate of growth over the years 1981 to 1986 with
the expected rate of growth 20 years later, i.e. 2001 to 2006.

20. The equation P ! 20 " 10 0.1n can be used to convert any number of decibels (n) to the
corresponding number of micropascals ( & P) used to measure loudness. Show that a
60 decibel sound is 10 times as loud as a 50 decibel sound, and 100 times as loud as a
40 decibel sound.
 Module B5 – Exponential and Logarithmic Functions 5.55

Module B5 – Exponential and Logarithmic Functions

5.6 Solutions

Solutions to activities
Activity 5.1

1. To sketch graph first calculate table of values

x y ! 2x
3 0.125
2 0.25
1 0.5
0 1
1 2
2 4
3 8

y
x
y=2
8

2
x
−6 −4 −2 0 2 4 6
5.56 TPP7182 – Mathematics Tertiary Preparation Level B

2. To sketch graph first calculate table of values

x f ( x) ! 3 x
3 0.04
2 0.11
1 0.33
0 1.00
1 3.00
2 9.00
3 27.00

f(x)
x
f(x) = 3

20

10

x
−6 −4 −2 0 2 4 6
 Module B5 – Exponential and Logarithmic Functions 5.57

Activity 5.2

1.

x x
y!2
3 8
2 4
1 2
0 1
1 0.5
2 0.25
3 0.125

y
−x
y=2
8

2
x
−6 −4 −2 0 2 4 6
5.58 TPP7182 – Mathematics Tertiary Preparation Level B

2.

x x
f ( x) ! 3
3 27.00
2 9.00
1 3.00
0 1.00
1 0.33
2 0.11
3 0.04

y
f(x)
f(x) = 3– x

20

10

x
-6 -4 -2 0 2 4 6
 Module B5 – Exponential and Logarithmic Functions 5.59

Activity 5.3

1. (a)

y y
4 4

2 2

x x
−3 −2 −1 0 1 2 3 −3 −2 −1 0 1 2 3

−2 −2

−4 −4

A ⇒ y =5
x x 1_ x −x
B ⇒ y = (0.5) = ( ) = 2
2

y y
4 4

2 2

x x
−3 −2 −1 0 1 2 3 −3 −2 −1 0 1 2 3

−2 −2

−4 −4

C ⇒ y = (0.5) = (1_) = 2
−x −x x −x
D ⇒ y =5
2

2. (a)
y
y = ( 1_)
x
x
2 y =1 0
x
y =2
20

10

x
−6 −4 −2 0 2 4 6
5.60 TPP7182 – Mathematics Tertiary Preparation Level B

(b) Domain for each graph is all real values of x.

Range is all real values of y greater than zero, y > 0

(c) Point of intersection is (0, 1)

(d) Horizontal asymptote is the x axis, y = 0

3. Note the easiest way to distinguish between each of these graphs is to first determine the
y intercepts by evaluating y when x = 0, then to plot some more points.

y ! 2x y ! 3" 2x y ! 2x % 2 y ! 2x 2
y ! 20 y ! 3 " 20 y ! 20 % 2 y ! 20 2
y !1 y ! 3 "1 y !1% 2 y !1 2
y!3 y!3 y! 1
 Module B5 – Exponential and Logarithmic Functions 5.61

4. (a) To find the value of a substitute the point (5, a) into the equation given.

1
y ! " 3x
3
1 5
a ! "3
3
a ! 34
a ! 81

1
(b) To find the value of b substitute the point (b, ) into the equation given.
27

1
y ! " 3x
3
1 1 b
! "3
27 3
3
! 3b
27
1
! 3b
9
3 2 ! 3b
b! 2

(c) To find the vertical intercept put x = 0 in the equation of the function

1
y ! " 3x
3
1 0
y ! "3
3
1
y ! "1
3
1
y!
3

Vertical intercept is one third.

5.62 TPP7182 – Mathematics Tertiary Preparation Level B

Activity 5.4
r n
1. Using the formula we know that D ! P (1 ) , where P = $120 000, r = 25%
100
determined each year, and n changes from 0 to 5.

Year (n) Depreciated value of computers (D in $)

0 120000
1 90000
2 67500
3 50625
4 37969
5 28477

Depreciation schedule for computers

140000

120000
Depreciation ($)

100000

80000

60000

40000

20000

0
0 1 2 3 4 5 6
Number of years
2. Using the formula for compounded interest we have the following,

r n
A ! P (1 % ) , where P = $1.25, r is 4% taken each year and n is 8 years.
100

r n
A ! P (1 % )
100
4 8
A ! 1.25(1 % )
100
A ! 1.25 " 1.04 8
A # 1.7107....
A ! 1.71

New value of milk is $1.71

 Module B5 – Exponential and Logarithmic Functions 5.63

r n
3. We use the compound interest formula, A ! P (1 % ) , to calculate returns from both
100
packages.

6 .5 %
Package 1: P = $90 000, r is 6.5% every 6 months so r ! ! 3.25% , n is for two six
2
month periods so is 2.
r n
A ! P (1 % )
100
3.25 2
A ! 90000(1 % )
100
A ! 90000(1.0325) 2
A ! 95945.0625
A # 95945.06

Return is $95 945.06

6.4%
Package 2: P = $90 000, r is 6.4% for 365 days so r ! , n is 365 days.
365
r n
A ! P(1 % )
100
6.4
( )
A ! 90000(1 % 365 ) 365
100
A ! 90000(1.000175...) 365
A ! 95947.775
A # 95947.78

Return is $95 947.78

Melvil should take the second package as his money will have earned an extra $2.72.

4. Calculate a table of values.

Hours (t) Number of bacteria (N(t))

0 200
1 1600
2 12800
3 102400
4 819200
5 6553600
6 52428800
7 419430400
8 3355443200
9 26843545600
5.64 TPP7182 – Mathematics Tertiary Preparation Level B

Number of bacteria over time

7000000
6000000
Number of bacteria
5000000
4000000
3000000
2000000
1000000
0
0 1 2 3 4 5 6
Time (hours)

From the graph we see that it should take just over 4 hours for the number of bacteria to
reach 1 000 000

t
( )
5. Given the function N (t ) ! 4e 5771 , to find the mass present initially put t = 0.

t
( )
N (t ) ! 4e 5771

0
( )
N (0) ! 4e 5771

N (0) ! 4 " 1
N (0) ! 4

Initial mass is 4 grams.

When t = 4000

t
( )
N (t ) ! 4e 5771

4000
( )
N (4000) ! 4e 5771

0.69312...
N (4000) ! 4 " e
N (4000) ! 2.000052...
N (4000) # 2

After 4000 years the mass is 2 grams.

The mass has halved after four thousand years so the half-life of the substance must be
4 000 years.
 Module B5 – Exponential and Logarithmic Functions 5.65

r n
6. Using the formula W ! W0 (1 % ) where W0 is 50, r is 10% per month and n is
100
10 months, the growth period of a 10 month rodent,

10 10
W ! 50(1 % )
100
W ! 50(1.1)10
W ! 129.68...

The rodent should have a weight of approximately 130 g.

Activity 5.5

1. (a)

x y ! ex
2 0.14
1 0.37
0 1.00
1 2.72
2 7.39
3 20.09

20 y
18
16 x
y= e
14
12
10
8
6
4
2
0 x
−3 −2 −1 0 1 2 3 4
5.66 TPP7182 – Mathematics Tertiary Preparation Level B

Rate of change, m, between x = 2 and x = 1

change in height
m!
change in horizontal distance
f ( x 2 ) f ( x1 )
m!
x 2 x1
0.3679 0.1353
m!
1 2
0.2326
m!
1
m ! 0.2326

Rate of change, m, between x = 2 and x = 3

change in height
m!
change in horizontal distance
f ( x 2 ) f ( x1 )
m!
x 2 x1
20.0855 7.3891
m!
3 2
12.6964
m!
1
m ! 12.6964

(a)

x
x f ( x) ! 2

3 8
2 4
1 2
0 1
1
1 ! 0.5
2
1
2 ! 0.25
4
1
3 ! 0.125
8
 Module B5 – Exponential and Logarithmic Functions 5.67

y
9

–x 8
f( x)=2
7
6
5
4
3
2
1
0 x
−4 −3 −2 −1 0 1 2 3 4

Rate of change, m, between x = 3 and x = 1

change in height
m!
change in horizontal distance
f ( x 2 ) f ( x1 )
m!
x 2 x1
2 8
m!
1 3
6
m!
2
m! 3

Rate of change, m, between x = 1 and x = 3

change in height
m!
change in horizontal distance
f ( x 2 ) f ( x1 )
m!
x 2 x1
1 1
m! 8 2
3 1
3
m! 8
2
3
m!
16
5.68 TPP7182 – Mathematics Tertiary Preparation Level B

2. (a) From the graph the approximate coordinates are (9, 40) and (10, 60) to the nearest 10.

change in height
m!
change in horizontal distance
f ( x 2 ) f ( x1 )
m!
x 2 x1
f (10) f (9)
m!
10 9
60 40
m!
1
m ! 20

Average gradient is 20.

(b) A range of alternatives are possible for this answer here are two.

(i) The values of y are increasing with respect to x at a rate of 20 for each unit of x.

(ii) When x increases by one unit the value of y increases 20 units.

3. The depreciation schedule for this car is as follows calculated from the formula,
r n
D ! f (n) ! P (1 ) where P = $32 000, r = 25% determined each year, and n changes
100
from 0 to 6.

Depreciated value
Year (n)
(D=f(n))

0 32000
1 24000
2 18000
3 13500
4 10125
5 7594
6 5695
 Module B5 – Exponential and Logarithmic Functions 5.69

(a) Average rate of change of the value of the car over the first two years,
change in height
m!
change in horizontal distance
f (n 2 ) f (n1 )
m!
n 2 n1
f (2) f (0)
m!
2 0
18000 32000
m!
2
14000
m!
2
m ! 7000

Value of car is decreasing in the first two years by $7000 per year.

(b) Average rate of change of the value of the car over the six years,

change in height
m!
change in horizontal distance
f (n 2 ) f (n1 )
m!
n 2 n1
f ( 6) f ( 0)
m!
6 0
5695 32000
m!
6 0
26305
m!
6
m # 4384.17

Value of car is decreasing in the entire six years by about $4384 per year.

4. (a) To find the rate at which the iceblock melts over the first five minutes calculate the rate
0.05672t
of change between t = 0 and t = 5 for the function V ! f (t ) ! 30e

change in height
m!
change in horizontal distance
f (t 2 ) f (t1 )
m!
t 2 t1
f (5) f (0)
m!
5 0
22.592 30
m!
5
m # 1.48

Block melts at a rate of –1.48 cm3 per minute. The negative sign indicates it is
decreasing in volume.
5.70 TPP7182 – Mathematics Tertiary Preparation Level B

(b) To find rate at which iceblock melts over the five minutes from the 30th to 35th
minute, calculate the rate of change between t = 30 and t = 35 for the function
0.05672t
V ! f (t ) ! 30e

change in height
m!
change in horizontal distance
f (t 2 ) f (t1 )
m!
t 2 t1
f (35) f (30)
m!
35 30
4.1206 5.4717
m#
5
m # 0.27

Block melts at a rate of 0.27 cm3 per minute. The negative sign indicates it is
decreasing in volume.

(c) Since the melting rate in the 30 to 35 minute time span is much slower than the melting
rate in the first 5 minutes, the ice melts much more slowly as time passes, decreasing
in size more slowly.

5. To find the rate of change we need to use the equation P ! f (n) ! e 0.0198( n 1)
and evaluate it
for n = 4 and n = 5, n is recorded in thousands unit lots.

change in height
m!
change in horizontal distance
f (n 2 ) f (n1 )
m!
n 2 n1
f (5) f (4)
m!
5 4
1.08 1.06
m#
1
m # 0.02

Thus profit increased by 2 cents per unit for each lot of thousand units produced. This
means that for a thousand units the profit increases by $20.
 Module B5 – Exponential and Logarithmic Functions 5.71

Activity 5.6

r n
1. A ! P (1 % ) , P = 3000, r = 3.5, n is integral values 0 to 10.
100

(a) (b)

Original function Inverse function

Years (n) Amount A(n) – $ Amount (n) – $ Years A–1(n)
0 3000.00 3000.00 0
1 3105.00 3105.00 1
2 3213.68 3213.68 2
3 3326.15 3326.15 3
4 3442.57 3442.57 4
5 3563.06 3563.06 5
6 3687.77 3687.77 6
7 3816.84 3816.84 7
8 3950.43 3950.43 8
9 4088.69 4088.69 9
10 4231.80 4231.80 10

(c) The inverse function is used to determine the number of years required to earn a
certain amount of money.

(d) From the second table, $3000 takes approximately 8.5 years to grow to $4000.

2. The function is P(t ) ! 19.5e 0.0163t

(a) (b)

Original function Inverse function

Years (t) Population P(t) – millions Population t – millions Years P–1(t)
0 19.5 19.5 0
1 19.82045461 19.82045461 1
2 20.14617543 20.14617543 2
3 20.47724901 20.47724901 3
4 20.81376331 20.81376331 4
5 21.15580774 21.15580774 5
6 21.50347318 21.50347318 6
7 21.85685201 21.85685201 7
8 22.21603811 22.21603811 8
9 22.58112692 22.58112692 9

(c) Since it takes almost 9 years to reach 22.5 million people thus the target should be
reached toward the end of the year 2008.
5.72 TPP7182 – Mathematics Tertiary Preparation Level B

3.
f(x) or
12.0 f -1 ( x )

10.0 -1
f (x)
8.0 y=x

6.0
f ( x )= 1 00.1x
4.0

2.0

0.0
0 2 4 6 8 10

4. You could use the original function or the inverse function to answer this question.

Original function Inverse function

Weeks (t) Radium f(t) – (g) Radium f–1(t) – (g) Weeks

0 10.00 10.00 0
1 9.26 9.26 1
2 8.57 8.57 2
3 7.94 7.94 3
4 7.35 7.35 4
5 6.80 6.80 5
6 6.30 6.30 6
7 5.83 5.83 7
8 5.40 5.40 8
9 5.00 5.00 9

From either table we see that 10 grams of radium is reduced to 5 grams in 9 weeks.
 Module B5 – Exponential and Logarithmic Functions 5.73

5. We could use either the original function or the inverse to answer this question.

Original function Inverse function

thousands of years Carbon Carbon thousands of years

0 100 100 0
1 88 88 1
2 78 78 2
3 69 69 3
4 61 61 4
5 54 54 5

If we start with 100 g then 60% will occur when we have 60 g. From either table we can
see that we have 60 g when the bone is 4 000 years old.

Activity 5.7

1.
Exponential form Logarithmic form

5 2 ! 25 log 5 25 ! 2
1
1
92 ! 3 log 9 3 !
2
101.8 # 63 log 10 63 # 1.8

2 1 1
2 ! log 2 ! 2
4 4

3 x ! 10 log 3 10 ! x

2. (a) 10 3 ! 1000

(b) 4 2 ! 16

(c) 2 4 ! 16

(d) e 3 # 20

3. (a) Since 1000000 ! 10 6 , then log10 1000000 ! 6

1 1 1
(b) Since ! 3 ! 2 3, then log 2 ! 3
8 2 8
5.74 TPP7182 – Mathematics Tertiary Preparation Level B

4. Let
log 25 5 ! x
5 ! 25 x
51 ! (5 2 ) x
51 ! 5 2 x
1 ! 2x
1
x!
2
1
' log 25 5 !
2
Let
log 2 0.25 ! y
2 y ! 0.25
1
2y !
4
2 !2 2
y

y! 2
' log 2 0.25 ! 2

5. (a) x ! log 10
10 x ! 101
x !1
(b) log 2 x ! 5
25 ! x
x ! 32
(c) log 4 x ! 0
40 ! x
1! x
x !1
(d) log x 27 ! 3
3
x ! 27
3
x ! 33
1
x 3 !( ) 3
3
1
x!
3
(e) ln x ! 3
e3 ! x
x # 20
 Module B5 – Exponential and Logarithmic Functions 5.75

Activity 5.8

1 1
1. (a) log 3 27 % log 3 ! log 3 (27 " )
3 3
! log 3 9
! log 3 3 2
! 2 log 3 3
! 2 "1
!2

16
(b) log 2 16 log 2 8 ! log 2 ( )
8
! log 2 2
!1

125 " 32
(c) log 125 % log 32 log 4 ! log( )
4
! log 1000
! log 10 3
! 3 log 10
! 3 "1
!3

2 4
2. (a) 2 log12 3 % 4 log12 2 ! log 12 3 % log12 2
! log 12 (3 2 " 2 4 )
! log 12 144
! log 12 12 2
! 2 log12 12
! 2 "1
!2

1 1
(b) ln 25 % 2 ln ! ln 25 % ln( ) 2
5 5
1 2
! ln(25 " ( ) )
5
! ln 1
!0
5.76 TPP7182 – Mathematics Tertiary Preparation Level B

(c) 4 log 5 10 3 log 5 2 log 5 10 ! log 5 10 4 log 5 2 3 log 5 10

10 4
! log 5 ( )
2 3 " 10
! log 5 125
! log 5 5 3
! 3 log 5 5
! 3 "1
!3
3. (a) log 3 x ! log 3 4 % log 3 2
log 3 x ! log 3 ( 4 " 2)
log 3 x ! log 3 8
x!8
(b) log 5m ! 2 log m
log 5m ! log m 2
5m ! m 2
m 2 5m ! 0
m(m 5) ! 0
m ! 0, m ! 5
Note only m = 5 is possible because log0 is undefined (try it in the original equation).
Check solution by substituting into original equation.

(c) 2 log p % 3 log p 5 ! 0

2 log p log p 5 ! 3
2 log p 5 log p ! 3
3 log p ! 3
log p ! 1
p ! 10
Check solution by substituting into original equation.
(d) log 2 % log 5 % log y log 3 ! 2
2"5" y
log( )!2
3
10 y
log( )!2
3
10 y
! 10 2
3
10 y ! 100 " 3
100 " 3
y!
10
y ! 30
Check solution by substituting into original equation.
 Module B5 – Exponential and Logarithmic Functions 5.77

Activity 5.9

1. y ! ln x

4 y

x
−0.5 0 0.5 1 1.5 2 2.5 3 3.5

−2

−4

2. (a) (i)

4 y

2 y = 2lnx

y = lnx
x
−0.5 0 0.5 1 1.5 2 2.5 3 3.5

−2

−4

(ii)

4 y
y = 2 + lnx

2 y = 2lnx
y = lnx
x
−0.5 0 0.5 1 1.5 2 2.5 3 3.5

−2

−4
5.78 TPP7182 – Mathematics Tertiary Preparation Level B

(b) Multiplying the function by 2 has the effect of increasing the rate of change of the
logarithmic function. Notice it still intersects the x-axis at 1.

Adding 2 to the function has the effect of shifting the function up 2 units. It no longer
passes through x = 1 but it has the same amount of curvature as the original function.

Activity 5.10

1.
Sugar consumption and wealth
60.0

50.0
Sugar consumption (kg)

40.0

30.0

20.0

10.0

0.0
0 5000 10000 15000 20000 25000 30000 35000 40000 45000 50000
Income($)

2.
Number of videos hired with charges
20.0
Number of video hires (hundreds)

15.0

10.0

5.0

0.0
0 1 2 3 4 5 6 7 8 9 10
Hiring charge ($)

(a) From the graph when the hiring charge is $3.50 the number hired will be
approximately 450. You could also substitute 3.5 into the original function
 Module B5 – Exponential and Logarithmic Functions 5.79

C
N ! 10 log
10
3 .5
N ! 10 log
10
N # 4.56 hundreds of videos
N # 456 videos

(b) Gross income from hires is number of videos multiplied by charge per video. If you
compare the gross income for different numbers of videos:

Charge per video (C) Number hired (N) Gross income (C×N)

1 1000 1000
2 699 1398
3 523 1569
4 398 1592
5 301 1505
6 222 1332
7 155 1085
8 97 776
9 46 414

$4 is the most profitable charge.

5.80 TPP7182 – Mathematics Tertiary Preparation Level B

3.
Stellar magnitude and brightness of stars
2.0
1.8
1.6
Stellar magnitude

1.4
1.2
1.0
0.8
0.6
0.4
0.2
0.0
0 0.2 0.4 0.6 0.8 1
Brightness

(a) If the star has a brightness of 0.7943 from the formula it will have a stellar magnitude
of log(0.7943) or 0.1. This can be confirmed from the graph.

(b) If the magnitude is 2.1 then

2.1 ! log B
2.1 ! log B
2.1
10 !B
B # 0.007943

The brightness is 0.007943 (you can get an estimate of this from the graph).

(c) Comparing the first star with the second star the first is about 100 times as bright as the
second star.
 Module B5 – Exponential and Logarithmic Functions 5.81

Activity 5.11

1.
x f(x) = ln x
0.01 –4.61
0.5 –0.69
1 0.00
1.5 0.41
2 0.69
3 1.10
3.5 1.25
4 1.39
4.5 1.50
5 1.61
5.5 1.70

(a) Rate of change between x = 0.5 and x = 1

change in height f ( x2 ) f ( x1 )
m! !
change in horizontal distance x2 x1

0 0.7
m# # 1.4
1 0.5
(b) Rate of change between x = 5 and x = 5.5

change in height f ( x2 ) f ( x1 )
m! !
change in horizontal distance x2 x1

1.7 1.6
m# # 0.2
5.5 5
(c) Since 1.4 is 7 times greater than 0.2, the function must be increasing at a greater rate
between x = 0.5 and x = 1 than after x = 5.
5.82 TPP7182 – Mathematics Tertiary Preparation Level B

2. (a) Rate of change between x = 2 500 and x = 5 000

change in height f ( x2 ) f ( x1 )
m! !
change in horizontal distance x2 x1

1.6 1
m# # 0.00024
5000 2500
(b) Rate of change between x = 12 500 and x = 15 000

change in height f ( x2 ) f ( x1 )
m! !
change in horizontal distance x2 x1

2.6 2.5
m# # 0.00004
15000 12500

(c) As the population size of a city increases the walking speed continues to increase but it
is increasing at a reduced rate the large the population size by a factor of 6. (Note that
this is just one way to describe the function…..you might have another way that is
equally correct.)

(d) Although the function appears to work for the domain given I would imagine that there
are finite limits to the speed of a person walking. The function could not increase
indefinitely.

Activity 5.12

1. (a) 2 a ! 1024
log 2 a ! log 1024
a log 2 ! log 1024
log 1024
a!
log 2
a ! 10

Note: You could have used log base e it makes no difference to the solution. Check
your answer by substituting it back into the original equation.

(b) 9 b ! 25
log 9 b ! log 25
b log 9 ! log 25
log 25
b!
log 9
b # 1.465

Check your answer by substituting it back into the original equation.

 Module B5 – Exponential and Logarithmic Functions 5.83

(c) 7 c % 2 ! 11
log 7 c % 2 ! log 11
(c % 2) log 7 ! log 11
log 11
c%2!
log 7
log 11
c! 2
log 7
c # 0.768

Check your answer by substituting it back into the original equation.

(d) 51 d
!7
1 d
log 5 ! log 7
(1 d ) log 5 ! log 7
log 7
1 d!
log 5
log 7
d !1
log 5
d # 0.209

Check your answer by substituting it back into the original equation.

(e) 3 2 x ! 40
log 3 2 x ! log 40
2 x log 3 ! log 40
log 40
2x !
log 3
log 40
x!
2 log 3
x # 1.679

Check your answer by substituting it back into the original equation.

5.84 TPP7182 – Mathematics Tertiary Preparation Level B

2. (a) 4 a %1 ! 8
log 4 a %1 ! log 8
(a % 1) log 4 ! log 8
log 8
a %1!
log 4
log 8
a! 1
log 4
1
a!
2

Check your answer by substituting it back into the original equation.

1
(b) 4b 1 !
8
1
log 4 b 1 ! log
8
1
(b 1) log 4 ! log
8
1
log
b 1! 8
log 4
1
log
b! 8 %1
log 4
1
b!
2

Check your answer by substituting it back into the original equation.

(Note that this question could also be solved using the power rules from module 3.)
 Module B5 – Exponential and Logarithmic Functions 5.85

(c) 2 " 3 c 1 ! 15
15
3c 1 !
2
15
log 3 c 1 ! log
2
15
(c 1) log 3 ! log
2
15
log
c 1! 2
log 3
15
log
c! 2 %1
log 3
c # 2.834

Check your answer by substituting it back into the original equation.

2
(d) 10 d 1 ! 2.444
2
10 d ! 3.444
d 2
log 10 ! log 3.444
(d 2) log 10 ! log 3.444
d 2 ! log 3.444 Recall that log 10 = 1
d ! log 3.444 % 2
d # 2.537

Check your answer by substituting it back into the original equation.

(e) 3 n %1 ! 5 n
log 3 n %1 ! log 5 n
(n % 1) log 3 ! n log 5
n log 3 % log 3 ! n log 5
n(log 5 log 3) ! log 3
log 3
n!
log 5 log 3
n # 2.151

Check your answer by substituting it back into the original equation.

Note all of the above questions could have just as easily been solved by taking log to the
base e rather than log to the base 10 of both sides.
5.86 TPP7182 – Mathematics Tertiary Preparation Level B

3. (a) a 2n ! b 2
log a 2 n ! log b 2
2n log a ! log b 2
log b 2
n!
2 log a

(b) y ! ae 4 n
y ! a " e 4n
y
! e 4n
a
y
ln ! ln e 4 n Since we have e in the question we should take log base e.
a
y
ln ! 4n ln e
a
y
ln
n! a
4 ln e
y
ln
n! a
4

r n
(c) A ! P (1 % )
100
A r n
! (1 % )
P 100
A r n
log ! log(1 % )
P 100
A r
log ! n log(1 % )
P 100
A
log
n! P
r
log(1 % )
100
 Module B5 – Exponential and Logarithmic Functions 5.87

r n
(d) D ! P(1 )
100
D r n
! (1 )
P 100
D r n
log ! log(1 )
P 100
D r
log ! n log(1 )
P 100
D
log
n! P
r
log(1 )
100

0.0166 n
(e) C ! 79.345e
0.0166 n
C ! 79.345 " e
C
! e 0.0166 n
79.345
C
ln( ) ! ln e 0.0166 n
79.345
C
ln( ) ! 0.0166n ln e
79.345
C
ln( ) ! 0.0166n
79.345
C
ln( )
n ! 79.345
0.0166

(f) L ! 2(3e) n
L
! (3e) n
2
L
ln( ) ! ln(3e) n
2
L
ln( ) ! n ln(3e)
2
L
ln( )
n! 2
ln 3e
or
ln L ln 2
n!
ln 3 % 1
5.88 TPP7182 – Mathematics Tertiary Preparation Level B

Activity 5.13

1. A ! Pe kt , t = 0, A = 100
A ! Pe kt
100 ! Pe 0"k
P ! 100

To find k use the values of t = 10 and A = 185

A ! Pe kt
185 ! 100 " e10 k
1.85 ! e10 k
ln 1.85 ! ln e10 k
ln 1.85 ! 10k ln e
10k ! ln 1.85
ln 1.85
k!
10
k # 0.0615
When t = 20

A ! 100e 0.0615"20
A ! 342.122
After 20 years the value is $342.12. ($342.25 if k is not rounded early in the process)

kt
2. N ! N0e , when t = 0 and N = 100,
kt
N ! N0e
k0
100 ! N 0 e
N 0 ! 100

To find k use t = 2 and N = 60

k2
60 ! 100e
k2
0.60 ! e
ln 0.60 ! ln e k 2
ln 0.60 ! k 2 ln e
ln 0.60
k!
2
k # 0.2554
 Module B5 – Exponential and Logarithmic Functions 5.89

When N = 30

0.2554 t
30 ! 100e
0.2554 t
0.30 ! e
0.2554 t
ln 0.30 ! ln e
ln 0.30 ! 0.2554t ln e
ln 0.30
t!
0.2554
t # 4.714

It takes approximately 4.7 years to reduce to 30 g.

kt
3. T ! T0 e , when t = 0 and T = 10 000, T0 = 10 000.

To find k, use t = 5 and T = 5000

k5
5000 ! 10000e
k5
0.5 ! e
k5
ln 0.5 ! ln e
ln 0.5 ! 5k ln e
ln 0.5
k!
5
k # 0.1386

When t = 10,

0.1386"10
T ! 10000e
T ! 2500

Temperature will be 2500$C in 10 million years.

4. N ! N 0 e kt , when t = 0, N = 2000, N0 = 2000

To find k use t = 2 and N = 2420

2420 ! 2000e k 2
1.21 ! e k 2
ln 1.21 ! ln e k 2
ln 1.21 ! 2k ln e
ln 1.21
k!
2
k # 0.0953
5.90 TPP7182 – Mathematics Tertiary Preparation Level B

When t = 24,
N ! 2000e 0.0953"24
N # 19694.65

After 24 hours the numbers present are 19695.

5. P ! P0 e kt , when t = 0 and P = 120 000, then P0 = 120 000.

To find k use t = 10 and P = 180 000

180000 ! 120000e k10

1.5 ! e k10
ln 1.5 ! ln e k10
ln 1.5 ! 10k ln e
ln 1.5
k!
10
k # 0.0405

When P = 200 000

200000 ! 120000e 0.0405t

1.6666 # e 0.0405t
ln 1.6666 # ln e 0.0405t
ln 1.6666 # 0.0405t ln e
ln 1.6666
t#
0.0405
t # 12.6

It will take approximately 12.6 years to reach 200 000.

 Module B5 – Exponential and Logarithmic Functions 5.91

Solutions to a taste of things to come

1. (a) Sag is the difference in the values of the function at x = 10 and x = 0.

Sag ! y x !10 y x!0

10 10 0 0
! [25(e 50 % e 50 ) 45] [25(e 50 % e 50 ) 45]
# 6.000... 5
#1

Therefore sag is approximately 1 m

(b) One metre from the support is x = 9 (or x = –9)

9 9
y x !9 ! 25(e 50 % e 50 ) 45
# 5.8
10 10
y x !10 ! 25(e 50 %e 50 ) 45
#6

6.0 5.8
Slope ! m ! # 0 .2
10 9

Average rise/fall of 20 cm per horizontal metre.

(c) Lowest point when x = 0 and y = 5. One metre from the lowest point is

1 1
y x !1 ! 25(e 50 % e 50 ) 45
# 5.01

5.01 5
Slope ! m # # 0.01
1 0

Therefore average rise/fall of 1 cm per horizontal metre.

5.92 TPP7182 – Mathematics Tertiary Preparation Level B

2. (a)
Size of mouse population over time
1000
900
800
700
Population size

600
500
400
300
200
100
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Time (weeks)

(b) The dotted graph is the traditional exponential model. For the first 12 weeks the graphs
are very similar in shape. The traditional model increases slightly quicker than the
corrected model.

(c) From the corrected model after 30 weeks the population is 7411, while with the
traditional model the population would be 66972.

Therefore after 30 weeks the population predicted from traditional model is

approximately 9 times as great as the population from the corrected model.

3. (a)
Graphs of price and quantity before and after advertising

When P = 4 dollars the supply is 5 million before advertising and 10 million after
advertising. It has been doubled.
 Module B5 – Exponential and Logarithmic Functions 5.93

Solutions to post-test
1. Match the equations to the graphs of exponential functions.
y ! ex, y ! e x, y ! 0.5e x

y = ex
4 y
y = e -x
y = 0.5e x
2

x
−6 −4 −2 0 2 4 6

−2

−4

2. To find the y intercept put x = 0 and solve for y.

1
(a) y ! 2 " ( ) x
2
1 0
y ! 2"( )
2
y ! 2 "1
y!2
1
(b) y ! 2 x
2
1
y ! 20
2
1
y !1
2
1
y!
2
5.94 TPP7182 – Mathematics Tertiary Preparation Level B

1
x
(c) y ! 2 %
2
1
y!2 0 %
2
1
y !1%
2
3
y!
2

1
(d) y ! " 2x
2
1
y ! " 20
2
1
y ! "1
2
1
y!
2

3. When x = 2,

x
y ! 1.5 " (1.5)
2
y ! 1.5 " (1.5)
1 .5
y!
1 .5 2
1
y!
1 .5
y # 0 .7

4. (a) 10 x %1 ! 5
log 10 5 ! x % 1

(b) 2 ! e y
ln 2 ! y
 Module B5 – Exponential and Logarithmic Functions 5.95

4
5. (a) log 3 81 ! log 3 3
! 4 log 3 3
!4

1 1
(b) log 1 125 ! log 1 ( )
5 5
125
1 1
! log 1 ( )
5
53
1 3
! log 1 ( )
5
5
1
! 3 log 1 ( )
5
5
! 3

6. (a) a ! log 10 0.1

10 a ! 0.1

(b) log 2 8 ! b
2b ! 8

7. (a) log 2 (2 p ) ! 5
25 ! 2 p
p ! 24

10
(b) ln ! 0.405
q
10
e 0.405 !
q
10
q ! 0.405
e
q # 15
5.96 TPP7182 – Mathematics Tertiary Preparation Level B

8. (a) 2 t ! 7 .5
ln 2 t ! ln 7.5
t ln 2 ! ln 7.5
ln 7.5
t!
ln 2
t # 2.9069

(b) 1 ! 8(1 e 2t )
1
! 1 e 2t
8
1
e 2t ! 1
8
7
e 2t !
8
7
ln e 2t ! ln
8
7
2t ln e ! ln
8
7
2t ! ln
8
1 7
t ! ln
2 8
t # 0.0668

1
27 "
1 9
9. (a) log 3 27 % log 3 log 3 9 ! log 3
9 9
1
! log 3
3
! log 3 3 1
! 1 log 3 3
! 1

(b) ln 0.4e % ln 10e 2 ln 2 ! ln(0.4e " 10e) ln 2 2

0.4e " 10e
! ln( )
22
! ln e 2
! 2 ln e
!2
 Module B5 – Exponential and Logarithmic Functions 5.97

10. (a) log 4 3 ! log 4 x log 4 2

log 4 x ! log 4 3 % log 4 2
log 4 x ! log 4 3 " 2
log 4 x ! log 4 6
x!6

1 1
(b) log 2 % log 2 y ! log 2
8 4
1 1
log 2 y ! log 2 log 2
4 8
1 1
log 2 y ! log 2 ( ( )
4 8
log 2 y ! log 2 2
y!2

r
11. 4 " 10 100 1! 4
r
4 " 10 100 !5
r
100
5
10 !
4
r
100
5
log 10 ! log
4
r 5
log 10 ! log
100 4
r 5
! log
100 4
5
r ! 100 log
4
r # 9.69
5.98 TPP7182 – Mathematics Tertiary Preparation Level B

0.6 t
12. y ! 1.4e 3
0.6 t
y % 3 ! 1.4e
y%3
! e 0.6t
1 .4
y%3
ln ! ln e 0.6t
1.4
y%3
ln ! 0.6t ln e
1.4
y%3
ln ! 0.6t
1.4
y%3
ln( )
t! 1 .4
0.6

13. Given the original equation we can rearrange it to become the second expression.

g ! 3 " (ae) n
g
! (ae) n
3
g
ln ! ln(ae) n
3
g
ln ! n ln(ae)
3
g
ln
n! 3
ln(ae)
ln g ln 3
n!
ln a % ln e
ln g ln 3
n!
ln a % 1

Thus the first equation is equivalent to the second equation.

14. A ! P(1 % i) n
A
! (1 % i) n
P
A
ln ! ln(1 % i) n
P
A
ln ! n ln(1 % i )
P
A
ln
n! P
ln(1 % i )
 Module B5 – Exponential and Logarithmic Functions 5.99

15. When P = 50, A = 75 and i = 0.085

A
ln
n! P
ln(1 % i)
75
ln
n! 50
ln(1 % 0.085)
n # 4.97

This it takes approximately 5 years.

16. (a) Depreciation schedule for machinery is as follows:

Years (n) Diminishing value ($)

0 250 000
1 200 000
2 160 000
3 128 000
4 102 400
5 81 920
6 65 536

Depreciation schedule for machinery

300000
Diminishing value ($)

250000

200000

150000

100000

50000

0
0 1 2 3 4 5 6 7
Years
5.100 TPP7182 – Mathematics Tertiary Preparation Level B

r n
(b) D(n) ! P (1 )
100
20 n
D( n) ! 250000(1 )
100
D( n) ! 250000 " (0.8) n

(c) If n = 10

D(n) ! 250000 " (0.8)10

# 26843.55
Depreciated value is approximately $26844.

17. When t = 5

t
V ! 10e 3
5
V ! 10e 3

V ! 1.88875....
V # 1.889

Voltage is approximately 1.889 volts.

0.075 t
18. R ! 12e

(a) Present value occurs when t = 0,

0.075"0
R ! 12e
R ! 12

Value is 12 g

(b) Half of the original mass is 6 g.

0.075t
R ! 12e
0.075t
6 ! 12e
0.075t
0 .5 ! e
ln 0.5 ! ln e 0.075t
ln 0.5 ! 0.075t ln e
ln 0.5 ! 0.075t
ln 0.5
t!
0.075
t # 9.24

It takes approximately nine and a quarter years to reach its half-life.

 Module B5 – Exponential and Logarithmic Functions 5.101

19. P ! 4.5e 0.0142 t

Find P for the years 1981, 1986, 2001 and 2006 using the above formula.

Year Time (years –t) Population (billions –P)

1981 0 4.5
1986 5 4.83
2001 20 5.98
2006 25 6.42

Rate of growth (1981 to 1986),

4.83 4.5
m1 #
5 0
# 0.066 billion per year

Rate of growth (2001 to 2006),

6.42 5.98
m2 #
25 20
# 0.088 billion per year

If we compare growth rates we find that 0.088 is one and one third times the value of
0.066. Thus population is predicted to grow faster in the next century.

20. P ! 20 " 10 0.1n

When n = 60
P ! 20 " 10 0.1n
P ! 20 " 10 0.1"60
P ! 20 " 10 6 &P

When n = 50
P ! 20 " 10 0.1n
P ! 20 " 10 0.1"50
P ! 20 " 10 5 &P

When n = 40
P ! 20 " 10 0.1n
P ! 20 " 10 0.1"40
P ! 20 " 10 4 &P
5.102 TPP7182 – Mathematics Tertiary Preparation Level B

Comparing 60 decibels with 50 decibels we find that the loudness 60 decibels is 10 times
20 " 10 6 &P
that of 50 decibels because ! 10 .
20 " 10 5 &P

Comparing 60 decibels with 40 decibels we find that the loudness 60 decibels is 100 times
20 " 10 6 &P
that of 40 decibels because ! 100 .
20 " 10 4 &P