How do we differentiate and integrate exponential and logarithmic functions, and how do they appear in modelling?
Find derivatives and integrals of and , including composed forms, and apply them to modelling problems
A focused answer to the HSC Maths Advanced dot point on the calculus of exponential and logarithmic functions. Derivatives and integrals of e^x and ln(x), composed forms via the chain rule, and worked examples.
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What this dot point is asking
NESA wants you to differentiate and integrate , and their composed forms with confidence. These functions appear in nearly every applied calculus problem: growth and decay, finance, biology and physics. Mastery here unlocks the modelling questions.
The answer
Standard derivatives
The exponential function is the unique function (up to a constant multiple) that is its own derivative. The logarithm is the inverse of .
Composed derivatives (chain rule)
The second result is the basis of "logarithmic differentiation" and of the reverse-chain-rule integral .
Standard integrals
The absolute value handles negative , since is only defined for positive numbers. In a definite integral, the interval must not include .
Composed integrals
For a linear inside argument:
For the reverse chain rule on a logarithm:
If the numerator is a constant multiple of , factor that constant out first.
Non- bases
For with , write . Then
For , use , giving .
Why is the natural base
The number is special precisely because : the exponential to base is the only exponential function whose gradient at every point equals its own height. For any other base , the derivative picks up a factor of , which is why all calculus is done in base . The natural logarithm is its inverse, and the pair and undo one another: for and for all . These identities let you solve exponential equations by taking logs and logarithmic equations by exponentiating.
Why is its own derivative
The defining property of is that its gradient at every point equals its height there. That is what makes , and seeing it makes the rule unforgettable.
Stage 1, plot . Draw the exponential curve: it passes through , hugs the -axis as decreases, and rises ever more steeply as increases.
Stage 2, the tangent at . The gradient of the tangent at is , which is exactly the height of the curve there, also . Gradient equals height at this point.
Stage 3, the tangent at . Move along to , where the height is . The tangent there has gradient as well. Again the gradient matches the height.
Stage 4, gradient equals height everywhere. At every point the tangent gradient equals the -value, so the gradient function is the curve itself: . No other base has this property, which is precisely why all calculus is done in base .
Log laws you will use inside calculus
Before differentiating or integrating, simplify with the log laws: , , and . Rewriting as before differentiating turns a chain-rule problem into a one-line answer, . Splitting a product or quotient inside a logarithm into a sum or difference of logs is often the fastest route through a derivative.
Curve features from the calculus
Differentiation reveals the shape of these graphs. For , the derivative is zero at , a maximum; the curve rises then decays towards the -axis. For , for all , so is always increasing, while shows it is always concave down. Reading derivative information back into the graph is a standard HSC application.
How exam questions ask about exponential and logarithmic calculus
- "Differentiate or ." Apply the composed rule; show . For a product or quotient with or , combine with the product or quotient rule.
- "Find ." Divide by : .
- "Find " or an integral with the derivative on top. Recognise the reverse chain rule and write ; factor out any constant on the numerator first.
- "Evaluate ." The antiderivative is ; check the interval avoids , then substitute the limits.
- "Find the stationary point / maximum of " (or similar). Differentiate (product rule), set , and classify - exponential and log models are common optimisation contexts.
- "Differentiate or " for a non- base. Convert with and , giving the extra factor of .
Exam-style practice questions
Practice questions written in the style of NESA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
2023 HSC Q123 marksDifferentiate .Show worked answer →
Use with .
.
.
Markers reward identifying the inside function, stating the standard rule, and writing a clean unsimplified-but-correct quotient.
2018 HSC Q143 marksFind .Show worked answer →
Notice that the numerator is exactly the derivative of the denominator. Use .
With , .
.
No absolute value bars are needed since for all real .
Markers reward recognising the reverse chain rule pattern and stating the integral with the correct constant of integration.
Practice questions
Original practice questions graded from foundation to exam level, each with a full worked solution. Try them before revealing the solution.
foundation2 marksDifferentiate and hence find .Show worked solution →
Differentiate with the chain rule. For the derivative is , and here so :
Reverse the process for the integral. Antidifferentiating undoes the multiply-by-, so we divide by :
Marker's note: one mark for with the chain-rule factor of shown, one for with the constant of integration. Writing for the integral (forgetting to divide) is the usual slip.
foundation3 marksDifferentiate and state the values of at which the derivative is undefined.Show worked solution →
Apply the log chain rule. For the derivative is . Here , so :
Find where the derivative is undefined. The quotient is undefined where the denominator is zero:
Marker's note: one mark for identifying , one for the correct quotient , one for from setting the denominator to zero. A candidate who differentiates but never solves the denominator loses the last mark.
foundation2 marksFind .Show worked solution →
Check whether the top is the derivative of the bottom. With , . The numerator , so factor the out:
Apply the reverse chain rule .
Marker's note: one mark for spotting the reverse-chain-rule pattern and factoring the constant , one for with bars and the constant. Leaving the inside or dropping it entirely is the common error.
core3 marksDifferentiate , expressing your answer as a single fraction.Show worked solution →
Set up the quotient rule. Let and , so and . The quotient rule is :
Simplify by cancelling a factor of .
Marker's note: one mark for correct , one for the quotient-rule substitution, one for the simplified . Forgetting to differentiate as , or failing to cancel the common , are the usual marks lost.
core4 marksThe curve is defined for . (a) Show that . (b) Find the exact coordinates of the stationary point and determine its nature.Show worked solution →
Part (a): differentiate with the product rule. Let and , so and :
Part (b): solve . Since , the factor is never zero, so
The -coordinate is
so the stationary point is .
Classify it. Differentiate again:
At , , so , giving a minimum.
Marker's note: one mark for the product-rule working reaching in (a); one for , one for the exact , and one for the correct classification via in (b). Evaluating the messy logs numerically without exact forms, or skipping the nature test, loses marks.
exam5 marksA biologist models a bacterial colony with population (in thousands) at time hours. The graph of the growth rate against is a decreasing curve that starts at the value when and approaches the horizontal axis as increases, always staying above it. The colony starts at thousand when . (a) Describe what the shape of the growth-rate graph tells you about how the population changes over time. (b) Find as a function of . (c) Find the exact limiting population the colony approaches as .Show worked solution →
Part (a): read the rate graph. The growth rate is positive for all , so the population is always increasing. Because the rate curve is decreasing towards zero, the population rises quickly at first and then more and more slowly, levelling off towards a ceiling.
Part (b): integrate the rate to recover . Antidifferentiate using with :
Use the initial condition at (note ):
so
Part (c): take the limit. As , , so
The colony approaches a limiting population of thousand bacteria.
Marker's note: one mark for reading the rate graph as always-positive-but-decreasing in (a); two for the integration reaching and applying to get in (b); one for the correct model ; one for the limiting value (thousand) in (c). Dividing by incorrectly, or dropping the constant of integration before using the initial condition, are the marks most often lost.
exam5 marksConsider the function for . (a) Find the equation of the tangent to the curve at the point where . (b) This tangent, the -axis and the line enclose a triangle. By finding where the tangent crosses the -axis, show that the area of this triangle is square units.Show worked solution →
Part (a): find the point and gradient. At , , so the point of contact is . Differentiating, , so at the gradient is
The tangent through with gradient is
So the tangent is .
Part (b): find where the tangent meets the -axis. Set :
so the tangent passes through the origin. The triangle has vertices at the origin , the foot of the vertical line at , and the point on the line .
Compute the area. The base runs along the -axis from to , so the base length is ; the height is the vertical rise to , which is :
Marker's note: one mark for the point and gradient , one for the tangent equation , one for finding the -intercept at the origin, one for identifying base and height , one for the shown area . A candidate who mis-simplifies the tangent to a non-zero intercept cannot reach the clean , so careful algebra in (a) is what unlocks (b).
