P2 Chapter 11 :: Integration

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Last modified: 30th June 2020

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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 ‘reverse chain rule’

Integration by standard result (We imagine what would have differentiated
(There’s certain expressions you’re expected to to get the expression.)
know straight off.)

1
∫ sec 𝑥 𝑑𝑥=tan 𝑥+𝐶
2
∫ cos4 𝑥 𝑑𝑥= 4 sin4 𝑥+𝐶
Integration by parts
Integration by substitution (Allows us to integrate a product, just as the
(We make a substitution to hopefully product rule allowed us to differentiate one)
make the expression easier to integrate)

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

Solving Differential Equations

(Solving here means to find one variable in terms of Notes for teachers: The chapter is the same as
another without derivatives present) the old C4 integration except:
• Volumes of Revolution has been removed

𝑑𝑉 and is now (slightly oddly) a chapter in

itself in Further Maths.

=− 𝑘𝑉 • Integration using parametric equations IS

𝑑𝑡
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 – let’s see how many you remember…
Quickfire Questions (without cheating!)

∫ sec𝑥tan 𝑥𝑑𝑥=sec𝑥+𝐶 ?

∫ sin 𝑥 𝑑𝑥=−cos 𝑥+𝐶 ?

∫ 𝑐𝑜𝑠𝑒𝑐 𝑥𝑑𝑥=−cot 𝑥+𝐶

2 ?

∫ −cos𝑥 𝑑𝑥=−sin𝑥+𝐶 ?
Quickfire Questions (without cheating!)

∫ sec 𝑥 𝑑𝑥=tan 𝑥+𝐶

2 ?

∫ 𝑐𝑜𝑠𝑒𝑐 𝑥cot 𝑥𝑑𝑥=−𝑐𝑜𝑠𝑒𝑐𝑥+𝐶 ?

1
∫ 𝑥 𝑑𝑥=ln ¿ 𝑥 ∨¿+𝐶
? ¿

∫ −sin𝑥 𝑑𝑥=cos 𝑥+𝐶

?
Quickfire Questions (without cheating!)

∫ 𝑐𝑜𝑠𝑒𝑐 𝑥𝑑𝑥=−cot 𝑥+𝐶

2 ?

∫ sin 𝑥 𝑑𝑥=−cos 𝑥+𝐶 ?

∫ sec𝑥tan 𝑥𝑑𝑥=sec𝑥+𝐶 ?

∫ cos 𝑥 𝑑𝑥=sin 𝑥+𝐶 ?

Test Your Understanding
3
3 2
∫ 2 cos 𝑥 + 𝑥 − √ 𝑥 𝑑𝑥=2 sin 𝑥+3 ln ¿ 𝑥 ∨¿ − 3 𝑥 +𝐶¿
? 2

cos 𝑥
∫ sin2 𝑥 𝑑𝑥=∫ cosec 𝑥 cot 𝑥 𝑑𝑥=−𝑐𝑜𝑠𝑒𝑐
? 𝑥 +𝐶
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

1 a ? 3 a ?
c ? b ?
e ?
c ?
f ?
g
? d ?
h
? f ?
2 a h ?
? j ?
b ?
4 a
c ?
d ? ?
c
e
? ?
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 replace it with an expression we can easily integrate.

Q Find Q Find

Do you know a trig identity involving ?

?
?

Q Find Q Find
Recall that

?
?
Check Your Understanding

Q Find

(∫ sec𝑥+tan𝑥 ) 𝑑𝑥
?
2 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 something similar to it.
2. Differentiate, and adjust for any scale difference.

∫ 𝑥 ( 𝑥 +5 ) 𝑑𝑥 ∫ cos 𝑥 sin 𝑥𝑑𝑥

2 3 2 2𝑥
∫ 2
𝑥 +1
𝑑𝑥

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 that would differentiate to the expression given. Then scale appropriately.
Common patterns: In words: “If the bottom of a
fraction differentiates to give the
top (forgetting scaling), try ln of
the bottom”.

∫𝑥𝑒
2 2
𝑥 𝑥 +1
∫ 3
𝑥 +1
𝑑𝑥 𝑑𝑥
Consider Consider

Therefore: Therefore:
? ?
Quickfire
In your head!

3
4𝑥
?

∫ 𝑥4 −1 | 𝟒
|
?

𝑑𝑥=𝐥𝐧 𝒙 −𝟏 +𝑪 ?
?
?
Not in your head…
Fro Tip: If there’s as power around the
𝑥 −𝟑 whole denominator, DON’T use :
∫ 3
𝑑𝑥= ∫ 𝒙 ( 𝒙 +𝟓
𝟐
? ) 𝒅𝒙
reexpress the expression as a product.

( 𝑥 +5 )
2 e.g.
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

∫ sin 𝑥 ( cos 𝑥+1 ) 𝑑𝑥5

∫
𝑐𝑜𝑠𝑒 𝑐 2 𝑥
( 2 + cot 𝑥 ) 3
𝑑𝑥

Consider
Consider
Therefore:
? Thus ?

∫ 𝑥 ( 𝑥 +2 ) 𝑑𝑥 ∫ 5 tan 𝑥 sec
sec 2 2 𝑥 3 2
∫ tan 2 𝑥+1 𝑑𝑥
2
𝑥 𝑑𝑥
4
1 Try
¿ ( 𝑥 + 2 ) +𝐶
2

1 8
¿ ln ¿ tan2?𝑥+1∨¿+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 be able to use
‘reverse chain rule’ on the following:

Q Use the substitution to find

The aim is to completely remove any reference to , and replace it with . We’ll have
to work out and so that we can replace them.
STEP 1: Using 𝑑𝑢 1 Fro Tip: Be careful about
=2→ 𝑑𝑥= 𝑑𝑢
substitution, work out 𝑑𝑥 2 ensuring you reciprocate
and (or variant) 𝑢−5 ? when rearranging.
𝑥=
2
STEP 2: Substitute
these into expression. ?
Fro Tip: If you have a constant
factor, factor it out of the integral.

STEP 3: Integrate
simplified expression. ?
STEP 4: Write answer
in terms of . ?
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 𝑥 √ 1+sin𝑥 𝑑𝑥 𝒖=𝟏+𝐬𝐢𝐧?𝒙

∫ 6 𝑥 𝑒 𝑑𝑥
2
𝑥 But this
𝟐can be integrated
𝒖= 𝒙 ?
by inspection.

𝑥 𝑒𝑥
∫ 1 +𝑥
𝑑𝑥 𝒖=𝟏+ 𝒙
?
1 −𝑥 𝟏− 𝒙
∫𝑒 1+𝑥
𝑑𝑥 𝒖= ?
𝟏+ 𝒙
Another Example
Q Use the substitution to find

STEP 1: Using
substitution, work out Notice this time we didn’t find or . We could, but
and (or variant) then , and it would be slightly awkward simplifying
the expression (although is still very much a valid
method!) ?

STEP 2: Substitute
these into expression.
?
STEP 3: Integrate
simplified expression. ?
STEP 4: Write answer
in terms of . ?
Using substitutions involving implicit differentiation
When a root is involved, it makes thing much tidier if we use

Q Use the substitution to find

STEP 1: Using 𝑑𝑢
2𝑢 =2 → 𝑑𝑥 =𝑢 𝑑𝑢
substitution, work out 𝑑𝑥
and (or variant) 𝑢2 − 5 ?
𝑥=
2
STEP 2: Substitute
these into expression. ?

STEP 3: Integrate
simplified expression. ?
STEP 4: Write answer
in terms of . ?

This was marginally less tedious than when we used , as we didn’t have
fractional powers to deal with.
Test Your Understanding
Edexcel C4 Jan 2012 Q6c

Hint: You might want to use

your double angle formula first.

(As before is going to be messy)

?
Definite Integration
Now consider:
Q Calculate

Use substitution: ?

?
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

∫ 𝑥 cos 𝑥 𝑑𝑥 =?
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:

The Product Rule:

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: Proof ?
(not needed for exam)
Integrating both sides with respect to , we get the desired formula.
SKILL #6: Integration by Parts
𝑑𝑣 𝑑𝑢
∫ 𝑥cos 𝑥 𝑑𝑥=? ∫ 𝑢 𝑑𝑥 𝑑𝑥=𝑢𝑣−∫ 𝑣 𝑑𝑥 𝑑𝑥

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 new things
timesed together”
Another Example
Q Find

This time, we STEP 1: Decide which thing

choose to be the will be (and which ).
because it
differentiates
?
nicely. STEP 2: Find and .

STEP 3: Use the formula.

IBP twice! 
Q Find

𝑑𝑣 𝑥 2
𝑢=𝑥 =𝑒
𝑑𝑥
We have to apply IBP again!
Fro Tip: I tend to write
out my working for any
? second integral
Therefore completely separately,
and then put the result
back into the original
integral later.
Test Your Understanding
Q Find

¿ 2 𝑥 sin 𝑥 − 𝑥 2 cos 𝑥 +2 cos 𝑥+ 𝐶

?
Integrating and definite integration
Q Find , leaving your answer in terms of natural logarithms.

𝑑𝑣
𝑢= ln 𝑥 ? =1
𝑑𝑥
Q Find , leaving your answer in terms of natural logarithms.

If we were doing it from scratch:

?
In general:
Test Your Understanding
Q Find

𝑑𝑣
𝑢=𝑥 =sin 𝑥
𝑑𝑥
?
One final unusual one…
It doesn’t actually matter what you make the and what the this time.

∫ sin 𝑥 𝑑𝑥
𝑒 𝑥 But the hard part is realising how to ‘close the loop’ at the end…
Exam Note: This came up in an exam once and caught an awful lot of
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 2014 Q2]

(hint: )

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

2
𝑥
∫ 𝑥+1
𝑑𝑥=?

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

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

−𝑥+0
? ?

1
Test Your Understanding

𝑥
∫ 𝑥 −1?
𝑑𝑥
?

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 now find the area under a
greater variety of curves.
𝑦
[Textbook] The diagram shows part of the curve 9
The region is bounded by the curve, the -axis and the lines 2
and , as shown in the diagram. Use integration to find the area
of .
4 𝑥
𝟒
𝟗 ?
𝑨𝒓𝒆𝒂=∫ 𝒅𝒙 Recall that when we integrate , we

𝟎 √ 𝟒+𝟑𝒙
divide both by the increased power ,
but also by .
Skill #9: Area between two curves
𝑦 𝑦 = 𝑓 (𝑥 )
(This was presented in my Year 1 slides as an
‘alternative method’)

𝑅 𝑦 =𝑔 ( 𝑥 ) The areas under the two curves are and . It

therefore follows the area between them
(provided the curves don’t overlap) is:

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

[Textbook] The diagram shows part of the curves and where . 𝑦

The region is bounded by the two curves. Use integration to find 𝑦=sin 2 𝑥
the area of .

𝝅 𝑦 =sin 𝑥 cos 2 𝑥
𝟐
? 𝒙 𝐜𝐨𝐬 𝒙 𝒅𝒙
𝑨𝒓𝒆𝒂=∫ 𝐬𝐢𝐧 𝟐 𝒙 −𝐬𝐢𝐧
𝟐 𝑥
𝟎
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
graph via integration is
difficult. Students who
𝑦3 have taken GCSE Maths
may be familiar with the
𝑦2 idea of approximating the
area under a graph by
𝑦1 dividing it into trapeziums
𝑦0 of equal width.

𝟏 𝟏 𝟏
𝑨𝒓𝒆𝒂= 𝒉 ( 𝒚 𝟎+𝒚 𝟏 )+ 𝒉?( 𝒚 𝟏+𝒚 𝟐)+ 𝒉 ( 𝒚 𝟐 +𝒚 𝟑 )
𝟐 𝟐 𝟐

h h h
Trapezium Rule
In general: !
width of each trapezium
𝑏
h
∫ 𝑦 𝑑𝑥 ≈ ( 𝑦 0 +2 ( 𝑦 1 +…+ 𝑦 𝑛 −1 ) + 𝑦 𝑛 )
2
𝑎

Area under curve

is approximately

Example We’re approximating the region bounded between , , the

x-axis the curve , using 4 strips.
Dividing a gap of
1 1.5 2 ? 2.5 3 2 into 4 strips
means each strip
1 2.25 4 ? 6.25 9 will be width 0.5

?
h =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 =

?
0.8571

𝟎 .𝟏
𝑨𝒓𝒆𝒂 ≈ ( 𝟎 .𝟕𝟎𝟕𝟏+𝟐 ( 𝟎 .𝟕𝟓𝟗𝟏+𝟎 .𝟖𝟎𝟗𝟎+𝟎?. 𝟖𝟓𝟕𝟏+𝟎 . 𝟗𝟎𝟑𝟕 )+𝟎 . 𝟗𝟒𝟖𝟕 )=𝟎 . 𝟒𝟏𝟔
𝟐
Further Example
Trapezium Rule:

Given
a) Find the exact value of .
Q 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 𝜋
𝐼=[ ln|sec?𝑥+tan 𝑥|]
3 c
0
b
?
1 𝜋
? 𝐼≈
2 12
[ 1+2 (1.035 +1.155+1.414 )+2 ] =1.34
1 𝜋
𝐼≈ [ 1+2 ( 1.155 )+2 ]=1.39 d Error is 5.6% and 1.5%.
2 6 ?
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 is in terms of , not in terms of .

Fro Memory Tip: No need to remember the whole

Area: ? 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 the lines 𝐶
and .
2

?
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 of (with no ).

Q Find the general solution to

𝑑𝑦
STEP 1: Get to the side of by dividing and
? to the other side.
(you may need to factorise to separate out first)

=𝑦 (𝑥 +1)
I usually skip
this line.
STEP 2: Integrate both sides with respect
to . simplifies to (recall that (implicitly) differentiating an
expression in terms of with respect to introduces a , so integrating
?

𝑑𝑥
similarly would get rid of it)

STEP 3: Make the subject, if the question

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

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 with other terms
(e.g. by letting where is another constant)
STEP 3: Make the subject, if the question
? asks.
Differential Equations with Boundary Conditions
Q [Textbook] Find the general solution to
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 conditions,
usually it’s easiest to
determine it as soon as
possible.
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:

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

Q ) is proportional to the current population.
Form a differential equation, and find its general solution.
Recall from GCSE that is the

𝑑𝑃 𝑑𝑃
? Form equation ‘constant of proportionality’.

∝𝑃∴ =𝑘𝑃
𝑑𝑥 𝑑𝑥 ? 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 9.
Model the fact we have a cylinder.
where c
20 𝑚
If water is flowing out, the
rate of change is negative.
? Use chain rule. ?
d
minutes
2
b
32 2 ?
h?=− 𝑘𝑡+ 𝑐
3 3
 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 which is Yes
of the form
?
For both and use identities for No

No
No
Would use substitution , but too Yes
hard for exam.
?
Would use substitution , but too Yes
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. ?

?
?