INTEGRAL CALCULUS

MODULE

By

ENGR. LEAH A. TALUSIG

June 2020
 Table of Contents

Page
Overview . . . . . . . . . 3
Introduction . . . . . . . . . 4
Lesson:
1. Integration Concepts/Formulas . . . . . 4
2. Power Formula . . . . . . . 5
3. Trigonometric Functions . . . . . . 6
4. Exponential and Logarithmic Functions . . . . 7
5. Inverse Trigonometric Functions . . . . . 8
6. Hyperbolic Functions . . . . . . 9
7. Substitution Rule . . . . . . . 10
8. Definite Integral . . . . . . . 12
9. Integration by Parts . . . . . . 13
10. Trigonometric Integrals . . . . . . 14
11. Trigonometric Substitution . . . . . 16
12. Rational Fractions . . . . . . . 18
13. Rationalizing Substitution . . . . . . 22
14. Improper Integrals . . . . . . . 24
15. Areas . . . . . . . . 24
16. Volumes of Revolution. . . . . . . 27
17. Work in Integrals . . . . . . . 29
18. Fluid Pressure . . . . . . . 31
19. Double Integrals . . . . . . . 32
20. Triple Integrals . . . . . . . 34
Evaluation of the Course . . . . . . . 35
Electronic Sources . . . . . . . . 36

2
 OVERVIEW

This module is intended for the students of University of Baguio enrolled in the
course Calculus 2.

Course Code: INTCAL1

Course Title: Calculus 2
Course Description:

The course introduces the concept of integration and its application to some
physical problems such as evaluation of areas, volumes of revolution, force, and work.
The fundamental formulas and various techniques of integration are taken up and
applied to both single variable and multi-variable functions. The course also includes
tracing of functions of two variables for a better appreciation of the interpretation of the
double and triple integral as volume of a three-dimensional region bounded by two or
more surfaces.

Requirements of the Course:

All enrolled students should comply with the following requirements:

1. Join the google class except those with no internet connection.

2. Join facebook group.
3. Submit the activities given at the end of each lesson. The students with internet
connectivity will be informed when to submit the activities while those with no
internet connectivity will have to submit applicable activities before the midterm
and final exams.
4. Perform weekly assessment. The weekly assessment of those with no internet
connectivity will be sent through students preferred platform.
5. Take the midterm and final exams through students preferred platform.

3
 INTRODUCTION

This module introduces the evaluation of integral calculus. It covers the simplification of
the types of integral: the indefinite integral and definite integral. One of the most
important applications of integral calculus is to find areas and volumes.

By the time you have worked through this module, you should:
 Be familiar with the definition of an indefinite integral and definite integral as
the result of reversing the process of differentiation.
 Understand how rules for integration are worked out using the rules for
differentiation (in reverse).
 Demonstrate an understanding of the relationship between differentiation and
integration.
 Find areas and volumes under curves using definite integrals.
 Apply calculus to various practical situations.

Lesson 1: Integration Concepts/Formulas

Objectives: At the end of the lesson, the student should:

 Define indefinite and definite integral.
 Be familiar with the terminologies of integration.
 Write integral functions correctly.

Integration is the reverse of the process of differentiation. Hence, it is called anti-

differentiation or finding the indefinite integral.

Given a function, f(x), an anti-derivative of f(x) is any F(x) such that F’(x) = f(x). If F(x)
is any anti-derivative of f(x) then the most general anti-derivative of f(x) is called an
indefinite integral and denoted,

∫ 𝑓(𝑥)𝑑𝑥 = 𝐹(𝑥) + 𝐶 , C is any constant

In this definition the ∫ is called the integral symbol, f(x) is called the integrand, x is
called the integration variable and “C” is called the constant of integration. Note that
it is often called integral instead of indefinite integral (or definite integral). The process of
finding the indefinite integral is called integration or integrating f(x).

Example: Evaluate the following indefinite integral.

∫ 𝑥 3 + 5𝑥 − 7 𝑑𝑥

Note: The integral symbol serves as the opening parenthesis and the “dx” as the close
parenthesis.

𝑥4 5𝑥 2
The indefinite integral is ∫ 𝑥 3 + 5𝑥 − 7 𝑑𝑥 = 4
+
2
− 7𝑥 + 𝐶

4
The value of the constant of integration “C” can be computed if initial conditions are
given.

The integration variable is not always “x”. Any variable can be used as integration
variable. The differential (in the example, dx) should also be observed. Integration is
performed with respect to the differential.

Example: Evaluate the indefinite integral of the following.

2𝑥 2
∫ 2𝑥 𝑑𝑥 = + 𝐶 = 𝑥2 + 𝐶
2

∫ 2𝑡 𝑑𝑥 = 2𝑡 ∫ 𝑑𝑥 = 2𝑡𝑥 + 𝐶

In the first example, the integration variable is “x” which is specified by the differential
“dx”. In the second example, the integration variable is still “x” as denoted by the
differential “dx”, hence, the variable “t” serves as a coefficient of the function or
considered constant and should not be integrated.

Properties of the Indefinite Integral

1. ∫ 𝑘 𝑓(𝑥)𝑑𝑥 = 𝑘 ∫ 𝑓(𝑥)𝑑𝑥 where k is any number so it can be factored out of the

indefinite integrals.
2. ∫ −𝑓(𝑥)𝑑𝑥 = − ∫ 𝑓(𝑥)𝑑𝑥
3. ∫ 𝑓(𝑥) ± 𝑔(𝑥)𝑑𝑥 = ∫ 𝑓(𝑥)𝑑𝑥 ± ∫ 𝑔(𝑥)𝑑𝑥. The integral of a sum or difference of
functions is the sum or difference of the individual integrals. This rule can be
extended to as many functions as needed.

Lesson 2: Power Formula

Objectives: At the end of the lesson, the student should:

1. Be familiar with the power formula.
2. Use power formula correctly.
3. Apply the formula in real problems.

The power formula is

𝑛
𝑥 𝑛+1
∫ 𝑥 𝑑𝑥 = + 𝐶, 𝑛 ≠ −1
𝑛+1
The general rule when integrating a power of an integrable variable (x) is to add one
onto the exponent and then divide by the new exponent. This formula cannot be used if
n = -1 because it will result to a divisor of zero. Another formula will be used to simplify
such functions which will be presented in the succeeding lessons.
1
Example: Evaluate the indefinite integral, ∫ 3𝑥 3 + 1 + 𝑑𝑥
2𝑥 2

5
At this point you should be able to apply the concept of differentiation which you have
learned in Calculus 1. You already know that the derivative of “x” is “dx”. Hence,

1 1 3 1 𝑥 −1
∫ 3𝑥 3 + 1 + 2𝑥 2 𝑑𝑥 = 3 ∫ 𝑥 3 𝑑𝑥 + ∫ 𝑑𝑥 + 2
∫ 𝑥 −2 𝑑𝑥 = 4
𝑥 4 + 𝑥 + 2 ( −1 ) + 𝐶
3 1
= 𝑥4 + 𝑥 − +𝐶
4 2𝑥

Activity 1: Evaluate the following indefinite integrals. Show complete solution.

1. ∫(1 − 4𝑡 4 )𝑑𝑡
2. ∫(1 + 2𝑦)2 𝑑𝑦
2
3. ∫ (√𝑥 − ) 𝑑𝑥
√𝑥
4. ∫ 𝑥√𝑎2 + 𝑥 2 𝑑𝑥
5. ∫(𝑥 + 1)(𝑥 + 2) 𝑑𝑥

Lesson 3: Trigonometric Functions

Objectives: At the end of the lesson, the student should:

1. Be familiar with the formulas of integrating trigonometric.
2. Use trigonometric functions formula correctly.
3. Apply the formulas in real problems.

To evaluate integral of trigonometric functions, recall the derivative of trigonometric

functions and trigonometric identities. The following are the standard formulas in
determining the integral of trigonometric functions.

∫ 𝑠𝑖𝑛𝑥 𝑑𝑥 = −𝑐𝑜𝑠𝑥 + 𝐶 ∫ 𝑐𝑜𝑠𝑥 𝑑𝑥 = 𝑠𝑖𝑛𝑥 + 𝐶

∫ 𝑠𝑒𝑐 2 𝑥 𝑑𝑥 = 𝑡𝑎𝑛𝑥 + 𝐶 ∫ 𝑠𝑒𝑐𝑥 𝑡𝑎𝑛𝑥 𝑑𝑥 = 𝑠𝑒𝑐𝑥 + 𝐶
∫ 𝑐𝑠𝑐 2 𝑥 𝑑𝑥 = −𝑐𝑜𝑡𝑥 + 𝐶 ∫ 𝑐𝑠𝑐𝑥 𝑐𝑜𝑡𝑥 𝑑𝑥 = −𝑐𝑠𝑐𝑥 + 𝐶
Example:

1 −1
1. ∫ 𝑥 sin 𝑥 2 𝑑𝑥 = ∫ 𝑠𝑖𝑛𝑥 2 (𝑥𝑑𝑥) = 2
∫ 𝑠𝑖𝑛𝑥 2 (2𝑥𝑑𝑥) = 2
𝑐𝑜𝑠𝑥 2 +𝐶

- The derivative of x2 is 2xdx so the function should be multiplied by 2 but it has

to be offset by multiplying the integral with ½ (2 x ½ = 1, no changes were
made in the equation).

𝑠𝑖𝑛𝑡𝑑𝑡 𝑐𝑜𝑠−4 𝑡 1
2. ∫ 𝑐𝑜𝑠5 𝑡
= ∫ 𝑐𝑜𝑠 −5 𝑡 𝑠𝑖𝑛𝑡 𝑑𝑡 = − ∫ 𝑐𝑜𝑠 −5 𝑡 (−𝑠𝑖𝑛𝑡𝑑𝑡) = − −4
+𝐶 = 4𝑐𝑜𝑠4 𝑡
+ 𝐶

- The derivative of cos is –sin that is why a negative is placed before the
integral.

6
 3. ∫ 𝑡𝑎𝑛2 𝜃 𝑑𝜃 = ∫(𝑠𝑒𝑐 2 𝜃 − 1)𝑑𝜃 = ∫ 𝑠𝑒𝑐 2 𝜃 𝑑𝜃 − ∫ 𝑑𝜃 = 𝑡𝑎𝑛𝜃 − 𝜃 + 𝐶

- Since there is no direct formula to determine the integral of the square of tan,
it has to be converted into an integrable function, in this case recall
trigonometric identities where sec2x = 1 + tan2x.

Activity 2: Evaluate the following integrals. Show complete solution.

𝑐𝑜𝑠𝑥 𝑑𝑥
1. ∫ 𝑠𝑖𝑛3 𝑥
2
2. ∫ 𝑐𝑜𝑡 𝑦 𝑑𝑦
3. ∫ 𝑠𝑖𝑛3 𝑢 𝑑𝑢
7−6𝑠𝑖𝑛2 𝜃
4. ∫ 𝑑𝜃
𝑠𝑖𝑛2 𝜃
2
5. ∫ 𝑐𝑠𝑐 𝑥 𝑐𝑜𝑡𝑥 𝑑𝑥

Lesson 4: Exponential and Logarithmic Functions

Objectives: At the end of the lesson, the student should:

1. Be familiar with the formulas of integrating exponential and logarithmic functions.
2. Use exponential and logarithmic functions formula correctly.
3. Apply the formulas in real problems.

To evaluate the integral of exponential and logarithmic functions, recall the derivatives of
exponential and logarithmic functions. Remember the index laws and properties of
exponential and logarithmic functions also. These can help in obtaining the correct
answer.

The following are the standard formulas in integrating exponential and logarithmic
functions.

𝑑𝑥
∫ 𝑒 𝑥 𝑑𝑥 = 𝑒 𝑥 + 𝐶 ∫ 𝑥
= 𝑙𝑛|𝑥| + 𝐶
𝑎𝑥
∫ 𝑎 𝑥 𝑑𝑥 = 𝑙𝑛𝑎
+𝐶

Example:

𝑑𝑥 1 3𝑑𝑥 1
1. ∫ = ∫ = 𝑙𝑛|3𝑥 − 1| + 𝐶
3𝑥−1 3 3𝑥−1 3

- The derivative of 3x-1 is 3dx that is why the numerator is multiplied by 3 and
to offset it the integral function is multiplied by 1/3.

7
 1 1
2. ∫ 𝑒 2𝑥+4 𝑑𝑥 = ∫ 𝑒 2𝑥+4 (2𝑑𝑥) = 𝑒 2𝑥+4 + 𝐶
2 2

- The derivative of the exponent 2x+4 is 2dx, so dx is multiplied by 2 and to

offset it the integral function is multiplied by 1/2. This is always the process if
a constant multiplier is needed to perform integration.

3. ∫ 𝑒 𝑡𝑎𝑛𝑥 𝑠𝑒𝑐 2 𝑥 𝑑𝑥 = 𝑒 𝑡𝑎𝑛𝑥 + 𝐶

- The derivative of the exponent tanx is sec2x.

𝑥
𝑥 𝑥
1 102
4. ∫ 10 𝑑𝑥 = 2 ∫ 10 ( 𝑑𝑥) = 2
2 2 +𝐶
2 𝑙𝑛10

- The derivative of the exponent x/2 is dx/2, hence multiply dx with ½ and offset
it by multiplying 2 to the integral function.

Activity 3: Evaluate the following integrals. Show complete solution.

𝑡𝑑𝑡
1. ∫ 2 2
𝑎 −𝑡
2 −3
2. ∫ 𝑢𝑒 𝑢 𝑑𝑢
𝑒 2𝑥 𝑑𝑥
3. ∫
(1−𝑒 2𝑥 )2
4. ∫ 𝑒 𝑥 cos(𝑒 𝑥 ) 𝑑𝑥
𝑠𝑖𝑛2𝑥 𝑑𝑥
5. ∫
𝑎+𝑏𝑐𝑜𝑠2𝑥

Lesson 5: Inverse Trigonometric Functions

Objectives: At the end of the lesson, the student should:

1. Be familiar with the formulas of integrating inverse trigonometric functions.
2. Use inverse trigonometric functions formula correctly.
3. Apply the formulas in real problems.

To evaluate the integral of inverse trigonometric functions, recall the derivatives of

inverse trigonometric functions. This can help in obtaining the correct answer.

The following are the standard formulas in integrating inverse trigonometric functions.

𝑑𝑥 1 𝑥 𝑑𝑥 𝑥
∫ 𝑎2 + 𝑥 2 = 𝑎
𝑎𝑟𝑐𝑡𝑎𝑛 + 𝐶
𝑎
∫ √𝑎2−𝑥 2 = 𝑎𝑟𝑐𝑠𝑖𝑛 𝑎 + 𝐶

8
Example:

𝑑𝑥 𝑑𝑥 𝑥
1. ∫ = ∫ 2 2 = 𝑎𝑟𝑐𝑠𝑖𝑛 + 𝐶
√9−𝑥 2 √3 −𝑥 3
𝑑𝑥 𝑑𝑥 1 2𝑑𝑥 1 1 2𝑥
2. ∫ 2 = ∫ = ∫ = [ arctan ]+𝐶
4𝑥 +9 (2𝑥)2 +32 2 (2𝑥)2 +33 2 3 3
1 2𝑥
= 𝑎𝑟𝑐𝑡𝑎𝑛 +𝐶
6 3
𝑠𝑖𝑛3𝑥𝑑𝑥 −1 𝑠𝑖𝑛3𝑥(−3𝑑𝑥) −1
3. ∫ = ∫ 12+(𝑐𝑜𝑠3𝑥)2 = arctan(3𝑥) + 𝐶
1+𝑐𝑜𝑠 2 3𝑥 3 3
𝑒 𝑣 𝑑𝑣 𝑒 𝑣 𝑑𝑣
4. ∫ = ∫ 2 𝑣 2 = 𝑎𝑟𝑐𝑠𝑖𝑛(𝑒 𝑣 ) + 𝐶
√1−𝑒 2𝑣 √1 −(𝑒 )
𝑑𝑥 𝑑𝑥 1 𝑑𝑥 1 𝑑𝑥
5. ∫ =∫ 1 = ∫ 1 1 = ∫ 1 2 1 2
1−2𝑥+2𝑥 2 2(𝑥 2 −𝑥+ ) 2 𝑥 2 −𝑥+ + 2 (𝑥− ) +( )
2 4 4 2 2
1
1 𝑥−2 1
= [2 arctan ( )] + 𝐶 = arctan [2(𝑥 − )] + 𝐶 = arctan(2𝑥 − 1) + 𝐶
2 1 2
2

Activity 4: Evaluate the following integrals. Show complete solution.

𝑥𝑑𝑥
1. ∫
√1−𝑥 4
𝑥+1
2. ∫ 2 𝑑𝑥
𝑥 +4
𝑑𝑥
3. ∫
√𝑥√1−𝑥
𝑑𝑥
4. ∫
𝑥(1+𝑙𝑛2 𝑥)
23 9
5. ∫ ( 2 + 6𝑐𝑠𝑐𝑦𝑐𝑜𝑡𝑦 + ) 𝑑𝑦
𝑦 +1 𝑦

Lesson 6: Hyperbolic Functions

Objectives: At the end of the lesson, the student should:

1. Be familiar with the formulas of integrating hyperbolic functions.
2. Use hyperbolic functions formula correctly.
3. Apply the formulas in real problems.

To evaluate the integral of hyperbolic functions, recall the derivatives of hyperbolic

functions. This can help in obtaining the correct answer.

The following are the standard formulas in integrating hyperbolic functions.

∫ 𝑠𝑖𝑛ℎ𝑥 𝑑𝑥 = 𝑐𝑜𝑠ℎ𝑥 + 𝐶 ∫ 𝑐𝑜𝑠ℎ𝑥 𝑑𝑥 = 𝑠𝑖𝑛ℎ𝑥 + 𝐶

∫ 𝑡𝑎𝑛ℎ𝑥 𝑑𝑥 = ln 𝑐𝑜𝑠ℎ𝑥 + 𝐶 ∫ 𝑐𝑜𝑡ℎ𝑥 𝑑𝑥 = 𝑙𝑛|𝑠𝑖𝑛ℎ𝑥| + 𝐶
∫ 𝑠𝑒𝑐ℎ2 𝑥 𝑑𝑥 = 𝑡𝑎𝑛ℎ𝑥 + 𝐶 ∫ 𝑠𝑒𝑐ℎ𝑥 𝑡𝑎𝑛ℎ𝑥 𝑑𝑥 = −𝑠𝑒𝑐ℎ𝑥 + 𝐶
9
 ∫ 𝑐𝑠𝑐ℎ2 𝑥 𝑑𝑥 = −𝑐𝑜𝑡ℎ𝑥 + 𝐶 ∫ 𝑐𝑠𝑐ℎ𝑥 𝑐𝑜𝑡ℎ𝑥 𝑑𝑥 = −𝑐𝑠𝑐ℎ𝑥 + 𝐶

Example:

1 1 1
1. ∫ 𝑠𝑖𝑛ℎ2 𝑥 𝑑𝑥 = 2 ∫(𝑐𝑜𝑠ℎ2𝑥 − 1)𝑑𝑥 = 4 𝑠𝑖𝑛ℎ2𝑥 − 2 𝑥 + 𝐶
1
2. ∫ 𝑡𝑎𝑛ℎ2 2𝑥 𝑑𝑥 = ∫(1 − 𝑠𝑒𝑐ℎ2 2𝑥)𝑑𝑥 = 𝑥 − 2 𝑡𝑎𝑛ℎ2𝑥 + 𝐶
3. ∫ 𝑠𝑒𝑐ℎ4 𝑥 𝑑𝑥 = ∫(1 − 𝑡𝑎𝑛ℎ2 𝑥)𝑠𝑒𝑐ℎ2 𝑥 𝑑𝑥
1
= ∫ 𝑠𝑒𝑐ℎ2 𝑥𝑑𝑥 − ∫ 𝑡𝑎𝑛ℎ2 𝑥𝑠𝑒𝑐ℎ2 𝑥𝑑𝑥 = 𝑡𝑎𝑛ℎ𝑥 − 𝑡𝑎𝑛ℎ3 𝑥 + 𝐶
3
1 1 1
4. ∫ 𝑐𝑜𝑠ℎ3 ( 𝑥) 𝑑𝑥 = ∫ (1 + 𝑠𝑖𝑛ℎ2 𝑥) cosh 𝑥 𝑑𝑥
2 2 2

1 1 1
= ∫ cosh 𝑥 𝑑𝑥 + ∫ 𝑠𝑖𝑛ℎ2 𝑥 cosh 𝑥 𝑑𝑥
2 2 2
1 2 1
= 2 sinh 𝑥 + 𝑠𝑖𝑛ℎ3 𝑥 + 𝐶
2 3 2
Activity 5: Evaluate the following integrals. Show complete solution.
1. ∫ 𝑠𝑖𝑛ℎ3 2𝑥 𝑑𝑥
2. ∫ 𝑠𝑖𝑛ℎ3 𝑥𝑐𝑜𝑠ℎ2 𝑥 𝑑𝑥
3. ∫ 𝑐𝑠𝑐ℎ4 𝑥 𝑑𝑥
4. ∫ 𝑐𝑜𝑡ℎ2 𝑥 𝑑𝑥
5. ∫ 𝑠𝑒𝑐ℎ2 2𝑥𝑡𝑎𝑛ℎ𝑥 𝑑𝑥
Lesson 7: Substitution Rule

Objectives: At the end of the lesson, the student should:

1. Be familiar with the rules of substitution.
2. Use applicable formulas correctly.
3. Apply the formulas in real problems.

An integral that cannot be reduced directly to one of the previous standard forms may
often be evaluated by the formal substitution of a new variable. If the integrand is
algebraic and rational except for the presence of a single radical, it may frequently be
integrated by placing the radical equal to a new variable. In general, if any simple
function is especially noticeable in the integrand, substitution of a new variable for that
function is worth trying. However, no general rules can be laid down, skill in the use of
substitutions comes only with practice. As the saying goes “Practice makes it perfect.”

A natural question at this stage is how to identify the correct substitution. Unfortunately,
the answer is it depends on the integral. However, there is a general rule of thumb that
will work for many of the integrals that we are going to be running across.
10
Again, it cannot be stressed enough at this point that the only way to really learn how to
do substitutions is to just work lots of problems. There are lots of different kinds of
problems and after working many problems you’ll start to get a real feel for these
problems and after you work enough of them you’ll reach the point where you’ll be able
to do simple substitutions in your head without having to actually write anything down.

As a final note it should be pointed out that often (in fact in almost every case) the
differential will not appear exactly in the integrand as it did in the examples above and
sometimes it is needed to do some manipulation of the integrand and/or the differential
to get all the x’s to disappear in the substitution.

Example:

√𝑥 𝑑𝑥
1. ∫
1+𝑥

- cannot be integrated using the standard formulas discussed so substitution

should be used to evaluate the integral

let u = √𝑥; u2 = x; 2udu = dx, substitute in the integral function

𝑢(2𝑢𝑑𝑢) 𝑢2 𝑑𝑢
∫ = 2∫ , observing the function the degree of the numerator
1+𝑢2 12 +𝑢2
and the denominator are equal, hence long division should be performed first
before integrating

Dividing the numerator with the denominator results to

1
2 ∫ (1 − 1+𝑢2 ) 𝑑𝑢, this can be integrated. The answer is

1 𝑑𝑢
2 ∫ (1 − 2
) 𝑑𝑢 = 2 ∫ 𝑑𝑢 − 2 ∫ 2 = 2𝑢 − 2arctan 𝑢 + 𝐶
1+𝑢 1 + 𝑢2

Return the original variable, hence the final answer is 2√𝑥 − 2𝑎𝑟𝑐𝑡𝑎𝑛√𝑥 + 𝐶

𝑠𝑖𝑛𝑥 𝑐𝑜𝑠𝑥 𝑑𝑥
2. ∫
1+𝑠𝑖𝑛𝑥

- use substitution to evaluate the integral

let u = sinx; du = cosx dx

𝑢 𝑑𝑢
∫ 1+𝑢 , the degree of the numerator and the denominator are equal, hence long
division is performed first before integrating

11
 1 𝑑𝑢
∫ (1 − ) 𝑑𝑢 = ∫ 𝑑𝑢 − ∫ = 𝑢 − ln(1 + 𝑢) + 𝐶 = 𝑠𝑖𝑛𝑥 − ln(1 + 𝑠𝑖𝑛𝑥) + 𝐶
1+𝑢 1+𝑢

1
3. ∫ (1 − ) cos(𝑤 − 𝑙𝑛𝑤) 𝑑𝑤
𝑤

- by carefully analyzing the given integral

let u = w – lnw; du = dw – dw/w = (1 – 1/w)dw

∫ 𝑐𝑜𝑠𝑢 𝑑𝑢 = 𝑠𝑖𝑛𝑢 + 𝐶 = sin(𝑤 − 𝑙𝑛𝑤) + 𝐶

Activity 6: Evaluate the following integrals using substitution. Show complete solution.
𝑑𝑥
1. ∫ 1−
√𝑥
2𝑡 3 +1
2. ∫ (𝑡 4+2𝑡)3 𝑑𝑡
4
3. ∫ 18𝑥 2 √6𝑥 3 + 5 𝑑𝑥
2
4. ∫ 3(8𝑦 − 1)𝑒 4𝑦 −𝑦 𝑑𝑦
5. ∫ sin(1 − 𝑥) [2 − cos(1 − 𝑥)]4 𝑑𝑥
Lesson 8: Definite Integral

Objectives: At the end of the lesson, the student should:

1. Be familiar with the operation of definite integrals.
2. Solve definite integrals correctly.
3. Apply the concept in real problems.

A definite integral is an indefinite integral with limits, upper and lower limits, and the
constant of integration is eliminated. The formulas used to evaluate indefinite integrals
are the same formulas to evaluate definite integrals. The limits will be substituted after
getting the indefinite integral.

Given a function f(x) that is continuous on the interval [a,b], divide the interval into n
subintervals of equal width, Δx, and from each interval choose a point, xi. Then the
definite integral of f(x) from a to b is

𝑏
∫𝑎 𝑓(𝑥)𝑑𝑥 = 𝐹(𝑥)]𝑏𝑎 = F(b) – F(a)

The definite integral is defined to be the difference of the value of the upper limit and the
lower limit. It is called definite integral because its value is independent of the constant of
integration. To evaluate a definite integral, find the indefinite integral and then subtract

12
its value at the lower limit (a) from its value at the upper limit (b). The lower limit is not
necessarily smaller in value than the upper limit. The values “a” and “b” are called the
interval of integration.

Example:

5 32𝑡 2
1. ∫4 (32𝑡 − 20)𝑑𝑡 = − 20𝑡]54 = 16t2 -20t]54 = 16(52 - 42) – 20(5 – 4)
2
= 144 – 20 = 124

1 (𝑥+1)6 1 1 63 21
2. ∫0 (𝑥 + 1)5 𝑑𝑥 = ]0 = [(1 + 1)6 − (1 + 0)6 ] = =
6 6 6 2

𝜋/3 𝜋/3
3. ∫0 2𝑠𝑖𝑛𝜃 − 5𝑐𝑜𝑠𝜃 𝑑𝜃 = [−2𝑐𝑜𝑠𝜃 − 5𝑠𝑖𝑛𝜃]]0
= -2 (cos π/3 – cos 0) -5 (sin π/3 – sin 0)
= 1 – 4.33 = - 3.33

Activity 7: Evaluate the following definite integrals. Show complete solution.

2
1. ∫−2 𝑥 2 (𝑥 + 2)𝑑𝑥
0 𝑑𝑥
2. ∫−𝑎 √𝑎2−𝑥 2
𝜋/2 𝑐𝑜𝑠𝜃 𝑑𝜃
3. ∫0 1+𝑠𝑖𝑛2 𝜃
0 𝑑𝑥
4. ∫
−1 1−𝑥
𝑙𝑛2
5. ∫
0
√𝑒 𝑥 − 1 𝑑𝑥

Integration Techniques

These are techniques used to simplify integrals if the above formulas are not applicable.
The different integration techniques discussed are: integration by parts, trigonometric
integrals, trigonometric substitution, rational fractions and rationalizing substitution.

Lesson 9: Integration by Parts

Objectives: At the end of the lesson, the student should:

1. Be familiar with the formula of integration by parts.
2. Simplify integrals correctly using integration by parts.
3. Apply the formula in real problems.

The standard formula to implement integration by parts is

13
 ∫ 𝑢 𝑑𝑣 = 𝑢𝑣 − ∫ 𝑣 𝑑𝑢

Integration by parts is important if the preceding formulas are not applicable. The
success of the method depends as a rule on the ability to choose “u” and “dv” so that the
integral ∫ 𝑣𝑑𝑢 is easier to evaluate than the given one. No general directions can be
given for choosing “u” and “dv”, if the new integral is not simpler than the original, begin
over again with a different choice of “u” and “dv”. But normally, the function that
becomes zero after a series of differentiation is assigned to be the variable “u”.

Example:

1. Evaluate ∫ 𝑥𝑒 𝑥 𝑑𝑥

let u = x; du = dx
dv = ex dx
∫ 𝑑𝑣 = ∫ 𝑒 𝑥 𝑑𝑥
v = ex
∫ 𝑥𝑒 𝑑𝑥 = 𝑢𝑣 − ∫ 𝑣𝑑𝑢 = 𝑥𝑒 𝑥 − ∫ 𝑒 𝑥 𝑑𝑥 = 𝑥𝑒 𝑥 − 𝑒 𝑥 + 𝐶 = 𝑒 𝑥 (𝑥 − 1) + 𝐶
𝑥

2. Evaluate ∫ 𝑙𝑛𝑥 𝑑𝑥

let u = lnx; du = dx/x

dv = dx
∫ 𝑑𝑣 = ∫ 𝑑𝑥
v= x
𝑑𝑥
∫ 𝑙𝑛𝑥 𝑑𝑥 = 𝑥𝑙𝑛𝑥 − ∫ 𝑥 𝑥
= 𝑥𝑙𝑛𝑥 − ∫ 𝑑𝑥 = 𝑥𝑙𝑛𝑥 − 𝑥 + 𝐶 = 𝑥(𝑙𝑛𝑥 − 1) + 𝐶

Activity 8: Evaluate the following integrals using integration by parts. Show complete
solution.
1. ∫ 𝑡 𝑠𝑖𝑛𝑡 𝑑𝑡
2. ∫ 𝑢√1 − 𝑢 𝑑𝑢
3. ∫ 𝑥𝑡𝑎𝑛2 𝑥 𝑑𝑥
4. ∫ 𝑠𝑒𝑐 4 𝜃 𝑑𝜃
5. ∫ 𝑥 2 𝑒 2𝑥 𝑑𝑥
Lesson 10: Trigonometric Integrals

Objectives: At the end of the lesson, the student should:

1. Be familiar with the operation of trigonometric integrals.
2. Simplify trigonometric integrals correctly.

14
 3. Apply the concept in real problems.

Recalling the different trigonometric identities will help in the evaluation of trigonometric
integrals. Substitution rules are important in the simplification of trigonometric integrals.
The following are the rules to be applied.

1. For ∫ 𝑠𝑖𝑛𝑚 𝑥𝑐𝑜𝑠 𝑛 𝑥𝑑𝑥: If m is odd, substitute u = cosx. If n is odd, substitute

u = sinx.
2. For ∫ 𝑡𝑎𝑛𝑚 𝑥𝑠𝑒𝑐 𝑛 𝑥𝑑𝑥: If n is even, substitute u = tanx. If m is odd, substitute
u = secx.

Example: Evaluate the following integrals.

1 1 1
1. ∫ 𝑠𝑖𝑛2 𝑥𝑑𝑥 = ∫ 2 (1 − 𝑐𝑜𝑠2𝑥)𝑑𝑥 = 2 𝑥 − 4 𝑠𝑖𝑛2𝑥 + 𝐶
1 1 1
2. ∫ 𝑐𝑜𝑠 2 𝑥𝑑𝑥 = ∫ 2 (1 + 𝑐𝑜𝑠2𝑥)𝑑𝑥 = 2 𝑥 + 4 𝑠𝑖𝑛2𝑥 + 𝐶
3. ∫ 𝑐𝑜𝑠 5 𝑥𝑑𝑥 = ∫ 𝑐𝑜𝑠 4 𝑥𝑐𝑜𝑠𝑥𝑑𝑥 = ∫(1 − 𝑠𝑖𝑛2 𝑥)2 𝑐𝑜𝑠𝑥𝑑𝑥
= ∫ 𝑐𝑜𝑠𝑥𝑑𝑥 − 2 ∫ 𝑠𝑖𝑛2 𝑥𝑐𝑜𝑠𝑥𝑑𝑥 + ∫ 𝑠𝑖𝑛4 𝑥𝑐𝑜𝑠𝑥𝑑𝑥
2 1
= 𝑠𝑖𝑛𝑥 − 𝑠𝑖𝑛3 𝑥 + 𝑠𝑖𝑛5 𝑥 + 𝐶
3 5
4. ∫ 𝑠𝑖𝑛3 3𝑥𝑐𝑜𝑠 5 3𝑥𝑑𝑥 = ∫(1 − 𝑐𝑜𝑠 2 3𝑥)𝑠𝑖𝑛3𝑥𝑐𝑜𝑠 5 3𝑥𝑑𝑥
1 1
= ∫ 𝑐𝑜𝑠 5 3𝑥𝑠𝑖𝑛3𝑥𝑑𝑥 − ∫ 𝑐𝑜𝑠 7 3𝑥𝑠𝑖𝑛3𝑥𝑑𝑥 = − 𝑐𝑜𝑠 6 3𝑥 + 𝑐𝑜𝑠 8 3𝑥
18 24
5. ∫ 𝑡𝑎𝑛5 𝑥𝑑𝑥 = ∫ 𝑡𝑎𝑛3 𝑥𝑡𝑎𝑛2 𝑥𝑑𝑥 = ∫ 𝑡𝑎𝑛3 𝑥(𝑠𝑒𝑐 2 𝑥 − 1)𝑑𝑥

= ∫ 𝑡𝑎𝑛3 𝑥𝑠𝑒𝑐 2 𝑥𝑑𝑥 − ∫ 𝑡𝑎𝑛3 𝑥𝑑𝑥 = ∫ 𝑡𝑎𝑛3 𝑥𝑠𝑒𝑐 2 𝑥𝑑𝑥 − ∫ 𝑡𝑎𝑛𝑥(𝑠𝑒𝑐 2 𝑥 − 1)𝑑𝑥

= ∫ 𝑡𝑎𝑛3 𝑥𝑠𝑒𝑐 2 𝑥𝑑𝑥 − ∫ 𝑡𝑎𝑛𝑥 𝑠𝑒𝑐 2 𝑥𝑑𝑥 + ∫ 𝑡𝑎𝑛𝑥𝑑𝑥

1 1
= 𝑡𝑎𝑛4 𝑥 − 𝑡𝑎𝑛2 𝑥 − 𝑙𝑛|𝑐𝑜𝑠𝑥| + 𝐶
4 2
6. ∫ 𝑠𝑒𝑐 4 2𝑥𝑑𝑥 = ∫ 𝑠𝑒𝑐 2 2𝑥 𝑠𝑒𝑐 2 2𝑥𝑑𝑥 = ∫(1 + 𝑡𝑎𝑛2 2𝑥)𝑠𝑒𝑐 2 2𝑥𝑑𝑥
1 1
= ∫ 𝑠𝑒𝑐 2 2𝑥𝑑𝑥 + ∫ 𝑡𝑎𝑛2 2𝑥𝑠𝑒𝑐 2 2𝑥𝑑𝑥 = 𝑡𝑎𝑛2𝑥 + 𝑡𝑎𝑛3 2𝑥 + 𝐶
2 6
7. ∫ 𝑡𝑎𝑛3 3𝑥𝑠𝑒𝑐 4 3𝑥𝑑𝑥 = ∫ 𝑡𝑎𝑛3 3𝑥(1 + 𝑡𝑎𝑛2 3𝑥)𝑠𝑒𝑐 2 3𝑥𝑑𝑥
1 1
= ∫ 𝑡𝑎𝑛3 3𝑥𝑠𝑒𝑐 2 3𝑥𝑑𝑥 + ∫ 𝑡𝑎𝑛5 3𝑥𝑠𝑒𝑐 2 3𝑥𝑑𝑥 = 𝑡𝑎𝑛4 3𝑥 + 𝑡𝑎𝑛6 3𝑥 + 𝐶
12 18
8. ∫ 𝑐𝑜𝑡 3 𝑥𝑐𝑠𝑐 5 𝑥𝑑𝑥 = ∫ 𝑐𝑜𝑡 2 𝑥𝑐𝑠𝑐 4 𝑥(𝑐𝑠𝑐𝑥𝑐𝑜𝑡𝑥)𝑑𝑥

= ∫(𝑐𝑠𝑐 2 𝑥 − 1)𝑐𝑠𝑐 4 𝑥(𝑐𝑠𝑐𝑥𝑐𝑜𝑡𝑥)𝑑𝑥

1 1
= ∫ 𝑐𝑠𝑐 6 𝑥(𝑐𝑠𝑐𝑥𝑐𝑜𝑡𝑥𝑑𝑥) − ∫ 𝑐𝑠𝑐 4 𝑥(𝑐𝑠𝑐𝑥𝑐𝑜𝑡𝑥𝑑𝑥) = − 𝑐𝑠𝑐 7 𝑥 + 𝑐𝑠𝑐 5 𝑥 + 𝐶
7 5

9. ∫ 𝑐𝑠𝑐 6 𝑥𝑑𝑥 = ∫(1 + 𝑐𝑜𝑡 2 𝑥)2 𝑐𝑠𝑐 2 𝑥𝑑𝑥 = ∫(1 + 2𝑐𝑜𝑡 2 𝑥 + 𝑐𝑜𝑡 4 𝑥)𝑐𝑠𝑐 2 𝑥𝑑𝑥

15
 = ∫ 𝑐𝑠𝑐 2 𝑥𝑑𝑥 + 2 ∫ 𝑐𝑜𝑡 2 𝑥𝑐𝑠𝑐 2 𝑥𝑑𝑥 + ∫ 𝑐𝑜𝑡 4 𝑥𝑐𝑠𝑐 2 𝑥𝑑𝑥
2 1
= −𝑐𝑜𝑡𝑥 − 𝑐𝑜𝑡 3 𝑥 + 𝑐𝑜𝑡 5 𝑥 + 𝐶
3 5
10. ∫ 𝑐𝑜𝑡 3𝑥𝑑𝑥 = ∫ 𝑐𝑜𝑡 3𝑥(𝑐𝑠𝑐 2 3𝑥 − 1)𝑑𝑥 = ∫ 𝑐𝑜𝑡 2 3𝑥 𝑐𝑠𝑐 2 3𝑥𝑑𝑥 − ∫ 𝑐𝑜𝑡 2 3𝑥𝑑𝑥
4 2

= ∫ 𝑐𝑜𝑡 2 3𝑥𝑐𝑠𝑐 2 3𝑥𝑑𝑥 − ∫(𝑐𝑠𝑐 2 3𝑥 − 1)𝑑𝑥

1 1
= ∫ 𝑐𝑜𝑡 2 3𝑥𝑐𝑠𝑐 2 3𝑥𝑑𝑥 − ∫ 𝑐𝑠𝑐 2 3𝑥𝑑𝑥 + ∫ 𝑑𝑥 = − 𝑐𝑜𝑡 3 3𝑥 + 𝑐𝑜𝑡3𝑥 + 𝑥 + 𝐶
9 3

Activity 9: Evaluate the following integrals. Show complete solution.

1. ∫ 𝑠𝑖𝑛4 𝑥𝑐𝑜𝑠 4 𝑥𝑑𝑥
2. ∫ 𝑠𝑖𝑛2𝑥𝑐𝑜𝑠4𝑥𝑑𝑥
𝑐𝑜𝑠 3 𝑥𝑑𝑥
3. ∫ 1−𝑠𝑖𝑛𝑥
𝑐𝑜𝑠 3 𝑥𝑑𝑥
4. ∫ 𝑠𝑖𝑛4 𝑥
5. ∫ 𝑡𝑎𝑛3/2 𝑥𝑠𝑒𝑐 4 𝑥𝑑𝑥

Lesson 11: Trigonometric Substitution

Objectives: At the end of the lesson, the student should:

1. Be familiar with the operation of trigonometric substitution.
2. Simplify integrals correctly using trigonometric substitution.
3. Apply the concept in real problems.

This technique will be used if the above formulas and techniques cannot be applied.
The integration may be simplified with the following substitutions:
1. If an integrand contains √𝑎2 − 𝑥 2 , substitute x = a sin𝜃.
2. If an integrand contains √𝑎2 + 𝑥 2 , substitute x = a tan𝜃.
3. If an integrand contains √𝑥 2 − 𝑎2 , substitute x = a sec𝜃.

In each case, integration yields an expression in the variable 𝜃. The corresponding

expression in the original variable may be obtained by the use of a right triangle.

Example: Evaluate the following integrals.

𝑑𝑥 𝑑𝑥
1. ∫ 𝑥 2√4+𝑥 2 = ∫ 𝑥 2√22+𝑥 2 let x = 2tan𝜃; dx = 2 sec2𝜃d𝜃
2𝑠𝑒𝑐 2 𝜃𝑑𝜃 2𝑠𝑒𝑐 2 𝜃𝑑𝜃
=∫ =∫
(2𝑡𝑎𝑛𝜃)2 √4 + (2𝑡𝑎𝑛𝜃)2 4𝑡𝑎𝑛2 𝜃√4 + 4𝑡𝑎𝑛2 𝜃
2
2𝑠𝑒𝑐 𝜃𝑑𝜃 2𝑠𝑒𝑐 2 𝜃𝑑𝜃 1 𝑠𝑒𝑐𝜃𝑑𝜃
=∫ =∫ = ∫
4𝑡𝑎𝑛2 𝜃√4(1 + 𝑡𝑎𝑛2 𝜃) 4𝑡𝑎𝑛 𝜃(2𝑠𝑒𝑐𝜃) 4 𝑡𝑎𝑛2 𝜃
2

16
 1
1 𝑐𝑜𝑠𝜃 1 −2
1 𝑠𝑖𝑛−1 𝜃 −1
= ∫ 𝑑𝜃 = ∫ 𝑠𝑖𝑛 𝜃𝑐𝑜𝑠𝜃𝑑𝜃 = + 𝐶 = +𝐶
4 𝑠𝑖𝑛2 𝜃 4 4 −1 4𝑠𝑖𝑛𝜃
𝑐𝑜𝑠 2 𝜃

- in a right triangle - from the right triangle

𝑥
sin ɵ = 2
√4+𝑥

the final answer is

𝜃
−1 −√4 + 𝑥 2
+𝐶 = +𝐶
4𝑥 4𝑥
√4 + 𝑥 2

𝑥 2 𝑑𝑥 𝑥 2 𝑑𝑥
2. ∫ √𝑥 2−4 = ∫ √𝑥 2−22 let x = 2 sec ɵ; dx = 2 secɵ tanɵ dɵ
4𝑠𝑒𝑐 2 𝜃(2𝑠𝑒𝑐𝜃𝑡𝑎𝑛𝜃𝑑𝜃) 8𝑠𝑒𝑐 3 𝜃𝑡𝑎𝑛𝜃𝑑𝜃
=∫ =∫ = 4 ∫ 𝑠𝑒𝑐 3 𝜃𝑑𝜃
√4𝑠𝑒𝑐 2 𝜃 − 4 2𝑡𝑎𝑛𝜃
1 1
= 4 [2 𝑠𝑒𝑐𝜃𝑡𝑎𝑛𝜃 + 2 𝑙𝑛|𝑠𝑒𝑐𝜃 + 𝑡𝑎𝑛𝜃|] + 𝐶 , from the triangle

𝑥 √𝑥 2 − 4 𝑥 √𝑥 2 − 4 1 𝑥 + √𝑥 2 − 4
=2 + 2𝑙𝑛 | + | + 𝐶 = 𝑥 √𝑥 2 − 4 + 2𝑙𝑛 | |+𝐶
2 2 2 2 2 2

√9−4𝑥 2 𝑑𝑥 √32 −(2𝑥)2 3

3. ∫ =∫ 𝑑𝑥 let 2x = 3sin𝜃; dx = 𝑐𝑜𝑠𝜃𝑑𝜃
𝑥 𝑥 2
3
√9 − 9𝑠𝑖𝑛2 𝜃 (2 𝑐𝑜𝑠𝜃𝑑𝜃) 𝑐𝑜𝑠 2 𝜃𝑑𝜃 (1 − 𝑠𝑖𝑛2 𝜃)𝑑𝜃
=∫ = 3∫ = 3∫
3 𝑠𝑖𝑛𝜃 𝑠𝑖𝑛𝜃
2 𝑠𝑖𝑛𝜃
= 3 ∫ 𝑐𝑠𝑐𝜃𝑑𝜃 − 3 ∫ 𝑠𝑖𝑛𝜃𝑑𝜃 = 3𝑙𝑛|𝑐𝑠𝑐𝜃 − 𝑐𝑜𝑡𝜃| + 3𝑐𝑜𝑠𝜃 + 𝐶 from the triangle
3 √9−4𝑥 2 √9−4𝑥 2 3−√9−4𝑥2
= 3𝑙𝑛 |2𝑥 − |+3 + 𝐶 = 3𝑙𝑛 | | + √9 − 4𝑥 2 + 𝐶
2𝑥 3 2𝑥

17
Activity 10: Evaluate the following integrals using trigonometric substitution. Show
complete solution.

(16−9𝑥 2 )3/2 𝑑𝑥
1. ∫ 𝑥6
𝑑𝑥
2. ∫ (4𝑥 2−24𝑥+27)3/2
𝑑𝑥
3. ∫ 𝑥√9+4𝑥 2
√𝑥 2 +𝑎2
4. ∫ 𝑑𝑥
𝑥
𝑥2
5. ∫ √𝑥 2−16 𝑑𝑥

Lesson 12: Rational Fractions

Objectives: At the end of the lesson, the student should:

1. Be familiar with the operation of rational fractions.
2. Integrate rational fractions correctly.
3. Apply the concept in real problems.

In dealing with the integral of a rational fraction, or quotient of two polynomials, the first
step is to perform the indicated division until the numerator is of lower degree than the
denominator.

If the denominator is of the first degree or of the second degree, the integration can be
performed by the fundamental formulas. In other cases the integral may sometimes be
evaluated either directly or after a suitable substitution.

However, the solution may resort to method of partial fractions. After making the degree
of the numerator lower than the degree of the denominator (first step), factor the
denominator into real linear or quadratic factors. If this can be done, the given fraction
can then be expressed as a sum of partial fractions whose denominators are the factors
of the original denominator. There will be cases to consider.

Case 1. Distinct Linear Factors

This is the simplest case where the denominator is broken down into real distinct linear
factors. The process is explained in the following example.

∫ 𝑥 3 +2
Example: Evaluate 𝑑𝑥
𝑥 3 −𝑥

First, perform long division since the degree of the numerator and the denominator are
equal. The result is

18
 𝑥 3 +2 𝑥+2 𝑥+2
=1+ =1+
𝑥 3 −𝑥 𝑥 3 −𝑥 𝑥(𝑥−1)(𝑥+1)

𝑥+2 𝐴 𝐵 𝐶
Assume: = + + where A, B, and C are constants to be
𝑥(𝑥−1)(𝑥+1) 𝑥 𝑥−1 𝑥+1

determined. The number of partial fractions is equal to the number of the distinct linear
factors of the denominator. In the given example, there are 3 distinct linear factors of
that is why there are 3 partial fractions assigned. Then multiply both sides of the
equation with the denominator of the left side of the equation to clear fractions. This
results to

x + 2 = A(x2 – 1) + Bx(x – 1) + Cx(x + 1)

Since the relation is an identity, manipulate the equation and solve for the constants A,
B, and C. Hence, the values will be: A = -2, B = 1/2, and C = 3/2. Thus

𝑥3 + 2 𝐴 𝐵 𝐶
∫ 𝑑𝑥 = ∫ (1 − + + ) 𝑑𝑥
𝑥(𝑥 − 1)(𝑥 + 1) 𝑥 𝑥−1 𝑥+1
𝑑𝑥 1 𝑑𝑥 3 𝑑𝑥
= ∫ 𝑑𝑥 − 2 ∫ + ∫ + ∫
𝑥 2 𝑥−1 2 𝑥+1
1 3
= 𝑥 − 2𝑙𝑛𝑥 + ln(𝑥 − 1) + ln(𝑥 + 1) + 𝐶
2 2

Case 2. Repeated Linear Factors

If the denominator contains repeated linear factor (x – k)r, the above method fails. The
desired result can be obtained by assuming, corresponding to the factor (x – k)r, r partial
fractions

𝐴 𝐵 𝐶 𝐷
+ + + ⋯+
(𝑥−𝑘) (𝑥−𝑘)2 (𝑥−𝑘)3 (𝑥−𝑘)𝑟

𝑥 3 −1
Example: Evaluate ∫ 𝑑𝑥. (The given integral is a combination of distinct linear
𝑥(𝑥+1)3
and repeated linear factors)

𝑥 3 −1 𝐴 𝐵 𝐶 𝐷
Assume: = + + + . Clearing of fractions,
𝑥(𝑥+1)3 𝑥 (𝑥+1) (𝑥+1) 2 (𝑥+1)3

x3 – 1 = A(x + 1)3 + Bx(x + 1)2 + Cx(x + 1) + Dx, simplifying further results to

A = -1, B = 2, C = -1, and D = 2.

𝑥 3 −1 𝐴 𝐵 𝐶 𝐷
Thus ∫ 𝑑𝑥 = ∫ ( + + + ) 𝑑𝑥
𝑥(𝑥+1)3 𝑥 (𝑥+1) (𝑥+1)2 (𝑥+1)3

19
 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥
= −∫ + 2∫ −∫ + 2∫
𝑥 (𝑥+1) (𝑥+1)2 (𝑥+1)3

𝑑𝑥 𝑑𝑥
= −∫ + 2∫ − ∫(𝑥 + 1)−2 𝑑𝑥 + 2 ∫(𝑥 + 1)−3 𝑑𝑥
𝑥 𝑥+1

(𝑥+1)−1 (𝑥+1)−2
= −𝑙𝑛𝑥 + 2 ln(𝑥 + 1) − +2 +𝐶
−1 −2

1 1
= −𝑙𝑛𝑥 + 2 ln(𝑥 + 1) + − (𝑥+1)2 + 𝐶
𝑥+1

Case 3. Quadratic Factors.

It covers quadratic factors in the denominator of the form ax2 + bx + c where

b2 – 4ac < 0, assume the following terms:

𝐴(2𝑎𝑥+𝑏)+𝐵
, 2ax + b is the derivative of the denominator ax2 + bx + c.
𝑎𝑥 2 +𝑏𝑥+𝑐

𝑥 2 +4𝑥+10
Example: Evaluate ∫ 𝑑𝑥. (The given function is a combination of distinct
𝑥 3 +2𝑥 2 +5𝑥
linear factor and quadratic factor)

𝑥 2 +4𝑥+10 𝑥 2 +4𝑥+10 𝐴 𝐵(2𝑥+2)+𝐶

Assume: = = + . Clearing of fractions,
𝑥 3 +2𝑥 2 +5𝑥 𝑥(𝑥 2 +2𝑥+5) 𝑥 𝑥 2 +2𝑥+5

x2 + 4x + 10 = A(x2 + 2x + 5) + Bx(2x + 2) + Cx, simplifying further results to

A = 2, B = -1/2, and C = 1.

𝑥 2 +4𝑥+10 𝐴 𝐵(2𝑥+2) 𝐶
Thus ∫ = ∫[ + + ] 𝑑𝑥
𝑥(𝑥 2 +2𝑥+5) 𝑥 𝑥 2 +2𝑥+5 𝑥 2 +2𝑥+5

𝑑𝑥 1 (2𝑥+2) 𝑑𝑥
= 2∫ − ∫ 2 𝑑𝑥 + ∫ 2
𝑥 2 𝑥 +2𝑥+5 𝑥 +2𝑥+5

𝑑𝑥 1 (2𝑥+2) 𝑑𝑥
= 2∫ − ∫ 2 𝑑𝑥 + ∫ 2
𝑥 2 𝑥 +2𝑥+5 (𝑥 +2𝑥+1)+4

𝑑𝑥 1 (2𝑥+2) 𝑑𝑥
= 2∫ − ∫ 2 𝑑𝑥 + ∫
𝑥 2 𝑥 +2𝑥+5 (𝑥+1)2 +22

1 1 𝑥+1
= 2𝑙𝑛𝑥 − ln(𝑥 2 + 2𝑥 + 5) + 𝑎𝑟𝑐𝑡𝑎𝑛 ( )+𝐶
2 2 2

20
Case 4. Repeated Quadratic Factors

If the denominator is a repeated quadratic factor, assume the following

𝐴(2𝑎𝑥+𝑏)+𝐵 𝐶(2𝑎𝑥+𝑏)+𝐷
+ +⋯
𝑎𝑥 2 +𝑏𝑥+𝑐 (𝑎𝑥 2 +𝑏𝑥+𝑐)2

𝑥𝑑𝑥
Example: Evaluate ∫ .
(𝑥 2 −2𝑥+2)2

𝑥 𝐴(2𝑥−2)+𝐵 𝐶(2𝑥−2)+𝐷
Assume; = + . Clearing of fractions,
(𝑥 2 −2𝑥+2)2 𝑥 2 −2𝑥+2 (𝑥 2 −2𝑥+2)2

x = A(2x – 2)(x2 – 2x + 2) + B(x2 – 2x + 2) + C(2x – 2) + D

x = A(2x3 – 6x2 + 8x – 4) + B(x2 – 2x + 2) + C(2x – 2) + D

simplifying further results to: A = 0, B = 0, C = ½, and D = 1.

𝑥𝑑𝑥 𝐴(2𝑥−2)+𝐵 𝐶(2𝑥−2)+𝐷

Thus ∫ (𝑥 2 −2𝑥+2)2 = ∫ 𝑥 2 −2𝑥+2
𝑑𝑥 + ∫ (𝑥2 −2𝑥+2)2

1 (2𝑥−2)𝑑𝑥 𝑑𝑥
= ∫ 2 +∫ 2
2 (𝑥 −2𝑥+2)2 (𝑥 −2𝑥+2)2

- Since A and B are zero, the integral will be eliminated. The function with
coefficient of C will be simplified using power formula, thus

1 (2𝑥 − 2)𝑑𝑥 1 2 −2 (2𝑥

1 (𝑥 2 − 2𝑥 + 2)−1
∫ 2 = ∫(𝑥 − 2𝑥 + 2) − 2)𝑑𝑥 =
2 (𝑥 − 2𝑥 + 2)2 2 2 −1

−1
=
2(𝑥 2 −2𝑥+2)

- The function with D coefficient will be simplified using trigonometric

substitution. Hence, let tanɵ = x – 1, getting the derivative of both sides:
sec2ɵdɵ = dx, substitute in the equation thus

𝑑𝑥 𝑑𝑥 𝑑𝑥
∫ = ∫ = ∫
(𝑥 2 − 2𝑥 + 2)2 [(𝑥 2 − 2𝑥 + 1) + 1]2 [(𝑥 − 1)2 + 12 ]2
2 2
𝑠𝑒𝑐 𝜃 𝑑𝜃 𝑠𝑒𝑐 𝜃 𝑑𝜃 𝑑𝜃
=∫ = ∫ = ∫ = ∫ 𝑐𝑜𝑠 2 𝜃 𝑑𝜃
[(𝑡𝑎𝑛𝜃)2 + 1]2 [(𝑠𝑒𝑐𝜃)2 ]2 𝑠𝑒𝑐 2 𝜃
1 1 1 1 1
= ∫ (1 + 𝑐𝑜𝑠2𝜃)𝑑𝜃 = ∫ 𝑑𝜃 + ∫ 𝑐𝑜𝑠2𝜃𝑑𝜃 = 𝜃 + 𝑠𝑖𝑛2𝜃
2 2 2 2 4
1 1 1 1
= 2 𝜃 + 4 (2𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃) = 2 𝜃 + 2 𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃 , from the substitution

21
 1 1 𝑥−1 1
= arctan(𝑥 − 1) + ( 2 )( 2 )
2 2 𝑥 − 2𝑥 + 2 𝑥 − 2𝑥 + 2
1 1 𝑥−1
= arctan(𝑥 − 1) +
2 2 (𝑥 − 2𝑥 + 2)2
2

Combining the results, the final answer is

𝑥𝑑𝑥 −1 1 𝑥−1
∫ = + arctan(𝑥 − 1) + +𝐶
(𝑥 2 − 2𝑥 + 2) 2 2
2(𝑥 − 2𝑥 + 2) 2 2(𝑥 − 2𝑥 + 2)2
2

Activity 11: Evaluate the following integrals. Show complete solution.

𝑥 3 𝑑𝑥
1. ∫ 𝑥 2+3𝑥+2
(𝑥 3 −1)𝑑𝑥
2. ∫ 𝑥(𝑥−2)2
𝑥 2 𝑑𝑥
3. ∫ 𝑥 2−4𝑥+5
𝑥 2 𝑑𝑥
4. ∫ 𝑎4−𝑥 4
𝑑𝑥
5. ∫ (𝑥 2 +𝑥)(𝑥−1)2

Lesson 13: Rationalizing Substitution

Objectives: At the end of the lesson, the student should:

1. Be familiar with the operation of rationalizing substitution.
2. Simplify integrals correctly using rationalizing substitution.
3. Apply the concept in real problems.

If an integrand is rational except for a radical of the form

𝑛
1. √𝑎𝑥 + 𝑏, then the substitution ax + b = zn will replace it with a rational
integrand.
2. √𝑞 + 𝑝𝑥 + 𝑥 2 , then the substitution q + px + x2 = (z – x)2 will replace it
with a rational integrand.
3. √𝑞 + 𝑝𝑥 − 𝑥 2 = √(𝛼 + 𝑥)(𝛽 − 𝑥), then the substitution
q + px – x2 = (α + x)2 z2 or q + px – x2 = (β – x)2 z2 will replace it with a rational
integrand.

The substitution x = 2 arctan z will replace any rational function of sin x and cos x with a
rational function of z, since

2𝑧 1−𝑧 2 2𝑑𝑧
𝑠𝑖𝑛𝑥 = 𝑐𝑜𝑠𝑥 = and 𝑑𝑥 =
1+𝑧2
1+𝑧 2 1+𝑧 2

22
 1
After integrating, use 𝑧 = tan( 𝑥) to return to the original variable. Effective
2
substitutions are often suggested by the form of the integrand.

Example:

𝑑𝑥
1. Find ∫ , let 1 – x2 = z2 then x = 1 – z2, dx = -2zdz
𝑥√1−𝑥
𝑑𝑥 −2𝑧𝑑𝑧 𝑑𝑧 1+𝑧
∫ =∫ = −2 ∫ = −2𝑙𝑛 | |+𝐶
𝑥√1 − 𝑥 (1 − 𝑧 2 )√1 − (1 − 𝑧 2 ) 1 − 𝑧2 √1 − 𝑧 2
1+𝑧 2 (1 + 𝑧)2 (1 + 𝑧)2
= −𝑙𝑛 | | + 𝐶 = −𝑙𝑛 | | + 𝐶 = −𝑙𝑛 | |+𝐶
√1 − 𝑧 2 1 − 𝑧2 (1 − 𝑧)(1 + 𝑧)
1+𝑧 1 + √1 − 𝑥 2
= −𝑙𝑛 | | + 𝐶 = −𝑙𝑛 | |+𝐶
1−𝑧 1 − √1 − 𝑥 2

𝑑𝑥 𝑧 2 −2 2(𝑧 2 +𝑧+2)𝑑𝑧
2. Find ∫ let x2 + x + 2 = (z – x)2 then 𝑥 = , 𝑑𝑥 =
𝑥√𝑥 2 +𝑥+2 1+2𝑧 (1+2𝑧)2
𝑧 2 +𝑧+2
√𝑥 2 + 𝑥 + 2 = 1+2𝑧
2(𝑧2 +𝑧+2)
𝑑𝑥 (1+2𝑧)2 𝑑𝑧 1 𝑧−√2
∫ 𝑥√𝑥 2+𝑥+2 = ∫ 𝑧2−2 𝑧2+𝑧+2 𝑑𝑧 = 2 ∫ 𝑧 2−2 = √2 𝑙𝑛 |𝑧+√2| + 𝐶
1+2𝑧 1+2𝑧
1 √𝑥 2 +𝑥+2+𝑥+√2
= 𝑙𝑛 | |+𝐶
√2 √𝑥 2 +𝑥+2+𝑥+√2

𝑑𝑥 2𝑧 1−𝑧 2 2𝑑𝑧
3. Find ∫ , let 𝑠𝑖𝑛𝑥 = 2
, 𝑐𝑜𝑠𝑥 = , 𝑑𝑥 =
1+𝑧2
1+𝑠𝑖𝑛𝑥−𝑐𝑜𝑠𝑥 1+𝑧 1+𝑧 2

2𝑑𝑧
𝑑𝑥 1 + 𝑧2 𝑑𝑧
∫ =∫ 2 𝑑𝑧 = ∫
1 + 𝑠𝑖𝑛𝑥 − 𝑐𝑜𝑠𝑥 2𝑧 1−𝑧 𝑧(𝑧 + 1)
1+ −
1 + 𝑧2 1 + 𝑧2
1
𝑧 tan (2 𝑥)
= 𝑙𝑛𝑧 − ln(𝑧 + 1) + 𝐶 = 𝑙𝑛 | | + 𝐶 = 𝑙𝑛 | |+𝐶
𝑧+1 1
tan (2 𝑥) + 1

Activity 12: Evaluate the following integrals using rationalizing substitution. Show
complete solution.
𝑑𝑥
1. ∫ (𝑥−2)√𝑥+2
𝑑𝑥
2. ∫ 3−2𝑐𝑜𝑥

23
Lesson 14: Improper Integrals

Objectives: At the end of the lesson, the student should:

1. Be familiar with the operation improper integrals.
2. Simplify improper integrals correctly.
3. Apply the concept in real problems.

Definite integrals in which either or both of the limits of integration are infinite and also
those in which the integrand becomes infinite within the interval of integration are called
improper integrals. The principle will be explained in the following example.

Example:
1
Find the area under the curve y = from x = 1 to x = b.
𝑥2
Solution:

Plotting the given curve, the following figure is obtained.

𝑏 𝑏 1 𝑏 𝑥 −1 𝑏 −1 𝑏
A=∫ 𝑦𝑑𝑥 = ∫1 𝑑𝑥 = ∫1 𝑥 −2 𝑑𝑥 = ] = ]
1 𝑥 2 −1 1 𝑥 1
−1 1 𝑏−1
=( + 1) = 1 − =
𝑏 𝑏 𝑏

If b becomes infinite, the area will approach unity or 1.

Activity 13: Solve the following problems correctly. Show complete solution.

∞ 𝑑𝑥
1. Evaluate ∫
1 𝑥3
0
2. Evaluate ∫ 𝑒 2𝑥 𝑑𝑥
−∞
3. Find the area in the second quadrant under the curve y = ex.

Application of Definite Integrals

Integration can be used to find areas, volumes, central points and many useful things.
The first application to be considered is on areas.

Lesson 15: Areas

Objectives: At the end of the lesson, the student should:

1. Be familiar with the operation of areas.
2. Use formulas applicable to areas correctly.
3. Apply the concept in real problems.

Integration is a way of adding slices to find the whole. The concept in applying
integration in areas is as follows.

24
What is the area under y = f(x)?

The function can be calculated by slicing the area with a width of Δx and add the slices
but the answer will not be very accurate. The answer will become better if the width will
be made a lot smaller and add up many small slices. As the slices approach zero in
width, the answer approaches the true answer. The differential x (dx) will now be written
to mean the Δx slices approaching zero in width. Observe the following figures.

To simplify the solution, integration will be used to determine the area. It is also
important to recall how to draw the figure bounded by the given equations.

Example 1: Find the area in the first quadrant bounded by the parabola y2 = 4ax, the x-
axis, and the line x = a. A close approximation to this area can be found by
forming a sum of rectangles of altitude y, base dx and area ydx (area of a
rectangle).

Solution:

𝑎 𝑎 𝑎
A=∫
0
𝑦 𝑑𝑥 = ∫0 √4𝑎𝑥 𝑑𝑥 = ∫0 (4𝑎𝑥)1/2 𝑑𝑥
3
(4𝑎𝑥)2 𝑎 3
1 1
= 3 ]0 = (4𝑎𝑥)2 ]𝑎0
4𝑎 6𝑎
2
1 4
= [(4𝑎. 𝑎)2 − 0] = 𝑎2
6𝑎 3

25
Example 2: Find the area in the first quadrant between the parabolas y2 = 4ax1 and
y2 = 8ax2 – 4a2. The plot of the area is shown in the following figure.

Solution:

The rectangular area is between the two given curves. The

rectangular element should be horizontal to touch both curves.
Hence, the length is x2-x1 and the width is dy. The area is

2𝑎
A=∫
0
(𝑥2 − 𝑥1 ) 𝑑𝑦
𝑦2 𝑦 2 +4𝑎2
let: 𝑥1 = ; 𝑥2 =
4𝑎 8𝑎
2𝑎 𝑦 2 +4𝑎2 𝑦2 2𝑎 𝑦 2 +4𝑎2 −2𝑦 2
A=∫ ( − )𝑑𝑦 = ∫ ( ) 𝑑𝑦
0 8𝑎 4𝑎 0 8𝑎
2𝑎 4𝑎2 −𝑦 2 𝑎 2𝑎 1 2𝑎
= ∫0 ( ) 𝑑𝑦 = ∫0 𝑑𝑦 − ∫0 𝑦 2 𝑑𝑦
8𝑎 2 8𝑎
𝑎 1 𝑦 3 𝑎 1
= 𝑦]2𝑎0 − ]2𝑎
0 = (2𝑎 − 0) − [(2𝑎)3 − 0]
2 8𝑎 3 2 24𝑎
𝑎2 3𝑎2 −𝑎2 2
= 𝑎2 − = = 𝑎2
3 3 3

Example 3. Find the area enclosed between the x-axis, the curve y = x3−2x+5 and the
ordinates x = 1 and x = 2. The area can be computed by using a vertical
element. The plot is given below.

Solution:

2 2 3
A=∫
1
𝑦𝑑𝑥 = ∫1
(𝑥 − 2𝑥 + 5) 𝑑𝑥
𝑥4 𝑥2 𝑥4
= − 2 + 5𝑥]12 = − 𝑥 2 + 5𝑥]12
4 2 4
1 4 4 2 2
= (2 − 1 ) − (2 − 1 ) + 5(2 − 1)
4
15 23
= −3+5=
4 4

Activity 14: Evaluate the following problems. Show complete solution. Sketch the
graph of the curve. The figure is part of the solution.
1. Find the area bounded by y = 4x2, x = 2 and x = 6.
2. Find the area between the curve and the x-axis of the function y = -2x + 4, (1 ≤ x
≤ 4).
3. Determine the area of the region enclosed by y = x2 and y = x1/2.
4. Determine the area of the region bounded by y = 2x2 + 10 and y = 4x + 16.
5. Determine the area of the region enclosed by x = ½ y2 – 3 and y = x – 1.

26
Lesson 16: Volumes of Revolution

Objectives: At the end of the lesson, the student should:

1. Be familiar with the operation of volumes of revolution.
2. Use formulas applicable to volumes of revolution correctly.
3. Apply the concept in real problems.

The volume of a solid of revolution may be found very readily by the fundamental
theorem. Suppose the volume is generated by revolving the area ABCD about the line
AB. If a set of n rectangles of altitude r and base Δh is inscribed in the revolving area,
each rectangle will generate in its rotation a circular disk, or cylinder. By the
fundamental theorem, the volume is

V = ∫ 𝜋𝑟 2 𝑑ℎ

the limits being chosen so as to include the whole volume.

When the axis of revolution does not form part of the
boundary of the revolving area, a set of elements of
circular rings may be chosen.

Example 1. Find the volume generated by revolving the area in the first quadrant
bounded by the parabola y2 = 4ax, the x-axis, and the line x = a about OX (x-
axis). The plot is shown below.

Solution:

Using a vertical element, each rectangle generates a cylindrical

volume-element of radius y, altitude dx, and the volume πy2dx.
Hence,

𝑎 2 𝑥2 𝑎
V = 𝜋 ∫0 𝜋 ∫0𝑎 4𝑎𝑥𝑑𝑥 = 4𝑎𝜋 ∫0𝑎 𝑥𝑑𝑥 = 4𝑎𝜋
𝑦 𝑑𝑥 = ]
2 0
= 2𝑎𝜋(𝑎2 − 0) = 2𝜋𝑎3

27
Example 2. Find the volume generated if the area rotates about OY (y-axis). The plot is
shown.

Solution:

If the area is divided into elements similar to that of the figure

each element generates a circular ring of outer radius a,
inner radius x, thickness dy, and the volume π(a2 – x2)dy.

2𝑎 2 2) 2𝑎 2 𝑦4
V=𝜋∫ (𝑎 − 𝑥 𝑑𝑦 = 𝜋 ∫ (𝑎 − )𝑑𝑦
0 0 16𝑎2
2𝑎 𝜋 2𝑎 4 𝜋 𝑦 5 2𝑎
= 𝜋𝑎2 ∫0 𝑑𝑦 − ∫ 𝑦 𝑑𝑦 = 𝜋𝑎 2
𝑦 − ]
16𝑎2 0 16𝑎2 5 0
𝜋
= 𝜋𝑎2 (2𝑎 − 0) − [(2𝑎)5 − 0]
80𝑎2
2𝜋 8
= 2𝜋𝑎3 − 𝑎3 = 𝜋𝑎3
5 5

Example 3. If the area of the above problem is divided into rectangles parallel to y-axis
and rotate about y-axis, each rectangle generates a cylindrical shell of radius x,
altitude y, and thickness dx. The volume is determined by getting the volume of
a cylindrical shell. Hence,

𝑎
V = 2𝜋 ∫0 𝑥𝑦𝑑𝑥 = 2𝜋 ∫0𝑎 𝑥√4𝑎𝑥 𝑑𝑥 = 4𝜋√𝑎 ∫0𝑎 𝑥3/2 𝑑𝑥
𝑥 5/2 𝑎 8 8
= 4𝜋√𝑎 ] = 𝜋𝑎1/2 (𝑎5/2 − 0) = 𝜋𝑎3
5/2 0 5 5

Activity 15: Evaluate the following problems. Show complete solution. Sketch the
graph of the curve. The figure is part of the solution.
1. Find the volume of a sphere.
2. Determine the volume of the solid obtained by rotating the region bounded by
y = x2 – 4x + 5, x =1, x = 4 and the x-axis about the x-axis.
3. Determine the volume of the solid obtained by rotating the region bounded by
y = x1/3, x = 8 and the x-axis about the x-axis.

28
Lesson 17: Work in Integrals

Objectives: At the end of the lesson, the student should:

1. Be familiar with the principle of work.
2. Use applicable formulas to simplify work correctly.
3. Apply the concept in real problems.

The work done by a constant force is defined to be the product of the magnitude of the
force and the distance moved in the direction of the force. If the force F(x) is varying, the
work can be approximated by dividing up the distance into small subintervals. If these
are small enough, the force can be regarded as effectively constant throughout each
interval and so the work done in moving through distance Δx is approximately F(x)Δx.
The work done in moving the force from x = a to x = b is

𝑏
∫ 𝐹(𝑥)𝑑𝑥
𝑎

Example 1. A spring has a natural length of 20 cm. A 40 N force is required to stretch

(and hold the spring) to a length of 30 cm. How much work is done in stretching
the spring from 35 cm to 38 cm?

Solution:

This example will require Hooke’s Law (introduce in Physics) to determine the force.
Hooke’s Law states that the force required to stretch a spring a distance of x meters
from its natural length is F(x) = kx, where k > 0 is called the spring constant. It is
important to remember that the x in this formula is the distance the spring is stretched
from its natural length and not the actual length of the spring.

So, the first thing to do is determine the spring constant for this spring. This can be
determined from the given parameters. A force of 40 N is required to stretch the spring

30cm− 20cm =10cm = 0.1m

from its natural length. Using Hooke’s Law we have,

40 = 0.10k ⇒ k = 400

So, according to Hooke’s Law the force required to hold this spring x meters from its
natural length is,
F(x) = 400x

To determine the work required to stretch the spring from 35cm to 38cm. First, convert
these into distances from the natural length in meters. Doing that gives us x’s of 0.15m
and 0.18m. The work then is

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 0.18 0.18 𝑥 2 0.18
W = ∫0.15 𝐹(𝑥)𝑑𝑥 = ∫0.15 400𝑥𝑑𝑥 = 400 ] = 200(0.182 − 0.152 ) = 1.98 𝐽
2 0.15

Example 2. A 20 ft cable weighs 80 lbs and hangs from the ceiling of a building without
touching the floor. Determine the work that must be done to lift the bottom end of
the chain all the way up until it touches the ceiling.

Solution:

First, determine the weight per foot of the cable which is

80 lbs / 20 ft = 4 lb/ft

Next, let x be the distance from the ceiling to any point on the cable. Using this
convention, it can be seen that the portion of the cable in the range 10 < x ≤ 20 will
actually be lifted. The portion of the cable in the range 0 ≤ x ≤10 will not be lifted at all
since once the bottom of the cable has been lifted up to the ceiling the cable will be
doubled up and each portion will have a length of 10 ft. So, the upper 10-foot portion of
the cable will never be lifted while the lower 10 ft portion will be lifted. It can be seen that
for any point on the lower half of the cable, i.e. 10 ≤ x ≤ 20 it will be lifted a total of
2(x −10). So, the force is then,

F(x) = (distance lifted)(weight per foot of cable) = 2(x – 10)(4) = 8(x-10)

The work required is

20 𝑥2 20
W = ∫10 8(𝑥 − 10)𝑑𝑥 = 8 − 80𝑥]10 = 4(202 − 102 ) − 80(20 − 10) = 400 𝑓𝑡 − 𝑙𝑏
2

Activity 16: Solve the following problems. Show complete solution.

1. Determine the work done on stretching a spring from rest to stretching by 2 cm, if
the force applied changes according to the equation F = 3x.
2. A variable force (F Newtons) modelled by the equation F = 2x + 1 is applied
over a certain distance (x). What is the work (W joules) done in moving the
object from a displacement of 2 m to a displacement of 4 m.
3. A tank in the shape of an inverted cone has a height of 15 m and a base radius
of 4 m and is filled with water to a depth of 12 m. Determine the amount of work
needed to pump all of the water to the top of the tank. Assume that the density of
the water is 1000 kg/m3.
4. A right circular cylindrical tank of radius 2 ft and height 8 ft is full of water. Find
the work done in pumping the water to the top of the tank. Assume that the water
weighs 62.5 lb/ft3.
5. A cable weighing 3 lb/ft is unwinding from a cylindrical drum. If 50 ft are already
unwound,find the work done by the force of gravity as an additional 250ft are
unwound.

30
Lesson 18: Fluid Pressure

Objectives: At the end of the lesson, the student should:

1. Be familiar with the principle of fluid pressure.
2. Use applicable formulas to solve fluid pressure problems correctly.
3. Apply the concept in real problems.

A force acting normally to a surface is furnished by the pressure of a fluid against a

retaining wall. The pressure at any point of an incompressible fluid due to the weight of
the fluid is equal to the weight per unit volume times the depth h of the point below the
surface of the fluid:p = wh.

Assume the retaining area to be plane and vertical.

Divide the area into horizontal rectangular elements of
area liΔ as presented in the figure. If the pressure at
the depth hi is pi, the force acting on the rectangle liΔh
is approximately

piliΔh = whiliΔh

The sum is approximately the total force or total pressure P

on the whole area and the limit of this sum is exactly P.
Hence, the fundamental theorem

P = w ∫ hl dh

where limits of integration are to be assigned in such a way as to extend the integration
over the whole area.

Example: A trough, whose cross-section is an equilateral triangle of side 2 ft, is full of

water. Find the total pressure on one end.

Solution:

Assign the origin at the lower vertex of the triangle. Then the
equation of the line OA is 𝑦 = √3 𝑥 and the total pressure on the
triangle is

√3 √3 𝑦
P = 2𝑤 ∫0 (√3 − 𝑦)𝑥𝑑𝑦 = 2𝑤 ∫0 (√3 − 𝑦) 𝑑𝑦
√3
2 3 2 3
2 √3 2 𝑦 𝑦 2 √3 1
= 𝑤 ∫0 (√3 𝑦 − 𝑦 2 )𝑑𝑦 = 𝑤 [√3 2 − 3 ]√0 3 = 𝑤 [ (√3 − 0) − 3 (√3 − 0)]
√3 √3 √3 2
3 3
2 √3 √3
= 𝑤[ 2 − ]=𝑤
√3 3

Activity 17: Solve the following problems. Show complete solution.

1. A horizontal cylinder boiler 4 ft in diameter is half full of water. Find the total
pressure on one end.

31
 2. Find the total pressure on one face of a square 2 ft on a side, submerged with
one diagonal vertical and one corner in the suface.
3. Find the force on one face of the triangle shown. The liquid weighs 50 lb/ft3.
Refer to the left figure.

4. A triangular plate whose edges are 5, 5, and 8 ft long is placed vertically in water
with its longest edge uppermost, horizontal, and 3 ft below the water level.
Calculate the force on a side of the plate. Refer to the right figure.

Multiple Integrals

Multiple integral refers to problems involving double and triple integrals. The concept in
the simplification of problems involving double and triple integrals are discussed.

Lesson 19: Double Integrals

Objectives: At the end of the lesson, the student should:

1. Be familiar with the principle of double integrals.
2. Simplify double integrals correctly.
3. Apply the concept in real problems.

Involves integrals with two independent variables defined in the region of the area.
Divide the area into n elements ΔA which are of the second order. The double limit is
called the double integral of the function over the region A and is denoted by the symbol

∬ 𝑓𝑑𝐴
𝐴

It may happen that an integral is difficult to evaluate but when it is transformed it

becomes simple. The process of changing the form of an integral is called inverting the
order of integration.

Another transformation is the change from one coordinate system to another like
transforming from cartesian to polar coordinates.

32
 𝑎 𝑎 𝑒𝑦
Example 1. Evaluate ∫ ∫
0 𝑥 𝑦
𝑑𝑦𝑑𝑥

This integral cannot be evaluated directly since the function ey/y is not integrable in
terms of elementary functions. But a study of the limits shows that the field of integration
is the triangle bounded by the lines x = 0, y = x, y = a shown in the figure. Hence

𝑎 𝑎 𝑎 𝑦 𝑦 𝑎 𝑦 𝑦
𝑒𝑦 𝑒 𝑒
∫ ∫ 𝑑𝑦𝑑𝑥 = ∫ ∫ 𝑑𝑥𝑑𝑦 = ∫ 𝑑𝑦 ∫ 𝑑𝑥
0 𝑥 𝑦 0 0 𝑦 0 𝑦 0

𝑎 𝑎 𝑦 𝑎
𝑒𝑦 𝑦 𝑒
∫ 𝑑𝑦[𝑥]0 = ∫ 𝑑𝑦(𝑦 − 0) = ∫ 𝑒 𝑦 𝑑𝑦
0 𝑦 0 𝑦 0
𝑦 𝑎
= 𝑒 ]0 = (𝑒 − 𝑒 0 ) = 𝑒 𝑎 − 1
𝑎

𝜋 2
Example 2: Evaluate ∫ ∫
−𝜋 0
(𝑥 + 𝑠𝑖𝑛𝑦 + 1)𝑑𝑥𝑑𝑦

Solution:

Evaluating the integral with respect to x first (treat y as a constant)

𝜋 2 𝜋
𝑥2
∫ ∫ (𝑥𝑑𝑥 + 𝑠𝑖𝑛𝑦 𝑑𝑥 + 𝑑𝑥)𝑑𝑦 = ∫ ( + 𝑥𝑠𝑖𝑛𝑦 + 𝑥)]20 𝑑𝑦
−𝜋 0 −𝜋 2
𝜋 𝜋
1
= ∫ ( (22 − 0) + (2 − 0)𝑠𝑖𝑛𝑦 + (2 − 0)) 𝑑𝑦 = ∫ (4 + 2𝑠𝑖𝑛𝑦)𝑑𝑦 = 4𝑦 − 2𝑐𝑜𝑠𝑦]𝜋−𝜋
−𝜋 2 −𝜋
= 4(𝜋 + 𝜋) − 2[𝑐𝑜𝑠𝜋 − cos(−𝜋)] = 8𝜋 − 0 = 8𝜋

Activity 18: Solve the following problems. Show complete solution.

𝜋/2 4𝑐𝑜𝑠𝜃 3
1. Evaluate ∫
0
∫2 𝜌 𝑑𝜌𝑑𝜃.
2. Evaluate ∫
𝑅
∫ 𝑑𝐴 where R is the region between y = 2x and y = x2 lying to the
left of x = 1.
1 3 𝑥2
3. Evaluate ∫ ∫ 𝑒
0 3𝑦
𝑑𝑥𝑑𝑦.
4. Evaluate ∫
𝑅
∫ 𝑥 2 𝑑𝐴 where R is the region in the first quadrant bounded by the
hyperbola xy = 16 and the lines y = x, y = 0, and x = 8.
2𝜋 1−𝑐𝑜𝑠𝜃 3
5. Evaluate ∫
0
∫0 𝜌 𝑐𝑜𝑠 2 𝜃 𝑑𝜌𝑑𝜃

33
Lesson 20: Triple Integrals

Objectives: At the end of the lesson, the student should:

1. Be familiar with the principle of triple integrals.
2. Simplify triple integrals correctly.
3. Apply the concept in real problems.

Triple integral involves a function of three variables integrable over a rectangular box.
Evaluate a triple integral by expressing it as an iterated integral. Recognize when a
function of three variables is integrable over a closed and bounded region, simplify a
calculation by changing the order of integration of a triple integral. Calculate the average
value of a function of three variables.

Integrating a function of three variables over a three-dimensional region R is denoted as

∭ 𝑓(𝑥, 𝑦, 𝑧)𝑑𝑉
𝑅

𝑧=1 𝑦=4 𝑥=5

Example: Evaluate ∫ ∫ ∫
𝑧=0 𝑦=2 𝑥=−1
(𝑥 + 𝑦𝑧 2 )𝑑𝑥𝑑𝑦𝑑𝑧

Solution:

The order of integration is specified in the pwoblem, so integrate with respect to x first,
then y and then z.

1 4 1 4
𝑥2 2 5
1
∫ ∫ ( + 𝑥𝑦𝑧 )]−1 𝑑𝑦𝑑𝑧 = ∫ ∫ [ (52 − 12 ) + (5 + 1)𝑦𝑧 2 ] 𝑑𝑦𝑑𝑧
0 2 2 0 2 2
1 4 1
𝑦2 2 4 1
= ∫ ∫ (12 + 6𝑦𝑧 2 )𝑑𝑦𝑑𝑧 = ∫ [12𝑦 + 6 𝑧 ]2 𝑑𝑧 = ∫ [12(4 − 2) + 3 (42 − 22 )𝑧 2 ]𝑑𝑧
0 2 0 2 0
1
𝑧3 1
= ∫ (24 + 36𝑧 2 )𝑑𝑧 = 24𝑧 + 36 ] = 24(1 − 0) + 12(13 − 0) = 24 + 12 = 36
0 3 0

Example: Evaluate the triple integral of the function f(x,y,z) = 5x – 3y over the solid
tetrahedron bounded by the planes x = 0, y = 0, z = 0 and x + y + z = 1.

Solution:

Below is the solid tetrahedron E and its projection D on the xy-plane.

34
The solid region tetrahedron is described as E = {(x,y,z)| 0 ≤ x ≤ 1, 0 ≤ y ≤ 1-x,
0 ≤ z ≤ 1 – x - y}

𝑥=1 𝑦=1−𝑥 𝑧=1−𝑥−𝑦 1 1−𝑥

∫ ∫ ∫ (5𝑥 − 3𝑦)𝑑𝑧𝑑𝑦𝑑𝑥 = ∫ ∫ (5𝑥 − 3𝑦)𝑧]1−𝑥−𝑦
0 𝑑𝑦𝑑𝑥
𝑥=0 𝑦=0 𝑧=0 0 0

1 1−𝑥 1 1−𝑥
=∫ ∫ (5𝑥 − 3𝑦)(1 − 𝑥 − 𝑦 − 0)𝑑𝑦𝑑𝑥 = ∫ ∫ (5𝑥 − 3𝑦)(1 − 𝑥 − 𝑦)𝑑𝑦𝑑𝑥
0 0 0 0

1 1−𝑥
=∫ ∫ (5𝑥 − 3𝑦)[(1 − 𝑥) − 𝑦]𝑑𝑦𝑑𝑥
0 0
1 1−𝑥
=∫ ∫ [5𝑥(1 − 𝑥) − 5𝑥𝑦 − 3𝑦(1 − 𝑥) + 3𝑦 2 ] 𝑑𝑦𝑑𝑥
0 0

1 𝑦2 𝑦2 3𝑦 3 1−𝑥
= ∫0 [5𝑥(1 − 𝑥)𝑦 − 5𝑥 −3 (1 − 𝑥) + ] 𝑑𝑥 , substitute the limits of y
2 2 3 0

1 5 3
= ∫0 [5𝑥(1 − 𝑥)2 − 2 𝑥(1 − 𝑥)2 − 2 (1 − 𝑥)3 + (1 − 𝑥)3 ] 𝑑𝑥 , simplify the function

1
1
=∫ (1 − 𝑥)2 (6𝑥 − 1) 𝑑𝑥
0 2
1
1 1 𝑥4 𝑥3 𝑥2
= ∫ (6𝑥 3 − 13𝑥 2 + 8𝑥 − 1)𝑑𝑥 = [6 − 13 + 8 − 𝑥]10
0 2 2 4 3 2

1 3 13 1 3 13 1 9 − 26 + 18 1
= ( − + 4 − 1) = ( − + 3) = ( )=
2 2 3 2 2 3 2 6 12

Activity 19: Solve the following problems. Show complete solution.

𝑧=5 𝑦=2 𝑥=3
1. Evaluate ∫ ∫ ∫
𝑧=0 𝑦=0 𝑥=0
𝑦[cos(𝜋𝑧) + 2]𝑑𝑥𝑑𝑦𝑑𝑧.
𝑦=3 𝑥=1+√4−(𝑦−1)2 𝑧=2(𝑥+𝑦+1)
2. Evaluate ∫ ∫ ∫
𝑦=−1 𝑥=1−√4−(𝑦−1)2 𝑧=𝑥 2 +𝑦 2
𝑑𝑧𝑑𝑥𝑑𝑦
3. Find the volume bounded by the paraboloid z = 2x2 + y2 and the cylinder
z = 4 – y2.

Evaluation of the Course:

Kindly answer the following questions and submit to the instructor.

1. What lesson or activity did I enjoy most? Why?

2. What is the most important lesson which I can apply in my daily life?
3. What are the new insights/discoveries that I learned?
4. What topic/s do I find least important?
5. What possible topics should have been included?

35
Electronic Sources:

http://en.wikipedia.org/wiki/Integral_calculus
http://encarta.msn.com/encyclopedia_761568582/Calculus_(mathematics).html
http://home.earthlink.net/~djbach/intcalc.html
http://library.thinkquest.org/3616/Calc/S3/S3.html
http://www.answers.com/topic/integral-1
http://www.graphmatica.com
http://www.mathforum.org/
http://www.mathgoodies.com/lessons
http://www.mathpages.com
http://www.maths.tcd.ie/~mc/Downloads/IntegralCalculus.pdf
http://www.mathworld.wolfram.com
http://www.wikipedia.org

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