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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
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
(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 |
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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,
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| -ln( |
1
a |
) + -ln( |
1
b |
) = ln(a)+ln(b) |
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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->
0
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G(x+Dx)-G(x)
Dx |
= |
1
x |
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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 |
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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
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->
0
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G(x+Dx)-G(x)
Dx |
= |
1
x |
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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
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).
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Why Slopes
and
More Math
Volume 3
Printed in Canada
ISBN 0-9697564-3-7
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Read slowly, Volumes 2 & 3 may ease or avoid
calculus difficulties. Take the risk.
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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
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For
Senior
High School & Calculus Students
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<| (o) (o)
|>
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/
\___ _/
||
-/[]\-
||
/ \_
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Words to clearly
introduce algebra and variables
have been missing in course design. For people who cannot do
algebra,
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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.
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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 Science, ends,
values and methods for work and study, parent- friendly maths
skill development booklets for ages 4-14.
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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?
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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
7 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.
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