Introduction to Logarithms: Free Response
5 questions in parts, 58 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. Evaluating logarithms, their domain, and a claimed rule for sums . Foundational, 12 points. Question 1 of 5.
A logarithm is only ever defined where its own definition can point to an exponent, and each of its three laws combines a PRODUCT, a QUOTIENT, or a POWER, never a sum. This question checks the definition directly, checks when an expression is even defined, and checks whether a proposed rule for combining two logarithms actually belongs among the three laws.
- Part A.
Evaluate and . For each, ask directly: the base to what power gives the input?
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
Three inputs are proposed for : , , and . Decide, for each, whether is defined, and justify your answer using the range of the exponential .
Justify your claim State the claim, then give the reason it has to be true. 4 points
- Part C.
A claim: for all positive numbers and , . Choose a base and a specific pair of positive numbers, evaluate both sides of the claim on your numbers, and state exactly what a single such example does and does not establish.
Construct a counterexample Give one specific case, and show it breaks the claim. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Two separate ideas are at work here: which numbers a logarithm can even accept, and which of the three combining operations quietly leaves out a sum. Keep track of which idea each part is testing you on.
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Hint 2 of 4 · Part A
Ask literally: the base to what power gives this input? One answer comes out as a fraction, because landing on from a base of needs less than a whole power; the other comes out negative, because the input is a reciprocal.
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Hint 3 of 4 · Part B
can only ever come out positive, no matter what real number you put in for : positive, negative, or zero. Use that single fact to sort all three proposed inputs at once, rather than testing them one by one from scratch.
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Hint 4 of 4 · Part C
Pick any base you like and any two positive numbers, then work out each side of the claim as a totally separate computation before you compare them. Nothing in the three laws ever expands what is inside a sum.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
and .
Part B
Only gives a defined value. Since is positive for every real , its range never includes or a negative number, so neither nor can be an input a logarithm accepts; is positive, so it is a legitimate input.
Part C
With base and : , while . Since , the claim is false as stated. One such pair is enough to refute a claim made for ALL positive and ; it does not, by itself, say what equals instead.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Reaching from a base of takes a square root, since :
A reciprocal always takes a negative exponent, and :
Part B
The exponential is positive for every real exponent , whatever sign itself carries: its range is
A logarithm only ever reports an exponent the exponential could actually have produced, so its input has to lie in that range. Neither nor does, so
The number is positive, so it is a legitimate input, and is defined (it comes out negative, since is smaller than ).
Part C
Pick a base and a specific positive pair, and compute each side completely on its own rather than assuming they will agree.
With base and , the left side adds the two inputs first, then takes the logarithm:
since . The right side takes the two logarithms first, then adds:
since . The two sides give and , which disagree, so the claim fails on this pair.
A claim made for ALL positive and is destroyed by one pair that breaks it. But refuting the unrestricted claim does not hand over a replacement formula; it only rules out this particular shortcut. The product law, which combines rather than , is the rule that actually governs a product.
In one line
and ; only gives a defined logarithm among the three proposed, since is always positive; and with base , gives , refuting the claim that for all positive .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Converts each logarithm into the exponential question it is really asking, before doing any arithmetic. . Worth 2 points.
Evaluates both logarithms correctly, matching a fractional exponent for the first and a negative exponent for the second. . Worth 2 points.
Reports both results in the exact form asked, not as a decimal and not with the sign or the reciprocal misplaced. . Worth 1 point.
Part B 4 points
Classifies all three inputs correctly as defined or undefined. . Worth 2 points.
Justifies the classification by appeal to the range of the exponential, rather than by asserting the rule with no supporting reason. . Worth 2 points. needs an explanation, not just an answer
Part C 3 points
Chooses one specific base and one specific pair of positive numbers, and evaluates both sides of the claim on that pair completely independently. . Worth 2 points.
States what the single counterexample does and does not establish, rather than treating it as proof of a corrected formula. . Worth 1 point.
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2. The common log, the natural log, and the graph they draw . Foundational, 11 points. Question 2 of 5.
Two bases come up so often they get their own shorthand, and the graph of a logarithm is not something to plot point by point: it is the mirror of an exponential you already know. This question checks both, and closes on two facts that get mixed up constantly.
- Part A.
Evaluate and , and state which base each of the two symbols refers to.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
State the domain, range, and vertical asymptote of , and give the coordinates of the point where its graph crosses the -axis.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points
- Part C.
Two facts get swapped constantly: and . Using the definition of a logarithm, explain why EACH one is true for every allowed base , and explain in one sentence why the two are easy to mix up.
Explain why it works A sentence or two. Reasons, not steps. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Three separate habits are on trial here: which symbol goes with which base, how a logarithm's graph mirrors the exponential's, and what two special logarithm values actually equal. Settle each one from the definition, not from memory.
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Hint 2 of 4 · Part A
No base written at all is itself a signal, and so is the letter in . Match each symbol to its base before you evaluate anything.
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Hint 3 of 4 · Part B
Every feature of is the mirror of the matching feature of , with input and output swapped. Write down the exponential's own domain, range, and asymptote first, then swap the roles.
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Hint 4 of 4 · Part C
Both facts come from one substitution into : one substitution sets equal to , the other sets equal to . Write out both substitutions before you try to explain anything.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
and ; means base and means base .
Part B
Domain ; range all real numbers; vertical asymptote ; the graph crosses the -axis at .
Part C
because for every base, and because . They are easy to confuse because both pair a logarithm of a special input ( or the base itself) with a small whole-number output ( or ), and it is easy to remember that one of them is zero without remembering which.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The common log carries no base at all and means base : since ,
The natural log is written and means base ; it undoes raised to a power directly,
Part B
Since is the inverse of , each feature is the mirror of one of the exponential's own features, with the roles of input and output swapped.
The exponential has domain all real numbers and range ; swapped, the logarithm has
The exponential's horizontal asymptote becomes, after the swap, the logarithm's vertical asymptote
The exponential passes through , so swapped, the logarithm passes through .
Part C
Both facts come from a single substitution into the definition .
Substitute : since for every allowed base,
Substitute : since by definition of a first power,
The two are easy to mix up precisely because they look alike on the page: each pairs a special input (either or the base itself) with a small whole-number output (either or ), and nothing about the symbols themselves reminds you which special input goes with which output.
In one line
and , using base and base respectively; the graph of has domain , range all real numbers, vertical asymptote , and crosses the -axis at ; and , for every base, since these come from substituting and into the same definition, which is exactly why they are easy to swap.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Evaluates the common log correctly, using the base that a logarithm written with no base refers to. . Worth 1 point.
Evaluates the natural log correctly, using the base that refers to. . Worth 1 point.
States explicitly which base each of the two symbols refers to, not only the two numeric results. . Worth 1 point.
Part B 3 points
States the domain and range correctly, as the swap of the exponential's own domain and range. . Worth 1 point.
States the vertical asymptote, distinguishing it clearly from the exponential's horizontal one. . Worth 1 point.
Gives the correct coordinates of the -intercept, consistent with the swap of the exponential's own intercept. . Worth 1 point.
Part C 5 points
Justifies by connecting it to from the definition, rather than only asserting that it holds. . Worth 2 points. needs an explanation, not just an answer
Justifies by connecting it to from the definition, rather than only asserting that it holds. . Worth 2 points. needs an explanation, not just an answer
Explains why the two facts are easy to confuse, referring to what the two statements have in common rather than simply noting that they differ. . Worth 1 point.
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3. The pH scale runs on a logarithm . Application, 13 points. Question 3 of 5.
Chemists measure how acidic a solution is with , where is the hydrogen-ion concentration in moles per liter and is the common logarithm. A smaller concentration gives a LARGER pH.
- Part A.
A solution has hydrogen-ion concentration moles per liter. Find its pH.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
A different solution has . Find its hydrogen-ion concentration exactly, as a power of , then approximate it to two significant figures using .
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part C.
Two solutions have and . Using only the definition of pH, determine how many times more hydrogen ions the more acidic solution has per liter than the other, and explain how a difference of in pH produced that factor.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
This question borrows the ordinary logarithm toolbox and points it at a brand-new formula. Substitute into the formula exactly as it is written before you reach for any logarithm law.
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Hint 2 of 4 · Part A
The concentration is already handed to you as a power of ten, so its logarithm needs no calculator at all: read the exponent straight off, then apply the minus sign out front.
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Hint 3 of 4 · Part B
Undo the minus sign first, then convert the resulting logarithmic equation directly back to exponential form. Only after that should you worry about turning the exponent into a decimal approximation.
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Hint 4 of 4 · Part C
Write both concentrations from the definition of pH first, then form a single ratio between them rather than trying to approximate each concentration on its own and compare the results afterward.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
exactly, approximately moles per liter.
Part C
The pH solution has times more hydrogen ions per liter than the pH solution, because each whole unit that pH drops multiplies the concentration by another factor of , and pH sits units below pH .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Substitute into the formula and evaluate the logarithm directly from the definition:
since raised to the power is , so .
Part B
Rearrange the formula first, then convert straight to exponential form using the definition of a logarithm (no law is needed for this step):
To approximate, split the exponent into a whole part and a decimal part:
Part C
Write both concentrations straight from the definition of pH:
Compare them as a single ratio, using the quotient rule for exponents, rather than approximating each one separately:
The exponent in that ratio is exactly the pH gap, , because pH is : every whole unit pH drops multiplies by another factor of . So a pH gap of always produces the same factor between the two concentrations, whatever the two actual pH values happen to be.
In one line
when ; a pH of gives moles per liter; and a solution of pH has times more hydrogen ions per liter than one of pH , since each unit of pH corresponds to a factor of in concentration.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Substitutes the given concentration into the pH formula before doing any arithmetic. . Worth 1 point.
Evaluates the logarithm of the power of ten correctly and applies the leading minus sign correctly. . Worth 2 points.
Reports pH as a plain positive number, consistent with the stem's statement that a smaller concentration gives a larger pH. . Worth 1 point.
Part B 5 points
Rearranges the formula to isolate before converting anything to exponential form. . Worth 1 point.
Converts the resulting logarithmic equation directly to exponential form using the definition, not a logarithm law. . Worth 2 points.
Splits the exponent into a whole part and a decimal part and uses the given approximation correctly. . Worth 1 point.
Reports the concentration with its units, moles per liter, as a small positive number consistent with a high pH. . Worth 1 point.
Part C 4 points
Writes both concentrations from the definition of pH and forms their ratio, rather than approximating each concentration on its own. . Worth 2 points.
Interprets the exponent in the ratio as ten raised to the pH gap, and states the resulting factor. . Worth 2 points.
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4. Deriving a logarithm law, and testing its assumption . Reasoning, 10 points. Question 4 of 5.
Each of the three logarithm laws was proved for two POSITIVE numbers and . This question asks you to reproduce one such proof from the definitions, and then asks whether the positivity requirement was actually load-bearing.
- Part A.
Let be an allowed base and let and be positive numbers, with and . Using only the exponent rule and the definition of a logarithm, prove that .
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 5 points
- Part B.
Test the law from part A at and : is the left side defined? Is the right side defined? Explain WHY the right side's status matters for the proof in part A, tracing it back to which step used the positivity assumption.
Justify your claim State the claim, then give the reason it has to be true. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 3
Every one of the three logarithm laws is proved starting from the same two exponential equations, and , using one exponent rule you already know. The second half of this question asks what happens to that starting point once and are not positive.
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Hint 2 of 3 · Part A
Write and in their exponential form first, combine them using the single exponent rule you are given, and only then translate the result back through the definition of a logarithm.
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Hint 3 of 3 · Part B
Compute the quotient by itself before you look at and separately. One of those two computations produces a number a logarithm can accept; the other never gets that far, and part A's very first line is the place to look for why that matters.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
True for every allowed base and every pair of positive : writing and reading that equation back through the definition of a logarithm gives .
Part B
The left side is defined: , so is real. The right side is not, since and are both undefined, because the domain of a logarithm is only the positive numbers, which is exactly the step part A's proof relied on.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Start from what and mean: and . Divide the two exponential forms and apply the given exponent rule for a quotient of like bases:
This equation says that raising to the exponent produces . By the definition of a logarithm, the exponent that produces is exactly what means, so
Nothing in the argument used a specific value of , , or : the chain of equalities holds for every allowed base and every pair of positive numbers, not only for an example anyone happens to have checked.
Part B
Compute the quotient first: , a positive number, so the left side is a perfectly good real number.
The right side needs and SEPARATELY, and neither input is positive: and are both negative, and the domain of a logarithm is . So
An equation cannot hold between a real number and an expression that is not a number at all. Trace this back to part A: the very first line of that proof set and , a step that only makes sense when and are positive. So the positivity assumption was not added for safety after the fact; it is what let the proof write down and in the first place.
In one line
for every allowed base and every pair of positive , proved by dividing by and reading back through the definition; at the left side is defined but the right side is not, since and are both undefined, which traces directly to the first line of part A's proof, showing the positivity hypothesis is load-bearing rather than decorative.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Starts from the exponential forms and , rather than assuming the law it is trying to prove. . Worth 2 points.
Applies the given exponent rule to the quotient to reach a single power of . . Worth 1 point.
Reads the resulting equation back through the definition of a logarithm to reach the claimed law, and states that the argument holds for every allowed base and pair, not just a checked example. . Worth 2 points. needs an explanation, not just an answer
Part B 5 points
Evaluates the quotient and checks whether the LEFT side is defined. . Worth 1 point.
Checks whether EACH of and is defined on the right side, not only the combined quotient. . Worth 2 points.
Traces the failure back to the specific step in part A's proof that required and to be positive, rather than treating the two facts as unrelated. . Worth 2 points. needs an explanation, not just an answer
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5. How long until a deposit doubles . Reasoning, 12 points. Question 5 of 5.
A balance grows according to . This question finds how long it takes to double at a fixed rate, using two different deposits.
- Part A.
You deposit dollars into an account paying interest, compounded annually. Write the doubling equation and solve it for the number of years , exact then approximated to one decimal place.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Suppose instead you had deposited dollars at the same rate. Write its doubling equation, solve for its doubling time, and compare the result with part A.
Carry your own answer forward Compare your two values of against each other, even if part A's did not come out to what you expected: the point of this part is whether the two computations land in the same place, not the exact size of either one.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
- Part C.
Using the general formula , set up the doubling equation for a general positive deposit and simplify it algebraically. Determine whether remains in the simplified equation, and explain what your result shows about which quantities the doubling time can depend on.
Explain why it works A sentence or two. Reasons, not steps. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
The whole question turns on one habit: write the general compound-interest formula first and substitute afterward, rather than typing numbers into a calculator from the start. Watch what happens to the deposit amount at each step.
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Hint 2 of 4 · Part A
Doubling means the balance reaches twice the deposit. Set that equation up first, in terms of the deposit and the growth factor, before you take any logarithm at all.
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Hint 3 of 4 · Part B
Set up this deposit's doubling equation exactly the way you did in part A, using the same rate, and watch what happens to the specific number for the deposit once you simplify.
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Hint 4 of 4 · Part C
Look back at the equation you were left with right before taking a logarithm in each of the first two parts. Ask which step erased from it, and repeat that exact step with written as a letter instead of a number.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
years.
Part B
, the same equation as part A, so years again: the two doubling times match.
Part C
Doubling means , so the equation is ; dividing both sides by , which is a positive deposit and so never , leaves with no left in it at all. So the doubling time cannot depend on the deposit; it is left depending only on the rate .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Doubling means the balance reaches twice the deposit:
Take the common log of both sides and use the power law to bring the exponent down:
Part B
Set up the doubling equation for this deposit exactly as before:
The specific deposit has already divided out, leaving the identical equation solved in part A, so the same steps give
Comparing the two results: the doubling time computed here matches the one from part A exactly, even though the two deposits are different.
Part C
Start from the general balance formula and set it equal to twice the deposit:
Divide both sides by , which is a positive amount of money and so never :
The deposit has left the equation entirely: it appeared on both sides in exactly the same way, so dividing removes it before a logarithm is ever taken. This holds for every positive , not only the two amounts tried earlier, because nothing about the division used a particular value of . The only quantity remaining in the equation is , so the time it takes a balance to double is left depending on the interest rate alone.
In one line
At compounded annually, the doubling equation is , giving years, regardless of whether the deposit is dollars or dollars, because dividing by removes the deposit before any logarithm is taken; the doubling time depends only on the rate .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Sets up the doubling equation by writing the target balance as twice the deposit, and simplifies it before taking any logarithm. . Worth 2 points.
Takes the logarithm of both sides and applies the power law to isolate . . Worth 1 point.
Reports approximated to one decimal place, in years. . Worth 1 point.
Part B 4 points
Sets up this deposit's doubling equation the same way as part A, and simplifies it to the same point before comparing. . Worth 2 points.
Solves for and states explicitly how it compares to the value found in part A, rather than leaving the two numbers uncompared. . Worth 2 points.
Part C 4 points
Writes the general doubling equation before doing anything else. . Worth 1 point.
Divides by and explains why that step is valid for every positive deposit. . Worth 2 points. needs an explanation, not just an answer
States, in words, what quantity the doubling time is left depending on, rather than stopping at the algebra. . Worth 1 point.
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