Students in a mathematics class took a final examination. They took equivalent forms of

In Exercises 1-8. write ead1. equation in its equivalent exponential form. 4 - Jog2 16

In Exercises 1-8. write ead1. equation in its equivalent exponential form. 6 - log, 64

In Exercises 1-8. write ead1. equation in its equivalent exponential form. 2 - Jog,x

In Exercises 1-8. write ead1. equation in its equivalent exponential form. 2 - log, .r

In Exercises 1-8. write ead1. equation in its equivalent exponential form. 5 - Jog, 32

In Exercises 1-8. write ead1. equation in its equivalent exponential form. 3 - Jog6 27

In Exercises 1-8. write ead1. equation in its equivalent exponential form. log. 216 - y

In Exercises 1-8. write ead1. equation in its equivalent exponential form. logs 125 - y

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. 2' - 8

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. 5' - 625

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. 2-4 - h

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. s-' - .J...

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. ..yg - 2

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. 64 - 4

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. 132 - X

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. 152 - x "'

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. b3 - 1000

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. b3 - 343

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. 7-' - 200

In Exercises 9-20~ write each equation in iJs equivalem logariJhmic form. g:r - 300

In Exercises 21-42, evaluate each expression without using a calculator. log, 16

In Exercises 21-42, evaluate each expression without using a calculator. log7 49

In Exercises 21-42, evaluate each expression without using a calculator. log2 64

In Exercises 21-42, evaluate each expression without using a calculator. log, 27

In Exercises 21-42, evaluate each expression without using a calculator. logs}

In Exercises 21-42, evaluate each expression without using a calculator. log6 !

In Exercises 21-42, evaluate each expression without using a calculator. log, ~

In Exercises 21-42, evaluate each expression without using a calculator. log, ~

In Exercises 21-42, evaluate each expression without using a calculator. log, v7

In Exercises 21-42, evaluate each expression without using a calculator. log6 \16

In Exercises 21-42, evaluate each expression without using a calculator. log ~

In Exercises 21-42, evaluate each expression without using a calculator. log 3

In Exercises 21-42, evaluate each expression without using a calculator. log64 8

In Exercises 21-42, evaluate each expression without using a calculator. log81 9

In Exercises 21-42, evaluate each expression without using a calculator. logs 5

In Exercises 21-42, evaluate each expression without using a calculator. log11 II

In Exercises 21-42, evaluate each expression without using a calculator. log, 1

In Exercises 21-42, evaluate each expression without using a calculator. log6 I

In Exercises 21-42, evaluate each expression without using a calculator. log, 57

In Exercises 21-42, evaluate each expression without using a calculator. log, 46

In Exercises 21-42, evaluate each expression without using a calculator. gloJk l9

In Exercises 21-42, evaluate each expression without using a calculator. 71og,2J

Graph f(x) - 4' and g(x) - log, x in the same rectangular coordinate system.

Graph f(x) - 5' and g(x) - log5 x in the same rectangular coordinate system.

Graph f(x) - ur andg(x) - logo X in the same rectangular coor mate system.

Graph f(x) - (!)' andg(x) - logo x in the same rectangular coordinate system.

In Exercises 47-52,/he graph of a logarithmic function is givetl. Select the function for each graph from the following options: f(x) - log3 x,g(x) lo ~t l),h(x) - log3 x - I, F(x} - - log3 x, G(x) - log3(- x). H(x) - I - log3 x. y X

In Exercises 47-52,/he graph of a logarithmic function is givetl. Select the function for each graph from the following options: f(x) - log3 x,g(x) lo ~t l),h(x) - log3 x - I, F(x} - - log3 x, G(x) - log3(- x). H(x) - I - log3 x. )' 2 X -2

In Exercises 47-52,/he graph of a logarithmic function is givetl. Select the function for each graph from the following options: f(x) - log3 x,g(x) lo ~t l),h(x) - log3 x - I, F(x} - - log3 x, G(x) - log3(- x). H(x) - I - log3 x. y 2

In Exercises 47-52,/he graph of a logarithmic function is givetl. Select the function for each graph from the following options: f(x) - log3 x,g(x) lo ~t l),h(x) - log3 x - I, F(x} - - log3 x, G(x) - log3(- x). H(x) - I - log3 x. y 2

In Exercises 47-52,/he graph of a logarithmic function is givetl. Select the function for each graph from the following options: f(x) - log3 x,g(x) lo ~t l),h(x) - log3 x - I, F(x} - - log3 x, G(x) - log3(- x). H(x) - I - log3 x. y 2 X - 1 -2

In Exercises 47-52,/he graph of a logarithmic function is givetl. Select the function for each graph from the following options: f(x) - log3 x,g(x) lo ~t l),h(x) - log3 x - I, F(x} - - log3 x, G(x) - log3(- x). H(x) - I - log3 x. y 2 X - 1 -2

In Exercises 53-58, begin by graphing j(x) - log2 x. Then use tramformations of this graph to graph the given function. What is tlu! vertic.al asymptote? Use the graphs to determine each function's domain and range. g(x) - log2(x + 1)

In Exercises 53-58, begin by graphing j(x) - log2 x. Then use tramformations of this graph to graph the given function. What is tlu! vertic.al asymptote? Use the graphs to determine each function's domain and range. g(x) - log2(x + 2)

In Exercises 53-58, begin by graphing j(x) - log2 x. Then use tramformations of this graph to graph the given function. What is tlu! vertic.al asymptote? Use the graphs to determine each function's domain and range. h(x) - 1 + log, x

In Exercises 53-58, begin by graphing j(x) - log2 x. Then use tramformations of this graph to graph the given function. What is tlu! vertic.al asymptote? Use the graphs to determine each function's domain and range. h(x) - 2 + log, x

In Exercises 53-58, begin by graphing j(x) - log2 x. Then use tramformations of this graph to graph the given function. What is tlu! vertic.al asymptote? Use the graphs to determine each function's domain and range. g(x) - \ log2 x

In Exercises 53-58, begin by graphing j(x) - log2 x. Then use tramformations of this graph to graph the given function. What is tlu! vertic.al asymptote? Use the graphs to determine each function's domain and range. g(x} - - 21og2 x

The figure shows the graph of f(x) - logx. ln Exercises 59-64. use transformations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to detenuine each function's domain and range. y f(xJ- 109 X (S. og5 0.7) (10, 1) 6 8 10 g(x) - log(x - 1)

The figure shows the graph of f(x) - logx. ln Exercises 59-64. use transformations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to detenuine each function's domain and range. y f(xJ- 109 X (S. og5 0.7) (10, 1) 6 8 10 g(x} - log(x - 2)

The figure shows the graph of f(x) - logx. ln Exercises 59-64. use transformations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to detenuine each function's domain and range. y f(xJ- 109 X (S. og5 0.7) (10, 1) 6 8 10 h(x) - logx - 1

The figure shows the graph of f(x) - logx. ln Exercises 59-64. use transformations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to detenuine each function's domain and range. y f(xJ- 109 X (S. og5 0.7) (10, 1) 6 8 10 h(t) - log x - 2

The figure shows the graph of f(x) - logx. ln Exercises 59-64. use transformations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to detenuine each function's domain and range. y f(xJ- 109 X (S. og5 0.7) (10, 1) 6 8 10 g(x) - I - logx

The figure shows the graph of f(x) - logx. ln Exercises 59-64. use transformations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to detenuine each function's domain and range. y f(xJ- 109 X (S. og5 0.7) (10, 1) 6 8 10 g(x) - 2 - logx

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) g(x) - ln(x + 2)

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) g(x) - ln(x + l)

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) h(x} - ln(2s)

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) h(x) - ln(}x)

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) g(x) - 2 1nx

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) g(x) - \ lnx

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) h(x) - -lnx

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) h(x) - ln(- x)

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) g(x) - 2 -lnx

The figure shows the graph of f(x) - In x. In Exercises 65-74, use transfonuations of this graph to graph each function. Graph and give equations of the asymptotes. Use the graphs to determine each function's domain ami range. y Vrfic.tl 2 U'f'lllpftf: x - 0 (2, In 2 ~ 0.7) X \1 4 (1,0) 6 8 10 - I -2 (t,ln t~ 0.7) g(x) - 1 - lnx

In Exercises 75-80, find ihe domain of eaclJ JogariJhmic function. f(x) - log5(x + 4)

In Exercises 75-80, find ihe domain of eaclJ JogariJhmic function. f(x) - logs(x + 6)

In Exercises 75-80, find ihe domain of eaclJ JogariJhmic function. ft.x) - log(2 - x)

In Exercises 75-80, find ihe domain of eaclJ JogariJhmic function. f(x) - log(7 - x)

In Exercises 75-80, find ihe domain of eaclJ JogariJhmic function. f(x) - ln(x - 2)2

In Exercises 75-80, find ihe domain of eaclJ JogariJhmic function. f(x) - ln(x - 7)2

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. log 100

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. log HXXl

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. log 107

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. log Ill"

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. totosJ.J

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. 101 "" 53

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. In I

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. lne

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. In e6

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. In e1

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. ln 1 e6

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. In-; e e

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. em IB

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. e1";oo

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. In e9x

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. In e 1 .u

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. e1as~

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. eln 1:c:

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. 101osvx

In Exercises 81-100, evaluate or simplify each expression witholll using a calculator. 10log x

In Exercises 101-104, write each equation in its equivalent exponential form. Then solve for x. log,(x - 1) - 2

In Exercises 101-104, write each equation in its equivalent exponential form. Then solve for x. log,(x + 4) - 2

In Exercises 101-104, write each equation in its equivalent exponential form. Then solve for x. log,x - - 3

In Exercises 101-104, write each equation in its equivalent exponential form. Then solve for x. log.,x - ~ ,

In Exercises 105-108. evaluate each expression withom using a c~lcu/otor. log,(log7 7)

In Exercises 105-108. evaluate each expression withom using a c~lcu/otor. log,(log2 32)

In Exercises 105-108. evaluate each expression withom using a c~lcu/otor. log2(1og, 81)

In Exercises 105-108. evaluate each expression withom using a c~lcu/otor. log(ln e)

In Exercises 109--112, find the domain of eacJzlogarithmic funclion. J(x) - ln(x' - x - 2)

In Exercises 109--112, find the domain of eacJzlogarithmic funclion. f(x) - ln(x' - 4x - 12)

In Exercises 109--112, find the domain of eacJzlogarithmic funclion. f(x) - log --. x - )

In Exercises 109--112, find the domain of eacJzlogarithmic funclion. f(x) - logG : ;)

The percentage of adult height attained by a girl k'ho is x years old can be modeled by f(x) - 62 + 35 log(x - 4), where x represents the girl's age (from 5to 15) and f(x) represents the percemage of her adult height. Use the function to solve Exercises 113-114. Round DIJS11'ef:S" to the nearest tenth of a percent. Approximately what percentage of her adult height has a girl attained at age 13?

The percentage of adult height attained by a girl k'ho is x years old can be modeled by f(x) - 62 + 35 log(x - 4), where x represents the girl's age (from 5to 15) and f(x) represents the percemage of her adult height. Use the function to solve Exercises 113-114. Round DIJS11'ef:S" to the nearest tenth of a percent. Approximately what percentage of her adult height has a girl attained at age ten?

The bar graph indicates that the percentage of firstyear college students expressing anfi[eminist views declined after /970. Use this infonuationto solve Exercises 115-116. 70% Opposition to Feminism among Firsl Year Uruted Slates College Students, 1970-2008 Statcmc.nt: n.e activities or married women are b<:sl confined to the home and family: 60% 53.8 Men Wome.n 50% 40% 30% 20% 10% 33.3 32.9 1970 1980 1990 Year '2000 2008 Source: John Macioni~ Sociology, 71tirleemh E.diti,m, Prentice Ha11, 2010. The function f(x) - - 7.521n x + 53 models the pe rcentage of first.year college men, f(x). expressing a ntifeminist views (by agreeing with the statement) x years a fte r 1969. a. Use the function to find the pe rcentage of first-year college men expressing antifeminist \~ews in 2008. Round to one decimal place. Does this function value overestimate or underestimate the percentage displayed by the graph? By how much? b. Use the function to project the pc.rcentage of first-year college men who \\~II express antifeminist views in 2015. Round to one decimal place.

The bar graph indicates that the percentage of firstyear college students expressing anfi[eminist views declined after /970. Use this infonuationto solve Exercises 115-116. 70% Opposition to Feminism among Firsl Year Uruted Slates College Students, 1970-2008 Statcmc.nt: n.e activities or married women are b<:sl confined to the home and family: 60% 53.8 Men Wome.n 50% 40% 30% 20% 10% 33.3 32.9 1970 1980 1990 Year '2000 2008 Source: John Macioni~ Sociology, 71tirleemh E.diti,m, Prentice Ha11, 2010. The function f(x) - - 4.82 In x + 32.5 models the percentage of first.year college women, f(x), expressing antifeminist views (by agreeing with the statement) x years after 1969. a. Use the function !o find the pe rcentage of first-year college women expressing antifeminist views in 2008. Round to one decimal place. Does this func.tion value overestimate or underestimate the percentage displayed by the graph? By how much? b. Use the function to project the percentage of first-year college women who will express a ntifeminist views in 2015. Round toone decimal place.

The loudness level of a sound, D, in decibels, is gi11en by the fomwla D - 10 log(J012/ ). where I is tile inte.n.niy of the sound, ill watts per meter2 Decibel levels range from 0, a barely audible sow1d, to 160, a sound resulting in a ruptured eardrum. (Any exposure to sounds of 130 decibels or higher puJs a person at immediate risk for hearing damage.) Use the formula to solve Exercises 117-118. llle sound o f a blue whale can be heard 500 miles awa\'. reaching an intensity of 6.3 X 106 watts per meterl. Detem1inc the decibel level of this sound. At close range. can the sound of a blue whale rupture the human eardrum?

The loudness level of a sound, D, in decibels, is gi11en by the fomwla D - 10 log(J012/ ). where I is tile inte.n.niy of the sound, ill watts per meter2 Decibel levels range from 0, a barely audible sow1d, to 160, a sound resulting in a ruptured eardrum. (Any exposure to sounds of 130 decibels or higher puJs a person at immediate risk for hearing damage.) Use the formula to solve Exercises 117-118. What is the decibel level of a normal conversation, 3.2 X 1<r watt per meter2?

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 inte rvals thereafte r. The average score for the group,/(t), after t months was modeled by the function !(t) - 88 - IS ln(t + 1), 0 "' t "' 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. Sketc.h the graph off (either by hand o r with a graphing utility). Describe what the graph indicates in terms of the material retained by the students.

Describe the relationship between an equation in logarithmic rorm and an equivalent equation in exponential form.

What question can be asked to help evaluate log.;SI?

Explain why the logarithm of 1 with base b isO.

Describe the following prope rty using words: log, bx - x.

Explain how to use the graph of /(.t} - 2' to obtain the graph o f g(x} - log2 x.

Explain how to find the domain of a logarithmic function.

Logarithmic models are well suited to phenomena in which growth is initially rapid but then begins to level off. Describe something that is changing over time that can be modeled using a logarithmic function.

Suppose that a girl is 4 feet 6 inches at age 10. Explain how to use the function in Exercises 113-114 to determine how tall she can expect to be as an adult.

ln Exercises 128-131, graph f and gin the same viewing rectangle. 71ren describe the relationship of the graph of g to /he graph of f. f(x) - In x,g(x) - ln(x + 3)

ln Exercises 128-131, graph f and gin the same viewing rectangle. 71ren describe the relationship of the graph of g to /he graph of f. f(x) - In x,g(x) - lnx + 3

ln Exercises 128-131, graph f and gin the same viewing rectangle. 71ren describe the relationship of the graph of g to /he graph of f. f(x) - log.t,g(x) - -logx

ln Exercises 128-131, graph f and gin the same viewing rectangle. 71ren describe the relationship of the graph of g to /he graph of f. f(x) - logx,g(x) - log(x - 2) +I

Students in a mathematics class took a final examination. They took equivalent forms of the exam in monthly intenals thereaf1er. The average score, f(t), for the group after 1 months was modeled by the human memory function f(t) - 75 - I 0 log(t + 1 ). where 0 s; t s; 12. Use a graphing utility to graph the function. l'hen determine how many months elapsed before the average score fell below 65.

In parl' (a)-(c),graph f and g in the same vie\\;ngrectangle. a. f(x) - ln(3x),g(.r) - ln3 + lnx b .f(x) - log(5x2 ).g(x) - log5 + logx2 c. f(x) - ln(2x3 ), g(x) - In 2 + In x' d. Describe what you observe in parts (a)-(c.). Generalize this observation by writing an equivalent expression for Iogb( M N), where M > 0 and N > 0. e~ Complete this statement: 11te logarithm of a product is equal to __________

Graph each of the following functions in the same \~C\\~ng rectangle and then place the functions in order from the one tha t increases most slowly to the one that increases most rapidly. y - x,y - vx,y - e',y - lnx,y - x',y - x1

In Exercises 135-138, determine whether each statement makes sense or does not make sense, and explain your reasoning. I've noticed that exponential functions and logarithmic functions exhibit inverse. or opposite, behavior in many ways. For example, a vertical translation shifts an exponential function's horizontal asymptote and a horizontal translation shifts a logarithmic function's vertical asymptote.

In Exercises 135-138, determine whether each statement makes sense or does not make sense, and explain your reasoning. I estimate that log8 !6 lies be tween I and 2 bee~ usc 81 - 8 and 82 - 64.

In Exercises 135-138, determine whether each statement makes sense or does not make sense, and explain your reasoning. I can evaluate some common logarithms without having to use a calculator.

In Exercises 135-138, determine whether each statement makes sense or does not make sense, and explain your reasoning. An earthquake of magnitude 8 on the Richter scale is twice as intense as an earthquake of magnitude 4.

In Exercises 139--142. determine whether each statement is true or false. If the statement is false, make the necessary clwnge(s) to produce a true statement. log2 8 8 log, 4 - 4

In Exercises 139--142. determine whether each statement is true or false. If the statement is false, make the necessary clwnge(s) to produce a true statement. log(- 100) - - 2

In Exercises 139--142. determine whether each statement is true or false. If the statement is false, make the necessary clwnge(s) to produce a true statement. The domain of f(x) log s( ~, ~).

In Exercises 139--142. determine whether each statement is true or false. If the statement is false, make the necessary clwnge(s) to produce a true statement. Iogb xis the exponent to which b must be raised to obtain x.

Without using a calculator. find the exact value of log, 81 - log,. 1 log2 0- 8 log 0.001

Without using a calculator. find the exact value of log,[log 3(1og, 8)].

Without using a ca lculator, determine which is the greater number: log, 60 or log, 40.

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 allained by a boy who is x years old, f(x) - 29 + 48.8 1og(x + 1). Let x - 5, 6, 7, . . . ,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 year.; old. g(x) - 62 + 351og(x - 4). let x - 5, 6, 7, . .. . 15, find function values, and connect the resulting points with a smooth curve. Group members should then isctL~s similarities and differences in the growth patterns for boys and girls based on the graphs.

Exercises 147-149 will help you prepare for lire matedal c.overed in the next section In each exercise~ e'1 a/uate the indicated loganihmic expressions without liSing a caculaor. a. Evaluate: log2 32. b. Evaluate: log2 8 + log2 4. c. What c.an you condude about log2 32, o r log2(8 4)?

Exercises 147-149 will help you prepare for lire matedal c.overed in the next section In each exercise~ e'1 a/uate the indicated loganihmic expressions without liSing a caculaor. a. Evaluate: log2 16. b. Evaluate: log2 32 - log2 2. c. What can you conclude about log2 16, orlog,(;}

Exercises 147-149 will help you prepare for lire matedal c.overed in the next section In each exercise~ e'1 a/uate the indicated loganihmic expressions without liSing a caculaor. a. Evaluate: log, 81. b. Evaluate:21og, 9. c. What can you condude about log, 81, or log, 92 ?