Question preparation

Exponential and Logarithmic Functions

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Algebra is broad parts of mathematics, together with number theory, geometry and
analysis. For this assignment I preferred the topic ‘exponential and logarithmic functions’
from the part of Algebra. Exponential and logarithmic functions have wide application.
According to Ministry of Education (MoNE) and IB, this topic takes place in grade 12.
By considering instructional objectives, this assignment includes six questions that comprise
five true/false, five matching, five short-answer, five multiple-choice, two interpretive
questions and an essay question. In each question type, different levels of Bloom’s taxonomy
are referred, and the points are assigned as given in the table below in order:

Question type & number Taxonomy level

Part A (True/False)-5 Knowledge and comprehension
Part B (Matching)-5 Comprehension
Part C (Short answer)-5 Application
Part D (Multiple-choice)-5 Analyze
Part E (Interpretive)-2 Analyze and synthesis
Part F (Essay)-1 Evaluation
Table I

At the end of these parts, the questions are analyzed in detail.

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PART A

Direction: Read each statement below carefully. Place a T in the blank if you think a statement
it TRUE. Place an F in the blank if you think the statement is FALSE.

1) ___A logarithmic function is the inverse of an exponential function.

2) ___ The logarithm of the product of two positive numbers is the sum of the logarithms

of the numbers.


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3) ___ If f is an exponential function and f(2) = 9, then f(x) = 3-x
 .

4) ___ The order of magnitude of a positive number is its natural logarithm. 


5) ___ The exponential function bx = y has domain all real numbers.

PART B

Directions: Listed below are some exponential functions. Match the most appropriate graphs
given in Column B with the given functions in Column A, by placing the letter of the graph in
the blank beside the exponential functions. Each graph in Column B can be used only once.

Column A Column B

1.___ y= 3x

2.___y =2 -x
 A B
3.___
 y =-2x

4.___ y=- 0.5x

C D
5. ___ y =3 -x -2

E F

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PART C

Direction: Read each statement or question below carefully and fill in the blank(s) with the
correct answer. Answers may be more than one word or write in numerical units.

1) log 2 8=3 since ________.

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2) log 5 (25)= -2 since ________.

3) log 4 (𝑥)= 10 indicates that x must be equal to ________.

4) log 3 (3𝑛 )= 9 indicates that n must be equal to ________.
5) The constant percentage growth rate of P(t)= 1.23•1.049t is ________.
6) log 6 36=________.

PART D

Direction: Select the best answer to the following multiple-choice questions about the
logarithm function.

1. Which of the following statements is incorrect?

(A) log10 10 = 1

(B) log (2 + 3) = log (2 x 3)

(C) log10 1 = 0

(D) log (1 + 2 + 3) = log 1 + log 2 + log 3

2. If log 27 = 1.431, then the value of log 9 is:

(A) 0.934

(B) 0.945

(C) 0.954

(D) 0.958

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 3. If f log 2 = 0.3010 and log 3 = 0.4771, the value of log5 512 is:
(A) 2.870

(B) 2.967

(C) 3.876

(D) 3.912

a b
4. If log + log = log (a + b), then:
b a
(A) a + b = 1

(B) a - b = 1

(C) a = b

(D) a2 - b2 = 1

5. A population of bacteria can multiply fivefold in 48 hours. If there are 1000 bacteria
now, how many will there be in 144 hours?

(A) 5000
(B) 25 000
(C) 75 000
(D) 125 000
(E) 144 000

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PART E

1) Table below gives function values for y= f(x) and y=g(x). Also, three different graphs
are shown.
(a) Which curve of those shown in the graph most closely resembles the graph of
y=f(x)?
a. 𝑦1
b. 𝑦2
c. 𝑦3
(b) Which curve most closely resembles the graph of y=g(x)? Explain your choice.
a. 𝑦1
b. 𝑦2
d. 𝑦3

Table 1: Data for Two Functions

x f(x) g(x)

1.0 5.50 7.40

1.5 5.35 6.97

2.0 5.25 6.44

2.5 5.17 5.76

3.0 5.13 4.90

3.5 5.09 3.82

4.0 5.06 2.44

4.5 5.05 0.71

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2) Use the data population growth in Tables 2 and 3.

(a) Based on exponential growth models, will Mexico’s population surpass that of the
United States? Choose yes or no.
a. Yes
b. No

(b) Based on logistic growth models, will Mexico’s population surpass that of the United
States?
a. Yes
b. No

Table 2: U.S. Population (in millions). Table 3: Population of Mexico (in millions)

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PART F

The following exponential function’s graph shows an estimation for the world population
growth during the 21st century.
Analyze the graph and make inference for the world population in 2100. Consider the water
quality, air pollution, global warming, social cohesion and lack of food. According to graph,
explain broadly how the world would be affected by selecting one of the given causes above.

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Analysis of questions and refer to levels of Bloom’s Taxonomy.

TRUE-FALSE QUESTIONS

These true-false questions require the students to select a response (true or false) that shows
recognition of correct or incorrect information that is presented to them.
Links to Ministry of Education instructional objectives: 12.1.1. and 12.1.2.
Students need to recall information, ideas, and properties in the approximate form in
exponentials and logarithm functions.
Those questions are not very suitable to measure higher level thinking skills. However, the
questions that I prepared well suited for testing student recall or comprehension. For this reason,
these corresponds with the level of knowledge and comprehension.

MATCHING QUESTIONS

These matching questions are specialized for use when measuring a student's ability to identify
the relationship between a set of similar items.
Links to Ministry of Education instructional objectives:
12.1.1.1 and 12.1.2.1.
 If the base, b, is greater than 1, then the function increases exponentially at a growth rate
of b. This is known as exponential growth.
 If the base, b, is less than 1 (but greater than 0) the function decreases exponentially at a
rate of b. This is known as exponential decay.
 If the base, b, is equal to 1, then the function trivially becomes y=a.
Only by using these information, with the questions that I prepared students will be able to
 Recognize the graph of exponential functions.
 Match the graph of exponential functions.
For this reason, it is the level of comprehension in the Bloom’s Taxonomy.

SHORT ANSWER QUESTIONS

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These short answer questions reduce the change of guessing. The questions require student
recall over recognition and they need to pay attention to the spelling items.
Links to Ministry of Education instructional objectives: 12.1.2.1 and 12.1.2.3.
 Students will be able to apply the properties of logarithmic and exponential function.
 Students will be able to solve the logarithmic function.
Since the student selects, transfers and uses principles to complete the question with a minimum
of direction, the questions that I prepared correspond with the level of application of Bloom’s
Taxonomy.

MULTIPLE-CHOICE QUESTIONS

Links to Ministry of Education instructional objectives: 12.1.2.1 and 12.1.2.3.

The student need to select and use properties to complete each question and they need to
relate the structure of the statement and for each question.

Students will be able to analyze the rule of logarithm.

Therefore, the question one, two, three and four correspond with the level of application. The
last question is the level of analyze of Bloom’s taxonomy.

INTERPRETIVE QUESTIONS

These interpretive questions are tested students’ ability to apply concepts, rather than ability to
memorize formulas. Therefore, these measure a student’s ability to interpret written graphs in
everyday situations. For this reason, these interpretive questions measure more complex
learning than with a single objective item.
Links to Ministry of Education instructional objectives: 12.1.2.1. and 12.1.2.3.
 Students will be able to analysis exponential expressions the graph of exponential and
logarithmic functions.
 Students will be able to interpret exponential growth and decay to model and analyze
real-life problems.

First, since a student needs to classify and relate the assumptions of a statement or question first
interpretive question corresponds with the level of synthesis in Bloom’s Taxonomy. Secondly,
since a student needs to transfer between and analyze multiple representations of functions the
second interpretive question corresponds with the level of analyze in Bloom’s Taxonomy.

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 ESSAY

Student will appraise and critique on a basis of specific standards and criteria. For this reason,
it corresponds with the level of evaluate in Bloom’s Taxonomy.

Links to Ministry of Education instructional objectives: 12.1.3.2.

Essay Rubric

CATEGORY 4 3 2 1
Mathematical Demonstrates Demonstrates Demonstrates partial Demonstrates
Correctness complete adequate understanding of the unsatisfactory
understanding understanding of mathematical understanding of
of the the mathematical concept. the mathematical
mathematical concept. concept.
concept.
Vocabulary Skillful and Adequate and Vague and/or weak Ineffective and/or
accurate appropriate vocabulary. incorrect
vocabulary. vocabulary. vocabulary.
Organization and Writing is easy Writing is Writing is difficult to Writing is very
Fluency to follow with generally easy to understand with only difficult to
only one follow with only one reading understand with
reading. one reading. only one reading
 Clear and  Weak idea
logical idea  Adequate idea progression  Little to no
progression progression  Ineffective idea progression
transitions
 Effective  Adequate  Choppy or run-on  Incorrect or no
transitions transitions sentences transitions

 Skillfully  Fluent  Incomplete

fluent sentences sentences
sentences

Grammar/Language Meaning of Meaning of Meaning of writing Meaning of

use writing is very writing is mostly is interrupted with writing is
clear with only clear with only only one reading. constantly
one reading. one reading. disrupted with
150-350 words only one reading.
Minimum 500 350-500 words
words 150 and below

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Table II

Resources:

http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=343

Mathematics IB-HL Guide

Seraphine, A. E. (1995). Measurement and Assessment in Teaching.

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