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Chapter 10 - Logarithms and polynomials

This document discusses logarithms and their applications, particularly in chemistry for measuring pH levels in water, such as in Olympic swimming pools where an ideal pH of 7.4 is maintained. It explains the relationship between logarithms and exponential functions, including how to evaluate and solve logarithmic equations. Additionally, the document outlines learning intentions and exercises related to logarithms and polynomials as part of the Australian Curriculum for Year 10 mathematics.

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0% found this document useful (0 votes)

3 views58 pages

Chapter 10 - Logarithms and polynomials

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10

CHAPTER
Logarithms and
polynomials

The chemistry of Olympic pools

The inverse of the exponential function, called the Pure water has a pH value of 7 and is classified as
logarithm function, is used in many fields. The neutral. However, adding chemicals such as chlorine
common logarithm (know as the base 10 logarithm) can make the water either more acidic or more
is helpful in representing very big and very small basic. In Olympic swimming pools, a pH level of
numbers, and in chemistry, logarithms are used 7.4 is ideal, as it matches the pH level of the human
when describing and measuring pH levels of a eye. Pool water with pH within a range of 7.2 to 7.8
solution: pH = − log 10 (hydrogen ion in solution). allows there to be enough chlorine to act on any
The term pH comes from the Latin potentia germs, while still making the water comfortable
hydrogenii, or ‘capacity of hydrogen’. The pH scale for the swimmers (avoiding skin irritation or the
has values from 0 (very acidic) to 14 (very alkaline). dreaded ‘eye burn’) and preventing damage to the
As the pH scale is a logarithmic scale, a pH value of lining of the pool or its mechanical parts.
5 is ten times more acidic than a pH value of 6.
Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
Australian Curriculum Year 10 & 10A 3ed Photocopying is restricted under law and this material must not be transferred to another party.
Online resources
A host of additional online resources are
included as part of your Interactive Textbook,
including HOTmaths content, video
demonstrations of all worked examples,
auto-marked quizzes and much more.

In this chapter

10A Introducing logarithms (10A)

10B Laws of logarithms (10A)
10C Solving exponential equations using
logarithms (10A)
10D Introducing polynomials (10A)
10E Expanding and simplifying
polynomials (10A)
10F Division of polynomials (10A)
10G The remainder and factor theorems (10A)
10H Solving polynomial equations (10A)
10I Graphs of polynomials (10A)

Australian Curriculum

NUMBER AND ALGEBRA

Real numbers

(10A) Use the definition of a logarithm to

establish and apply the laws of logarithms
(ACMNA265)

Patterns and algebra

(10A) Investigate the concept of a polynomial

and apply the factor and remainder theorems
to solve problems (ACMNA266)

Linear and non-linear relationships

(10A) Apply understanding of polynomials

to sketch a range of curves and describe the
features of these curves from their equation
(ACMNA268)

Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
Australian Curriculum Year 10 & 10A 3ed Photocopying is restricted under law and this material must not be transferred to another party.
738 Chapter 10 Logarithms and polynomials

10A Introducing logarithms 10A

Learning intentions
• To understand the form of a logarithm and its relationship with index form
• To be able to convert between equivalent index and logarithmic forms
• To be able to evaluate simple logarithms both with and without technology
• To be able to solve simple logarithmic equations

Logarithms (‘logical arithmetic’) are an important idea

in mathematics and were invented by John Napier in
the 17th century to simplify arithmetic calculations.
Logarithms are linked directly to exponentials and can
be used to solve a range of exponential equations.

Recall that 23 = 8 (2 to the power 3 equals 8). We can

also say that the logarithm of 8 to the base 2 equals 3
and we write log2 8 = 3. So for exponential equations
such as y = 2x, a logarithm finds x for a given value of y.

A logarithm can often be evaluated by hand but Seismologists calculate the magnitude of an earthquake
calculators can also be used. using the logarithm of its intensity. The 2004 Sumatra
earthquake of Richter magnitude 9.3 had 1000 times
Logarithms can also be used to create logarithmic more intense shaking than the Richter magnitude 6.3
earthquake in Christchurch in 2011.
scales, which are commonly used in science,
economics and engineering. For example, the Richter
scale, and the moment magnitude scale that replaced it,
are logarithmic scales that illustrate the strength of an earthquake.

LESSON STARTER Can you work out logarithms?

We know that 32 = 9, so log3 9 = 2. This means that log3 9 is equal to the index that makes 3 to the power
of that index equal 9. Similarly, 103 = 1000 so log10 1000 = 3.
Now find the value of the following.

• log10 100 • log10 10 000 • log2 16

• log2 64 • log3 27 • log4 64

KEY IDEAS
■ A logarithm of a number to a given base is the power (or index) to which the base is raised to
give the number.
• For example: log216 = 4 since 24 = 16.
• The base a is written as a subscript to the operator word ‘log’; i.e. loga.

■ In general, if ax = y then loga y = x with a > 0 and y > 0.

• We say ‘the logarithm of y to the base a is x’.

BUILDING UNDERSTANDING
1 State the missing values in this table.
x 0 1 2 3 4 5
2x
3x 243
4x 256
5x 5
10x 100

2 State the value of the unknown number for each statement.

a 2 to the power of what number gives 16?
b 3 to the power of what number gives 81?
c 7 to the power of what number gives 343?
d 10 to the power of what number gives 10 000?
3 Give these numbers as fractions.
a 0.0001 b 0.5 c 2−2 d 3−3

Example 1 Writing equivalent statements involving logarithms

Write an equivalent statement to the following.

a log10 1000 = 3 b 25 = 32

SOLUTION EXPLANATION
a 103 = 1000 loga y = x is equivalent to ax = y.

b log2 32 = 5 ax = y is equivalent to loga y = x.

Now you try

Write an equivalent statement to the following.
a log10 100 = 2 b 34 = 81

Example 2 Evaluating logarithms

a Evaluate the following logarithms.

i log2 8 ii log5 625
b Evaluate the following.
1
i log3 ii log10 0.001
9
c Evaluate, correct to three decimal places, using a calculator.
i log10 7 ii log10 0.5

Continued on next page

SOLUTION EXPLANATION
a i log2 8 = 3 Ask the question ‘2 to what power gives 8?’
(Note: 23 = 8.)
ii log5 625 = 4 54 = 5 × 5 × 5 × 5 = 625

1 1 1
b i log3 = −2 3−2 = =
9 32 9
1 1
ii log10 0.001 = −3 10−3 = = = 0.001
103 1000

c i log10 7 = 0.845 (to 3 d.p.) Use the log button on a calculator and use base
10. (Some calculators will give log base 10 by
pressing the log button.)
ii log10 0.5 = −0.301 (to 3 d.p.) Use the log button on a calculator.

Now you try

a Evaluate the following logarithms.
i log2 16 ii log3 243
b Evaluate the following.
1
i log2 ii log10 0.01
8
c Evaluate, correct to three decimal places, using a calculator.
i log10 5 ii log10 0.45

Example 3 Solving simple logarithmic equations

Find the value of x in these equations.

a log4 64 = x b log2 x = 6

SOLUTION EXPLANATION
a log4 64 = x loga y = x then ax = y.
4x = 64
x=3 43 = 64

b log2 x = 6 Write in index form:

26 = x 26 = 2 × 2 × 2 × 2 × 2 × 2 = 64
x = 64

Now you try

Find the value of x in these equations.
a log3 81 = x b log5 x = 3

Exercise 10A
FLUENCY 1–3, 4–5(1/2) 2–6(1/2) 2–6(1/3)

1 Write an equivalent statement to the following.

Example 1a a i log10 10 000 = 4 ii log2 32 = 5
Example 1b b i 23 =8 ii 34 = 81

Example 1a 2 Write the following in index form.

a log2 16 = 4 b log10 100 = 2 c log3 27 = 3
1 1
d log2 = −2 e log10 0.1 = −1 f log3 = −2
4 9
Example 1b 3 Write the following in logarithmic form.
1 1
a 23 = 8 b 34 = 81 c 25 = 32 d 42 = 16 e 10−1 = f 5−3 =
10 125
Example 2a 4 Evaluate the following logarithms.
a log2 16 b log2 4 c log2 64 d log3 27
e log3 3 f log4 16 g log5 125 h log10 1000
i log7 49 j log11 121 k log10 100 000 l log9 729
m log2 1 n log5 1 o log37 1 p log1 1

Example 2b 5 Evaluate the following.

1 1 1 1
a log2 b log2 c log3 d log10
8 4 9 1000
1 1 1 1
e log7 f log3 g log5 h log8
49 81 625 8
i log10 0.1 j log10 0.001 k log10 0.00001 l log2 0.5
.
m log2 0.125 n log5 0.2 o log5 0.04 p log3 0.1

Example 2c 6 Evaluate, correct to three decimal places, using a calculator.

1
a log10 5 b log10 47 c log10 162 d log10 0.8 e log10 0.17 f log10
27

PROBLEM-SOLVING 7(1/2), 8 7(1/2), 8 7(1/4), 9

Example 3 7 Find the value of x in these equations.

a log3 27 = x b log2 32 = x c log2 64 = x d log5 625 = x
e log10 1000 = x f log6 36 = x g log2 x = 4 h log3 x = 4
i log10 x = 3 j log3 x = −2 k log4 x = −1 l log7 x = −3
m logx 27 = 3 n logx 32 = 5 o logx 64 = 3 p logx 64 = 2
q logx 81 = 4 r logx 10 000 = 4 s logx 0.5 = −1 t log4 0.25 = x

8 A single bacterium cell divides into two every minute.

a Complete this cell population table.
b Write a rule for the population, P, after t minutes. Time (minutes) 0 1 2 3 4 5
c Use your rule to find the population after 8 minutes. Population 1 2
d Use trial and error to find the time (correct to the nearest minute) for the population to rise to 10 000.
e Write the exact answer to part d as a logarithm.

9 Evaluate:
a log2 4 × log3 9 × log4 16 × log5 25
b 2 × log3 27 − 5 × log8 64 + 10 × log10 1000
4 × log5 125 2 × log3 9
c +
log2 64 log10 10

REASONING 10 10, 11 11, 12

10 Consider a bacteria population growing such that the total increases 10-fold every hour.
a Complete this table for the population (P) and log10 P for 5 hours (h).
h 0 1 2 3 4 5
P 1 10 100
log10P

b Plot a graph of log10 P (y-axis) against hours (x-axis). What do you notice?
c Find a rule linking log10 P with h.

11 The Richter magnitude of an earthquake is determined from a logarithm of the amplitude of waves
recorded by a seismograph. It uses log base 10. So for example, an earthquake of magnitude 3 is
10 times more powerful than one with magnitude 2 and an earthquake of magnitude 7 is 100 times
more powerful than one with magnitude 5.
a Write the missing number. An earthquake of magnitude 6 is:
i times more powerful than one of magnitude 5.

ii times more powerful than one of magnitude 4.

iii times more powerful than one of magnitude 2.

b Write the missing number. An earthquake of magnitude 9 is:

i times more powerful than one of magnitude 8.

ii 1000 times more powerful than one of magnitude .

iii 106 times more powerful than one of magnitude .

12 Is it possible for a logarithm (of the form logab) to give a negative result? If so, give an example and
reasons.

ENRICHMENT: Fractional logarithms – – 13(1/2)

1
1 3 1
13 We know that we can write √2 = 22, so log2√2 = and log2 √ 2 = . Now evaluate the following
2 3
without the use of a calculator.
4 5 3
a log2 √ 2 b log2 √ 2 c log3 √3 d log3 √ 3
3 3 3
e log7 √7 f log10 √ 10 g log10 √ 100 h log2 √ 16
4 4 5 7
i log3 √ 9 j log5 √ 25 k log2 √ 64 l log3 √ 81

10B Laws of logarithms 10A

Learning intentions
• To know how to combine logarithms with the same base using the logarithm laws for addition and subtraction
• To know properties of logarithms involving powers and the logarithm of 1
• To be able to use logarithm properties to simplify expressions

From the study of indices you will recall a number

of index laws that can be used to manipulate
expressions involving powers. Similarly, we have
laws for logarithms and these can be derived using
the index laws.

Recall index law 1: am × an = am + n

Now let x = am and y = an (1)

So m = loga x and n = loga y (2)

From equation (1) xy = am × an Audiologists measure the loudness of sound in decibels (dB),
= am + n (using index law 1) a logarithmic scale. Permanent hearing loss occurs after
listening to 88 dB music 4 hours/day. Each 3 dB increase
So: m + n = loga (xy) halves the safe time; at 100 dB hearing loss occurs in 15
From (2) m + n = loga x + loga y minutes/day.
So: loga (xy) = loga x + loga y

This is a proof for one of the logarithm laws and we will develop the others later in this section.

LESSON STARTER Proving a logarithm law

In the introduction above there is a proof of the first logarithm law, which is considered in this section.
It uses the first index law.

(y)
x
• Now complete a similar proof for the second logarithm law, loga = loga x − loga y, using the
second index law.

KEY IDEAS
■ Law 1: loga x + loga y = loga (xy)
• This relates to index law 1: am × an = am + n.

(y)
x
■ Law 2: loga x − loga y = loga

• This relates to index law 2: am ÷ an = am − n.

■ Law 3: loga (xn) = n loga x

• This relates to index law 3: (am) n = am × n.

■ Other properties of logarithms.

• loga 1 = 0, (a ≠ 1) using a0 = 1
• loga a = 1, using a1 = a
1
• loga = loga x−1 = − loga x from law 3.
x
Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
Australian Curriculum Year 10 & 10A 3ed Photocopying is restricted under law and this material must not be transferred to another party.
744 Chapter 10 Logarithms and polynomials

BUILDING UNDERSTANDING
1 Complete the rules for logarithms using the given pronumerals.

(y)
x
a logb (xy) = logb x + _______ b logb = _______ − _______

c loga bm = m × _ d loga a = _

1
e logc 1 = _______ f loga = _______
b

2 State the missing numbers.

a log2 =1 b log3 =0

c loga 2 + loga = loga 8 d loga 36 − loga = loga 3

1
e loga 34 = = loga 3 f loga 3 = loga
3

3 Evaluate:
a log10 100 b log2 32 c log3 27
d −2 log5 25 e 4 log10 1000 f −6 log5 1

Example 4 Simplifying logarithmic expressions

Simplify the following.

a loga 4 + loga 5 b loga 22 − loga 11 c 3 loga 2

SOLUTION EXPLANATION
a loga 4 + loga 5 = loga 20 This is logarithm law 1:
loga x + loga y = loga (xy)

b loga 22 − loga 11 = loga 2 This uses logarithm law 2:

(y)
x
loga x − loga y = loga

( Note: loga 11 = loga 2.)

c 3 loga 2 = loga 23 Using logarithm law 3: n loga x = loga xn

= loga 8

Now you try

Simplify the following
a loga 3 + loga 8 b loga 32 − loga 16 c 2 loga 4

Example 5 Evaluating logarithmic expressions

Simplify and evaluate the following expressions.

1
a log2 1 b log5 5 c log6 d log2 6 − log2 3
36

SOLUTION EXPLANATION
a log2 1 = 0 20 = 1

b log5 5 = 1 51 = 5

1 1
c log6 = log6 6−2 Alternatively, use the rule loga = − loga x.
36 x
= −2 × log6 6 1
So log6 = − log6 36
= −2 × 1 36
= −2
= −2

(3)
6
d log2 6 − log2 3 = log2 2 log2 = log2 2 and 21 = 2
=1

Now you try

Simplify and evaluate the following expressions.
1
a log4 1 b log7 7 c log3 d log3 15 − log3 5
9

Exercise 10B
FLUENCY 1, 2–5(1/2) 2–5(1/2) 2–5(1/3)

1 Simplify the following.

Example 4a a i loga 2 + loga 7
w ii loga 10 + loga 0.5
Example 4b b i loga 12 − loga 6 ii loga 77 − loga 11
Example 4c c i 2 loga 3 ii 3 loga 4

Example 4a 2 Simplify using the first logarithm law.

a loga 3 + loga 2 b loga 5 + loga 3 c loga 7 + loga 4
d logb 6 + logb 3 e logb 15 + logb 1 f logb 1 + logb 17

Example 4b 3 Simplify using the second logarithm law.

a loga 10 − loga 5 b loga 36 − loga 12 c loga 100 − loga 10
d logb 28 − logb 14 e logb 3 − logb 2 f logb 7 − logb 5

Example 4c 4 Simplify using the third logarithm law.

a 2 loga 3 b 2 loga 5 c 3 loga 3
d 4 loga 2 e 5 loga 2 f 3 loga 10

Example 5a,b 5 Evaluate:

a log3 1 b log7 1 c logx 1
d log4 4 e log18 18 f loga a
1
g 5 log2 1 h 3 log4 4 i log 7
3 7
2 log15 225 log3 243
j log 10 k l
3 10 2 10

PROBLEM-SOLVING 6–7(1/2) 6–7(1/2) 6–8(1/3)

Example 5c 6 Simplify and evaluate.

1 1 1
a log2 b log3 c log4
4 27 64
1 1 1
d log5 e log10 f log10
5 100 100 000

Example 5d 7 Simplify and evaluate.

a log2 10 − log2 5 b log3 30 − log3 10 c log4 128 − log4 2
d log4 8 + log4 2 e log8 16 + log8 4 f log10 50 + log10 2

8 Simplify using a combination of log law number 3 with laws 1 and 2.

a 2 log3 2 + log3 5 b 4 log10 2 + log10 3
c 3 log10 2 − log10 4 d 5 log7 2 − log7 16
1 1
e log3 4 + 2 log3 2 f log5 3 − log5 9
2 2
1 1 1 1
g log2 27 − log2 64 h log5 16 + log5 243
3 3 4 5

REASONING 9 9, 10 9(1/2), 10, 11

1 1 1
3 n
9 Recall that √x = x2 and √ x = x3 and in general √x = xn. Use this to simplify the following.
a log2 √8 b log2 √32
3
c log2 √ 16 d log10 √1000
3 5
e log7 √ 7 f log5 √ 625

10 Prove that:
1
a loga = −loga x using logarithm law 2
x
1
b loga = −loga x using logarithm law 3
x

n loga x
11 Prove that loga √x = using logarithm law 3.
n

ENRICHMENT: Proving the laws for logarithms – – 12

12 Read the proof for logarithm law 1 in the introduction and then complete the following tasks.
a Complete a proof giving all reasons for logarithm law 1: loga (xy) = loga x + loga y.

(y)
x
b Complete a proof for logarithm law 2: loga = loga x − loga y.

c Complete a proof for logarithm law 3: loga xn = n loga x.

Before the invention of the electronic calculator, multiplication and division of numbers with many digits was done with
tables of logarithms or slide rules with logarithmic scales.

10C Solving exponential equations using

logarithms 10A
Learning Intentions
• To know how to solve exponential equations by rewriting in logarithmic form using the given base
• To be able to solve an exponential equation using base 10
• To be able to use technology to evaluate logarithms

When solving a simple exponential equation

like 2x = 16 we know that the solution is x = 4
because 24 = 16. Solving 2x = 10, however,
is trickier and requires the use of logarithms.
Depending on what calculator functions you
have, one of two different methods can be chosen.
These methods can be used to solve many types
of problems in science and finance.

The many applications of solving exponential equations include

medical scientists calculating when a radioactive tracer has
decayed; financiers determining when an investment doubles;
and food scientists calculating the time for a bacteria population
to reach food-poisoning levels.

LESSON STARTER Trial and error versus logarithms

Consider the equation 10x = 20.

• First, use a calculator and trial and error to find a value of x (correct to three decimal places) that
satisfies the equation.
• Now write 10x = 20 in logarithmic form and use the log function on your calculator to find the value of x.
• Check the accuracy of your value of x obtained by trial and error.

KEY IDEAS
■ Solving for x if ax = y
• Using the given base: x = loga y

• Using base 10: ax = y

log10 ax = log10 y (taking log10 of both sides)
x log10 a = log10 y (using law 3)
log10 y
x= (dividing by log10 a)
log10 a

■ Most calculators can evaluate using log base 10, but CAS calculators can work with any base.

BUILDING UNDERSTANDING
1 Give the logarithmic form of these equations.
1
a 23 = 8 b 42 = 2 c 3x = 10
2 State the missing number.
a 5 ⃞ = 125 b 10 ⃞ = 10 000
1
c log2 =3 d log4 =
2
3 Use a calculator to evaluate the following, correct to three decimal places.
3 log10 12
a log10 7 b log10 0.6 c log10 d
4 log10 7

Example 6 Solving using the given base

Solve the following using the given base. Round your answer to three decimal places.
a 2x = 7 b 50 × 1.1x = 100

SOLUTION EXPLANATION
a 2x =7 If ax = y then x = loga y.
x = log2 7 This method can be used on calculators that
= 2.807 (to 3 d.p.) have a log function loga y, where both a and y
can be entered.

b 50 × 1.1x = 100
1.1x = 2 Divide both sides by 50.
x = log 1.1 2 Write in logarithmic form, then use a
= 7.273 (to 3 d.p.) calculator for the approximation.

Now you try

Solve the following using the given base. Round your answer to three decimal places.
a 3x = 10 b 20 × 1.2x = 60

Example 7 Solving using base 10

Solve using base 10 and evaluate, correct to three decimal places.

a 3x = 5 b 1000 × 0.93x = 100

SOLUTION EXPLANATION
a 3x=5
log10 3x = log10 5 Take log10 of both sides.
x log10 3 = log 10 5 Use law 3: loga xn = nloga x.
log10 5 Divide by log103.
x=
log10 3 Use the log function on a calculator.
= 1.465 (to 3 d.p.)
Continued on next page
Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
Australian Curriculum Year 10 & 10A 3ed Photocopying is restricted under law and this material must not be transferred to another party.
750 Chapter 10 Logarithms and polynomials

b 1000 × 0.93x = 100

0.93x = 0.1 Divide both sides by 1000.
log10 0.93x = log10 0.1 Take log10 of both sides.
x log10 0.93 = log 10 0.1 Use law 3 and solve for x by dividing both sides
log10 0.1 by log10 0.93.
x= Use the log function on a calculator.
log10 0.93
= 31.729 (to 3 d.p.)

Now you try

Solve using base 10 and evaluate, correct to three decimal places.
a 2x = 11 b 200 × 0.85x = 50

Exercise 10C
FLUENCY 1, 2–3(1/2) 2–4(1/2) 2–4(1/3)

1 Solve the following using the given base. Round your answer to three decimal places.
Example 6a a i 4x = 5 ii 3x = 13
Example 6b b i 20 × 1.3x = 80 ii 10 × 1.6x = 70
Example 6a 2 Solve the following using the given base and round to three decimal places where necessary.
a 3x = 5 b 2x = 11 c 5x = 13
d 1.2x = 3.5 e 2.9x = 3.5 f 0.2x = 0.04
Example 6b 3 Solve the following using the given base and round to three decimal places where necessary.
a 10 × 2x = 20 b 25 × 3x = 75 c 4 × 1.5x = 20
d 3.8 × 1.7x = 9.5 e 300 × 0.9x = 150 f 7.3 × 0.4x = 1.8
Example 7 4 Solve using base 10 and evaluate, correct to three decimal places.
a 2x = 6 b 3x = 8 c 5x = 7
d 11 = 15
x e 1.8x = 2.5 f 0.9x = 0.5
g 10 × 2x = 100 h 7 × 3x = 28 i 130 × 7x = 260
j 4 × 1.5 = 20
x k 100 × 0.8x = 50 l 30 × 0.7x = 20

PROBLEM-SOLVING 5 5, 6 6, 7

5 The rule modelling a population (P) of mosquitoes is given

by P = 8t, where t is measured in days. Find the number of
days, correct to three decimal places where necessary, required
for the population to reach:
a 64
b 200
c 1000.

6 An investment of $10 000 is expected to grow by 5% p.a. so the balance $A is given by the rule
A = 10 000 × 1.05n, where n is the number of years. Find the time (to two decimal places) for the
investment to grow to:
a $20 000 b $32 000 c $100 000.

7 50 kg of a radioactive isotope in a set of spent nuclear fuel rods is decaying at a rate of 1% per year.
The mass of the isotope (m kg) is therefore given by m = 50 × 0.99n, where n is the number of years.
Find the time (to two decimal places) when the mass of the isotope reduces to:
a 45 kg b 40 kg c 20 kg.

REASONING 8 8, 9 9, 10

8 The value of a bank balance increases by 10% per year. The initial amount is $2000.
a Write a rule connecting the balance $A with the time (n years).
b Find the time, correct to the nearest year, when the balance is double the original amount.

9 The value of a Ferrari is expected to reduce by 8% per year. The original cost is $300 000.
a Find a rule linking the value of the Ferrari ($F) and the time (n years).
b Find the time it takes for the value of the Ferrari to reduce to $150 000. Round your answer to one
decimal place.

10 The half-life of a substance is the time it takes for the substance to reduce to half its original mass.
Round answers to the nearest year.
a Find the half-life of a 10 kg rock if its mass reduces by 1% per year.
b Find the half-life of a 20 g crystal if its mass reduces by 0.05% per year.

ENRICHMENT: Change of base formula – – 11

11 If ax = y then we can write x = loga y. Alternatively, if ax = y we can find the logarithm of both sides,
as shown here.
ax = y
logb ax = logb y
x logb a = logb y
logb y
x=
logb a
logb y
∴ loga y =
logb a
This is the change of base formula.
a Use the change of base formula to write the following with base 10.
i log27 ii log316 iii log51.3
b Change to log base 10 and simplify.
i log510 ii log21000 iii log30.1
c Make x the subject and then change to base 10. Round your answer to three decimal places.
i 3x = 6 ii 9x = 13 iii 2 × 1.3x = 1.9

10D Introducing polynomials 10A

Learning intentions
• To know the general form of a polynomial
• To know the meaning of the degree of a polynomial and the names of common polynomials
• To be able to use function notation for a polynomial

x
We are familiar with linear expressions such as 3x − 1 and 4 + and with quadratic expressions such as
2
x2 − 3 and − 4x2 + 2x − 4. These expressions are in fact part of a larger group called polynomials, which
are sums of powers of a variable using whole number powers { 0, 1, 2, … } . For example, 2x3 − 3x2 + 4
is a cubic polynomial and 1 − 4x3 + 3x7 is a polynomial of degree 7. The study of polynomials opens up
many ideas in the analysis of functions and graphing that are studied in many senior mathematics courses.

All calculators perform calculations like log 43, sin 65, etc. by substituting numbers into polynomials.
A calculator can’t possibly store all potential results, so a specific polynomial from the Taylor series is
coded for each calculator function button. (You might encounter Taylor series if you study mathematics
at university; it refers to the fact that many different types of functions can be represented by an infinite
sum of special terms.)

LESSON STARTER Is it a polynomial?

A polynomial is an expression that includes sums of powers of x with whole number powers { 0, 1, 2, … } .
Decide, with reasons, whether the following are polynomials.

• 5 + 2x + x2
• √x + x2
2
• +3
x
• 4x4 − x2 − 6
1
• 4x + 2x2 + 1
3

• 5

KEY IDEAS
■ A polynomial is an expression of the form an xn + an − 1 xn − 1 + an − 2 xn − 2 + ⋯ + a0 x0, where:
• n is a positive integer or zero { 0, 1, 2, … }
• an, an−1, … a0 are coefficients which can be any real number.
• a0x0 = a0 is the constant term
• anxn is the leading term

■ Naming polynomials
Polynomials are named by the highest power of x. This is called the degree of the polynomial.
• constant For example: 2
• linear For example: 3x − 7
• quadratic For example: 2x2 − 4x + 11
• cubic For example: − 4x3 + 6x2 − x + 3
1
• quartic For example: x4 − x2 − 2
2
• of degree 8 For example: 3x8 − 4x5 + x − 3

■ Function notation
• A polynomial in x can be called P(x)
For example: P(x) = 2x3 − x is a cubic polynomial.
• P(k) is the value of the polynomial at x = k.
For example: If P(x) = 2x3 − x, then:
P(3) = 2(3) 3 − (3) and P(−1) = 2(−1) 3 − (−1)
= 51 = −2 + 1
= −1

BUILDING UNDERSTANDING
1 A polynomial expression is given by 3x4 − 2x3 + x2 − x + 2.
a How many terms does the polynomial have?
b State the coefficient of:
i x4 ii x3 iii x2 iv x.
c What is the value of the constant term?
2 Decide if these polynomials are constant, linear, quadratic, cubic or quartic.
a 2x − 5 b x2 − 3 c x4 + 2x3 + 1
d 1 + x + 3x2 e 6 f 4x − x3 + x2

3 State the degree of each of these polynomials.

a 2x3 + 4x2 − 2x + 1
b x4 − 2x2 − 2
c −3x6 + 2x4 − 9x2 + 1

Example 8 Evaluating polynomials

If P(x) = x3 − 3x2 − x + 2, find:

a P(2) b P(−3)

SOLUTION EXPLANATION
a P(2) = −(2) 3 − (2) + 2
3(2) 2 Substitute x = 2 and evaluate.
= 8 − 12 − 2 + 2
= −4

b P(−3) = (−3) 3 − 3(−3) 2 − (−3) + 2 Substitute x = −3 and note (−3) 3 = −27 and
= −27 − 27 + 3 + 2 (−3) 2 = 9.
= −49

Now you try

If P(x) = x3 + 2x2 − 3x + 4, find:
a P(2) b P(−1)

Example 9 Deciding if an expression is a polynomial

Decide if the following expressions are polynomials.

2
a 4x2 − 1 + 7x4 b 2x2 − √x +
x

SOLUTION EXPLANATION
a yes Powers of x are whole numbers { 0, 1, 2, … } .
1
2
b no 2x2 − √x + = 2x2 − x2 + 2x−1
x
1
Powers include and −1, which are not
2
allowed in the polynomial family.

Now you try

Decide if the following expressions are polynomials.
1
a 5x2 − x + 4x3 b + √x + 1
x

Exercise 10D
FLUENCY 1–3, 4(1/2) 2−4 2, 4

Example 8 1 If P(x) = x3 − 3x2 − 2x + 3, find:

a P(2) b P(4) c P(−1) d P(−3)

Example 8 2 If P(x) = 2x4 − 3x3 + 5x − 4, find:

a P(1) b P(3) c P(−1) d P(−2)

3 Evaluate the quadratic polynomial x2 − x + 2, using:

a x=4 b x = 10 c x = −2 d x = −1

Example 9 4 Decide if the following are polynomials.

2 3
a 3x3 + x2 − x + 3 b 2x4 − x2 − 4 c − +2
x x
7 1 2
d − +2 e x4 − x3 + f 4 − 7x8
x2 x x3
4 3 1
g √x + 2 − x2 h √ x + √ x + √x i x3 +
√x

PROBLEM-SOLVING 5(1/2), 8 5(1/2), 7, 8 5(1/2), 6–8

5 If P(x) = x3 − x2 and Q(x) = 4 − 3x, find:

a P(1) + Q(2) b P(3) + Q(−1) c P(−2) − Q(−2)
d Q(1) − P(3) e (P(2)) 2 + (Q(1)) 2 f (P(−1)) 3 − (Q(−1)) 3

6 Find the coefficient of x2 in these polynomials.

4 − 2x2 x3 + 7x2 + x − 3 x3 − 4x2
a P(x) = b P(x) = c P(x) =
4 −7 −8

7 Evaluate P(−2) for these polynomials.

a P(x) = (x + 2) 2
b P(x) = (x − 2)(x + 3)(x + 1)
c P(x) = x2 (x + 5)(x − 7)

8 The height (P metres) of a roller coaster track above a platform is

given by the equation P(x) = x3 − 12x2 + 35x, where x metres is
the horizontal distance from the beginning of the platform.
a Find the height of the track using:
i x=2 ii x = 3 iii x = 7.
b Does the track height ever fall below the level of the platform? Polynomials are used in the design of
If so, find a value of x for which this occurs. roller coasters.

REASONING 9 9, 10(1/2) 10–11(1/2)

9 a What is the maximum number of terms in a polynomial of degree 7?

b What is the maximum number of terms in a polynomial of degree n?
c What is the minimum number of terms in a polynomial of degree 5?
d What is the minimum number of terms in a polynomial of degree n?

10 If P(x) = x3 − x2 − 2x, evaluate and simplify these without the use of a calculator.

(2) (3)
1 1
a P b P

( 2) ( 4)
1 1
c P − d P −

( 3) (5)
2 4
e P − f P

( 2) (2) ( 4) (4)
1 1 3 3
g P − +P h P − +P

11 If P(x) = 2x3 − x2 − 5x − 1, find the following and simplify where possible.

a P(k) b P(b) c P(2a) d P(−a)
e P(−2a) f P(−3k) g P(ab) h P(−ab)

ENRICHMENT: Finding unknown coefficients – – 12

12 If P(x) = x3 − 2x2 + bx + 3 and P(1) = 4, we can find the value of b as follows.

P(1) = 4
(1) 3 − 2(1) 2 + b(1) + 3 = 4
2+b=4
b=2
a Use this method to find the value of b if P(x) = x3 − 4x2 + bx − 2 and if:
i P(1) = 5
ii P(2) = −6
iii P(−1) = −8
iv P(−2) = 0
v P(−1) = 2
vi P(−3) = −11.
b If P(x) = x4 − 3x3 + kx2 − x + 2, find k if:
i P(1) = 2
ii P(−2) = 0
iii P(−1) = −15.
c If P(x) = x3 + ax2 + bx − 3 and P(1) = −1 and P(−2) = −1, find the values of a and b.

Using calculators to work with polynomials (CAS)

1 Define the polynomial P(x) = x3 − 2x2 + 5x + 4 and evaluate at x = −2.
2 Expand and simplify (x2 − x + 1)(x2 + 2).

Using the TI-Nspire: Using the ClassPad:

1 In a Calculator page define the polynomial using 1 In the Main application, type and highlight the
menu >Actions>Define as shown. Evaluate for polynomial expression. Tap Interactive, Define, OK.
x = −2, p(–2). Evaluate by typing p(–2).

2 Use menu >Algebra>Expand, then type in the 2 In the Main application, type and highlight
expression and press enter. expression. Tap Interactive, Transformation,
expand. OK. EXE.

Using calculators to work with polynomials (non-CAS)

Define the polynomial P(x) = x3 − 2x2 + 5x + 4 and evaluate at x = −2.

Using the TI-Nspire CX non-CAS: Using the Casio:

In a Calculator page define the polynomial using Select Equation then F3: Solver. Input,
menu >Actions>Define as shown. Evaluate for P(x) = x 3 − 2x 2 + 5x + 4 using the alphabetical
x = −2, p(–2). keys to select P. Use the down arrow key to navigate
to x and set it to x = −2. Use the up arrow key to
navigate and hover over P and select F6 (SOLVE).

10E Expanding and simplifying polynomials 10A

Learning intentions
• To be able to apply the rules of expanding brackets to multiply polynomials
• To understand that multiplying polynomials results in a polynomial of higher degree

From your work on quadratics, you will remember how to

use the distributive law to expand brackets. For example,
(2x − 1)(x + 5) expands to 2x2 + 10x − x − 5, and after
collecting like terms this simplifies to 2x2 + 9x − 5. In
a similar way we can expand the product of two or more
polynomials of any degree. To do this we also multiply
every term in one polynomial with every term in the next
polynomial.
Polynomial ‘secret key’ technology enables secure
communication between and within groups and is
more efficient than standard encryption/decryption
systems. Applications include video conferencing,
military communications, and between the
components of the IoT (Internet of Things).

LESSON STARTER The product of two quadratics

The equation (x2 − x + 3)(2x2 + x − 1) = 2x4 − x3 + 4x2 + 4x − 3 is written on the board.

• Is the equation true for x = 1?

• Is the equation true for x = −2?
• How can you prove the equation to be true for all values of x?

KEY IDEAS
■ Expand products of polynomials by multiplying each term in one polynomial by each term in the
next polynomial.

■ Simplify by collecting like terms.

BUILDING UNDERSTANDING
1 Expand and simplify these quadratics.
a x(x + 2) b (x − 5)(x + 11) c (4x − 3)(2x − 5)
2 Collect like terms to simplify.
a 2x4 − 3x3 + x2 − 1 − x4 − 2x3 + 3x2 − 2
b 5x6 + 2x4 − x2 + 5 − 5x4 + x3 + 8 − 6x6
3 Use substitution to confirm that this equation is true for the given x-values.
(x3 − x + 3)(x2 + 2x − 1) = x5 + 2x4 − 2x3 + x2 + 7x − 3
a x=1 b x=0 c x = −2

Example 10 Expanding polynomials

Expand and simplify.

a x3 (x − 4x2) b (x2 + 1)(x3 − x + 1)

SOLUTION EXPLANATION
a x3 (x − 4x2) = x4 − 4x5 x3 × x1 = x4 and x3 × (−4x2) = −4x5 using
index law 1.

b (x2 + 1)(x3 − x + 1)
(x2 + 1)(x3 − x + 1)
= x2 (x3 − x + 1) + 1(x3 − x + 1)
= x5 − x3 + x2 + x3 − x + 1 −x3 cancels with x3.
= x5 + x2 − x + 1

Now you try

Expand and simplify.
a x2 (3x2 − x) b (x − 2)(x3 + 4x − 3)

Example 11 Expanding P(x ) × Q(x )

If P(x) = x2 + x − 1 and Q(x) = x3 + 2x + 3, expand and simplify the following.

a P(x) × Q(x) b (Q(x)) 2

SOLUTION EXPLANATION
a P(x) × Q(x) Each term in the first polynomial
= (x2 + x − 1)(x3 + 2x + 3) is multiplied by each term in the
= x2 (x3 + 2x + 3) + x(x3 + 2x + 3) − 1(x3 + 2x + 3) second polynomial.
= x5 + 2x3 + 3x2 + x4 + 2x2 + 3x − x3 − 2x − 3
= x5 + x4 + x3 + 5x2 + x − 3
b (Q(x)) 2 (Q(x)) 2 = Q(x) × Q(x)
= (x3 + 2x + 3) 2 Expand to gain 9 terms then collect
= (x3 + 2x + 3)(x3 + 2x + 3) and simplify.

= x3 (x3 + 2x + 3) + 2x(x3 + 2x + 3) + 3(x3 + 2x + 3)

= x6 + 2x4 + 3x3 + 2x4 + 4x2 + 6x + 3x3 + 6x + 9
= x6 + 4x4 + 6x3 + 4x2 + 12x + 9

Now you try

If P(x) = x3 − x + 3 and Q(x) = x2 + x − 4, expand and simplify the following.
a P(x) × Q(x) b (P(x)) 2

Exercise 10E
FLUENCY 1, 2–3(½), 4 2−3(½), 4 2−3(1/3), 5

1 Expand and simplify.

Example 10a a i x3 (x − 2x2)
ii x2 (x2 + 4x)
Example 10b b i (x2 + 1) (x3 + 2x − 3)
ii (x − 1) (x4 + x2 − 1)

Example 10a 2 Expand and simplify.

a x2 (x − 3) b x2 (x2 − 1) c 2x2 (1 + 3x)
d x3 (1 − x) e x3 (x2 + 3x) f −3x2 (x4 − x)
g −2x3 (x2 + x) h −x2 (x5 − x2) i −4x3 (x4 − 2x7)

Example 10b 3 Expand and simplify.

a (x2 + 1)(x3 + 2) b (x2 − 1)(x3 + x) c (x2 − x)(x3 − 3x)
d (x2 − 2)(x3 + x − 2) e (x3 − x)(x2 + 2x + 3) f (x3 − x2)(x2 − x + 4)
g (x3 − x2 − 1)(x3 + x − 2) h (x3 − 5x2 + 2)(x3 − x + 1) i (x4 − x2 + 1)(x4 + x − 3)

Example 11 4 If P(x) = x2 − 2x + 1 and Q(x) = x3 + x − 1, expand and simplify.

a P(x) × Q(x)
b (Q(x)) 2
c (P(x)) 2

5 If P(x) = x3 + 2x2 − x − 4 and Q(x) = x2 + x − 2, expand and simplify.

a P(x) × Q(x)
b (Q(x)) 2
c (P(x)) 2

PROBLEM-SOLVING 6(½) 6(½), 7 6(½), 7, 8

6 If P(x) = x2 − 5x + 1 and Q(x) = x3 + x, simplify.

a P(x) + Q(x)
b Q(x) − P(x)
c 5P(x) + 2Q(x)
d 1 − P(x)Q(x)
e 4 − (Q(x)) 2
f (P(x)) 2 − (Q(x)) 2

7 Find the square of P(x) in expanded form when P(x) = (x2 + x − 1) 2.

8 Show that (x2 − x − 1) 2 − (x2 − x + 1) 2 = 4x − 4x2.

REASONING 9 9, 10 10, 11

9 If P(x) and Q(x) are polynomials, does P(x)Q(x) = Q(x)P(x) for all values of x?

10 Give the degree of the polynomial P(x) × Q(x) when:

a P(x) is quadratic and Q(x) is linear
b P(x) is quadratic and Q(x) is cubic
c P(x) is cubic and Q(x) is quartic
d P(x) is of degree 7 and Q(x) is of degree 5.

11 If P(x) is of degree m and Q(x) is of degree n and m > n, what is the highest possible degree of the
following polynomials?
a P(x) + Q(x)
b P(x) − Q(x)
c P(x) × Q(x)
d (P(x)) 2
e (P(x)) 2 − Q(x)
f (Q(x)) 3

ENRICHMENT: Triple expansions – – 12

12 Expand and simplify.

a x(x2 + 1)(x − 1)
b x3 (x + 3)(x − 1)
c (x + 2)(x − 1)(x + 3)
d (x + 4)(2x − 1)(3x + 1)
e (5x − 2)(x − 2)(3x + 5)
f (x2 + 1)(x2 − 2)(x + 3)

1 Express as a logarithm.
10A
a 25 = 32 b 103 = 1000 c a1 = a

Progress quiz
Progress Quiz

2 Rewrite using exponential notation.

10A
a log10 100 = 2 b log2 8 = 3 c log7 1 = 0

3 Find the value of x.

10A
a log2 16 = x b log3 81 = x
c log12 1 = x d log5 x = 4
e log10 100 000 = x f log10 0.000001 = x

10A
10A

10B
4 Simplify the following, using logarithm laws.
1
a log10 20 + log10 50 b log2 + log2 12
3
1
c log318 − log3 2 d log3
9
e log10 √10 f log4 24 − (log4 2 + log4 3)

5 Solve and round each answer to three decimal places. Use either the given base or base 10.
10C
a 3x = 7
b 1.2x = 200
c 500(1.09) x = 1000

6 Explain why 4x3 − √x + 6x − 1 is not a polynomial.

10D

10D
7 Consider the polynomial P(x) = 3x4 − 2x3 + x2 + 7x + 8. Find:
a P(0)
b P(−1)
c P(k)

8 For the polynomial P(x) = 4x3 + 3x2 + 2x + 1, state:

10D
a the degree of the polynomial
b the constant term
c the coefficent of x2
d the leading term.

9 Expand and simplify the following.

10E
a x4 (x3 − 2x + 1)
b (x2 − 1)(x2 + 2x + 6)

10 If P(x) = x3 + x + 2 and Q(x) = x4 + 2x, find the following in their simplest forms.
10E
a P(x) + Q(x)
b P(x) − Q(x)
c (Q(x)) 2
d P(x) × Q(x)
Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
Australian Curriculum Year 10 & 10A 3ed Photocopying is restricted under law and this material must not be transferred to another party.
764 Chapter 10 Logarithms and polynomials

10F Division of polynomials 10A

Learning Intentions
• To know the long division algorithm
• To be able to carry out the long division algorithm to divide polynomials
• To know how to express a polynomial using the quotient, divisor and remainder

Division of polynomials requires the use of the long division

algorithm. You may have used this algorithm for the division of
whole numbers in primary school.

Recall that 7 divided into 405 can be calculated in the

following way.
57
7⟌4 0 5 7 into 4 does not go.
5 × 7 35 7 into 40 gives 5 and 5 × 7 = 35. Acoustic engineers use complex
55 Then subtract 405 − 350. mathematical procedures, including
polynomial division, to analyse and
7×7 49 7 into 55 gives 7 and 7 × 7 = 49. electronically reproduce the vibrations that
6 Subtract to give remainder 6. make sound; for designing headphones and
synthesisers; and to analyse the architecture
So 405 ÷ 7 = 57 and 6 remainder. The 57 is called the quotient. required for a superb concert sound.

Another way to write this is 405 = 7 × 57 + 6.

We use this technique to divide polynomials.

LESSON STARTER Recall long division

Use long division to find the quotient and remainder for the following.
• 832 ÷ 3 • 2178 ÷ 7

KEY IDEAS
■ We use the long division algorithm to divide polynomials.

■ The result is not necessarily a polynomial.

Example:
x3 − x2 + x − 1 2 15 remainder
dividend = x − 3x + 7 −
x+2 x+2

divisor quotient
We can write this as:
x3 − x2 + x − 1 = (x + 2)(x2 − 3x + 7) − 15

dividend divisor quotient remainder

BUILDING UNDERSTANDING
1 Use long division to find the remainder.
a 208 ÷ 9 b 143 ÷ 7 c 2184 ÷ 3
2 Complete the equation with the missing numbers.
a If 182 ÷ 3 = 60 remainder 2, then 182 = —— × 60 + —— .
b If 2184 ÷ 5 = 436 remainder 4, then 2184 = —— × 436 + —— .
c If 617 ÷ 7 = 88 remainder 1, then 617 = 7 × —— + —— .

Example 12 Dividing polynomials

a Divide P(x) = x3 + 2x2 − x + 3 by (x − 2) and write in the form P(x) = (x − 2)Q(x) + R,

where R is the remainder.
b Divide P(x) = 2x3 − x2 + 3x − 1 by (x + 3) and write in the form P(x) = (x + 3)Q(x) + R.

SOLUTION EXPLANATION
a x2 + 4x + 7 First, divide x from (x − 2) into the
x − 2 ⟌x3 + 2x2 − x + 3 leading term (i.e. x3). So divide x into x3
x (x − 2) x3 − 2x2
2 to give x2.
4x2 − x + 3 x2 (x − 2) gives x3 − 2x2 and subtract
4x(x − 2) 4x2 − 8x from x3 + 2x2 − x + 3.
7x + 3 After subtraction, divide x into 4x2 to
7(x − 2) 7x − 14 give 4x and repeat the process above.
17 After subtraction, divide x into 7x to give 7.
∴ x + 2x − x + 3 = (x − 2)(x2 + 4x + 7) + 17
3 2 Subtract to give the remainder 17.

b 2x2 − 7x + 24 First, divide x from (x + 3) into the

x + 3⟌2x3 − x2 + 3x − 1 leading term. So divide x into 2x3 to
2x2 (x + 3) 2x3 + 6x2 give 2x2.
−7x2 + 3x − 1 After subtraction, divide x into −7x2 to
−7x(x + 3) −7x2 − 21x give −7x.
24x − 1 After subtraction, divide x into 24x to
24(x + 3) 24x + 72 give 24.
−73 Subtract to give the remainder −73.
∴ 2x3 − x2 + 3x − 1 = (x + 3)(2x2 − 7x + 24) − 73

Now you try

a Divide P(x) = x3 + x2 − 4x + 3 by (x − 1) and write in the form P(x) = (x − 1)Q(x) + R,
where R is the remainder.
b Divide P(x) = 3x3 − 2x2 + 5x − 2 by (x + 2) and write in the form P(x) = (x + 2)Q(x) + R.

Exercise 10F
FLUENCY 1–3 2, 3, 4(1/2) 2, 3, 4(1/3)

Example 12a 1 Divide P(x) = x3 + x2 − 3x + 2 by (x − 1) and write in the form P(x) = (x − 1)Q(x) + R,
a
where R is the remainder.
Example 12b b Divide P(x) = 2x3 − x2 + 4x − 2 by (x + 2) and write in the form P(x) = (x + 2)(Q(x)) + R.

Example 12a 2 Divide P(x) = x3 + x2 − 2x + 3 by (x − 1) and write in the form P(x) = (x − 1)Q(x) + R, where R is
the remainder.

Example 12b 3 Divide P(x) = 3x3 − x2 + x + 2 by (x + 1) and write in the form P(x) = (x + 1)Q(x) + R, where R is
the remainder.

4 For each of the following, express in this form:

Dividend = divisor × quotient + remainder (as in the examples)
a (2x3 − x2 + 3x − 2) ÷ (x − 2) b (2x3 + 2x2 − x − 3) ÷ (x + 2)
c (5x3 − 2x2 + 7x − 1) ÷ (x + 3) d (−x3 + x2 − 10x + 4) ÷ (x − 4)
e (−2x − 2x − 5x + 7) ÷ (x + 4)
3 2 f (−5x3 + 11x2 − 2x − 20) ÷ (x − 3)

PROBLEM-SOLVING 5 5, 6(1/2) 5, 6(1/2)

5 Divide and write in this form:

Dividend = divisor × quotient + remainder
a (6x4 − x3 + 2x2 − x + 2) ÷ (x − 3) b (8x5 − 2x4 + 3x3 − x2 − 4x − 6) ÷ (x + 1)

6 Divide the following and express in the usual form.

a (x3 − x + 1) ÷ (x + 2) b (x3 + x2 − 3) ÷ (x − 1)
c (x4 − 2) ÷ (x + 3) d (x4 − x2) ÷ (x − 4)

REASONING 7 7, 8 8–10

7 There are three values of k for which P(x) = x3 − 2x2 − x + 2 divided by (x − k) gives a remainder of
zero. Find the three values of k.

8 Prove that (6x3 − 37x2 + 32x + 15) ÷ (x − 5) leaves remainder 0.

9 Find the remainder when P(x) is divided by (2x − 1) given that:

a P(x) = 2x3 − x2 + 4x + 2 b P(x) = −3x3 + 2x2 − 7x + 5

10 Find the remainder when P(x) = −3x4 − x3 − 2x2 − x − 1 is divided by these expressions.
a x−1 b 2x + 3 c −3x − 2

ENRICHMENT: When the remainder is not a constant – – 11

11 Divide the following and express in the form P(x) = divisor × Q(x) + R, where R is a function of x.
a (x3 − x2 + 3x + 2) ÷ (x2 − 1)
b (2x3 + x2 − 5x − 1) ÷ (x2 + 3)
c (5x4 − x2 + 2) ÷ (x3 − 2)

Applications and problem-solving

The following problems will investigate practical situations drawing upon knowledge and skills developed
throughout the chapter. In attempting to solve these problems, aim to identify the key information, use
diagrams, formulate ideas, apply strategies, make calculations and check and communicate your solutions.

Accumulating ants
1 When worker ants look for food they leave a scent along their path so that other ants can find the food
source. This can lead to ants accumulating quickly in an area away from their nest, like around small
crumbs they find in a household kitchen.

Scientists interested in the growth of the population of ants use exponential relations to describe
this behaviour. They will use rules to predict ant numbers and model the population of ants by
constructing suitable equations.

a A rule for a population, P, of ants which has found some food in a kitchen pantry is given by
P = 10 × 22t where t is in hours after the food is first found.
i What was the initial number of ants in the pantry when the food is first found?
ii How many ants were in the pantry 2 hours after the food was found?
iii After how many hours did the ant population reach 1000? Use logarithms and round to one
decimal place.
iv By what factor does the population increase each hour according to this rule?
b Another group of ants has found the cat food in the laundry. The rule for the growth of this
population of ants is given by P = P0 × 32t where t is in hours and P0 is the initial number of ants
that found the cat food.
i Give a rule for t in terms of P and P0 using logarithms with the given base.
ii Use your rule to find the number of hours it takes for the initial ant population to triple.
c A general ant population model around a food source is given by P = P0 × abt, where a and b are
constants.
i Log a P can be expressed in the form log a P = mt + c. Find m and c in terms of P0, a and b and
write the rule for log a P.
ii What does this tell you about the graph of log a P against t?

Rabbit hutch design

2 Parents are designing a rectangular rabbit hutch for their daughter’s rabbit.

The parents wish to use a fixed amount of material to construct a special type of hutch and try to
maximise its volume. They also want to consider changing the design and the amount of material to
maintain a fixed volume and improve the overall conditions for the rabbit.

a They initially have 12 m of wood to make the edges of the

frame, the sides of which they will then cover with chicken
wire. The base area will be twice as long as it is wide as
shown. xm
2x m
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768 Chapter 10 Logarithms and polynomials

i Find an expression for the allowable height of the hutch in terms of x.

ii Hence, give a rule for the volume, V(x) m3, of the hutch in expanded
form and state the possible values of x.
iii Use technology to find the maximum possible volume of this hutch and the
dimensions that give this volume. Round values to one decimal place.
iv Repeat parts i and ii for p metres of wood to find a rule for the volume in
terms of x and p.
b The parents have decided they may need to purchase extra wood to give the rabbit the space it needs.
They redraw their original design so that the base dimensions are (x + 10) cm and (x + 80) cm. The
volume of their hutch, in cm3, is given by V(x) = x3 + 60x2 − 1900x − 24 000.
i Determine the height, in cm, of the design in terms of x, using division.
ii If the parents settle on dimensions that use an x-value of 90, how many extra metres of wood
will they need?

Increasing sound
P
3 Sound is measured in decibels, dB, with rule given by d = 10 log 10 where P is the power or
P0
intensity of the sound measured in watts/cm2 and P0 is the weakest sound that the human ear can hear in
watts/cm2.

You will investigate the relationship between decibels and sound intensity for a human ear under
certain conditions. You will consider properties of sound in common situations including rock
concerts, street noise and home speakers.

a Use the rule with P0 = 10−16 to find:

i the sound in decibels when P is 10−4, the maximum intensity the human ear can tolerate before
experiencing pain
ii the intensity of sound at a rock concert when the sound is recorded as 100 decibels
iii what 0 decibels represents in terms of the power P.
b A sound is being recorded at different time intervals in a suburban street. Over the course of the
day the sound ranges from 50 dB to 70 dB. Use P0 = 10−16.
i Find the range of the intensity P throughout the day.
ii Describe the change in the intensity range compared to the change in decibel range.
c Two speakers emit sound intensity power of P1 and P2 where P2 > P1.
i Give a simplified rule, c, for the difference in decibels between the two speakers.
ii If speaker 2 emits twice the power of speaker 1, what is the difference in decibels to the nearest
decibel?
iii Use your rule for c to complete the table on the Speaker 2 power
× 10 × 100 × 1000
right. compared to speaker 1
iv Hence, if the increase in intensity is by a factor Change in decibels, c
of 10n, give a rule for the change in decibels c in
terms of n.
v Using your rule what is the difference in decibels for a sound that is 100 000 times more intense?

10G The remainder and factor theorems 10A

Learning intentions
• To know how to use the remainder theorem to find the remainder when a polynomial is divided by a linear
expression
• To understand that a remainder of zero implies that a divisor is a factor
• To be able to use the factor theorem to decide if a linear expression is a factor of a polynomial

Using long division we can show, after dividing

(x − 2) into P(x) = x3 − x2 + 2x − 3, that
P(x) = x3 − x2 + 2x − 3 = (x − 2)(x2 + x + 4) + 5,
where 5 is the remainder.

Using the right-hand side to evaluate P(2), we have:

P(2) = (2 − 2)(22 + 2 + 4) + 5
= 0 × (22 + 2 + 4) + 5
=0+5
=5

This shows that the remainder when P(x) is divided

by (x − 2) is P(2). The polynomial remainder theorem is used in algorithms
for detecting and correcting errors that can occur in digital
More generally, when P(x) is divided by (x − a) we data transmissions, such as from GPS satellites to a phone.
Polynomials are exchanged using codes formed from
obtain: coefficients.
P(x) = (x − a)Q(x) + R
So P(a) = 0 × Q(a) + R
=R

So the remainder is P(a) and this result is called the remainder theorem. This means that we can find the
remainder when dividing P(x) by (x − a) simply by evaluating P(a).

We also know that when factors are divided into a number there is zero remainder. So if P(x) is divided
by (x − a) and the remainder P(a) is zero, then (x − a) is a factor of P(x). This result is called the factor
theorem.

LESSON STARTER Which way is quicker?

A polynomial P(x) = x3 − 3x2 + 6x − 4 is divided by (x − 2).

• Show, using long division, that the remainder is 4.

• Find P(2). What do you notice?
• Explain how you can find the remainder when P(x) is divided by:
a x−3 b x−5
• Show that when P(x) is divided by (x + 1) the remainder is −14.
• What would be the remainder when P(x) is divided by (x − 1)? What do you notice and what does this
say about (x − 1) in relation to P(x)?

KEY IDEAS
■ Remainder theorem: When a polynomial P(x) is divided by (x − a) the remainder is P(a) .
• When dividing by (x − 3) the remainder is P(3) .
• When dividing by (x + 2) the remainder is P(−2) .

■ Factor theorem: When P(x) is divided by (x − a) and the remainder is zero (i.e. P(a) = 0) ,
then (x − a) is a factor of P(x) .

P(x) = x3 − 3x2 − 3x + 10 P(2) = 0

= (x − 2)(x2 − x − 5) (x − 2) is a factor with zero remainder.

factor quotient

BUILDING UNDERSTANDING
1 If P(x) = 2x3 − x2 − x − 1, find the value of the following.
a P(1) b P(3) c P(−2) d P(−4)
2 What value of x do you substitute into P(x) to find the remainder when a polynomial P(x) is
divided by:
a x − 3? b x + 2?
3 What is the remainder when an expression is divided by one of its factors?

Example 13 Using the remainder theorem

Find the remainder when P(x) = x3 − 5x2 − x + 4 is divided by:

a x−2 b x+1

SOLUTION EXPLANATION
a P(x) = x3 − 5x2 − x + 4 For (x − 2) substitute x = 2.
P(2) = (2) 3 − 5(2) 2 − 2 + 4 Using the remainder theorem, P(2) gives the
= 8 − 20 − 2 + 4 remainder.
= −10
The remainder is −10.

b P(x) = x3 − 5x2 − x + 4 For (x + 1) substitute x = −1.

P(−1) = −1 − 5 + 1 + 4 (Note: (−1) 3 = −1, (−1) 2 = 1 and −(−1) = 1.)
= −1
The remainder is −1.

Now you try

Find the remainder when P(x) = x3 − 4x2 + 6x − 1 is divided by:
a x−1 b x+2

Example 14 Finding a linear factor

Decide whether each of the following is a factor of P(x) = x3 + x2 − 3x − 6.

a x+1 b x−2

SOLUTION EXPLANATION
a P(x) = x3 + x2 − 3x − 6 If (x + 1) is a factor of P(x), then P(−1) = 0.
P(−1) = −1 + 1 + 3 − 6 This is not true as the remainder is −3.
= −3
∴ (x + 1) is not a factor.

b P(x) = x3 + x2 − 3x − 6 Substitute x = 2 to evaluate P(2).

P(2) = 8 + 4 − 6 − 6 Since P(2) = 0, (x − 2) is a factor of P(x).
=0
∴ (x − 2) is a factor.

Now you try

Decide whether each of the following is a factor of P(x) = 2x3 − 3x2 − 11x + 6.
a x+1 b x−3

Example 15 Applying the remainder theorem

Find the value of k such that (x3 − x2 + 2x + k) ÷ (x − 1) has a remainder of 5.

SOLUTION EXPLANATION
Let P(x) = − + 2x + k.
x3 x2
P(1) = 5 The remainder is P(1), which is 5.
(1) 3 − (1) 2 + 2(1) + k = 5 Substitute x = 1 and solve for k.
2+k=5
k=3

Now you try

Find the value of k such that (x3 + 2x2 − x + k) ÷ (x − 2) has a remainder of 12.

Exercise 10G
FLUENCY 1, 2–4(1/2) 2–5(1/2) 2–5(1/2)

Example 13 1 Find the remainder when P(x) = x3 − 2x2 + 3x − 1 is divided by:

a x−2 b x+1 c x+3

Example 13 2 Find the remainder when P(x) = x3 − 2x2 + 7x − 3 is divided by:

a x−1 b x−2 c x−3 d x−4
e x+4 f x+2 g x+1 h x+3

3 Find the remainder when P(x) = x4 − x3 + 3x2 is divided by:

a x−1 b x−2 c x+2 d x+1

Example 14 4 Decide which of the following are factors of P(x) = x3 − 4x2 + x + 6.

a x−1 b x+1 c x−2 d x+2
e x−3 f x+3 g x−4 h x+4

5 Decide which of the following are factors of P(x) = x4 − 2x3 − 25x2 + 26x + 120.
a x−2 b x+2 c x+3 d x−3
e x−4 f x+4 g x−5 h x+5

PROBLEM-SOLVING 6(1/2) 6–7(1/2) 6–7(1/2)

6 Use the factor theorem and trial and error to find a linear factor of these polynomials.
a P(x) = x3 + 2x2 + 7x + 6 b P(x) = x3 + 2x2 − x − 2
c P(x) = x3 + x2 + x + 6 d P(x) = x3 − 2x − 4

7 Use the factor theorem to find all three linear factors of these polynomials.
a P(x) = x3 − 2x2 − x + 2 b P(x) = x3 − 2x2 − 5x + 6
c P(x) = x − 4x + x + 6
3 2 d P(x) = x3 − 2x2 − 19x + 20

REASONING 8 8, 9, 10(1/2) 9–11

Example 15 8 For what value of k will (x3 − 2x2 + 5x + k) ÷ (x − 1) have the following remainders?
a 0 b 2 c −10 d 100

9 For what value of k will (x4 − 2x3 + x2 − x + k) ÷ (x + 2) have zero remainder?

10 Find the value of k in these polynomials.

a P(x) = x3 + 2x2 + kx − 4 and when divided by (x − 1) the remainder is 4.
b P(x) = x3 − x2 + kx − 3 and when divided by (x + 1) the remainder is −6.
c P(x) = 2x3 + kx2 + 3x − 4 and when divided by (x + 2) the remainder is −6.
d P(x) = kx3 + 7x2 − x − 4 and when divided by (x − 2) the remainder is −2.

11 Find the value of k when:

a (x + 2) is a factor of x3 − kx2 − 2x − 4 b (x − 3) is a factor of 2x3 + 2x2 − kx − 3.

ENRICHMENT: Simultaneous coefficients – – 12

12 Use simultaneous equations and the given information to find the value of a and b in these cubics.
a P(x) = x3 + ax2 + bx − 3 and P(1) = −1 and P(2) = 5
b P(x) = 2x3 − ax2 − bx − 1 and P(−1) = −10 and P(−2) = −37
Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
Australian Curriculum Year 10 & 10A 3ed Photocopying is restricted under law and this material must not be transferred to another party.
10H Solving polynomial equations 773

10H Solving polynomial equations 10A

Learning intentions
• To know how to find a factor of a polynomial using the factor theorem
• To be able to factorise a polynomial using division by a known factor
• To be able to apply the Null Factor Law to solve a polynomial equation in factorised form

We know from our work with quadratics that the Null Factor Law can be used to solve a quadratic
equation in factorised form.

x2 − 3x − 40 = 0
For example:
(x − 8)(x + 5) = 0

Using the Null Factor Law:

x − 8 = 0 or x + 5 = 0
x = 8 or x = −5

We can also apply this method to solve higher degree polynomials.

If a polynomial is not in a factorised form, we use the remainder and factor theorems to help find its
factors. Long division can also be used in this process.

Solving complex, realistic polynomial equations occurs in civil, aerospace, electrical, industrial and mechanical
engineering. Architects apply polynomial modelling to solve 3D structural problems, such as the curved
supports in the Disney Concert Hall, Los Angeles.

LESSON STARTER Solving a cubic

Consider the cubic equation P(x) = 0, where P(x) = x3 + 6x2 + 5x − 12.

• Explain why (x − 1) is a factor of P(x).

• Use long division to find P(x) ÷ (x − 1).
• Write P(x) in the form (x − 1)Q(x).
• Now complete the factorisation of P(x).
• Show how the Null Factor Law can be used to solve P(x) = 0. Why are there three solutions?

KEY IDEAS
■ A polynomial equation of the form P(x) = 0 can be solved by:
• factorising P(x)
• using the Null Factor Law: If a × b × c = 0 then a = 0, b = 0 or c = 0.

■ To factorise a polynomial follow these steps.

• Find one factor using the remainder and factor theorems. Start with (x − 1) using P(1) or
(x + 1) using P(−1) . If required, move to (x − 2) or (x + 2) etc.
• A good idea is to first consider factors of the constant term of the polynomial to reduce the
number of trials.
• Use long division to find the quotient after dividing by the factor.
• Factorise the quotient (if possible).
• Continue until P(x) is fully factorised.

BUILDING UNDERSTANDING
1 Give a reason why (x + 1) is a factor of P(x) = x3 − 7x − 6. (Hint: Find P(−1) .)

2 Use the Null Factor Law to solve these quadratic equations.

a (x − 1) (x + 3) = 0 b x2 − x − 12 = 0

Example 16 Using the Null Factor Law

Solve for x.
a (x − 1)(x + 2)(x + 5) = 0 b (2x − 3)(x + 7)(3x + 1) = 0

SOLUTION EXPLANATION
a (x − 1)(x + 2)(x + 5) = 0 Using the Null Factor Law, if a × b × c = 0
x − 1 = 0 or x + 2 = 0 or x + 5 = 0 then a = 0 or b = 0 or c = 0.
x=1 x = −2 x = −5

b (2x − 3)(x + 7)(3x + 1) = 0 Equate each factor to 0 and solve for the
2x − 3 = 0 or x + 7 = 0 or 3x + 1 = 0 three values of x.
2x = 3 x = −7 3x = −1
3 1
x= x = −7 x=−
2 3

Now you try

Solve for x.
a (x − 2)(x + 1)(x + 6) = 0 b (2x − 1)(x + 3)(5x + 2) = 0

Example 17 Factorising and solving

Solve x3 + 2x2 − 5x − 6 = 0.

SOLUTION EXPLANATION
Let P(x) = +x3 − 5x − 6.
2x2 Try to find a factor using the remainder and
P(1) = 1 + 2 − 5 − 6 ≠ 0 factor theorems. Start with (x − 1) using P(1)
P(−1) = −1 + 2 + 5 − 6 = 0 or (x + 1) using P(−1). If required, move to
∴ x + 1 is a factor. (x − 2) or (x + 2) or others using factors of 6.
x2 + x − 6 P(−1) = 0 so (x + 1) is a factor.
x + 1 ⟌x3 + 2x2 − 5x − 6 Divide (x + 1) into P(x) to find the quotient
x2 (x + 1) x3 + x2 using long division.
x2 − 5x − 6
x(x + 1) x2 + x
−6x − 6
−6(x + 1) −6x − 6 Note that the remainder is 0, as expected
0 (P(−1) = 0).
∴ P(x) = (x + 1)(x + x − 6)
2
P(x) = (x + 1)Q(x) + R but R = 0.
= (x + 1)(x + 3)(x − 2) x2 + x − 6 factorises to (x + 3)(x − 2).
Solve P(x) = 0: Use the Null Factor Law to now solve for x.
(x + 1)(x + 3) (x − 2) = 0
x + 1 = 0 or x + 3 = 0 or x − 2 = 0
x = −1 x = −3 x=2

Now you try

Solve x3 + 2x2 − 11x − 12 = 0.

Exercise 10H
FLUENCY 1, 2–3(1/2) 2–3(1/2) 2–3(1/3)

1 Solve for x.
Example 16a a i (x + 1) (x − 4)(x − 2) = 0 ii (x + 5)(x − 7)(x + 3) = 0
Example 16b b i (2x − 5)(x + 4)(3x + 2) ii (5x + 1)(3x − 8)(x − 2) = 0

Example 16 2 Solve for x using the Null Factor Law.

a (x + 3)(x − 2)(x − 1) = 0 b (x + 2)(x + 7)(x − 1) = 0

( 2) ( 3)
1 1
c (x − 4)(x + 4)(x − 3) = 0 d x+ (x − 3) x + =0

e (2x + 1)(x − 3)(3x + 2) = 0 f (4x − 1)(5x − 2)(7x + 2) = 0

( 2) ( 2)
1 1
g x+ (3x + 11)(11x + 12) = 0 h (5x + 3)(19x + 2) x − =0

Example 17 3 For each of the following cubic equations, follow these steps as in Example 17.
• Use the factor theorem to find a factor.
• Use long division to find the quotient.
• Factorise the quotient.
• Write the polynomial in a fully factorised form.
• Use the Null Factor Law to solve for x.
a x3 − 4x2 + x + 6 = 0 b x3 + 6x2 + 11x + 6 = 0
c x3 − 6x2 + 11x − 6 = 0 d x3 − 8x2 + 19x − 12 = 0
e x − 3x − 16x − 12 = 0
3 2 f x3 + 6x2 − x − 30 = 0

PROBLEM-SOLVING 4 4, 5 5, 6

4 Use the quadratic formula to solve for x, expressing your answers in exact form.
a (x − 1)(x2 − 2x − 4) = 0 b (x + 2)(x2 + 6x + 10) = 0

5 Solve by first taking out a common factor.

a 2x3 − 14x2 + 14x + 30 = 0 b 3x3 + 12x2 + 3x − 18 = 0

6 Solve for x.
a x3 − 13x + 12 = 0 b x3 − 7x − 6 = 0

REASONING 7 7, 8 7, 8(1/2), 9, 10

7 State the maximum number of solutions to P(x) = 0 when P(x) is of degree:

a 3 b 4 c n.

8 Show that the following equations can be factorised easily without the use of long division, and then
give the solutions.
a x3 − x2 = 0
b x3 + x2 = 0
c x3 − x2 − 12x = 0
d 2x5 + 4x4 + 2x3 = 0

9 Explain why x4 + x2 = 0 has only one solution.

10 Explain why (x − 2)(x2 − 3x + 3) = 0 has only one solution.

ENRICHMENT: Quartics with four factors – – 11

11 Factorising a quartic may require two applications of the factor theorem and long division. Solve these
quartics by factorising the left-hand side first.
a x4 + 8x3 + 17x2 − 2x − 24 = 0
b x4 − 2x3 − 11x2 + 12x + 36 = 0
c x4 + x3 − 11x2 − 9x + 18 = 0
d 2x4 − 3x3 − 7x2 + 12x − 4 = 0

Using calculators to factorise and solve polynomials (CAS)

1 Define the polynomial P(x) = x3 − 2x2 − 5x + 6 and factorise.
2 Solve x3 − 2x2 − 5x + 6 = 0.

Using the TI-Nspire: Using the ClassPad:

1 In a Calculator page define the polynomial using 1 In the Main application, type and highlight the
menu >Actions>Define. Factor the polynomial using polynomial. Tap Interactive, Define. Type p for
menu >Algebra>Factor as shown. function name and tap OK. Type p(x) in the
next entry line. Highlight and tap Interactive,
Transformation, factor, factor.

2 Solve using menu >Algebra>Solve. Then type 2 Type and highlight p(x) = 0, Tap Interactive,
p(x) = 0, x as shown. Advanced, Solve.
Alternatively, use Solve using menu >Algebra>Zeros
for solving equations equalling zero.

Using calculators to find the solutions of polynomials equal to 0 (non-CAS)

Find the roots of the polynomial: x3 − 2x2 − 5x + 6 i.e. the solutions of x3 − 2x2 − 5x + 6 = 0.

Using the TI-Nspire CX non-CAS: Using the Casio:

In a Calculator page choose menu >Algebra>Polynomial In the Equation application, select F2: Polynomial and
Tools>Find Roots of a Polynomial. When prompted enter F2 (3) for a cubic equation. Enter the coefficients
the degree of the polynomial (3) and enter each of sequentially and then select F1 (SOLVE).
the coefficients: 1, –2, –5 and 6. The solutions of the
polynomial equal to zero are given as a set of x-values:
–2, 1 and 3.

10I Graphs of polynomials 10A

Learning intentions
• To know the shape of the graphs of the basic polynomials y = x 3 and y = x 4
• To know the shape of a graph of a cubic polynomial with three different factors
• To be able to find the axis intercepts of a cubic graph
• To know how to use the shape and intercepts to sketch a cubic graph

So far in Year 10 we have studied graphs of

linear equations (straight lines) and graphs
of quadratic equations (parabolas). We
have also looked at graphs of circles,
exponentials and hyperbolas. In this
section we introduce the graphs of
polynomials by focusing on those of
degree 3 and 4. We start by considering the
basic cubic y = x3 and quartic y = x4, and
then explore other cubics and quartics in
factorised form. A spline is a curve formed by joining sections of various polynomial
graphs. Splines are used in motion planning algorithms including
for robots avoiding obstacles, self-driving cars parallel parking, and
industrial robots’ joint and hand trajectories.

LESSON STARTER Plotting y = x 3 and y = x 4

Complete the table before plotting points and considering the discussion y
points below.
16
14
1 1
x −2 −1 − 0 1 2 12
2 2
10
y = x2 8
y = x3 6
y = x4 4
2
• Describe the features and shape of each graph. x
• Describe the differences between the graphs of y = x2 and y = x4. −2 −1−2O 1 2
Where do they intersect? −4
−6
−8
−10
−12
−14
−16

KEY IDEAS
■ Graphs of basic polynomials
• y = x3 • y = x4
y y y = x4

y = x2
(1, 1)
x
O (−1, 1) (1, 1)
(−1,−1)
gradient = 0 x
O
at (0, 0)

■ To sketch cubic graphs in factorised form with three different factors:

• Find the three x-intercepts using the Null Factor Law.
• Find the y-intercept.
• Connect points to sketch a positive or negative cubic graph.
Positive cubic Negative cubic
(The coefficient of x3 is positive.) (The coefficient of x3 is negative.)
y = (x − 1) (x + 2)(x + 3) y = −(x + 4)(x − 2)(x + 1)
y y

8
x
−3 −2 O 1
x
−4 −1 O 2

−6

■ Further consideration is needed to find turning points of cubics, as they are not located
symmetrically between x-intercepts. This will be studied at more senior levels of mathematics.

BUILDING UNDERSTANDING
1 Join the given x- and y-intercepts to form a smooth cubic curve. Each graph has been started for
you on the right-hand side.
a y b y

3
3

x
−5 O 2 5
x
−3 −1 O 2

2 Find the x- and y-intercepts of the graphs of these cubics.

a y = (x + 1)(x − 3)(x − 4) b y = −2x(x + 7)(x − 5)
Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
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10I Graphs of polynomials 781

Example 18 Sketching cubic graphs

Sketch the graphs of the following by finding the x- and y-intercepts.

a y = (x + 2) (x − 1)(x − 3) b y = −x(x + 3)(x − 2)

SOLUTION EXPLANATION
a y = (x + 2) (x − 1)(x − 3) Substitute x = 0 to find the y-intercept.
y-intercept at x = 0:
y = (2)(−1)(−3)
=6
x-intercepts at y = 0: Substitute y = 0 to find the x-intercepts.
0 = (x + 2) (x − 1)(x − 3) Use the Null Factor Law.
∴ x + 2 = 0 or x − 1 = 0 or x − 3 = 0
x = −2 x=1 x=3

y Mark the four intercepts and connect to

form a positive cubic graph.
The coefficient of x3 in the expansion of y
6 is positive, so the graph points upwards to
the right.

x
−2 O 1 3

b y = −x(x + 3)(x − 2) Find the y-intercept using x = 0.

y-intercept at x = 0:
y = −0(3) (−2) = 0
x-intercepts at y = 0:
The three factors are −x, x + 3 and x − 2.
0 = −x(x + 3)(x − 2)
∴ − x = 0 or x + 3 = 0 or x − 2 = 0
x=0 x = −3 x=2
y The coefficient of x3 in the expansion of y is
negative, so the graph points downwards at
the right.

x
−3 O 2

Now you try

Sketch the graphs of the following by finding the x- and y-intercepts.
a y = (x + 3) (x + 1)(x − 2) b y = −x(x + 4)(x − 1)

Exercise 10I
FLUENCY 1, 2(1/2), 3 2(1/2), 3 2(1/3), 3

Example 18 1 Sketch the graphs of the following by finding the x- and y-intercepts.
a y = (x + 3) (x − 2)(x − 5)
b y = −x(x + 1)(x − 3)

Example 18 2 Sketch the graphs of the following by finding x- and y-intercepts.

a y = (x + 2) (x − 1)(x − 3) b y = (x − 3)(x − 4)(x + 1)
1
c y = (x − 5) (x − 1)(x + 2) d y = (x + 3)(x − 2)(x − 1)
2
e y = x(x − 2)(x + 3) f y = x(x − 5)(x + 1)
1
g y = −2x(x − 1)(x + 3) h y = − x(x + 1)(x − 3)
3

( 2)
1
i y = −(x + 2)(x + 4)(x − 1) j y = −(x + 3) x − (x + 1)

3 Sketch y = x2, y = x3 and y = x4 on the same set of axes.

PROBLEM-SOLVING 4, 5 4, 5 4–6

4 Sketch the graph of:

a y = −x3
b y = −x4

5 Find a cubic rule for these graphs.

a y b y

x
−4 −1 O 2 x
−3 O 1 3
−8

c y d y

3
(−1, 3)
x
−3 O 2 x
−3 −1O 2

6 Sketch these quartics, making use of the Null Factor Law for x-intercepts.
a y = (x − 5) (x − 3)(x + 1)(x + 2)
b y = −x(x + 4)(x + 1)(x − 4)

REASONING 7 7–8(1/2) 7–8(1/2)

7 We know that the graph of y = (x − 2) 2 − 1 is the graph y = x2 translated 2 units to the right and
1 unit down. Use this idea to sketch graphs of the following.

a y = (x − 2) 3 − 1 b y = (x + 2) 3 c y = x3 − 2

d y = x4 − 1 e y = (x + 3) 4 f y = (x − 2) 4 − 3

8 If a polynomial has a repeated factor (x − a), then the point at x = a is y

an x-intercept and also a turning point; e.g. y = x(x − 2) 2 as shown.

Now sketch these polynomials.

a y = x(x − 3) 2 b y = −2x(x + 1) 2 x
O 2
c y = −(x + 2) 2 (x − 3) d y = (x + 4)(x + 1) 2

e y = (2 − x) (x + 1) 2 f y = −x2 (x + 2)(x − 2)

ENRICHMENT: Polynomial with the lot – – 9

9 To sketch a graph of a polynomial that is not in factorised form you must factorise the polynomial to
help find the x-intercepts.
Complete the following for each polynomial.

i Find the y-intercept.

ii Factorise the polynomial using the factor theorem and long division.

iii Find the x-intercepts.

iv Sketch the graph.

a y = x3 + 4x2 + x − 6

b y = x3 − 7x2 + 7x + 15

c y = x4 + 2x3 − 9x2 − 2x + 8

d y = x4 − 34x2 + 225

Using calculators to sketch polynomials (CAS)

1 Sketch the graphs of y = x2 and y = x4 on the same set of axes and find the intersection points.
2 Sketch P(x) = x3 + 2x2 − 11x − 12 and find the x-intercepts.

Using the TI-Nspire: Using the ClassPad:

1 In a Graphs page, enter the rules y = x 2 and y = x 4. 1 In the Graph&Table application, enter the rules
Adjust the scale using Window Settings and find y 1 = x 2 and y 2 = x 4. Tap to adjust the
their intersection points using menu >Analyze scale. Tap to see the graph. Tap Analysis,
Graph >Intersection. G-Solve, Intersect.
Alternatively, use menu >Geometry>Points &
Lines >Intersection Point(s) to display all three
intersections simultaneously as shown.

2 Enter the rule P(x) = x 3 + 2x 2 − 11x − 12. 2 Enter the rule y 1 = x 3 + 2x 2 − 11x − 12.
Adjust the scale using Window Settings. Find the Tap to see the graph. Adjust the scale by
x -intercepts using Trace>Graph Trace or using tapping on . Tap Analysis, G-Solve, root to find
Analyze Graph>Zero and set the lower and upper x -intercepts.
bounds by scrolling left and right.

Using calculators to sketch polynomials (non-CAS)

1 Sketch the graphs of y = x2 and y = x4 on the same set of axes and find the intersection points.
2 Sketch P(x) = x3 + 2x2 − 11x − 12 and find the x-intercepts.

Using the CX non-CAS: Using the Casio:

1 In a Graphs page, enter the rules y = x 2 and y = x 4. 1 In the Graph application enter the rule Y 1 = x 2
Adjust the scale using Window Settings and find their and Y 2 = x 4 followed by EXE. Select F6
intersection points using menu >Analyze Graph (DRAW) to see the graph. To adjust the viewing
>Intersection. Alternatively, use menu window, select SHIFT F3 (V-Window), and enter
>Geometry>Points & Lines >Intersection Point(s) to appropriate values for Xmin, Xmax, Xscale,
display all three intersections simultaneously as Ymin, Ymax, and Yscale and select EXE. Select
shown. SHIFT F5 (G-Solv) then F5 (INTSECT).

2 Enter the rule P(x) = x 3 + 2x 2 − 11x − 12. 2 In the Graph application enter the rule
Adjust the scale using Window Settings. Find the Y1 = x 3 + 2x 2 − 11x − 12 followed by EXE.
x-intercepts using Trace>Graph Trace or using Select F6 (DRAW) to see the graph. To adjust the
Analyze Graph>Zero and set the lower and upper viewing window, select F2 (Zoom), F5 (AUTO)
bounds by scrolling left and right. then EXE. Select SHIFT F5 (G-Solv) then F1
(ROOT) to view the x-intercepts.

Making a tray of maximum volume

By using a rectangular piece of sheet metal, a square of side length x cm can be cut out and the sides
f olded up to form an open top tray as shown.
Modelling

x cm
x cm

Preliminary task
For this task assume that the width of the metal sheet is 10 cm and the length of the metal sheet is 20 cm.
a If x = 2, find the dimensions of the open top tray and its volume.
b Find expressions in terms of x for the length and the width of the base of the tray, as well as the
tray’s volume.
c What is the maximum value of x? Give a reason.
d Plot a graph of volume against x for x between 0 and 5 using technology or otherwise.
e Determine the value of x which gives a maximum volume correct to one decimal place. Also find
the maximum volume of the tray.

Modelling task

Formulate
a The problem is to find the size of the square cut-out to maximise the volume of the tray. Write
down all the relevant information that will help solve this problem.
b Choose a length and width of the original metal sheet.
c Determine the allowable values of x.

Solve
d Derive an expression for the length and width of the base of the tray in terms of x.
e Derive an expression for the volume of the tray in terms of x.
f Sketch a graph of volume vs x for your allowable values of x. Graph by hand, plotting points
to help.
g Estimate the value of x and hence the size of the cut out which gives a maximum volume and find
the maximum volume.

Evaluate
h Use technology to sketch the graph from part f above.
and i Use this graph to verify your results from part g above.
verify

Communicate
j Summarise your results and describe any key findings.

Extension question
a Explore the effect on your results if different lengths and widths are chosen for the metal sheet.

The logarithmic graph

You will be familiar with the shape of an exponential curve, which in y

Investigation
its basic form is a graph of the rule y = ax, where a > 0 and a ≠ 1.
This is shown here.
y = ax
The graph of a logarithmic equation can also be plotted to form a curve that
holds a special relationship with the exponential curve. 1
x
O

Forming the logarithmic curve

a Complete the table of values for y = 2x and y = log2 x.

x −3 −2 −1 0 1 2 3
y = 2x

1 1 1
x 1 2 4 8
8 4 2
y = log2 x

b On a set of axes with −8 ⩽ x ⩽ 8 and −8 ⩽ y ⩽ 8, plot the graphs of:

i y = 2x ii y = log2 x.
c On the same set of axes, now sketch the graph of y = x.

Features of the logarithmic graph

a What is the equation of the asymptote of:
i y = 2x? ii y = log2 x?
b What special position is held by the graph y = x between the two graphs of y = 2x and y = log2 x?
c Describe the general shape of a logarithmic curve.

Different bases
a Use technology or plot the following equations by hand to compare these logarithmic curves with
different bases.
i y = log2 x ii y = log3 x iii y = log5 x
b Describe at least two common features of these three logarithmic curves.
c Describe the effect of changing the base when graphing these logarithmic curves.

1 Simplify the following without the use of a Up for a challenge? If you get stuck
calculator. on a question, check out the ‘Working Up for
If you get stu
16 with unfamiliar problems’ poster at
a 2 log3 4 − log3 check out t
Problems and challenges

9 the end of the book to help you.

unfamiliar
1 at the en
b −log2 + 3 log2 4 to h
4
1
c log5 √125 + log3
3

d 2 log2 27 ÷ log2 9

2 Solve these equations using log base 10. Round your answers to two decimal places.
a 5x−1 = 2 b 0.2x = 10 c 2x = 3x+1

3 Solve for x: 2 log10 x = log10 (5x + 6)

4 Given that loga 3 = p and loga 2 = q, find an expression for loga (4.5a2).

5 Solve these inequalities using log base 10. Round your answers to two decimal places.
a 3x > 10 b 0.5x ⩽ 7

6 If y = a × 2bx and the graph of y passes through (−1, 2) and (3, 6), find the exact values of a and b.

7 An amount of money is invested at 10% p.a., compound interest. How long will it take for the money
to double? Give an exact value.

8 Find the remainder when x4 − 3x3 + 6x2 − 6x + 6 is divided by (x2 + 2).

9 x3 + ax2 + bx − 24 is divisible by (x + 3) and (x − 2). Find the values of a and b.

10 Prove the following, using division.

a x3 − a3 = (x − a)(x2 + ax + a2) b x3 + a3 = (x + a)(x2 − ax + a2)

11 Solve for x.
a (x + 1)(x − 2)(x − 5) ⩽ 0 b x3 − x2 − 16x + 16 > 0

12 A cubic graph has a y-intercept at 2, a turning point at (3, 0) and another x-intercept at −2. Find the
rule for the graph.
y

x
−2 O 3

13 Given that x2 − 5x + 1 = 0, find the value of x4 − 2x3 − 16x2 + 13x + 14 without solving the first
equation.

14 A quartic graph has a turning point at (0, 0) and two x-intercepts at 3 and −3. Find the rule for the
graph if it also passes through (2, 2).
Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
Australian Curriculum Year 10 & 10A 3ed Photocopying is restricted under law and this material must not be transferred to another party.
Chapter summary 789

Definition Other properties

loga y = x is equivalent to ax = y, a > 0 • loga 1 = 0 (a 0 = 1)
• loga a = 1 (a 1 = a)
• log2 8 = 3 since 23 = 8
-3
• log10100× =1 2 since 102 = 100 • loga x1 = −loga x ( x1 = x −1)

Chapter summary
• log3 1 = −3 since 3−3 = 1 Logarithms (10A)
27 27
• log100.001 = −3 since 10−3 = 0.001

Log law 3
Log law 1 loga x n = n loga x
1
loga x + loga y = loga (xy ) Log law 2 e.g. log2 8 2 = 12 log2 8
loga x − loga y = loga (y )
x
e.g. loga 5 + loga 6 = loga 30
= 12 × 3
e.g. log318 − log3 2 = log3 9
=2 = 32

Solving exponential equations Polynomial of degree n Expanding polynomials

2x = 5 or 2x = 5 an x n + an−1x n−1 + .... + a 0x 0 Example:
x = log2 5 log10 2 x = log10 5 (x 2 − 1)(x 2 + 2x − 3)
x log10 2 = log10 5 e.g. cubic x 3 − 2x 2 + 3x − 4
Powers of x are whole numbers. = x 2(x 2 + 2x − 3) − 1(x 2 + 2x − 3)
log10 5
x= = x 4 + 2x 3 − 3x 2 − x 2 − 2x + 3
log10 2
= x 4 + 2x 3 − 4x 2 − 2x + 3

Remainder theorem Division

If P (x) is divided by (x − a) then the (x 3 − 2x 2 + 5x + 1) ÷ (x − 1)
remainder is P(a). Polynomials (10A) x 2− x + 4
Factor theorem x − 1 x 3− 2x 2+5x + 1
x 2(x − 1) x 3− x 2
If P(x ) is divided by (x − a) and
−x 2 + 5x +1
P(a) = 0 then (x − a) is a factor of P(x ).
−x (x − 1) −x 2 + x
4x + 1
4(x − 1) 4x − 1
5
Null Factor Law ∴ x 3 − 2x 2 + 5x + 1 = (x − 1)(x 2 − x + 4) + 5

(x + 2)(x − 3)(2x + 1) = 0 dividend divisor quotient remainder

x + 2 = 0 or x − 3 = 0 or 2x + 1 = 0
x = −2 x =3 x = − 12
Graphs
y y y
Factorising
• Find one factor using the y=x4 y = −(x + 2)(x − 1)(x − 2)
y = x3
factor theorem. x x
• Use long division to 0 x −2 −1 O 1 2
0
find the quotient. −4
• Factorise the quotient.

Chapter checklist: Success criteria

✔
1. I can convert between index form and logarithmic form.
Chapter checklist

10A 10A
e.g. Write an equivalent statement in index form for log2 8 = 3 and in logarithm form for
34 = 81.

2. I can evaluate a logarithm.

10A 10A
e.g. Evaluate log4 64.

3. I can evaluate a logarithm using a calculator.

10A 10A
e.g. Evaluate log10 8 correct to three decimal places.

4. I can solve a simple logarithmic equation.

10A e.g. Find the value of x in the equation log3 x = 5. 10A

5. I can apply logarithm laws.

10B 10A
e.g. Simplify log2 5 + log2 3 and 2 log2 3 + log2 7.

6. I can evaluate logarithmic expressions by simplifying.

10B e.g. Simplify and evaluate log5 10 − log5 2 + log7 1. 10A

7. I can solve an exponential equation using logarithms with the given base.
10C 10A
e.g. Solve 3x = 20 correct to three decimal places using the given base.

8. I can solve exponential equations using base 10.

10C
e.g. Solve 2 × 1.1x = 6 using base 10 and correct to three decimal places. 10A

9. I can identify a polynomial.

10D 5 10A
e.g. Which of the following expressions are polynomials? 2x 2 − and 3x 3 − 2x + 7.
√x
10. I can evaluate a polynomial for a given value.
10D 10A
e.g. If P(x) = 2x 3 − x 2 + 3, find P(−2).

11. I can expand and simplify polynomials.

10E 10A
e.g. Expand and simplify (x 3 + 3x − 2) (2x 2 − x + 4).

12. I can divide polynomials.

10F 10A
e.g. Divide P(x) = x 3 − 2x 2 + 3x + 6 by (x + 1) and write in the form
P(x) = (x + 1)Q(x) + R, where R is the remainder.

13. I can find the remainder using the remainder theorem.

10G
e.g. Find the remainder when P(x ) = x 3 − 2x 2 + 3x − 4 is divided by (x − 3). 10A

14. I can decide whether a linear expression is a factor of a polynomial using the
10G 10A
factor theorem.
e.g. Decide if (x + 2) is a factor of P(x) = x 3 + 3x 2 − x − 6.

15. I can apply the remainder theorem to find a missing value.

10G e.g. Find the value of k such that (x 3 − 2x 2 + kx − 2) ÷ (x − 3) has a remainder of 4. 10A

16. I can apply the Null Factor Law to solve polynomial equations.
10H e.g. Solve (2x + 5) (x − 3) (x + 2) = 0 for x. 10A

17. I can factorise and solve a cubic equation.

10H e.g. Solve x 3 − 5x 2 + 2x + 8 = 0. 10A

18. I can sketch a cubic graph labelling intercepts.

10I 10A
e.g. Sketch y = (x − 5) (x + 1) (x − 2) labelling x- and y-intercepts.
Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
Australian Curriculum Year 10 & 10A 3ed Photocopying is restricted under law and this material must not be transferred to another party.
Chapter review 791

10A Short-answer questions

10A
1 Write the following in logarithmic form.
1
a 24 = 16 b 103 = 1000 c 3−2 =
9

Chapter review
2 Write the following in index form.
10A 1
a log3 81 = 4 b log4 = −2 c log10 0.1 = −1
16
3 Evaluate the following.
10A
a log10 1000 b log3 81 c log2 16
1 1
d log7 1 e log3 f log5
27 125
.
g log4 0.25 h log10 0.0001 i log3 0.1

4 Simplify using the laws for logarithms.

10B
a loga 4 + loga 2 b logb 7 + logb 3 c logb 24 + logb 6
d loga 1000 − loga 100 e 2loga 2 f 3loga 10
g log10 25 + log10 4 h log3 60 − log3 20 i log2 √8

5 Solve these equations using logarithms with the given base.

10C
a 3x = 6 b 20 × 1.2x = 40

6 Solve for x, in exact form, using base 10.

10C
a 2x = 13 b 100 × 0.8x = 200

7 If P(x) = x3 − x2 − x − 1, find:
10D
a P(0) b P(2) c P(−1) d P(−3).

8 Expand and simplify.

10E
a (x2 + 2)(x2 + 1) b x3 (x2 − x − 3)
c (x2 + x − 3)(x3 − 1) d (x3 + x − 3)(x3 + x − 1)

9 Use long division to express each of the following in this form:

10F
Dividend = divisor × quotient + remainder
a (x + x + 2x + 3) ÷ (x − 1)
3 2

b (x3 − 3x2 − x + 1) ÷ (x + 1)
c (2x3 − x2 + 4x − 7) ÷ (x + 2)
d (−2x3 − x2 − 3x − 4) ÷ (x − 3)

10 Use the remainder theorem to find the remainder when P(x) = 2x3 − 2x2 + 4x − 7 is
10G
divided by:
a x−1 b x+2 c x+3 d x − 3.

11 Using the factor theorem, decide if the following are factors of P(x) = x3 − 2x2 − 11x + 12.
10G
a x+1 b x−1 c x−4 d x+3

12 Solve these cubic equations.

10H
a (x − 3)(x − 1)(x + 2) = 0 b (x − 5)(2x − 3)(3x + 1) = 0

13 Factorise and solve these cubic equations.

10H
a x3 + 4x2 + x − 6 = 0 b x3 − 9x2 + 8x + 60 = 0
Chapter review

14 Sketch the graphs of these polynomials.

10I
a y = x3 b y = (x + 1)(x − 1)(x − 4)
c y = −x(x − 3)(x + 2) d y = x4

10A Multiple-choice questions

1 Which of the following is equivalent to 53 = 125?
10A
A log3 125 = 5 B log3 5 = 125 C log5 125 = 3 D 1253 = 5 E log125 3 = 5

2 If log2 64 = x, then x is equal to:

10A
A 5 B 6 C 32 D 128 E 642

3 If 5x = 7, then x is equal to:

10A
7
A log10 B logx 5 C log10 7 D log7 5 E log5 7
5
1
4 log6 simplifies to:
10B 6
A −1 B 1 C 36 D 6 E 0

5 x6 − 2x2 + 1 is a polynomial of degree:

10D
A 1 B −2 C 2 D 6 E 0

10D
6 Which of these is a polynomial?
1 3 1 1
A x 2 + x2 B √ x + x2 C x3 + x2 + D 4x5 − 2x3 − 1 E −x
x2 x

7 If P(x) = x3 − x and Q(x) = −2x2 + 1, then P(−1) − Q(1) is equal to:

10D
A 1 B −1 C 2 D 3 E −3

8 The remainder when P(x) = 2x3 + 4x2 − x − 5 is divided by (x + 1) is:

10G
A −4 B −2 C −10 D 0 E −1

9 The three solutions to (x − 3)(x + 5)(2x − 1) = 0 are x equals:

10H
1 1 1 1
A , − and 2 B 5, −3 and − C −5, 3 and −
3 5 2 2
1
D −5, 3 and 1 E −5, 3 and
2

10 The equation of this graph could be:

10I
A y = x(x + 5)(x − 1) y
B y = (x + 5)(x + 1)(x + 3)
C y = (x − 5)(x − 1)(x + 3) x
D y = (x − 5)(x + 1)(x − 3) −5 −1 O 3
E y = (x + 5)(x + 1)(x − 3)

10A Extended-response questions

1 A share portfolio initially valued at $100 000 is invested, compounding continuously at a rate
equivalent to 10% per annum.
a If $A is the value of the investment and n is the number of years, which of the following is

Chapter review
the correct rule linking A and n?
1.1n
A A = 100 000 × 0.1n B A = 100 000 × 1.1n C A=
100 000
b Find the value of the investment, correct to the nearest dollar, after:
i 2 years ii 18 months iii 10.5 years.
c Find the time, correct to two decimal places, when the investment is expected to have
increased in value to:
i $200 000 ii $180 000 iii $0.5 million.

2 A cubic polynomial has the rule P(x) = x3 − 5x2 − 17x + 21.

a Find:
i P(−1) ii P(1).
b Explain why (x − 1) is a factor of P(x).
c Divide P(x) by (x − 1) to find the quotient.
d Factorise P(x) completely.
e Solve P(x) = 0.
f Find P(0).
g Sketch a graph of P(x), labelling x- and y-intercepts.

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Chapter 10 - Logarithms and polynomials

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Chapter 10 - Logarithms and polynomials

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10

The chemistry of Olympic pools

10A Introducing logarithms (10A)

NUMBER AND ALGEBRA

(10A) Use the definition of a logarithm to

Patterns and algebra

(10A) Investigate the concept of a polynomial

Linear and non-linear relationships

(10A) Apply understanding of polynomials

10A Introducing logarithms 10A

Logarithms (‘logical arithmetic’) are an important idea

Recall that 23 = 8 (2 to the power 3 equals 8). We can

LESSON STARTER Can you work out logarithms?

• log10 100 • log10 10 000 • log2 16

■ In general, if ax = y then loga y = x with a > 0 and y > 0.

2 State the value of the unknown number for each statement.

Example 1 Writing equivalent statements involving logarithms

Write an equivalent statement to the following.

b log2 32 = 5 ax = y is equivalent to loga y = x.

Now you try

Example 2 Evaluating logarithms

a Evaluate the following logarithms.

Continued on next page

Now you try

Example 3 Solving simple logarithmic equations

Find the value of x in these equations.

b log2 x = 6 Write in index form:

Now you try

1 Write an equivalent statement to the following.

Example 1a 2 Write the following in index form.

Example 2b 5 Evaluate the following.

Example 2c 6 Evaluate, correct to three decimal places, using a calculator.

PROBLEM-SOLVING 7(1/2), 8 7(1/2), 8 7(1/4), 9

Example 3 7 Find the value of x in these equations.

8 A single bacterium cell divides into two every minute.

REASONING 10 10, 11 11, 12

ii times more powerful than one of magnitude 4.

iii times more powerful than one of magnitude 2.

b Write the missing number. An earthquake of magnitude 9 is:

ii 1000 times more powerful than one of magnitude .

iii 106 times more powerful than one of magnitude .

ENRICHMENT: Fractional logarithms – – 13(1/2)

10B Laws of logarithms 10A

From the study of indices you will recall a number

Recall index law 1: am × an = am + n

Now let x = am and y = an (1)

So m = loga x and n = loga y (2)

LESSON STARTER Proving a logarithm law

• This relates to index law 2: am ÷ an = am − n.

■ Law 3: loga (xn) = n loga x

■ Other properties of logarithms.

c loga bm = m × _______ d loga a = _______

2 State the missing numbers.

c loga 2 + loga = loga 8 d loga 36 − loga = loga 3

Example 4 Simplifying logarithmic expressions

Simplify the following.

b loga 22 − loga 11 = loga 2 This uses logarithm law 2:

( Note: loga 11 = loga 2.)

c 3 loga 2 = loga 23 Using logarithm law 3: n loga x = loga xn

Now you try

Example 5 Evaluating logarithmic expressions

Simplify and evaluate the following expressions.

Now you try

1 Simplify the following.

Example 4a 2 Simplify using the first logarithm law.

Example 4b 3 Simplify using the second logarithm law.

Example 4c 4 Simplify using the third logarithm law.

Example 5a,b 5 Evaluate:

PROBLEM-SOLVING 6–7(1/2) 6–7(1/2) 6–8(1/3)

Example 5c 6 Simplify and evaluate.

Example 5d 7 Simplify and evaluate.

8 Simplify using a combination of log law number 3 with laws 1 and 2.

REASONING 9 9, 10 9(1/2), 10, 11

ENRICHMENT: Proving the laws for logarithms – – 12

c Complete a proof for logarithm law 3: loga xn = n loga x.

10C Solving exponential equations using

c loga bm = m × _ d loga a = _