NSW Education Standards Authority

Mathematics Advanced Year 11

Exponential and Logarithmic Functions

Topic Guide
The Mathematics syllabuses are the documents used to inform the scope of content that will
be assessed in the HSC examinations.

Topic Guides provide support for the Mathematics Stage 6 courses. They contain information
organised under the following headings: Prior learning; Terminology; Use of technology;
Background information; General comments; Future study; Considerations and teaching
strategies; Suggested applications and exemplar questions.

Topic Guides illustrate ways to explore syllabus-related content and consequently do not
define the scope of problems or learning experiences that students may encounter through
their study of a topic. The terminology list contains terms that may be used in the teaching and
learning of the topic. The list is not exhaustive and is provided simply to aid discussion.

Please provide any feedback to the Mathematics and Numeracy Curriculum Inspector.

Effective from 2019 Year 11, and Term 4, 2019 Year 12

Publication date April 2018
Updated December 2018 – new NESA template implemented
Contents
Topic focus ........................................................................................................................... 3

Prior learning ........................................................................................................................ 3

Terminology .......................................................................................................................... 3

Use of technology ................................................................................................................ 3

Background information ...................................................................................................... 3

General comments ............................................................................................................... 4

Future study.......................................................................................................................... 4

Subtopics .............................................................................................................................. 4

MA-E1: Logarithms and exponentials .............................................................................................. 5

Subtopic focus ................................................................................................................................ 5

E1.1: Introducing logarithms ............................................................................................................... 5

Considerations and teaching strategies ........................................................................................ 5

Suggested applications and exemplar questions .......................................................................... 5

E1.2: Logarithmic laws and applications ............................................................................................. 5

Considerations and teaching strategies ........................................................................................ 5

Suggested applications and exemplar questions .......................................................................... 6

E1.3: The exponential function and natural logarithms ...................................................................... 6

Considerations and teaching strategies ........................................................................................ 6

Suggested applications and exemplar questions .......................................................................... 7

E1.4: Graphs and applications of exponential and logarithmic functions ......................................... 7

Considerations and teaching strategies ........................................................................................ 7

Suggested applications and exemplar questions .......................................................................... 7

Mathematics Advanced Year 11 Topic guide: Exponential and logarithmic functions, updated December 2018 Page 2 of 8
Topic focus
The topic Exponential and Logarithmic Functions introduces exponential and logarithmic
functions and develops their properties, including the manipulation of expressions involving
them. The exponential function 𝑒 𝑥 is introduced by considering graphs of the derivative of
exponential functions.

A knowledge of exponential and logarithmic functions enables an understanding of practical

applications, such as exponential growth and decay, as well as applications within the
Calculus topic.

The study of exponential and logarithmic functions is important in developing students’ ability
to solve practical problems involving rates of change in contexts such as population growth
and compound interest.

Prior learning
The material in this topic builds on the content from the Number and Algebra Strand of the
Mathematics K–10 Syllabus, including the Stage 5.3 substrand of Surds and Indices.

Terminology
change of base law gradient function logarithmic scale
derivative inverse relationship natural logarithm
Euler’s number logarithm number base
exponent logarithmic expression pH
exponential function logarithmic function Seismic scale
exponential graph logarithmic laws transformation
exponential growth and decay 

Use of technology
Graphing calculators and graphing technologies can be used to explore the derivative graph of
𝑦 = 𝑎 𝑥 leading to determining 𝑒. It can also be used for exploring the shape of the graphs of
𝑦 = 𝑒 𝑥 and 𝑦 = log 𝑒 𝑥 and other related graphs.

Background information
John Napier (1550–1617), the Scottish mathematician, is often referred to as the inventor of
logarithms. Napier was particularly famous not only for logarithms but also his various devices,
such as ‘Napier’s bones’ which assisted in computations in the era before calculators. In 1614
he published his book titled Mirifici logarithmorum canonis descriptio which translates to A
Description of the Wonderful Table of Logarithms.

It is interesting to note that within years of one another at least one other scholar, Joost Burgi
(1552–1632), independently of Napier, also created systems involving logarithmic relations

Mathematics Advanced Year 11 Topic guide: Exponential and logarithmic functions, updated December 2018 Page 3 of 8
and produced tables for their use. Exploration of this intricate history of logarithms may be of
interest to students as may be study of the connection to arithmetic and geometric sequences.

Logarithms and Napier’s work facilitated countless advances in areas such as engineering and
science by making complex calculations possible before the advent of the electronic
calculator. Calculations requiring tedious multiplications and divisions were carried out using
logarithms and logarithmic tables. For example, if a person wanted to multiply two large
numbers together they would convert each number to a logarithm by looking them up in
logarithmic tables. These two logarithms were then added and the tables were used once
again to convert this sum to the required product. This process was often much faster and
accurate than performing the multiplication by hand and is the principle upon which slide rules
are made.

General comments
This topic familiarises students in the use and application of exponentials and logarithms and
forms the foundation for future areas of work in this course.

A combination of graphical, numerical, and analytical approaches is recommended to develop

understanding of exponentials, logarithms and to explore Euler’s number. Students who have
studied the 5.3 substrand of Logarithms from the Mathematics K–10 Syllabus will have a basic
understanding of E1.1 (Introducing logarithms) and E1.2 (Logarithmic laws and applications).

Mathematical models and applications from various contexts, including STEM, commerce,
finance, environmental studies, population geography and other everyday situations could be
used to provide opportunities to explore and develop understanding, fluency and problem
solving in this topic.

Future study
Students need to ensure that they can efficiently manipulate exponential and logarithmic
expressions, model practical and abstract scenarios involving exponentials and logarithms and
solve applications to facilitate work in later topics.

For students studying the Mathematics Extension 1 course, this topic is built upon in Year 12
and in particular in relation to rates of change and growth and decay in ME-C1: Rates of
Change.

Subtopics
 MA-E1: Logarithms and Exponentials

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MA-E1: Logarithms and exponentials

Subtopic focus
The principal focus of this subtopic is for students to learn about Euler’s number 𝑒, become
fluent in manipulating logarithms and exponentials and to use their knowledge, skills and
understanding to solve problems relating to exponentials and logarithms.

Students develop an understanding of numbering systems, their representations and

connections to observable phenomena such as exponential growth and decay. The
exponential and logarithmic functions 𝑓(𝑥) = 𝑒 𝑥 and 𝑓(𝑥) = log 𝑒 𝑥 are important non-linear
functions in mathematics, and have many applications in industry, finance and science. They
are also fundamental functions in the study of more advanced mathematics.

Within this subtopic, schools have the opportunity to identify areas of Stage 5 content which
may need to be reviewed to meet the needs of students.

E1.1: Introducing logarithms

Considerations and teaching strategies

 Review of the following may be needed to meet the needs of students:
˗ Index laws and index notation – This section relates to content also reviewed in
MA-F1 (F1.1).
 Define logarithms as indices and convert between exponential and logarithmic statements.
For example, if 23 = 8 then log 2 8 = 3.
 Use of the correct language associated with logarithms should be emphasised.
 Students should be alerted to the issue that on most calculators the ‘log 𝑥’ key is used to
evaluate log10 𝑥 and they should take care when performing calculations involving
logarithms.
 Use graphing software to illustrate the relationship between the graphs of 𝑦 = 𝑎 𝑥 and
𝑦 = log 𝑎 𝑥.

Suggested applications and exemplar questions

 Calculate log 4 5117 to three decimal places.
 Convert the following to exponential form: log10 10000 = 4.
 Convert the following to logarithmic form: 52 = 25.

E1.2: Logarithmic laws and applications

Considerations and teaching strategies

 Students should be shown how logarithm laws are derived from index laws, but they will
not be required to reproduce the derivations.
 Students will not be expected to memorise the formula for the change of base of
logarithms.

Mathematics Advanced Year 11 Topic guide: Exponential and logarithmic functions, updated December 2018 Page 5 of 8
 Students should be encouraged to use mental techniques to evaluate simple logarithms.
For example, log 5 625.

Suggested applications and exemplar questions

 Evaluate the following (without a calculator):
1
(a) log 2 32 (b) log 4 0.25 (c) log 3 81 (d) log 𝑎 𝑎4

 Estimate the value of log 4 5117 by considering powers of 4.

 Solve 5𝑥 = 7.
 Solve the following:
(a) log 5 𝑥 = −3 (b) log 𝑥 128 = 3.5 (c) log10 (𝑥 + 4) − log10(𝑥 − 5) = 1

 On the Richter scale, the magnitude 𝑅 of an earthquake of intensity 𝐼 is given by the

𝐼
formula 𝑅 = log10 (𝐼 ), where 𝐼0 is a reference intensity used for comparisons.
0

(a) Find 𝑅 for an earthquake that is 4.3 million times more intense than the reference
intensity.
(b) An earthquake measured 8.5 on the Richter scale. How many times more intense is
this than the reference intensity?
 On the decibel scale, the loudness 𝐿 of a sound of intensity 𝑆 is given by
𝑆
𝐿 = 10log10 (𝑆 ), where 𝑆0 is a reference intensity used for comparisons.
0

(a) A sound that causes pain in humans is about 1014 times more intense than 𝑆0 . Find 𝐿
for a sound of this intensity.
(b) How many times more intense is the sound of a heated argument (about 67 decibels)
than the sound of a quiet room (about 31 decibels)?
 The pH value of a solution is given by the formula pH = −log10 [H + ], where [H + ] is the
concentration of hydrogen ions in moles per litre.
(a) Find pH values for each of the following:
(i) blood ([H + ] = 3.98 × 10−8 )
(ii) beer ([H + ] = 6.3 × 10−5 ).
(b) Find the concentration of hydrogen ions in moles per litre for the following:
(i) eggs (pH = 7.8)
(ii) water (pH = 7.0).

E1.3: The exponential function and natural logarithms

Considerations and teaching strategies

 The natural logarithmic function can be defined as the inverse of the exponential function,
although a light treatment only of inverse functions is required at this stage. It is enough to
establish the results 𝑒 log𝑒 𝑥 = 𝑥, 𝑥 > 0 and log 𝑒 𝑒 𝑥 = 𝑥 although some teachers may prefer
to present a more complete treatment.
 The natural logarithmic function is commonly abbreviated by using 𝑓(𝑥) = log 𝑥 or
𝑓(𝑥) = ln 𝑥.

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Suggested applications and exemplar questions
 Find the gradient of the tangent to 𝑦 = 𝑒 𝑥 at:
(a) 𝑥 = 0 (b) 𝑥 = 1 (c) 𝑥 = 2

Write a statement in words linking the rate of change of 𝑒 𝑥 and the value of 𝑦 at each point
on the curve.
 If 𝑎 = 𝑒 𝑥 , simplify log 𝑒 𝑎2 .
 Solve the equation: 2 ln 𝑥 = ln(5 + 4𝑥).
 Differentiate 𝑓(𝑥) = 5𝑒 𝑥 and hence find the gradient of the function when 𝑥 = 2.

E1.4: Graphs and applications of exponential and logarithmic

functions

Considerations and teaching strategies

 Use graphing technologies to explore the relationship between the algebraic and graphical
representations of exponential and logarithmic functions.
 Investigate different situations that use logarithmic or exponential functions, such as
seismic scales.

Suggested applications and exemplar questions

 Solve the following:
(a) 73𝑥 = 492𝑥−3 (b) 4𝑥 − 12(2)𝑥 = −32
3
(c) 2𝑒 2𝑥 − 𝑒 𝑥 = 0 (d) log 𝑒 𝑥 − log =2
𝑒𝑥

 Explain how the graph of 𝑦 = log 𝑥 can be transformed to produce the graph of
𝑦 = 3 log(𝑥 + 2).
 The spread of a highly contagious virus can be modelled by the function
4000
𝑓(𝑥) =
1 + 1000𝑒 −0.07𝑥
where 𝑥 is the number of days after the first case of sickness due to the virus has been
diagnosed and 𝑓(𝑥) is the total number of people who are infected by the virus in the first
𝑥 days.
(a) Find and interpret the meaning of 𝑓(0), 𝑓(14) and 𝑓(365).
(b) Use graphing software to find the graph of this function.
 In 2010, the city of Thagoras modelled the predicted population of the city using the
equation 𝑃 = 𝐴(1.04)𝑛 . That year, the city introduced a policy to slow its population
growth.
The new predicted population was modelled using the equation 𝑃 = 𝐴(𝑏)𝑛 .
In both equations, 𝑃 is the predicted population and 𝑛 is the number of years after 2010.
The graph shows the two predicted populations.

Mathematics Advanced Year 11 Topic guide: Exponential and logarithmic functions, updated December 2018 Page 7 of 8
 (a) Use the graph to find the predicted population of Thagoras in 2030 if the population
policy had NOT been introduced.
(b) In each of the two equations given, the value of 𝐴 is 3 000 000. What does 𝐴
represent?
(c) The guess-and-check method is to be used to find the value of 𝑏, in 𝑃 = 𝐴(𝑏)𝑛 .
(i) Explain, with or without calculations, why 1.05 is not a suitable first estimate for
𝑏.
(ii) With 𝑛 = 20 and 𝑃 = 4 460 000, use the guess-and-check method and the
equation 𝑃 = 𝐴(𝑏)𝑛 to estimate the value of 𝑏 to two decimal places. Show at
least TWO estimate values for 𝑏, including calculations and conclusions.
(d) The city of Thagoras was aiming to have a population under 7 000 000 in 2050. Does
the model indicate that the city will achieve this aim? Justify your answer with suitable
calculations.

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