MAT 076: CALCULUS 2

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Lesson Title: Fundamentals of Integration: Indefinite & Definite Materials:

Integrals Textbook, scientific calculator
Lesson Objectives: In this lesson, you will learn to:
1. Evaluate indefinite and definite integrals of algebraic References:
functions using basic integration rules and the Fundamental Calculus by James Stewart
Theorem of Calculus. Differential and Integral Calculus
2. Apply the substitution rule to transform a given by Love and Rainville
definite/indefinite integral to a simpler definite/indefinite https://www.mathisfun.com
integral. https://www.cliffsnotes.com

Productivity Tip:
Excellence is an art won by training and habituation. We do not act rightly because we have
virtue or excellence, but we rather have those because we have acted rightly.
“We are what we repeatedly do. Excellence, then, is not an act but a habit.” ~Aristotle

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Integration is an important concept in mathematics and together with its inverse; differentiation, is one
of the two main operations in calculus. Integration can be considered as the reverse process of
differentiation, that is, integration is the process of finding a function given its derivative. Applications of
anti-differentiation arise in problems in which we know the rate of change of a function and want to find
the function itself. Since velocity is rate of change of displacement, we must anti-differentiate to find the
displacement. Definite integration, on the other hand, can be used to find areas, volumes, length of
arcs, centroids and many other useful quantities. In this lesson, you will learn how to evaluate simple
integrals by reversing the process of differentiation, and by applying the basic rules of integration.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1What are the fundamental/basic

rules of integration?

2What is the Fundamental

Theorem of Calculus (FTC)?

3What is the Substitution (or u-

substitution) Rule of integration?

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B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

Definitions:
1. Anti-derivative. A function F is an anti-derivative of on an interval a, b if for all x in
2. Indefinite integral. The integral of a function with respect to is written as

 = where is an anti-derivative of
and C is the additive constant of integration

Let a function be defined on some interval , then

∫ means that F’(x) = f(x).

The term anti-derivative is a synonym for indefinite integral.

f  x dx
b
3. Definite integral. A definite integral is an integral  a

with lower and upper limits a & b respectively. If is restricted to lie on the real line, the definite integral
is known as a Riemann integral.

Fundamentals of Integration

I. The Indefinite Integral

Essentially, integration is viewed as an inverse operation to differentiation (fact from FTC), that is,

F x   f x  , then
d
integration is the process of finding a function given its derivative, so that if
dx

∫ where C is the additive constant of integration.

 The symbol  denotes the operation of anti-differentiation (i.e., the process of obtaining the
antiderivative or indefinite integral of functions), and we write

where and is an arbitrary constant.

This is read as “The anti-derivative or indefinite integral of with respect to is ".

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 In this notation,

 is the integral sign;

is the integrand;

is the differential of , which denotes the variable of integration

is an arbitrary constant called the constant of integration

 If the anti-derivative of the function on interval exists, we say that the function is integrable over the
interval . Note that indefinite integration means anti-differentiation.

II. The Definite Integral

Definition: If f is a continuous function defined for a  x  b, then the definite integral of f from a to b, is
n
f x dx  n lim   f ( xi )x
b
a
i 1
provided that this limit exists. If it does exist, we say that is integrable on the closed interval [a, b].
b
In the notation for the definite integral 
a
f ( x)dx , f(x) is called the integrand, whereas a and b are the lower
and upper limits respectively. The symbol  looks like an elongated S and is called an integral sign which is
appropriate because the definite integral is the limit of a sequence of sums. Its notation is read as “the definite
integral of from ”. It is called definite integral because its value is independent of the constant of
integration.

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From the definition, it must be noted that we cannot obtain the definite integrals of those functions having a
2 1
point of discontinuity anywhere in the closed interval [a, b]. For example, 0 x2
dx does not have a definite
1
integral because the function is discontinuous at . Bear always in mind that we just can‟t integrate
x2
functions that are not continuous in its interval of integration.

Indefinite Integrals versus Definite Integrals

Now if we have indefinite integrals (or generally, anti-derivatives), we also have definite integrals. Let's take a
look at how their characteristics differ.

This result connects the purely algebraic indefinite integral and the purely analytic (or geometric) definite
integral. It is important to note that an indefinite integral is a function (or family of functions), whereas the
definite integral is a number.

The Fundamental Theorem of Calculus (FTC) is an extremely powerful theorem that establishes the
relationship between differentiation and integration, and gives us a way to evaluate definite integrals without
using Riemann sums or calculating areas. The theorem is comprised of two parts: FTC I connects differential
calculus with integration, that is, if is continuous over an interval [a, b], and the function is defined by
F x    f t dt then F x   f x  or F ' ' x   f x  over [a, b]. More explicitly, Part I says that if a function
x d
a dx
is integrated (to form a definite integral with a variable upper limit of integration), and the result is then
differentiated, the original function is recovered; that is, differentiation “undoes” integration. Part II allows
definite integrals to be computed in terms of indefinite integrals because if is any anti-derivative/indefinite
integral of a continuous function on the closed interval [a, b], such that , then
f ( x)dx  F x   F b  F a . It says that a definite integral can be computed by first determining an
b

b
a a

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indefinite integral and then subtract its value at the lower limit from its value at the upper limit.

Listed in the tables below are the fundamental rules of definite and indefinite integration.

Basic Rules/Properties of Indefinite Integrals

1.  f xdx  F x  C Integration is the “inverse” of differentiation.

2.
d
dx
 
f x dx  f x  Differentiation is the “inverse” of integration

3. ∫ (Constant Rule)

∫ ∫ (Constant Multiple/Coefficient Rule)

∫[ ] ∫ ∫ (Sum/Difference Rule)

∫ , where n≠-1 (Power Rule)

∫ , where n≠-1and u=f(x) (General Power Rule)

8. ∫ ( ) ∫ where (Substitution Rule)

Basic Rules/Properties of Definite Integrals

kf ( x)dx  k  f x dx
b b
1) a a
(Constant Rule)

f ( x)dx   f x dx
b a
2) a b
(Reverse Interval)

a
3) a
f ( x)dx  0 (Zero-length Interval)

f ( x)dx  2 f x dx
a a

4) a 0 (Even function of x)

a
a
f ( x)dx  0 (Odd function of x)

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f ( x)dx   f x dx   f x dx

b c b
5) a a c
(Adding Intervals)

  f x  g xdx   f xdx   g xdx

b b b
6) (Sum/Difference Rule)
a a a

 f g xg ' xdx   f u du where, c  g a, and d  g b

b d
7) (Substitution Rule)
a c

In our computations of definite and indefinite integrals, we will be applying the basic rules particularly
the substitution rule (or „u-substitution’ or ‘The Reverse Chain Rule’) which is considered to be the most
widely used integration method, illustrated by several examples below.

The Method:

The Process:

1) Original integral  2)Rewrite

 3) Integrate  4) Simplify

 5x  1
7
Illustrative Example: Solve using the substitution process: dx
du
1) Let u  5x  1 so du  5dx and  dx
5

 5x  1 dx   u
7 7 du
2) Now, rewrite as
5
1 7
5
3) Then integrate  u du

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1 u8

5 8
1 5 x  1
8
4) Simplify by back-substitution where u  5x  1 ,  C
5 8

Applications of the basic integration rules:

1. Constant Rule. If is any real number, then the indefinite integral of with respect to is

7
a. ∫ ∫ c. ∫ ∫ 
1

b. ∫ ∫

2. Power Rule. For any real number , where

x n 1
 x dx   C.
n

n 1
4
a. ∫ b. ∫ √ ∫  ( )
0

3. Coefficient Rule. Given any real number coefficient and integrable function

 af ( x)dx  a  f ( x)dx
3
a. ∫ ∫ 
0

4. Sum and Difference Rule. For integrable functions

∫[ ] ∫ ∫

a. ∫ ∫ ∫ ∫

=2
1
b. ∫ ∫ ∫ 
0

Let us have more examples on the application of the fundamental rules of integration.

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1. ∫ ∫ ∫
√

2. ∫ +C

3. ∫ √ ∫

 5x  x  6 x  4dx
4. 3 2

  5x dx   x dx   6 xdx   4dx
3 2

 5 x dx   x dx  6 xdx   4dx
3 2

 x4   x3   x2 
 5  C     C   6  C   4 x  C
  
4  3  2 
5x 4 x 3 x2
  6  4x  C
4 3 2

5x 3  2
 x 5 / 3 dx  5 x dx  2 x dx
3 5 / 3 5 / 3
5.

∫ ∫

6. ∫
Let .. Rearrange and substitute to get:
∫
∫ then use Power Formula: ∫

Back-substitute the value of

( )

∫ √ ∫

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and
Rearrange and Substitute:
∫ ∫ ∫ ∫
∫ , then use Power Formula: ∫

( ) ( ) C reciprocate the denominator

⋅ Back-substitute the value of

( )
𝐂

8.

 2x x  1 d 2x
5 2
 
1

  x2   x 2 2
1  2 xdx 
12

Let
∫
∫
. Since , back-substitution gives
( ) ( ) ( )

4
9. 
0
2 x  1dx
du
Let us assign u  2 x  1 then du  2dx and  dx
2

4 du
0
2 x  1dx   u du   u 1 / 2
2
Computing the indefinite integral first,

1 u3/ 2 1
 2 x  1 then we use it to compute the definite integral,
4
 2 x  1dx 
3/ 2
0 2 3/ 2 3

0
4
2 x  1dx 
1
3
2 x  13 / 2 4
0 
1
3
  3

24  1) 3 / 2  20  13 / 2  1 93 / 2  13 / 2  1 27  1  26
3 3

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10.

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Evaluate the following integrals:

2t 3  1
 8z  4 z 
2 2
 6 z 2 dz   (18x ) 6 x  5dx  t
3
1) 2) 8 y 3 dy 3) 2 4 3
4) dt
0 1 4
 2t 
3

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please review the questions in the chart of Activity 1 and answer column 3 based on what you‟ve learned
from this lesson.

4) Activity 5: Check for Understanding (5 mins)

Determine the following definite integrals:

1 y 2 2
a) 
0
4 y 2
dy b) 
1 v3
dv

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C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

List at least 5 important points (Key Points) you‟ve learned from this lesson on „Fundamentals of
Integration.‟

FAQs

1.) What are the basic rules of integration?

Basic Rules/Properties of Indefinite Integration

1.  f xdx  F x  C Integration is the “inverse” of differentiation.

2.
d
dx
 
f x dx  f x  Differentiation is the “inverse” of integration

3. ∫ (Constant Rule)

∫ ∫ (Constant Multiple/Coefficient Rule)

∫[ ] ∫ ∫ (Sum/Difference Rule)

∫ , where n≠-1 (Power Rule)

∫ , where n≠-1and u=f(x) (General Power Rule)

8. ∫ ( ) ∫ where (Substitution Rule)

2.) What is the basic formula of integration? Indefinite Integration:  =

Definite Integration:  f ( x)dx  F x   F b  F a .

b b
a a

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3.) What is the difference between definite and indefinite integrals?

An indefinite integral is a function (or family of functions), whereas the definite integral is a number.

KEY TO CORRECTIONS
Activity #3 1) 16 2) 30 3)
4
5

6x3  5 
5/ 4
C 4) 
4

1 4
t  2t 
2
C

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 MAT 076: CALCULUS 2
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Fundamentals of Integration: Integrals Yielding Materials:

Logarithmic Functions and Integration of Exponential Functions textbook, scientific calculator,
notebook
Lesson Objectives: At the end of this lesson, you should be able to:
1. Evaluate integrals involving exponential functions using the References:
basic rules of integration. Differential and Integral Calculus
2. Evaluate integrals resulting to logarithmic functions. by Love and Rainville
Calculus by Stewart
https://www.opentextbc.ca
https://tutorial.math.lamar.edu

Productivity Tip:
Be happily productive at home, in your studies, and in your life. Remember, every
minute you save, is a minute gained! –Do not procrastinate.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
(Give the derivatives of the exponential functions and the logarithmic functions)

Exponential functions are used to model natural phenomena such as population growth, decomposition
or decay, economic development, as well as compound interest, depreciation, and resource
consumption, to name only a few applications. On the other hand, logarithmic functions- which are
inverses of exponential functions- occur prominently in fields as diverse as acoustics and seismology.
In this lesson, we explore integration involving exponential and logarithmic functions.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 Give the definitions of the exponential

functions and the logarithmic function.

2 What is the inverse of exponential

function? What is the inverse of
logarithmic function?

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3Give the integration formulas of the

exponential and the logarithmic function.
B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

The logarithm is a basic function from which many other functions are built-, whereas the exponential function
is perhaps the most efficient function in terms of the operations of calculus. Because these two functions,
which are inverses of each other, have a lot of applications and occur frequently in physical sciences, it can be
very helpful to be able to integrate them. In our study on integration resulting to logarithmic functions, we will
focus on logarithms with base 𝑒which are called natural logarithms, and the irrational Euler Number 𝑒
(𝑒 =2.71828…) is the natural base, that is, 𝑙𝑜𝑔𝑒 𝑥 = 𝑙𝑛 𝑥.

Now let us recall the properties of exponents and logarithms, and some basic definitions and rules in
manipulating exponentials and logarithmic functions.

Properties of Natural Logarithms

• 𝑙𝑛(𝑎𝑏) = 𝑙𝑛 𝑎 + 𝑙𝑛 𝑏 Identities: 𝑙𝑛 𝑒 = 1 𝑙𝑛 1 = 0
𝑎
• 𝑙𝑛 = 𝑙𝑛 𝑎 − 𝑙𝑛 𝑏
𝑏
• 𝑙𝑛 𝑎𝑛 = 𝑛 𝑙𝑛 𝑎
• 𝑙𝑛 𝑒 𝑥 = 𝑥
• 𝑒 𝑙𝑛 𝑥 = 𝑥

Properties of Exponents

1. 𝑎𝑚 𝑎𝑛 = 𝑎𝑚+𝑛 𝑎𝑚 1
5. = 𝑎 𝑚−𝑛 if m > n 7. 𝑎−𝑚 = 𝑎𝑚
𝑎𝑛

2. (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛 𝑎𝑚 1 1

𝑎𝑛
= 𝑎𝑛−𝑚 if m < n 8. 𝑎𝑛 = 𝑛√𝑎
3. (𝑎𝑏 )𝑚 = 𝑎𝑚 𝑏 𝑚 𝑎𝑚 𝑚
𝑛 𝑚
𝑎𝑛
= 1 if m = n 9. 𝑎 𝑛 = √𝑎𝑚 = ( 𝑛√𝑎)

𝑎 𝑚 𝑎𝑚 6. 𝑎0 = 1
4. (𝑏 ) = 𝑏𝑚

• where a & b are real numbers and m & n are integers

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Let us now have the definition of exponential and logarithmic functions.

Definition: For any real number x,

𝑦 = 𝑒𝑥 if and only if 𝑙𝑛 𝑦 = 𝑥.

This implies that natural logarithmic and exponential functions are inverses of each other.

(Forward)Proof: From 𝑦 = 𝑒 𝑥 , for all x (Backward) Proof: Starting with 𝑙𝑛 𝑦 = 𝑥.

Using the property 𝑙𝑛 𝑦 = 𝑙𝑛 𝑒 𝑥 . we now have 𝑒 𝑙𝑛 𝑦 = 𝑒 𝑥

𝑙𝑛 𝑦 = 𝑥 𝑙𝑛 𝑒. Finally, using the property 𝑦 = 𝑒 𝑥

Therefore 𝑙𝑛 𝑦 = 𝑥

Nearly all of the integrals involving exponential functions come down to two basic formulas. Here, we
consider only one integration formula leading to natural logarithms.

Before getting started with practice exercises, here is a table of the differentiation and integration rules
for exponential and logarithmic functions.

Differentials of Integrals of Exponential and

Exponential and Logarithmic Functions Examples
Logarithmic Functions
1.) 𝑑(𝑒 𝑢 ) = 𝑒 𝑢 𝑑𝑢 1.) ∫ 𝑒 𝑢 𝑑𝑢 = 𝑒 𝑢 + 𝐶 1.) 𝑑(𝑒 5𝑥 ) = 𝑒 5𝑥 (5𝑑𝑥) = 5𝑒 5𝑥 𝑑𝑥
Let 𝑢 = 5𝑥 so 𝑑𝑢 = 5𝑑𝑥
Now,
𝑑𝑢
∫ 5𝑒 5𝑥 𝑑𝑥 = 5 ∫ 𝑒 5𝑥 𝑑𝑥 , from 𝑑𝑢 = 5𝑑𝑥, 𝑑𝑥 = 5
𝑑𝑢
=5 ∫ 𝑒 𝑢
5
=∫ 𝑒 𝑢 𝑑𝑢
=𝑒 𝑢 + 𝐶
=𝑒 5𝑥 + 𝐶

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2.) 𝑑 (𝑎𝑢 ) = 𝑎𝑢 𝑙𝑛 𝑎 𝑑𝑢 𝑎𝑢 3 3
2.) ∫ 𝑎𝑢 𝑑𝑢 = 𝑙𝑛 𝑎 + 𝐶 2.) 𝑑(82𝑥 ) = 82𝑥 𝑙𝑛 8 (6𝑥 2 𝑑𝑥 )
𝑑𝑢
Let 𝑢 = 2𝑥 3 so 𝑑𝑢 = 6𝑥2 dx 𝑑𝑥 = 2
where a is any number. 6𝑥
where a is any number. 3 𝑑𝑢
∫ 𝑙𝑛 8 (82𝑥 )6𝑥 2 𝑑𝑥 = 𝑙𝑛 8 ∫ 8𝑢 6𝑥 2 2
6𝑥
8𝑢
= 𝑙𝑛 8 ( ) + 𝐶
𝑙𝑛 8
= 8𝑢 + 𝐶
3
= 82𝑥 + 𝐶

𝑑𝑢 𝑑𝑢 2𝑥𝑑𝑥
3.) 𝑑(𝑙𝑛 𝑢) = 3.) ∫ = 𝑙𝑛|𝑢| + 𝐶 3.) 𝑑[𝑙𝑛(3 + 𝑥 2 )] =
𝑢 𝑢 3+𝑥 2
Let 𝑢 = 3 + 𝑥2 𝑑𝑢 = 2𝑥𝑑𝑥
2𝑥𝑑𝑥 𝑑𝑢
∫ 2 =∫
3+𝑥 𝑢
= ln u + C = 𝑙𝑛|3 + 𝑥 | + 𝐶
2

Notice that the logarithmic and exponential rules for integration are directly obtained from their differentiation
rules. Also, that the exponential function 𝑦 = 𝑒 𝑢 is its own differential and its own integral. On the other hand,
Formula 3 says that the integral of a quotient whose numerator is the differential of the denominator, is equal
to the natural logarithm of the absolute value of the denominator. As a consequence, to formula (3), we need
to apply the rule stated below.

Rule: As the first step toward integrating a rational function, see to it that the numerator is of lower
degree (is the largest exponent of all the terms) than the denominator, otherwise, you have to perform division
first. In other words, you can only integrate directly if the integrand is already a proper fraction.
Let us do some integration, using u-substitution as a tool and performing polynomial long division when the
given integrand requires.

Let’s do the following exercises:

1. Evaluate: ∫ 𝑒 5𝑥−1 𝑑𝑥
𝑑𝑢
Let 𝑢 = 5𝑥 − 1, so 𝑑𝑢 = 5𝑑𝑥 and = 𝑑𝑥 Then substitute:
5
𝑑𝑢
∫ 𝑒 5𝑥−1 𝑑𝑥 = ∫ 𝑒 𝑢 5
using the formula ∫ 𝒆𝒖 𝒅𝒖 = 𝒆𝒖 + 𝑪

1 1
= ∫ 𝑒 𝑢 du = 𝑒 𝑢 + c Back-substitute: 𝑢 = 5𝑥 − 1
5 5

𝟏
= 𝒆𝟓𝒙−𝟏 + 𝐂
𝟓

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2 𝑑𝑢
2. 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 ∫ 6𝑥𝑒 −𝑥 𝑑𝑥 Assign 𝑢 = −𝑥 2 𝑠𝑜, . 𝑑𝑢 = −2𝑥𝑑𝑥 𝑎𝑛𝑑 − = 𝑥𝑑𝑥
2
Rearrange and substitute:
2 2
∫ 6𝑥𝑒 −𝑥 𝑑𝑥 = 6 ∫ 𝑒 −𝑥 𝑥𝑑𝑥
𝑑𝑢 6
= 6 ∫ 𝑒 𝑢 (− ) = − ∫ 𝑒 𝑢 du = −3𝑒 𝑢 + 𝐶
2 2

𝟐 𝟐
Back substitute: ∫ 𝟔𝒙𝒆−𝒙 𝒅𝒙 = −𝟑𝒆−𝒙 + 𝐂

ln x
3.  x
dx
1 dx
𝐿𝑒𝑡 𝑢 = ln 𝑥, 𝑠𝑜 𝑑𝑢 = 𝑑𝑥 =
𝑥 x
Substitute:
ln 𝑥 𝑑𝑥 𝒖𝒏+𝟏
∫ 𝑑𝑥 = ∫ ln 𝑥 = ∫ 𝑢 𝑑𝑢 , then use: ∫ 𝒖𝒏 𝒅𝒖 = +𝑪
𝑥 𝑥 𝒏+𝟏
𝑢1+1
= +𝑐
1+1
𝑢2
= +𝑐 Back-substitute the value of 𝑢 = ln 𝑥
2

(𝐥𝐧 𝒙)𝟐 𝟏
= + 𝑪 = 𝒍𝒏𝟐 𝒙 + 𝐂
𝟐 𝟐

2 +1
4) ∫ 𝑥3𝑥 𝑑𝑥
𝑑𝑢
Put 𝑢 = 𝑥 2 + 1, so that 𝑑𝑢 = 2𝑥𝑑𝑥, and = 𝑥 𝑑𝑥
2
Rearrange and Substitute:
2 2
∫ 𝑥3𝑥 +1 𝑑𝑥 = ∫ 3𝑥 +1 𝑥𝑑𝑥
𝑑𝑢
= ∫ 3𝑢
2
1 𝑢 𝒂𝒖
using the constant rule: = ∫ 3 du then use: ∫ 𝒂𝒖 𝒅𝒖 = +𝑪
2 𝐥𝐧 𝒂
1 3𝑢
Back-substitute the value of 𝑢 = 𝑥 2 + 1, = +𝑐
2 ln 3

𝟐
𝟐 +𝟏 𝟑𝒙 +𝟏
∫ 𝒙𝟑𝒙 𝒅𝒙 =
𝟐 𝐥𝐧 𝟑
+ C

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0 1 0 𝑑𝑢
5. ∫−1 𝑒 2𝑥 𝑑𝑥 = ∫−1 𝑒 −2𝑥 𝑑𝑥 Assign 𝑢 = −2𝑥, 𝑑𝑢 = −2dx, −
2
= dx

Rearrange and Substitute:

0 0
−𝑑𝑢 1 0
∫ 𝑒 −2𝑥 𝑑𝑥 = ∫ 𝑒 𝑢 = − ∫ 𝑒 𝑢 𝑑𝑢
−1 −1 2 2 −1
𝒂𝒖
then use: ∫ 𝒂𝒖 𝒅𝒖 = +𝒄
𝐥𝐧 𝒂

0 1 0
∫−1 𝑒 −2𝑥 𝑑𝑥 = − 2 𝑒 −2𝑥 −1

0
1 −2(0)
∫ 𝑒 −2𝑥 𝑑𝑥 = − ⌊𝑒 − 𝑒 −2(−1) ⌋
−1 2
0
1
∫ 3−2𝑥 𝑑𝑥 = − ⌊𝑒 0 − 𝑒 2 ⌋
−1 2
1
= − [1 − 𝑒 2 ]
2
𝟏 𝟐
= [𝒆 − 𝟏] + 𝑪
𝟐

1
6. ∫ 4𝑥−1 𝑑𝑥

𝑑𝑢
𝑙𝑒𝑡 𝑢 = 4𝑥 − 1 , then 𝑑𝑢 = 4dx and = dx
4
Substitute:
1 1 1 du 1 𝑑𝑢
∫ 4𝑥−1 𝑑𝑥 = ∫ 4𝑥−1 𝑑𝑥 = ∫ 𝑢 4
= 4∫ 𝑢

𝒅𝒖
then use ∫ = 𝐥𝐧|𝒖| + 𝒄
𝒖
1
= 4 ln 𝑢 + C
Back-substitute: 𝑢 = 4𝑥 − 1,
𝟏 𝟏
∫ 𝟒𝒙−𝟏 𝒅𝒙 = 𝟒 𝐥𝐧|𝟒𝒙 − 𝟏 | + 𝐂

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𝑑𝑥
7. ∫ 1+𝑒𝑥 Let 𝑢 = 1 + 𝑒 𝑥 , 𝑢 − 1 = 𝑒 𝑥 𝑎𝑛𝑑 ln(𝑢 − 1) = ln 𝑒 𝑥
𝑑𝑢
ln(𝑢 − 1) = 𝑥 so that 𝑑𝑥 =
𝑢−1

𝑑𝑢
𝑑𝑥 1 𝐴 𝐵
∫ 1+𝑒𝑥 = ∫ 𝑢−1
𝑢 𝑢(𝑢−1)
= 𝑢 + 𝑢−1

𝑑𝑢
=∫ 1 = 𝐴(𝑢 − 1) + 𝐵𝑢
𝑢(𝑢−1)

1 1
= ∫ (𝑢−1 − 𝑢) 𝑑𝑢 𝑖𝑓 𝑢 = 0, 𝑡ℎ𝑒𝑛: 𝑖𝑓 𝑢 = 1, 𝑡ℎ𝑒𝑛:

1 = −𝐴 𝐵=1
= ln(𝑢 − 1) − ln 𝑢 + 𝐶 𝐴 = −1
𝑢−1 1 1 1
= ln ( )+𝐶 = − 𝑢 + 𝑢−1
𝑢 𝑢(𝑢−1)

1+𝑒 𝑥 −1 𝒆𝒙
= ln ( ) + 𝐶 = 𝐥𝐧 (𝟏+𝒆𝒙 ) + 𝑪
1+𝑒 𝑥

(𝑥 2 +𝑥+1)
8. ∫ 𝑑𝑥 Since the degree of the numerator is > than the degree of the denominator,
𝑥 2 +1
(𝑥 2 +𝑥+1) 𝑥
then we apply long division to obtain = 1+ .
𝑥 2 +1 𝑥 2 +1

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

We let 𝑢 = 𝑥 2 + 1 , 𝑠𝑜 𝑡ℎ𝑎𝑡 𝑑𝑢 = 2𝑥𝑑𝑥.

1 2𝑥𝑑𝑥
= ∫ 𝑑𝑥 + ∫ 2
2 𝑥 +1

𝟏
= 𝒙 + ln|𝒙𝟐 + 𝟏| + 𝑪
𝟐

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Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
1
1 3𝑥 𝑥 2 −4 𝑒𝑥 0 𝑦𝑑𝑦
Evaluate: 1) ∫0 5 2 𝑑𝑥 2) ∫ 𝑑𝑥 3)∫ 𝑑𝑥 4) ∫−1 71−𝑦 𝑑𝑦 5)∫
𝑥 2 −2𝑥 𝑥2 5−𝑦 2

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please base your answer to the question in the chart of Activity 1 above from what you have learned
from the lesson.

4) Activity 5: Check for Understanding (5 mins)

2 2 𝑑𝑦
Evaluate: a) ∫(v + 2) ev +4v−3 𝑑v b) ∫0
2+3𝑦

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

List five important things you learned from today’s lesson.

FAQs

1. How are you going to integrate exponential functions?

au
Use the formulas: 1)  e du = e + C 2)  a du =
u u
+Cu

ln a

2. What is the first thing you need to do in integrating rational functions?

As the first step toward integrating a rational function, see to it that the numerator is of lower degree (is
the largest exponent of all the terms) than the denominator, otherwise, you have to perform division first

KEY TO CORRECTIONS
620 42 1
Activity #3 1) 2) 𝑥 + 2 𝑙𝑛 𝑥 + 𝐶 3) −𝑒 1/𝑥 + 𝐶 4) 5) − 𝑙𝑛|𝑦 2 − 5| + 𝐶
3 𝑙𝑛 5 𝑙𝑛 7 2

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Fundamentals of Integration: Integration of Materials:

Trigonometric and Hyperbolic Functions Textbook, scientific calculator
Lesson Objectives: At the end of the lesson, you will be able to:
1. Use definitions and identities to simplify integrands involving References:
trigonometric functions and hyperbolic functions. Differential and Integral Calculus
2. Apply the basic rules and formulas of integration to evaluate by Love and Rainville
the indefinite and definite integrals of trigonometric and Calculus by James Stewart
hyperbolic functions. https://www.zweigmedia.com
https://www.math24.net

Productivity Tip:

The best angle from which to approach any problem is the TRYangle.
"Through perseverance many people win success out of what seemed destined to be certain failure." …
In the journey of life, perseverance is a virtue we all need to achieve greatness.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Trigonometry finds importance in various fields such as in astronomy, geography, engineering, navigation,
aviation, surveying, architecture, medical imaging (MRI), and even in the investigation of crime scene. Now,
knowing these real-life applications, every student of mathematics is also expected to know that the study of
calculus is based on algebra and trigonometry. On the other hand, hyperbolic functions find wide applications
to some quantities in science and engineering such as light, velocity, electricity, and radioactivity. Its most
famous physical application is in catenaries, where hyperbolic cosine is used to describe the curve formed by
hanging wires and cables.

This lesson covers the trigonometric functions as well as the hyperbolic functions and some basic materials on
integration. You will learn how to apply not only the trigonometric identities but also some hyperbolic identities
and the relationship between hyperbolic and exponential functions. Normally, the applications of trigonometric
and hyperbolic identities and the rule of u -substitutions transform the original integrand into a standard form
which makes integration a lot easier. Your knowledge on the integration of trigonometric functions and
hyperbolic functions are relevant to our future lessons on applications of integration.

2) Activity 1: What I Know Chart, part 1 (3 mins)

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

What I Know Questions: What I Learned (Activity 4)

1Give the derivatives of both the

trigonometric functions and
hyperbolic functions.

2 If integration is the reverse

process of differentiation, then
give the integration rules/formulae
for the trigonometric and the
hyperbolic functions.

3 What can be used to simplify

integrands involving trigonometric
functions and hyperbolic
functions?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

Integration is known to be the reverse operation of differentiation. If given the differential of

d sin u   cos udu then by just reversing the process we have cos udu  d sin u  , and
 

by definition of an integral du  u  C , we obtain  cos udu  sin u  C . In our study on integration of
trigonometric and hyperbolic functions, is assumed that you are already familiar with their
derivatives/differentials.

Now, let us deal with each of these functions separately and then compare and contrast them.

I. The Trigonometric Functions

Differentials of Trigonometric Functions

1. d cos u   sin udu 4. d sec u   sec u tan udu
2. d sin u    cos udu 5. d csc u    csc u cot udu
3. d tan u   sec udu
2
6. d cot u    csc 2 udu

Reversing the formulas of the differentials of trigonometric functions, we immediately obtain the following
integration formulas.

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Integration Formulas of Trigonometric Functions

1. cos udu  sin u  C 
4. csc 2 udu   cot u  C
2.  sin udu   cos u  C 5.  sec u tan udu  sec u  C

 sec udu  tan u  C 6.  csc u cot du   csc u  C

2
3.

We also need to recall some definitions of trigonometric functions and its basic identities to be able to
apply them.

Definitions: Identities:
sin x cos x
tan x  cot x 
cos x sin x
1 1 sin 2 x  cos 2 x  1
tan x  cot x  tan x cot x  1
cot x tan x
tan 2 x  1  sec 2 x
1 1
sin x  csc x  sin x csc x  1 cot 2 x  1  csc 2 x
csc x sin x

1 1 sin 2 x  2 sin x cos x

cos x  sec x  cos x sec x  1
sec x cos x

Let us derive a few more indefinite integrals using some basic identities and the simple u-substitution
in the following illustrative examples.

Illustrative Example 1: Evaluate  tan xdx.

sin x
By definition,  tan xdx.   cos xdx
Let u  cos x , so that du   sin xdx
 du
or  du  sin xdx 
u

  ln u  C

 tan xdx.   ln cos x  C

Similarly, it can be shown that  cot xdx.  ln sin x  C
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Illustrative Example 2: Find  sec xdx.

Solution: To find the integral of secant function, the only way is to multiply and divide it by sec x  tan x ,
as follows:
sec x  tan x
 sec xdx. =  sec xdx. sec x  tan x
sec 2 x  sec x tan x
 sec xdx. =  sec x  tan x
dx
This gives us a rational function, so we think of using the integral that leads to logarithms.

Put u  sec x  tan x , so du  sec x tan x  sec 2 x dx . 
du
Therefore it gives us  sec xdx. =  u
= ln u  C
= ln sec x  tan x  C


Using a similar process to evaluate csc xdx. , just multiply and divide by csc x  cot x , assign the
denominator as u and then obtain du, we will have

 csc xdx.  ln csc x  cot x  C.

As a summary, we have the additional formulas to the integrals of trigonometric functions which you will
find very applicable in the succeeding lessons.

Additional formulas to Integrals of Trigonometric Functions


1. tan udu.   ln cos  C 
3. sec udu  ln sec u  tan u  C
2.  cot xdx.  ln sin x  C 4.  csc xdx.  ln csc x  cot x  C

Let’s do the following exercises:

sin 𝑥
1 ∫ cos2 𝑥 𝑑𝑥 let 𝑢 = cos 𝑥, so 𝑑𝑢 = −𝑠𝑖𝑛𝑥𝑑𝑥, and −𝑑𝑢 = 𝑠𝑖𝑛𝑥𝑑𝑥

sin 𝑥 sin 𝑥𝑑𝑥 −𝑑𝑢

∫ cos2 𝑥 𝑑𝑥 = ∫ cos2 𝑥
=∫ 2
𝑢
𝑑𝑢 𝒖𝒏+𝟏
= − ∫ 2 = − ∫ 𝑢− 𝑑𝑢 Use∫ 𝒖𝒏 𝒅𝒖 = +𝒄
𝑢 𝒏+𝟏
𝒖−𝟐+𝟏 𝒖−𝟏 −𝟏 𝟏
= − −𝟐+𝟏 + 𝑪 = − −𝟏 + 𝒄 = 𝒖 + 𝒄 = 𝒖 + 𝒄 then back-substitute,
𝟏 𝟏
= 𝐜𝐨𝐬 𝒙
+ 𝐂 , since 𝐜𝐨𝐬 𝒙 = 𝐬𝐞𝐜 𝐱
∫ dx , using the identity tan 2 x  1  sec 2 x, tan 2 x  sec 2 x  1

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Section: ____________ Schedule: ________________________________________ Date: ________________

∫ =∫( − 1) =∫ −∫ = − +
+
∫ let u=sin x , so that du=cos x dx and n=3. Using the formula ∫ = +
+ ,
sin 4 x
∫  C
4
4. x sin 3x 2 dx let = then = , = . Rearranging, gives

 
  sin 3x 2 xdx   sin u
du 1
6
  sin udu
6

 x sin 3x dx   6 cos u  C   6 cos 3x

1 1
2 2
C

5. ∫( − ) Applying the Difference Rule, gives

=∫ −∫

= + +

6. ∫ √ write as
= ∫( ) let = =− ( ), =
−
4/3
 C   u 4 / 3  C   cos 2 x   C   cos 4 / 3 2 x  C
du 1 u 3 3 3
  u1/ 3 
4/3

2 2 (4 / 3) 8 8 8

Put 𝑢 = tan 𝑥 , therefore 𝑑𝑢 = sec 𝑥 dx :

7.
𝜋/ 𝑠𝑒𝑐 2 𝑥𝑑𝑥 𝑑𝑢 𝒅𝒖
∫𝜋/4 =∫ then use ∫ = 𝐥𝐧 𝒖 Back-substitute: 𝑢 = tan 𝑥
𝑡𝑎𝑛𝑥 𝑢 𝒖
Plug in the values of the limits

= 𝑙𝑛√
=0.549

8. ∫( csc 𝑥 cot 𝑥 − 7 sec 𝑥)𝑑𝑥

Let 𝑢 = 𝑥 then 𝑑𝑢 = 𝑑𝑥
Substitute:
This document ∫( iscsc
the𝑥 cot 𝑥 − 7 sec
property 𝑥)𝑑𝑥 = ∫ EDUCATION
of PHINMA csc 𝑥 cot 𝑥 𝑑𝑥 − 7 5

then use: ∫ csc 𝑢 cot 𝑢 𝑑𝑢 = −csc 𝑢 + 𝑐 and ∫ sec 𝑢 𝑑𝑢 = tan 𝑢 + 𝑐

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

II. The Hyperbolic Functions

Recall from previous concepts in differential calculus that the hyperbolic functions are defined in terms of
the exponential functions as listed in Table 1.

Table 1. Definitions of the Hyperbolic Functions

e x  ex e x  ex e x  ex 2
1. sinh x  4. cosh x  7. tanh x  x
4. csc hx  x
2 2 e e
x
e  e x

e x  ex 2
2. cosh x  5. sec hx 
2 e  e x
x

e  ex
x
e x  ex
3. tanh x  x 6. coth x  x
e  e x e  ex

Term-by-term differentiation of the exponential expressions yields the differentiation formulas for hyperbolic
functions. For example,
 x x

d
sinh x   d  e  e 
dx dx  2 
e x   e  x 

2
e  ex
x

2
Therefore from the definition we have
d
sinh x   cosh x
dx

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Substituting the argument of each hyperbolic function as u x  , the differentiation rules or formulas are
shown in Table 2.

Table 2 Derivatives of Hyperbolic Functions

1.
d
dx
sinh u   cosh u du
dx
4.
d
dx
 
csc ch 2 u   coth u
du
dx
2.
d
cosh u   sinh u du 5.
d
sec hu tanh u    sec hu du
dx dx dx dx
3.
d
dx
 
sec h 2 u  tanh u
du
dx
6.
d
dx
csc hu coth u    csc hu du
dx

These differentiation formulas for the hyperbolic functions, give rise, in turn, to the following integration
formulas found in Table 3.

Table 3 Integration Formulas of Hyperbolic Functions

 sinh udu  cosh u  C  csc h udu   coth u  C

2
1. 4.

2.  cosh udu  sinh u  C 5.  sec hu tanh udu   sec hu  C

 sec h udu  tanh u  C  csc hu coth udu   csc hu  C
2
3. 6.

Notice that the differentiation and integration formulas are analogous with that of the trigonometric
functions, but the signs differ in some cases. Also, there are a lot of similarities as well as differences
on the identities of the two functions. These are listed in Table 4.

Table 4 Hyperbolic Identities

1 sinh x cosh 2 x  1
cosh 2 x  sinh 2 x  1 sinh x  tanh x  sinh 2 x 
csc hx cosh x 2

1 cosh x cosh 2 x  1
1  tanh 2 x  sec h 2 x cosh x  coth x  cosh 2 x 
sec hx sinh x 2
1
coth 2 x  1  csc h 2 x tanh x 
coth x

sinh 2x  2 sinh x cosh x cosh 2 x  cosh 2 x  sinh 2 x

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

These identities, together with the definitions of hyperbolic functions are important tools in simplifying
integrands and make integration a lot easier.

Practice Exercises:

cos
1. ∫ 2 −
Using the identity, − =1
−1 =
cos cos
∫ 2 =∫ 2 Putting =sn , = cos
−

−
=∫ 2 =∫
−
= −
=− By back-substitution where =sn ,

=− + Since = csc , the simplified result is

sin sin

=− +

2. ∫ s n ( )

∫s n ( ) =∫ ( ) sn Let = cos , = , =sn ,

=∫ = +

= +

√
3. ∫
√
Let =√ , = =
√ √
√
∫ =∫ √
√ √

= ∫s n ( ) = ∫s n

= cos + Back-substitute =√ ,
= √ +

This document is the property of PHINMA EDUCATION 8

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)
cos x  /2 cos 2 x
Evaluate : 1)  sin 3 xdx 2)  /4
cot ydy 3)  1  sin xdx
 /2 2
  e  cosh
x
4) sinh 2 xdx 5) sin e x dx 6) 2
vdv
0 ln

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please answer the third column of the chart above based on what you’ve learned on integrating
trigonometric and hyperbolic functions.

4) Activity 5: Check for Understanding (5 mins)

Evaluate:
 /4 sec 2 wdw
  sin 2 x cos xdx  tanh
2
a) b) c) xdx
0
w

B. LESSON WRAP-UP

What are some difficulties you encountered in integrating trigonometric functions? In integrating
hyperbolic functions?

1) Activity 6: Thinking about Learning (5 mins)

List at least 5 things you have learned from the lesson on ‘Integration of Trigonometric and Hyperbolic
Functions.’

FAQs
1. What are you going to use in order to simplify integrands involving trigonometric functions and
hyperbolic functions?
Use the trigonometric identities and hyperbolic identities.

This document is the property of PHINMA EDUCATION 9

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #3

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2. What are the integration formulas of the six trigonometric functions?

Integration Formulas of Trigonometric Functions

 cos udu  sin u  C  csc udu   cot u  C

2
1. 4.

2.  sin udu   cos u  C 5.  sec u tan udu  sec u  C

 sec udu  tan u  C 6.  csc u cot du   csc u  C

2
3.

KEY TO CORRECTIONS

Activity #3
1 2 1 3 2
1)  sin x  C   C 2) ln  ln  0.2027 3) x  cos x  C
2 2 sin 2 x 2 2
1 cosh 
4) 
2

2
 5.2960  
5)  1  cos e 2  1.4484 6)  sinh 2v   C
v 1
2 4

This document is the property of PHINMA EDUCATION 10

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #4

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

Lesson Title: Fundamentals of Integration: Integrals Resulting to Materials:

Inverse Trigonometric Functions Text book, scientific calculator
Lesson Objectives: At the end of the lesson, you should be able to:
1. Transform the integrand into forms identical to the formulas References:
using the simple substitution ( u  substituti on ) rule. Differential and Integral Calculus
2. Evaluate the indefinite integrals leading to inverse by Love and Rainville
trigonometric functions by applying the appropriate formulas. Calculus by James Stewart
https://.shelovesmath.com
https://matisfun.com

Productivity Tip:
Integration is much more of an art form than differentiation. Recognize the form and apply the appropriate
method. It is just a matter of familiarization.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Inverse trigonometric functions, also known as “arcus functions” or anti-trigonometric functions, are widely
used in engineering, navigation, physics and geometry. One of its many uses is to find the angle of a
triangle from any of the trigonometric functions. Generally, the inverse trigonometric functions are
represented by adding arc in prefix for a trigonometric function, or by adding the power of -1, such as:
1
Inverse of sin x is arcsin x or sin x .
In this lesson we focus on integrals that result in inverse trigonometric functions.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 What are the six inverse

trigonometric functions?

2 Write the symbol or notation for the

„inverse of cosine x.‟

3 What basic integration rule is

applicable in evaluating integrals that

This document is the property of PHINMA EDUCATION 1

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #4

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

yield inverse trigonometric functions?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

Recall that from what you‟ve learned in differential calculus, the derivatives of inverse trigonometric
functions are not trigonometric expressions, but algebraic. Now, performing the process of integration on
these algebraic expressions yield the inverse trigonometric functions. Let us start with the differentiation
rules of the inverse trigonometric functions, as well as the integration formulas leading to inverse
trigonometric functions listed below.

Derivatives of Inverse Trigonometric Functions Integration Formulas Resulting to Inverse

du du Trigonometric Functions

1. arcsin u   dx 4. arccos u    dx
d d
du u
dx 1 u 2 dx 1 u 2 1  a2  u2
 arcsin
a
C.

du du
du 1 u
2. arctan u   dx 2 arc cot u    dx 2 a
d d  arctan  C
5.
dx 1 u dx 1 u
2
u 2
a a

du du du 1 u
u  arc sec  C
3. arc sec u   6. arc csc u   
d dx d dx u2  a2 a a
dx u u 2 1 dx u u 2 1
Where u  g x  and a  0.
Where u is a differentiable function of x , i.e. u  g x 

Notice that these formulas are obtained as a direct result of integrating the differentials of the inverse
trigonometric functions. In dealing with these integrands, always remember to transform the given
integrand to u du form using the simple substitution ( u - substitution) rule. Likewise, take note that du
is the differential of u .
u
d 
 u a
Proof of Formula1. From d  arcsin 
 a u
2

1  
a

This document is the property of PHINMA EDUCATION 2

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #4

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

du
 a
u2
1 2
a

du

a2  u2
a
a2

 u du
d  arcsin   , if a  0.
 a a  u2
2

 u du
Now, integrating both sides of  d  arcsin   
 a a  u2
2

du 1 u
So that  a 2  u 2  sin a  C
1 u u u u
Note: sin is read as „inverse sine of ‟ or „arcsin of ‟ or „asin „.
a a a a

It can be observed that all the integration formulas leading to inverse trigonometric functions have
binomial expressions in them. Here, an algebraic operation called completing the square can be
performed to reduce a quadratic expression that may be found in the integrand, as a sum or difference
of two squares. The quadratic x  bx  c can be expressed as a difference (or sum) of two squares by
2

adding and subtracting the square of one-half the coefficient of x . That is,
2 2
b b
x  bx  c  x  bx        c .
2 2

2 2
For example, to write x  4 x  13 as a sum (or difference) of two squares, we have
2

4 4
2 2

x  4x  
2
    13  x  4 x  4  4  13
2

 2   2 

This document is the property of PHINMA EDUCATION 3

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #4

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

 ( x 2  4 x  4)  9
 x  2  32
2

Let‟s look at the following examples:

a) ∫ Assign
√
du u
therefore , Applying the formula  a2  u2
 sin 1
a
 C,

∫
√

b) ∫ Let
so that √

du 1 u
∫ ∫
√ ( )
Applying the formula a 2
u 2
 arctan  C ,
a a

∫
√ ( )

√ √

√ √

c) ∫ Put
√

we get ,

∫ √
∫
√( )

This document is the property of PHINMA EDUCATION 4

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #4

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

du 1 u
∫
√( )
Applying the formula u u2  a2

a
arc sec  C
a

⌈ ⌉

The example below shows how completing the square helps when quadratic functions are involved in
the integrand.

∫
You can write the denominator as the sum of two squares, as follows:
( ) ( )
( ) ( )
( )
( )

∫ ∫
( )

Assign ( )
du 1 u
So that √ Applying the formula a 2
u 2
 arctan  C ,
a a

√ √

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Solve the following:

dx tdt dy
1. x 4 x 2  25
2. t 4
 64
3.  9  49 y 2

This document is the property of PHINMA EDUCATION 5

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #4

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please write what you‟ve learned from today‟s lesson in the 3rd column of the chart in Activity 1.

4) Activity 5: Check for Understanding (5 mins)

dx vdv
Evaluate: a) x 2
 4 x  20
b)  25  v 4

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

(3-Minute Paper)
List 5 things you learned from the lesson on „Integrals Resulting to Inverse Trigonometric Functions.‟

FAQs

1. Give three integration rules/formulas that are applicable to solve integrals resulting to inverse
trigonometric functions.
du u du 1 u du 1 u
1)   arcsin  C .;;; 2)   arctan  C 3)   arc sec  C
a2  u2 a a u
2 2
a a u u2  a2 a a

2. Give two symbols for the „inverse of tangent .‟

arctan x and tan 1 x

KEY TO CORRECTIONS
1  x  1 1  7 x 
2
1 1 2 x 1
Activity #3 1. sec  C 2. tan    C
 3. sin    C
5 5 16  8  7  3 

This document is the property of PHINMA EDUCATION 6

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #5

Name: ___________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Integration Techniques: Integration By Parts (IBP) Materials:

Lesson Objectives: At the end of the lesson, you should be able to: Textbook, scientific calculator
1. Examine the given integral and recognize if integration by
parts is applicable. References:
2. Apply the IBP technique to evaluate definite and indefinite Differential & Integral Calculus
integrals. by Love & Rainville
Calculus by James Stewart
https://tutorial.math.lamar.edu

Productivity Tip:

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

In the previous lessons, you learned the fundamentals of integration and the application of the Substitution
Rule u  Substituti on in evaluating not only the indefinite integrals but the definite integrals as well. In today’s
lesson, you will learn a technique for using the basic rules to obtain the integrals of more complicated
integrands. This technique corresponds to the Product Rule of differentiation and is called the rule for
integration by parts (IBP).
In your study on integration techniques, it is expected that you have already acquired sufficient knowledge not
only on the fundamental rules and formulas but more importantly, on their applications.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

. 1 When are you going to use the

Integration by Parts technique?

2 What rule of differentiation

corresponds to IBP?

This document is the property of PHINMA EDUCATION 1

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #5

Name: ___________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3 What are the two main

classifications of functions you
have learned?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

Integration by parts (IBP) is a technique for integrating products of functions. It is frequently used when the
basic integration rules won’t work or when the function to be evaluated is the product of two simpler functions.
It permits integration of products involving algebraic and transcendental functions such as x cos x , x ln x , x 2 e x ,
and e x sin x to mention a few.
Now, let us consider the product rule for differentiation and derive from it this important integration technique.
The product rule for differentiation states that if u x  and vx  are differentiable functions of , then
d uv   udv  vdu.
A little rearrangement gives
udv  d uv   vdu.
Integrating both sides of the equation
 udv   d uv    vdu.
Gives us
 udv  uv   vdu.
This gives us a technique for integration called INTEGRATION by PARTS (IBP), which allows us to integrate
many products of functions of x. We take one factor in this product to be u while the other factor is taken to be
dv. Note that our aim in using IBP is to obtain a simpler integral than the one we started with, that is, vdu 

must be easier to evaluate than udv . The key point here is having correct choices in assigning a function as
u and the differential of another function as dv .
The acronym ILATE (which stands for inverse trigonometric, logarithmic, algebraic, trigonometric, and
exponential expressions) can guide us in giving preferences on what function is to be assigned as u , i.e., we
have to choose u according to what function comes first in the acronym. For example, to evaluate x cos xdx
we prefer to assign the algebraic expression x as u , and the trigonometric expression cos xdx as dv . We then

have du  dx and v  sin x so that using the IBP formula udv  uv  vdu , 
 x cos xdx  x sin x   sin xdx
 x cos xdx  x sin x  cos x  C .

This document is the property of PHINMA EDUCATION 2

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #5

Name: ___________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Now, assigning the other way around will make the integral more complicated and the integration process
more difficult.
Let's look at the steps involved when using integration by parts.
1. Choose u and dv correctly (use the acronym ILATE as guide)
2. Obtain the differential of u , that is, du , and the integral of dv , that is, v .
3. Plug u , v , du , dv into the integration according to the parts formula
 udv  uv   vdu and simplify.


Let's apply these steps to evaluate ln xdx . We know our two functions are ln x and 1. Since the derivative of
ln x is well-known as , it would probably be a good idea to let ln x . Similarly, the integral of 1 is well-
known as , where is a constant. Thus, we will let . It's important to note that we don't include
the constants when finding different integrals during the solving process. This is because the constants that
would show up throughout will all be taken care of at the end of the process when we have our final constant.

dx
Assign = ln x and So = and
x

At this point, we've actually completed steps 1 and 2, and we have our , and . All we have to do now
is plug the results into our formula and simplify.

dx
 ln xdx  x ln x   x x

 ln xdx  x ln x  x  C

2
Example1.
Solve 1
x 5 x 3  1dx

Let u  x 5 , du  5x 4 dx , dv  x 3  1dx

However, as with the previous example this won’t work since we can’t easily compute v. This is not an easy
integral to do. However, notice that if we had an x 2 in the integral along with the root we could very easily do
the integral with a substitution. Also notice that we do have a lot of floating around in the original integral.
So instead of putting all the (outside of the root) in the , let’s split them up as follows.

This document is the property of PHINMA EDUCATION 3

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #5

Name: ___________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2 3
 
3

u  x 3 and dv  x 2 x 3  1dx . So that, du  3x 2 dx and v  x 1 2

9
Plugging in to the formula  udv  uv   vdu
3
2x3 3
   
3
2 2
 x  1 2   x 3  1 3x 2 dx
2
x 5
x  1dx 
3
1 9 9


2x3 3
  
3
4 3 5/ 2
 x 1 2  x 1
2
1
9 45
22 3  213 3 5/ 2 
       
3 3
4 3 5/ 2 3/ 2 4 1
 2 1 2  2 1   1 1  1 1 
9 45  9 45 
 2
1188 2

3/ 2

45 45

132 4 2
 
5 45

 26.2743

Example2. Solve:  arctan xdx Assigning u=arctanx , dv=dx , so v=x,

dx
du 
1 x2

dx
 arctan xdx  x arctan x   x 1  x 2 Now, let u=1+x2 so du=2xdx

du
du / 2  xdx
 x arctan x   2
u

du / 2
 x arctan x  
u

This document is the property of PHINMA EDUCATION 4

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #5

Name: ___________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

1
 x arctan x  ln u  C
2

1
 arctan xdx  x arctan x  ln 1  x 2  C
2

Example 3. Find ∫
𝑙𝑒𝑡 𝑢 𝑙𝑛 𝑥 and 𝑑𝑣 𝑥 𝑑𝑥
𝑑𝑥 𝑥
𝑠𝑜 𝑑𝑢 and 𝑣
∫ ( ) ∫ 𝑥

x 6 ln x 1 5
   x dx
6 6
𝑥 𝑙𝑛 𝑥 𝑥
∙
6 6 6
𝑐
𝑥 𝑙𝑛 𝑥 𝑥
𝐶
6 36
𝑐
𝑥
𝑙𝑛 𝑥 𝐶
6 6
𝑐
It is possible that a particular integral may require repeated applications of integration by parts. This is
illustrated in the following examples.

x e
2 x
1. Evaluate: dx
Assign then and let , so that

Using the Integration by Parts formula,

This document is the property of PHINMA EDUCATION 5

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #5

Name: ___________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

We use integration by parts a second time to evaluate

Assign then ; and let then

Substituting into equation 1, we get

e let u  cos x dv  e x dx ,
x
Example 2. Evaluate: cos xdx
so du   sin xdx v  ex

Using the formula  udv  uv   vdu.

e cos xdx  e X cos x    e x sin xdx

x

e cos xdx  e x cos x   e x sin xdx

x

So, it looks like we’ll do integration by parts again. Here are our choices this time

let u  sin x dv  e x dx
du  cos xdx v  e x So,
x x

 e cos xdx  e cos x  e sin x   e cos xdx
x x

Notice that we now have the same integral on both sides and on the right side it’s got a minus sign in front of it.
This means that we can add the integral to both sides to get,

e cos xdx   e x cos xdx  e x cos x  e x sin x

x

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2 e x cos xdx  e x cos x  e x sin x Finally, dividing both sides by 2 and simplifying we obtain,

1 x
e cos xdx  e [cos x  sin x]  C
x

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Evaluate the following integrals using IBP:


a) ∫ ( ) b)  /2
y sin ydy c) ∫

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please review the questions in the What I Know Chart from Activity 1 and write your answers to the
questions based on what you already know in the third column of the chart.

4) Activity 5: Check for Understanding (5 mins)

4

2
Solve the following: 1.)
2
y ln ydy 2.)  t csc tdt

1) Activity 6: Thinking about Learning (5 mins)

(3-Minute Paper)
List five important things you’ve learned from integration by parts technique (IBP).

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FAQs

1. When are you going to use integration by parts (IBP)?

IBP is frequently used when the basic integration rules won’t work or when the function to be evaluated is the
product of two simpler functions.

2. How are we going to derive the integration by parts formula? From the differential of a product
d uv   udv  vdu
udv  d uv   vdu,
then integrating
 udv   d uv    vdu,
gives us the IBP technique
 udv  uv   vdu.

3. What are the steps involved when using integration by parts?

Steps involved when using integration by parts:
1. Choose u and dv correctly (use the acronym ILATE as guide)
2. Obtain the differential of u , that is, du , and the integral of dv , that is, v .
3. Plug u , v , du , dv into the integration according to the parts formula
 udv  uv   vdu and simplify.

KEY TO CORRECTIONS


Activity #3 a)
1
16 x  12 x  18  C b)   1 c)  ln
2
 0.4388
288 4 2

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Techniques of Integration: Integration of Trigonometric Materials:

Integrals textbook, scientific calculator
Lesson Objectives: At the end of the lesson, you should be able to:
1. Transform trigonometric integrals into simpler integrals using References:
trigonometric identities. Differential and Integral Calculus
2. Apply basic rules and formulae in solving integration by Love and Rainville
problems involving powers and products of trigonometric Calculus by James Stewart
functions. https://www.math24.net
https://tutorial.math.lamar.edu

Productivity Tip:

Keep studying! Practice, practice & more practice. You can surely do it.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

You should already know that finding the indefinite integral of a function 𝑓(𝑥) means obtaining a
𝑑𝐹
function 𝐹(𝑥) whose derivative is equal to 𝑓(𝑥), so that, for example, we know that ,
𝑑𝑥

 cos xdx = sin x + C .precisely because 𝑑𝑥 (𝑠𝑖𝑛𝑥 + 𝐶) = 𝑐𝑜𝑠𝑥. Integrals of simple functions, that is, those
𝑑

that can be quickly recognized as the derivatives of other functions, can easily be obtained in this way.
 
Trigonometric integrals like sin 3 xdx and cos4 x sin 2 xdx are very important throughout science and
engineering specifically, in the field of Fourier analysis. Fourier transform and trigonometric integrals
pave way to Myo-Resonance Imaging (MRI), a very well-known medical procedure.

In this lesson, you will learn several techniques on how to integrate a variety of powers and products of
trigonometric functions. These integrals are called trigonometric integrals. This lesson will be built
heavily on your knowledge of analytical trigonometry (that is, trigonometric identities), integration using
u-Substitution and integration by parts.

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Student Activity Sheet Lesson #6

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2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. How can you transform the

trigonometric integrals?

2. How do you evaluate

trigonometric integrals?

3. What are some trigonometric

identities you can recall?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

Trigonometric integrals are a family of integrals involving trigonometric functions. These functions are
useful as they describe periodic behaviour such as in sound and light waves, the human heartbeat and
even in satellite systems, to mention a few. Some integrals involving trigonometric functions can be
evaluated by using trigonometric identities. These transformations allow the integrand to be written in
an alternative form which can be integrated readily. Since this topic deals with the evaluation of more
complicated trigonometric integrals, it is expected that you already acquired a fairly good working
knowledge of the basic integration rules/formulas as well as the application of the simple substitution
(u-substitution) rule. In particular, this lesson focuses on integrating powers and products of some
trigonometric functions by transforming them using identities.

Below is a list of trigonometric identities we will be using in this topic.

Trigonometric Identities

A. Pythagorean Identities Derived from B2):

1 + cos 2 x
1) sin x + cos x = 1 1) sin (− x) = − sin x
2 2
1) cos x =
2

2
1 − cos 2 x
2) tan x + 1 = sec x 2) cos(− x ) = cos x
2 2
2) sin x =
2

2
3) cot x + 1 = csc x 3) tan (− x) = − tan x
2 2

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A. Double-Angle Identities C. Product Identities

1) sin (2x) = 2 sin(x) cos(x) 1) sin A cos B =

1
sin ( A + B) + sin ( A − B)
2
2) cos A cos B = cos( A + B ) + cos( A − B )
1
2) cos (2x) = cos2(x) – sin2(x)
2
3) sin A sin B = − cos( A + B ) − cos( A − B )
1
cos (2x) = 1 – 2 sin2(x)
2
cos (2x) = 2 cos2(x) – 1

Trigonometric Integrals involving powers of sine and cosine

𝑇𝑦𝑝𝑒 𝐼: ∫ sin𝑚 𝑥 cos 𝑛 𝑥 𝑑𝑥

1. If 𝑚 = 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑜𝑑𝑑 𝑖𝑛𝑡𝑒𝑔𝑒𝑟, then

Use: sin2 𝑥 = 1 − cos 2 𝑥
and Put 𝑢 = cos 𝑥

2. If 𝑛 = 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑜𝑑𝑑 𝑖𝑛𝑡𝑒𝑔𝑒𝑟, then

Use: cos 2 𝑥 = 1 − sin2 𝑥
and Put 𝑢 = cos 𝑥
❑ If 𝑚 𝑎𝑛𝑑 𝑛 = 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑜𝑑𝑑 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠, then use either 1 or 2 process.
But better use process 1.
❑ Then either you replace 𝑠𝑖𝑛𝑒 or 𝑐𝑜𝑠𝑖𝑛𝑒 with: sin2 𝑥 = 1 − cos 2 𝑥 or cos 2 𝑥 = 1 − sin2 𝑥
respectively.

3. If 𝑚 and 𝑛 are both 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑒𝑣𝑒𝑛 𝑖𝑛𝑡𝑒𝑔𝑒𝑟.

❑ If 𝑚 = 𝑛, then use:

sin 2𝑥 1 − cos 2𝑥 1 + cos 2𝑥

sin 𝑥 cos 𝑥 = sin2 𝑥 = cos 2 𝑥 =
2 2 2

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The method used in each case is shown by the following illustrative examples:

1. ‫ ׬‬sin3 𝑥 𝑑𝑥 = ‫ ׬‬sin2 𝑥 sin 𝑥 𝑑𝑥 Replace sin2 𝑥 = 1 − cos 2 𝑥

= ∫(1 − cos 2 𝑥) sin 𝑥 𝑑𝑥

= ∫ sin 𝑥 𝑑𝑥 − ∫ cos 2 𝑥 sin 𝑥 𝑑𝑥 Let 𝑢 = cos 𝑥. Then 𝑑𝑢 = − sin 𝑥 𝑑𝑥

= ∫ sin 𝑥 𝑑𝑥 + ∫ 𝑢2 𝑑𝑢
𝑢3
= − cos 𝑥 + +𝑐 Back-substitute
3
𝑐𝑜𝑠 3 𝑥
= − cos 𝑥 + +𝑐
3

2. ‫ ׬‬cos 5 𝑥 𝑑𝑥 = ‫ ׬‬cos 4 𝑥 cos 𝑥 𝑑𝑥 Replace cos 2 𝑥 = 1 − sin2 𝑥

1. If 𝑚 = 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑜𝑑𝑑 𝑖𝑛𝑡𝑒𝑔𝑒𝑟, then

= ∫(cos 2 𝑥)2 cos 𝑥 𝑑𝑥

= ∫(1 − sin2 𝑥)2 cos 𝑥 𝑑𝑥

= ∫(1 − 2 sin2 𝑥 + sin4 𝑥) cos 𝑥 𝑑𝑥

= ∫ cos 𝑥 𝑑𝑥 − 2 ∫ sin2 𝑥 cos 𝑥 𝑑𝑥 + ∫ sin4 𝑥 cos 𝑥 𝑑𝑥 Let 𝑢 = cos 𝑥. Then 𝑑𝑢 = sin 𝑥 𝑑𝑥

2sin3 𝑥 sin5 𝑥
= sin 𝑥 − + +𝑐
3 5

3. ‫ ׬‬sin3 𝑥 cos 3 𝑥 𝑑𝑥 = ‫ ׬‬sin2 𝑥 cos 3 𝑥 sin 𝑥 𝑑𝑥 Replace sin2 𝑥 = 1 − cos 2 𝑥

= ∫(1 − cos 2 𝑥) cos 3 𝑥 sin 𝑥 𝑑𝑥

= ∫ cos 3 𝑥 sin 𝑥 𝑑𝑥 − ∫ cos 5 𝑥 sin 𝑥 𝑑𝑥 Let 𝑢 = cos 𝑥. Then 𝑑𝑢 = −sin 𝑥 𝑑𝑥

= − ∫ 𝑢3 𝑑𝑢 + ∫ 𝑢5 𝑑𝑢

2. If 𝑛 = 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑜𝑑𝑑 𝑢4 𝑢6 then

= − 𝑖𝑛𝑡𝑒𝑔𝑒𝑟,
+ +𝑐 Back-substitute
4 6
𝑐𝑜𝑠4 𝑥 𝑐𝑜𝑠 6 𝑥
=− + +𝑐
4 6

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Section: ____________ Schedule: ________________________________________ Date: ________________
𝑇𝑦𝑝𝑒 𝐼𝐼: ∫ tan𝑛 𝑥 𝑑𝑥 ∫ cot𝑛 𝑥 𝑑𝑥

where 𝑛 is a 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑖𝑛𝑡𝑒𝑔𝑒𝑟.

1. If ‫ ׬‬tan𝑛 𝑥 𝑑𝑥, then strip 2 tangent out and replace tan2 𝑥 = sec 2 𝑥 − 1 and put 𝑢 = sec 𝑥

2. If ‫ ׬‬cot 𝑛 𝑥 𝑑𝑥, then strip 2 cotangent out and replace cot 2 𝑥 = csc 2 𝑥 − 1 and put
𝑢 = csc 𝑥

Illustrative Example: Evaluate the following:

1. ∫ tan4 𝑥 𝑑𝑥 = ∫ tan2 𝑥 tan2 𝑥 𝑑𝑥 Replace tan2 𝑥 = sec 2 𝑥 − 1

= ∫ tan2 𝑥(sec 2 𝑥 − 1 )𝑑𝑥

= ∫ tan2 𝑥 sec 2 𝑥 𝑑𝑥 − ∫ tan2 𝑥𝑑𝑥 Replace tan2 𝑥 = sec 2 𝑥 − 1

= ∫ tan2 𝑥 sec 2 𝑥 𝑑𝑥 − ∫(sec 2 𝑥 − 1 )𝑑𝑥

= ∫ tan2 𝑥 sec 2 𝑥 𝑑𝑥 − ∫ sec 2 𝑥 𝑑𝑥 + ∫ 𝑑𝑥 Let 𝑢 = tan 𝑥, then 𝑑𝑢 = sec 2 𝑥 𝑑𝑥.

tan3 𝑥
= − tan 𝑥 + 𝑥 + 𝑐
3

2. ∫ cot 3 𝑥 𝑑𝑥 = ∫ cot 𝑥 cot 2 𝑥 𝑑𝑥

Replace cot 2 𝑥 = csc 2 𝑥 − 1

= ∫ cot 𝑥 (csc 2 𝑥 − 1 )𝑑𝑥

= ∫ cot 𝑥 csc 2 𝑥 𝑑𝑥 − − ∫ cot 𝑥 𝑑𝑥

cos 𝑥
= ∫ cot 𝑥 csc 2 𝑥 𝑑𝑥 − ∫ 𝑑𝑥 Replace cot 𝑥 =
cos 𝑥
sin 𝑥 sin 𝑥

Let 𝑢 = cot 𝑥, then 𝑑𝑢 = −csc 2 𝑥 𝑑𝑥. And let 𝑣 = sin 𝑥, then 𝑑𝑣 = 𝑐𝑜𝑠 𝑥 𝑑𝑥.
cot 2 𝑥
=− − ln(sin 𝑥) + 𝐶
2

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Section: ____________ Schedule: ________________________________________ Date: ________________

𝑛 ∫ csc 𝑛 𝑥 𝑑𝑥
𝑇𝑦𝑝𝑒 𝐼𝐼𝐼: ∫ sec 𝑥 𝑑𝑥 𝑜𝑟

where 𝑛 is a positive 𝑖𝑛𝑡𝑒𝑔𝑒𝑟.

1. If 𝑛 = 𝑒𝑣𝑒𝑛, then
→ strip 2 secant out and convert the rest of the secant to tangent
using sec 2 𝑥 = tan2 𝑥 + 1, use 𝑢 = 𝑡𝑎𝑛𝑥.

→ strip 2 cosecant out and convert the rest of the cosecant to cotangent
using csc 2 𝑥 = cot 2 𝑥 + 1, use 𝑢 = 𝑐𝑜𝑡𝑥.

2. If 𝑛 = 𝑜𝑑𝑑, then
➢ Let 𝑢 = sec 𝑛−2 𝑥, 𝑑𝑣 = sec 2 𝑥 𝑑𝑥 and use integration by parts: ‫ 𝑣𝑢 = 𝑣𝑑𝑢 ׬‬− ‫𝑢𝑑𝑣 ׬‬.
then convert tan 𝑥 = sec 2 𝑥 − 1
2

➢ Let 𝑢 = csc 𝑛−2 𝑥, 𝑑𝑣 = 𝑐sc 2 𝑥 𝑑𝑥 and use integration by parts: ‫ 𝑣𝑢 = 𝑣𝑑𝑢 ׬‬− ‫𝑢𝑑𝑣 ׬‬.
then convert cot 2 𝑥 = csc 2 𝑥 − 1
Perform integration on the following:

1. ∫ sec 4 𝑥 𝑑𝑥 = ∫ sec 2 𝑥 sec 2 𝑥 𝑑𝑥 Replace 𝑠𝑒𝑐 2 𝑥 = 𝑡𝑎𝑛2 𝑥 + 1

= ∫(tan2 𝑥 + 1 ) sec 2 𝑥 𝑑𝑥 = ∫ tan2 𝑥 sec 2 𝑥 𝑑𝑥 + ∫ sec 2 𝑥 𝑑𝑥

tan3 𝑥 Let 𝑢 = tan 𝑥, then 𝑑𝑢 = sec 2 𝑥 𝑑𝑥.

= + tan 𝑥 + 𝑐
3

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

= ∫ c𝑠𝑐 4 4𝑥 csc 2 4𝑥 𝑑𝑥 = ∫(c𝑜𝑡 2 4𝑥 + 1)2 csc 2 4𝑥𝑑𝑥

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

= ∫ c𝑜𝑡 4 4𝑥 csc 2 4𝑥𝑑𝑥 + 2 ∫ c𝑜𝑡 2 4𝑥 csc 2 4𝑥𝑑𝑥 + ∫ csc 2 4𝑥𝑑𝑥

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Section: ____________ Schedule: ________________________________________ Date: ________________

Let 𝑢 = cot 4𝑥, then 𝑑𝑢 = −4𝑐sc 2 4𝑥 𝑑𝑥. And let 𝑣 = 4𝑥 and𝑑𝑣 = 4𝑑𝑥
1 1 1
= − ∫ c𝑜𝑡 4 4𝑥 (−4csc 2 4𝑥𝑑𝑥) + 2 ∙ (− ) ∫ c𝑜𝑡 2 4𝑥 (−4csc 2 4𝑥𝑑𝑥) + ∫ csc 2 4𝑥(4𝑑𝑥)
4 4 4
1 cot 5 𝑥 1 cot 3 𝑥 1 1 1 1
=− ∙ − ∙ − cot 4𝑥 + 𝑐 = − cot 5 4𝑥 − cot 3 4𝑥 − cot 4𝑥 + 𝑐
4 5 2 3 4 20 6 4

𝑇𝑦𝑝𝑒 𝐼𝑉: ∫ tan𝑚 𝑥 sec 𝑛 𝑥 𝑑𝑥 𝑜𝑟 ∫ cot 𝑚 𝑥 csc 𝑛 𝑥 𝑑𝑥

where 𝑚 and 𝑛 are positive 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠.

1. If 𝑛 = 𝑒𝑣𝑒𝑛, then
→ strip 2 secant out and convert the rest of the secant to tangent using sec 2 𝑥 = tan2 𝑥 + 1,
use 𝑢 = 𝑡𝑎𝑛𝑥.

2. If 𝑚 = odd, then
→ strip one secant out and one tangent out and convert the rest of the tangent to secant
using tan2 𝑥 = sec 2 𝑥 − 1, use 𝑢 = sec 𝑥.

→ strip one cosecant out and one tangent out and convert the rest of the cotangent to cosecant
3. If 𝑚 = 𝑒𝑣𝑒𝑛, and 𝑛 = 𝑜𝑑𝑑 then
→ convert tangent to secant using tan2 𝑥 = sec 2 𝑥 − 1 and use
𝑻𝒚𝒑𝒆 𝑰𝑰𝑰 (𝒏 𝒊𝒔 𝒐𝒅𝒅) processes to integrate.

→ convert cotangent to cosecant using cot 2 𝑥 = csc 2 𝑥 − 1 and use

𝑻𝒚𝒑𝒆 𝑰𝑰𝑰 (𝒏 𝒊𝒔 𝒐𝒅𝒅) processes to integrate

Evaluate the following:

1. ∫ tan3 𝑥 sec 4 𝑥 𝑑𝑥 = ∫ tan3 𝑥 sec 2 𝑥 sec 2 𝑥 𝑑𝑥 Replace 𝑠𝑒𝑐 2 𝑥 = 𝑡𝑎𝑛2 𝑥 + 1

= ∫ tan3 𝑥(tan2 𝑥 + 1 ) sec 2 𝑥 𝑑𝑥

= ∫ tan5 𝑥 sec 2 𝑥 𝑑𝑥 + ∫ tan3 𝑥 sec 2 𝑥 𝑑𝑥 Let 𝑢 = tan 𝑥, then 𝑑𝑢 = sec 2 𝑥 𝑑𝑥.

tan6 𝑥 tan4 𝑥
= + +𝑐
6 4

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
1
2. ∫ cot 4 4𝑥 𝑐sc 2 4𝑥 𝑑𝑥 = − ∫ cot 4 4𝑥 (4csc 2 4𝑥 𝑑𝑥) Let 𝑢 = cot 4𝑥, then 𝑑𝑢 = −4𝑐sc 2 4𝑥 𝑑𝑥.
4

1 cot 5 4𝑥
=− ∙ +𝑐
4 5
1
=− cot 5 4𝑥 + 𝑐
20

3. ∫ tan2 𝑥 sec 𝑥 𝑑𝑥 = ∫ tan2 𝑥 sec 𝑥 𝑑𝑥 Replace 𝑡𝑎𝑛2 𝑥 = 𝑠𝑒𝑐 2 𝑥 − 1

= ∫(sec 2 𝑥 − 1 ) sec 𝑥 𝑑𝑥

= ∫ sec 3 𝑥 𝑑𝑥 − ∫ sec 𝑥 𝑑𝑥

∫ tan2 𝑥 sec 𝑥 𝑑𝑥 = ∫ sec 3 𝑥 𝑑𝑥 − ∫ sec 𝑥 𝑑𝑥

∫ sec 3 𝑥 𝑑𝑥 = ∫ sec 𝑥 sec 2 𝑥 𝑑𝑥 let 𝑢 = sec 𝑥, 𝑑𝑣 = sec 2 𝑥 𝑑𝑥

𝑑𝑢 = sec 𝑥 tan 𝑥 𝑑𝑥 𝑣 = tan 𝑥
= sec 𝑥 tan 𝑥 − ∫ tan 𝑥 (sec 𝑥 tan 𝑥) 𝑑𝑥

= sec 𝑥 tan 𝑥 − ∫ tan2 𝑥 sec 𝑥 𝑑𝑥 Replace 𝑡𝑎𝑛2 𝑥 = 𝑠𝑒𝑐 2 𝑥 − 1

= sec 𝑥 tan 𝑥 − ∫(sec 2 𝑥 − 1) sec 𝑥 𝑑𝑥

∫ sec 3 𝑥 𝑑𝑥 = sec 𝑥 tan 𝑥 − ∫ sec 3 𝑥 𝑑𝑥 + ∫ sec 𝑥 𝑑𝑥

sec 𝑥 + tan 𝑥
∫ sec 3 𝑥 𝑑𝑥 + ∫ sec 3 𝑥 𝑑𝑥 = sec 𝑥 tan 𝑥 + ∫ sec 𝑥 ∙ 𝑑𝑥
sec 𝑥 + tan 𝑥
sec 2 𝑥 + sec 𝑥 tan 𝑥
2 ∫ sec 3 𝑥 𝑑𝑥 = sec 𝑥 tan 𝑥 + ∫ 𝑑𝑥 divide both side by 2
sec 𝑥 + tan 𝑥
1 1 sec 2 𝑥 + sec 𝑥 tan 𝑥
∫ sec 3 𝑥 𝑑𝑥 = sec 𝑥 tan 𝑥 + ∫ 𝑑𝑥 let 𝑢 = sec 𝑥 + tan 𝑥,
2 2 sec 𝑥 + tan 𝑥
1 1 𝑑𝑢 𝑑𝑢 = (sec 𝑥 tan 𝑥 + sec 2 𝑥)𝑑𝑥
∫ sec 3 𝑥 𝑑𝑥 = sec 𝑥 tan 𝑥 + ∫
2 2 𝑢
1 1
∫ sec 3 𝑥 𝑑𝑥 = sec 𝑥 tan 𝑥 + lnȁsec 𝑥 + tan 𝑥 ȁ + 𝑐
2 2

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1 1
‫ ׬‬sec 3 𝑥 𝑑𝑥 = 2 sec 𝑥 tan 𝑥 + 2 lnȁsec 𝑥 + tan 𝑥 ȁ + 𝑐 and

‫ ׬‬sec 𝑥 𝑑𝑥 = lnȁsec 𝑥 + tan 𝑥ȁ + 𝑐 , then

∫ tan2 𝑥 sec 𝑥 𝑑𝑥 = ∫ sec 3 𝑥 𝑑𝑥 − ∫ sec 𝑥 𝑑𝑥

1 1
∫ tan2 𝑥 sec 𝑥 𝑑𝑥 = sec 𝑥 tan 𝑥 + lnȁsec 𝑥 + tan 𝑥 ȁ − lnȁsec 𝑥 + tan 𝑥 ȁ + c
2 2
𝟏 𝟏
∫ tan2 𝑥 sec 𝑥 𝑑𝑥 = 𝒔𝒆𝒄 𝒙 𝒕𝒂𝒏 𝒙 − 𝒍𝒏ȁ𝒔𝒆𝒄 𝒙 + 𝒕𝒂𝒏 𝒙ȁ + 𝐂
𝟐 𝟐

𝑇𝑦𝑝𝑒 V: ∫ sin 𝑚𝑥 cos 𝑛𝑥 𝑑𝑥

where 𝑚 and 𝑛 are positive 𝑖𝑛𝑡𝑒𝑔𝑒𝑟𝑠.

For any combination, use:

1 1
sin 𝑚𝑥 sin 𝑛𝑥 = cos(𝑚 − 𝑛)𝑥 − cos(𝑚 + 𝑛)𝑥
2 2
1 1
cos 𝑚𝑥 cos 𝑛𝑥 = cos(𝑚 − 𝑛)𝑥 + cos(𝑚 + 𝑛)𝑥
2 2
1 1
sin 𝑚𝑥 cos 𝑛𝑥 = sin(𝑚 − 𝑛)𝑥 + sin(𝑚 + 𝑛)𝑥
2 2
1 1
cos 𝑚𝑥 sin 𝑛𝑥 = sin(𝑚 + 𝑛)𝑥 − sin(𝑚 − 𝑛)𝑥
2 2

Solve the following integrals:

1 1
1. ‫ ׬‬sin 5𝑥 sin 2𝑥 𝑑𝑥 Use sin 𝑚𝑥 sin 𝑛𝑥 = cos(𝑚 − 𝑛)𝑥 − cos(𝑚 + 𝑛)𝑥
2 2
1 1
1 1 sin 5𝑥 sin 2𝑥 = cos(5 − 2)𝑥 − cos(5 + 2)𝑥
∫ sin 5𝑥 sin 2𝑥 𝑑𝑥 = ∫ ( cos 3𝑥 − cos 7𝑥) 𝑑𝑥 2 2
1 1
2 2 sin 5𝑥 sin 2𝑥 = cos 3𝑥 − cos 7𝑥
2 2
1 1
= ∫ cos 3𝑥 𝑑𝑥 − ∫ cos 7𝑥 𝑑𝑥
2 2
Let 𝑢 = 3𝑥, then 𝑑𝑢 = 3𝑑𝑥 and Let 𝑣 = 7𝑥, then 𝑑𝑢 = 7𝑑𝑥.
1 1 1 1
= ∙ ∫ cos 3𝑥 (3𝑑𝑥) − ∙ ∫ cos 7𝑥 (7𝑑𝑥)
2 3 2 7
1 1
= sin 3𝑥 − sin 7𝑥 + 𝑐
6 14

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

1 1
2. ‫ ׬‬sin 4𝑥 cos 3𝑥 𝑑𝑥 Use sin 𝑚𝑥 cos 𝑛𝑥 = sin(𝑚 − 𝑛)𝑥 + sin(𝑚 + 𝑛)𝑥
2 2
1 1
1 1 sin 4𝑥 cos 3𝑥 = sin(4 − 3)𝑥 + sin(4 + 3)𝑥
∫ sin 4𝑥 cos 3𝑥 𝑑𝑥 = ∫ ( sin 𝑥 + sin 7𝑥) 𝑑𝑥 2 2
2 2 1 1
sin 4𝑥 cos 3𝑥 = sin 𝑥 + sin 7𝑥
2 2
1 1
= ∫ sin 𝑥 𝑑𝑥 + ∫ sin 7𝑥 𝑑𝑥
2 2
Let 𝑢 = 7𝑥, then 𝑑𝑢 = 7𝑑𝑥.
1 1 1
= ∫ sin 𝑥 𝑑𝑥 + ∙ ∫ sin 7𝑥 (7𝑑𝑥)
2 2 7
1 1
= − cos 𝑥 − cos 7𝑥 + 𝑐
2 14

The Wallis’ Formula

 
This formula is for definite integrals of powers of sine and cosine functions over the interval 0, .
 2 

(m − 1)(m − 3)(m − 5)... (n − 1)(n − 3)(n − 5)...  • 
2 2


2/ m
sin x cos n
xdx = 1 1
0 (m + n )(m + n − 2)(m + n − 4)...12

where = , if m and n are both even, and  = 0, otherwise.
2

This formula is attributed to the English mathematician John Wallis who first introduced it on 1656.
We have the following results for small values of m and n :
 

 cosn xdx =  2 sin n xdx

2
By symmetry:
0 0
 
1  3  5...(k − 1) 
 cosn xdx =  2 sin n xdx = •
2
If n is even:
0 0 2  4  6...k 2
 
2  4  6...(k − 1)
 cosn xdx =  2 sin n xdx = •1
2
If n is odd:
0 0 1  3  5...k

Verification of these results is left to you as an exercise.

For small values of n , these are the results:

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

   
1  
 cos xdx =  2 sin xdx = 1  cos2 xdx =  2 sin 2 xdx =  =
2 2

0 0 0 0 2 2 4

1  3  5  7  35
 cos8 xdx = • =
2
Example1. Find:
0 246 2 32


2  4  6  8  10 1,280
 sin 11 ydy = •1 =
2
Example2. Evaluate:
0 1  3  5  7  9  11 3,465


2/ 5  3 16  4  2 16
Example3. Solve:  0
sin 6 x cos7 xdx =
13  11  9  7  5  3  1
•1 =
3,003

Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Evaluate the following trigonometric integrals:

 /2
1)  /4
cos2 ydy 
2) tan 4 w sec 4 wdw 3)  sin 5 x sin 3xdx

2) Activity 4: What I Know Chart, part 2 (2 mins)

Kindly answer the questions on Part 2 of the chart in Activity 1 based from your learning on this lesson.

3) Activity 5: Check for Understanding (5 mins)

Evaluate:
 /4
 sin v cos vdv 
4 3
a) b) cos5x cos3xdx
− /4

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

Recall and write down the trigonometric identities, and the differentiation and integration formulas
necessary to solve trigonometric integrals.

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #6

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

FAQs
1) How are you going to transform trigonometric integrals into simpler integrals?
Using trigonometric identities.

2) What are the basic rules and formulas applicable in solving integration problems involving powers and
products of trigonometric functions?

A. Pythagorean Identities Derived from B2):

1 + cos 2 x
1) sin x + cos x = 1 1) sin (− x) = − sin x
2 2
1) cos x =
2

2
1 − cos 2 x
2) tan x + 1 = sec x 2) cos(− x ) = cos x
2 2
2) sin x =
2

2
3) cot x + 1 = csc x 3) tan (− x) = − tan x
2 2

B. Double-Angle Identities C. Product Identities

1) sin (2x) = 2 sin(x) cos(x) 1) sin A cos B =

1
sin ( A + B) + sin ( A − B)
2
2) cos A cos B = cos( A + B ) + cos( A − B )
1
2) cos (2x) = cos2(x) – sin2(x)
2
3) sin A sin B = − cos( A + B ) − cos( A − B )
1
cos (2x) = 1 – 2 sin2(x)
2
cos (2x) = 2 cos2(x) – 1

KEY TO CORRECTIONS

1  2+ tan 7 w tan 5 w 1 1

Activity #3 1) + = = 0.1427 2) + +C 3) sin 2 x − sin 8x + C
4 8 8 7 5 4 16

This document is the property of PHINMA EDUCATION 12

 Mat 076: CALCULUS 2
Student Activity Sheet Lesson #7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Techniques of Integration: Integration by Trigonometric Materials:

Substitutions Textbook, scientific calculator,
Lesson Objectives: At the end of the lesson, you will be able to:
1. Identify what appropriate substitution to use to simplify References:
integrands containing radical expressions, and Differential and Integral Calculus
2. Solve various integration problems using the technique of by Love and Rainville
trigonometric substitution. Calculus by James Stewart
https://tutorial.math.lamar.edu.
https://www.math.ucdavis.edu

Productivity Tip:

Practice makes perfect (PMP)! Only by experience and practice can one develop skill in doing integration.
So, practice, practice, and practice more….

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

You learned from past lessons that integrals which seem to look very difficult to evaluate can be modified into
very simple forms that you can integrate easily using the simple substitution rule (u-substitution). In this lesson,
we will look at integrals that require the use of a substitution involving trigonometric functions and how they are
evaluated. This type of a substitution technique is applicable to radical quadratic expressions of a binomial,
particularly, a sum or difference of two squares, and is called integration by trigonometric substitution.
The method of trig substitution may be called upon when other more common and easier-to-use methods of
integration have failed. Trig substitution assumes that you are familiar with standard trigonometric identities,
the use of derivatives, integration using u-substitution, and the integration of trigonometric functions.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. What are the Pythagorean

identities of trigonometry?

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 Mat 076: CALCULUS 2
Student Activity Sheet Lesson #7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2. How are we going to simplify

integrands containing radical
expressions?

3. What are the six trigonometric

functions?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Often, integrals involving a − x , a + x , x − a , and any other radical expressions of similar forms
2 2 2 2 2 2

occur where integration by simple substitution do not work. These integrals can be evaluated by substituting a
trigonometric function of x. The main idea is to determine a substitution that would allow us to reduce the
binomial under the root into a single term (monomial) thus making it possible to eliminate the root easily. This
is possible if we make use of the following trigonometric identities in place of the binomial terms:
1 − sin 2  = cos2  a2 − x2
b) tan  + 1 = sec  for a + x c) sec  − 1 = tan  for x − a
2 2 2 2 2 2 2 2
a) for

Now, the following substitutions are promising:

1.) When the integrand involves a 2 − x 2 , try x = a sin  .
2.) When the integrand involves a 2 + x 2 , try x = a tan  .
3.) When the integrand involves x 2 − a 2 , try x = a sec .

Note:  must be limited to the range of the inverse trigonometric function.

Let us examine the reason underlying the first substitution choice.

From the trigonometric identity 1 − sin  = cos  , if x is chosen as a sin  , then

2 2

a 2 − x 2 = a 2 − a 2 sin 2 
( )
= a 2 1 − sin 2  , thus, we get a monomial
= a 2 cos2  , which is a perfect square
= (a cos ) ,
2

This means that if the expression a 2 − x 2 is under a root, the root can be eliminated easily.
Notice that in the simple substitution (u-substitution) method, we assign a new variable as a function of the old
one (say, let 𝑢 = 𝑔(𝑥)), but here we assign an old variable as a function of the new one (that is,put x = a sin  ).
This kind of substitution is called Reverse Substitution or more commonly known as the trigonometric
Substitution. This reverse substitution is made provided that it defines a one-to-one function, that is,  lies in
the interval.

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 Mat 076: CALCULUS 2
Student Activity Sheet Lesson #7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Below is a table of trigonometric substitutions.

Table of Trigonometric Substitutions
Pythagorean Identities Binomial Terms Trigonometric Interval
(under the radical expressions) Substitution
1 − sin 2  = cos2  a2 − x2 x = a sin    
− 2 , 2 
tan 2  + 1 = sec 2  a2 + x2 x = a tan    
− , 
 2 2
sec 2  − 1 = tan 2  x2 − a2 x = a sec     3 
0, 2  or  , 2 

Figure1. Reference right triangles for the three basic substitutions

Each of the substitutions is illustrated in the examples that follow.
𝑥2 16 sin2 𝜃 (4 cos 𝜃𝑑𝜃)
1. ‫׬‬ 𝑑𝑥 = ‫׬‬
ξ16−𝑥2 4 cos 𝜃

= න 16 sin2 𝜃 𝑑𝜃 1−𝑐𝑜𝑠2𝜃 Let 𝑢2 = 𝑥 2 , 𝑎2 =16

Replace 𝑠𝑖𝑛2 𝜃 =
2 𝑢 = 𝑥, 𝑎=4
1 − 𝑐𝑜𝑠2𝜃
= 16 න 𝑑𝜃 = 8 න 𝑑 𝜃 − 8 න 𝑐𝑜𝑠2𝜃 𝑑𝜃 = 8𝜃 − 4(2𝑠𝑖𝑛𝜃𝑐𝑜𝑠𝜃)
2
𝑥 𝑥 ξ16 − 𝑥 2
= 8𝑠𝑖𝑛−1 ቀ ቁ − 8 ∙
4 4 4
𝑥
4
where: 𝜃 = 𝑠𝑖𝑛 −1 ቀ ቁ 𝑥
4

x2  x  x 16 − x
2

 16 − x 2
=8 sin −1   −
4 2
+C ඥ16 − 𝑥 2

𝑥 = 4𝑠𝑖𝑛𝜃 ඥ16−𝑥 2 = 4 cos 𝜃

𝑥 2 = 16𝑠𝑖𝑛2 𝜃

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Section: ____________ Schedule: ________________________________________ Date: ________________

2. ‫׬‬
ξ9𝑥 2 −4
𝑑𝑥 =‫׬‬
2 tan 𝜃ቀ3 sec 𝜃 tan 𝜃𝑑𝜃ቁ let 𝑢2 = 9𝑥 2 , 𝑎2 = 4
𝑥 2
sec 𝜃 𝑢 = 3𝑥, 𝑎=2 3𝑥 ඥ9𝑥 2 − 4
3

= 2 න tan2 𝜃 𝑑𝜃 Replace 𝑡𝑎𝑛2 𝑥 = 𝑠𝑒𝑐 2 𝑥 − 1

2
= 2 න(sec 2 𝜃 − 1)𝑑𝜃
3𝑥 = 2 sec 𝜃 ඥ9𝑥 2 − 4 = 2 tan 𝜃
2
= 2 න sec 2 𝜃 𝑑𝜃 − 2 න 𝑑𝜃 𝑥 = sec 𝜃 1
3 ඥ9𝑥 2 − 4 = tan 𝜃
2 2
= 2 tan 𝜃 − 2𝜃 + 𝑐 𝑑𝑥 = sec 𝜃 tan 𝜃 𝑑𝜃 ξ9𝑥 2 − 4
3 tan−1 ቆ ቇ=𝜃
2 2
where ξ𝟗𝒙𝟐 − 𝟒 = 𝟐 𝐭𝐚𝐧 𝜽 and 𝑑𝑥 = sec 𝜃 tan 𝜃 𝑑𝜃
3
ξ9𝑥 2 − 4
tan−1 ቆ ቇ=𝜃
2
ξ9𝑥 2 − 4
= ඥ9𝑥 2 − 4 − 2 tan−1 ቆ ቇ+𝐶
2

𝑑𝑥 2 sec 2 𝜃 𝑑𝜃
3. න =න
ξ𝑥2 + 4 2 sec 𝜃 Let 𝑢2 = 𝑥 2 , 𝑎2 = 4
= න sec 𝜃 𝑑𝜃 𝑢 = 𝑥, 𝑎=2 ඥ4 + 𝑥 2
𝑥
= lnȁsec 𝜃 + tan 𝜃 ȁ + 𝑐
𝑥 ξ4+𝑥 2
where: tan 𝜃 = and sec 𝜃 = 2
2 2 𝑥 = 2 tan 𝜃
ξ4 + 𝑥 2 𝑥 𝑑𝑥 = 2 sec 2 𝜃 𝑑𝜃
= ln ቤ + ቤ+𝑐
2 2
ඥ4 + 𝑥 2 = 2 sec 𝜃

ξ4 + 𝑥 2 + 𝑥
= ln ቤ ቤ+𝑐
2

= ln ቚඥ4 + 𝑥 2 + 𝑥ቚ − ln 2 + 𝑐

𝐶 = 𝑐 − 𝑙𝑛 2
= ln ቚඥ4 + 𝑥 2 + 𝑥ቚ + 𝐶

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 Mat 076: CALCULUS 2
Student Activity Sheet Lesson #7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Rationalizing Substitution

sin x
Example: Evaluate I =  1 + sin xdx

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 Mat 076: CALCULUS 2
Student Activity Sheet Lesson #7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

dx 4 + x 2 dx 4/5 25 y 2 − 4
Evaluate: 1) x 2
9 − x2
2)  x
3) 2/5 y
dy

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please write your answers to the questions in Column 3 of the chart based on what you already knew
from our lesson on “Integration by Trigonometric Substitution.”

4) Activity 5: Check for Understanding (5 mins)

2 v 2 −16
Find: a) 
0
4 − x 2 dx b)  v
dv

B. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

List at least five important things you’ve learned from this lesson.

FAQs

1. How do you do trigonometric substitution in integration?

This document is the property of PHINMA EDUCATION 6

 Mat 076: CALCULUS 2
Student Activity Sheet Lesson #7

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2. What is the necessary basic knowledge you must have acquired for you to do integration by trigonometric
substitution?
The trigonometric identities can be used to test certain integrals involving trigonometric functions.
This allow the integrand to be written in an alternate form which could be more comprehensive.
On occasions a trigonometric substitution will require evaluation of an integral.

KEY TO CORRECTIONS

9 − x2 1 2 1 2 2
Act #3 1) − +C 2) x 2 + 4 − ln x + 4 +1 + x +4 −2 +C 3) 2 3 − = 1.3697
9x 2 2 3

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Applications of Integration: Area Under Curves Materials:

Lesson Objectives: At the end of the lesson you should be able to: Textbook, scientific calculator
References:
1) Apply definite integration to calculate the area under a given Differential and Integral Calculus
curve. by Love and Rainville
2) Calculate the areas under the curves defined by the graphs https://revisionmaths.com
of functions in parametric equations and in polar equations. https://www.intmath.com
https://www.analyzemath.com
http://www.mathwords.com

Productivity Tip:

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
Integration can help us solve many types of real world problems. In fact, many useful quantities such as areas,
volumes, arc lengths, and centroids-to mention only a few, can be obtained using definite integrals.
This lesson discusses one of the most important physical applications of integral calculus which is determining
the area of a region in a plane, particularly in terms of areas under curves.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1How do you find the area under

a curve using integration?

2How do you find the area under

a curve in parametric equations?

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3How do you find the area under

a curve in polar equation?
B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)
I. From our previous lesson, recall that a definite integral is defined as the limit of a sequence of sums
(the Greek letter ‘sigma’, ∑, means sum), i.e. the summation of the areas of approximating
rectangles with height f(xi) and width ∆x, as shown on the Figure.

When x is restricted to lie on the x-axis, the definite integral is known as a Riemann sum (an approximation of
the area under a mathematical curve between two x-values).
b
The definite integral of a continuous function f over the interval [a, b], denoted by 
a
f ( x)dx is the limit
of a Riemann sum as the number of subdivisions approaches infinity. That is,
n
f ( x)dx  n lim   f ( xi )x
b
a
i 1
where,
ba
x  , xi  a  x  i
n
The definite integral as a limit of Riemann’s sums defines the area under the curve of a function. Now, the
Fundamental Theorem of Calculus Part II not only establishes the relationship between differentiation and
integration but also gives us a way to evaluate definite integrals without using the more tedious Riemann’s
sums on calculating areas.
The Fundamental Theorem of Calculus, Part II (also known as the Evaluation Theorem)

If f is continuous over the interval [a, b] and F(x) is any derivative of f(x), then

f ( x)dx  F x   F b  F a .
b

b
a a

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Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

The application of this theorem seems too simple that the area of an entire region can be calculated by just
evaluating an anti-derivative at the first and last endpoints of an interval.

The area under a curve is the area between the graph of the continuous function y  f x  , the x  axis , and
b
the vertical lines x  a, x  b and is given by the definite integral A  a
f ( x)dx.
To find the area under a curve, it is always helpful to draw a sketch of the curve for the required x-values,
and then remember to apply the key points given below.

Steps to follow when calculating the area under a curve y= f(x),

1. Sketch the region, whose area is to be found,
2. Determine the boundaries/limits a and b,
3. Set up the definite integral and simplify,
4. Evaluate the integral to obtain the required area.

Key Points:
b
1.) For curves which are entirely above the x-axis, simply substitute to the formula A  
a
f ( x)dx
2.) For curves which are entirely below the x-axis;
b
a) substitute to the formula A   
a
f ( x)dx where the negative sign accounts to the height f(xi) of the
rectangle that is below the horizontal axis(the y-coordinate of points below the x-axis is negative); or

 f x dx this account to the fact that the area

b
b) simply take the absolute value of the result, i.e. A 
a

of a region is always positive.

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3) For curves which are partly above and partly below the x-axis, we should calculate each area
separately, that is, for the parts of the curve above the axis, and the parts of the curve below the axis and
get the sum of the individual areas, breaking down the interval of integration into sub-interval a  c  b .
Areas below the x-axis will come out negative so that we have to take its absolute value.

 f x dx
c
A   f ( x)dx 
d

a c

4) For curves which are much easier to solve using horizontal strips/elements
If we are given y  f x  , then we need to express it as x  f  y  and get the sum from bottom to top
In some cases, it is easier to find the area if we use horizontal slices or strips with lengths x  f  y  and
d
widths dy and using the formula A  
c
f ( y)d y.

Now let’s take a look at these four cases in the following problems.

Case1.) A curve that is entirely above the x-axis

Example 1. Find the area under the curve y  2x, from

Sketch: (Assign x-values and obtain the corresponding values of y)

b
Formula : A   f ( x)dx
a

2 x2 2
A   2 xdx  2  22
0 2 0

A  4sq.units

Alternate solution: Using the formula for the area of a right triangle A=1/2 (base times height).

The sketch shows that the triangle’s base x is equal to 2 and its height y is 4 so that the area, A, is

A=1/2[2(4)] = 4 square units

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Example 2.

Case2.) A curve that is entirely below the x-axis

Example 1. Calculate the area under the curve y=x2- 4.

 f x dx
b
A
a

  23  8
 x  x3 23
 42    4 2   8   8  unit 2
2 2 8 32
A 2
 4 dx   4x 
2 3 2 3  3  3 3 3

This document is the property of PHINMA EDUCATION 5

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Example 2. Solve the area bounded by y=x2−4, the x-axis and the lines x=−1 and x=2.

Since the required area is totally below the x-axis, we can use Key Point 2a) above which uses the formula
b
A    f ( x)dx
a

 x3 2
2
 
A    x 2  4 dx     4 x 
1
3  1
 2 3    13  8 
A     42    4 1     8   4   9  9sq.units
1
 3   3  3 3 

 f x dx .
b
You will obtain the same result if you opt to use formula 2b) above, that is, using A 
a

Case3.) A region that is partly above and partly below the x-axis

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Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

 f xdx
c d
Splitting the interval of integration into sub-intervals and applying the formula A  
a
f ( x)dx 
c

0 2
We have A  
2
x 3 dx   x 3 dx
0

x4 0 x4 2
A 
4 2 4 0

A 0
 24 
24
0
4 4
A 4 4
A  8units 2

Case4.) For curves which are much easier to solve using horizontal strips/elements

Example 1. Find the area of the region bounded by the curve y  x  1 , the axes, and the line y  5 .
Sketch:

y  x 1
Now we express x as a function of y: y2  x 1
y2 1  x

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

c
5

0

A   f  y dy   y 2  1 dy 
 y3  5 53
A    y  5
3 0 3
140
A sq.units
3

II. Area under a Curve (in Parametric Equations)

Example 1: Find the area under the first period of the cycloid x  t  sin t , y  1  cos t from t  0 to t  2 .

t2
Using the formula: A  
t1
ydx (i.e. Area is equal to the integral of y times the differential of x).

2
1  cos t d t  sin t 
t2
A   ydx  
t1 0
2
A
0
1  cos t 1  cos t dt
A
0
2
1  2 cos t  cos t dt
2

2  1  cos 2t 
A   1  2 cos t  dt
0
 2 
2  3 1 
A     2 cos t  cos 2t dt
0
2 2 
3 1 2
A t  2 sin t  sin 2t
2 4 0

A  3units 2

Example 2: Determine the area of the region below the parametric curve given by the following set of
parametric equations. You may assume that the curve traces out exactly once from right to left for the given
range of t.

x  4t 3  t 2 , y  t 4  2t 2 1 t  3

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

b
Solving for the area under the curve using the formula: A  
a
ydx


3

A   t 4  2t 2 d 4t 3  t 2
1

A   t 12t  2t dt
3
4
 2t 2 2
1

 t7 3
3
 t6
 t5
A   12t 6  2t 5  24t 4  4t 3 dt  12  2  24  t 4 
1
 7 6 5 1
12 36  16 24 5 5 

A   37  17   3  1  (3 4  14   
7 3 5 
481,568
A  4,586.3619s.u.
105

III. Area under a Curve (in Polar Coordinates)

The area enclosed by the graph of r  f   and between the rays θ = α and θ = β (where α ≤ β), is given by

 
Example1. Find the area enclosed by the lemniscate r 2  2 cos  between the rays    and   .
6 4

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

1
A  2r d
2

 /4  /4
 / 6 2 2 cos  d 
1
A 
 /6
cos d
 /4  
A  sin    sin  sin
 / 6 4 6
2  1 2 1
A     unit 2
2  2 2

Example 2. Determine the area of the enclosed region defined by

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Solve the following problems:

1. Calculate the area under the curve from x = -1 to x=2.

2. Find the total area of the finite region bounded by

3. Find the area bounded by the curve y=x2-4, the line x=4, and the x-axis.

4. Find the area inside the cardioid

5. Determine the area under the parametric curve defined by the equations x=t 2−4 and y=t on the
interval [0, 3].

4) Activity 4: What I Know Chart, part 2 (2 mins)

Please answer the 3rd column in the What I Know Chart from Activity 1 based on what you’ve learned
from this lesson.

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #9

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

5) Activity 5: Check for Understanding (5 mins)

Solve the following problems:

a) Find the area bounded by the curve

b) Determine the area under the parametric curve given by the following parametric equations.
( ) ( )

c) Find the area inside the cardioid

C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

List at least 5 important things you’ve learned from this lesson on ‘Area under a Curve.’

FAQs

1. How do we know that the curve is above or below the x-axis?

.
By sketching the region whose area is to be found

2. How do we identify the boundaries or limits of integration when the interval is not given?

The boundaries are obtained directly from the graph

KEY TO CORRECTIONS

32 54
Act #3 1) A  18sq.units 2) A  4sq.units 3) A  unit 2 4) A= 5) A  unit 2
3 3

This document is the property of PHINMA EDUCATION 12

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #10

Name: Class number: _______

_________________________________________________________________ Date:
Section: ____________ Schedule: ________________
________________________________________

Lesson Title: Applications of Integration: Area between two Curves Materials:

Lesson Objectives: At the end of the lesson, you should be able to: Textbook, scientific calculator

1. Apply integration to calculate the area between the graphs of References:

two functions. Differential and Integral Calculus
2. Calculate the area of a compound or complex region. by Love & Rainville
3. Determine the area of the region enclosed between polar Calculus by James Stewart
curves. https://math.libretexts.org

Productivity Tip:
“The only way to learn mathematics is to do mathematics.” – Paul Halmos
Learning math is doing math… so practice, practice, practice and more practice!

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

In the previous lesson, we studied how to determine the area under a given curve. This lesson explores
finding the area a) between two curves defined by rectangular equations and b) enclosed between polar
equations, using definite integrals.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1How do you find the area between

two curves using integration?

2How do you find the area between

polar curves?

3What is the first step toward finding

the area between two curves?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #10

Name: Class number: _______

_________________________________________________________________ Date:
Section: ____________ Schedule: ________________
________________________________________

Area between two Curves

In finding the area between two curves, draw a sketch of each of the curve correctly and determine
which of the two functions produced a) the upper curve and which one gives the lower curve or b) the
curve which is to the right or to the left of the other. It is also directly from the graphs that you are going
to determine the boundaries or limits of integration.

Figure 1 Figure 2

Area of a Region between Two Curves (Using vertical strips/rectangles)

If f and g are continuous on [a, b] and g x   f x  for all x in a, b , then the area of the region bounded by
the graphs of f and g and the vertical lines x  a and x  b is given by

A    f x   g x dx.
b

a a
b

A   yuppercurve  ylowercurve dx. 
The area between the graphs of functions f x  and g x  can be found by taking the definite integral of
f x   g x  where f x  is above g x .

In Figure 1, the graphs of f and g are shown and that a representative vertical rectangle can be used.
This implies integration with respect to variable x. The same integrand f x   g x  can be used as
long as f and g are continuous and f x   g x  for all x in the interval a, b .

This document is the property of PHINMA EDUCATION 2

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #10

Name: Class number: _______

_________________________________________________________________ Date:
Section: ____________ Schedule: ________________
________________________________________

Area of a Region between Two Curves (Using horizontal strips/rectangles)

If f and g are continuous on [a, b], then the area of the region bounded by the graphs of f and g and the
horizontal lines y  c and y  d is given by

A    f  y   g  y dy.
d

c
d

c
 
A   xrighthandpoint  xleft handpoint dy.

The area between the graphs of functions f  y  and g  y  can be found by taking the definite integral of
f  y   g  y  where f  y  is to the right of g  y .

In Figure 2, the graphs of f and g showed that the curve f(y) is to the right side of g(y) and that a representative
horizontal rectangle can be used. This implies integration with respect to variable y. The same integrand
f  y   g  y  can be used as long as f and g are continuous for all x in the interval a, b .

Area of a Region between Curves That Cross (Areas of Compound Regions)

Let f(x) and g(x) be continuous functions over an interval [a, b]. Let R denote the region between the graphs
of f(x) and g(x), and be bounded on the left and right by the lines x=a and x=b, respectively. Then, the area
of R is given by

A   f x dx   f x dx   f x dx

b c b

a a c

Where the interval [a, b] will be broken-up into sub-intervals say, depending on which of the
function values is greater over a given part of the interval.

Key Points:

1) Always, a vertical strip will be positive, if we use the y of the upper point minus the y of the lower point.
2) A horizontal strip will be positive, if we use the x of the right-hand point minus the x of the left-hand
point.

Steps to follow when finding the area between two curves:

1. Draw the graphs of the curves with the area in question shaded.
2. Determine the limits of integration by solving the equations simultaneously. This gives the
points of intersection of the graphs of the curves.
3. Calculate the area between the curves by integration.

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #10

Name: Class number: _______

_________________________________________________________________ Date:
Section: ____________ Schedule: ________________
________________________________________

Summary of Key Concepts

 To find the area between two curves defined by functions, integrate the difference of the functions.
 If the graphs of the functions cross, or if the region is complex, break-up the intervals of integration into
sub-intervals and determine the total area of the region by adding two or more integrals.
 Sometimes it can be easier to integrate with respect to y to find the area. The principles are the same
regardless of which variable is used as the variable of integration.

Let us examine the solutions to the following problems.

Example1: Find the area bounded by the curve y = x2 and the lines y=1, x=0 (i.e. the y-axis).
Solution: This is a case where we can solve in two ways.

a) Using a horizontal strip/rectangle where xrighthand  y and xleft hand  0 (or the y-axis)
1/ 2

From the formula

d

A   xrighthandpoint  xleft handpoint dy.
c


b) Using a vertical strip/rectangle where yupper  1 and ylower  x 2 .

 y 
b
From the formula A uppercurve  ylowercurve dx.
a

  x3 1
1 1
A   1  x 2 dx  x   1
0 3 0 3

2
A s.u.
3

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #10

Name: Class number: _______

_________________________________________________________________ Date:
Section: ____________ Schedule: ________________
________________________________________

Example2. Calculate the area between the curves ( ) .

Solving the two equations simultaneously gives us the x-coordinates of the points of intersection of the
two curves. From ( ) we have ( )

0 so that ( )

and

Now we have to note that the parabola ( ) gives a graph that is concave downward.
Also, the parabola is the upper curve while the line is the lower curve.

Summing vertically, the area between the curves is given by the formula

b

A   yuppercurve  ylowercurve dx.
a

 x3  x   xdx   3x  x 
2 2
A 2
 x dx
0 0

 
2 x3 23 4
A 2 x  x dx  x 
2 2 2
0 2 
2
 unit 2
0 3 3 3

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #10

Name: Class number: _______

_________________________________________________________________ Date:
Section: ____________ Schedule: ________________
________________________________________

Example3. Determine the area of the region between the curves

y  x 2 ; y  2  x.

Notice that the curve y=2-x is to the right of the curve y=x2 . We have
x R  2  y; x L  y1 / 2

Now let us apply the formula

d

A   xrighthandpoint  xleft handpoint dy.
c

By substitution where y ranges from 0 to 1, we obtain
 y 2 y3/ 2  1
1

A   2  y  y 1 / .2 dy  2 y   
0
 2 3/ 2  0
1 2 5
A  2    sq.units
2 3 6

Example4. Find the area of the region bounded above by y = x2 + 1, bounded below by y = x, and
bounded on the sides by x = 0 and x = 1.

Solution: We have to note that the upper boundary curve is y = x2 + 1 and the lower boundary curve is

y = x. Using the formula for area between two curves:

b

A   yuppercurve  ylowercurve dx
a

1
   1
A   x 2  1  x dx   x 2  x  1 dx
0 0
 
 x3 x2 1 1 1 5
A     x     1  unit 2
3 2 0 3 2 6

Example5. Find the area between the two curves y = x2 and y = 2x – x2.

Solution:

Step 1: Find the points of intersection of the two parabolas by solving the equations simultaneously.

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x2 = 2x – x2 so that 2x2 – 2x = 0 or 2x(x – 1) = 0 Thus, the solutions are x = 0 and x=1.

Now we have the points of intersection: (0, 0) and (1, 1). To determine which curve is higher, we assign
a value to x which is between the x-coordinates of the points of intersection say, Now at ,

( ) that gives ( ) ( ) . Therefore the yuppercurve  2 x  x and ylowercurve  x 2 .

2
, while

Step 2: Find the area between the two parabolas from x = 0 to x = 1.

 y 
b
Applying the formula: A  uppercurve  ylowercurve dx
a

1
Therefore the calculated area between the two curves is sq.units .
3

Areas of Compound Regions

Example. Determine the total area, R, of the region between the graphs of the functions f x   sin x
and g x   cos x over the interval [0, π].

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Solution: The total area of the region, R, is the sum of the two shaded regions as shown in the figure.

Solving for the point of intersection between the two curves, where

( ) .

 
 cos x  sin xdx and R   sin x  cos xdx.
/4
The total region, R, is R=R1 + R2 where R1  2
0 /4

 /4 
R
0
cos x  sin x dx   / 4 sin x  cos x dx
 /4 
R  sin x  cos x    cos x  sin x 
0  /4

      
R  [sin  cos ]  sin 0  cos 0   cos   sin      cos  sin 
4 4   4 4 
2 2 2 2
R  11   2 2 sq.units
2 2 2 2

Area between Polar Curves

To get the area between the polar curves ( ) and ( ), we just need to subtract the area
inside the inner curve from the area inside the outer curve. If ( ) ( ), this means
A
1 

2 

f    g   d .
2 2

Example1. Calculate the area enclosed between the polar curves .
Solving simultaneously,

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Using the formula we get

 
7
the shaded area shown in the figure, A   6 3  2 sin    2 2 d .
1 2

2 6

 
7
A   6 3  2 sin    2 2 d
1 2

2 6
7
A
1 6

2 6
 
 9  12 sin   4 sin   4 d
2

7
1 6  1  cos 2 
A    5  12 sin   4 d
2 6   2 

A  7  12 cos   sin 2  / 6

1 7 / 6

2
1   7  7  7  1        
A  7   12 cos  sin 2   7    12 cos  sin 2 
2  6  6  6  2   6  6  6 
1 28 
A 11 3    24.1870unit
2

2 3 

Example 2. Calculate the area outside the circle and inside another circle given by .

Solving the two equations simultaneously, we get 2=4sin , so that sin =1/2 or sin-1(1/2).

This gives the solutions

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To calculate the area between the circles, start with the area inside the circle between
, and then subtract the area inside the circle

Using the formula A 

1 
2 
 2

f    g   d .
2

1 5 / 6 1 5 / 6 2
A  4 sin   d  
2
2 d
2  /6 2  /6
16 5 / 6 4 5 / 6
A   sin 2d   d
2  /6 2  /6
5 / 6 1  cos 2 5 / 6
A  8 d  2 d
 /6 2  /6

5 / 6
A  4  2 sin 2  2
 /6

5  5  5     
A  4  2 sin 2   2  4  2 sin 2   2  
6  6  6  6 6 6
 4 
A  2 3 units 2
 3 

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Solve the following problems:

1. Calculate the first quadrant area bounded by the following curves:

2. Find the area of the region enclosed by the following curves:

  4 
3. Determine the area of the region enclosed by r  3 cos  and r  sin  on  , .
 3 3 

3) Activity 4: What I Know Chart, part 2 (2 mins)

Kindly write your answers to column 3 in the chart above (Activity 1) based on what you‟ve learned
from the lesson on „Area between two Curves.‟

4) Activity 5: Check for Understanding (5 mins)

Determine the following area between two curves:

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a) Calculate the area bounded by y=x3, x=0 and y=3.

b) Find the area inside the circle and outside the unit circle

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
{
*
*
T
o

(
Muddiest Point)
Write down at least 3 things which you found difficult about „Area between two curves.‟

FAQs

1. If asked to determine the area between two given curves, how are we going to tell that one curve
is above or below the other, or to the right or left of the other? By sketching the curves

2. How are we going to identify the boundaries or limits of integration in determining the area between
two curves? The boundaries are to be obtained directly from the graph of the curves.

KEY TO CORRECTIONS

4 2 9 9
Activity #3 1. A  sq.units 2. A  sq.units 3. A  squareunits
3 2 2

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________________________________________

Lesson Title: Improper Integrals. Multiple Integrals Materials:

Lesson Objectives: This lesson is intended for you to be able to: Textbook, scientific calculator

 f x dx , to improper
b
1. 1. Extend the concept of the definite integral, References:
a
2. integrals. Differential and Integral Calculus
3. 2. Evaluate improper integrals and determine whether it converges by Love and Rainville
4. or diverges. Calculus by James Stewart
5. 3. Apply iterated integrals to integrate functions with more than one https://math.upenn.edu
6. variable (Multiple Integrals). https://mathworld.wolfram.com
7. 4. Use multiple integrals to find the area and volume of rectangular https://www.whitman.edu
8. regions and regions between polar curves. https://courses.lumenlearning.com

Productivity Tip:

“No dream is too big if you have the right attitude. Dream Big, Work Hard.” - JJ Watt

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

 f x dx requires the function

b
Recall that a definite integral to be a continuous function defined on a
a
finite interval [a, b]. In this lesson, we extend the concept of a definite integral to the case where the interval
is infinite and/or where the function f has an infinite discontinuity in [a, b]. Under either or both of the cases,
the integral is called improper integral. Practical uses and applications of improper integrals include solving
problems related to electrical/gravitational potential of a given field, in finding the work done in moving the
object from one place to another (i.e. kinetic energy), in probability and statistics, in the Fourier and
Laplace transforms, and in defining special functions such as Beta and Gamma. Also in this lesson we will
integrate a function of two variables ( ) or three variables ( )). We call this as iterated integration,
because we simply iterate one-variable integration two or three times. Multiple integrals are used in many
applications in physics and engineering such as to calculate the area of a region and the volume under a
surface, and also in the calculations of moment of inertia and centroids of rigid bodies.

Activity 1: What I Know Chart, part 1 (3 mins)

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What I Know Questions: What I Learned (Activity 4)

1What are the conditions for a

definite integral to be called an
improper integral?

2What are the two types of

improper integrals?

3What are multiple integrals?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

I. The Improper Integral

The functions that generate the Riemann integrals are continuous on closed intervals. Thus, the
functions are bounded and the intervals are finite. Integrals of functions with these characteristics
are called proper integrals. When one or both of these requirements are not satisfied, then the
integral is called improper integral. An improper integral is a definite integral that has i) either or
both limits a, b infinite or ii) an integrand f that has an infinite discontinuity at an endpoint or one or
more interior points in the interval. Improper integrals cannot be computed using a normal Riemann
integral.

Let us have the distinctions between the definitions of proper and improper integrals.

f x dx have  f x dx have

b

b
Proper integrals: Improper integrals:
a a

 f x dx,  f x dx, or
b
 infinite interval of integration:
 finite interval of integration  a


 continuous integrand ( )  f x dx


 integrand ( ) with infinite discontinuity (i.e. with
vertical asymptotes)

There are two types of improper integrals:

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Type1. The limit/interval a or b (or both) are infinite;

Type2. The function f(x) has one or more points of discontinuity in the interval [a, b].

Definition: Improper integrals are said to be

a. Convergent if the defining limit exists (that is, the value is a finite number) and that limit is the value of
the improper integral.
b. Divergent if the defining limit does not exist (i.e. infinity).

Type1. Integrals with infinite limits/interval of integration

In this kind of integral one or both of the limits of integration are infinity. In these cases, the interval of
integration is said to be over an infinite interval.

  
f x dx f x dx f x dx  f x dx
b
i) a
ii)   
a
iii)



f  x  dx  lim  f  x  dx
b
i. If ( ) is continuous on ), then  a b  a

f  x  dx  lim  f  x  dx
b b
ii. If ( ) is continuous on( , then 
 a  a

 
f  x  dx   f  x  dx   f  x  dx
c
iii. If ( ) is continuous on(
number.
), then    c
where is any real

In parts i and ii, if the limit is finite, the improper integral converges and the limit is the value of the
improper integral. If the limit fails to exist, the improper integral diverges.

In part iii, the integral on the left-hand side of the equation converges if both improper integrals on the
right-hand side converge; otherwise it diverges and has no value.

Let‟s start with examples of the first type of improper integrals that will show us how we are going to deal
with these integrals.

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0
Example1. Evaluate  
ye y dy.

0 0
Solution: From definition ii) for an improper integral, 
ye y dy  lim a   a
ye y dy

We integrate by parts: let u  y, and dv  e y dy, so that du  dy, v  e y ;

0 0 0

 ye y dy  ye y   e y dy  ye y  e y
0
a
 a 

 lim a [0  ae a  1  e a ]

Since e a  0 as a  , and by using L‟Hospital‟s Rule we have

lim a ae a  lim a

a
a
 lim a
1
a
 lim a  e a  0  
e e

Therefore 

0

ye y dy  lim a  ae a  1  e a 
0
 
ye y dy  0  1  0  1 So the integral converges to -1.

 1
Example2. Find 1 x
dx.

 1 b dx
So, the first thing we do is convert the integral to a limit, 1 x
dx  lim b 
1 x

 1
Now do the integral 1 x
dx  lim b ln x b1

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 lim b ln b  ln 1

 Since the limit is infinite, it diverges.

 1
Example3. Solve  x  16
2
dx.

The original integral has two infinite limits. Now we need to split it into two integrals and evaluate each
as a one-sided improper integral.

 1 0 1  1
I  dx   2  2  I1  I 2
 x  16
2  x  16 0 x  16

Calculating each integral gives

1 x
0
0 1 0 1
I1   2 dx  lim a  2  lim a  arctan 
 x  16 a x  16
4 4 a

1  a  1     
 lim a arctan 0  arctan   0     
4  4  4   2  8 Note that


 1 b 
tan    tan  
1 b 1
I2   dx  lim b  2  lim b  arctan  .
0 x  16
2 0 x  16 4 4 0
2

1  b  1   
 lim b arctan  arctan 0    0 
4  4  42  8

  
Finally, the sum of the two integrals gives us, I  I 1  I 2   
8 8 4


Therefore the integral converges to .
4

Type2. Integrand with infinite discontinuities (i.e. with vertical asymptotes)

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In this type, the integrand f(x) has an infinite discontinuity at an endpoint or one or more interior points
of the interval [a, b].

i. If f x  is continuous on (a, b], then ∫ ( ) ∫ ( )

ii. If f x  is continuous on [a, b), then ∫ ( ) ∫ ( )

iii. If f x  is continuous on [a, c) U (c, b], then ∫ ( ) ∫ ( ) ∫ ( )

In parts i. and ii., if the limit is finite, the improper integral converges and the limit is the value of the
improper integral
If the limit fails to exist, the improper integral diverges.
In part 3, the integral on the left-hand side of the equation converges if both improper integrals on the
right-hand side converge, otherwise it diverges and has no value.

Here are the examples that we‟ll look at for this type of integrals.

e2
 ln x dx.
3
Example1. Evaluate
0
e2 e2
0
ln x 3 dx  lim a0  3 ln xdx
a
Integration by parts of ∫ Let ,
e2
ln x dx  lim a0 3x ln x  x
e2

3
dx
0 a du  ;v  x
x

0
e2
 
ln x 3 dx  lim a0 3 e 2 ln e 2  e 2  a ln a  a 
,

0
e2

ln x 3 dx  lim a0 3 2e 2 ln e  e 2  a ln a  a 
e2
0
ln x 3 dx  6e 2  3e 2 0  0

e2
0
ln x 3 dx  3e 2

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3 2v
Example2. Find 0 v 9
2
dv

2v
Solution: The denominator of is 0 when v  3 so the function is discontinuous (i.e. not defined)
v 9 2


at v  3 . Now let us have a one-sided limit where v approaches 3 from the left, i.e. v  3 ,

3 2v
0 v 9
2
dv  lim c3 ln v 2  9  ln  9   . Note that ln 32  9  ln( 0)   .

Since the limit is - thus the integral diverges.

3 1
Example3. Calculate 
3 v3
dv.

Solution. There is a discontinuity at v=0, so that we must consider two improper integrals, say

∫ ∫ ∫

Using the definition of an improper integral, we obtain

∫ ∫ ∫ ∫ ∫

For the first integral,

n dv n v 2 n 1 1 n

3 v 3  lim n0 

3
 lim no  v dv  lim n0   lim n0 2
3 2 3 2 v 3

1 1 1  1  1 1
  lim n0  2  2 
  2  
2 n  3  2  0 9 

Since it is divergent   , the initial integral also diverges.

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II. Multiple Integrals

The multiple integral is a type of definite integral extended to functions of more than one real variable,
for example, f(x, y) or f(x, y, z). Integrals of a function of two variables over a region in R2 are called
double integrals, and integrals of a function of three variables over a region of R3 are called triple
integrals.

Just as the definite integral of a positive function of one variable represents the area of the region
between the graph of the function and the x-axis, the double integral of a positive function of two
variables represents the volume of the region between the surface defined by the function (on the
three-dimensional Cartesian plane where ( ) and the plane which contains its domain. The
same volume can be obtained via the triple integral—the integral of a function in three variables- of the
constant function ( ) over the above-mentioned region between the surface and the plane.

An iterated integral is the result of applying integrals to a function of more than one variable (for
example ( ) or ( )) in such a way that each of the integrals considers some of the variables
as given constants. Iterated integrals are computed following the operational order indicated by the
parentheses (in the notation that uses them), starting from the innermost integral and working out.

In evaluating iterated integrals, it is important to remember that

a) During the inner integration (say, ) the other variable of integration (i.e. y) is held constant;
b) The inner limits of integration (say, 1, 2) must be independent of the inner variable of integration,
(say, );
c) The outer limits of integration a and b must be independent of both variables of integration x and y.

Fubini‟s Theorem: If f(x, y) is continuous on the rectangle R=[a, b] x [c, d] then,

 f x, y dA     f x, y dx dy     f x, y dy dx. These integrals are called iterated integrals.
d b b d

c a a c
R

The theorem above tells us how to compute a double integral over a rectangle defined by
Note that the order of integration may be interchanged.

Similarly, the triple integral  f x, y, z dV   f x, y, z dxdydz
D D
over the box

 
     f x, y, z dx dy dz.
s d b
is iterated as
r c a

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #11

Name: Class number: _______

_________________________________________________________________ Date:
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________________________________________

Notice that, by convention, the triple integral has three integral signs (and a double integral has two
integral signs); this is a notational convention which is convenient when computing a multiple integral
as an iterated integral.

Let‟s look at the solutions to the following examples.

Example1. Compute the following double integral over the indicated rectangle.

 6 y
R
x  2 y 3 dA  R= [1, 4] x [0, 3]

Remember that the first integration is always the “inner” integral and the second integration is always
the “outer” integral.

Solution a) Putting x as the inner variable of integration and y as the outer variable of integration

Applying Fubini‟s theorem, here is the integral set up to do the x integration first.

 6 y dA    6 y dxdy   6 y 3x / 2  2 y x

3/ 2 4
3 4 3
x  2y 3
x  2y 3 3
dy
0 1 0 1
R

 6 y 
x  2 y 3 dA   4 y 4
0
3
 3/ 2

 2 y 3 4  4 y 1
3/ 2
 2 y 3 1 dy 
R

 6 yx     
3 3 y2 y4 3
1/ 2
 2 y 3 dA   32 y  8 y 3  4 y  2 y 3 dy   28 y  6 y 3 dy  28 6
R
0 0 2 4 0

 6 yx     
3 4 243 9
1/ 2
 2 y 3 dA  14 3 2  3  126  
R
2 2 2

Solution b) Letting y as the inner variable of integration and x as the outer variable of integration

Using Fubini‟s theorem, here is the integral set up to do the y integration first.

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 6 y dA    6 y dydx   6 x 4 34 

dx   3x 3   dx
4 3 4 y2 y4 3
x  2y 3
x  2y 3 1/ 2
2 1/ 2 2

R
1 0 1 2 4 0 1
 2
 x 3 / 2 81  4
 6 yx  2 y 3 dA    27 x1 / 2  dx  27
4 81 
1/ 2
 x
R
1
 2  3/ 2 2  1

 6 yx  2 y 3 dA  184 3 / 2   4  1813 / 2   81 1  144  162  18  81  36  81  9

1/ 2 81
R
2  2  2 2 2

The solutions illustrated that the order of integration won‟t really matter. Often, one of the orders of
integration will be easier than the other and so we should keep that in mind when choosing an order.

  x  2 y dxdy .
1 y2
Example2. Solve the iterated integral
0 y

1 y2  x2 1 y
2
1 y
x  2 y dxdy  0   2 yx  dy  0 
2
  2
 y2
  
 2 y  y dy
  2 y y   2
0 y
2 y  2  2 
 4
y2  1 y
4
5y2 
0 y x  2 y dxdy  0  2
1 y2 y 1
 2y3   2 y 2 dy     2y3  dy
 2  0
 2 2 
 y5 y4 5y3  1 1 1 5
x  2 y dxdy    2        7
2
1 y

0 y
 25 4 23 0 10 2 6 30

Example3. Evaluate
1
 
0 0
z2 3

0
 
y cos z 5 dxdydz .

   xy cosz   
1 z2 3 1 z2 3 1 z2
  y cos z 5 dxdydz   dydz   
5
3 y cos z 5 dydz
0 0 0 0 0 0 0 0

1 z2 3
   y2 5 
z2 11 z2
    2

 
0 0 0  0  2  
5
y cos z dxdydz 3 cos z  dz 3 cos z 5 dz
 0 0 2

 
13 
 
2
1 z 3
0 0 0 y cos z dxdydz  0  2 z cos z dz 
5 4 5

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du
By substitution, let u  z 5 , du  5z 4 dz so that  z 4 dz . Now we have
5

3sin 1  sin 0
  3 du 3 1 3 sin u 3 sin z 5
1 z2 3 1 1

 
0 0 0
y cos z 5 dxdydz 
2  cos u   cos udu 
5 10 0 10 0

10 0

10
 0.2524

 xe
xy
Example4. Evaluate the double integral dA over the rectangle
R

We know that it doesn‟t matter which variable we integrate with respect to first but it is necessary that
we decide which way is much easier. Now let‟s choose to integrate with respect to y first so that we
have

dA     xe xy dy dx .
2 1
 xe
xy
1  0 
R

Substituting (since is held constant because we integrate with respect to

variable ).

dydx     e xy xdy dx    e u dudx   e u dx

2 1 2 1 2 2
  xe
xy
1 0 1  0  1 1

   
1
xe xy dydx   e xy dx   (e x 1  e 0 )dx   e x  1 dx
2 1 2 2 2
Rearrangement gives 
1 0 1 0 1 1

  
xe xy dydx  e x  x  e 2  2  e 1   1  e 2  e 1  3 
2 1 2


1 0 1

Now if we decided on doing the x integration first, it will lead us to the application of integration by
parts and the resultant integrals are very difficult to deal with. Therefore, it is noted here that it is not
always possible to reverse the order of integration to obtain the solution to a particular multiple integral
as what we did to Example1 above.

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________________________________________

Applications of Multiple Integrals

Applications of Double Integrals

A. The area of the region R is given by A   1dA
R
where f(x, y) =1.

B. If f(x, y)>0 over a region R, then the volume of the solid below the surface z=f(x, y) and above R
is expressed as V   f ( x, y)dA .
R
h x  qx 
   f x, y dydx      f x, y dxdy.
b d
V   f ( x, y)dA  
a g x c p x
R
Application of Triple Integral
Note that the volume V of a solid in R3 is given by V   1dV
S
where ( )

b h2  x  g2 x, y 
V   1dV     1dzdydx
a h1 x  g y x, y 
S

Example1. Find the area of the region bounded above by , below by , left by and
right by .
Solution:
Using double integral formula A   1dA , we apply Fubini‟s theorem to be able to determine the area
R
of the region, that is

    
1 ex 1 ex 1 1
A   1dA    dydx  y dx   e x  1 dx  e x  x  e1  1  e 0  0  e1  1  1  (e  2)units 2
0 1 0 1 0 0
R

Example2. Find the area outside the circle using double

integrals.

Note that we solved the same problem in Lesson 10 (Area between two polar curves).
It is shown in the figure that Now let us set up the double
integral as

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________________________________________

5 / 6 4 sin 
 
/6 2
1rdrd  
5 / 6

 /6
1 2 4 sin 
2
r
2
d  

5 / 6 1

/ 6 2
 
4 sin  2  22 d
  1  cos 2  
5 / 6 4 sin 
 / 6 2 rdrd  
5 / 6
8 sin 2
  2d  
 /6 
8
5 / 6
  2d
 /6
 2  
5 / 6 4 sin  5 / 6 5 5   
 / 6 2 rdrd  2  2 sin 2
 /6

3
 2 sin    2 sin 
3 3 3

 4 
=  2 3  sq.units
 3 

Example3. Find the volume V under the plane z  8x  6 y over the rectangle R = [0, 1] × [0, 2].

We see that f x, y   8x  6 y  0 for 0≤x≤1 and 0≤y≤2, so:

Solution a) Letting y as the inner variable of integration and x as the outer variable of integration

2  8x 1
2
V   zdA   f x, y dA     8 x  6 y dx  dy     6 yx  dy   4  6 y dy  4 y  3 y 2
2 1 2 2

0 0 
R R
0
 2 0 0 0

V  20c.u.

Solution b) Switching the order of integration we get

1 6y2  2 16 x 2
V   zdA   f x, y dA     8 x  6 y dy  dx    8 xy   dx   16 x  12dx 
1 2 1 1
 12 x
00 
R R
0
 2 0 0 2 0

V  20unit 3

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #11

Name: Class number: _______

_________________________________________________________________ Date:
Section: ____________ Schedule: ________________
________________________________________

We have verified that the order of integration doesn‟t matter and we still get the same result.

Example4. Find the volume of the tetrahedron bounded by the planes , 0,

0, 0. The equation of the plane can be rewritten as . When 0, and

when 0, , .

Writing the triple integral V   1dV as an iterated integral we have

S

5 5 x 5 x  y 5 x  y  y 2  5 x
V   1dV  
S
0 0   0
dzdydx    z
0
dydx    5  x  y dydx    5 y  xy 

 dx
2  0

V   1dV   55  x   x5  x  
5 5  x 
2
 25  10 x  x 2 
dx    25  5 x  5 x  x  dx
2

S
0
 2   2 
1 x3  5 1 
1 5
2 0

2
2

3 0 2

V   1dV   25  10 x  x dx   25 x  5 x    125  125 
2

125  125
3 

6
c.u.
S

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Calculate the following integrals:

 dx  4dx

3
1.
1
2 x1 / 5 dx 2.  x  1
0 2/3
3.   x  36
2

2 1 1
  2 x  3 y  dxdy  6 xy
2
4. 2
5. dA
1 0
R

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please answer column 3 of the chart in Activity 1) based on what you‟ve learned on „Improper and Multiple
Integrals.‟
4) Activity 5: Check for Understanding (5 mins)

Evaluate the following integrals:

  dx dx
 
4
a)
1
4 x 4 dx b)   1  x 2
c) 
1 x2
d)
D
8 xyzdV ,

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________________________________________

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

(Muddiest Point/s)
Write at least 5 things that seem difficult about the lesson.

FAQs

1. When can you say that an improper integral is convergent or divergent?

An improper integral is convergent if the defining limit exists (that is, the value is a finite number)
and that limit is the value of the improper integral whereas it is divergent if the defining limit does not
exist (that is, it is infinite).
2. How do you do multiple integration (that is, how do you evaluate double or triple integrals)?
By applying iterated integration, that is, integrating in such a way that each of the integrals
consider some of the variables as given constants. Iterated integrals are computed following the
operational order indicated by the parentheses (in the notation that uses them), starting from the
innermost integral and working out.

KEY TO CORRECTIONS

Activity #3 1. 2. √
2 1 4
3. , convergent 4.  ln , converges 5. ( )
3 6 5

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #12

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Applications of Integration: Volumes of Solids of Materials:

Revolution (Circular Disk and Washer Methods) textbook, scientific calculator
Lesson Objectives: At the end of the lesson, you should be able to:
1. Define a solid of revolution. References:
2. Determine the volumes of solids of revolution using the disk Differential and Integral Calculus
and washer methods. by Love and Rainville
Calculus by James Stewart
https://tutorial.math.lamar.edu/
https://www.math24.net/

Productivity Tip:

Do not memorize the procedures in solving problems. That would be counter-productive. Over the long term,
focusing on understanding the process and logic involved is both easier and satisfying. It should help you
understand how these things will be addressed in the future.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Volume is one of the applications of integration. We can add up representative volumes in the same
way we add up representative rectangles to obtain the area of a region. When we are measuring
volumes of revolution, we can slice representative disks or washers. This lesson deals with various
methods of determining the volumes of solids generated by rotating a region about a line or an axis.
Specifically, we will deal with the a) circular disk and b) circular ring/washer methods.
.
2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 What is a solid of revolution?

2 What are the methods used in

calculating the volumes of solids of
revolution?

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Section: ____________ Schedule: ________________________________________ Date: ________________

3 What is the distinction between

the disk method and the washer
method?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

When a bounded region in the plane is rotated about a line in the same plane, the object generated is
known as a solid of revolution.

For example, if you rotate a rectangle about a line, a solid right circular cylinder will be formed.
Similarly, you can create a solid spherical ball by rotating a semi-circular disk.

𝒚 𝒚

𝒙
𝒙

𝒚 𝒚

𝒙 𝒙

The line where we rotate the shape about is called the axis of revolution.

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The volume of the generated solid can be evaluated by applying various methods, namely: a) Circular
disk method, b) Circular ring/washer method, and the c) Cylindrical shell method.

The Disk Method

The disk method is applicable when a curve 𝑦 = 𝑓(𝑥) is rotated about an axis (𝑖. 𝑒. 𝑡ℎ𝑒 𝑥 𝑜𝑟 𝑦 −
𝑎𝑥𝑖𝑠) using an element or strip that is perpendicular to the axis of revolution.

Suppose that 𝑦 = 𝑓(𝑥) is a continuous, non-negative function on the interval [𝑎, 𝑏] shown below.

The volume of the solid generated by rotating the region bounded by the curve 𝑦 = 𝑓(𝑥), the 𝑥-axis and
the lines 𝑥 = 𝑎, 𝑥 = 𝑏, about the 𝑥-axis is given by

𝑏
𝑉 = 𝜋 ∫ [𝑓(𝑥)]2 𝑑𝑥
𝑎

The cross section perpendicular to the axis of revolution has the form of a disk of radius 𝑹 = 𝒚 = 𝒇(𝒙).

Likewise, we can find the volume of the solid generated by revolving the region bounded by the curve
𝒙 = 𝒇(𝒚), the 𝒚-axis, and the lines 𝒚 = 𝒄, 𝒚 = 𝒅, about the 𝑦-axis using the derived formula

𝑑
𝑉 = 𝜋 ∫ [𝑓(𝑦)]2 𝑑𝑦
𝑐

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Section: ____________ Schedule: ________________________________________ Date: ________________

The Washer Method

Now let us examine how to determine the volume if the generated solid is hollow, that is, there is a hole
on it, like for example, a washer.
Suppose the functions 𝒇(𝒙) and 𝒈(𝒙) are continuous and non-negative on the interval [𝒂, 𝒃] and
that𝒈(𝒙) ≤ 𝒇(𝒙). Consider an area bounded by the curves 𝒚 = 𝒇(𝒙) and𝒚 = 𝒈(𝒙), and the lines 𝒙 = 𝒂,
𝒙 = 𝒃 shown on the figure.

The volume of the solid generated by rotating the bounded region about the 𝒙-axis is given by

𝑏
𝑉 = 𝜋 ∫ ([𝑓(𝑥)]2 − [𝑔(𝑥)]2 )𝑑𝑥
𝑎

At a point on the 𝒙-axis, a perpendicular cross section of the solid is washer-shape with the inner radius
𝑟 = 𝑔(𝑥) and the outer radius 𝑅 = 𝑓(𝑥).

On the other hand, the volume of the solid formed by rotating a region between the curves 𝒙 = 𝒇(𝒚)
and 𝒙 = 𝒈(𝒚) where 𝒈(𝒚) ≤ 𝒇(𝒚) and 𝒄 ≤ 𝒚 ≤ 𝒅, around the 𝒚-axis is given by the formula
𝑑
𝑉 = 𝜋 ∫ ([𝑓 (𝑦)]2 − [𝑔(𝑦)]2 )𝑑𝑦.
𝑐

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #12

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Steps in Finding the Volume of a Solid of Revolution

1. Sketch the bounding region and the solid generated by rotating the region.
2. Get the cross section by cutting the object perpendicular to the axis of revolution
3. Determine the boundaries which represent the limits of integration.
4. Evaluate the integral to obtain the volume.

To understand better, let’s examine some problems involving volumes of solids of revolution.

Example 1. Determine the volume of the solid generated by rotating the region bounded by
𝑓(𝑥) = 𝑥 2 − 4𝑥 + 5, 𝑥 = 1, 𝑥 = 4 and the 𝑥-axis, about the 𝑥-axis.
Solution:

Step 1: Sketch the bounding region and the solid formed by rotating the region about the 𝑥-axis.

Step 2: To get a cross-section, we cut the solid vertically, since the x-axis is the axis of rotation.

In this case the radius is simply the distance from the 𝑥-axis to the curve and this is nothing more than
the function value at that particular x as shown above. The cross-sectional area is given by 𝐴(𝑥) = 𝜋𝑟 2 .
𝐴(𝑥) = 𝜋[𝑓(𝑥)]2
In this problem, 𝐴(𝑥) = 𝜋(𝑥 2 − 4𝑥 + 5)2 = 𝜋(𝑥 4 − 8𝑥 3 + 26𝑥 2 − 40𝑥 + 25).

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Step 3:. As shown in the figure, the leftmost cross-section is at 𝑥 = 1 and the rightmost cross-section is
at 𝑥 = 4. These are the vertical boundaries, thus, the limits of integration are from 1 to 4.

Step 4: Integrating to find the volume, we have

𝑏 4
𝑉 = ∫ 𝐴(𝑥)𝑑𝑥 = ∫ 𝜋(𝑥 4 − 8𝑥 3 + 26𝑥 2 − 40𝑥 + 25)𝑑𝑥
𝑎 1
1 26 3 4
= 𝜋 ൬ 𝑥 5 − 2𝑥 4 + 𝑥 − 20𝑥 2 + 25𝑥൰ฬ
5 3 1
78𝜋
V= 𝑐𝑢𝑏𝑖𝑐 𝑢𝑛𝑖𝑡𝑠
5

Example 2. Determine the volume of the solid generated by revolving the region in the first quadrant
bounded by𝑦 = 𝑥 2 , 𝑦 = 0.4 and 𝑦 = 1.4, about the 𝑦-axis.
Solution:

Step 1: Sketch the bounding region and the solid obtained by rotating the region about the 𝑦-axis.

Step 2: To get a cross-section, we cut the solid horizontally, since the y-axis is the axis of rotation.
𝑥 = ඥ𝑦

Observe that the radius is the horizontal distance of the curve from the 𝑦-axis.
𝑦 = 𝑥2 ⇒ ඥ𝑦 = √𝑥 2 𝑤𝑒 𝑔𝑒𝑡 ඥ𝑦 = 𝑥 𝑜𝑟 𝑓 (𝑦) = ඥ𝑦 .

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This implies that we need to express the function into the form 𝑥 = 𝑓(𝑦). Solving for the
cross-sectional area where the radius, r =x=ඥ𝑦, 𝐴(𝑦) = 𝜋𝑟 2 = 𝜋[𝑓(𝑦)]2 , which in this case is equal
2
to 𝐴(𝑦) = 𝜋(ඥ𝑦) = 𝜋𝑦.

Step 3: The boundaries of the region in question are the two horizontal lines, , 𝑦 = 0.4 and 𝑦 = 1.4..
These are then the limits of integration.

Step 4: By integration, the volume is

𝑑 1.4
𝑉 = ∫ 𝐴(𝑦)𝑑𝑦 = ∫ 𝜋𝑦𝑑𝑦
𝑐 0.4
2
𝑦 1.4
= 𝜋 ቆ ቇቤ
2 0.4
9𝜋
= 𝑐𝑢𝑏𝑖𝑐 𝑢𝑛𝑖𝑡𝑠
10
3 𝑥
Example 3. The region bounded by 𝑦 = √𝑥 and 𝑦 = that lies in the first quadrant, is revolved about
4
the 𝑦-axis. Determine the volume of the solid generated.
Solution:
Step 1: Sketch the bounding region and the solid obtained by rotating the region about the 𝑦-axis.

Step 2: To get a cross-section, the solid is cut horizontally as shown.

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Now the cross-section is obtained by cutting the object perpendicular to the axis of rotation. The cross
section is a ring and is horizontal at some 𝑦. This means that the inner and outer radius for the ring are
𝑥-values. Transforming the functions into the form 𝑥 = 𝑓(𝑦), we have

3 3
𝑦 = √𝑥 ⇒ 𝑦 3 = ( √𝑥 )3 ⇒ 𝑦 3 = 𝑥 or 𝑥 = 𝑦3
𝑥
𝑦= ⇒ 4𝑦 = 𝑥 or 𝑥 = 4𝑦
4

Here, the inner radius is the distance from the 𝑥-axis to the inner curve (which is 𝑥 = 𝑦 3 ) while the outer
radius is the distance from the 𝑥-axis to the outer curve, 𝑥 = 4𝑦 . The cross-sectional area is then,

𝐴(𝑦) = 𝜋[(4𝑦)2 − (𝑦 3 )2 ] = 𝜋(16𝑦 2 − 𝑦 6 )

Step 3: To obtain the points of intersection of the curves, let us solve the equations simultaneously.
Equating 𝑥 = 𝑦 3 𝑎𝑛𝑑 𝑥 = 4𝑦, we have 𝑦 3 = 4𝑦
𝑦 3 − 4𝑦 = 0
𝑦(𝑦 2 − 4) = 0, so that 𝑦 = 0, 𝑦 = 2, 𝑎𝑛𝑑 𝑦 = −2.
When 𝑦 = 0, 𝑥 = 0; 𝑎𝑛𝑑 𝑤ℎ𝑒𝑛 𝑦 = 2, 𝑥 = 8. Therefore the curves intersect at (0, 0) 𝑎𝑛𝑑(2, 8). Since the
region lies in the first quadrant, we will only consider positive values of 𝑦 as boundaries, which are
𝑦 = 0, 𝑎𝑛𝑑𝑦 = 2.

Step 4: Solving for the volume:

𝑑 2
𝑉 = ∫ 𝐴(𝑦)𝑑𝑦 = ∫ 𝜋(16𝑦 2 − 𝑦 6 )𝑑𝑦
𝑐 0
2 16 3 1 2
= 𝜋 ‫׬‬0 (16𝑦 2 − 𝑦 6 )𝑑𝑦 = 𝜋 ቀ 𝑦 − 𝑦7 ቁቚ
3 7 0
512𝜋
= 𝑐𝑢𝑏𝑖𝑐 𝑢𝑛𝑖𝑡𝑠
21

Example 4. Determine the volume of the solid obtained by rotating the region bounded by 𝑦 = 𝑥2 − 2𝑥
and 𝑦 = 𝑥 about the line 𝑦 = 4.
Solution

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Step 1: Sketch the bounding region and the solid obtained by rotating the region about the line 𝑦 = 4..

Step 2: To get a cross-section we cut the solid.

Now, we’re going to have to be careful here in determining the inner and outer radius as they
aren’t going to be quite as simple they were in the previous two examples.

Let’s start with the inner radius as this one is a little clearer. First, the inner radius is NOT 𝑥. The
distance from the 𝑥-axis to the inner edge of the ring is 𝑥, but we want the radius and that is the
distance from the axis of rotation to the inner edge of the ring. So, we know that the distance from the
axis of rotation to the 𝑥-axis is 4 and the distance from the 𝑥-axis to the inner ring is 𝑥. The inner radius
must then be the difference between these two. Or,

𝑖𝑛𝑛𝑒𝑟 𝑟𝑎𝑑𝑖𝑢𝑠 = 4 − 𝑥

The outer radius works the same way. The outer radius is,

𝑜𝑢𝑡𝑒𝑟 𝑟𝑎𝑑𝑖𝑢𝑠 = 4 − (𝑥2 − 2𝑥) = −𝑥2 + 2𝑥 + 4

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The cross-sectional area for this case is,

𝐴(𝑥) = 𝜋[(−𝑥2 + 2𝑥 + 4)2 − (4 − 𝑥)2 ] = 𝜋(𝑥4 − 4𝑥3 − 5𝑥2 + 24𝑥)

Step 3: The first ring will occur at 𝑥 = 0 and the last ring will occur at 𝑥 = 3 and so these are our limits
of integration.

Step 4. Integrate to find the volume:

𝑏 3
𝑉 = ∫ 𝐴(𝑦)𝑑𝑦 = ∫ 𝜋(𝑥4 − 4𝑥3 − 5𝑥2 + 24𝑥)𝑑𝑥
𝑎 0
3
= 𝜋 ∫ (𝑥4 − 4𝑥3 − 5𝑥2 + 24𝑥)𝑑𝑥
0

1 5 5 3
= 𝜋 ቆ 𝑥 − 𝑥4 − 𝑥3 + 12𝑥2ቇቤ
5 3 0

153𝜋
= 𝑐𝑢𝑏𝑖𝑐 𝑢𝑛𝑖𝑡𝑠
5

Example 4. Calculate the volume of the solid obtained by rotating the region bounded by the parabola
𝑦 = 𝑥2 and the square root function 𝑦 = √𝑥 around the 𝑥 − 𝑎𝑥𝑖𝑠.

Sketching the bounding region and the solid obtained by rotating the region about the 𝑥-axis.

Both curves intersect at the points 𝑥 = 0 𝑎𝑛𝑑 𝑥 = 1. Using the washer method
𝑏
𝑉 = 𝜋 ∫ ([𝑓(𝑥)]2 − [𝑔(𝑥)]2 )𝑑𝑥
𝑎

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where the outer radius 𝑟𝑜𝑢𝑡𝑒𝑟 = 𝑦 = √𝑥 and the inner radius 𝑟𝑖𝑛𝑛𝑒𝑟 = 𝑦 = 𝑥2 , we have

1 1
2 𝑥2 𝑥5 1 1 1 3𝜋
𝑉 = 𝜋 ∫ [√𝑥 − (𝑥 2 )2 ] 𝑑𝑥 = 𝜋 ∫ [𝑥 − 𝑥 4 ] 𝑑𝑥 = 𝜋 ቆ − ቇቤ = 𝜋 [ − ] = 𝑐𝑢𝑏𝑖𝑐 𝑢𝑛𝑖𝑡𝑠
0 0 2 5 0 2 5 10

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Direction: Find the volume of the solid of revolution formed by revolving a plane region about a given
line or axis.
1. Determine the volume of the solid generated by revolving about the x-axis the region bounded
by the curve 𝑦 = 𝑥 3 , the 𝑥-axis and the line 𝑥 = 2.
2. The region bounded by the curve 𝑦 = 𝑥 2 − 2 and the lines 𝑦 = −2 and 𝑥 = 2 is rotated about
the line 𝑦 = −2. Calculate the volume of the solid formed.
3. Find the volume of the solid obtained when the region enclosed by the curve 𝑥 = 2 − 𝑦 2 and the
line 𝑥 = 𝑦 is revolved about the line 𝑥 = −2.

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please answer the questions in column 3 of the chart in Activity 1) based from what you’ve learned
from this lesson.

4) Activity 5: Check for Understanding (5 mins)

1. Determine the volume of the solid formed when the region enclosed by the curve𝑦 = √𝑥,
𝑡ℎ𝑒 𝑥-axis and the line 𝑥 = 4, is revolved about the line𝑥 = 4.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
W
r
i
t
e

a
t
List 3 of the difficulties that you have encountered from the lesson on calculating volumes of solids of
revolution applying the a) Disk method and the b) Washer method.

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FAQs

1. When are you going to apply the disk method in finding the volume of a solid of revolution?
If the axis of revolution is the boundary of the plane region and the cross sections are taken
perpendicular to the axis of revolution, then you use the disk method to find the volume of the
solid.

2. When are you going to use the washer method in finding the volume of a solid of revolution?
If the axis of revolution is not a boundary of the plane region and the cross sections are taken
perpendicular to the axis of revolution, you use the washer method to find the volume of the solid.

KEY TO CORRECTIONS

Activity #3
128 32 108
1. 𝜋 cubic units 2. 𝜋 cubic units 3. 𝜋 cubic units
7 5 5

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Lesson Title: Applications of Integration: Volumes of Solids of Materials:

Revolution (Cylindrical Shell Method) textbook, scientific calculator
Lesson Objectives: At the end of the lesson, you should be able to:
1. Calculate the volume of a solid of revolution using the References:
method of cylindrical shells. Differential and Integral Calculus
2. Compare and contrast the shell method from the disk and by Love and Rainville
washer methods of determining the volumes of the solids of Calculus by James Stewart
revolution. https://math.libretexts.org/
https://tutorial.math.lamar.edu/

Productivity Tip:
“Action is the foundational key to all success.”-Picasso

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

In the previous lesson we dealt with the determination of volumes of solids of revolution using the
disk and washer methods where the cross-sections of the solid taken are perpendicular to the axis or
line of rotation. In this lesson, we will look into another method that will allow us to add up
representative shells or hollow cylinders that are parallel to the line or axis of rotation. This method of
finding the volumes of the solids of revolution formed is called the Cylindrical Shell method.
.
2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 What are the three methods of

finding the volumes of solids of
revolution?

2 What is the volume of a shell?

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3 What is the distinction of the

shell method compared to the
disk/ring method?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

The Cylindrical Shell Method is another method for using definite integral to determine the volume of
a solid of revolution. We learned from the previous lesson that for the disk and washer methods, the
slice is perpendicular to the axis of revolution. The distinction of the shell method compared to the other
two methods is that the slice is parallel to the axis of revolution.

Consider Figure 12.1, where the area shown in (a) rotates around the 𝒚-axis obtaining the solid shown
in (b). In (a), a small slice of the area is drawn, parallel to the axis of rotation. This thin slice forms a
cylindrical shell when the area is rotated, as pictured in part (c) of the figure.

Figure 12.1

To find the volume of the cylindrical shell, we cut the shell and lay it flat to form a rectangular solid with
length 2𝜋𝑟, height h, and depth 𝑑𝑥. Therefore, the volume is 𝑉 = 2𝜋𝑟ℎ 𝑑𝑥 as shown in the figure below.

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By splitting the solid into n cylindrical shells, we can estimate the volume of the solid as
𝑛

𝑉 = ∑ 2𝜋𝑟𝑖 ℎ𝑖 𝑑𝑥𝑖
𝑖=1
where 𝑟𝑖 , ℎ𝑖 and 𝑑𝑥𝑖 are the radius, height and thickness of the 𝑖 th shell, respectively.

The Shell Method

Let a solid be generated around a vertical axis by rotating a region 𝑹, bounded by 𝒙 = 𝒂 and 𝒙 = 𝒃. Let
𝒓(𝒙) represent the distance from the axis of rotation to 𝒙 (i.e., a sample shell radius) and let 𝒉(𝒙)
represent the height of the solid as 𝒙 (i.e., shell height). The volume of the solid is
𝒃
𝑽 = 𝟐𝝅 ∫ 𝒓(𝒙)𝒉(𝒙)𝒅𝒙
𝒂
Let’s take a look at the following problems using the method of cylindrical shell.

3
Example 1. Determine the volume of the solid obtained by rotating the region bounded by 𝑦 = √𝑥,
𝑥 = 8 and the 𝑥-axis, about the 𝑥-axis.
Solution:

Step 1: Sketch the bounded region and the solid generated by the rotation

Here, we are rotating the region about the horizontal axis. This means that the area will be a function of 𝑦
and so our equation will also need to be written in 𝑥 = 𝑓(𝑦) form.
3
𝑦 = √𝑥 ⟹ 𝑥 = 𝑦3

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Step 2: Sketch a typical cylinder

In this case the function value is the distance between the edge of the cylinder and the 𝑦-axis.
The distance from the edge out to the line 𝑥 = 8 is 8 − 𝑥, so that the width is 8 − 𝑦 3 . The
cross-sectional area in this particular problem is given by

𝐴(𝑦) = 2𝜋(𝑟𝑎𝑑𝑖𝑢𝑠)(𝑤𝑖𝑑𝑡ℎ)
= 2𝜋(𝑦)(8 − 𝑦3 )
= 2𝜋(8𝑦 − 𝑦4 )

Step 3: Determine the boundaries

The first cylinder will cut into the solid at 𝑦 = 0 and the final cylinder will cut in at 𝑦 = 2 and so
these are our limits of integration.

Step 4: Integrate to obtain the volume of the solid formed

𝑑 2
The volume of this solid is,
𝑉 = ∫ 𝐴(𝑦)𝑑𝑦 = ∫ 2𝜋(8𝑦 − 𝑦4 )𝑑𝑦
𝑐 0

2
= 2𝜋 ∫ (8𝑦 − 𝑦4 𝑑𝑦
0

1 2
= 2𝜋 ൬4𝑦2 − 𝑦5 ൰ฬ
5 0

96𝜋
= 𝑐𝑢𝑏𝑖𝑐 𝑢𝑛𝑖𝑡𝑠
5

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Example 2. Determine the volume of the solid obtained by rotating the region bounded by
𝑦 = 2√𝑥 − 1 and 𝑦 = 𝑥 − 1 about the line𝑥 = 6.
Solution:

Step 1: Sketch the bounded region and the solid formed

Step 2: Sketch a typical cylinder

First, notice that the radius is not just an 𝑥 or a 𝑦 as it was in the previous cases. In this case, 𝑥 is the
distance from the 𝑦-axis to the edge of the cylinder and we need the distance from the axis of rotation to
the edge of the cylinder. That means that the radius of this cylinder is 6 − 𝑥.
Second, the height of the cylinder is the difference of the two functions in this case.

The cross-sectional area is then,

𝐴(𝑥) = 2𝜋(𝑟𝑎𝑑𝑖𝑢𝑠)(ℎ𝑒𝑖𝑔ℎ𝑡)
= 2𝜋(6 − 𝑥)(2√𝑥 − 1 − 𝑥 + 1)
= 2𝜋(𝑥 2 − 7𝑥 + 6 + 12√𝑥 − 1 − 2𝑥√𝑥 − 1)

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Step 3: Determine the boundaries

Now the first cylinder will cut into the solid at 𝑥 = 1 and the final cylinder will cut into the solid at 𝑥 = 5 so
these are our limits.

Step 4: Integrate to obtain the volume

𝑏 5
𝑉 = ∫ 𝐴(𝑥)𝑑𝑥 = ∫ 2𝜋(𝑥 2 − 7𝑥 + 6 + 12√𝑥 − 1 − 2𝑥√𝑥 − 1)𝑑𝑥
𝑎 1 5
= 2𝜋 ∫ (𝑥 2 − 7𝑥 + 6 + 12√𝑥 − 1 − 2𝑥√𝑥 − 1)𝑑𝑥
1
1 7 3 4 3 4 5
5
= 2𝜋 ൬ 𝑥 3 − 𝑥 2 + 6𝑥 + 8(𝑥 − 1)2 − (𝑥 − 1)2 − (𝑥 − 1)2 ൰ฬ
3 2 3 5 1
136
= 2𝜋 ൬ ൰
5
272𝜋
= 𝑐𝑢𝑏𝑖𝑐 𝑢𝑛𝑖𝑡𝑠
15
The integration of the last term is a little tricky so let’s do it here. It will use the substitution rule,
𝑢 = 𝑥 − 1 , so that 𝑥 = 𝑢 + 1 and dx=du
1
∫ 2𝑥√𝑥 − 1𝑑𝑥 = 2 ∫(𝑢 + 1) 𝑢2 𝑑𝑢
3 1
= 2 ∫ ൬𝑢2 + 𝑢2 ൰ 𝑑𝑢
2 5 2 3
= 2 ൬ 𝑢2 + 𝑢2 ൰ + 𝑐
5 3
2 5 2 3
= 2 ൬ (𝑥 − 1)2 + (𝑥 − 1)2 ൰
5 3

Example 3. Find the volume of the solid of revolution formed by rotating the finite region bounded by the
graphs of 𝑦 = √𝑥 − 1 and 𝑦 = (𝑥 − 1)2 about the 𝑦-axis.
Solution:
Step 1: Sketch the bounded region and the solid formed

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Step 2: Sketch a typical cylinder

This time, the height of the cylindrical shell is the difference of the two functions, so the volume of an
individual shell will be given by 𝑉 = 2𝜋𝑟ℎ𝑑𝑥 = 2𝜋𝑥[√𝑥 − 1 − (𝑥 − 1)2 ]𝑑𝑥

Step 3: Determine the boundaries

Integrating this over the interval x = 1 to x = 2, we obtain the volume of the solid of revolution.

Step 4: Integrate the volume

2
𝑉 = 2𝜋 ∫ 𝑥[√𝑥 − 1 − (𝑥 − 1)2 ]𝑑𝑥
1

Apply u-substitution to integrate the given function. Set u = x − 1 so x = u + 1 and dx = du. With
a change of variable of integration, the limits will also change. So when x=1, u=0, and
when x=2, u=1.


V = 2  (u + 1) u − (u + 1)u 2 du
1

0

V = 2  (u )du
1
u + u − u3 − u2
0

2 2 u4 u3  1
V = 2  u 5 / 2 + u 3 / 2 − − 
5 3 4 3  0
 2 2 1 1
V = 2  + − − 
 5 3 4 3
29
V = unit 3
30

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Apply the cylindrical shell method to obtain the volume of the following solids of revolution.

1. Determine the volume of the solid generated when the region bounded by the curve 𝑦 2 = 𝑥 3
and the 𝑥-axis, is revolved about the 𝑥-axis.
2. Find the volume of the solid formed when the region bounded by the curve 𝑦 2 = 𝑥, the line
𝑦 = 1 and the 𝑦-axis, is revolved about the line 𝑦 = 2.

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please answer the questions in the chart of Activity 1 based from what you’ve learned from this lesson.

4) Activity 5: Check for Understanding (5 mins)

1. Calculate the volume of the solid formed by revolving about the line y=1 the region bounded by
the parabola 𝑥 2 = 4𝑦 and that line. Take the rectangular elements of area parallel to the axis of
revolution.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

Write a summary of the key concepts you learned on finding the volumes of solids of revolution
using the cylindrical shell method.

FAQs
1. When are you going to use the shell method in finding the volume of a solid of revolution?
The shell method is used when the curve 𝑦 = 𝑓(𝑥) revolves around the 𝑦-axis. If the curve is 𝑥 =
𝑓(𝑦), use the shell method for revolving around the 𝑥-axis, and the disk method for revolving around
𝑦-axis. If either the disk or shell method produce an integral that is too difficult, you can find the
inverse of the function, and switch to the other method.
5
KEY TO CORRECTIONS: Activity #3 1. Ans. 64𝜋 cubic units 2. Ans. 𝜋 cubic units
6

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Lesson Title: Applications of Integration: Arc lengths and Area of a Materials:

Surface of Revolution Textbook, scientific calculator
Lesson Objectives: At the end of the lesson, you should be able to:
1. Calculate the arc length of a smooth curve defined by References:
rectangular, parametric, and polar equations. Differential and Integral Calculus
2. Determine the area of the surface generated by by Love and Rainville
revolving/rotating a plane curve, C, about a line in its plane. Calculus by James Stewart
https://www.mathisfun.com
https://www.math24.net
https://math.libretexts.org

Productivity Tip:

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

The length of an arc along a portion of a curve is another application of the definite integral. Generally,
this length of the curve is called arc length. Many real-world applications involve arc length such as the
determination of the length of hanging bridges, ropes, and wires that form catenary curves, obtaining
the distance one has to travel along a curved road to reach his destination, and finding the lengths of
parabolic and polar curves are only few of its many practical uses. In this lesson we are going to look
at computing the arc lengths of continuous, differentiable, and well-defined functions over given closed
intervals.
Rotating a curve or an arc about an axis will generate a surface of revolution. The concepts we’ll use
to find the length of an arc will then be extended to find the area of a surface of revolution.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

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1How will you calculate the arc

length of a given curve?

2How will you find the area of the

surface generated by rotating a
curve about the x-axis?

3How will you find the area of the

surface generated by rotating a
curve about the y-axis?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

I. Length of an Arc/of a Curve (Arc Length)

A rectifiable curve is one that has a finite arc length. The function f is rectifiable on [a, b] if f ' is
continuous on the interval [a, b]. Therefore f is continuously differentiable on [a, b] and its graph is a
smooth curve.

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Definition. The differential of an arc length S is given by dS  dx 2  dy 2 .

The length S of a curve along an arc C are given by

2
b  dy 
i) S   dS   1    dx , where x is the variable of integration
C a
 dx 
2
d  dx 
ii) S   dS   1    dy , where y is the variable of integration
C c
 dy 
2 2
t2  dx   dy 
iii) S   dS        dt , if x and y are given in terms of a parameter t .
C t1
 dt   dt 
2
2  dr 
iv) S   dS      r d , if the given curve is defined by a polar equation.
2
C 1
 d 
Example1: Metal posts have been installed 6m apart across a gorge.

 x
Find the length for the hanging bridge that follows the curve f x   5 cos .
5

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Here is the actual curve:

Let us solve the general case first!

 x  x
A hanging cable forms a curve called a catenary defined by f x   a cos  where f ' x   sinh .
a a

Note that larger values of a have less sag in the middle.

The curve is symmetrical, so it is easier to work on just half of the catenary, from the center to an

end at "b":

1   f ' x  dx
b
Starting with S    x
2 b
a S  0
1  sinh 2   dx
a
Using the hyperbolic identity: 1+sinh2x=cosh2x b x
S  0
cosh 2   dx
a
b x
S  
cosh  dx
0
a
b
S  a sinh  
a
Now, remembering the symmetry, let's go from −b to +b:

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b
S  2a sinh 
a

In our specific case, a=5 and the 6m span goes from −3 to +3, so to get the total length,

 3
S  25sinh   6.367m.
5

It is important to note that if we build it exactly 6m in length there is no way we could pull it hard enough
for it to meet the posts. But at 6.367m it will work nicely.

Example2. Find the length of y  x 3 / 2 from x = 0 to x = 4.

3 1/ 2
Solving for the derivative of the given function, we have y '  x
2
1   f ' x  dx
b
Let us use x as the variable of integration and apply the formula S  
2
a
2
4 3 
S 1   x1 / 2  dx
0
2 
Putting u= , so that du= and dx= .
4 9 
S 1   x dx
0
4 

We change the limits corresponding to a change of variable of integration: when and

when

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4  4 9 1/ 2
1  u  du    1  u  du
9
S
0
9  9 0
4 1  u 
 
3/ 2
8
1  93 / 2  1  03 / 2
9
S 
9 3/ 2 0 27

S
8
27

103 / 2  1 
S  9.073units

Example3. Find the length of one branch of the parabola y 2  4 x from the vertex to the end of the
latus rectum, using y as the variable of integration.

Solution: This parabola opens to the right with length of latus rectum= 4, so we have 0

2 y dx dx y
Differentiation gives 2 ydy  4dx , so that  or 
4 dy dy 2

2
d  dx 
Now using the formula S   ds  
C c
1    dy.
 dy 

2
2  y 2 y2
S 1    dy   1  dy
0
2 0 4

2 4  y2 1
S
2
dy  4  y 2 dy . Let’s use the trigonometric substitution .
0
4

S
1
2

4  4 tan 2  2 sec 2 d   1
2
 
4 1  tan 2  2 sec 2 d 
S  2 sec 3d  2
1
sec tan  ln sec  tan 
2
S  sec  tan   ln sec  tan 

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y 4  y2
From the substitution we have y  2 tan , so that tan   . It follows that sec  
2 2

4  y2  y  4  y2 y 2
S    ln 
2 2 2 2 0

Plugged in to S  sec tan  ln sec  tan  , 82

 0  ln 1
2 8
S  ln
4 2
S 2  ln 2 1
S  2.295units

Example4. Calculate the length of one branch of the curve with parametric equations x  t 2 , y  t ,
3

from t  0 to t  5.

dx dy
Differentiation gives  2t and  3t 2 . Using the equation for length of an arc defined by
dt dt
2 2
t2  dx   dy 
S   dS        dt
C t1
 dt   dt 
2t 2  3t 2 2 dt  0  
5 5 5
parametric equations, we have S 4t 2  9t 4 dt   t 2 4  9t 2 dt
0 0

4  9t  tdt 
1/ 2
5 5
S   t 4  9t 2 dt   2
0 0

2 2
t2  dx   dy 
S   dS        dt
C t1
 dt   dt 
2t 2  3t 2 2 dt  0  
5 5 5
: S 
0
4t 2  9t 4 dt  
0
t 2 4  9t 2 dt

4  9t  tdt 
1/ 2
5 5
S   t 4  9t 2 dt   2
0 0

Assigning

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____________________________________________________________ _______
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du 1 1 u3/ 2 1 3/ 2
S u
18 18 
1/ 2
 u du 
1/ 2
 u
18 3 / 2 27
By back-substitution where and applying the original limits of integration we have

S
1
27

4  9t 2 3/ 2
 5

0
1 
27 
 
2 3/ 2



  4  9 5   4  90
2
3/ 2 


S
1
27
 27

493 / 2  43 / 2  1 343  8
335
S units
27

Example5. Determine the length of the arch of the cardioid r  2  2 cos  , 0    2 .

Let us start with the derivative of r with respect to  , that is, .

2
2  dr 
Applying the formula of length of a curve in polar equation: S   dS      r d .
2
C 1
 d 

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2
S 
0
2 sin  2  2  2 cos  2 d
2
S 
0
4 sin 2   4  8 cos   4 cos 2  d

S 
0
2
 
4 sin 2   cos 2   1  2 cos  d 
Applying : sin 2   cos 2   1
2 2
S  2 1  1  2 cos  d  2  21  cos  d
0 0

 
U sin g : 1  cos   2 sin 2  
2
2  
S  2 2 2 sin 2   d
0
2
2  
S  2 2 2  sin  d
0
2
     2   2   0 
S  4  2 cos   8cos   cos   8 1  1
  2  0   2   2 
S  16units

Summary: To calculate the length of an arc, S ,

 Take the derivative of the given function;

 Apply the appropriate arc length formula;
 Simplify and solve the integral.

II. Area of a Surface of Revolution

Rotating a curve about an axis generates a surface of revolution. The area of a surface of revolution is the
total area of the outer layer of an object. The concepts we used to find the arc length of a curve can be
extended to find the area of a surface of revolution.

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Let f(x) be a nonnegative smooth function over the interval [a, b]. Then, the surface area, A S  , of the
surface of revolution formed by revolving the graph of f(x) around the x-axis is given by

2
b b  dy 
AS   2  ydS  2  y 1    dx , where y=f(x).
a a
 dx 

Similarly, let g(y) be a nonnegative smooth function over the interval [c, d]. Then, the surface area, A S 
of the surface of revolution formed by revolving the graph of g(y) around the y−axis is given by

2
d d  dx 
AS   2  xdS  2  x 1    dy , where .
c c
 dy 
Let’s take a look at the different surfaces of revolution generated by rotating a curve about either the
or the

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________________________________________

I. If the curve y=f(x) on [a, b] is revolved about the I. If the curve y=f(x) on [a, b] is revolved about the
axis, then the area of the surface of revolution axis, then the area of the surface of revolution is
2 2
 dy   dy 
ydS  2  f x  1    dx . given by A  2  xdS  2  x 1    dx .
b b b b
is given by A  2 
a a
 dx  a a
 dx 

II. If the curve x=g(y) on [c, d] is revolved about the II. If the curve x=g(y) on [c, d] is revolved about the
axis, then the area of the surface of revolution axis, then the area of the surface of revolution is
2 2
 dx   dx 
 g  y dS  2  g  y  1    dy
d d d d
is given by A  2  c
ydS  2 
c
y 1    dy
 dy 
given by A  2
c c
 dy 

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III. If the curve represented by the parametric III. If the curve represented by the parametric
equations x=x (t), y=y (t) on [t1, t2] is revolved about equations x=x (t), y=y (t) on [t1, t2] is revolved about
the axis, then the surface area is given by the axis, then the surface area is given by
2 2 2 2
 dx   dy   dx   dy 
A  2  yt dS  2  yt  A  2  xt dS  2  xt 
t2 t2 t2 t2
     dt      dt
t1 t1
 dt   dt  t1 t1
 dt   dt 

IV. If the curve represented by the polar equation IV. If the curve represented by the polar equation
on [ is revolved about the polar axis on [ is revolved about the axis,
( axis), then the surface area is given by then the surface area is given by

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2 2
2 2  dr  2 2  dr 
A  2  r  sin dS  2  r  sin  r      dA  2  r   cos dS  2  r  cos  r      d
2 2
1 1
 d  1 1
 d 

Example1. Determine the area of the surface generated by revolving the curve y  x over the
interval [ about the
Solution:
The figures below show the graph of the curve y  x and the surface of rotation formed.

Using the formula

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2 2
 1 
2
b  dy 
b dy 1  dy  1
AS   2  ydS  2  y 1    dx , where  and      
a a
 dx  dx 2 x  dx  2 x  4x
4 1 4 4x  1 4 4x  1
A S   2  x 1  dx  2  x dx  2  x dx
Substitution gives
1 4 x 1 4 x 1
4 x
1/ 2
A S     4 x  1 dx    u 1 / 2
4 2 du
1 1 4
du
Where we assigned u  4 x  1 so that du  4dx and  dx . When ,
4
and when

A S  

4 5
17
u 1/ 2
du 
 u3/ 2
4 3/ 2
17

5


6
17 3/ 2
 5
3/ 2

A S  
6


17 17  5 5 
AS  30.846sq.units

Example2. Find the area of the surface generated by revolving the curve x  y  9 over the interval
2 2

y  0,2 about the

Solution:
dx y
Implicit differentiation gives so that   but since x  9  y 2 therefore
dy x
dx y
 . Applying the formula
dy 9  y2
2
d d  dx 
AS   2  xdS  2  x 1    dy we have
c c
 dy 

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Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

2
 
1   dy
2 2 y
A S   2  xdS  2  9  y2
0 0  9  y2 
 
2 y2 2 9  y2  y2
A S   2  9  y2 1 dy  2  9  y 2 dy
0 9 y 2 0
9  y2
2 2
A S   2  9dy  6y
0 0

A S   12sq.units

Example3. Determine the surface area of the solid obtained by rotating the curve defined by the
following parametric equations about the y-axis.
Solution:
Solving for the derivatives of the parametric equations,

dx dy
we get  3 sin 2  cos  ;  3 cos 2  sin 
d d

Applying the formula

2
2  dr 
S   dS      r d .
2
C 1
 d 

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #14

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

2 2
2 2  dx   dy 
A S   2  x dS  2  x      d
1 1
 d   d 
A S   2 
0
 /2
sin 3  3 sin 2
 cos     3 cos 2  sin   d
2 2

 /2
A S   2  sin 3  9 sin 4  cos 2   9 cos 4  sin 2  d
0

A S   2 
0
 /2
 
sin 3  9 sin 2  cos 2  sin 2   cos 2  d .FromTrigonometricIde ntity : sin 2   cos 2   1
 /2
A S   2  sin 3 9 sin 2  cos 2  d
0
 /2  /2
A S   2  sin 3  3 sin  cos  d  6  sin 4  cos d .  6  u 4 du
0 0
where we assigned

6 6   
5
u5  /2
A S   6  sin 5    sin   sin 0  
5

5 5 0 5  2 
6
A S   sq.units
5

Example4. Find the area of the surface obtained by revolving the cardioid around the
polar axis (i.e. the axis).
Solution:

Differentiation gives . (Please refer to Example5 above on arc length for the sketch of the
curve).

Applying the formula

2
2 2  dr 
A  2  r  sin dS  2  r  sin  r     d
2
1 1
 d 

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #14

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________


A  2  2  2 cos  sin  2  2 cos  2  2 sin  2 d
0

A  2  2 sin  1  cos   4  8 cos   4 cos 2   4 sin 2  d
0

 
A  2  2 sin  1  cos   4 (1  2 cos  )  sin 2   cos 2  d
0

TrigonometricIdentit y : sin 2   cos 2   1
 
A  2  2 sin  1  cos   4 1  2 cos   1d  8  sin  1  cos   21  cos  d
0 0

2   
TrigonometricIdentit ies : 1  cos   2 sin ; sin   2 sin cos
2 2 2
   2   2 
 3   
A  8 2  2 sin cos  2 sin  2 sin d  32 2 0 sin cos  2 sin 
0 2 2 2 2 2 2 2
  
A  64  sin 4 cos d
0 2 2
  d 
Substituti on : u  sin , du  cos ;2du  cos d
2 2 2 2
u5
A  64  u 4 2du   128  u 4 du  128
5

Back  substituti on : u  sin ,
2
128    5   128     0 
5 5

A  sin     sin    sin  

 5  2   0 5  2  2  
128
A sq.units
5

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

1. Determine the arc lengths defined by the following functions over the given intervals:
1 3/ 2 
a. y  x on [ b. r  sin 2 on
3 2
2. Determine the area of the surface generated by revolving a given curve about a given axis.

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #14

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

a. y  x 3 on [ , b. y  x 2 on[ √ ]
3) Activity 4: What I Know Chart, part 2 (2 mins)

Please answer column 3 of the chart under Activity 1based on what you’ve learned from this lesson.

4) Activity 5: Check for Understanding (5 mins)

Solve the following problems:

y  y  3
1
a) Calculate the length of the curve defined by x 
3
b) Calculate the length of the polar curve r  1 sin  on the given interval [
1
c) Determine the surface area generated by revolving the curve y  x 3 over the interval
3
[ about the

C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

What three important things you’ve learned about the lessons on a) Arc lengths and b) Surface areas?

FAQs

1. How will you calculate the length of an arc of a function defined by parametric equations?

2 2
The length of an arc of a function in parametric equations is given by S  dS  t  dx   dy 
C t     dt.
2

1
 dt   dt 

2. What is area of a surface of revolution? The area of a surface of revolution is the total area of the
outer layer of an object.

KEY TO CORRECTIONS

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #14

Name: Class number:

____________________________________________________________ _______
_____ Date:
Section: ____________ Schedule: ________________
________________________________________

Activity #3 1a. S  4.876units 1b. S  2units

2a. AS  

27
10 
10  1 sq.units  3.563sq.units 2b. A S  
13
3
sq.units

This document is the property of PHINMA EDUCATION 19

 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Applications of Integration: Centroid of Plane Areas Materials:

and of Solids of Revolution textbook, scientific calculator
Lesson Objectives: At the end of the lesson, you should be able to:
1. Determine the centroids of plane areas. References:
2. Calculate the centroids of solids of revolution. Differential and Integral Calculus
by Love and Rainville
https://www.slideshare.net

Productivity Tip:
Create a Distraction Free Study Environment. Mathematics demand more attention than any other
subject. The deciding factor may be a good learning setting and a distraction-free environment when solving
math problems.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
Find the length of the curve 9𝑦 2 = 4𝑥 3 from the origin to the point (3, 2√3). [ 𝐴𝑛𝑠. 14/3 𝑢𝑛𝑖𝑡𝑠]

We have already discussed some applications of definite integrals, such as finding areas of plane regions,
volumes of solids of revolution, arc lengths, and areas of surface of revolution. In this lesson we develop
computational techniques for finding the centroids of plane regions, and centroids of solids of revolution.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1What is a centroid?

2What is the main concept on

centroid of a plane region?

3What is the main concept on

centroid of a solid of revolution?

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Student Activity Sheet Lesson #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)
The centroid is a point which defines the geometric center of an object, i.e. the centroid is used when
the calculation concerns a geometrical shape only.

The calculations of centroid fall within two distinct categories:

I. Areas
II. Volumes

I. Centroids of Areas: 𝐶(𝑥̅ , 𝑦̅)

Case 1: Vertical Strip

𝑦𝐵
1 𝑥
𝑥̅ = 𝐴 ∫𝑥 2 𝑥𝑑𝐴
1
1 𝑥2 𝑦𝑇 + 𝑦𝐵
𝑦̅ = ∫ 𝑑𝐴
𝐴 𝑥1 2
𝐶(𝑥̅ , 𝑦̅)
𝑦𝑇 + 𝑦𝐵
𝑦̅ =
2
𝑦𝑇
where: 𝑑𝐴 = (𝑦𝑇 − 𝑦𝐵 )𝑑𝑥

𝑥̅ = 𝑥 Since the limit is from 𝑥1 to 𝑥2 , express

𝑦 in terms of 𝑥:

Case 2: Horizontal Strip

1 𝑦 𝑥 +𝑥
𝑥𝑅 𝑥̅ = 𝐴 ∫𝑦 2 𝑅 2 𝐿 𝑑𝐴
𝑥𝐿 1
𝐶(𝑥̅ , 𝑦̅)
1 𝑦2
𝑦̅ = ∫ 𝑦𝑑𝐴
𝑦̅ = 𝑦 𝐴 𝑦1

where: 𝑑𝐴 = (𝑥𝑅 − 𝑥𝐿 )𝑑𝑦

𝑥𝑅 + 𝑥𝐿
𝑥̅ = Since the limit is from 𝑦1 to 𝑦2 , express
2
𝑥 in terms of 𝑦.

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II. ̅, 𝒚
Centroids of Solids of Revolution: 𝑪(𝒙 ̅, 𝒛̅)

Case 1: Vertical Strip (rotated about vertical axis of rotation)

𝑦𝐵 1 𝑥2 𝑦𝑇 + 𝑦𝐵
𝑦̅ = ∫ 𝑑𝑉
𝑉 𝑥1 2

where: 𝑑𝑉 = 2𝜋𝑥(𝑦𝑇 − 𝑦𝐵 )𝑑𝑥

𝐶(𝑥̅ , 𝑦̅) Since the limit is from 𝑥1 to 𝑥2 , express

𝑦𝑇 + 𝑦𝐵 𝑦 in terms of 𝑥.
𝑦̅ =
𝑦𝑇 2 Note: The axis of rotation is one of the
coordinates of the centroid of solid.

𝑥̅ = 𝑥 Ex. If axis of revolution is 𝑥 = −1, then

𝑥̅ = −1.

Case 2: Vertical Strip (rotated about the horizontal axis)

𝑦𝐵 1 𝑥
𝑥̅ = 𝑉 ∫𝑥 2 𝑥𝑑𝑉
1

where: 𝑑𝑉 = 𝜋𝑥(𝑦𝑇 − 𝑦𝐵 )2 𝑑𝑥 or
𝑑𝑉 = 𝜋𝑥(𝑅 2 − 𝑟 2 )𝑑𝑥
𝐶(𝑥̅ , 𝑦̅)
𝑅: the farthest distance from
𝑦𝑇 + 𝑦𝐵
𝑦̅ = the curve to the axis of revolution
2 𝑟: the nearest distance from the
𝑦𝑇
another curve to the axis of
revolution
Since the limit is from 𝑥1 to 𝑥2 , express 𝑦 in terms
𝑥̅ = 𝑥
of 𝑥.

Note: The axis of rotation is one of the coordinates

of the centroid of the solid of revolution.

Ex. If axis of revolution is 𝑦 = −1, then 𝑦̅ = −1.

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Case 3: Horizontal Strip (rotated about the vertical axis)

1 𝑦2
𝑦̅ = ∫ 𝑦𝑑𝑉
𝑥𝑅
𝑉 𝑦1
𝑥𝐿 𝐶(𝑥̅ , 𝑦̅) where: 𝑑𝑉 = 𝜋𝑦(𝑥𝑅 − 𝑥𝐿 )2 𝑑𝑦 or
𝑑𝑉 = 𝜋𝑦(𝑅 2 − 𝑟 2 )𝑑𝑦

𝑦̅ = 𝑦 𝑅: the farthest distance from

the curve to axis of
revolution
𝑟: the nearest distance from the
another curve to the axis of
𝑥𝑅 + 𝑥𝐿 revolution
𝑥̅ =
2
Since the limit is from 𝑦1 to 𝑦2 , express
𝑥 in terms of 𝑦.

Case 4: Horizontal Strip (rotated about the horizontal axis)

Ex. If axis of revolution is 𝑥 = −1, then
𝑥̅ = −1.

1 𝑦2
𝑦̅ = ∫ 𝑦𝑑𝑉
𝑥𝑅
𝑉 𝑦1
𝑥𝐿 𝐶(𝑥̅ , 𝑦̅)
where: 𝑑𝑉 = 2𝜋𝑦(𝑥𝑅 − 𝑥𝐿 )𝑑𝑦 or
𝑦̅ = 𝑦 Since the limit is from 𝑦1 to 𝑦2 , express
𝑥 in terms of 𝑦.

Ex. If the axis of revolution is 𝑥 = −1,

then 𝑥̅ = −1.
𝑥𝑅 + 𝑥𝐿
𝑥̅ =
2

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Solving for the 𝑥 coordinate (𝑥̅ ) of

centroid :
Solving for the area 𝐴: 1 𝑏
𝑏 𝑥̅ = ∫𝑎 𝑥𝑓(𝑥) 𝑑𝑥
𝐴
𝐴 = ∫𝑎 𝑓(𝑥) 𝑑𝑥

2 1 2
= ∫ 𝑥(4 − 𝑥2) 𝑑𝑥
= ∫ (4 − 𝑥2) 𝑑𝑥 16 0
0 3
𝑥3 2 3 2
= 4𝑥 − ቤ = ∫ (4𝑥 − 𝑥3 ) 𝑑𝑥
3 0 16 0
(2)3 3 𝑥4 2
= 4(2) − = ቆ2𝑥2 − ቇቤ
3 16 4 0
16 3 (2)4
𝐴= 𝑠𝑞𝑢𝑎𝑟𝑒 𝑢𝑛𝑖𝑡𝑠 = ቆ2(2)2 − ቇ
3 16 4
3
𝑥̅ = 𝑢𝑛𝑖𝑡𝑠
4

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Solving for the 𝑦 coordinate (𝑦̅) of centroid :

1 𝑏 𝑦 −𝑦
𝑦̅ = ∫𝑎 𝐴 𝐵 𝑓(𝑥) 𝑑𝑥
𝐴 2

1 2 4 − 𝑥2
= ∫ (4 − 𝑥2 ) 𝑑𝑥
16 0 2
3
3 1 2
= ∙ ∫ (4 − 𝑥2 )2 𝑑𝑥
16 2 0

3 2
= ∫ (16 − 8𝑥2 + 𝑥 4 ) 𝑑𝑥
32 0
3 8 𝑥5 2
= ቆ16𝑥 − 𝑥3 + ቇቤ
32 3 5 0

3 8 (2)5
= ቈ16(2) − (2)3 + ቉
32 3 5

8
𝑦̅ = 𝑢𝑛𝑖𝑡𝑠
5

3 8
Centroid 𝐶: (4 , 5)

Example 2. Determine the centroid of the fourth-quadrant region bounded by the parabola 𝑦 = 𝑥2 − 4𝑥.

Curve: 𝑦 = 𝑥 2 − 4𝑥

Using completing the square:

𝑦 + 4 = 𝑥 2 − 4𝑥 + 4
𝑦 + 4 = (𝑥 − 2)2
Vertex: 𝑉(2, −4)
If 𝑦 = 0:
𝑦 + 4 = (𝑥 − 2)2
0 + 4 = (𝑥 − 2)2
√4 = ඥ(𝑥 − 2)2
±2 = 𝑥 − 2
𝑥 = 0,4

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Solving for the area 𝐴: Solving for the 𝑥 coordinate (𝑥̅ ) of centroid :
1 𝑏
𝑏 𝑥̅ = 𝐴 ∫𝑎 𝑥𝑓(𝑥) 𝑑𝑥
𝐴= ∫𝑎 𝑦𝑇 − 𝑦𝐵 𝑑𝑥 1 4
= ∫ 𝑥(4𝑥 − 𝑥2) 𝑑𝑥
4 32 0
𝐴 = ∫0 ሾ0 − (𝑥2 − 4𝑥)ሿ 𝑑𝑥
3
4
= ∫0 (4𝑥 − 𝑥2) 𝑑𝑥 3 4
= ∫ (4𝑥 2 − 𝑥3 ) 𝑑𝑥
𝑥3 4 32 0
2
= 2𝑥 − ቤ 3 4 3 𝑥4 4
3 0 = ቆ 𝑥 − ቇቤ
32 3 4 0
(4)3
= 2(4) − 2 3 4 (4)4
3 = ቆ (4)3 − ቇ
32 32 3 4
𝐴= 𝑠𝑞𝑢𝑎𝑟𝑒 𝑢𝑛𝑖𝑡𝑠 𝑥̅ = 2 𝑢𝑛𝑖𝑡𝑠
3

Solving for the 𝑦 coordinate (𝑦̅) of centroid :

1 𝑏 𝑦 +𝑦
𝑦̅ = ∫𝑎 𝑇 𝐵 𝑓(𝑥) 𝑑𝑥
𝐴 2
1 4 𝑥2 − 4𝑥
= ∫ (4𝑥 − 𝑥2 ) 𝑑𝑥
32 0 2
3
3 1 4
=− ∙ ∫ (4𝑥 − 𝑥2 )(4𝑥 − 𝑥2 ) 𝑑𝑥
32 2 0
3 4 8
=− ∫ (4𝑥 − 𝑥2 )2 𝑑𝑥 Centroid 𝐶: (2, − )
64 0 5
3 4
= − ∫ (16𝑥 2 − 8𝑥3 + 𝑥 4 ) 𝑑𝑥
64 0
3 16 3 𝑥5 4
=− ቆ 𝑥 − 2𝑥4 + ቇቤ
64 3 5 0
3 16 (4)5
=− ቈ (4)3 − 2(4)4 + ቉
64 3 5
8
𝑦̅ = − 𝑢𝑛𝑖𝑡𝑠
5

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2
Example 3. Determine the centroid of the fourth-quadrant region bounded 𝑥 2 parabola 𝑦 = 𝑥
Curve: 𝑦by=the
And the line 𝑦 = 𝑥. Vertex: 𝑉(0,0)

Line: 𝑦 = 𝑥
Intersection point: 𝑥2 = 𝑥
𝑥2 − 𝑥 = 0
𝑥(𝑥 − 1) = 0
𝑥 = 0; 𝑥 = 1
If 𝑥 = 0, If 𝑥 = 1,
𝑦=𝑥 𝑦=𝑥
𝑦=0 𝑦=1

Solving for the area 𝐴: Solving for the 𝑥 coordinate (𝑥̅ ) of centroid :
1 𝑏
𝑏
𝑥̅ = 𝐴 ∫𝑎 𝑥𝑓(𝑥) 𝑑𝑥
𝐴= ∫𝑎 𝑦𝑇 − 𝑦𝐵 𝑑𝑥
1 1
𝐴=
1
∫0 (𝑥 2
− 𝑥 ) 𝑑𝑥 = ∫ 𝑥(𝑥 − 𝑥2) 𝑑𝑥
1 0
6
𝑥2 𝑥3 1
= − ቤ 1
2 3 0 = 6 ∫ (𝑥 2 − 𝑥3 ) 𝑑𝑥
(1)2 (1)3 0
= −
2 3 1 𝑥4 1
1 = 6 ቆ 𝑥3 − ቇቤ
3 4 0
𝐴 = 𝑠𝑞𝑢𝑎𝑟𝑒 𝑢𝑛𝑖𝑡𝑠
6
1 (1)4
= 6 ቆ (1)3 − ቇ
3 4
1
𝑥̅ = 𝑢𝑛𝑖𝑡𝑠
2

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Solving for the 𝑦 coordinate (𝑦̅) of the centroid :

1 𝑏 𝑦 +𝑦
𝑦̅ = ∫𝑎 𝑇 𝐵 𝑓(𝑥) 𝑑𝑥
𝐴 2

1 1 𝑥 + 𝑥2
= ∫ (𝑥 − 𝑥2) 𝑑𝑥
1 0 2
6

1 1
= 6 ∙ ∫ (𝑥 + 𝑥2 )(𝑥 − 𝑥2 ) 𝑑𝑥
2 0
1
= 3 ∫ (𝑥 2 − 𝑥 4 ) 𝑑𝑥
0

1 𝑥5 1
= 3 ቆ 𝑥 3 − ቇቤ
3 5 0
1 3
(1)5
= 3 ቈ (1) − ቉
3 5 1 2
Centroid 𝐶: ( , )
2 5
2
𝑦̅ = 𝑢𝑛𝑖𝑡𝑠
5

Example 4. Determine the centroid of the solid generated by revolving the region bounded by the curve
𝑦 = 𝑥2, 𝑦 = 9. and 𝑥 = 0, about the 𝑦-axis.

Since the axis of revolution is the y-axis, the centroid of the solid is on that axis, giving 𝑥̅ = 0.

Curve: 𝑦 = 𝑥 2
Vertex: 𝑉(0,0)

Line: 𝑦 = 9

Intersection point: 𝑥2 = 9

𝑥 = ±3

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Solving for the volume 𝑉: Solving for the 𝑦 coordinate (𝑦̅) of centroid :
1 𝑏 𝑦𝑇 +𝑦𝐵
𝑏 𝑥̅ = 𝑉 ∫𝑎 𝑓(𝑥) 𝑑𝑥
2
𝑉 = 2𝜋 ∫ 𝑥ൣ𝑦𝑇 − 𝑦𝐵 ൧ 𝑑𝑥
3
3𝑎 1 9 + 𝑥2
= ∫ ሾ2𝜋𝑥(9 − 𝑥2 )ሿ 𝑑𝑥
= 2𝜋 ∫ 𝑥ሾ9 − 𝑥 2 ሿ 𝑑𝑥 81𝜋 0 2
03 2
2 2𝜋 3
= 2𝜋 ∫ (9𝑥 − 𝑥3) 𝑑𝑥 = ∙ ∫ 𝑥(9 + 𝑥2)(9 − 𝑥2 ) 𝑑𝑥
0 81𝜋 2 0
9 1 3
= 2𝜋 ( 𝑥 2 − 𝑥 4 )ቚ
2 4 0 2 3
= ∫ 𝑥(81 − 𝑥4 ) 𝑑𝑥
9 1 81 0
= 2𝜋 ൤ (3)2 − (3)4 ൨
2 4 2 3
81 = ∫ (81𝑥 − 𝑥5 ) 𝑑𝑥
𝑉 = 𝜋 𝑐𝑢𝑏𝑖𝑐 𝑢𝑛𝑖𝑡𝑠 81 0
2
2 81 2 𝑥 6 3
= ቆ 𝑥 − ቇቤ
81 2 6 0
2 81 (3)6
= ቆ (3)2 − ቇ
81 2 6
𝑦̅ = 6 𝑢𝑛𝑖𝑡𝑠

Centroid 𝐶: (0, 6)

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Solve the following problems:

1. Find the centroid of the area bounded by the curves 𝑦 2 = 𝑥 and 𝑥 = 4.

2. Find the centroid of the region bounded by 𝑦 = 𝑥2 and 𝑦 = 2.
3. Find the centroid of the solid revolving the area bounded by 𝑦 = 𝑥2 and x=2, and the x-axis
about the x-axis.

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please answer column 3 of the chart under Activity 1based on what you’ve learned from this lesson.

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #15

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

4) Activity 5: Check for Understanding (5 mins)

1. Find the centroid of the region bounded by the curve 𝑦 = 𝑥 3 and 𝑦 = 4𝑥 in the first quadrant.
2. Find the centroid of the solid of revolution generated by revolving the region bounded by
𝑦 = 4𝑥 − 𝑥 2 and the x-axis about the y-axis.

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

Please answer column 3 of the chart under Activity 1based on what you’ve learned from this lesson.

FAQs

1. What is the difference between centroid and center of gravity?

Centre of gravity is the point where the total weight of the body acts while centroid is the
geometric center of the object. Centre of gravity or center of mass is the point where the whole
mass of the body is concentrated. Centroid is the center of gravity for objects of uniform density

KEY TO CORRECTIONS

8   6 5 
Activity #3 1. C  ,0  2. C  0,  3. C  ,0 
5   5 3 

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Techniques of Integration: Integration of Rational Materials:

Functions by Partial Fractions scientific calculator, textbook
Lesson Objectives: At the end of the lesson, you should be able to:
1. Recognize simple linear factors, repeated linear factors, and References:
quadratic factors in a rational function. Differential & Integral Calculus
2. Integrate complicated rational functions by the method of by Love & Rainville
partial fractions. https://www.math24.net
www.sosmath.com

Productivity Tip:
Don’t forget algebra and trigonometry. It all comes back with the addition of calculus.
So, go back to the basics-recall, recall, and recall…

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

We have learned that integrals involving specific rational functions may be evaluated that leads to powers,
logarithms, to an arctangent and by a trigonometric substitution. However, there are certain types of quotients
that all those methods mentioned will not allow us to integrate successfully.
In this lesson, we will deal with the problem of integrating a complicated rational function, that is, the quotient of
two polynomials, by expressing it as sum of integrals of simpler functions called partial fractions that can be
evaluated easily. This process of taking a rational expression and decomposing it into simpler rational
expressions that we can add or subtract to get the original rational expression is called partial fraction
decomposition. This technique is called integration of rational functions by partial fractions.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1. How can we express the

𝑥2
improper fraction as a
𝑥−1
proper fraction?

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Write the partial fraction

decomposition (PFD) of the
proper rational
𝑥−5
function 3 2 .
𝑥 −5𝑥 +6𝑥

3. What is partial fraction

decomposition (FPD)?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

Integration of rational functions by partial fractions is a technique that allows the integral of a
𝑃(𝑥)
seemingly complicated fractional expression to decompose into the sum of integrals of simpler
𝑄(𝑥)
fractions. It is extremely important to keep in mind that this method is applicable only to a proper
algebraic fraction, that is, a fraction whose degree of the numerator is lower than that of the
denominator. Recall that, for a polynomial in𝑥, the degree is the highest power of 𝑥. The rational
𝑥 2 +3
function is a proper algebraic fraction because the numerator 𝑥 2 + 3 is of 2nd degree and the
𝑥 3 −3𝑥−10
𝑃(𝑥)
denominator 𝑥 3 − 3𝑥 − 10 is a polynomial of degree 3. If the rational function 𝑓(𝑥) = is improper
𝑄(𝑥)
(deg(P(x))≥deg(Q(x)), then we carry out the indicated long division until the numerator becomes of
lower degree than the denominator. Thus, we have
𝑃(𝑥) 𝑅(𝑥)
= 𝑔(𝑥) + , where 𝑔(𝑥) = 𝑝𝑎𝑟𝑡𝑖𝑎𝑙 𝑞𝑢𝑜𝑡𝑖𝑒𝑛𝑡 and
𝑄(𝑥) 𝑄(𝑥)
𝑅(𝑥) = 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟
𝑃(𝑥)
where we can do partial fraction decomposition on .
𝑄(𝑥)

Algebra shows that every proper rational fraction can be broken-up into so-called partial
fractions of the forms
𝐴 𝐴(2𝑎𝑥 + 𝑏) 𝐴 𝐴
𝑛 , 2 𝑛 , 2 , .
(𝑎𝑥 + 𝑏) (𝑎𝑥 + 𝑏𝑥 + 𝑐) 𝑎𝑥 + 𝑏𝑥 + 𝑐 (𝑎𝑥 + 𝑏𝑥 + 𝑐)𝑛
2

The integrals of these rational functions can then be evaluated by the following rules:
a. Considering the first two forms
i.) Uses the power rule if 𝑛 > 1,
ii.) Applies the rule leading to natural logarithms if 𝑛 = 1,
b. The third form leads to arctangent, while
c. The fourth form applies trigonometric substitution

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

𝑅(𝑥)
Now, let us consider the proper rational function , the factors of 𝑄(𝑥), and the partial fraction decomposition
𝑄(𝑥)
(PFD):

Cases Factor of 𝑄(𝑥) Partial Fraction Decomposition (PFD)

Case 1 All are linear factors and 𝑄(𝑥) = (𝑎𝑥 + 𝑏) ∙∙ 𝑅(𝑥) 𝐴 𝐴
distinct (no factor is ∙ (𝑎𝑛 𝑥 + 𝑏𝑛 ) = + ⋯+
𝑄(𝑥) 𝑎1 𝑥 + 𝑏1 𝑎𝑛 𝑥 + 𝑏𝑛
repeated)
Case 2 All are linear factors and 𝑄(𝑥) = (𝑎𝑥 + 𝑏)𝑛 𝑅(𝑥) 𝐴1 𝐴2
some are repeated = + +⋯
𝑄(𝑥) 𝑎𝑥 + 𝑏 (𝑎𝑥 + 𝑏)2
𝐴𝑛
+
(𝑎𝑥 + 𝑏)𝑛
Case 3 There is a quadratic factor 𝑄(𝑥) = 𝑥 2 + 𝑏𝑥 + 𝑐 𝑅(𝑥) 𝐴1 (2𝑎𝑥 + 𝑏) + 𝐴2
=
𝑄(𝑥) 𝑥 2 + 𝑏𝑥 + 𝑐
Case 4 Contains repeated 𝑄(𝑥) = (𝑥 2 + 𝑏𝑥 + 𝑐)𝑟 𝑅(𝑥) 𝐴1 (2𝑎𝑥 + 𝑏) + 𝐴2
quadratic factor =
𝑄(𝑥) 𝑥 2 + 𝑏𝑥 + 𝑐
𝐴3 (2𝑎𝑥 + 𝑏) + 𝐴4
+
𝑥 2 + 𝑏𝑥 + 𝑐
𝐴𝑛 (2𝑎𝑥 + 𝑏) + 𝐴𝑛+1
+⋯+
(𝑥 2 + 𝑏𝑥 + 𝑐)𝑟

where 𝐴1 , 𝐴2 , … , 𝐴𝑛+1 are arbitrary constants

whose values are to be determined.

The key to the process of partial fraction decomposition is being able to predict the form that the decomposition
of a rational function will take. Notice that this form is both predictable and highly dependent on the
factorization of the denominator of the rational function.

Example 1 shows how to use partial fractions to integrate a rational function whose denominator has distinct
linear factors.

𝑥 2 +1
Example1. Evaluate ∫ 2 𝑑𝑥
𝑥 −2𝑥
Solution 1: Here we need to perform division since this is an improper fraction, that is,
degree of 𝑃(𝑥) = degree of 𝑄(𝑥))

1
2
𝑥 − 2𝑥 𝑥2 + 1
𝑥2 − 2𝑥 where 𝑔(𝑥) = 1 and 𝑅(𝑥) = 2𝑥 + 1
We now have
2𝑥 + 1

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 MAT 076: CALCULUS 2
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

𝑥2 + 1 2𝑥 + 1
∫ 𝑑𝑥 = ∫ (1 + 2 ) 𝑑𝑥
𝑥 2 − 2𝑥 𝑥 − 2𝑥
2𝑥 + 1
= ∫ 𝑑𝑥 + ∫ 𝑑𝑥
𝑥 (𝑥 − 2)

After factoring, the denominator of the proper fraction, we express the rational function as the sum of
partial fractions.

2𝑥 + 1 𝐴 𝐵 Note that the denominator has two distinct linear

= + factors.
𝑥(𝑥 − 2) 𝑥 𝑥 − 2

Multiplying both sides by the factors of the original denominator,

2𝑥 + 1 𝐴 𝐵
[ = + ] 𝑥(𝑥 − 2)
𝑥 (𝑥 − 2) 𝑥 𝑥 − 2

We get
2𝑥 + 1 = 𝐴(𝑥 − 2) + 𝐵𝑥 This equation is an identity because it holds true for
all values of 𝑥.
2𝑥 + 1 = 𝐴𝑥 − 2𝐴 + 𝐵𝑥

There are two methods for finding the coefficients A and B and these are the following: a) the method of
equating coefficients and b) the method of substitution.

Solution a)
From algebra, the values of 𝐴 and 𝐵 can be determined by equating coefficients on both sides of the
equation.
So, the coefficient of 𝑥: 2 = 𝐴 + 𝐵 ①
Constant: 1 = −2𝐴
1 1 5
Therefore 𝐴 = − and from①: 2 = − + 𝐵, 𝐵 =
2 2 2
We plug in the values of 𝐴 and 𝐵 into the partial fractions
𝑥2 + 1 𝐴𝑑𝑥 𝐵𝑑𝑥
∫ 2
𝑑𝑥 = ∫ 𝑑𝑥 + ∫ +∫
𝑥 − 2𝑥 𝑥 𝑥−2
1 𝑑𝑥 5 𝑑𝑥
= ∫ 𝑑𝑥 − ∫ + ∫
2 𝑥 2 𝑥−2
Using the basic rules of integration,
1 5
= 𝑥 − ln 𝑥 + ln|𝑥 − 2| + 𝑐
2 2

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Section: ____________ Schedule: ________________________________________ Date: ________________

Simplification gives
1
= 𝑥 + [ 5 ln|𝑥 − 2| − ln 𝑥] + 𝐶
2
𝑥
Using the property of logarithms: ln 𝑥 − ln 𝑦 = ln
𝑦

𝑥2 + 1 1 ( 𝑥 − 2)5 (QED)
∫ 2
𝑑𝑥 = 𝑥 + ln +𝐶
𝑥 − 2𝑥 2 𝑥

Solution b) Another method of solving for the values of 𝐴 and 𝐵 to 2𝑥 + 1 = 𝐴(𝑥 − 2) + 𝐵𝑥,
is by assigning any value to 𝑥.
1
Substitute 𝑥 = 0; we have 1 = −2𝐴 → 𝐴 = −
2
5
𝑆𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 𝑥 = 2; we obtain 5 = 2𝐵 → 𝐵 =
2
Plugging in the values of constants 𝐴 and 𝐵 will give us the same answer.

Summary: Steps in the integration of Rational Functions by Partial Fraction

1. Check if the rational function is a proper fraction (if not, divide first)
2. Decompose the proper fraction into partial fraction (PFD)
3. Solve for the values of the arbitrary constants
4. Evaluate the integral of the partial fractions.
5. Simplify your final answer when necessary

Example 2 gives us the case where the denominator has repeated linear factors. The basic technique used for
solving for the coefficients is the same, but it requires more algebra to determine the numerators of the partial
fractions.
𝑥2 + 2
2. ∫ 𝑑𝑥
(𝑥 + 1)3
𝑥2 + 2 𝐴 𝐵 𝐶
PFD for repeated linear factor: = + +
(𝑥 + 1)3 𝑥 + 1 (𝑥 + 1)2 (𝑥 + 1)3

𝑥 2 + 2 = 𝐴(𝑥 + 1)2 + 𝐵(𝑥 + 1) + 𝐶

Therefore,
if 𝑥 = −1 , 𝑡ℎ𝑒𝑛:
3=𝐶 𝑥 2 + 2 = 𝐴(𝑥 + 1)2 + 𝐵(𝑥 + 1) + 3
𝐶=3 𝑥2 + 2 − 3 = 𝐴(𝑥 + 1)2 + 𝐵(𝑥 + 1)
𝑥 2 − 1 = 𝐴(𝑥 2 + 2𝑥 + 1) + 𝐵𝑥 + 𝐵
𝑥 2 − 1 = 𝐴𝑥 2 + 2𝐴𝑥 + 𝐴 + 𝐵𝑥 + 𝐵

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

𝐶𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 𝑥 2 : 1 = 𝐴 then −1 = 𝐴 + 𝐵 ②
−1 = 1 + 𝐵
𝐶𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 𝑥: 0 = 2𝐴 + 𝐵 ① 𝐵 = −2
𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡: −1 = 𝐴 + 𝐵 ②

𝑥2 + 2 𝑑𝑥 −2 3
∫ 3 𝑑𝑥 = ∫ +∫ 2 𝑑𝑥 + ∫ 𝑑𝑥
(𝑥 + 1) 𝑥+1 (𝑥 + 1) (𝑥 + 1)3
𝑑𝑥
=∫ − 2 ∫(𝑥 + 1)−2 𝑑𝑥 + 3 ∫(𝑥 + 1)−3 𝑑𝑥
𝑥+1
(𝑥 + 1)−1 (𝑥 + 1)−2
= ln|𝑥 + 1| − 2 +3 +𝑐
−1 −2
2 3
= ln|𝑥 + 1| + − +𝐶
𝑥 + 1 2(𝑥 + 1)2

Now let’s deal with integrating a rational expression where the denominator contains an irreducible quadratic
factor. Recall that the quadratic expression 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 is irreducible if if b2−4ac<0.

3𝑥 + 10
3. ∫ 𝑑𝑥 𝐶𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 𝑥: 3 = 2𝐴
𝑥2 + 2𝑥 + 5
3
𝐴=
PFD for Quadratic factor: 2
𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡: 10 = 2𝐴 + 𝐵
3𝑥 + 10 𝐴(2𝑥 + 2) + 𝐵 10 − 2𝐴 = 𝐵
= 3
𝑥2 + 2𝑥 + 5 𝑥2 + 2𝑥 + 5 10 − 2 ቀ ቁ = 𝐵
2

3𝑥 + 10 𝐴(2𝑥 + 2) + 𝐵
𝐵=7
[ 2
= 2 ] (𝑥2 + 2𝑥 + 5)
𝑥 + 2𝑥 + 5 𝑥 + 2𝑥 + 5
3𝑥 + 10 = 𝐴(2𝑥 + 2) + 𝐵
3𝑥 + 10 = 2𝐴𝑥 + 2𝐴 + 𝐵

Now, 3 3
3𝑥 + 10 (2𝑥 + 2) + 7 (2𝑥 + 2) 7
2
∫ 2 𝑑𝑥 = ∫ 2 2 𝑑𝑥 = ∫ 2 𝑑𝑥 + ∫ 2 𝑑𝑥
𝑥 + 2𝑥 + 5 𝑥 + 2𝑥 + 5 𝑥 + 2𝑥 + 5 𝑥 + 2𝑥 + 5

3 2𝑥 + 2 𝑑𝑥
= ∫ 𝑑𝑥 + 7 ∫
2 𝑥2 + 2𝑥 + 5 𝑥2 + 2𝑥 + 5

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #8

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Let 𝑢 = 𝑥2 + 2𝑥 + 5 𝑥 2 + 2𝑥 + 5 = 𝑥 2 + 2𝑥 + 1 + 4
𝑑𝑢 = (2𝑥 + 2)𝑑𝑥 = (𝑥 2 + 2𝑥 + 1) + 4
= (𝑥 + 1)2 + 4

3 2𝑥 + 2 𝑑𝑥
= ∫ 𝑑𝑥 + 7 ∫
2 𝑥2 + 2𝑥 + 5 (𝑥 + 1 )2 + 4

3 1 𝑥+1
= ln|𝑥2 + 2𝑥 + 5| + 7 [ arctan ( )] + 𝐶
2 2 2
3 7 𝑥+1
= ln|𝑥2 + 2𝑥 + 5| + arctan ( )+𝐶
2 2 2

(
For the case where a repeated quadratic factor is found in the denominator ax 2 + bx + c , we assume r partial )
r

fractions with linear numerators as in Example 3, and successive denominators building up step-by-step.

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Evaluate the integrals of the following rational functions:

3x + 2 v−2 y 2 + 4 y + 10
1)  x 3 − x 2 − 2xdx 2)  (v − 1) 2v − 12 dv
( ) 3)  y3 + 2y2 + 5y
dy

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please indicate your answer under Part 2 of the chart based from what you’ve learned from the lesson.

4) Activity 5: Check for Understanding (5 mins)

x3 + 2 1
Find: a)  x 3 − xdx b)  x( x + 2 ) 2
dx

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

(3-Minute Paper)
List the things you considered as difficult about “Integration of Rational Functions.

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

FAQs
1. When can we say that a rational algebraic function is a proper fraction?
A rational algebraic function is a proper fraction if the numerator is of lower degree than the
denominator.

2. Describe distinct linear factors, repeated linear factors, and quadratic factors in a rational function.
Distinct linear factors in a rational function is the case in which the denominator can be broken up into
real linear factors, none of which is repeated, whereas a repeated linear factor in a rational function is
the case where the denominator contains a factor of the form (x −  ) . On the other hand, a quadratic
r

factor in a rational function contains a factor in the denominator of the form ax 2 + bx + c with 𝑏 2 −
4𝑎𝑐 < 0.

KEY TO CORRECTIONS

4 1 3
Act #3 1) − ln x + ln x − 2 − ln x + 1 + C 2) ln 2v − 1 − ln v − 1 − +C
3 3 2(2v − 1)
y +1
1
( ) 1
3) 2 ln y − ln y 2 + 2 y + 5 + arctan
2 2 2
C

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 MAT 076: CALCULUS 2
Student Activity Sheet Lesson #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Application of Integration: Work Materials:

Lesson Objectives: At the end of the lesson, you should be able to: textbook, scientific calculator
1. State the definitions for work done by a constant force and
work done by a variable force. References:
Differential & Integral Calculus
2. Calculate the work done by stretching or compressing a
By Love and Rainville
spring, pumping out liquid from a tank, and hauling up a
https://tutorial.math.lamar.edu/
weight.

Productivity Tip:

Practice, practice and more practice. You can’t really learn math through reading and listening only. You
must roll up your sleeves to solve some problems and learn. The more you practice solving math problems,
the better you become at it. Remember that learning mathematics is doing mathematics.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Among the many applications of integral calculus to engineering include work. In fact work is a
fundamental concept in classical physics. If an object is moved a distance d along a straight line
against a force F, the work done is W = F  d . Some examples of work done are pushing a car
horizontally from rest; shooting a bullet (the powder does the work); walking up stairs; lifting heavy
objects; and sawing a log. Whenever work is done, energy is transferred from one place to another. In
this lesson, we will focus on finding the work done by a constant force as well as by a variable force.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1 What is work done by a constant

force?

2 How do you calculate the work

done if the force varies?

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Student Activity Sheet Lesson #16

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

3 How do you determine the work

done in emptying a tank?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

Work is defined as the amount of energy needed to execute a physical task. When force is constant,
the work can be calculated simply using the equation

𝑊 =𝐹∙𝑑
where: 𝑾 is work
𝑭 is constant force and d is the distance at which force is being executed.

Work Done by a Constant Force

Let a constant force be acting continuously upon a body so as to move it through a distance 𝑑.
Work = (magnitude of force)(distance over which it acts).

If, for instance, you use a constant 20-lb. force to push a block 10 ft along the 𝑥-direction, then the work
you do is 𝑾 = (𝟐𝟎 𝒍𝒃. )(𝟏𝟎 𝒇𝒕) = 𝟐𝟎𝟎 𝒇𝒕 − 𝒍𝒃.

We know that most forces are not constant, so we must take the variation of 𝑭 into consideration and
apply the above basic concept of work.

Work Done by a Variable Force

Let the function 𝒇 be continuous on the closed interval [𝒂, 𝒃] and 𝒇(𝒙) units be the variable force
acting on an object at the point 𝒙𝒊 on the 𝒙-axis. If 𝑾 unit is the work done by the force as the object
moves from 𝒂 to 𝒃, then
𝒏 𝒃
𝑾 = 𝐥𝐢𝐦 ∑ 𝒇(𝒙𝒊 )∆𝒙 = ∫ 𝒇(𝒙) 𝒅𝒙
𝒏→∞ 𝒂
𝒊=𝟏

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Section: ____________ Schedule: ________________________________________ Date: ________________

Example. A particle is moving along the 𝒙-axis under the action of a force of 𝒇(𝒙) pounds when the
particle is 𝒙 feet from the origin. If 𝒇(𝒙) = 𝒙𝟐 + 𝟒, find the work done as the particle moves from the
point where 𝒙 = 𝟐 to the point where 𝒙 = 𝟒.
𝑏 4 𝑥3 2 4 (4)3 (2)3
𝑊 = ∫ 𝑓(𝑥) 𝑑𝑥 = ∫ (𝑥 + 4) 𝑑𝑥 = + 4𝑥ቤ =ቈ + 4(4)቉ − ቈ + 4(2)቉
𝑎 2 3 2 3 3
𝟖𝟎
𝑾= 𝒇𝒕 ∙ 𝒍𝒃 𝒐𝒓 𝟐𝟔. 𝟔𝟕 𝒇𝒕 ∙ 𝒍𝒃
𝟑

There are three types of work problems. The first is stretching or compressing a spring. The next type is
pumping liquids out of a tank, and the last type is hauling up a weight. We will start with the first type of
problem.

I. Work done in stretching or compressing a spring

One of the simplest notions of work deals with the problems of extension or compression of elastic
materials such as rubber band, a helical spring, or an elastic cord. To determine the work done by
stretching or compressing a spring, we apply 𝑯𝒐𝒐𝒌𝒆’𝒔 𝑳𝒂𝒘, named after the British mathematician
Robert Hooke, who discovered the law of elasticity in 1660. 𝑯𝒐𝒐𝒌𝒆’𝒔 𝑳𝒂𝒘 states that, if a spring is
stretched 𝒙 units beyond its natural length, but within its elastic limit, the displacement or size of the
deformation is directly proportional to the deforming force or load. This implies that the spring is pulled
back by a force equal to 𝒌𝒙 units, where 𝒌 is a constant dependent on the material and size of the
spring.
𝐹 = 𝑘𝑥
𝑏 𝑏
𝑊 = ∫ 𝑓(𝑥) 𝑑𝑥 = ∫ 𝑘𝑥 𝑑𝑥
𝑎 𝑎

Example a) A spring of natural length 10 in. is such that a force of 6 lb. will stretch it 2 in. Show that the
spring constant is 3 lb. per in., and find the work done in stretching the spring from its natural length to
a length of 14 in.

10 in We first determine the spring constant,𝑘.

𝐹 = 6 𝑙𝑏 Because the force is 6 lb. when 𝑥 is 2 in,
we can use Hooke’s law to determine 𝑘.

Hooke’s Law: 𝑓(𝑥) = 𝑘𝑥

6 𝑙𝑏 = 𝑘(2 𝑖𝑛)
𝑙𝑏
2 in 𝑇ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 𝑘 = 3 , so 𝑓(𝑥) = 3𝑥
𝑖𝑛

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Hence to find the work done by stretching the spring 𝑏 4

𝑊 = ∫𝑎 𝑓(𝑥) dx = ∫0 3𝑥 dx
from its rest position to a length of 14 in., 𝒙 is 4 meters
beyond the resting position. We do the following: 3 4
= ൤ 𝑥2൨
2 0
3
= ൤ (4)2 ൨
2
= 𝟐𝟒 𝐢𝐧 ∙ 𝐥𝐛

Example b) Find the work necessary to stretch the spring of Ex a) an additional 4 inches, from a length
of 14 in. to one of 18 in.

𝑙𝑏 𝑏 8
Using the same value for the spring constant, 𝑘 = 3 . 𝑊 = ∫𝑎 𝑓(𝑥) dx = ∫4 3𝑥 dx
𝑖𝑛
3 8
= [ 𝑥 2]
2 4
3
= (82 − 42 )
2
= 𝟕𝟐 𝐥𝐛 ∙ 𝐢𝐧

II. Work done by pumping liquid out of a tank (Work done in emptying a tank)

The pumping of liquid from the top of a tank needs work because the liquid travels against gravity. In
order to calculate this, we can imagine the work needed to lift small liquid disks up and out of the tank.
So we lift a set of masses against gravity and let the liquid spill out until it hits the rim. We are asked to
calculate all of the work done in this activity. Note that 𝒘𝒆𝒊𝒈𝒉𝒕 = 𝒎𝒂𝒔𝒔 × 𝒇𝒐𝒓𝒄𝒆 𝒐𝒇 𝒈𝒓𝒂𝒗𝒕𝒊𝒚 (𝒘 = 𝒎𝒈),
where 𝒘 is weight, 𝒎 is mass and 𝒈 is the gravitational constant, 𝒈 = 32 𝑓𝑡/𝑠2 or 9.8 𝑚/𝑠2 . Often the
weight is given and sometimes the mass is. What differs that each disk must be raised, determined by
taking the total height,𝒉, and subtracting from that the present height of the remaining liquid, 𝒙, and the
volume of each disc.

𝐹𝑜𝑟𝑐𝑒 = (𝑑𝑒𝑛𝑠𝑖𝑡𝑦)(𝐴𝑟𝑒𝑎 𝑜𝑓 𝐷𝑖𝑠𝑐)(𝐻𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝐷𝑖𝑠𝑐)

𝐹𝑜𝑟𝑐𝑒= 𝜔(𝜋𝑟 2 )𝑑𝑥

Example a) Find the work done by pumping out water from the top of a cylindrical tank 3.00 ft. in radius
and 10 ft. tall, if the tank is initially full. (The density of water, 𝜔, is 𝜔=62.4 lb/ft3)

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Section: ____________ Schedule: ________________________________________ Date: ________________

𝐹𝑜𝑟𝑐𝑒 = (𝑑𝑒𝑛𝑠𝑖𝑡𝑦)(𝐴𝑟𝑒𝑎 𝑜𝑓 𝐷𝑖𝑠𝑐)(𝐻𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝐷𝑖𝑠𝑐)

= 𝜔(𝜋𝑟2)𝑑𝑥

Since 𝑊𝑜𝑟𝑘 = 𝐹𝑑 and the distance is 𝐻 − 𝑥, then

𝑏
𝐻−𝑥
𝑊 = ∫ [𝜔(𝜋𝑟2 )𝑑𝑥]𝑑
𝐻 𝑎
𝑏
= 𝜋 ∫ 𝜔𝑟2(𝐻 − 𝑥)𝑑𝑥
𝑥 𝑎
10 10
= 𝜋 ∫ (62.4)(3)2(10 − 𝑥)𝑑𝑥 = 561.6𝜋 ∫ (10 − 𝑥)𝑑𝑥
0 0
10
= 561.6𝜋 ∫ (10 − 𝑥)𝑑𝑥
0
1 10
= 561.6𝜋 ൬10𝑥 − 𝑥 2 ൰ฬ
2 0
1 2
= 561.6𝜋 ൬100 − (10) ൰
2
= 𝟖. 𝟖𝟐 × 𝟏𝟎𝟒 𝒇𝒕 ∙ 𝒍𝒃

Example b) Find the work done by pumping out molasses from a conical tank filled to 2 ft. from the top
of the tank. The tank has a maximum radius of 3 ft. and a height of 10 ft. Molasses weighs 100 lb/ft 3.

𝐹𝑜𝑟𝑐𝑒 = (𝑑𝑒𝑛𝑠𝑖𝑡𝑦)(𝐴𝑟𝑒𝑎 𝑜𝑓 𝐷𝑖𝑠𝑐)(𝐻𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝐷𝑖𝑠𝑐)

dh = 𝜔(𝜋𝑟2)𝑑ℎ

Since 𝑊𝑜𝑟𝑘 = 𝐹𝑑 and the distance is 𝐻 − 𝑥, then

𝑏 𝑏
𝑊 = ∫ [𝜔(𝜋𝑟2 )𝑑ℎ]𝑑= 𝜋 ∫ 𝜔𝑟2(𝐻 − ℎ)𝑑ℎ
𝑎 10 𝑎
2
= 𝜋 ∫ (62.4)(3) (10 − ℎ)𝑑ℎ
0
8
The added complexity here comes from the fact that as the 9 2
height ℎ varies from which each disc is lifted, so does the = (100)𝜋 ∫ ൫10ℎ − ℎ3 ൯𝑑ℎ
100 0
radius 𝑟. We would like to integrate with respect to a single 10 3 ℎ4 8 10 (8 )4
variable; thus, we are looking for a relationship between the = 9𝜋 ቆ ℎ − ቇቤ = 9𝜋 ቆ (8)3 − ቇ
3 4 0 3 4
variables ℎ and 𝑟. Using similar triangles:
= 𝟔𝟏𝟒𝟒𝝅 𝒇𝒕 ∙ 𝒍𝒃
h 10 3
= so that r = h
r 3 10

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 MAT 076: CALCULUS 2
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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Example c) A hemispherical tank of diameter 8 ft. is full of liquid. Find the work done in pumping the
liquid out the top of the tank.

Using the equation of a circle, 𝐹𝑜𝑟𝑐𝑒 = (𝑑𝑒𝑛𝑠𝑖𝑡𝑦)(𝐴𝑟𝑒𝑎 𝑜𝑓 𝐷𝑖𝑠𝑐)(𝐻𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝐷𝑖𝑠𝑐)

= 𝜔(𝜋𝑟2 )𝑑𝑦
Circle: (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟2 at center =v = 𝜔𝜋(16 − (𝑦 − 4)2)𝑑𝑦
(ℎ, 𝑘)
= = 𝜔𝜋(16 − (𝑦2 − 8𝑦 + 16))𝑑𝑦
Center (0, 4) = = 𝜔𝜋(8𝑦 − 𝑦2 )𝑑𝑦
=
Let 𝑥 be the radius of the disc. Since 𝑊𝑜𝑟𝑘 = 𝐹𝑑 and the distance is 4 − 𝑦, then
4
𝑊 = ∫ [𝜔𝜋(8𝑦 − 𝑦2 )𝑑𝑦]𝑑
𝑥2 + (𝑦 − 4)2 = 16 0 4
= 𝜔𝜋 ∫ (8𝑦 − 𝑦2 )(4 − 𝑦)𝑑𝑦
𝑥2 = 16 − (𝑦 − 4)2 04

= 𝜔𝜋 ∫ (8𝑦 − 𝑦2 )(4 − 𝑦)𝑑𝑦

0
4
= 𝜋𝜔 ∫ (𝑦3 − 12𝑦2 + 32𝑦)𝑑𝑦
0
1 4
= 𝜔𝜋 ൬ 𝑦4 − 4𝑦3 + 16𝑦2൰ฬ
4 0
1
= 𝜔𝜋 ൬ (4)4 − 4(4)3 + 16(4)2൰
4
= 62.4𝜋(64) 𝑓𝑡 ∙ 𝑙𝑏

= 𝟏𝟐, 𝟏𝟓𝟒. 𝟏𝟗 𝒇𝒕 ∙ 𝒍𝒃

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

III. Work Done in Hauling Up the Weight

Many objects are constructed in such a way that their mass changes, either rising or decreasing,
when you lift them. Examples of this may be leaking buckets or chains that are lifted when hanging.
For all cases most of the object’s mass changes at every moment and so the force applied to it to
move it also changes.

The approach here is to consider a small section of the movement, say at a height ℎ and at ∆𝒙
distance, and figure out the weight of the system at that point. This weight is usually a function of 𝒙
itself, so that the work done for such a small section is given by ∆𝑊 ≈ 𝑤ℎ∆𝑥. By adding all the slices
and taking the limit, we obtain an integral of the form
𝑏
𝑊 = ∫ 𝑓(𝑥)𝑑𝑥
𝑎

𝑏
𝑊 = ∫ 𝑤ℎ𝑑𝑥
𝑎

where 𝑎 and 𝑏, once again, indicate the minimum and maximum values of the height 𝒉 considered.
𝐹𝑜𝑟𝑐𝑒 = (𝑤𝑒𝑖𝑔ℎ𝑡) × (𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑟𝑜𝑝𝑒 𝑡ℎ𝑎𝑡 𝑖𝑠 𝑠𝑡𝑖𝑙𝑙 ℎ𝑎𝑛𝑔𝑖𝑛𝑔)

Example. A heavy rope, 50 ft long, weighs 0.5 lb/ft and hangs over the edge of a building 120 ft. high.
How much work is done in pulling the rope to the top of the building?

Let’s start off with the convention that 𝑥 = 0 defines the

top of the rope and 𝑥 = 50 defines the bottom of the rope.
Therefore, 𝑥 represents the distance that the rope has
been lifted.

𝐹𝑜𝑟𝑐𝑒 = 0.5 𝑙𝑏/𝑓𝑡(50 − 𝑥)𝑓𝑡

𝑏
𝑊 = ∫ 𝑓(𝑥)𝑑𝑥
𝑎 50
1 50
= ∫ 0.5(50 − 𝑥)𝑑𝑥 = ∫ (50 − 𝑥)𝑑𝑥
0 2 0
1 1 2 50
= ൤50𝑥 − 𝑥 ൨
2 2 0
1 1
= ൤50(50) − (50)2 ൨
2 2
= 𝟔𝟐𝟓 𝒇𝒕 ∙ 𝒍𝒃

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Solve the following problems:

1. A spring has a natural length of 8 inches. If a force of 20 lb. stretches the spring 0.5 inches,
find the work done in stretching from 8 inches to 11 inches.

2. A mountain climber is about to haul up a 75-m length of hanging rope. How much work will it
take if the rope weighs 0.624 N/m?

3. A water tank in the shape of an inverted right circular cone has an altitude of 15 feet and a
base radius of 10 feet. If the tank is full of water, find the work done in pumping all the water
over the top of the tank.

4. When a particle is located a distance 𝒙 feet from the origin, a force of 𝒇(𝒙) = 𝒙𝟐 + 𝟒𝒙 pounds
acts on it. How much work is done in moving it from 𝑥 = 1 to 𝒙 = 𝟑?

3) Activity 4: What I Know Chart, part 2 (2 mins)

Please answer the 3rd column in the What I Know Chart from Activity 1 based on what you’ve learned
from this lesson.

4) Activity 5: Check for Understanding (5 mins)

Solve the following problems:

1. A conical vessel full of water is 16 feet across the top and 12 feet deep. Find the work required
to pump all the water to a point 2 feet above the top of the vessel.

2. A spring has a natural length of 0.2 meters. If a 25-N force is required to keep it stretched to a
length of 0.3 meters. How much work is done in stretching it from 0.2 m to 0.25 m?

C. LESSON WRAP-UP

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Section: ____________ Schedule: ________________________________________ Date: ________________

1) Activity 6: Thinking about Learning (5 mins)

List at least 5 important things you’ve learned from this lesson on ‘Work.’

FAQs

1. What is the unit used in work?

Work is measured in Joules, J; or Newton-meter, N-m; or foot-pound, ft-lb.

2. What is the value of weight density, 𝑤?

The weight density 𝒘:
In S.I. unit: 𝒘 = 𝟏𝟎𝟎𝟎 𝑵/𝒎𝟑
In imperial unit: 𝒘 = 𝟔𝟐. 𝟒 𝒍𝒃/𝒇𝒕𝟑

3. What law is applied to determine the work done in stretching or compressing a spring and what is
it about?
Hooke’s Law

KEY TO CORRECTIONS
Activity #3
1. 180 in-lb. 2. 1755 J 3. 117000𝜋 ft-lb. 4. 24.67 ft-lb.

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson Title: Application of Integration: Hydrostatic Pressure Materials:

and Force Textbook, scientific calculator
Lesson Objectives: At the end of the lesson, you should be able to:
1. Solve problems involving hydrostatic force due to fluid References:
pressure. Differential & Integral Calculus
by Love and Rainville
Calculus by James Stewart
https://tutorial.math.lamar.edu/

Productivity Tip:

Focus on the solution, not the problem. This is because you are effectively feeding “negativity” when you
focus on the problem, which in turn activates negative emotions within the brain.

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)
(Review Quiz) A spring has a natural length of 12 in. and a force of 5 lbs. is required to stretch the
spring 3 inches. Find the work done in stretching the spring form its natural length to a length of 16
inches.𝐴𝑛𝑠. 13.33 𝑖𝑛 ∙ 𝑙𝑏)

Hydrostatic pressure is the pressure that is exerted by a fluid at equilibrium at a given point within the
fluid, due to the force of gravity. Hydrostatic pressure increases in proportion to depth measured from
the surface because of the increasing weight of fluid exerting downward force from above. This lesson
deals with another application of the integral calculus to physics and engineering which is finding the
force due to fluid pressure.

2) Activity 1: What I Know Chart, part 1 (3 mins)

What I Know Questions: What I Learned (Activity 4)

1What is hydrostatic force?

2What is the formula of hydrostatic

force due to fluid pressure?

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B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

If a flat plate is submerged horizontally in a liquid inside a container, the weight of the liquid exerts a
force on the plate. This force per unit area exerted by the liquid on the plate is called hydrostatic
pressure. The pressure 𝑷 exerted by a liquid on an object at a depth 𝒉 below the surface of the liquid is
obtained by the formula,
𝑃 = 𝑤ℎ

where 𝒘 is the weight density of the liquid per unit volume. 𝒘 = 𝒅𝒆𝒏𝒔𝒊𝒕𝒚 × 𝒈𝒓𝒂𝒗𝒊𝒕𝒚 or 𝒘 = 𝝆𝒈 .

Thus, if a plate of area 𝑨 is submerged horizontally in a liquid at a depth h below the surface of the
liquid, the force 𝑭 due to liquid pressure on one side of the plate is 𝐹 = 𝑃𝑟𝑒𝑠𝑠𝑢𝑟𝑒 × 𝑎𝑟𝑒𝑎 or 𝐹 = 𝑤ℎ𝐴.

For example, if a rectangular plate 3 ft x 5 ft is submerged in a tank of water at a dept of 9 ft, then the
force due to liquid pressure on one side of the plate is

𝐹 = 𝑤ℎ𝐴

= 𝑤 (9)(3)(5)

= 𝟏, 𝟎𝟖𝟎 𝒘 𝒍𝒃𝒔

If a plate is submerged vertically in a liquid, the force caused by the liquid on one side of the plate is
difficult to find because the pressure is not constant there but increases as the depth increases. For
instance, the force at the bottom of the plate is greater than at the top. To solve this problem, we use
Pascal’s principle in Physics which states that “at any point in a liquid, the pressure exerted by the
liquid is the same in all direction provided that the points are at the same depth.

Definition of a Force Due to a Fluid Pressure

Suppose that a flat plate is submerged vertically in a fluid for which a measure of its weight density is 𝒑.
the length of the plate at a depth of 𝒙 units below the surface of the fluid is 𝑓(𝑥) units, where 𝒇 is
continuous on the closed interval [𝒂, 𝒃] and 𝒇(𝒙) ≥ 𝟎 on [𝒂, 𝒃]. if 𝑭 is the force due to fluid pressure on
the plate, then
𝑛 𝑏 𝑏
𝐹 = lim ∑ 𝑝𝑤𝑖 𝑓 (𝑤𝑖 )∆𝑖 𝑥 = 𝑤 ∫ ℎ𝑓 (𝑥 )𝑑𝑥 = ∫ 𝑤ℎ𝐴
|∆|→0
𝑖=1 𝑎 𝑎

𝐹 = 𝑤ℎ𝐴 = (𝑤𝑒𝑖𝑔ℎ𝑡 𝑑𝑒𝑛𝑠𝑖𝑡𝑦)(ℎ𝑒𝑖𝑔ℎ𝑡)(𝐴𝑟𝑒𝑎)

𝑭 = (𝒘𝒆𝒊𝒈𝒉𝒕 𝒅𝒆𝒏𝒔𝒊𝒕𝒚)(𝒉𝒆𝒊𝒈𝒉𝒕 𝒐𝒇 𝒔𝒕𝒓𝒊𝒑 𝒃𝒆𝒍𝒐𝒘 𝒕𝒉𝒆 𝒔𝒖𝒓𝒇𝒂𝒄𝒆 𝒐𝒇 𝒕𝒉𝒆 𝒍𝒊𝒒𝒖𝒊𝒅)(𝑨𝒓𝒆𝒂 𝒐𝒇 𝒔𝒕𝒓𝒊𝒑)

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where 𝒘 = the weight density of the liquid

𝒉 = the distance of the element form the surface of the liquid
𝑨 = the area of the element submerged in the liquid
Gravity due to
Weight density (𝑤) density (𝜌)
acceleration (𝑔)
in S.I. unit: 9800 𝑁/𝑚3 1000 𝑘𝑔/𝑚3 9.8 𝑚/𝑠2
In imperial unit: 62.4 𝑙𝑏𝑓 /𝑓𝑡 3 1.94 𝑙𝑏𝑚 /𝑓𝑡 3 32.2 𝑓𝑡/𝑠2

The best way to see how these problems work is to do an example or two.

1. Find the force on one face of a plank 16 ft. by 6 in. submerged vertically with its upper end in the
surface.
𝐹𝑜𝑟𝑐𝑒 = (𝑑𝑒𝑛𝑠𝑖𝑡𝑦)(𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑡𝑟𝑖𝑝)(ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑆𝑡𝑟𝑖𝑝)
= 𝑤(𝐿𝑊)ℎ

h = 𝑤(0.5𝑑𝑦)(16 − 𝑦)
= 0.5𝑤(16 − 𝑦)𝑑𝑦
16 ft. dy
x 16
y
y 𝐹 = ∫ 0.5𝑤(16 − 𝑦)𝑑𝑦
0 16
= 0.5𝑤 ∫ (16 − 𝑦)𝑑𝑦
0
1 16
= 0.5(62.4) ൬16𝑦 − 𝑦 2 ൰ฬ
0.5 ft. 2 0
156 1
= ൬16(16) − (16)2 ൰
5 2
The height ℎ = 16 − 𝑦
= 𝟑𝟗𝟗𝟑. 𝟔 𝒇𝒕 ∙ 𝒍𝒃

2. A dam has the shape of the trapezoid. The height is 20 m and the width are 50 m at the top and 30 m
at the bottom. Find the force on the dam due to hydrostatic pressure if the water level is 4 m from the
top of the dam.
To find the relationship between x and y,
we use the two-point form of a line.

2-point form: 𝑃1 (𝑥1 , 𝑦1 ) and 𝑃2 (𝑥2 , 𝑦2 ):

𝑦2 − 𝑦1
𝑦= (𝑥 − 𝑥1 ) + 𝑦1
𝑥2 − 𝑥1
20 − 0
𝑦= (𝑥 − 15) + 0 = 2(𝑥 − 15) = 2𝑥 − 30
25 − 15
1
𝑦 + 15 = 𝑥
2

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𝐹𝑜𝑟𝑐𝑒 = (𝑑𝑒𝑛𝑠𝑖𝑡𝑦)(𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑡𝑟𝑖𝑝)(ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑆𝑡𝑟𝑖𝑝)

= 𝑤𝐴ℎ
𝑏
= 𝑤 ∫ ℎ (2xdy)
𝑎
16
1
= 2𝑤 ∫ (16 − 𝑦) ( 𝑦 + 15)dy
0 2
16
1
= 2𝑤 ∫ ൬8𝑦 + 240 − 𝑦 2 − 15𝑦൰ dy
0 2
16
1
= 2𝑤 ∫ ൬−7𝑦 + 240 − 𝑦 2 ൰ dy
0 2
7 2 1 3 16
= 2𝑤 [− 𝑦 + 240𝑦 − 𝑦 ]
2 6 0
7 1
= 2𝑤 [− (16)2 + 240(16) − (16)3 ]
2 6
= 4522.67𝑤 𝑁
= 4522.67(1000 × 9.8) 𝑁
= 𝟒𝟒. 𝟑 𝑴𝑵

3. Evaluate the total hydrostatic force on the submerged triangular plate as shown.

The equation of the line through (4, 0), (1, 4) is 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )

4−0
𝑦−0 = (𝑥 − 4)
1−4

−4 16 4
This gives us 𝑦 = 𝑥 + or 𝑦 = (4 − 𝑥).
3 3 3
4
Therefore, Area of the strip, A, is 𝐴 = 𝑦𝑑𝑥 = (4 − 𝑥)𝑑𝑥
3
and the Pressure on the strip, P, is 𝑃 = 𝒘𝒙𝒊 so that

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F = PA
4
(4 − x )dx
4
F =  xi
1 3
4
(
F =  4 x − x 2 dx
3
)
4  4x 2 x3  4
F =  − 
3  2 3 1
4  43  1 
F =  2(4) − −  2 − 
2

3  3  3 
F = 12ft − lb

2) Activity 3: Skill-building Activities (with answer key) (18 mins + 2 mins checking)

Answer the following problems:

a. A rectangular plate is submerged vertically in a pool of water. If the width of the plate is 6 feet
and the depth is 3 feet, find the total force due to water pressure on one side of the plate if the
top of the plate lies on the surface of the water.

3m

6m

b. Determine the hydrostatic force on the following triangular plate, as shown, which is submerged
in water.

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3) Activity 4: What I Know Chart, part 2 (2 mins)

Please answer the 3rd column of the chart under Activity 1 based from what you’ve learned from todays
lesson.

4) Activity 5: Check for Understanding (5 mins)

Solve the given problem.

a. The face of the dam adjacent to the water is vertical and is 90 ft. wide at the top, 60 ft. wide at the
bottom, and 20 ft. high in the form of an isosceles trapezoid. Find the total force on the face of the
dam due to the water pressure.
90 ft.
Water surface

20 ft.

60 ft.
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)

(2-Minute Paper)
Write at least 4 important things that you’ve learned from our lesson on ‘Hydrostatic Pressure and Force”

FAQs
1. What is hydrostatic force on a submerged surface? Is the force 𝑭 due to liquid pressure on one
side of the plate?
When a surface is immersed in a fluid, the fluid causes forces to develop on the surface. For a
horizontal surface, like the bottom of a tank filled with liquids, the magnitude of the resulting force is
simply F=PA where P is the pressure and Area.

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2. What do you mean by hydrostatic pressure?

The pressure exerted within the fluid by a fluid at a given point of equilibrium, due to the gravity
force. Hydrostatic pressure increases in proportion to the surface depth due to the increased
weight of the fluid exerting downward force from above.
.

KEY TO CORRECTIONS: Activity #3. 1.Ans. 264, 600 N 2.Ans. 156, 800

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