LESSON 9: ONE-TO-ONE FUNCTIONS

Learning Outcome(s): At the end of the lesson, the learner is able to represent real-life situations using one-to-one functions.

Lesson Outline:
1. One-to-one functions
2. Examples of real-life situations represented by one-to-one functions.
3. Horizontal line test

Definition: The function is one-to-one if for any x1, x2 in the domain of f, then f(x1)  f(x2). That is, the same -value is never paired
with two different -values.
In Examples 1-3, determine whether the given relation is a function. If it is a function, determine whether it is one-to-one or not.

Example 1. The relation pairing an SSS member to his or her SSS number
Solution. Each SSS member is assigned to a unique SSS number. Thus, the relation is a function. Further, two
different members cannot be assigned the same SSS number. Thus, the function is one-to-one.
Example 2. The relation pairing a real number to its square.
Solution. Each real number has a unique perfect square. Thus, the relation is a function. However, two different real
numbers such as 2 and –2 may have the same square. Thus, the function is not one-to-one.
Example 3. The relation pairing an airport to its airport code
Airport codes are three letter codes used to uniquely identify airports around the world and prominently displayed on checked-in bags
to denote the destination of these bags. Here are some examples of airport codes:
o MNL – Ninoy Aquino International Airport (All terminals)
o CEB – Mactan-Cebu International Airport
o DVO – Francisco Bangoy International Airport (Davao)
o JFK – John F. Kennedy International Airport (New York City
o CDG – Charles de Gaulle International Airport (Paris, France)
Airport codes can be looked up at https://www.world-airport-codes.com
Solution. Since each airport has a unique airport code, then the relation is a function. Also, since no two
airports share the same airport code, then the function is one-to-one.
A SIMPLE WAY TO DETERMINE IF A GIVEN GRAPH IS THAT OF A ONE-TO-ONE FUNCTION IS BY USING THE
HORIZONTAL LINE TEST.
Horizontal Line Test.
A function is one-to-one if each horizontal line does not intersect the graph at more than one point.
A graph showing the plot of y = x2 -4 fails the horizontal line test because some lines intersect the graph at more than one point.

The Vertical and Horizontal Line Tests.

All functions satisfy the vertical line test. All one-to-one functions satisfy both the vertical and horizontal line tests.

Activity!
1. For what values of k is the set of order pairs {(2, 4), (k, 6), (4, k)} a one-to-one function?
2. Consider each uppercase letter in the English alphabet as a graph. Is there any of these letters that will pass both the vertical and
horizontal line tests?
3. The length of a rectangle,l , is four more than its width. Let A(,l ¿ be the function mapping the length of the rectangle to its area. Is
the function one-to-one?

LESSON 10: INVERSE OF ONE-TO-ONE FUNCTIONS

Learning Outcome(s): At the end of the lesson, the learner is able to determine the inverses of one-to-one functions.

Lesson Outline:
1. Inverse of a one-to-one function.
2. Finding the inverse of a one-to-one function.
3. Property of inverse functions

The importance of one-to-one functions is due to the fact that these are the only functions that have an inverse, as defined below.

DEFINITION: Let f be a one-to-one function with domain A and range B. Then the inverse of f, denoted by f– 1 , is a function with
domain B and range A defined by f–1 if and only if f (x) = y for any y in B.
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 A function has an inverse if and only if it is one-to-one. If a function f is not one to-one, properly defining an inverse function
f–1 will be problematic. For example, suppose that f(1) = 5 and f(3) = 5. If f–1 exists, then f–1 (5) has to be both 1 and 3, and this
prevents f–1 from being a valid function.
This is the reason why the inverse is only defined for one-to-one functions.
To find the inverse of a one-to-one function:
 Write the function in the form y = f(x);
 Interchange the x and y variables;
 Solve for y in terms of x
Example 1. Find the inverse of Solution f(x) = 3x + 1.
The equation of the function y = 3x + 1
Interchange the x and y variables: x = 3y + 1
Solve for y in terms of x:
x = 3y + 1
x - 1= 3y
x−1 x−1
= y ❑ y=
3 ⇒ 3
x−1
Therefor the inverse f(x) = 3x + 1 is f-1 =
3
Property of an inverse of a one-to-one function
Given a one-to-one function and its inverse, then the following are true:
1. The inverse of is f--1 is f(x)
2. (f--1 (x)) =x for all x in the domain of f--1
3. f--1 (f(x)) for all x in the domain of f.
For the second and third properties above, it can be imagined that evaluating a function and its inverse in succession is like
reversing the effect of the function.
For example, the inverse of a function that multiplies 3 to a number and adds 1 is a function that subtracts 1 and then divides the result
by 3.

Example 2. Find the inverse of g(x) = x3- 2

Solution. The equation of the function is y = x3- 2
Interchange the x and y variables: . x = y3- 2
Solve for y in terms of x:
x = y3- 2
X – 2 = y3
3
Y= √ (x +2)
3
The inverse of is g(x) = x3- 2 is g(x)= √ (x +2)
Example 3. Find the inverse of f ( x )=|3 x|, if it exists.
Solution. Recall that the graph of f ( x )=|3 x| is shaped like a “V” whose vertex is located at the
origin. This function fails the horizontal line test and therefore has no inverse.
ALTERNATE SOLUTION.
We can also show that f–1 does not exist by showing that f is not one-to-one. Note that f(1) = f(–1) = 3. Since the x-values 1
and –1 are paired to the same y-value, then f is not one-to-one and it cannot have an inverse.
(Optional) If we apply the procedure for finding the inverse of a one-to-one function:
The equation of the function is: y=|3 x|
Interchange x and y : x=|3 y|
Solve for y in terms of x:
x=|3 y|
X = √ 3 y2
(Use |x| = √ x 2
x 2=3 y
x2
=y
3

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 x2 ⇒
x2
±
√ 3
= y y=±
3 √
In this function, x=2 will correspond to f(x)=1 and f(x)= –1. Therefore f(x) has no inverse function.
Activity!
1. Find the inverse of f(x) = 2x + 7
x−2❑
2. Find the inverse of f (x) =
3 x+5
LESSON 11: GRAPHS OF INVERSE FUNCTIONS

Learning Outcome(s): At the end of the lesson, the learner is able to represent an inverse function through its table of values and
graph, find the domain and range of an inverse function, graph inverse functions, solve problems involving inverse functions.

Lesson Outline:
1. Graphs of inverse functions as a reflection about the line y = x
2. Domain and range of a one-to-one function and its inverse G

Graphing Inverse Functions

First we need to ascertain that the given graph corresponds to a one-to-one function by applying the horizontal line test. If it passes the
test, the corresponding function is one-to-one.

Given the graph of a one-to-one function, the graph of its inverse can
be obtained by reflecting the graph about the line y = x.
Example 1. Graph y = f -1 (x) if the graph of y = f(x) =
2x + 1 restricted in the domain { x∨−2 ≤ x ≤1.5 }is given below. What is the
range of the function? What is the domain and range of its inverse?

5 x−1❑
Example 2. Consider the rational function f (x) =
−x+2
whose graph is shown below:

A. Find its domain and range.

B. Find the equation of its asymptotes.
C. Find the graph of its inverse.
D. Find the domain and range of its inverse.
Solution :
From our lessons on rational functions, we get the following results:
Domain of f ( x ) = { x ∈ R∨x ≠2 }
Range of f ( x ) = { y ∈ R∨ y ≠−5 }
Using techniques from the lesson on rational functions, the equations of the
asymptotes are
Vertical asymptote: x = 2
Horizontal asymptote: y = -5
The inverse can be graphed by taking the reflection of the graph across y =
x.
Observe that the new asymptotes are the old asymptotes with the x and y
values interchanged. In fact, the asymptotes could also be obtained by
reflecting the original asymptotes about the line y = x .
Vertical asymptote: x = -5
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 Horizontal asymptote: y = 2
The domain and range of the functions and its inverse are as follows:
F (x) F-1 (x)

Domain { x ∈ R∨x ≠2 } { x ∈ R∨x ≠−5 }

Range { y ∈ R∨ y ≠−5 } { y ∈ R∨ y ≠ 2 }

We can make the observation that the domain of the inverse is the range of the original function and the range of the inverse is the
domain of the original function.
Activity!
1. You asked a friend to think of a nonnegative number, add two to the number, square the number, multiply the result by 3 and
divide the result by 2. If the result is 54, what is the original number? Construct an inverse function that will provide the
original number if the result is given.
2. Engineers have determined that the maximum force in tons that a particular bridge can carry is related to the distance in
meters between it supports by the following function:
LESSON 9 – 11 TOPIC TEST
I. True or False
1. A linear function is a one-to-one function.
2. The inverse of is y = 1/ x is y = x
3. The graph of the inverse of a function can be obtained by reflecting the graph of the function along y = x .
II. Identify if the following are one-to-one functions or not.
4. People to their birthdays
5. People to their Social Security System number
6. People to their place of residence
III. Which of the following functions have an inverse function? If so, find its inverse.
A. f ( x )=x 3−1
B. g ( x )=√ x−3
C. p ( x ) =x 2−3
❑
D. q ( x )=| x −3|
3
E. r ( x )=
x −1
IV. Sketch the graph of the inverse of the function f ( x )= √ x +3

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LESSON 12: REPRESENTING REAL-LIFE SITUATIONS USING EXPONENTIAL FUNCTIONS

Learning Outcome(s): At the end of the lesson, the learner is able to represent reallife situations using exponential functions.

Lesson Outline:
1. Exponential functions
2. Population, half-life, compound interest
3. Natural exponential function

Definition: An exponential function with base b is a function of the form f(x) = bx or y = bx (b > 0, b ≠ 1)

Example 1. Complete a table of values for x = –3, –2, –1, 0, 1, 2, and 3 for the exponential functions y = (1/3) x , y = 10x , and y =
(0.8)x
Solution:
X -3 -2 -1 0 1 2 3
y = (1/3)x 27 9 3 1 1/3 1/9 1/27
y = 10x 1/1000 1/100 1/10 1 10 100 1000
y = (0.8)x 1.953125 1.5625 1.25 1 0.8 0.64 0.512

Example 2. If f(x) = 3x , evaluate f(2), f(–2), f(1/2), f(0.4), and f().

Solution.
 f(2) = 32 = 9
 f(–2) = 3-2 = 1/ 3-2 = 1/9
 f(1/2) = 31/2 = √ 3
 f(0.4) = 30.4 = 5 32= √
√ 5
9

An exponential model for this situation is y = 20(2)t/100 .
Exponential Models and Population Growth
Suppose a quantity y doubles every T units of time. If y0 is the initial amount, then the quantity y after t units of time is given
by by y = y0(2)t/T
The half-life of a radioactive substance is the time it takes for half of the substance to decay.

Example 4. Suppose that the half-life of a certain radioactive substance is 10 days and there are 10g initially,
determine the amount of substance remaining after 30 days, and give an exponential model for the amount of remaining substance.
Solution. We use the fact that the mass is halved every 10 days (from definition of half-life).
Let t = time in days. Thus, we have:
Initially,
at t= 0 Amount of Substance = 10g
at t=10 days Amount of Substance = 5g
at t=20 days Amount of Substance = 2.5g
at t=30 days Amount of Substance = 1.25g A
An exponential model for this situation is y = 10(1/2)t/10 .

Exponential Functions and Half-life

If the half-life of a substance is T units, and y0 is the amount of the substance corresponding to t = 0, then the amount y of substance
remaining after t units of time is given by y = y0(1/2)t/T .

A starting amount of money (called the principal) can be invested at a certain interest rate that is earned at the end of a given
period of time (such as one year). If the interest rate is compounded, the interest earned at the end of the period is added to the
principal, and this new amount will earn interest in the next period. The same process is repeated for each succeeding period: interest
previously earned will also earn interest in the next period.
 An exponential model for this situation is y = 100,000(1.06)t .
 The investment is worth P133,822.56.
If a principal P is invested at an annual rate of r, compounded annually, then the amount after t years is given by A = P ( 1 + r
)t
Example 6. Referring to Example 5, is it possible for Mrs. De la Cruz to double her money in 8 years? in 10 years?
Solution. Using the model y = 100,000(1.06)t , substitute t = 8 and t = 10:
 If t = 8, y = P100,000(1.06)8  P159,384.81

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  If t = 10, y = P100,000(1.06)10 P179,084.77
Since her money still has not reached P200,000 after 10 years, then she has not doubled her money during this time.

The Natural Exponential Function

While an exponential function may have various bases, a frequently used based is the irrational number e, whose value is
approximately 2.71828. The enrichment in Lesson 27 will show how the number e arises from the concept of compound interest.
Because e is a commonly used based, the natural exponential function is defined having e as the base.
Definition: The natural exponential function is the function f(x) = ex .

Example : Robert invested P30,000 after graduation. If the average interest rate is 5.8% compounded annually, (a)
give an exponential model for the situation, and (b) will the money be doubled in 15 years?
Solution.
 At t = 0, the amount is P30,000.
 At t = 1, the amount is P30,000(1.058) = P31,740.
 At t = 2, the amount is P30,000(1.058)2 = P33,580.92
 At t = 3, the amount is P30,000(1.058)3 = P35,528.61.
An exponential model for this situation is y = 30000 (1.058)t .
Example : If t = 15, then y = 69,888.59. The money has more than doubled in 15 years. 2. At time t = 0, 500 bacteria
are in a petri dish, and this amount triples every 15 days. (a) Give an exponential model for the situation. (b) How many bacteria are in
the dish after 40 days?
Solution.
 Let y be the number of bacteria.
 At t = 0, y = 500.
 At t = 15, y = 500(3) = 1,500.
 At t = 30, y = 500(3)2 = 4,500.
 At t = 45, y = 500(3)3 = 13,500.
 At t = 60, y = 500(3)4 = 40,500.
An exponential model for this situation is y = 500(3)t/15 .
If t = 40, then y = 500(3) 40/15
 9360. There will be 9360 bacteria after 40 days.

LESSON 13: EXPONENTIAL FUNCTIONS, EQUATIONS, AND INEQUALITIES

Learning Outcome(s): At the end of the lesson, the learner is able to distinguish among exponential functions, exponential equations
and exponential inequality.

Lesson Outline:
1. Exponential functions, exponential equations and exponential inequalities

Definition: An exponential expression is an expression of the form ab x-c + d, where (b > 0, b ≠ 1).
The definitions of exponential equations, inequalities and functions are shown below.

Exponential Equation Exponential Inequality Exponential Function

Definition An equation involving An inequality involving Function of the form f(x) = bx

exponential expressions exponential expressions (b > 0, b ≠ 1)

Example 1 52 x- 5 x+1≤ 0 f ( x )=( 1.8 )x

7 2x- x 2 =
343 ¿ y=( 1.8 )
x

Solved Examples : Determine whether the given is an exponential function, an exponential equation, an exponential
inequality, or none of these.

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 1. 1. f(x) = 5x2 (Answer: None of these)
2. 2. 2 ≥ (1/2)x (Answer: Exponential inequality)
3. 3. 74x = y (Answer: Exponential function)
4. 4. 4(10x - 2) = 500 (Answer: Exponential equation)
5. 5. 7 < 14x + 3 (Answer: Exponential inequality)
6. 6. y = 0.5x (Answer: Exponential function)

LESSON 14: SOLVING EXPONENTIAL EQUATIONS AND INEQUALITIES

Learning Outcome(s): At the end of the lesson, the learner is able to solve exponential equations and inequalities, and solve problems
involving exponential equations and inequalities

Lesson Outline:
1. Solve exponential equations
2. Solve exponential inequalities

One-to-one Property of Exponential Functions

If x1 x2, then bx0  bx2. Conversely, if then x1 = x2.

Example 1. Solve the equation 4x – 1 = 16

Solution. Write both sides with 4 as the base.
 4 x – 1 = 16
 4 x – 1 = 42
 x–1=2
 x=2+1
 x=3
Alternate Solution. Write both sides with 2 as the base.
 4 x – 1 = 16
 (22 ) x – 1 = 24
 2 2(x – 1) = 24
 2(x – 1) = 4
 2x – 2 = 4
 2x = 6
 x=3
Example 2. Solve the equation 9x2 + 3 x+3.
Solution. Both 9 and 3 can be written using 3 as the base.
 (32)x2 = 3x+3
 3 2x2 = 3x+3
 2x2 = x + 3
 ( 2x – 3 ) (x +1 ) = 0
 2x – 3 = 0 or x +1 = 0
 x = 3/2 or x = –1
PROPERTY OF
EXPONENTIAL
INEQUALITIES If b > 1, then the exponential function y = b x is increasing for all x. This means that b x < by if
and only if x < y. If 0 < b < 1, then the exponential function y = b x is decreasing for all x. This
means that bx > by if and only if x < y.

Example . Solve the inequality 3x < 9x–2 .

Solution.
 Both 9 and 3 can be written using 3 as the base.
 3x < (32 ) x–2
 3x < 32(x–2)
 3x < 32x–4
 Since the base 3 > 1, then this inequality is equivalent to
 x < 2x – 4 (the direction of the inequality is retained)
 4 < 2x – x
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  4<x
 The solution set to the inequality is { x ∈ R∨x > 4 }
Activity!
Solve for x in the following equations or inequalities.
1. . 3x = 81
2. 5 7-x = 53
3. At time t = 0, 480 grams of an isotope with a half life of 30 hours is present. How much time will have elapsed when only 15
grams remain?

LESSON 15: GRAPHING EXPONENTIAL FUNCTIONS

Learning Outcome(s): At the end of the lesson, the learner is able to represent an exponential function through its (a) table of values,
(b) graph, and (c) equation, find the domain and range of an exponential function, determine the intercepts, zeroes, and asymptotes of
an exponential function, and graph exponential functions

Lesson Outline:
1. Graphs of f(x) = bx for b > 1 and for 0 < b < 1
2. Domain, range, intercepts, zeroes, and asymptotes.

In the following examples, the graph is obtained by first plotting a few points. Results will be generalized later on.

Example 1. Sketch the graph of f(x) = 2x .

Solution: Step 1: Construct a table of values of ordered pairs for the given function.
The table of values for f(x) = 2x is as follows:
x -4 -3 -2 -1 0 1 3 3
f(x) 1/16 1/8 ¼ ½ 1 2 4 8

Step 2: Plot the points found in the table, and connect them using a smooth curve
It can be observed that the function is defined for all values of x, is strictly increasing, and attains only positive y-values. As x
decreases without bound, the function approaches 0, i.e., the line y = 0 is a horizontal asymptote.

Example 2. g(x) = (1/2)x

Step 1: The corresponding table of values of x and y for g(x) = (1/2)x is as follows:
X -4 -3 -2 -1 0 1 2 3

g(x) 8 4 2 1 ½ 1/4 1/8 1/16

It can be observed that the function is defined for all values of x, is strictly decreasing, and attains only positive values. As x increases
without bound, the function approaches 0, i.e., the line y = 0 is a horizontal asymptote. In general, depending on the value of b, the
graph of f(x) = bx has the following graph

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PROPERTIES OF EXPONENTIAL FUNCTIONS:
1. The domain is the set of all real numbers.
2. The range is the set of all positive real numbers.
3. It is a one-to-one function. It satisfies the Horizontal Line Test.
4. The y-intercept is 1. There is no x-intercept.
5. The horizontal asymptote is the line y = 0 (or the x-axis). There is no vertical asymptote.
6. The function is increasing if b > 1, and is decreasing if 0 < b < 1.
Activity :
1. Graph the functions f(x) = 3x and g(x) = 4x in the same coordinate plane. Indicate the domain, range, y-intercept, and
horizontal asymptote. Compare the two graphs.
2. g(x) = 4-x
Topic Test Lesson 12 -15
Solve for x.
1. 3-x = 27x+2
2. Solve the inequality 5x > 1/125.
3. The population of a certain city doubles every 50 years.
(a) Give an exponential model for this situation.
(b) By what factor does the population increase after 30 years?
(c) If the city’s population is currently 100,000, how long will it take for the population to exceed 400,000?
4. Graph the following functions. Label all intercepts and asymptotes. Indicate the domain and range. a. f(x) = 3 x-2 + 1 b. h(x) = (0.1)x+2
–1

LESSON 16: INTRODUCTION TO LOGARITHMS

Learning Outcome(s): At the end of the lesson, the learner is able to represent reallife situations using logarithmic functions and
solve problems involving logarithmic functions.

Lesson Outline:
1. Logarithms, including common and natural logarithms
2. Applications (Richter scale, decibels, pH levels)

Definition: Let a, b, and c be positive real numbers such that b ≠ 1. The logarithm of a with base b is denoted by log ba, and is defined
as c = logba if and only if a = bc

Reminders.
1. In both the logarithmic and exponential forms, b is the base. In the exponential form, c is an exponent; this implies that the
logarithm is actually an exponent. Hence, logarithmic and exponential functions are inverses.
2. In the logarithmic form logbx, x cannot be negative.
3. The value of logbx can be negative.

Definition: Common logarithms are logarithms with base 10; logx is a short notation for log10x.
Definition: Natural logarithms are logarithms to the base e (approximately 2.71828), and are denoted by “ln”. In other
words, lnx is another way of writing logex.

Example 1. Rewrite the following exponential equations in logarithmic form, whenever possible.
a. 53 = 125 d. (2/3)2 = 4/9
b. 7–2 = 1/49 e. (0.1)–4 = 10000
c. 102 = 100 f. 40 = 1

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g. 7b = 21 d. log2/3(4/9) = 2
h. e2 = x e. log 0.110000 = –4
i. (–2)2 = 4 f. log41 = 0
Solution. g. log721 = b
a. log5125 = 3 h. lnx = 2
b. log7(1/49) = –2 i. cannot be written in logarithmic form
c. log100 = 2
Applications.

Some of the most common applications in real-life of logarithms are the Richter scale, sound intensity, and pH level. In 1935, Charles
Richter proposed a logarithmic scale to measure the intensity of an earthquake. He defined the magnitude of an earthquake as a
function of its amplitude on a standard seismograph. The following formula produces the same results, but is based on the energy
released by an earthquake.

Earthquake Magnitude on a Richter scale The magnitude R of an earthquake is given by

2 E
R= log 4.40
3 10
Where E (in joules) is the energy released by the earthquake (the quantity 104.40 joules is the energy released by a very small
reference earthquake.

The formula indicates that the magnitude of an earthquake is based on the logarithm of the ratio between the energy it
releases and the energy released by the reference earthquake.

Sound Intensity5 In acoustics, the decibel (dB) level of a sound is

1
D=10 log
10−2
Where I is the sound intensity in watts/m2 (the quantity 10–12 watts/m2 is least audible sound a human can hear)

Example 5. The decibel level of sound in a quiet office is 10 –6 watts/m2 . (a) What is the corresponding sound intensity
in decibels? (b) How much more intense is this sound than the least audible sound a human can hear?

Solution.:
10−6
D=10 log 6 6
−12 = 10 log 10 Since by definition, log 10 is the exponent by which 10 must be raised to obtain
10
106 , then log 106 = 6.
Thus, D = 10(6) = 60 decibels.
10−6
This sound is = 106 = 1,000,000 times more intense than the least audible sound a human can hear.
10−12
Acidity and the pH scale6 The pH level of a water-based solution is defined as pH = – log[H+ ], where [H+] is the concentration of
hydrogen ions in moles per liter. Solutions with a pH of 7 are defined neutral; those with pH < 7 are acidic, and those with pH > 7 are
basic.

Example 6. A 1-liter solution contains 0.00001 moles of hydrogen ions. Find its pH level. Solution. Since there are
0.00001 moles of hydrogen ions in 1 liter, then the concentration of hydrogen ions is 10 –5 moles per liter. The pH level is –log 10–5 .
Since log 10–5 is the exponent by which 10 must be raised to obtain 10–5 , then log 10–5 = –5. Thus, pH = –log 10–5 = –(–5) = 5.
Activity:
In numbers 1-3, find the value of the following logarithmic expressions.
1. Log381 2. Log16913 3. Log5 (1/5)
4. What is the magnitude in the Richter scale of an earthquake that released 1014 joules of energy? How much more energy
does this earthquake release than that of the reference earthquake?
5. Suppose the intensity of sound of a jet during takeoff is 100 watts/m2 . What is the corresponding sound intensity in
decibels? How much more intense is this sound than the least audible sound a human can hear?

Lesson 17: Logarithmic Functions, Equations, and Inequalities

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Learning Outcome(s): At the end of the lesson, the learner is able to distinguish among logarithmic function, logarithmic equation,
and logarithmic inequality
Lesson Outline:
Logarithmic equations, logarithmic inequalities, and logarithmic function

The definitions of exponential equations, inequalities and functions are shown below.
Logarithmic Equation Logarithmic Inequality Logarithmic Function

Definition An equation involving . An inequality involving Function of the form f(x) =

logarithms logarithms. logbx (b > 0, b ≠ 1).

Example log x2= 4 ln x2 > (ln x)2 g(x) = log3x

A logarithmic equation or inequality can be solved for all x values that satisfy the equation or inequality (Lesson 20). A logarithmic
function expresses a relationship between two variables (such as x and y), and can be represented by a table of values or a graph
(Lesson 21).
ACTIVITY!
Direction : Determine whether the given is a logarithmic function, a logarithmic equation, a logarithmic inequality or
neither.
1. g(x) = log5x
2. y = 2 log 4x
3. log (4x) = - -log (3x +5)
4. xlog2(x) – 1 > 0
5. logx(x-3) = log 4

Lesson 18: Basic Properties of Logarithms

Learning Outcome(s): At the end of the lesson, the learner is able to apply basic properties of logarithms and solve problems
involving logarithmic equations
Lesson Outline:
1. Basic properties of logarithms.
2. Simplifying logarithmic expressions.
Definition: Let b and x be real numbers such that b > 0 and b ≠ 1, the basic properties of logarithms are as follows:

1. logb1 = 0
2. logbb x = x
3. If x > 0, then blogbx= x

Example 1. Use the basic properties of logarithms to find the value of the following logarithmic expressions.
a. log10 b. lne3 c. log464 d. log5(1/125) e.5log52 f. log1
Solution:
a. log10 = log10101 = 1 (Property 2)
b. lne3 = logee 3 = 3 (Property 2)
c. log464 = log44 3 = 3 (Property 2)
d. log5(1/125) = log55 –3 = –3 (Property 2)
e. 5log52 = 2 (Property 3)
f. log1 = 0 (Property 1)
ACTIVITY!
Use the basic properties of logarithms to find the value of the following logarithmic expressions:
1. Log77
2. eln 5
3. log 10x2
4. log31
5. ln e (x + 1 )
6. log7(1/49)

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Lesson 19: Laws of Logarithms

Learning Outcome(s): At the end of the lesson, the learner is able to illustrate the laws of logarithms.
Lesson Outline:
1. Laws of logarithms
2. Change of base formula
Laws of Logarithms. Let b > 0, b ≠ 1 and let n ∈ R . For u > 0, v > 0, then 1
1. logb(uv) = logbu + logbv (Example: log2(3x) = log23 + log2x)
2. logb(u/v) = logbu – logbv (Example: log3(4/5) = log34 – log35)
3. logbu n = n·logbu (Example: log536 = log56 2 = 2log56)
Example 1. Use the properties of logarithms to expand each expression in terms of the logarithms of the factors.
Assume each factor is positive. a. log(ab2 )
Solution.
log(ab2 )
= loga + logb2
= loga + 2logb
Example 2.
2lnx – lny
Solution.
2lnx – lny = lnx2 – lny
= ln(x2 /y)
Change-of-base formula any logarithmic expression can be expressed as a quotient of two logarithmic expressions with a
common base. Let a, b, and x be positive real numbers, with a ≠ 1, b ≠ 1:
Logbx = logax/logab

Activity!
Use the properties of logarithms to expand the expressions as a sum, difference or multiple of logarithms.
1. Logb(u2√ v )
2. ln (x3/ y2)

Lesson 20: Solving Logarithmic Equations and Inequalities

Learning Outcome(s): At the end of the lesson, the learner is able to solve logarithmic equations and inequalities and solve problems
involving logarithmic functions, equations, and inequalities
Lesson Outline:
1. Solve logarithmic equations
2. Solve logarithmic inequalities
3. Applications to problems in real-life contexts

Property of Logarithmic Equations If b > 1, then the logarithmic function y = log bx is increasing for all x. If 0 < b < 1, then the
logarithmic function y = logbx is decreasing for all x. This means that logbu = logbv if and only if u = v.

Techniques. Some strategies for solving logarithmic equations:

1. Rewriting to exponential form;
2. Using logarithmic properties;
3. Applying the one-to-one property of logarithmic functions;
4. The Zero Factor Property: If ab = 0, then a = 0 or b = 0.

Example 1. Find the value of x in the following equations.

log4(2x) = log410
Solution.
log4(2x) = log410
2x = 10 (one-to-one property)
x=5
Check: 5 is a solution since log4(2·5) = log4(10) is defined.
Property of Logarithmic Inequalities
1. If 0 < b < 1, then x1< x2 if and only if logbx1> logbx2.
2. If b > 1, then x1< x2 if and only if logbx1< logbx2.
Example 3. Solve the following logarithmic inequalities.
a. log3(2x – 1) > log3(x + 2)

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Solution.
Step 1: Ensure that the logarithms are defined. Then 2x – 1 > 0 and x + 2 > 0 must be satisfied. 2x – 1 > 0 implies x
> 1/2 and x + 2 > 0 implies x > –2. To make both logarithms defined, then x > 1/2. (If x > 1/2, then x is surely
greater than –2.)

Step 2: Ensure that the inequality is satisfied. The base 3 is greater than 1.
Thus, since log3(2x – 1) > log3(x + 2), then:
2x – 1 > x + 2
x > 3 (subtract x from both sides; add 1 to both sides)
x>3
Hence, the solution is (3, +∞).
Solution.
Step 1: Ensure that the logarithms are defined.
This means that x > 0. S

Step 2: Ensure that the inequality is satisfied.

Rewrite –3 as a logarithm to base 1/5: –3 = log1/5(1/5)–3
We obtain the inequality log 1/5 x >log 1/5 (1/5)–3 .
The base is 0.2 = 1/5, which is less than 1.
Thus, since log 1/5 x >log 1/5 (1/5)–3 , then x < x < 125.
Hence, the solution is (0, 125).
c. –2 < logx < 2

Activity:
1. 1. Find the value/s of x in the following equations/inequalities.
a. log15x = log30
b. log(3x-2) = log2
c. logx121 = 2

TOPIC TEST
1. Find the value of the following logarithmic expressions:
a. log4(1/64)
b. log1/2 64

2. Express logx + 2logy – 3loga as a single logarithm.

3. Analyze each of the following functions by (a) using the transformations to describe how the graph is related to a logarithmic
function y = logbx, (b) identifying the xintercept, vertical asymptote, domain and range. (c) Sketch the graph of the function.
a. F(x) = log2(x-3)
b. g(x) = log0.5(x) -3
c. h(x) = 3log2(x)

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