P1 Chapter 13 :: Integration

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Chapter Overview
This chapter is roughly divided into two parts: the first, indefinite integration, is the opposite of
differentiation. The second, definite integration, allows us to find areas under graphs (as well as
surface areas and volumes) or areas between two graphs.

 1:: Find given

2:: Evaluate definite integrals, and hence
 A curve has the gradient the area under a curve.
function  Find the area bounded between the curve
with equation and the -axis.
If the curve goes through the
point , determine .

3:: Find areas bound between two

different lines.
 Find the points of intersection of
and , and hence find the area bound
between the two lines.
 
Integrating terms
Integration is the opposite of differentiation.
(For this reason it is also called ‘antidifferentiation’)

Gradient Function
Function multiply by power reduce power by 1
2
 
5𝑥 3 15 𝑥
 

? power
divide by new ?
increase power by 1

However, there’s one added complication…

 Find when

 Adding 1 to the power and dividing by this power give us:

However, other functions would also have differentiated to :

?
Clearly we could have had any constant, as it disappears upon
differentiation.
 is known as a constant of
integration
Examples
 Find when:  
Exam Note: Historically ‘C1’
penalised the lack of , but
  𝑑𝑦 3 4
modules thereafter didn’t. You
=4 𝑥 𝑦= 𝑥 ? +𝑐 should always include it.
𝑑𝑥
  𝑑𝑦 5 1 6
= 𝑥 𝑦= 𝑥 ? +𝑐
𝑑𝑥 6   could also write as . It’s a
You
matter of personal preference.

  𝑑𝑦 1 3 3
2
𝑑𝑥
=3 𝑥 𝑦 =3 2
( )3
𝑥 +𝑐=
? 2
2 𝑥 +𝑐 2

 Fro Tip: Many students are taught to write (as

does textbook!). This is ugly and students then
often struggle to simplify it. Instead remember
back to Year 7: When you divide by a fraction,
Textbook Error on Pg289: “When integrating
polynomials”, but Example 3 is not a polynomial
you multiply by the reciprocal.
because it has negative and fractional powers.
More Fractional Examples
 Find when:  When we divide by we multiply
by the reciprocal, i.e. 2.
  𝑑𝑦 1 1Fro Tip: I recommend doing in
4 ? −
2
= =4 𝑥 𝑦? = 8 𝑥 2your
+𝑐 head when the
𝑑𝑥 √𝑥 simplification would be simple.

  𝑑𝑦 −2 −1
=5 𝑥 𝑦 =− 5
? 𝑥 +𝑐
𝑑𝑥

2 5 5
  𝑑𝑦 3 12 3
𝑑𝑥
=4 𝑥 3 𝑦 =4 ( ) 5
3 ?
𝑥 +𝑐=
5
𝑥 +𝑐

2 5 5
  𝑑𝑦 − 7
𝑑𝑥
=10 𝑥 7
𝑦=10
5 ( )𝑥 7
+𝑐=14
? 𝑥 +𝑐 7
Test Your Understanding
 Find when:

 𝑓 ′ ( 𝑥 )=2 𝑥 +7 𝑓 ( 𝑥 ) = 𝑥 2+7
? 𝑥 +𝑐

  2′ 1 3
𝑓 𝑥 = 𝑥 − 1 𝑓 ( 𝑥) =
( ) 𝑥 −
? 𝑥 +𝑐
3

  ′ 2 −7 1 −6
𝑓 ( 𝑥 )= 7 = 2 𝑥
? 𝑓 ( 𝑥 )= − ?𝑥 +𝑐
𝑥 3
1 4
  ′ 3 3 3?
𝑓 ( 𝑥 ) = √ 𝑥?= 𝑥 𝑓 ( 𝑥 )= 𝑥 3 +𝑐
4
  5 11
′ 6 ? 6
𝑓 ( 𝑥 ) =33 𝑥 𝑓 ( 𝑥 ) =18 𝑥 +𝑐
Note:
  In case you’re wondering what happens if , the problem is that after adding 1 to
the power, we’d be dividing by 0. You will learn how to integrate in Year 2.
Exercise 13A
Pearson Pure Mathematics Year 1/AS
Pages 289-290
Integration notation
 The following notation could be used to differentiate an expression:

 The here means

differentiating “with
respect to ”.
There is similarly notation for integrating an expression:

“Integrate…”  “…with respect to ”

“…this expression” (the is needed just as it was needed in the
differentiation notation at the top of this slide)

 
This is known as indefinite integration, in contrast to definite integration, which
we’ll see later in the chapter.

It is called ‘indefinite’ because the exact expression is unknown (due to the ).

Examples
Fro Note: The brackets are required if
there’s multiple terms.

 Find

  1
−
2
?
¿ −2 𝑥 +2 𝑥 + 𝑐
 Find  Note the instead of .
  ¿ 2𝑡 3 −
? 𝑡+𝑐
 Find where and are constants.
  1 4
Textbook
  (Minor) Error: “any other letters must be treated as
¿ 𝑝 𝑥 + 𝑞𝑥+𝑐 constants”. Similar to the error in the differentiation chapter, it
4 ? should read “any other letters, which are either constants or
variables independent of , can be treated as numbers”. In , if is a
variable, we can only treat as a constant if it is not dependent on ,
i.e. there is not some equation relating to .
Test Your Understanding
Edexcel C1 May 2014(R) Q4b

  1
−
5 2
𝑦=2 𝑥 + 6 𝑥 ?
Exercise 13B
Pearson Pure Mathematics Year 1/AS
Pages 291-293
Finding constant of integration
Recall that when we integrate, we get a constant of integration, which could be
any real value. This means we don’t know what the exact original function
was.
 𝑦   𝑦 𝑓  ( 𝑥 ) = 𝑥 3 +𝑐
𝑓  ′ ( 𝑥 )=3 𝑥 2   ∫ ( 1,3 )  𝑓 ( 𝑥 ) = 𝑥
3

𝑓  ( 𝑥 ) = 𝑥 3 − 1
 𝑥  𝑥
?
But if we know one point
on the curve, it leaves
 The curve with equation passes through . only one possibility.
Given that , find the equation of the curve.

 
Using the point :
?
Test Your Understanding
Edexcel C1 May 2014 Q10

To keep you occupied if

you finish (a) quickly!

?a

 𝑦 − 25= − 1 ( 𝑥 − 4 )
(b) ?b
2
Exercise 13C
Pearson Pure Mathematics Year 1/AS
Pages 294-295
Definite Integration
So
  far we’ve seen integration as ‘the opposite of differentiation’,
allowing us to find when we know the gradient function
.

In practical settings however the most useful use of integration is that it

finds the area under a graph. Remember at GCSE for example when you

speed
estimated the area under a speed-time graph, using trapeziums, to get
the distance?
If you knew the equation of the curve, you could get the exact area! 𝐴𝑟𝑒𝑎=𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
 
Before we do this, we need to understand how to find a definite integral: time
These
  are known as limits, which give the
values of we’re finding the area between.
We integrate as normal, but put expression in
square brackets, meaning we still need to evaluate  𝑦 3
the integrated expression using the limits.  𝑦=4 𝑥
 5
3
∫4𝑥 𝑑𝑥=¿ 
 ?
𝐴𝑟𝑒𝑎=𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
1  
4 4  

¿ (5 )−( 1 ) Write
 
 1  5
and evaluate the expression for each of the
 𝑥

limits, top one first.

Another Example

3 3
  We DON’T have a

13
? constant of integration

[ ]
when doing definite

2
integration. I’ll explain

∫ 𝑥 +1𝑑𝑥= 3 𝑥 +𝑥
why later.

−3
Write
  out you working

−3 ? EXACTLY as seen here.

The brackets are
particularly crucial as
you’ll otherwise likely
make a sign error.

 
“Use of Technology” Monkey says:
You can use the button on your calculator to evaluate
definite integrals.
But only use it to check your answer.
Problem Solving
 Given that is a constant and , show that there are two possible values for and
find these values.

  Remember:
  is a
constant, so just treat it
as a number.

?
 Exercise 13D
Pearson Pure Mathematics Year 1/AS
Page 297

(Classes in a rush may want to skip this exercise and go to the next section, which
continues definite integration, but in the context of areas under graphs).

Extension 2  [MAT 2015 1D] Let

and
1  [MAT 2009 1A] The smallest value of
Let . Which of the following statements are
as varies, is what? true?
A) is always bigger than
We then use differentiation or completing B) is always bigger than
the square to find that the minimum value C) They are always equal.
of is . D) is bigger if , and is bigger if .
E) is bigger if , and is bigger if .
(Official Sln) Evaluating: and . Hence and . Hence
? answer is (B).

?
Areas under curves
 𝑦
 
Earlier we saw that the definite integral gives the area  𝑦=𝑓 ( 𝑥)
between a positive curve , the -axis, and the lines and .
(We’ll see why this works in a sec)
 𝐴𝑟𝑒𝑎
𝐴𝑟𝑒𝑎=𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
 
 𝑥
 𝑎  𝑏

 Find the area of the finite region between the curve

with equation and the -axis.

Factorise
  in order to find roots:
 𝑦
Therefore area between curve and -axis is:

−5  𝑥
   4
Just for your interest…
Why does integrating a function give you
the area under the graph?
Part 1: So to draw a shaded circle (which has area!), it’s
You’re already familiar with the idea that a bit like repeatedly drawing the circumference
gradient is the rate at which a quantity of a circle with gradually increasing radius.
changes, and we consider an infinitesimally Since the circumference is what the area is
small change in the variable. increasing by each time, the circumference is
You could consider the gradient as the little the gradient of the area of the circle, and
bit you’re adding on each time. conversely (by the definition of integration
being the opposite of differentiation), the area
Here’s some practical examples using is the integral of the circumference.
formulae you covered in your younger years!
You might be rightly upset that you can’t add a length to an area
 (only an area to an area, innit).
𝑑𝑟
  If
  you wanted to consider the rate at But by considering the infinitely thin width of the circumference
which the area of a circle increases you’re drawing, it does have area!
 𝑟 with respect to the radius, consider
a small change in the radius. i.e. the change in area, , is
The change in area is an infinitely If we ‘roll out’ the added area we’re adding each time, this forms
thin ring, which looks like you’ve a rectangle, whose length hopefully corresponds to the
drawn a circumference. circumference of the circle:
So what is this rate?  ?
 𝑑𝑟
If the added area is and the thickness is , then the length is as
 expected.
OMG THAT IS THE
CIRCUMFERENCE
 Part 2:
It gets better!
Consider
  the volume of 𝑓  (𝑥)
a sphere:
𝐴(𝑥)
 
h
 
 𝑥 𝑥+h
 
And
  the same principle applies to area under a graph. If gives
OMG THAT’S THE SURFACE the area up to , then what we’re ‘adding on each time’ (i.e. the
AREA gradient) is sort of like drawing a line of length at the right-
most end each time (or more accurately, an infinitely thin
This works for a similar reason to before. rectangle of area ). Thus if is the gradient of the area, then
conversely the area is the integral of .

This gives us an intuitive sense of why it works, but we need a formal proof: But
  we’re missing one final bit: Why does give the
area between and ?
Using
 area upthetodiagram above, the area up to , i.e. , is approximately the
plus the added rectangular strip: Since , the area function is the integral of . Thus:
 
Rearranging:

In the limit, as the rectangle becomes infinitely thin, this becomes an

equality: The area between and is the area up to ,
 
i.e. , with the area up to , i.e. , cut out. This
But we know from differentiating by first principles that: gives as expected.
Because we obtained by an integration, we
have a constant of integration . But because
of the subtraction , these constants in each
And thus we have proven that the gradient of the area function is
of and cancel, which explains why the
indeed (and hence the integral of the area). constant is not present in definite
𝑎
   𝑏 integration.

This is known as the Fundamental Theorem of Calculus.

Test Your Understanding
Edexcel C2 Jan 2013 Q9c

Solution:
? 12
 Exercise 13E
Pearson Pure Mathematics Year 1/AS
Pages 299-300
Extension
2  [MAT 2011 1G]
1  [MAT 2007 1H] Given a function , you are told A graph of the function is sketched on the axes
that
below:
It follows that equals what?
Because the area between and 2 is the sum
of the area between 0 and 1, and between 1
and 2, it follows that . Also note that
Letting and purely for convenience, then:
What is the value of ?
We first need to reflect on what part of the
Solve, ,
function we’re actually using. in the integral
varies between -1 and 1, thus , i.e. the input of
, varies between -1 and 0.
We’re therefore only using the left half of the
? graph, and thus ?
‘Negative Areas’
 Sketch the curve (which expands to give ).
Now calculate . Why is this result surprising?

 𝑦  
So the total ‘area’ is 0! ?

𝑓  (𝑥)  
Integration is just the sum of areas of
infinitely thin rectangles, where the
current value (i.e. ) is each height, and
the widths are .
i.e. The area of each is
 𝑥
𝑑𝑥
   1  2 The problem is, when is negative,
then is negative, i.e. a negative area!
Fro
  Note: This explains the in the The result is that the ‘positive area’
, which effectively means “the from 0 to 1 is cancelled out by the
sum of the areas of strips, each
of area . So the is not just part of
‘negative area’ from 1 to 2, giving an
the notation, it’s behaving as a overall ‘area’ of 0.
physical quantity! (i.e. length) So how do we resolve this?
Example
 Find the total area bound between the curve and the -axis.

 𝑦
 
Strategy:
Separately find the area between and
1, and between 1 and ? 2. Treat any
negative areas as positive.

 𝑥
 1  2
 

Treating both as positive:

? Solution
Test Your Understanding
Edexcel C2 May 2013 Q6

?
 Exercise 13F
Pearson Pure Mathematics Year 1/AS
Pages 301-302 Hint:
  It’s not actually even possible to
integrate , but we can still sketch the
Extension graph. Reflect on what actually means.
1  [MAT 2010 1I] For a positive number , let
Then when is what value?
2  [STEP I 2014 Q3]
The numbers and , where , are such that

 𝑦 (i) In the case and , find the value of .

 represents the area from (ii) In the case , show that satisfies
up to .

𝐼 (𝑎 )
  2 Show further, with the help of a sketch, that there
𝑥
 𝑦=4 −2 is only one (real) value of that satisfies the
equation and that it lies between 2 and 3.
 𝑥 (iii) Show that , where and , and express in terms of .
 𝑎 ? Deduce that
represents the rate of change of area as
 increases. Thus if , the area is not changing.
This must happen at the -intercept of the
Guidance for this problem on next slide.
graph, because once the curve goes negative,
the total area will start to decrease.

The answer is .
Guidance for Extension Problem 2
[STEP
  I 2014 Q3] The numbers and , where , are such that
(i) In the case and , find the value of .
(ii) In the case , show that satisfies

Show further, with the help of a sketch, that there is only one (real) value of that satisfies the
equation and that it lies between 2 and 3.
(iii) Show that , where and , and express in terms of . Deduce that
Areas between curves and lines
 𝑦
 𝑦=𝑥
How could we find the area
 
? between the line and the curve?

𝑥)
Start
  with the area under

4−
up to the point of

𝑥(
intersection, then

 𝑦 =
subtract the area of the
? triangle to ‘cut it out’.

Click for
Fro-animation >

 Determine the area between the lines with equations and

Find
  point of intersection:
Area under curve:

Area of triangle ?
Shaded area
A Harder One

 [Textbook] The diagram shows a

sketch of the curve with
 𝑦 =

equation and the line with

equation .
𝑥(𝑥

 𝐶 Find the area of the shaded

2 𝑥 region .
−3

 𝑦 =
)

 What areas should we subtract this time?

Start with triangle and subtract the area
 𝑂  𝐴  𝐵 under the curve . ?

 First find points of intersection:

When
Also need to find the point :

?
Area of triangle
Area under :
Shaded area
Test Your Understanding
Edexcel C2 May 2012 Q5

Alternative
  Method:
If the top curve has equation and the
a  𝐴 ( 2,8 ) , 𝐵?( a
9,1 ) bottom curve , the area between them
is:
b  or ?b This means you can integrate a single
expression to get the final area,
without any adjustment required after.
Exercise 13G
Pearson Pure Mathematics Year 1/AS
Pages 304-306
Extension
1 [MAT
  2005 1A] What is the area of the region (Official
  solution)
bounded by the curves and ? The area bounded by the -axis and the
curve , is equal to
?1
[MAT 2016 1H] Consider two functions whilst the area bounded by the -axis
2 and the curve , is equal to
For precisely which values of is the area of the
region bounded by the -axis and the curve bigger We require an such that so
than the area of the region bounded by the -axis
and the curve ? ? 2is (e).
and so the answer
(Your answer should be an inequality in terms of )