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Solving Exponential Equations | Lesson 2 of 2

Logarithmic Solutions: Real-World Applications

Lesson 2 of 2: Doubling Time, Half-Life, and Mixed Models

In this lesson:

  • Apply the three-step procedure to real-world models
  • Interpret solutions in context with units
  • Recognize doubling time and half-life as special cases
High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

What You Will Be Able to Do

By the end of this lesson, you should be able to:

  1. Interpret the solution in context — state what represents, with units and a complete sentence
  2. Apply the logarithmic solution method to exponential models involving doubling time, half-life, and target-value problems
High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Hook: Does the Starting Amount Matter?

An investment grows continuously at 6% per year.

When does it double? — Does the starting amount change the answer?

  • Start with $1,000 → doubles to $2,000
  • Start with $50,000 → doubles to $100,000

Try to guess: do both scenarios give the same doubling time?

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Doubling Time: Why the Initial Value Cancels

Model:

Step 1 — Divide both sides by :

The initial amount cancels completely.

The doubling time is the same regardless of how much you start with

Diagram showing P canceling on both sides, leaving e to 0.06t equals 2, with annotation that this result is independent of P

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Doubling Time: Completing All Three Steps

From Step 1:

Step 2:

Step 3:

Calculator: , so years

Interpretation: The investment doubles in approximately 11.6 years, regardless of the starting amount.

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Half-Life: Setting Up the Model

A radioactive substance has a half-life of 5 years. Starting with 100 grams, when will only 10 grams remain?

Model:

  • The base is , written as
  • The exponent counts half-life periods
  • Goal: find when quantity drops to 10 g
High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Half-Life Problem: All Three Steps Worked

Step 1 — Divide both sides by 100:

Step 2 — Change-of-base (base 2):

Step 3 — Solve for :

Interpretation: After approximately 16.6 years, only 10 grams remain.

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

When the Starting Amount Cancels Out

Problem type Setup What cancels
Doubling time divides out
Half-life divides out

Rate alone determines doubling time and half-life

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Check-In: Doubling Time at 8%

Scenario: An account grows continuously at 8% per year.

Set up and solve for the doubling time.

Hint: the setup looks like

What is the doubling time? Compare to the 6% result.

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

From Special Cases to General Applications

In Chunk 3:

  • ✓ Doubling time: initial value cancels
  • ✓ Half-life: initial value cancels

In Chunk 4: Mixed real-world problems where you must:

  1. Set up the model from a verbal description
  2. Apply the three steps
  3. Write a complete interpretation sentence
High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Complete Workflow: Model to Interpretation

Flow diagram showing five steps: Read the scenario → Write the model ab to the ct equals d → Isolate (divide by a) → Take log and solve for t → Interpret with units and complete sentence

  • Read: identify , , , and target
  • Model: write
  • Isolate → Log → Divide: the three steps
  • Interpret: answer in a complete sentence with units
High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Population Growth: When Does a City Quadruple?

Scenario: City of 5,000 grows at 3%/year. When does it reach 20,000?

Step 1:

Step 2: years

Interpretation: The population reaches 20,000 in approximately 47 years.

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Interpretation: Saying What the Answer Means

The number answers: when does the population reach 20,000?

Interpretation template:

"After approximately [value] [units], [quantity] reaches [target]."

Written out: After approximately 47 years, the city's population reaches 20,000.

Always identify: what is ? What are the units? What does reaching mean?

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Investment Growth: When Does It Quadruple?

Scenario: An account grows continuously at 6%. When does it quadruple?

Model:

Step 1: (P cancels)

Step 2:

Step 3: years

Interpretation: The investment quadruples in approximately 23.1 years.

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Radioactive Decay: Solving a Continuous Decay Problem

Scenario: A 200g sample decays at rate . When is only 50g left?

Step 1:

Step 2:

Step 3: years

Interpretation: After approximately 46.2 years, only 50g remains.

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Your Turn: Guided Bacteria Growth Problem

Scenario: A colony starts at 300 bacteria and doubles every 3 hours. When does it reach 9,600?

Model:

Step 1 is done:

Complete Steps 2 and 3 — is this a clean logarithm?

Write a complete interpretation sentence for your answer

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Independent Practice: Two Mixed Real-World Problems

Solve completely and write an interpretation sentence for each.

  1. — when does the quantity reach its target?

  2. — when does this quantity triple?

Pause and complete both problems before the next slide

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Full Practice Answers with Interpretation Sentences

Problem 1:

After exactly 20 units, the quantity reaches 50,000.

Problem 2:

The quantity triples after approximately 22 time units.

Problem 1: — clean answer, no calculator needed

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Complete Five-Step Workflow Reference Chart

Reference diagram showing the complete five-step workflow with the three bases and their calculator keys annotated at Step 3, and an example interpretation sentence at Step 5

Use this as a checklist: one step at a time, in order

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Key Takeaways and Misconception Warnings

✓ Isolate → log → divide by — every time
✓ Doubling/half-life: initial value cancels
✓ Interpret with value, units, full sentence

⚠️ Isolate before taking log
⚠️ log = base 10, ln = base
⚠️ Divide by after the log

High School Functions | HSF.LE.A.4
Solving Exponential Equations | Lesson 2 of 2

Coming Up: Logarithmic Functions and Their Graphs

You can now solve for any base

Coming up:

  • Graphs of logarithmic functions
  • Product, quotient, and power rules
  • Exponential and logarithmic functions as inverses
High School Functions | HSF.LE.A.4