Index Part1
From StpmWiki
Contents |
Notes
Even though all the laws here are the same as in SPM add maths, STPM questions will of course be more challenging. It is very important here to understand the why's and the when's of a method. Blindly memorizing, and even blindly practicing will get you nowhere.
Learning Objectives (Syllabus)
- understand integral and rational exponents
- understand the relationship between logarithm and exponents
- carry out change of base of logarithms
- use the law of exponents and laws of logarithms
- use the result : for
and
,
and
; for
and
,
and
- solve equations and inequalities involving exponents and logarithms
Prior Knowledge
- very basic algebraic skills, including simple simultaneous equations
Laws of Exponents
Instead of just writing the laws here, we will try to prove it. Note that the prove is not really needed in the syllabus, and the prove that we will show here isn't even really the actual mathematical prove, but it should suffice to give us an idea about the reason behind the laws. Why? As I said, we need to understand rather than blindly memorizing. In fact, trying to understand the index laws should be done during form 3 and form 4, but most teachers don't emphasize it, and thus most students can't really explain them in a convincing way.
a)
b)
c)
d)
e)
f)
g)
Notes
Common Mistakes
Combination
When it involves too many things, we can always deal with one at a time
Exercise 1
Complete the following table
| 1 |
| 7 |
| ||
| 2 |
| 8 |
| ||
| 3 |
| 9 |
| ||
| 4 |
| 10 |
| ||
| 5 |
| 11 |
| ||
| 6 |
| 12 |
|
Product and Quotient
Proof
Again, the proof is not in the syllabus (in fact, most text books don't even list down the two above laws), but it is important to understand the reason behind it.
Notes
It DOES NOT apply to addition/subtraction! Which of the below is correct and which is wrong?
But why?
Combining Into a Single Exponent
Under certain condition, we would instead try to bring back the two exponents into one
Numbers and Square roots
It is common to sometimes forget that the
and
can be replaced be any other unknowns, combination of unknowns, or numbers. Thus, again, we should really remember it as
Thus, if it has a mixture of unknowns and numbers, be a little more careful (or do another step) if you know that you regularly make such mistakes.
Also, do note that this also applies for
and
Exercise 2
Complete the following table
| 1 |
| 5 |
| ||
| 2 |
| 6 |
| ||
| 3 |
| 7 |
| ||
| 4 |
| 8 |
|
Solving an = b
Checking
One thing I will always repeat from now on (at least until we reach the second half of the syllabus where it becomes very difficult to verify the answers), is CHECK your answers. By checking, I don't mean turning to the back of your textbook (or clicking on the solution in our situation), but to verify that our answer does indeed satisfy the question. In a lot of cases, this simply requires a few seconds with the calculator. It is very much worth it. TRUST ME.
Examples
Find value of
Same Base
If
Solving Equations with Same Base
- Identifying same base
- Ex:
all base
- Ex:
- Arrange into
- ALWAYS check answer! By substituting back into original equation
Changing to an
Example: Change the following to the form of
Examples
Find the value of
Exercise 3
Find the value of
1)
2)
3)
4)
5)
6)
7)
8)
Using Substitution
When necessary, we can use substitution
- Remember to solve for
after solving
- As usual, ALWAYS check answer, by substituting
(not
) into the original equation
Substituting an
If
Value of an
If
, which is usually the case here
or negative values
- For example
Examples
Exercise 4
Express the following in terms of
, where
Note : Working is not needed in the cases which you can see directly
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
Exercise 5
Solve the following equations
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)

means?
mean? 










mean?















Equals to?
Urmm... we already know that. What we need to do is prove it.
?










How will we know how many times? (other than counting one by one, of course







, how does we make the
into a
?
into 















![=\sqrt[n]{a}](/images/math/f/5/0/f50ce2e0bf0fb2ac4ca325c50c76cd94.png)
, for example, will be such that ![\sqrt[3]{a} \times \sqrt[3]{a} \times \sqrt[3]{a} = a](/images/math/2/c/8/2c81520a9dbff3c60a45f9a3208120c1.png)

, meaning 
![a^{\frac{1}{3}}=\sqrt[3]{a}](/images/math/a/0/8/a08709848949840b9c104cbc616db448.png)
or ![=\left(\sqrt[n]{a}\right)^{m}](/images/math/3/a/6/3a62ced2d43d820aeedda92f8e2ded8d.png)
separately

or 
or 

(Since
)
(Since
. This should be considered a short form, that is, the
should be written, but omitted just for convenience)

![\sqrt[3]{a}=a^{\frac{1}{3}}](/images/math/f/2/3/f23a89cb59363c3be5566d2d4e991f9a.png)
![\sqrt[3]{a}=a^{\frac{3}{2}}](/images/math/7/8/e/78e413bd678c9d7d48606afb11263b30.png)
![\sqrt[3]{a^{5}}=a^{\frac{3}{5}}](/images/math/9/7/a/97aa668d73913c1dcbc0293ba2969203.png)
![\sqrt[3]{a^{5}}=a^{\frac{5}{3}}](/images/math/5/3/4/53427c4c5471cc0f3f2c48f028a8c84b.png)


, then the
(in the same step) ![\frac{1}{{\color{Red}\sqrt[4]{{\color{Black}a^{3}}}}}](/images/math/2/1/7/2173438526abd6be265cc4ff6bba4623.png)
, then the ![\frac{1}{{\color{Red}\left(\right.}\sqrt[4]{a}{\color{Red}\left.\right)^{3}}}](/images/math/5/4/e/54eba63c0a3964b63289752f5bfc2bd4.png)





![\sqrt[5]{a^{3}}](/images/math/1/6/9/16929b36b05f1e740d1d242e38047243.png)



![\frac{1}{\sqrt[3]{a^{4}}}](/images/math/5/6/4/56412db02ca9affda96d41373fa98f07.png)
















, so of course it won't work for addition/subtraction inside square root too (even though at times it is very tempting to simplify it just like that)


? WRONG! No such thing and nothing we can do here...
? WRONG! We would need
to be able to do that..


or 

or 








![\sqrt[3]{512x}](/images/math/6/7/4/67407eb9bad992e752a52c83bd77a351.png)


to
, in other words, change




to 


or from 

Yes.




or 
Any mistake will give us error on checking




























It might look like three terms

















![\left(\sqrt[3]{9}\right)^{-\frac{3}{2}}=\frac{1}{3}](/images/math/5/d/4/5d4747c7f1d7b02fd04e412619725a14.png)

, 

, 

























for all values of
no matter what is the value of
no solution/impossible/rejected
no solution/impossible/rejected
is not base
, we try to look at 


, it's really just
(You can, however also use substitution if you can't see)



and
is base 







for all values of 



, where we can see the
's and the
's
, seemingly four different things, but look carefully and we will see 























or 












or
or



,



,

,

,

