Original Site Title: Appetizers and Lessons for Mathematics and Reason, June 1995 to April 2012. New site title:
Logic and Mathematics Skill & Concept Development with How-TOs Fran鏰is: 26 pages
for college students, gifted teens, home-tutoring and K1-12 schooling; and for avid readers in school and out. See site volumes.

Logic 5 Chapters Arithmetic 10 Steps Algebra 12 Starter Steps & 5 Advanced Steps
Work & Study 23 Tips Geometry 15 Steps Calculus 70 Lessons. See Site Map

Ages 15+: Why study slopes Polynomials Quadratics Why factor polynomials Logarithms Functions
What is similarity Euclidean geometry leanly Coordinates + complex no.s Vectors DC Electric Circuits
Ages 12+: Prime factorization Written work formats Decimal place value Extend arithmetic skills orally
What is a variable 5. Fraction Operations by Raising Terms Solving Linear Equations: Take I Take II


Online Volumes: 1 - Elements of Reason, 2 - 3 Skills For Algebra, 3 - Why Slopes and
More Math
, 1A - Pattern Based Reason, 1B - Skill Development Principles + Troubles

Welcome: Site content may develop critical thinking, improve reading and writing, and build mathematics skills. See online chapters on on logic and pattern based reason.

Teachers: This December 2011, 5-phase framework offers a context for mathematics & logic instruction. Phases 1 to 3 focus on skills with actual or potential value for adult & daily life. College-oriented phases 5 & 4 focus on calculus & preparation for it. Phases 1 to 4 may also serve trades & professions not dependent on calculus.

Site Review: Math resources ... span ... arithmetic, logic, algebra, calculus, complex numbers, and Euclidean geometry. Lessons and how-tos .... provide a good foundation for high school and college ... mathematics. Read more.

Home < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 19. Exponentials and Natural Logarithms

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22][23] [24] [25] [26] [27] [28]


Chapter 19. Exponentials and Natural Logarithms

Questions

Volume 3, Why Slopes and More Math.

What does an electronic calculator compute when the natural logarithm button on it is pressed? The answer follows from a long chain of mathematical concepts and reasoning. The definition below of the natural logarithm in terms of area under a curve $y=\frac1s$ provides a preview (or review) of notions employed in integral calculus --- the subject which treats, in the first instance, the calculation of areas under curves. \em This chapter assumes a previous acquaintance with logarithms, powers and exponentials.

Electronic Calculators

Electronic calculators allow the illustration and an electronic, pre-programmed confirmation of the basic relationships between logarithms, exponentials and powers. The following computations can be illustrated with an electronic calculator.

This represents or indicates the easy buttons-on-a-calculator approach to the description/explanation of logarithms, exponentials and powers together with the relationships between the calculations invoked by the buttons.


  • The logarithm of $x > 0$ to a base $a > 0$ is given by $$\log_a(x) = \frac{\ln(x)}{\ln(a)}\cdot$$ For example on some electronic calculators, $\log_{10}(6)$ is giving by pressing the $6$ and then the $\log$ button (in some order). This should give the same result as computing $\ln(6)\div\ln(10)$. (Exercise: check this by pushing buttons.)

  • Multiplying a number $a > 0$ by itself $n$ times gives $a^n$. But the calculation of $\exp(n \ln(a))$ gives the same result. So the original definition of $a^n$ for $a >0$ is consistent with the more general definition given for real numbers $x$ by $$a^x=\exp(x \ln(a)).$$ For examples, compute $5^2$ and $\exp(2\ln(5))$ on an electronic calculator. Also compute the following: $x=10^{0.2}$, \quad $y=\exp(0.2\ln(10))$, \quad $x^5$ and $\exp(10\ln(x))$.

  • For $a > 0$, \[ \log_a(a^x)=x\] and for $v>0$, $u=\log_a(v)$ implies $a^u=v$. For examples compute $\log(10^3)-3$ and $10^{\log(8)}$.

The special cases a = 10 and a = 2 are of interest most likely due to the recent historical preference for decimal (base 10) arithmetic and due to, still more recently, to the advent of computers with their binary (base 2) arithmetic. Also of interest is a third case a = e where e is the so-called natural number. See below.

Definitions of logarithms and exponential functions are given in the next two webpages to explain and derive the computational relationships described above.

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.

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.

The natural logarithm ln( a) for a > 0 can be introduced as the (signed) area under the curve $y = \frac 1s $ from s = 1 to s = a. Equivalently, it may be represented by the signed area under the curve $u=\frac1v$ 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 $\frac {a-1}n$, and then making this base size smaller by letting $n\to\infty$ (that is get larger and larger).

The shorthand $n\to\infty$ 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 $n \to\infty$. This single limit gives what we call ln( a).


For a 1, the value of ln( a) is given by the area from s = 1 to s = a under the curve $y = \frac 1s $. Here we take or assume ln(1) = 0. It can be shown that ln( a) $\to$ 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 = \frac 1s $ 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) $\to$ 0 = ln(1) when x $\to$ 1 through values > 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(\frac1b) = -\ln(b) $ for b > 0.

We will show that \( 0 =\ln(\frac1b) = -\ln(b) $ when b > 0. For this, first consider the case a > 1. In the following diagram

Area(A)
=
(a-1) 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 (\(\frac1a$, 1) while C is the rectangle with corners (\(\frac1a$,0) and (1,1)

Now by definition -ln([\(\frac1a$]) = Area( B)+Area( C).

Therefore -ln([\(\frac1a$]) = ln( a).

This in turn implies ln([\(\frac1a$])+ln( a) = 0.whenever a > 1.

Finally, we conclude ln([\(\frac1b$])+ln( b) = 0 whenever b > 0. This follows by putting a = b if b 1 and by putting a = [\(\frac1b$] if 0 < b < 1.) The latter is equivalent to the property ln([\(\frac1b$]) = -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 1 segments using the end points s i = 1+ i路[( a-1)/( n)] where 1 i n. Each segment has length [( a-1)/( n)].

2. On each segment [ s i, s i+1] construct a rectangle whose top just touches the curve y = \(\frac1s$ at y = \(\frac1{s_i}$. The sum S n of the areas

A j = y j路( s i+1- s i) = y i 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 [ s i, s i+1] and height \(\frac1{s_i}$ has the same area as the rectangle with base [ bs i, bs i+1] and height \(\frac1{bs_i}$. But the rectangles with base segments [ bs i, bs i+1] and height \(\frac1{bs_i}$ approximate the area S ba under the curve y = \(\frac1s$ from s = b to s = ba. So taking the limit as n -> suggests S ba = ln( a).

4. Drawing a graph suggests or implies S ba = ln( ab) -ln( b). Therefore ln( a) = S ab = ln( ab)-ln( b) as well. So we are done in the first case where a > 1 and b > 0. That is, the area S ba under the curve y = \(\frac1{s}$ from s = b to s = ba equals the area under the curve y = \(\frac1{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( \(\frac1{c}$ ) 路 c) = ln(\(\frac1{s }$)+ln( c) since c or its reciprocal must be 1. Hence ln( c) = - ln([\(\frac1c$). 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 = \(\frac1{s}$. Observe G(1) = ln( a). The area of region D in the following diagram equals $G(x+\Delta x)-G(x)$.


The height of the region $D$ is approximately $\frac 1{ax}$ and its length is precisely $a(x+\Delta x) - ax=a\Delta x$. Therefore \[ G(x+\Delta x)-G(x) \approx\mbox{Area}(D)=\frac 1{ax}\cdot a\Delta x=\frac1x\cdot \Delta x \] This suggests that \[ G'(x)=\lim_{\Delta x\to 0}\frac{G(x+\Delta x)-G(x)}{\Delta x} =\frac1x \] Similarly $F(x)=\ln(x)$ implies that $F'(x)=\frac1x$. This implies by the \em Constant Difference Theorem \rm 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 $\log_a(x)=\frac{\ln(x)}{\ln(a)}$ when $a\ne1$. The property $\ln(ax)=\ln(a)+\ln(x)$ now implies $\log_c(ab) = \log_c(b) +\log_c(a) $ holds when $a$, $b$ and $c$ are all positive real numbers with $c\ne 1$. The proof is a simple algebraic exercise. Further note that $\ln(e)=1$ implies $\log_e(x)=\ln(x)$.

Inverse Functions and Exponentials

A well-known theory briefly described

The above geometric definition implies ln(1) = 0. It also implies that ln(2) > 0.5 Note the rectangle of height 0.5 with base segment [1,2] has area 0.5. It also lies strictly beneath the curve u = \(\frac1{v}$ where 1 v 2. Now mathematical induction implies ln(2 n) = n ln(2) > n/2 (since 2 n+1 = 2 n 路2).

Now ln(4) = ln(2)+ln(2) > 0.5+0.5 = 1. The continuity of ln( x) can be shown directly. It is also a consequence of the differentiability of the function ln(x) The continuity of ln( x) between x = 1 and x = 4 implies by the Intermediate Value Theorem there is at least one number e such that ln( e) = 1. The number value y of the exponential function exp( x) can now be defined as the unique number y satisfying the equation ln( y) = x.

This definition of exp( x) leads to the property

exp( x1) 路exp( x2) = exp( x1+ x2)
The stage is now set for derivation of the algebraic properties of the exponential expressions a b and the logarithm log a( b). That can include a discussion of roots and powers for positive numbers.

Note that the number e is called the natural number.

  • The infinite decimal expansion of e begins with 2.718281828

  • the digits 1828 appear twice in this otherwise non-repeating decimal expansion.

  • The number e is irrational. The proof of that e is not rational, is another intellectual mortgage.

Teachers & Tutors: Site pages offer better or best practices for providing skills - simpler than expected & comprehensive but for exercises. For your charges, your duty is to study them alone or in groups and develop skill building exercises & activities to share. Start now. The effort here is the best I can do. Others are welcome to refine or exceed it. Please do.

Secondary Mathematics for Ages 11+, A Practical Approach for home-tutoring or -schooling, or for schools & colleges with local curriculum control. Study how to include site content - its skill development how-TOs and innovations into present or future lesson plans - some reading required.

Road Safety Messages and Questions: When and why should you face traffic when walking along a road or cycle path? Is it a good idea to hang limbs outside of cars etc? What gives more protection in a crash: a car, motorbike or bicycle? See too, the BBC-Belgium story Texting and Driving - texting & the impossible test - the article links to a gruesome utube video on the subject

The Logic of Injustice: How Texas sent an innocent man to his death - The wrong Carlos. Some judgments are irreversible. Procescution: Where and when prosectors play to win rather than for justice, guilt beyond a reasonable doubt goes unrespected due to prosecutors who putting winning first, those innocence before the law may be convicted. Some procescutors offices in continuing to accuse after a pardon due to reasonable doubt or innocent being shown, may sucessfully oppose compensaton for false convictions by asserting a pardon individual is still under suspicion. Then the pardoned individual or the latter's estate is not compensation for years or decade of improper or false imprisonment, or for execution. Site chapters on Logic
and some in Pattern Based Reason may slowly lead to greater precision in reading, applying and writing laws.

May 2012, Composition Starting: Pre-School and Primary Mathematics - Quantitative Skills, An Intellectual View, Feedback Welcome:

The 8 Most Popular Site Inlinks

20 Times Table - the most popular site page - popular pages - unexpected.
Fractions & Ratios - with lesson on raising terms to introduce & justify times, division & comparison as well addition & subtraction
Parent Center - See below
Volume 1, Elements of Reason - Intro to all site books.
What is a Variable - best for ages 13+
Written work formats for Arithmetic and Algebra - a skill method and standard!
Complex Numbers Visually - best for ages 13+
Natural Logs, Exponentials, Powers, Roots

Division of Labour: This site offers advice and directions with pointers to resources elsewhere, if known, when they help or lessen the need to write more.

Parent Center: Help your child or teen learn:

Parent-friendly Work Booklets for ages 3+ to 13 Use these or others to check or build skills. Other booklets are available but these booklets allow parents unsure of themselves in mathematics to help their children. The selection acquired in Canada is published in the USA. So it has a US orientation. In retrospect, the selection shows parents what to check with the booklets or by other ways, the choice is theirs. But in retrospect, the selection does not cover integral and fractions liquid weights and measures - ask the publishers to correct that! For ages 9 to 12 say, parents may compensate by showing boys and girls how to use weights or mass, and further measures in food preparation. Beyond that children may be shown how to measure and calculate angles, lengths and areas [proportional amounts too] directly or by using maps and plans drawns to scale. Learning how to gather and measure all the ingredients, pots and pans for a dish or a meal, along with cleaning up sets the stage for like activities or experiments in science courses, and in developing organizational skills, gives boys and girls a head start. Good luck. At the other extreme, more comprehensive than light, if your motto is McCainian: drill, drill, drill then Toronto mathematician and actor John Mighton's jump math organization has jump math workbooks for at least grades 3 to 8 for at-home and in-school use - training sessions for teachers available. Jump math has been expanding to cover older students. Jump Math Samples: plus Fractions for Grades 3-4 & Grades 5-6 [Read] Free Resources grades 1 to 8 [unread - likely to be good]. and

Mathematics Skills For Ages 3 to 14 - technical!

Skills with take home value - A few ideas

Basic skills include time-date-calendar Matters; money matters; map, plan and scale diagram matters;counting, measuring and figuring; decision making with logic and likelyhood; being careful and being aware of the domino effect of mistakes; reading and writing with precision.

Is your child able to add, subtract and multiply amounts of money, work with fractions, work with clocks and calendars, work with maps and plans, and measure length, weight-mass and volume? Schools may promote your son or daughter without providing basic skills in reading, writing and arithmetic.

Arithmetic and Number Theory Skills

Algebra Starter Lessons

1 Working With Sets
2 Formula Forward Use - Evaluation
3 Solving Linear Equations - Skip first step with students able to solve 1 eqn in 1 unknown.
4 Computation Rules and Function Notation
5 Real Numbers
6 More Less Greater Than Inequalities and Comparison
7 Axioms Logic and Equivalent Equations
8 Unifying Theme For Algebra
9 Proportionality Backwards and Forwards
10 Examples of Algebraic Reasoning
A Origins of Counting and Figuring Methods
B Real Numbers Extrinsic Development


Site coverage of formuala evaluation format, of computation rules and axioms, and of the forward and backward use of formulas and proportionality relations lessens the amount of natural talent needed to understand and explain algebra.

Geometry - maps plans trigonometry vectors

1 Maps Plans Measurement
2 Euclidean Geometry - Constructions + extras
3 Cartesian and Polar Coordinates
4 Lines and Slopes Take 1
5 What is Similarity
6 Trigonometry first steps
7 Complex Numbers
8 Unit-Circle Trigonometry
9 Lines and Slopes Take 2 with tangent function
10 Intersecting Straight Lines and Transversals
11 Parallel Straight Lines and Transversals
12 Function Translating and Rescaling
13 Vectors
14 Degrees to Radians and Radians to Degrees
15 Arc or Inverse Trigonometric Function

Pre-Teen and young teen mastery of skills and practices which should be common with map-plans-diagrams drawn to scale, contour interpretation included, has actual or potential take-home value for daily- and adult-life in solving routine problems. Elevating some practices to principles, axioms or postualates, provides a base for analytic and Euclidean geometry, an analytic view of similarity, and an efficient mastery of trigonometry and complex numbers. Right triangle trigonometry provide an analytic alternative to solving geometric problems by drawing diagrams to scale.

More Algebra

Natural-Logarithms Exponentials Powers Roots
Five Polynomial Operations
Quadratics Geometrically
Functions
5 Factored Polynomial Sign Analysis Examples
Rewriting algebraic substitution as function substitutions

The first topic leads to a full high school level theory for the forward and backward mastery of growth and decay models and for definition, range and domains of radicals, roots and powers. The next two topics make quadratics and polynomials easier to learn and teach. Site coverage of functions turns vertical and horizontal line rules into computation methods for evaluating functions.

70 Calculus Starter Lessons

Calculus Lessons Elsewhere:

  1. How to Ace Calculus: Street Wise Guide - Mostly Text.

  2. Flash Video for Calculus Phobics

They cover basic topics in ways likely to complement your notes, your textbooks and site material. When Goldilocks trespassed in the house of the three bears, she found three bowls of porridge, two not to her liking, and one just right. Different bears have different tastes. As invited guest here and elsewhere, if one or more explanations is not to liking, try another. It may be better or just right.

Unsolicited Advice

Learning to do and high marks if it comes to easy is often deceptive - light rather than deep. For that reason, students with learning difficulties determined not to let it get in their way may go deeper and farther than those with none. High marks, if the come easy, may be deceptive - provide a too light and not a deep mastery. That could have been your problem in secondary school, one that leads to comprehension shock or difficulties in calculus and more generally in the first year of college. Bon Appetite.


Return to Page Top

Home < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 19. Exponentials and Natural Logarithms

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22][23] [24] [25] [26] [27] [28]


Logic-Reason for all
Careful Thinking
Chains of Reason
Mathematical Induction
Responsibility
Bodies-of-Knowledge

Arithmetic - Ages 10+
1. Deciml Place Value - fun
2. Decimals for Tutors
3. Prime Factors - quickly
4. Fractions + Ratios
5. Arith with units - science

Geometry
1 Maps + Plans Use
2 Euclidean Geometry
3 Rct +Polr Coordinates
4 Lines-Slopes [I]
5. What is Similarity
Algebra Starters - the base
1. Better Work Format
2. Solve Linear Eqns
3. Computation Rules
4. Axioms, Item 3 Viewpnt
5. Formulas Backwards
More Algebra
Logarithms-ax & m/nth roots
Five Polynomial Operations
Quadratics Geometrically
Functions || Vectors too
Arith. Skill Check+Answers
Calculus Prep/Preview
What is a Variable
Why study slopes
Why factor polynomials
Complex Numbers
Limits + Continuity

All trademarks and copyrights in this are owned by their respective owners.
Copyright to comments & contributions are owned by the Poster.
The Rest © 1995-2011, by site author, Alan Selby, Ph. D., Montreal,
All Rights Reserved --- Skype or Email to contact.