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Appetizers and Lessons for Mathematics and Reason
by A. Selby, Ph. D.   Feedback & Questions

20 pages in French: Algèbre  
 Définition d'une variable
  
La raison basée sur les  règles et modelés

www.whyslopes.com > Volume 3, Why Slopes & More.Math, 1995  >   19 Natural Log.     Back ] Next ]


The Natural Logarithm

For real numbers, the following sections describe the area-under-a-curve definition of the natural logarithm, and how this introduction of the natural logarithm leads to the definition and properties of all logarithms, exponentials and powers involving real numbers.

PS: Search engines also send visitors to the  Exponents, Radicals & logs section and to this this earlier single page  lesson.  Site pages on the natural logarithm altogether provide a full treatment. 

The presentation here is  to show briefly the approach I would like to see favored in schools. Working through the details of this exposition in its present form could be a subject for discussion in a high school math club. Understanding this section and the next demands or provides a sound command of some mathematics beyond arithmetic. Variants of the exposition given here may be presented less cryptically in other texts. 

 Site Reviews  
  • Magellan, the McKinley Internet Directory, 1996: Mathphobics, this site may ease your fears of the subject, perhaps even help you enjoy it. The tone of the little lessons and "appetizers" on math and logic is unintimidating, sometimes funny and very clear. There are a number of different angles offered, and you do not need to follow any linear lesson plan. Just pick and peck. The site also offers some reflections on teaching, so that teachers can not only use the site as part of their lesson, but also learn from it.   (Magellan is no longer online)
  • The World-Wide Web Virtual Library Education by Country - Canada 1, 2005. Why Slopes: Appetizers and Lessons for Math and Reason. This online classroom offers appetizers and lessons for math from arithmetic to calculus or why slopes; for deductive reason (logic) and critical thinking; and for learning in general. Included here are opinions on the communication of skills and mathematics instruction. The logic appetizers are math free. Each appetizer is different. If one is not to your liking try another. Most are from three books on understanding and explaining math and reason.

may encourage a visit to site entrance www.whyslopes.com.  

The natural logarithm ln(a) for a > 0 can be introduced as the (signed) area under the curve y = [1/(s)] from s = 1 to s = a. Equivalently, it may be represented by the signed area under the curve u = [1/(v)] from v = 1 to v = a. This definition does not depend on the labelling of the horizontal and vertical axes. See the next two diagrams.

In the next diagram, the area from s = 1 to s = a > 1 can be approximated by slicing it into n vertical rectangles with the same base size [(a-1)/(n)], and then making this base size smaller by letting n-> ¥ (that is get larger and larger).


FOOTNOTE: The shorthand n-> ¥ should be read as n tends to (or goes to) infinity. It is left as an exercise for advance students to write on paper the Riemann sums whose limit is or should be the value L.
The sum of the area of the resulting rectangles approximates to a single number L with greater and greater accuracy, more decimal places say, as n -> . This single limit gives what we call ln(a).


For a ³ 1, the value of ln(a) is given by the area from s = 1 to s = a under the curve y = [1/(s)]. Here we take or assume ln(1) = 0. It can be shown that ln(a) -> 0 when when a approaches 1 through values above or greater than 1.

The natural logarithm ln(b) of a number b when 0 < b < 1 is defined next.

For 0 < b < 1, the value of ln(b) is given by (-1) times the area under the curve y = [1/(s)] from s = b to s = 1.

The above two diagram illustrate the arithmetic or area-based definition of the natural logarithm ln(a) or ln(b) in the two mutually exclusive cases a > 1 and 0 < b < 1. These definitions imply that ln(x) ->  0 = ln(1) when x ->  1.

Reading Guide. The rest of this section states and indicates the proofs of two algebraic properties of the natural logarithm. The first proof is easy. The second proof is cryptic - material for advanced students. The next section briefly indicates the relationship between the inverses of the logarithms and exponential functions - more material for advance students. Consult another calculus or analysis text for the missing details.

Proof of Property ln([1/(b)]) = -ln(b) for b > 0.

We will show that 0 = ln(b)+ln([1/(b)]) when b > 0.  For this, first consider the case  a > 1. In the following diagram

Area(A)
=
(a-1)
a
  = 1 - 1
a
  
Area(C)
=
(1- 1
a
1 = 1 - 1
a
  

By symmetry (or reflection across the line y = s), ln(a) = Area(B)+Area(A). Therefore  ln(a) = Area(B)+Area(C)

Here A is the rectangle with corners (0,1) and (1/a, 1) while C is the rectangle with corners (1/a,0) and (1,1)

Now by definition  -ln([1/(a)]) = Area(B)+Area(C).

Therefore  -ln([1/(a)]) = ln(a).

This in turn implies ln([1/(a)])+ln(a) = 0.whenever a > 1.

 Finally, we conclude ln([1/(b)])+ln(b) = 0 whenever b > 0. This follows by putting a = b if b ³ 1 and by putting a = [1/(b)] if 0 < b < 1.) The latter is equivalent to the property ln([1/(b)]) = -ln(b) which we wanted to show.

Fundamental Property of Logarithms

Next we may derive the fundamental property of logarithms, that is
ln(ab) = ln(b) +ln(a).
(This holds when a = 1 and b > 0 since ln(1) = 0 by definition.) We will now consider the case where a > 1 and b > 0. For this it suffices to reconsider how the number ln(a) is computed. Two ways to show this are indicated next.
Sketch of A First Demonstration

1. Divide the interval [1,a] on the s-axis into n ³ 1 segments using the end points si = 1+i·[(a-1)/(n)] where 1 £ i £ n. Each segment has length [(a-1)/(n)].

2. On each segment [si,si+1] construct a rectangle whose top just touches the curve y = [1/(s)] at y = [1/(si)]. The sum Sn of the areas 
Aj = yj·(si+1-si) = yi· a-1
n

of these rectangles provides an approximation to ln(a) which we assume becomes more accurate as n is made larger.

3. Now the rectangle with base [si,si+1] and height [1/(si)] has the same area as the rectangle with base [bsi,bsi+1] and height [1/(bsi)]. But the rectangles with base segments [bsi,bsi+1] and height [1/(bsi)] approximate the area Sba under the curve y = [1/(s)] from s = b to s = ba. So taking the limit as n -> ¥ suggests Sba = ln(a).

4. Drawing a graph suggests or implies Sba = ln(ab) -ln(b). Therefore ln(a) = Sab = ln(ab)-ln(b) as well. So we are done in the first case where a > 1 and b > 0. That is, the area Sba under the curve y = [1/(s)] from s = b to s = ba equals the area under the curve y = [1/(s)] from s = 1 to s = ba minus the areas from s = 1 to s = b.

Now the fundamental property of logarithms, that is ln(ab) = ln(b) +ln(a) holds whenever at least one of the factors a and b is greater than 1 (since addition and multiplication of real numbers is commutative.) Now observe for c > 0 that 0 = ln(1) = ln( [1/(c)] ·c) = ln([1/(c)])+ln(c) since c or its reciprocal must be ³ 1. Hence ln(c) = -ln([1/(c)]). This was shown before with the aid of some diagrams. The latter equality prepares us to treat the sole remaining case where both numbers a and b are between 0 and 1. In this case,
ln(ab)
=
-ln( 1
ab
)
=
-ln( 1
a
1
b
)
=
-[ln( 1
a
)+ln( 1
b
)]
=
-ln( 1
a
) + -ln( 1
b
) = ln(a)+ln(b)
as required. Therefore ln(ab) = ln(a)+ln(b) holds whenever a and b are both positive.

This indicates a simple demonstration of the fundamental property for the natural logarithm ln(x) for x > 0. The sketch of an alternative proof follows.
Sketch of a Second Demonstration. For a > 0, put G(x) = ln(ax). Then value of G(x) is given by the (signed) area from s = 1 to s = ax under the curve y = [1/(s)]. Observe G(1) = ln(a). The area of region D in the following diagram equals G(x+Dx)-G(x).


The height of the region D is approximately [1/(ax)] and its length is precisely a(x+Dx) - ax = aDx. Therefore
G(x+Dx)-G(x) » Area(D) = 1
ax
·aDx = 1
x
·Dx
This suggests that
G¢(x) =
lim
Dx-> 
G(x+Dx)-G(x)
Dx
= 1
x
Similarly F(x) = ln(x) implies that F¢(x) = [1/(x)]. This implies by the Constant Difference Theorem that
ln(ax)-ln(x) = G(x)-F(x) = d
is constant. To evaluate the constant, observe that
d = G(1)-F(1) = ln(a)-ln(1) = ln(a)
since ln(1) = 0. Thus we conclude ln(ax)-ln(x) = ln(a) or equivalently 
ln(ax) = ln(a)+ln(x)
as required.

The height of the region D is approximately [1/(ax)] and its length is precisely a(x+Dx) - ax = aDx. Therefore
G(x+Dx)-G(x) » Area(D) = 1
ax
·aDx = 1
x
·Dx
This suggests that
G¢(x) =
lim
Dx-> 
G(x+Dx)-G(x)
Dx
= 1
x
Similarly F(x) = ln(x) implies that F¢(x) = [1/(x)]. This implies by the Constant Difference Theorem that
ln(ax)-ln(x) = G(x)-F(x) = d
is constant. To evaluate the constant, observe that
d = G(1)-F(1) = ln(a)-ln(1) = ln(a)
since ln(1) = 0. Thus we conclude ln(ax)-ln(x) = ln(a) or equivalently 
ln(ax) = ln(a)+ln(x)
as required.

 Logarithms To Base a > 0

The logarithm to base a > 0 is given by loga(x) = [(ln(x))/(ln(a))] when a ¹ 1. The property ln(ax) = ln(a)+ln(x) now implies logc(ab) = logc(b) +logc(a) holds when a, b and c are all positive real numbers with c ¹ 1. The proof is a simple algebraic exercise. Further note that ln(e) = 1 implies loge(x) = ln(x).

 

 

Why Slopes
and 
More Math
Volume 3
Printed in Canada
ISBN 0-9697564-3-7

Read slowly,  Volumes 2 & 3 may ease or avoid  calculus difficulties.  Take the risk.

Chapters and Appendices

Content Guide
Foreword
2nd Content Guide
1. Introduction
Geometric Calculus Preview (1983)
2. Algebraic Preview Begins
2 Skier in Motion (V)
2 The Skier (V)
2. Position Dependent (V)
3 Slope & Extrema (V)
4 Single Factor Analysis (V)
4 Two Factor (V)
4 More Factors (V)
4 With Divisors (V)
5 Maxima & Minima Tests
6 Jumps & Discontinuities
8 Review  (optional)
9 On Calculus Studies
11 Slope of Slope
13  Acceleration
14 Limits & Error Control (V)
14 Limit of a Fn.
14. Limited Error Control
14 Signif. Digits
14 Cauchy Limits
14 Sequence Limits
14 Decimal Arith.
15 What is Slope (V)
15 Slope Calculation (V)
15 Slope, a Limit
15 Tangent Lines
15 Linear Approx.,
15 Limits via Algebra (V)
15 Recap.
PS.Chain Rule for Polys
PS Chain Rule- General  (V) -
PS More Chain Rule (V)
PS - Sign Analysis (V)
16 What is Velocity
17  What is Area
18 Integration
18 Area Calculation
18  Fn DefN, 6 Ways
19 Logs & Powers
19 Natural Log.
19 Exponential Fn.
20 What's Next
21 Add Vectors
22 Complex #'s
23 Complex #'s
23 Trig Identity
23 Proofs of.
24 Complex Logs etc

Units in Calculations:
7 Velocity
7 Varying Velocity Example
7. Velocity Calculation
7 Changing Units
7 Same Velocity  Motions
10 Slopes without Units.
10 Units & Slopes
10  Units in Cost vs. Quantity
10  How Units  Appear
10 Unit  Elimination
10 Partial Elimination
10 Interest & Units
12 More on Units

Appendices:

Pigeon Hole Principle
Constant Difference Thm
Continuous Functions
Rational Functions
Mean Value Theorem
One Side Range Theorem
Range On One Side Theorem
Integration & Lipschitz
 Continuity


These appendices continue the
decimal viewpoint of limits, error
control and continuity begun
in Chapter 14. The One Sided
 Range Theorem
is a postscript,
not in printed version.

What is a Variable?
Introduction
Variation between Examples

Variation of Letters

A letter denotes a variable

Cases of Double Variation

Three Notions of a Variable

Constants, Parameters
& Variables

Talking about numbers
Dependent or Independent
Variable, a Matter of Choice

For Senior High School  & Calculus Students

  <| (o)   (o)   |> 
 \     | |      / 
\___ _/

||
 -/[]\- 
||
   / \_ 

Words  to clearly introduce algebra and variables have been missing in course design. For people who cannot do algebra, 
the missing words may explain or ease their difficulties.  Volume 2 ,Three Skills for Algebra,  in Chapters 8 to 14 & 18 etc, puts words before symbols to providing the missing words in a way that enrich the comprehension of all.  Those words form the middle part of a algebra (and logic) lessons aimed at helping or improving all of  high school mathematics and also calculus course design & delivery. 

For Avid Readers in School & Out - Online Books 
   1.  Elements of Reason. 1996 
1A. Pattern Based Reason  1995 
1B. Math Curriculum Notes 1996 
2. Three Skills for Algebra  1995 
3.
Why Slopes & More.Math 1995
Tour their 
forewords.   

Calculus Prep or Help: See Volumes 2 & 3, and this bigger Calculus Guide.  If your  calculus   questions is not answered here, submit it. Over time, that may complete the site development of calculus. 

For Parents: Speaking Skills, Reading & Writing Preparing for Scienceends, values and methods for work and study,  parent- friendly maths skill development booklets for ages 4-14.

Mostly For High School

Intro to Solving Linear Equations
 
- a different paths for junior and even senior high school students. Question for Tutors: When do you use and when you skip the stick diagram method here?

Fraction Skills,  thought-based  development, Ages 10 to 14 may need a tutor.  Students who have to understand in order to do may like the development in all or part. 

For Senior High School Mathematics & Calculus

5
wordy Logic Chapters
4 curious Algebra Chapters
Words before & besides symbols. A Key Algebra forward & backwards Chapter   
 

First Calculus Preview (1st intro)
Four Calculus Chapters  (2nd intro)
Intro to Complex Numbers (long)
Intro to Mathematical Induction (romantic & wordy at first)

Tutors & Instructors: These lessons introduce skills differently Would you recommend them? 

More Topics 

1. Decimal Arithmetic  Reference!
2. Integers - Intro to Signed No.s

3.  Fractions - fully explained.
4.  Fractions  with Units  
5.   Number Theory
6.    Solving Linear Equations  
Formulas for- & backwards -  
8.  Proportionality, Back- & For-wards.   
9. Logic Chapters:   
10.  Euclidean-Geometry  
11.  Slopes & Equations of Straight Lines.  (Take I. See take II below)
12.  Why Study Slopes
13. Maps, Plans,  Similarity & Trig,  
  (Take II included here)
14.  Quadratics: Starter lessons
15.  Polynomials: Starter lessons 
16 Why Factor Polynomials:  
17   Functions - Forwards & Backwards.  
18.  Exponents, Radicals & logs.  
19
Complex Numbers before trig (new advance/ starter lesson)
20.  DC Electric Circuits Etc 
21.
Real  Analysis 
22. The Olde Complex No, Trig
& Vector Section.
23. More Calculus Stuff
- written after Volumes 2 and 3.

Level I Material: New Stuff
Time and Date Matters
Level I Arithmetic. 
Money Matters
Measurement Matters
Matters of Chance (Risk Control)
Logic Chapters (leave what's not clear in Level I to Level II)
Using/Making Maps and Plans.
(A variant of
Maps, Plans,  Similarity & Trig,  to appear here).

For Instructors
-
Education Essays   (opinions, possibilities, references) 
- Free Advice and Directions for teaching primary & high school maths will be given in online meeting place with voice & whiteboard.   
- Math & Logic  How-TOs 
1. Arithmetic
2. Algebra
3. More Algebra
4.  Beginner Geometry
5.  More Geometry
6. Calculus 
7. Show Work or Logic 
These may be too dense for students.

Offering ideas to change education makes this site different.  Nothing ventured, nothing gained.  Site material is mathematically  correct, and where not, please report errors. The two level program POMME in the site entrance implies multiple paths for instruction. Supporting those paths in turn implies a clear destination  for site development and perhaps a new name.


 

 


www.whyslopes.com >  Volume 3, Why Slopes & More.Math., 1995  >   19 Natural Log.     Back ] Next ]


Road Safety Message   Walk on a side walk. If that is not possible, try  not to  walk on a road with your back to the traffic.
Try to see what  trucks, cars, buses or bicycles are coming, so that you may step out of their way.  Put safety first. .

Support for Technical Mathematics from Number Theory to Calculus Prep

A. More Arithmetic a must for algebra etc D. Logic In Mathematics G. Algebra with Take Home Value I. Vectors & Functions
Decimal Lesson - Reference  
Counting & Addition
   (8 lessons)
Comparison to Subtraction
  (9 lessons)
Multiplication
( 11 lessons)
Long Division  (12 lessons)
Decimals and Primes (8 lessons)
-Primes & Composites 
-Primes Factorization
-Greatest Common Divisors & Multiples.
 
-Prime Factorization Aids 
(Learn how to find factors quickly)
-Prime Factorization Examples
 
-Counting & Generating. Factors

-Divisibility Rules and Remainders for Division by 2, 3, 5, 9 and 11.
Integers (12 lessons) Intro to Signed Numbers
Fractions (< 20 lessons)  Essential Skills & Concepts 
Ratios & Fractions (3 lessons):  Similarities & Differences
  
Units in calculations
Fractions  with Units
B.  Basic Algebra
Solving Linear Equations  
- in one unknown. Intro  with stick diagrams?
the normal way
 & with good nttn.
(the nttn that reappears in Gaussian Elimination. |
-in more unknowns: simultaneous equations essentially one unknown. the let algebra do the work view of  word problems.
  - still in more unknowns:  Gaussian Elimination via substitution, by equality or comparison, by operations on equations
C. More Algebra
Words before symbols: See if U like the lengthy chapters 8 to 12 in Volume 2, Three Skills for Algebra  
What is a Variable.  The answer here  is a simple prequel to the modern mathematics viewpoint.
First, every rule & pattern U meet in math, logic & science will be used forwards and backwards.  Get a head start with this theme by reading  Chapter 14 in Three Skills for AlgebraSecond, in the study of Proportionality Relations (3 dense lessons here) finding the proportionality constant gives an initial  backward  use of the proportionality formula.
 Talking about words before symbols and the forward and backward use of formulas gives words to make algebra simpler & clearer.  
If you can not read or write precisely, you will have difficulty in following instructions.  One wordy remedy  is given by chapters 2 to 5  in Three Skills for AlgebraWhere does Logic or a geometric model for reason Appear in Mathematics? The answer lies in  Euclidean-Geometry    In North America, Euclidean Geometry disappeared from high school mathematics as it was too hard. The light treatment here is a possible remedy.
E.  More Geometry
The Pythagorean Theorem. Chapter 17 from  in Three Skills for Algebra uses algebra and geometry   to show why the  Pythagorean equation  for right triangles holds. Its forward and backward use  is common exercise..  At a more theoretical level, the Pythagorean theorem leads the discovery that not all lengths can be  fractional multiples of a unit length. That geometrically implies a  need for and even existence of irrational numbers.
Analytic Geometry:
Common Practices with  Maps and Plans drawn to scale  give coordinate-dependent base  for senior high school development of similarity, trig, vectors and straight lines.   
Complex Numbers: This lesson on
Complex Numbers  draws on Euclidean and Analytic geometry. Sbortcuts simplifiy  trig identities, the cosine law; and   trig formulas for 2D dot- and cross-products. 

F. Logarithms, Exponentials,
Roots & Powers

Logarithms, exponentials, rational and real powers for secondary students. This  complete Operational Viewpoint. (Sufficient for the precalculus forward and backward use of compound growth and decay formulas in biology, physics, chemistry,  personal finance, and calculus. To learn more, if you study calculus,  see chapter 19 of Volume 3, Why Slopes and More.Math

In Volume 2, Three Skills for Algebra, chapters
  1. Geometric Sums Etc,
  2. Notation For Sums,
  3. Personal Money Maths and
  4. Some Finite Mathematics
identify methods useful in money computations, methods needed for calculus. Your teachers or other writer may present the same ideas with greater clarity and detail - A site to do.

H. Polynomial & Quadratics

Analytic Geometry:   -  Slopes and Lines - Take 1.   Take 2 appears in site section Maps and Plans.   Two views are better than one.  I may combine them later.  -In my school days, slopes appeared year after year.   This Why  Slopes calculus preview on graphs of functions y = f(x) explains why.  Enjoy.
Quadratics and Polynomials: Operations on Polynomials:
Meet a light and ultraquick geometric introduction to  multiplication, addition and subtraction of polynomials. Then see how the foregoing combine to permit long division of polynomials.    Compare Fractions  with Units. Enrichment: A Plus:  The Geometric introduction here gives or is almost identical to a justification for column methods in decimal arithmetic. 
Geometric Derivation of the Quadratic Formula  The account here gives a starter lesson for the more algebraically harder geometric-free derivation. If you study physics, chemistry or trigonometry, you will need to know about quadratics, their factorization and the quadratic formula.
Technical Value: The study of polynomials  high school mathematics has technical value as part of the senior high school mathematics preparation for calculus.  This simple account of Why Factor Polynomials   (Chapters 2 to 6 in Volume 3 .Why.Slopes.&.More.Math.) will give a context for the study of polynomials,  their factorization, and sign analysis of functions, all in a way that should improve your algebraic thinking and reasoning skills. 
Vectors in the Plane (2 simple lessons)
- Navigation with vectors or arrows
- Sum of Motions
- more lessons to be added later.
Operations on movement or vectors along the line and in the plane have value in mathematics in defining and implying the properties of real and complex numbers before the assumption of those properties as axioms.  Vectors and their properties appear in physics, its mathematical description and formulation. 
Functions - Forwards & Backwards.  Here is a full technical reference (24 lessons) for use in a calculus or precalculus course as needed. In it, the set viewpoint of functions expression of modern pure mathematics.  comes from the set-based codification and
In the mathematics education reforms of the 1960s in North America, primary and secondary school mathematics were expressed in terms of sets. That expression has now retreated from primary and secondary school texts. But it still lingers on, and can be very useful, a source of clarity and precision, in the situations where it should be retained: Counting with the aid of sets and functions; the description of functions; the high school account of probability theory; and in the discussion or illustration of ideas in logic. 

J. Pre-Calculus Skill Check

Arithmetic Skill Check.  In the calculus courses I taught 1983-89, too many students had weak skills in arithmetic. I would give and carefully correct these exercises to tell students what they needed to review and master.  
-  All the skills and concepts in 
Chapters 1 to 24 or Volume 2, Three Skills for Algebra: Look for those you do not understand and fill the gaps. Do so quickly while balancing this advice with  your other duties.  Good luck.

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