The article is devoted to the analysis of tasks 15 from the profile exam in mathematics for 2017. In this task, students are offered to solve inequalities, most often logarithmic ones. Although they can be indicative. This article provides an analysis of examples of logarithmic inequalities, including those containing a variable at the base of the logarithm. All examples are taken from the open bank of USE tasks in mathematics (profile), so such inequalities are very likely to come across to you on the exam as task 15. Ideal for those who want to learn how to solve task 15 from the second part of the profile USE in a short period of time in math to get higher scores on the exam.
Analysis of tasks 15 from the profile exam in mathematics
| Example 1. Solve the inequality: |
In tasks 15 of the Unified State Examination in mathematics (profile), logarithmic inequalities are often found. The solution of logarithmic inequalities begins with the definition of the range of acceptable values. In this case, there is no variable in the base of both logarithms, there is only the number 11, which greatly simplifies the task. Therefore, the only restriction we have here is that both expressions under the logarithm sign are positive:
Title="(!LANG:Rendered by QuickLaTeX.com">!}
The first inequality in the system is the quadratic inequality. To solve it, we would really do well to factorize the left side. I think you know that any square trinomial of the form 
It is factorized as follows:
where and are the roots of the equation . In this case, the coefficient is 1 (this is the numerical coefficient in front of ). The coefficient is also equal to 1, and the coefficient is a free term, it is equal to -20. The roots of a trinomial are easiest to determine using Vieta's theorem. Our equation is given, which means the sum of the roots and will be equal to the coefficient with the opposite sign, that is, -1, and the product of these roots will be equal to the coefficient, that is, -20. It is easy to guess that the roots will be -5 and 4.
Now the left side of the inequality can be factored: title="(!LANG:Rendered by QuickLaTeX.com" height="20" width="163" style="vertical-align: -5px;"> Решаем это неравенство. График соответствующей функции — это парабола, ветви которой направлены вверх. Эта парабола пересекает ось !} X at points -5 and 4. Hence, the desired solution to the inequality is the interval . For those who do not understand what is written here, you can see the details in the video, starting from now. There you will also find a detailed explanation of how the second inequality of the system is solved. It is being resolved. Moreover, the answer is exactly the same as for the first inequality of the system. That is, the set written above is the area of admissible values of inequality.
So, taking into account factorization, the original inequality takes the form:
Using the formula, let's add 11 to the power of the expression under the sign of the first logarithm, and move the second logarithm to the left side of the inequality, while changing its sign to the opposite:
After reduction we get:
The last inequality, due to the increase in the function , is equivalent to the inequality 
, whose solution is the interval 
. It remains to cross it with the area of admissible values of inequality, and this will be the answer to the entire task.
So, the desired answer to the task has the form:
We figured out this task, now we move on to the next example of task 15 of the Unified State Examination in mathematics (profile).
| Example 2. Solve the inequality:
|
We begin the solution by determining the range of admissible values of this inequality. The base of each logarithm must be a positive number that is not equal to 1. All expressions under the sign of the logarithm must be positive. The denominator of a fraction must not be zero. The last condition is equivalent to , since only otherwise both logarithms in the denominator vanish. All these conditions determine the range of admissible values of this inequality, which is given by the following system of inequalities:
Title="(!LANG:Rendered by QuickLaTeX.com">!}
In the range of acceptable values, we can use logarithm transformation formulas in order to simplify the left side of the inequality. Using the formula 
get rid of the denominator:
Now we have only base logarithms. It's already more convenient. Next, we use the formula, and also the formula in order to bring the expression worth glory to the following form:
In the calculations, we used what is in the range of acceptable values. Using the substitution, we arrive at the expression:
Let's use one more substitution: . As a result, we arrive at the following result:
So, gradually return to the original variables. First to the variable:
Often, when solving logarithmic inequalities, there are problems with a variable base of the logarithm. So, an inequality of the form
is a standard school inequality. As a rule, to solve it, a transition to an equivalent set of systems is used:
The disadvantage of this method is the need to solve seven inequalities, not counting two systems and one set. Even with given quadratic functions, the population solution may require a lot of time.
An alternative, less time-consuming way of solving this standard inequality can be proposed. To do this, we take into account the following theorem.
Theorem 1. Let a continuous increasing function on a set X. Then on this set the sign of the increment of the function will coincide with the sign of the increment of the argument, i.e. , where 
.
Note: if a continuous decreasing function on the set X, then .
Let's get back to inequality. Let's move on to the decimal logarithm (you can go to any with a constant base greater than one).
Now we can use the theorem, noticing in the numerator the increment of functions 
and in the denominator. So it's true
As a result, the number of calculations leading to the answer is reduced by about half, which saves not only time, but also allows you to potentially make fewer arithmetic and careless errors.
Example 1
Comparing with (1) we find 
, 
, .
Passing to (2) we will have:
Example 2
Comparing with (1) we find , , .
Passing to (2) we will have:
Example 3
Since the left side of the inequality is an increasing function for and 
, then the answer is set .
The set of examples in which Terme 1 can be applied can be easily expanded if Terme 2 is taken into account.
Let on the set X the functions , , , are defined, and on this set the signs and coincide, i.e., then it will be fair.
Example 4
Example 5
With the standard approach, the example is solved according to the scheme: the product is less than zero when the factors are of different signs. Those. we consider a set of two systems of inequalities in which, as was indicated at the beginning, each inequality breaks down into seven more.
If we take into account Theorem 2, then each of the factors, taking into account (2), can be replaced by another function that has the same sign in this example of O.D.Z.
The method of replacing the increment of a function with an increment of the argument, taking into account Theorem 2, turns out to be very convenient when solving typical C3 USE problems.
Example 6
Example 7
. Let's denote . Get
. Note that the replacement implies: . Returning to the equation, we get
.
Example 8
In the theorems we use, there is no restriction on the classes of functions. In this article, as an example, the theorems were applied to the solution of logarithmic inequalities. The following few examples will demonstrate the promise of the method for solving other types of inequalities.
LOGARITHMIC INEQUALITIES IN THE USE
Sechin Mikhail Alexandrovich
Small Academy of Sciences for Students of the Republic of Kazakhstan "Seeker"
MBOU "Soviet secondary school No. 1", grade 11, town. Sovietsky Soviet District
Gunko Lyudmila Dmitrievna, teacher of MBOU "Soviet secondary school No. 1"
Sovietsky district
Objective: study of the mechanism for solving C3 logarithmic inequalities using non-standard methods, revealing interesting facts about the logarithm.
Subject of study:
3) Learn to solve specific logarithmic C3 inequalities using non-standard methods.
Results:
Content
Introduction…………………………………………………………………………….4
Chapter 1. Background………………………………………………………...5
Chapter 2. Collection of logarithmic inequalities ………………………… 7
2.1. Equivalent transitions and the generalized method of intervals…………… 7
2.2. Rationalization method ………………………………………………… 15
2.3. Non-standard substitution…………………………………………………………………………………………………. ..... 22
2.4. Tasks with traps…………………………………………………… 27
Conclusion…………………………………………………………………… 30
Literature……………………………………………………………………. 31
Introduction
I am in the 11th grade and I plan to enter a university where mathematics is a core subject. And that's why I work a lot with the tasks of part C. In task C3, you need to solve a non-standard inequality or a system of inequalities, usually associated with logarithms. While preparing for the exam, I encountered the problem of the lack of methods and techniques for solving the examination logarithmic inequalities offered in C3. The methods that are studied in the school curriculum on this topic do not provide a basis for solving tasks C3. The math teacher suggested that I work with the C3 assignments on my own under her guidance. In addition, I was interested in the question: are there logarithms in our life?
With this in mind, the theme was chosen:
"Logarithmic inequalities in the exam"
Objective: study of the mechanism for solving C3 problems using non-standard methods, revealing interesting facts about the logarithm.
Subject of study:
1) Find the necessary information about non-standard methods for solving logarithmic inequalities.
2) Find additional information about logarithms.
3) Learn to solve specific C3 problems using non-standard methods.
Results:
The practical significance lies in the expansion of the apparatus for solving problems C3. This material can be used in some lessons, for conducting circles, optional classes in mathematics.
The project product will be the collection "Logarithmic C3 inequalities with solutions".
Chapter 1. Background
During the 16th century, the number of approximate calculations increased rapidly, primarily in astronomy. The improvement of instruments, the study of planetary movements, and other work required colossal, sometimes many years, calculations. Astronomy was in real danger of drowning in unfulfilled calculations. Difficulties also arose in other areas, for example, in the insurance business, tables of compound interest were needed for various percentage values. The main difficulty was multiplication, division of multi-digit numbers, especially trigonometric quantities.
The discovery of logarithms was based on the well-known properties of progressions by the end of the 16th century. Archimedes spoke about the connection between the members of the geometric progression q, q2, q3, ... and the arithmetic progression of their indicators 1, 2, 3, ... in the Psalmite. Another prerequisite was the extension of the concept of degree to negative and fractional exponents. Many authors have pointed out that multiplication, division, raising to a power, and extracting a root exponentially correspond in arithmetic - in the same order - addition, subtraction, multiplication and division.
Here was the idea of the logarithm as an exponent.
In the history of the development of the doctrine of logarithms, several stages have passed.
Stage 1
Logarithms were invented no later than 1594 independently by the Scottish baron Napier (1550-1617) and ten years later by the Swiss mechanic Burgi (1552-1632). Both wanted to provide a new convenient means of arithmetic calculations, although they approached this problem in different ways. Napier kinematically expressed the logarithmic function and thus entered a new field of function theory. Bürgi remained on the basis of consideration of discrete progressions. However, the definition of the logarithm for both is not similar to the modern one. The term "logarithm" (logarithmus) belongs to Napier. It arose from a combination of Greek words: logos - "relationship" and ariqmo - "number", which meant "number of relations". Initially, Napier used a different term: numeri artificiales - "artificial numbers", as opposed to numeri naturalts - "natural numbers".
In 1615, in a conversation with Henry Briggs (1561-1631), a professor of mathematics at Gresh College in London, Napier suggested taking zero for the logarithm of one, and 100 for the logarithm of ten, or, what amounts to the same, just 1. This is how decimal logarithms and The first logarithmic tables were printed. Later, the Briggs tables were supplemented by the Dutch bookseller and mathematician Andrian Flakk (1600-1667). Napier and Briggs, although they came to logarithms before anyone else, published their tables later than others - in 1620. The signs log and Log were introduced in 1624 by I. Kepler. The term "natural logarithm" was introduced by Mengoli in 1659, followed by N. Mercator in 1668, and the London teacher John Spadel published tables of natural logarithms of numbers from 1 to 1000 under the name "New Logarithms".
In Russian, the first logarithmic tables were published in 1703. But in all logarithmic tables, errors were made in the calculation. The first error-free tables were published in 1857 in Berlin in the processing of the German mathematician K. Bremiker (1804-1877).
Stage 2
Further development of the theory of logarithms is associated with a wider application of analytic geometry and infinitesimal calculus. By that time, the connection between the quadrature of an equilateral hyperbola and the natural logarithm was established. The theory of logarithms of this period is associated with the names of a number of mathematicians.
German mathematician, astronomer and engineer Nikolaus Mercator in his essay
"Logarithmotechnics" (1668) gives a series that gives the expansion of ln(x + 1) in terms of
powers x:
This expression corresponds exactly to the course of his thought, although, of course, he did not use the signs d, ..., but more cumbersome symbols. With the discovery of the logarithmic series, the technique for calculating logarithms changed: they began to be determined using infinite series. In his lectures "Elementary mathematics from a higher point of view", read in 1907-1908, F. Klein suggested using the formula as a starting point for constructing the theory of logarithms.
Stage 3
Definition of a logarithmic function as a function of the inverse
exponential, logarithm as an exponent of a given base
was not formulated immediately. The work of Leonhard Euler (1707-1783)
"Introduction to the analysis of infinitesimals" (1748) served as further
development of the theory of the logarithmic function. Thus,
134 years have passed since logarithms were first introduced
(counting from 1614) before mathematicians came up with a definition
the concept of the logarithm, which is now the basis of the school course.
Chapter 2. Collection of logarithmic inequalities
2.1. Equivalent transitions and the generalized method of intervals.
Equivalent transitions
if a > 1
if 0 <
а <
1
Generalized interval method
This method is the most universal in solving inequalities of almost any type. The solution scheme looks like this:
1. Bring the inequality to such a form, where the function is located on the left side 
, and 0 on the right.
2. Find the scope of the function .
3. Find the zeros of a function , that is, solve the equation 
(and solving an equation is usually easier than solving an inequality).
4. Draw the domain of definition and zeros of the function on a real line.
5. Determine the signs of the function at the received intervals.
6. Select the intervals where the function takes the necessary values, and write down the answer.
Example 1
Decision:
Apply the interval method
where
For these values, all expressions under the signs of logarithms are positive.
Answer:
Example 2
Decision:
1st way . ODZ is determined by the inequality x> 3. Taking logarithms for such x in base 10, we get
The last inequality could be solved by applying the decomposition rules, i.e. comparing factors with zero. However, in this case it is easy to determine the intervals of constancy of the function
so the interval method can be applied.
Function f(x) = 2x(x- 3.5)lgǀ x- 3ǀ is continuous for x> 3 and vanishes at points x 1 = 0, x 2 = 3,5, x 3 = 2, x 4 = 4. Thus, we determine the intervals of constancy of the function f(x):
Answer:
2nd way . Let us apply the ideas of the method of intervals directly to the original inequality.
For this, we recall that the expressions a b- a c and ( a - 1)(b- 1) have one sign. Then our inequality for x> 3 is equivalent to the inequality
or
The last inequality is solved by the interval method
Answer:
Example 3
Decision:
Apply the interval method
Answer:
Example 4
Decision:
Since 2 x 2 - 3x+ 3 > 0 for all real x, then
To solve the second inequality, we use the interval method
In the first inequality, we make the change
then we arrive at the inequality 2y 2 - y - 1 < 0 и, применив метод интервалов, получаем, что решениями будут те y, which satisfy the inequality -0.5< y < 1.
From where, because
we get the inequality
which is carried out with x, for which 2 x 2 - 3x - 5 < 0. Вновь применим метод интервалов
Now, taking into account the solution of the second inequality of the system, we finally obtain
Answer:
Example 5
Decision:
Inequality is equivalent to a set of systems
or
Apply the interval method or
Answer:
Example 6
Decision:
Inequality is tantamount to a system
Let be
then y > 0,
and the first inequality
system takes the form
or, expanding
square trinomial to factors,
Applying the interval method to the last inequality,
we see that its solutions satisfying the condition y> 0 will be all y > 4.
Thus, the original inequality is equivalent to the system:
So, the solutions of the inequality are all
2.2. rationalization method.
Previously, the method of rationalization of inequality was not solved, it was not known. This is "a new modern effective method for solving exponential and logarithmic inequalities" (quote from the book by Kolesnikova S.I.)
And even if the teacher knew him, there was a fear - but does the USE expert know him, and why is he not given at school? There were situations when the teacher said to the student: "Where did you get it? Sit down - 2."
Now the method is being promoted everywhere. And for experts, there are guidelines associated with this method, and in "The most complete editions of the type variants ..." in solution C3, this method is used.
THE METHOD IS GREAT!
"Magic Table"
In other sources
if a >1 and b >1, then log a b >0 and (a -1)(b -1)>0;
if a >1 and 0 if 0<a<1 и b
>1, then log a b<0 и (a
-1)(b
-1)<0;
if 0<a<1 и 00 and (a -1)(b -1)>0. The above reasoning is simple, but noticeably simplifies the solution of logarithmic inequalities. Example 4
log x (x 2 -3)<0
Decision:
Example 5
log 2 x (2x 2 -4x +6)≤log 2 x (x 2 +x ) Decision: Example 6
To solve this inequality, we write (x-1-1) (x-1) instead of the denominator, and the product (x-1) (x-3-9 + x) instead of the numerator. Example 7
Example 8
2.3. Non-standard substitution. Example 1
Example 2
Example 3
Example 4
Example 5
Example 6
Example 7
log 4 (3 x -1) log 0.25 Let's make the substitution y=3 x -1; then this inequality takes the form log 4 log 0.25 As log 0.25 Let's make a replacement t =log 4 y and get the inequality t 2 -2t +≥0, the solution of which is the intervals - Thus, to find the values of y, we have a set of two simplest inequalities Therefore, the original inequality is equivalent to the set of two exponential inequalities, The solution of the first inequality of this set is the interval 0<х≤1, решением второго – промежуток 2≤х<+ Example 8
Decision:
Inequality is tantamount to a system The solution of the second inequality, which determines the ODZ, will be the set of those x,
for which x > 0.
To solve the first inequality, we make the change Then we get the inequality or The set of solutions of the last inequality is found by the method intervals: -1< t < 2. Откуда, возвращаясь к переменной x, we get or Many of those x, which satisfy the last inequality belongs to ODZ ( x> 0), therefore, is a solution to the system, and hence the original inequality. Answer: 2.4. Tasks with traps. Example 1
Decision. The ODZ of the inequality is all x satisfying the condition 0 Example 2
log 2 (2x +1-x 2)>log 2 (2x-1 +1-x)+1.
Answer. (0; 0.5) U .
Answer :
(3;6)
.
= -log 4 = -(log 4 y -log 4 16)=2-log 4 y , then we rewrite the last inequality as 2log 4 y -log 4 2 y ≤.
The solution of this collection is the intervals 0<у≤2 и 8≤у<+.
that is, aggregates 
. Thus, the original inequality holds for all values of x from the intervals 0<х≤1 и 2≤х<+.
.
. Therefore, all x from the interval 0
Conclusion
It was not easy to find special methods for solving C3 problems from a large variety of different educational sources. In the course of the work done, I was able to study non-standard methods for solving complex logarithmic inequalities. These are: equivalent transitions and the generalized method of intervals, the method of rationalization , non-standard substitution , tasks with traps on the ODZ. These methods are absent in the school curriculum.
Using different methods, I solved 27 inequalities offered at the USE in part C, namely C3. These inequalities with solutions by methods formed the basis of the collection "Logarithmic C3 Inequalities with Solutions", which became the project product of my activity. The hypothesis I put forward at the beginning of the project was confirmed: C3 problems can be effectively solved if these methods are known.
In addition, I discovered interesting facts about logarithms. It was interesting for me to do it. My project products will be useful for both students and teachers.
Findings:
Thus, the goal of the project is achieved, the problem is solved. And I got the most complete and versatile experience in project activities at all stages of work. In the course of working on the project, my main developmental impact was on mental competence, activities related to logical mental operations, the development of creative competence, personal initiative, responsibility, perseverance, and activity.
A guarantee of success when creating a research project for me became: significant school experience, the ability to extract information from various sources, check its reliability, rank it by significance.
In addition to directly subject knowledge in mathematics, he expanded his practical skills in the field of computer science, gained new knowledge and experience in the field of psychology, established contacts with classmates, and learned to cooperate with adults. In the course of project activities, organizational, intellectual and communicative general educational skills and abilities were developed.
Literature
1. Koryanov A. G., Prokofiev A. A. Systems of inequalities with one variable (typical tasks C3).
2. Malkova A. G. Preparing for the Unified State Examination in Mathematics.
3. S. S. Samarova, Solution of logarithmic inequalities.
4. Mathematics. Collection of training works edited by A.L. Semyonov and I.V. Yashchenko. -M.: MTsNMO, 2009. - 72 p.-
