Task #1: Technology Circa 300 BC (Before Computers and Calculators)

Problem Statement: Using a logarithmic table explore the properties

of log functions and find the solution to the given equation.

327000 254 5
=x
31200

Process: When my group and I started trying to solve the equation

we ran into a couple difficulties. First it seemed as if we had no
direction on how to solve the problem and then we decided to use log
properties. We knew from properties of logarithmic functions that the
log x n = n log x and so dealing with high powers such as 2545
became simple. But then we had the log of numbers in the thousands
and hundred thousands place. So we decided that we would look on
the log chart and move the decimal place. As we worked on the
problem we checked our answers on the logarithmic identities and
found that moving the decimal does not work and that we needed to
come up with a new solution. So we split the number using scientific
notation. This allowed for us to work with log base 10 of 10, which is
equal to 1. The problem seemed easier and easier as we developed
new strategies to manipulate this problem. We then used the
logarithmic identities and properties to come up with the following
solution.

327000 254 5
=x
31200

327,000 254 5
log
=log x
31200
1
327,000 2545
log
=log x
2
31200

1
log 327,000 2545log 31,200=log x
2
1
log 327,000+ 5 log254log31,200=log x
2

1
( log 3.27 105 +5 log 2.54 10 2log 3.12 104 ) =log x
2
1
( log 3.27+5 log 10+5 ( log 2.54+2 log 10 )( log3.12+ 4 log 10 ) )=log x
2
log 10=1
1
( log 3.27+5+5 ( log 2.54+ 2 )( log 3.12+4 ) )=log x
2
1
( 0.5145+5+5 ( 0.4048+2 ) ( 0.4942+ 4 ) )=log x
2
1
( 0.5145+5+5 ( 2.4048 )4.4942 )=log x
2
1
( 0.5145+5+12.02404.4942 )=log x
2
6.52215=log x
6.52215

10

=x

106 100.52215 =x
1,000,000 3.328=x
3,328,000=x
Another group started to use the following method to solve the
equation. This method was shown in the last lines of my solution. This
method uses the log 10 a=b
is the same as 10b=a . Without this method I would have never come
to my conclusion. As I started another method I found that I didnt
know what to do with the 2545 without using logarithmic functions so
I started in this way but ended using my previous method. I found that
the two methods combined help in solving the problem. Two methods
came to the same conclusion.
Example 2

327000 254 5
=x
31200

3.27 10 5 2545
4
3.12 10

10 0.5145 105 254 5

100.4942 10 4
Solutions: My solution was based primarily on logarithmic identities
and the logarithmic table given to me. These two tools are helpful in
assessing that the solution given is correct. My errors would only be
shown in the simple addition and subtraction but the identities shown
and given, have been proven by mathematicians and are tools to help
in aiding to a more correct solution. When adding and subtracting I
actually did the problem twice to make sure my answer was accurate.
My group also collaborated answers and we found that we all came to
the same conclusion. Without using technology and the only tools
given to me, 3,328,000 is the most accurate solution to the given
problem and in solving this problem helped me understand the true
properties of logarithmic functions.
Reflection: I enjoyed this activity and the opportunity to understand
logarithmic functions. I may have made several errors in the process
but found that moving decimal points in your answers cannot be done
in logarithmic functions. I found that using identities is a tool to
simplify complex problems. What seems difficult can often be changed
into something simple and workable. For students today, I believe that
this procedure would help them understand and appreciate the
importance of a calculator but is unnecessary in the modern
classroom. The logarithmic table is a mathematical tool used to
enhance learning but is basically a rounded calculator. The calculator
will give you a more precise number and help students explore even
deeper concepts.
This activity stretches the mindset of modern mathematics by allowing
students to explore logarithmic properties by using their identities but
would be useless if used to replace calculators or other mathematical
tools. This task would help a student in understanding logarithmic
functions but this procedure should not be implemented in modern day
classrooms to replace other mathematical tools. I do believe that in
technological advances we find ourselves loosing part of the
conceptual learning that takes place and we dont understand the full
capacity of the technological tools we use today. But all mathematical
tools help in enhancing critical thinking if used properly and the
student is allowed to explore their own ideas. This tool may be a log
table, a calculator, or other mathematical tool but used to enhancing
learning. Overall this task was beneficial in help students explore but

the logarithmic table is unnecessary in a classroom setting because it

is a long version of what a calculator can do for you in seconds.