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Write each equation in its equivalent exponential form. $$ \log _{5} 125=y $$

Short Answer

Expert verified
The equivalent exponential form of the given logarithmic equation \(\log _{5} 125=y\) is \(5^y = 125\).

Step by step solution

01

Understanding the given logarithmic expression

The given expression is \(\log _{5} 125=y\ ). So, here in this logarithmic expression, the base is 5, the number is 125 and the logarithm equals to y.
02

Converting to exponential form

We use the relationship between logarithmic and exponential forms. The base is 5, the logarithm equals to y becomes the exponent and the number 125 is the number the base gets raised to. Hence the equivalent exponential form will be \(5^y = 125\)

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Logarithm to Exponential Conversion
Understanding how to switch between logarithmic and exponential forms is a key skill in algebra that opens the door to solving a wide range of mathematical problems. In its essence, the conversion process relies on understanding the fundamental definition of a logarithm. A logarithm, denoted as \( \log_{b} a = c \) tells us the power, \( c \), we need to raise a base, \( b \), to get a number, \( a \).

In layman's terms, if you think of a logarithm as a question, then the exponential form provides the answer. For example, the logarithmic equation from our exercise \( \log _{5} 125=y \) poses the question: 'To what power must we raise 5 to get 125?'. Answering this in exponential form, we write \(5^y = 125\).

Key Steps in Conversion

To convert from a logarithmic expression to its equivalent exponential form, take these steps:
  • Identify the base of the logarithm (in this case, 5).
  • Recognize what the logarithm is equal to (\( y \) in our example).
  • Raise the base to the power of the logarithm's result to equal the number (here, raising 5 to the power of \( y \) to get 125).
Through this method, you'll find that transitioning between the logarithmic and exponential forms is a smooth and logical process.
Logarithmic Expressions
Logarithmic expressions are compact and powerful ways to represent the relationship between the components of an exponential equation. These expressions play an essential part in subjects such as algebra, calculus, and many scientific fields, due to their property of transforming multiplicative processes into additive ones, which are simpler to manage.

For instance, the logarithmic expression \( \log _{b} x = y \) illustrates that \( b \) raised to the power \( y \) equals \( x \). This compact representation helps in understanding growth patterns and decay, like in population studies or radioactive decay. It also simplifies the process of multiplying numbers by converting them into an additive process when the numbers are expressed as logarithms of the same base.

Characteristics of Logarithmic Expressions

Some important properties to remember about logarithmic expressions include:
  • The base of a logarithm cannot be negative or zero, and it cannot be 1.
  • Logarithms can only take positive numbers as their 'number' argument.
  • The result of a logarithm can be any real number, which is why we represent it with variables like \( y \) in expressions.
Understanding and manipulating these logarithmic expressions are fundamental skills that can greatly simplify complex algebraic tasks.
Exponential Equations
Exponential equations emerge when we have unknowns in the exponent, posing a unique challenge within algebra. They are closely related to exponential growth or decay, such as population growth, investment growth, or radioactive decay, and appear widely in many areas of science and finance.

To solve for the unknown exponent, converting the equation to logarithmic form often simplifies the process. However, there are special cases where you can solve exponential equations by manipulating the equation directly without converting it to a logarithmic equation. This can be done, for example, when both sides of the equation can be expressed as powers of the same base.

Strategy for Solving Exponential Equations

When facing an exponential equation, consider the following strategy:
  • First, determine if you can express both sides of the equation as a power of the same base. If so, you can simply set the exponents equal to each other due to the one-to-one property of exponential functions.
  • If the base cannot be made the same, use logarithms to bring down the exponent, making the equation solvable for the unknown variable.
By mastering the conversion between exponential and logarithmic forms, as well as understanding the underlying principles, solving these types of equations can be made a more intuitive and less daunting task.

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Most popular questions from this chapter

Describe the following property using words: \(\log _{b} b^{x}=x\).

Students in a psychology class took a final examination. As part of an experiment to see how much of the course content they remembered over time, they took equivalent forms of the exam in monthly intervals thereafter. The average score for the group, \(f(t),\) after \(t\) months was modeled by the function $$ f(t)=88-15 \ln (t+1), \quad 0 \leq t \leq 12 $$ a. What was the average score on the original exam? b. What was the average score after 2 months? 4 months? 6 months? 8 months? 10 months? one year? c. Sketch the graph of \(f\) (either by hand or with a graphing utility). Describe what the graph indicates in terms of the material retained by the students.

Find the domain of each logarithmic function. $$ f(x)=\log (2-x) $$

Will help you prepare for the material covered in the next section. In each exercise, evaluate the indicated logarithmic expressions without using a calculator. a. Evaluate: \(\log _{2} 32\) b. Evaluate: \(\log _{2} 8+\log _{2} 4\) c. What can you conclude about \(\log _{2} 32,\) or \(\log _{2}(8 \cdot 4) ?\)

This group exercise involves exploring the way we grow. Group members should create a graph for the function that models the percentage of adult height attained by a boy who is \(x\) years old, \(f(x)=29+48.8 \log (x+1) .\) Let \(x=5,6\) \(7, \ldots, 15,\) find function values, and connect the resulting points with a smooth curve. Then create a graph for the function that models the percentage of adult height attained by a girl who is \(x\) years old, \(g(x)=62+35 \log (x-4)\) Let \(x=5,6,7, \ldots, 15,\) find function values, and connect the resulting points with a smooth curve. Group members should then discuss similarities and differences in the growth patterns for boys and girls based on the graphs.

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