P2 Chapter 11 :: Integration

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 Overview
In this chapter, you’ll be able to integrate a significantly
greater variety of expressions, and be able to solve
differential equations.
Integration by
Integration by
‘reverse chain rule’
standard result (We imagine what would have differentiated

∫
(There’s certain2expressions you’re expected to to get the expression.)
secknow straight
= tanoff.)+
𝑥
𝑑
𝑥
𝑥
𝐶
Integration by parts
Integration by (Allows us to integrate a product, just as the
product rule allowed us to differentiate one)
substitution 
(We make a substitution
 to hopefully 
make the expression
Let  easier to
integrate)


 Overview

Integrating partial Approximating

fractions areas using the
(We3 split
+ 5into partial fractions first so
∫ ( each trapezium rule
𝑥
𝑥
+ 1)( fraction
+ 2) easier to integrate)
𝑑
𝑥
𝑥
(Instead of integrating, we split the area
under the graph into trapeziums and
use these to approximate the area)

Solving Differential Notes for teachers: The chapter is the same as

Equations the old C4 integration except:
Volumes of Revolution has been removed
(Solving here means to find one variable in terms of and is now (slightly oddly) a chapter in itself

another without derivatives present) in Further Maths.
Integration using parametric equations IS
still in the syllabus (but was removed from
earlier versions of the new Pearson
textbooks)
 SKILL #1: Integrating Standard Functions
There’s certain results you should be able to integrate
straight off, by just thinking about the opposite of
differentiation.
?
The  has to do with problems
? when  is negative (when  is
? not defined)

Remember my memorisation
? trick of picturing sin above cos
from C3, so that ‘going down’ is
? differentiating and ‘going up’ is
? integrating, and we change the
sign if the wrong way round.
?
? It’s vital you remember this one.

?
Have a good stare at this slide
before turning your paper over –
 Quickfire Questions (without cheating!)

∫
sec tan  𝑥
= sec + ?
𝑥
𝑑
𝑥
𝑥
𝐶
∫
sin   = − cos +?

𝑥
𝑑
𝑥
𝑥
𝐶
∫
2
    = − cot +?
𝑐
𝑜
𝑠
𝑒
𝑐
𝑥
𝑑
𝑥
𝑥
𝐶
∫
−cos   = − sin +?
𝑥
𝑑
𝑥
𝑥
𝐶
 Quickfire Questions (without cheating!)

∫
sec2   = tan +?

𝑥
𝑑
𝑥
𝑥
𝐶
∫
  cot   =−  ? +
𝑐
𝑜
𝑠
𝑒
𝑐
𝑥
𝑥
𝑑
𝑥
𝑐
𝑜
𝑠
𝑒
𝑐
𝑥
𝐶
1
∫ 𝑥
  = ln | | +
?
𝑑
𝑥
𝑥
𝐶
∫
−sin   = cos + ?
𝑥
𝑑
𝑥
𝑥
𝐶
 Quickfire Questions (without cheating!)

∫
2
    = − cot + ?
𝑐
𝑜
𝑠
𝑒
𝑐
𝑥
𝑑
𝑥
𝑥
𝐶
∫
sin   = − cos +

𝑥
𝑑
𝑥
𝑥
𝐶
?

∫
sec tan   = sec + ?
𝑥
𝑥
𝑑
𝑥
𝑥
𝐶
∫
cos   = sin + ?
𝑥
𝑑
𝑥
𝑥
𝐶
 Test Your Understanding
3 2
∫

𝑥
3
2cos + −   = 2sin + 3ln | ?| − 2 +
𝑥
𝑥
𝑑
𝑥
𝑥
𝑥
𝑥
𝐶
3

cos
∫ sin2 ∫
𝑥
  = cosec   cot   ?= −   +
𝑑
𝑥
𝑥
𝑥
𝑑
𝑥
𝑐
𝑜
𝑠
𝑒
𝑐
𝑥
𝐶
𝑥
Hint: What ‘reciprocal’ trig
functions does this simplify to?

[Textbook] Given that , find the exact value of .


 ? Important Notes:
We can simplify:

However it is NOT true that:

In my experience students often fail to
spot when they can split up a fraction
to then integrate.
 Exercise 11A
Pearson Pure Mathematics Year 2/AS
Pages 295-296
 SKILL #2: Integrating 

 ?
Therefore:
 ?

✏ For any expression where inner function is ,

integrate as before and .

Quickfire:
?
  ?
  ?
?
 
?  ?
Fro Tip: For , ensure you divide by the 
and the  ?
Check Your Understanding

 ?

 ?

?

?
 Exercise 11B Pages
? 297-298

?
1a 
 3a 



c ?


?
b
e ?
c ?
f ?
g ? d ?
h ? ?
f
h ?
2a
? ?
j
b ?
c ? 4a
?
d ?
e c
? ?
 SKILL #3: Integrating using Trig Identities
Some expressions, such as  and  can’t be integrated
directly, but we can use one of our trig identities to
Qreplace it with
Find an
 expression weQcan easilyFind
integrate.

Do you? know a trig ?

identity involving ? 


Q Find  Q Find 
? Recall?that 


 Check Your Understanding

Q Find 
?

Q Find 
?


 Exercise 11C
Pearson Pure Mathematics Year 2/AS
Page 300
 SKILL #4: Reverse Chain Rule

There’s certain more complicated expressions which

look like the result of having applied the chain rule. I call
this process ‘consider then scale’:
1. Consider some expression that will differentiate to
 somethingsimilar to it. 
2. Differentiate, and adjust for any scale difference.
The first  looks like it arose The  probably arose from The  probably arose from
from differentiating the  differentiating the . differentiating the .
inside the brackets. Consider  Consider 
Consider   

? ?
Thus  ?
Thus 
Thus 
 SKILL #4: Reverse Chain Rule
✏ Integration by Inspection/Reverse Chain Rule: Use
common sense to consider some expression In words:that would
“If the bottom of a
fraction differentiates to give
differentiate to the expression given.theThen of the scale
top (forgetting scaling), try ln
bottom”.
appropriately.
Common patterns:

 

? ?
Consider  Consider 
 
Therefore: Therefore:
 
 Quickfire
In your
head! ?


?
?
?
?

Not in your
head…  Fro Tip: If there’s as
? power around the whole
denominator, DON’T use
: reexpress the
expression as a product.
  vs 

Notice when we differentiate , then power

decreases:?

However, when we differentiate :
 ?
Notice that the power of  didn’t go down. Keep
this in mind when integrating.

Consider 
?

 Test Your Understanding

 
?
Consider  ?
Consider 
 
Therefore: Thus 


  
Try?
4
? 1
= ( 2 ? 2) +
+
𝑥
𝐶
1 8
= ln | tan2 + 1 | + 
𝑥
𝐶
2

 Exercise 11D
Pearson Pure Mathematics Year 2/AS
Page 302-303

Extension:
[STEP I 2013 Q4]
(i) Show that, for ,
 and 
(ii) Evaluate the following integrals:
 and 
Solutions: (ii)  and 
?
 SKILL #5: Integration by Substitution
For some integrations involving a complicated
expression, we can make a substitution to turn it into
an equivalent integration that is simpler. We wouldn’t
Qbe able to use ‘reverse chain rule’
Use the substitution onthe following:
 to find

The aim is to completely remove any reference to

, and replace it with . We’ll 1
have to work out 
?
𝑑
𝑥
STEP 1:and  so=that
2      →we
     can
= replace them.
Fro Tip: Be careful about

𝑑
𝑥
𝑑
𝑢
2 ensuring you reciprocate
𝑑
𝑢
Using =
−5 when rearranging.
𝑥
substitution, 2
𝑢
work out   ?
STEP
and 2:
 (or 

Substitute
variant)  Fro Tip: If you have a constant
factor, factor it out of the integral.
these into
STEP 3:
expression. ?
Integrate
simplified
STEP 4: ?
expression.
 How can we tell what substitution to use?
In Edexcel you will usually be given the substitution!
However in some other exam boards, and in STEP, you often aren’t.
There’s no hard and fast rule, but it’s often helpful to replace to
replace expressions inside roots, powers or the denominator of a
fraction.

Sensible substitution:

∫
cos 1 + sin = + ?

𝒖
𝟏
𝐬
𝐢
𝐧
𝒙
𝑥
𝑥
𝑑
𝑥
∫
But?this can be
2
6   𝒖
=
𝒙
𝑥
𝑒
𝑑
𝑥
𝟐
𝑥
integrated by
∫ 1+ ?inspection.
𝑥
= +
𝒖
𝟏
𝒙
𝑑
𝑥
𝑥
𝑒
𝑥
−
∫
?
𝟏
𝒙
1−
1+   =
𝒖
𝑒
𝑑
𝑥
𝑥
+
𝟏
𝒙
𝑥
 Another Example

Q Use the substitution  to find 

STEP 1: ?

Using Notice this time we didn’t find
substitution,  or . We could, but then ,
work out  and it would be slightly
and  (or awkward simplifying the
variant)
expression (although is still very
STEP 2: much a ? method!)
valid
Substitute 
these into
expression.
STEP 3: ?
Integrate
simplified
STEP 4: ?
expression.
Write answer
in terms of
Using substitutions involving implicit differentiation
When a root is involved, it makes thing much tidier if we use 

Use the substitution  to find 

Q
= 2     →      =   ?

𝑑
𝑥
STEP 1: 2

𝑢
𝑑
𝑥
𝑢
𝑑
𝑢
𝑑
𝑢
Using 2
−5
=
𝑥
substitution, 2 𝑢
work out  ?
STEP
and 2:
 (or 

Substitute
variant)
these into
STEP 3:
expression. ?
Integrate
simplified
STEP 4: ?
expression.
Write answer
in terms of
This was. marginally less tedious than when we
used , as we didn’t have fractional powers to
 Test Your Understanding
Edexcel C4 Jan
2012 Q6c

Hint: You might

want to use your
? double angle
 (As before  is going to be formula
messy) first.

 Definite Integration
Now consider:
Calculate 
Q
? substitution: 
Use
 ?

Now because we’ve changed from  to , we
have to work out what values of  would have
given those limits for :
? When , When 

?
 Test Your Understanding
Edexcel C4 June
2011 Q4 ?

When , 
When 

 Exercise 11E
Pearson Pure Mathematics Year 2/AS
Page 306-307
 SKILL #6: Integration by Parts

∫
cos   =?

𝑥
𝑥
𝑑
𝑥
Just as the Product Rule was used to differentiate the product of two
expressions, we can often use ‘Integration by Parts’ to integrate a product.

✏ To integrate by parts:


Proof ? Rule:
The Product
(not needed for exam)
On the right-hand-side, both  and  are the product
of two expressions. So if we made either the subject, we
could use  say to represent  in the example.
Rearranging:

 SKILL #6: Integration by Parts

∫
𝑥
cos   =?
𝑥
𝑑
𝑥
?
 STEP 1: Decide which thing
will be  (and which ).
 You’re about to differentiate  and integrate , so
 the idea is to pick them so differentiating  makes it
‘simpler’, and  can be integrated easily.
 will always be the  term UNLESS one term is
.

? STEP 2: Find  and .

STEP 3: Use the formula.

?
I just remember it as
“ minus the
integral of the two
 Another Example
Find 
Q

?
This time, we STEP 1: Decide which thing
 choose  to be will be  (and which ).
 the  because it
differentiates
nicely.
STEP 2: Find  and .

STEP 3: Use the formula.

 IBP twice! 
Find 
Q
?


We have to apply IBP again!

 Fro Tip: I tend
 to write out my
Therefore working for any
 second integral
completely
separately, and
then put the
result back into
the original
 Test Your Understanding
Find 
Q
= 2 sin − 2 ? + 2cos +
cos

𝑥
𝑥
𝑥
𝑥
𝑥
𝐶
 Integrating  and definite integration

Q Find , leaving your answer in terms of natural logarithms.

 ?

Find , leaving your answer in terms of natural logarithms.

Q
 ?
If we were doing it from scratch:


In general:

 Test Your Understanding

Q Find 

?

 One final unusual one…
It doesn’t actually matter what you make the  and what the  this

∫
time. But the hard part is realising how to ‘close the loop’ at the end…
sin  
𝑒
𝑥
𝑑
𝑥
Exam Note: This came up in an exam once and caught an awful lot of
𝑥
students (and teachers!) by surprise.


Consider  ?




This is the surprising bit! Because

we ended up with the original
expression, we can ‘collect’ these
integrals together!
 Exercise 11F
Pearson Pure Mathematics Year 2/AS
Page 306-307

Extension [STEP I

(hint: ) 2014 Q2]
?

You will need the following standard results (given in your formula
booklet) for the main exercise. We’ll prove them later. ✏

 SKILL #7: Using Partial Fractions

We saw earlier that we can split some expressions into

partial fractions. This allows us to integrate some
expressions with more complicated denominators.
Find 

?


 Further Examples
Find  Find 

? ?
 



 Test Your Understanding
Edexcel C4 June
2009 Q3

? ?

?
 SKILL #8: Integrating top-heavy algebraic fractions

𝑥
  =  ?

𝑑
𝑥
+1

𝑥
How would we deal with this? (the clue’s in the title)

   − 1to simplify
Some manipulation Now integrate
𝑥
?  ? 
+1 2
+0 +0
𝑥
𝑥
𝑥
2
+
𝑥
𝑥


1
 Test Your Understanding

  

? ?

Contrast this with  which can

be integrated more simply:

 Exercise 11G
Pearson Pure Mathematics Year 2/AS
Page 312-313

Extension:

Solution:?
 Finding Areas
You’re already familiar with the idea that definite
integration gives you the (signed) area bound
between the curve and the -axis.
Given your expanded integration skills, you can

𝑦
[Textbook] Thearea
now find the diagram
undershows part variety
a greater of of92
the curve 
curves. 
The region  is bounded by the curve,
the -axis and the lines  and , as

𝑥
4
shown in the diagram. Use ? integration to

find the area of .
Recall that when we integrate , we
divide both by the increased power ,
but also by .
 Skill #9: Area between two curves
𝑦
= ( ) (This was presented in my Year 1 slides as an

𝑦
𝑓
𝑥
‘alternative method’)
The areas under the two curves are  and
 = ( )

𝑦
𝑔
𝑥
. It therefore follows the area between
them (provided the curves don’t overlap)
is:


𝑥
𝑎
𝑏
Fro Tip: Ensure you have top
curve minus bottom curve.

𝑦
[Textbook] The diagram shows part of the curves  and  where
. The region  is bounded by the two curves. Use integration = sin2

𝑦
𝑥
to find the area of .


? = sin cos2

𝑦
𝑥
𝑥
𝑥
 Test Your Understanding
Edexcel C4 Jan
2009 Q2

?
 Exercise 11H
Pearson Pure Mathematics Year 2/AS
Pages 314-317
 Skill #10: Trapezium Rule
Sometimes
finding the exact
area under the
3
graph via

𝑦
2 integration is

𝑦
1
difficult.
Students who
𝑦
0
𝑦
have taken GCSE
Maths

may be
familiar with the
? of
idea
approximating
the area under
a graph by
h h h dividing it into
trapeziums of
 Trapezium Rule
In general: ✏
width of each trapezium

𝑎
h
∫ 2( )
≈ + 2( +…+ −1) +

𝑛
𝑛
0 1

𝑦
𝑑
𝑥
𝑦
𝑦
𝑦
𝑦
𝑏
Area
under is
curve approxima
Exam We’re 
approximating
tely the region bounded between ,
, the x-axis the curve , using 4 strips.
ple Dividing a gap
of 2 into 4
1 1.5 2 ? 2.5 3 strips means
each strip will
1 2.25 4 ? 6.25 9 be width 0.5

? 
?
 Trapezium Rule
Edexcel C2 May
2013 (R) Q2

Fro Tip: You can generate table with Casio calcs . . Use ‘Alpha’ button to key in X within the function. Press =

?
0.8
571

.
( . + ?. )= .
𝟐
≈ + ( . + . + . )+ .
𝑨
𝒓
𝒆
𝒂
𝟎
𝟕
𝟎
𝟕
𝟏
𝟐
𝟎
𝟕
𝟓
𝟗
𝟏
𝟎
𝟖
𝟎
𝟗
𝟎
𝟎
𝟖
𝟓
𝟕
𝟏
𝟎
𝟗
𝟎
𝟑
𝟕
𝟎
𝟗
𝟒
𝟖
𝟕
𝟎
𝟒
𝟏
𝟔
𝟎
𝟏
 Further Example
Trapezium Rule: 

Given 
Q a) Find the exact value of .
b) Use the trapezium rule with two strips to estimate .
c) Use the trapezium rule with four strips to find a second estimate of .
d) Find the percentage error in using each estimate.

a 
?
c ?
b ?
1
2 12 [
≈ 1 + 2(1.035 + 1.155 + 1.414) + 2] = 1.34
𝐼
𝜋
1
≈ [ 1 + 2(1.155) + 2] = 1.39
d Error is 5.6%
? and
𝐼
26
𝜋
1.5%.
 Test Your Understanding
Edexcel C4 ?
June
2014(R)
Q2 ?

?
 Exercise 11I
Pearson Pure Mathematics Year 2/AS
Pages 319-322
 Integration with Parametric Equations
Suppose we have the following parametric
equations:

To find the area under the curve, we want to
determine to determine . The problem however
is that Area:
is in terms
 ?of , not in terms of . Fro Memory Tip: No need to remember the whole
new formulae. Just remember that  , which
follows from the chain rule (and very informally, you
can see holds as the ’s cancel)

Determine the area bound between the curve with parametric equations  and  (where ), the
-axis, and the lines  and .

? 
When When  STEP 1: Find 
STEP 2: Change
? limits
? STEP 3: Integrate

Since we’re now integrating

in terms of , we need to
change the limits so they’re
in terms of .
 Further Example
[Textbook] The curve  has parametric equations

Find the exact area of the region , bounded by , the -axis and 

𝐶
the lines  and .

? 
When   or?  (as )
When , ?or 
? 
Recall that to integrate a
top-heavy fraction, use
long-division first.
 Test Your Understanding
Edexcel C4 Jan
2013 Q5

Helping Hand:


?
?
?
 Exercise ?
This exercise is not in the current version of the Pearson textbooks as the content was added
later. I have temporarily included the exercise subsequently produced by Pearson.

?
?? 58.
9

?
?
?
?
 SKILL #11: Differential Equations
(We’re on the
home straight!)
Differential equations are equations involving a
mix of variables and derivatives, e.g. ,  and
.
‘Solving’ these equations means to get  in terms
Q Find the general
of solution
(with tono).
?
 STEP 1: Get  to the side
of  by dividing and  to
the other side.
I usually
skip this ? (you may need to factorise to separate out  first)
STEP 2: Integrate both
line.
sides with respect to . 
simplifies to  (recall that (implicitly)
differentiating an expression in terms of  with respect to 
introduces a , so integrating similarly would get rid of it)

STEP 3: Make  the

? subject, if the question
Fro Tip: When you have , it’s typical to write  where  (noting
asks.
that  is any positive constant since )
 Another Example
Find the general solution to 
Q

? STEP 1: Get  to the side

 of  by dividing and  to
the other side.
(you may need to factorise to separate out  first)
? STEP 2: Integrate
both sides with
respect to .
? STEP 2b: If possible, try to
combine your constant of
? integration
STEP 3: Make with otherthe
subject, terms
if the
(e.g. by letting  where  isquestion
another constant)
asks.
Differential Equations with Boundary Conditions
[Textbook] Find the general solution to 
Q Given that  when . Leave your answer in the form 

 ?
Use partial fractions to split up RHS.


When : 
 Bro Tip:
While it
doesn’t matter
when you
determine
your constant
using the
boundary
 Test Your Understanding
Edexcel C4 Jan
2012 Q4

?
 Key Points on Differential Equations

Get  on to LHS by dividing (possibly factorising first).

If after integrating you have  on the RHS, make your
constant of integration .
Be sure to combine all your ’s together just as you did in
C2.E.g.:
Sub in boundary conditions to work out your constant –
better to do sooner rather than ? later.
Exam questions ♥ partial fractions combined with
differential equations.
 Exercise 11J
Pearson Pure Mathematics Year 2/AS
Pages 324-326

Extension:

?
 Forming differential equations
Differential equations are useful because regularly in real-life, the rate of change of a variable is
based on its current value. For example in Year 1, we saw a property of exponential growth is
that the rate of change is proportional to the current value:

Q The rate of increase of a rabbit population (with population , where time

is ) is proportional to the current population.
Form a differential equation, and find its general solution.

? Form equationRecall from GCSE that  is the

‘constant of proportionality’.

? Solve it

(Notice by the way that , and since  is a constant, we

could always write . i.e. The general solution is ‘any generic
exponential function’, not just restricted to those with  as
the base. However it is customary to write )
 Further Example
[Textbook] Water in a manufacturing plant is held in a large cylindrical tank of diameter 20m. Water
flows out of the bottom of the tank through a tap at a rate proportional to the cube root of the
volume.
(a) Show that  minutes after the tap is opened,  for some constant .

(b) Show that the general solution of this differential equation may be written , where  and 

are constants.
Initially the height of the water is 27m. 10 minutes later, the height is 8m.
(c) Find the values of the constants  and .
(d) Find the time in minutes when the water is at a depth of 1m.

(a) is a ‘connected rate of change’ h

a ?
question in the style we saw in Chapter
 where  9. Model the fact we have a cylinder.

c ? 20

𝑚
If water is flowing out, the
rate of change is negative.

Use chain rule.

d ?
 minutes


b

 ?
 Test Your Understanding
Edexcel C4 June
2005 Q8

Teachers/Students: I
recommend also looking at
Edexcel Jan 2008 Q8 which
has a part (a) similar to the
previous example.

?
?
 Exercise 11K
Pearson Pure Mathematics Year 2/AS
Pages 328-329

Extension:
[STEP
2011 Q7]
 Summary of Functions
How to deal with it (+constant) Formula
? booklet?
Standard result No
?
Standard result No
?
In formula booklet, but use Yes
which is of the form
No
?
For both and use identities for

No
No
Would use substitution ?
, but Yes
too hard for exam.
Would use substitution , but Yes
too hard for exam. ?
which is of the form
? Yes

?
?
 Summary of Functions
How to deal with it (+constant) Formula
booklet?
By observation.
? No!
?
By observation. Yes (but
? memorise)
No
?
For any product of sin and cos with No
same coefficient of , use double
angle.

  ? No

Use IBP, where ? No

Use algebraic division. ?  

Use partial fractions.

?  
 Summary of Functions

How to deal with it (+constant)

Reverse chain rule. Of form ?
Power around denominator so NOT of
form . Rewrite as product. ?
Reverse chain rule (i.e. “Consider and
differentiate)
For any function where ‘inner function’
is linear expression, divide by
coefficient of
?
IBP or use sensible substitution. or
even better, .
Reverse chain rule.
?
?