IG Chapter8

8 TECHNIQUES OF INTEGRATION
8.1 INTEGRATION BY PARTS

SUGGESTED TIME AND EMPHASIS
1
1
2
classes Essential material
POINTS TO STRESS
1. The method of integration by parts; how to choose u and dv to make the resulting integral simpler.
2. The analogy with u-substitution: u-substitution is undoing the Chain Rule, and integration by parts is
undoing the Product Rule.
QUIZ QUESTIONS
Text Question: Example 1 is an attempt to integrate x sin x. As stated in the subsequent note, it is
possible, using integration by parts, to obtain
_
x sin x dx =
1
2
x
2
sin x
1
2
_
x
2
cos x dx. Why is this
equation an indication that we didnt choose our u and dv wisely?
Answer: We are trying to integrate x sin x. If we have to integrate x
2
cos x we have made the problem
more complicated, not less complicated.
Drill Question: Compute
_
t ln t dt .
Answer:
4
3
_
t
_
3
ln
t
4
9
_
t
_
3
+C
MATERIALS FOR LECTURE
Demonstrate how integration by parts works, including heuristics for choosing u and dv. Perhaps note
that the mnemonic LIATE (Logarithmic, Inverse trigonometric, Algebraic, Trigonometric, Exponential)
often helps to determine a good rst try for the value of u. When doing examples, periodically make poor
choices instead of good ones, to illustrate the difference. (For example, compute
_
x
2
e
x
dx, attempting
rst to do it by letting u = e
x
, and then trying again with u = x
2
.)
Have students come up with a strategy to compute
_
x
3
1 x
2
dx, which can be solved by parts
_
u = x
2
, dv =
x
1 x
2
dx
_
and substitution, or directly by substitution (u = 1 x
2
).
Compute a volume by cylindrical shells that requires parts, for example, the volume generated by rotating
the region under y = ln x from x = 1 to x = e about the x-axis.
423
CHAPTER 8 TECHNIQUES OF INTEGRATION
Draw a function like the one below and have the students try to approximate
_
2
0
xg
(x) dx.
0
1
2
3
1 2 3
x
y
Answer:
_
2
0
xg
(x) dx 2g
(2) g (2) 0g
(0) + g (0) 2 (1) 2 +0.4 = 0.4

WORKSHOP/DISCUSSION
Compute a denite integral that requires integration by parts (such as
_
/2
0
x sin x dx).
Solve a problem that requires rst a substitution, then integration by parts, such as
_
_
2xe
x
2
_
sin
_
ln e
x
2
_
dx.
Answer:
_
_
2xe
x
2
_
sin
_
ln e
x
2
_
dx =
1
2
e
x
2
sin ln e
x
2
cos ln e
x
2
+C
Work through a non-trivial integration by parts problem with the students, such as
_
x
3
ln
_
2 + x
2
_
dx.
Note that it can be solved in two steps, using the substitution u = 2 + x
2
and then using parts on
1
2
_
(u 2) ln u du.
GROUP WORK 1: Guess the Method
Divide the students into groups and put problems on the board from the list of examples below (or hand out
the problems, if you prefer). Either have the students integrate the expressions completely, or describe what
method they would use, and what their answer should look like. For closure, do a few problems as a class that
were not covered in the group work.
Examples:
_
x ln 3x dx =
1
2
x
2
ln 3x
1
4
x
2
+C
_
e
2x
sin e
x
dx = sin e
x
e
x
cos e
x
+C (substitution, then parts)
_
e
2x
cos x dx =
1
5
e
2x
sin x +
2
5
e
2x
cos x +C (parts twice with a subtraction)
_
x
3
cos x
2
dx =
1
2
x
2
sin
_
x
2
_
+
1
2
cos
_
x
2
_
_
x
_
2 + x
2
_
ln
_
2 + x
2
_
dx =
1
4
_
2 + x
2
_
ln
_
2 + x
2
_
1
8
_
2 + x
2
_
2
_
x
2
(ln x)
2
dx =
1
3
x
3
(ln x)
2
2
9
x
3
ln x +
2
27
x
3
+C (parts twice)
_
cos
x dx = cos
_
x
_
+
x sin
x +C (substitution, then parts)

424
SECTION 8.1 INTEGRATION BY PARTS
GROUP WORK 2: Find the Error
Notice that the answers to the two problems are completely different. Give them the rst problem, only
revealing the existence of the second after theyve solved the rst.
Answers:
1. The stranger forgot the constant of integration. The last line should read 0 = 1 +C, which is true.
One cute hint you can give the students (if you dare) is as follows:
There is something that the stranger failed to C. All you have to do is C it and you will have the
solution to the problem. Do you C what I mean?
2. The penultimate line should read
_
/4
/6
tan x dx = 1|
/4
/6
+
_
/4
/6
tan x dx, which gives 0 = 0 a true
statement.
HOMEWORK PROBLEMS
Core Exercises: 1, 15, 20, 23, 34, 46, 55, 62
Sample Assignment: 1, 6, 9, 15, 20, 23, 29, 34, 38, 40, 43, 46, 47, 55, 58, 62, 67
Exercise D A N G
1
6
9
15
20
23
29
34
38
40
43
46
47
55
58
62
67
425
GROUP WORK 1, SECTION 8.1
Guess the Method
What method(s) could be used to compute the following antiderivatives? Either compute them explicitly, or
describe the best method to use.
1.
_
x ln 3x dx
2.
_
e
2x
sin e
x
dx
3.
_
e
2x
cos x dx
4.
_
x
3
cos x
2
dx
5.
_
x
_
2 + x
2
_
ln
_
2 + x
2
_
dx
6.
_
x
2
(ln x)
2
dx
7.
_
cos
x dx
426
Find the Error
It is a beautiful Spring day. You leave your calculus class feeling sad and depressed. You arent sad because of
the class itself. On the contrary, you have just learned an amazing integration technique: Integration by Parts.
You arent sad because it is your birthday. On the contrary, you are still young enough to actually be happy
about it. You are sad because you know that every time you learn something really wonderful in calculus,
a wild-eyed stranger runs up to you and shows you a proof that it is false. Sure enough, as you cross the
street, he is waiting on the other side.
Good morning, Kiddo, he says.
I just learned integration by parts. Let me have it.
What do you mean? he asks.
Arent you going to run around telling me that all of math is lies?
Well, if you insist, he chuckles... and hands you a piece of paper:
Hey, you say, I dont get it! You did everything right this time!
Yup! says the hungry looking stranger.
But... Zero isnt equal to negative one!
Nope! he says.
You didnt think he could pique your interest again, but he has. Spite him. Find the error in his reasoning.
427
Find the Error (The Sequel)
What a wonderful day! You have survived another encounter with the wild-eyed stranger, demolishing his
mischievous pseudo-proof. As you leave his side, you cant resist a taunt.
Didnt your mother tell you never to forget your constants? It seemed a better taunt when you were thinking
it than it did when you said it.
Eh? he says. You come up to him again.
I was just teasing you. Just pointing out that when doing indenite integration, those constants should not be
forgotten. A simple, silly error, not worthy of you. You look smug. You are the victor.
Yup. Indenite integrals always have those pesky constants. For some reason he isnt looking defeated. He
is looking crafty.
Right. Well, Im going to be going now...
Of course, Kiddo, denite integrals dont have constants, sure as elephants dont have exoskeletons.
Yes. Well, I really must be going.
Surprisingly quickly, he snatches the paper out of your hand, and adds to it. This is what it now looks like.
No constants missing here! Happy Birthday! The stranger leaves, singing the Happy Birthday song in a
minor key. Now there are no constants involved in the argument. But the conclusion is the same: 0 = 1. Is
the stranger right? Has he nally demonstrated that all that youve learned is suspect and contradictory? Or
can you, using your best mathematical might, nd the error in this new version of his argument?
428
8.2 TRIGONOMETRIC INTEGRALS
1 class Recommended material
POINTS TO STRESS
1. Integration of powers of the sine and cosine functions.
2. Integration of powers of the tangent and secant functions.
QUIZ QUESTIONS
Text Question: When m is odd, we can integrate
_
sin
m
x dx by letting u = cos x. Why does m have to
be odd for this trick to work?
Answer: When m is odd, we can write sin
m
x dx as
_
1 cos
2
x
_
(m1)/2
sin x dx, and then the
u-substitution works. If m is not odd, then (m 1) /2 is not an integer. Less formal answers that correctly
address the issue of parity should be given credit.
_
sin
2
x cos
3
x dx.
Answer:
1
5
sin
5
x +
1
3
sin
3
x +C
Give several examples, such as
_
sin
4
x cos
3
x dx,
_
sin
7
x
3
cos xdx,
_
sin
2
x cos
4
x dx, and
_
sin x (cos x)
1
dx to review the strategies for evaluating
_
sin
m
x cos
n
x dx:
If m or n is odd, peel off one power of sin x or cos x and use sin
2
x +cos
2
x = 1.
If m and n are both even, use the half-angle identities, as done in the text.
Answers:
_
sin
4
x cos
3
x dx =
_
sin
4
x
_
1 sin
2
x
_
cos x dx. Letting u = sin x gives
_
u
4
_
1 u
2
_
du =
1
5
sin
5
x
1
7
sin
7
x +C
_
sin
7
x
3
cos x dx =
_ _
1 cos
2
x
_
3
cos
1/3
x sin x dx. Letting u = cos x gives
_
_
1 u
2
_
3
u
1/3
du =
3
22
(cos x)
22/3
+
9
16
(cos x)
16/3
9
10
(cos x)
10/3
+
3
4
(cos x)
4/3
+C
_
sin
2
x cos
4
x dx =
_ _
1 cos 2x
2
_
2
_
1 +cos 2x
2
_
4
dx
=
1
64
_ _
1 +2 cos 2x cos
2
2x 4 cos
3
2x cos
4
2x +2 cos
5
2x +cos
6
2x
_
dx
The odd powers of cos 2x can now be integrated by the previous method. The even powers require further
use of the half-angle identities.
_
sin x (cos x)
1
dx =
_
tan x dx = ln |sec x| +C
Give a couple of examples such as
_
tan x sec
4
x dx and
_
tan x sec
3.28
x dx to illustrate the
straightforward cases of
_
tan
m
x sec
n
x dx.
429
Answers:
_
tan x sec
4
x dx =
_ _
tan x
_
tan
2
x +1
__
sec
2
x dx. Letting u = tan x gives
_
u
1/2
_
u
2
+1
_
du =
2
3
(tan x)
3/2
+
2
7
tan x
7/2
+C.
_
tan x sec
3.28
x dx =
_
sec
2.28
(tan x sec x) dx. Letting u = sec x gives
_
u
2.28
du =
sec
3.28
x
3.28
+C.
Derive the equation
_
sin mx cos nx dx = 0 in two ways, rst by computing

_
sin mx cos mx dx using
Formula 2 and then by simply noting that sin mx cos nx is an odd function.
WORKSHOP/DISCUSSION
Derive the equation
_
sec x dx = ln |sec x +tan x| +C. Use this equation to compute
_
tan
4
x sec x dx.
Show how the computation of
_
tan
5
x dx is quite different from the previous computation.
Use the double-angle formula cos
2
=
1 +cos 2
2
to compute
_
d
1 +cos 2
.
Have the students nd the volume generated by rotating the region under y = 1+sin
2
x, 0 x about
the x-axis.
GROUP WORK 1: An Equality Tester
This activity thoroughly explores a family of integrals that are interesting in their own right, using a compu-
tation that comes in handy in the study of Fourier series.
It is best to pose Problem 1 before handing out the sheet, because the students may disagree on the relative
areas of the two functions before they see Problem 2.
For Problem 2, the students may need the hint to consider the cases m = n and m = n separately.
Answers:
1. (a)
x
y
1
0 2
One has thrice the period of the other.
_
2
0
sin
2
3x dx =
_
2
0
sin
2
x dx =
(b)
_
2
0
sin
2
mx dx = if m is an integer not equal to zero;
_
2
0
sin
2
mx dx = 0 if m = 0.
2. (a)
_
2
0
sin mx sin nx dx = 0 if m and n are positive integers with m = n. (This can be proven by
computation, and illustrated by graphical analysis.)
_
2
0
sin mx sin nx dx = if m and n are positive nonzero integers with m = n, by Problem 1(b).
(b) Again, this can be seen by direct computation, or using the hint and the fact that
cos mx cos nx sin mx sin nx = cos (m +n) x
(c)
_
2
0
cos mx cos nx dx = 0 if m and n are positive integers with m = n;
_
2
0
cos mx cos nx dx = if
m and n are positive nonzero integers with m = n.
430
SECTION 8.2 TRIGONOMETRIC INTEGRALS
GROUP WORK 2: Find the Error
Introduce this activity by writing
A = B
C = D
on the blackboard and asking, If A = C, can we conclude that B = D? Then hand out the exercise. If
students answer the problem by simply saying, He forgot the + C, make sure that they understand the
implication of the strangers computations, namely, that the functions y = cos 2x and y = 2 cos
2
x differ by
a constant.
HOMEWORK PROBLEMS
Core Exercises: 3, 8, 13, 31, 52, 55, 57, 62
Sample Assignment: 3, 8, 13, 26, 31, 46, 47, 52, 55, 57, 59, 62, 66, 67
Exercise D A N G
3
8
13
26
31
46
47
52
55
57
59
62
66
67
431
An Equality Tester
1. (a) Graph sin
2
x and sin
2
3x for 0 x 2. What is the relationship between these two functions?
What do you think is the relationship between the areas bounded by these two functions from 0 to
2?
(b) Let m 0 be an integer. Compute
_
2
0
sin
2
mx dx.
2. Let m and n be nonnegative integers.
(a) Compute
_
2
0
sin mx sin nx dx.
(b) Show that
_
2
0
sin mx sin nx dx =
_
2
0
cos mx cos nx dx.
Hint: Consider
_
2
0
(cos mx cos nx sin mx sin nx) dx.
(c) Compute
_
2
0
cos mx cos nx dx.
432
Find the Error
It is a beautiful Spring morning. Everywhere you look, people are happily going to their classes, or coming
from their classes. High School is fun! calls out one student, and about twenty more yell Sure is!
in unison. Someone else calls out, I love History! A bunch of other students call Great subject! in
response. Swept up in the spirit of things, you call out, Calculus is wonderful! Lies! Lies! calls out a
lone, familiar voice. You wheel around and directly behind you is a wild-eyed hungry-looking stranger.
Oh, dont be silly, you say. I just learned about trigonometric integration. It wasnt that hard a section, and
there isnt a single lie in it.
He looks up at you and says, Oh, really? Perhaps you can take a quick true/false quiz, and see how easy the
section is. The stranger then whips out a sheet of paper with this on it:
Both are clearly true! he shouts, before you have a chance to think. AND we know that
2 sin 2x = 2 (2 sin x cos x) = 4 sin x cos x! Thus cos 2x = 2 cos
2
x! Ho ho!
Ho ho? you ask.
Ho ho, I say; ho, ho, I mean! Because at x = 0, cos 2x = 1, and 2 cos
2
x = 2! Once again, your
Calculus gets you into trouble! Two equals one, two equals one! sings the stranger, to the tune of Nyah,
nyah, nyah nyah, nyah, as he skips off into the distance.
Consider the strangers test. Are the answers true to both questions? And if so, then could the stranger
be correct? If 1 = 2, then how can you tell odd numbers from even ones? Would one still be the loneliest
number? How many turtle doves would your true love give to you on the second day of Christmas? Or is
there a possibility that there is an error somewhere in the strangers reasoning? Find the error.
433
8.3 TRIGONOMETRIC SUBSTITUTION
1
2
1 class Recommended material
POINTS TO STRESS
1. The basic trigonometric substitutions and when to use them.
2. The use of trigonometric identities and right-triangle trigonometry to convert antiderivatives back to
expressions in the original variable, for example,
_
dx
_
1 + x
2
_
3/2
= sin
_
tan
1
x
_
=
x
1 + x
2
.
QUIZ QUESTIONS
Text Question: The book states that when doing an integral where the term 1 +x
2
occurs, it often helps
to use the substitution x = tan . How could introducing a trigonometric function possibly make things
simpler?
Answer: This substitution allows us to use the simplifying identity 1 +tan
2
= sec
2
.
_
1
0
4 x
2
dx using the substitution x = 2 sin t and the fact that
_
cos
2
t dt =
1
2
cos t sin t +
1
2
t +C
Answer:
1
2
3 +
1
3

Go over the table of trigonometric substitutions listed below, emphasizing when to use the different forms,
and the restrictions that need to be placed on for each.
Expression Substitution Identity
a
2
x
2
x = a sin ,
2

2
1 sin
2
= cos
2
a
2
+ x
2
x = a tan ,
2

2
1 +tan
2
= sec
2
x
2
a
2
x = a sec , 0

2
or
3
2
sec
2
1 = tan
2
Examples:
_
dx
25 x
2
= arcsin
1
5
x +C,
_
dx
1 +9x
2
=
1
3
arctan 3x +C
Showhowto derive identities such as sin
_
tan
1
x
_
=
x
x
2
+1
by setting up a right triangle as in Figure 1.
Have the students evaluate
_
1 x x
2
dx in two ways: rst by completing the square, and then using
the trigonometric substitution x +
1
2
=
5
2
sin .
434
SECTION 8.3 TRIGONOMETRIC SUBSTITUTION
WORKSHOP/DISCUSSION
Compute
_
1
0
x
2
4 x
2
dx using a trigonometric substitution. Point out that because this is a denite
integral, we dont need to use trigonometric identities at the end to nd the antiderivative in terms of the
original variable x.
Answer:
_
1
0
x
2
4 x
2
dx = 16
_
/6
0
sin
2
u cos
2
u du using the substitution 2 sin u = x, and
16
_
/6
0
sin
2
u cos
2
u du =
1
4
3 +
1
3
.
Evaluate
_
x
2
x
2
a
2
dx in two different ways and compare the computations: rst use the trigonometric
substitution x = a sec , then use the hyperbolic substitution x = a cosh t .
GROUP WORK 1: Pizza for Three
The introduction to this exercise is very important. The goal is to slice a
14
pizza, with two parallel lines across the entire pizza, to create three
pieces of equal area.
Draw the gure on the board and explain that they need to nd the value of
c. (If the class is particularly quick, the introduction can be abbreviated, but
it is better to say too much here than too little.)
This problem is also a good excuse to order pizza for a hard-working class.
Note that this is Problem 1 from Problems Plus after Chapter 8. A complete
solution to this problem can be found in the Solutions Manual.
x
y
7
_7
_c c
_7 7
Answer: c 1.855
GROUP WORK 2: Look Before You Compute
The goal of this activity is to show students that it sometimes pays to look at the geometry of a problem before
immediately applying techniques.
Answers:
1.
12 +4x x
2
=
_
4
2
(x 2)
2
2. 4 sin = x 2 gives
_
/2
/2
16 cos
2
d = 8.
3.
2
4
_2 2 4 6
y
x 0
This is a semicircle of radius 4 and center (0, 2) with equation (x 2)
2
+ y
2
= 16.
435
HOMEWORK PROBLEMS
Core Exercises: 1, 12, 22, 32, 36, 40
Sample Assignment: 1, 4, 12, 19, 22, 25, 32, 33, 34, 36, 37, 39, 40, 42
Exercise D A N G
1
4
12
19
22
25
32
33
34
36
37
39
40
42
436
Pizza for Three
How do you cut a 14
pizza into three pieces of equal area, using just two parallel cuts?
x
y
7
_7
_c c
_7 7
437
Look Before You Compute
Consider the denite integral
_
6
2
_
12 +4x x
2
dx
1. Rewrite the integrand in the form
_
b
2
(x a)
2
.
2. Use a trigonometric substitution to evaluate the integral.
3. Graph the original integrand over the range [2, 6]. Evaluate the integral directly by interpreting it as an
area.
438
8.4 INTEGRATION OF RATIONAL FUNCTIONS BY PARTIAL FRACTIONS
1
2
1
1
2
classes Optional material
POINT TO STRESS
The idea that a given rational function can be broken down into a set of standard integrals, each of which
can be computed routinely.
QUIZ QUESTIONS
Text Question: Why would one want to write
1
(x +2) (x +3)
as the sum of two fractions?
Answer: It is much easier to nd
_
dx
x +2
and
_
dx
x +3
than it is to nd
_
dx
(x +2) (x +3)
directly.
_
dx
x
2
3x +2
.
Answer: ln |x 1| +ln |x 2| +C
As a warm-up, remind students how to compute
_
A
x +a
dx and
_
B
(x +a)
2
dx. If partial fractions are to
be covered in depth, also compute
_
dx
x
2
+4x +8
=
_
dx
(x +2)
2
+4
.
Remind students of the process of polynomial division, perhaps by rewriting
2x
3
+3x
2
+7x +4
2x +1
as
x
2
+ x +3 +
1
2x +1
, and then computing
_
2x
3
+3x
2
+7x +4
2x +1
dx.
Be sure to indicate that in order to use partial fractions, we need the degree of the numerator less than
the degree of the denominator. So to compute
_
x
4
+2
x
2
1
dx, we rst use long division to rewrite it as
_ _
x
2
+1 +
3
x
2
1
_
dx.
Find the coefcients for the partial fraction decomposition for
_
x +3
(x 2) (x 1)
dx in two different ways:
rst using two linear equations, and then using the method of creating zeros [setting x = 1 and then
x = 2 in x +3 = A (x +2) + B (x 1)].
Go over the process of partial fractions for quadratic terms, using
3
_
x
2
+2
_
(x 1)
=
1
x 1
x +1
x
2
+2
,
and (if the subject is to be covered exhaustively)
1
_
x
2
+1
_
2
x
=
1
x
x
x
2
+1
x
_
x
2
+1
_
2
.
439
WORKSHOP/DISCUSSION
Go over the process of partial fractions for products of powers of linear terms, starting with
x 7
(x 2) (x +3)
=
1
x 2
+
2
x +3
, and continuing with
3x
2
x 3
(x +1) x
2
=
1
x +1
+
2
x
3
x
2
.
Point out that the quadratic in the denominator of f (x) =
1
x
2
+ x 6
is not irreducible. It can be factored
into the two linear terms x 2 and x + 3, and so the partial fraction decomposition is found by writing
1
x
2
+ x 6
=
A
x +2
+
B
x 3
and solving for A and B.
Show the students how a complicated partial fractions problem would be set up, without trying to solve it.
An example is
_
5x +3
x
3
(x +1)
_
x
2
+ x +4
_ _
x
2
+3
_
2
dx.
Work through examples such as
_
2x 1
x
2
x 2
dx where the method of partial fractions should be avoided.
GROUP WORK 1: Partial Fractions
Two versions of this group activity are provided. The instructor should select the appropriate version for the
depth at which this topic is to be covered.
Answers:
Version 1
1. (a) ln |x 1| +C (b) ln |x +3| +C 2. (x +3) (x 1)
3.
_
x dx
(x +3) (x 1)
=
3
4
ln (x +3) +
1
4
ln (x 1) +C
4.
_
(5x +5) dx
(x +3) (x 1)
=
5
2
ln (x +3) +
5
2
ln (x 1) +C
Version 2
1. (a) ln |x +1| +C (b) ln |x +2| +C 2. 2x (x +2) (x +1)
3.
3
4
ln |x|
1
4
ln |x +2|
1
2
ln |x +1| +C
4.
1
2
ln |x| +
1
2
ln |x +2| +
1
2
ln |x +1| +C
Version 3
1. (a) ln |x +1| +C (b) ln |x +2| +C (c)
1
2
tan
1
_
1
2
x
_
+C 2. (x +2) (x +1)
_
x
2
+4
_
3. 10 ln (x +2) +4 ln (x +1) +3 ln
_
x
2
+4
_
+2 arctan
1
2
x +C
4. x 10 ln (x +2) +4 ln (x +1) +3 ln
_
x
2
+4
_
+2 arctan
1
2
x +C
440
SECTION 8.4 INTEGRATION OF RATIONAL FUNCTIONS BY PARTIAL FRACTIONS
GROUP WORK 2: Finding Coefficients
Answers:
1. (a)
1
5 (x +2)
+
1
180 (x 3)
+
1
6 (x +3)
2
+
7
36 (x +3)
(b)
3
56
1 +5x
x
2
+ x +2
3
56
26 +5x
x
2
4x 4
2.
1
5 (x +2)
+
1
180 (x 3)
+
1
6 (x +3)
2
+
7
36 (x +3)
3.
3
56
1 +5x
x
2
+ x +2
3
56
26 +5x
x
2
4x 4
HOMEWORK PROBLEMS
Core Exercises: 2, 7, 23, 35, 44, 51, 54, 55, 62
Sample Assignment: 2, 5, 7, 12, 16, 23, 34, 35, 41, 44, 48, 51, 54, 55, 57, 62, 64, 65
Exercise D A N G
2
5
7
12
16
23
34
35
41
44
48
51
54
55
57
62
64
65
441
Partial Fractions (Version 1)
1. Compute the following integrals:
(a)
_
dx
x 1
(b)
_
dx
x +3
2. Factor x
2
+2x 3.
3. Compute
_
x dx
x
2
+2x 3
.
4. Compute
_
5x +5
x
2
+2x 3
dx.
442
(a)
_
dx
x +1
(b)
_
dx
x +2
2. Factor 2x
3
+6x
2
+4x.
3. Compute
_
2x +3
2x
3
+6x
2
+4x
dx.
4. Compute
_
3x
2
+6x +2
2x
3
+6x
2
+4x
dx.
443
(a)
_
dx
x +1
(b)
_
dx
x +2
(c)
_
dx
x
2
+4
2. Factor x
4
+3x
3
+6x
2
+12x +8.
3. Compute
_
20x
2
dx
x
4
+3x
3
+6x
2
+12x +8
.
4. Compute
_
x
4
+3x
3
+26x
2
+12x +8
x
4
+3x
3
+6x
2
+12x +8
dx.
444
Finding Coefficients
1. Write the following rational functions as a product of powers of linear terms and irreducible quadratic
terms.
(a)
1
_
x
2
x 6
_ _
x
2
+6x +9
_
(b)
3
_
x
2
+ x 2
_ _
x
2
4x 4
_
2. Find the partial fraction decomposition for the function in Problem 1(a) using a linear system.
3. Find the partial fraction decomposition for the function in Problem 1(b) using the method of creating
zeros.
445
8.5 STRATEGY FOR INTEGRATION
1 class Optional material
POINTS TO STRESS
1. The four-step strategy suggested in the text.
2. If at rst you dont succeed, try again with a different method.
3. There are elementary functions that do not have elementary antiderivatives
This section gives the instructor a good opportunity to work a variety of examples with the students. The
following challenging integrals provide opportunities to use the various techniques and strategies:
_
x
3
1 x
2
dx
_
e
x
1/3
dx
_
(x ln x)
2
dx
_
tan
1
x dx
_
cos
x dx
_
cos x sin x dx
1 +sin
4
x
_
3dx
x
1/2
_
x
3/2
x
1/2
_
_ _
ln (ln x)
x
_
2
dx
_
1
e e
x
dx
_
x
5
cos x
3
dx
Answers:
_
x
3
1 x
2
dx =
_
1
5
x
2
+
2
15
_
_
1 x
2
_
3/2
+C,
_
e
x
1/3
dx = 3e
x
1/3
_
x
2/3
2x
1/3
+2
_
+C,
_
(x ln x)
2
dx =
1
27
x
3
_
9 ln
2
x 6 ln x +2
_
+C,
_
tan
1
x dx = x arctan x
1
2
ln
_
x
2
+1
_
+C,
_
cos
x dx = 2 cos
x +2
x sin
x +C,
_
cos x sin x
1 +sin
4
x
dx =
1
2
arctan
_
sin
2
x
_
+C,
_
3 dx
x
2
x
= 3 ln x +3 ln (x 1) +C,
_ _
ln (ln x)
x
_
2
dx =
_
ln
2
(ln x) 2 ln (ln x) +2
_
ln x +C,
_
dx
e e
x
=
1
e
_
x ln (e
x
e)
_
+C,
_
x
5
cos x
3
dx =
1
3
cos x
3
+
1
3
x
3
sin x
3
+C
Discuss integrating functions with parameters. For example, compute the antiderivative
_
dx
x
2
+ A
by
breaking it into cases. Also examine parameters as part of the limits of integration, as in solving the
equation
_
a
3
x dx
x
2
8
= 2.
Go through a few integrals that require special approaches, such as
_
sec x dx.
Answer:
_
sec x dx =
_
(sec x +tan x) sec x
sec x +tan x
dx = ln (sec x +tan x) +C
WORKSHOP/DISCUSSION
Find the area under the curve f (x) =
1
e
x
+e
x
from x = 1 to x = 2. (See Exercise 74.)
Answer:
_
2
1
dx
e
x
+e
x
= arctan e
2
arctan e 0.218
If the velocity of a particle is given by v (t ) =
t ln t
t
2
1
, determine the distance the particle has traveled
from t = 2 to t = 5. (See Exercise 56.)
446
SECTION 8.5 STRATEGY FOR INTEGRATION
Answer: We let u = ln x, dv =
x
x
2
1
, followed by a trigonometric substitution to obtain
_
t ln t
t
2
1
dt =
t
2
1 ln t
t
2
1 arcsec t +C. Our nal answer is thus
2
6 ln 5 2
6 +arcsec 5
3 ln 2 +
3
1
3
3.839.
If the rate of change of population growth with respect to time is given by b (t ) =
t
3
+1
t
3
t
2
, nd the total
change from year 1 to year 3. (See Exercise 66.)
GROUP WORK 1: Putting It All Together
The students may not understand the idea of taking one step, and describing a strategy. Perhaps do Problem 1
(or a similar problem) for them as an example. In Problem 3, students need to realize that ln x
= ln x.
Answers:
1. (a) Substitute u = cos x. (b)
_
e
5 cos x
sin x cos
2
x dx =
_
u
2
e
5u
du
(c) Integrate by parts (twice).
2. (a) Substitute x = u
3
. (b)
_
dx
x
2/3
+3x
1/3
+2
= 3
_
u
2
du
u
2
+3u +2
(c) Use long division and then partial fractions.
3. (a) Note that ln (x
) = ln x. (b)
_
x
5
ln (x
) dx =
_
x
5
ln x dx
(c) Integrate by parts with u = ln x.
4. (a) Integrate by parts with u = ln (1 +e
x
), dv = e
2x
dx.
(b)
_
e
2x
ln (1 +e
x
) dx =
1
2
e
2x
ln (1 +e
x
)
1
2
_
e
2x
1 +e
x
e
x
dx
(c) Substitute u = 1 +e
x
or u = e
x
.
5. (a) Expand (e
x
+cos x)
2
= e
2x
+2e
x
cos x +cos
2
x.
(b)
_
(e
x
+cos x)
2
dx =
_
e
2x
dx +2
_
e
x
cos x dx +
_
cos
2
x dx
(c) The rst and third integrals are simple, and the second can be integrated by parts (twice).
6. (a) Substitute u = ln x. (b)
_
ln (ln x)
x
dx =
_
ln u du (c) Integrate by parts.
GROUP WORK 2: Integration Jeopardy
This activity, designed to last for sixty to ninety minutes, is meant as a computational review of integration
techniques. Technology should not be permitted.
The Integration Jeopardy game board should be put on an overhead projector, or copied onto the blackboard.
The game is played in two rounds, each consisting of 20 questions, followed by a third round with a nal
question. Students should be put into at most six mixed-ability teams of between three and seven players per
team. (It is most fun for the students if they get to name their team, but this process can take time!)
447
Round 1: Jeopardy
Each square on the game board corresponds to a question. The next question is chosen by the player who
answered the previous question correctly. (The rst question is chosen by a randomly selected student.) Each
team sends a representative up to the blackboard. The teacher reads the question aloud, or writes it on the
blackboard. The representatives all work, simultaneously, trying to gure out the correct answer. The students
who are not at the blackboard also work on the problems.
The rst person at the board who is condent in his or her answer slaps the board (or rings a bell, or blows
a whistle) to alert the teacher. All of the other students put down their pencils and their chalk. The student
who slapped the board rst then announces the answer in a loud, clear voice. Every team in turn gets a chance
to challenge the given answer. (So the students who are not at the board have a real incentive to work on
the problem, because they may have an opportunity to challenge.) A correct answer or challenge earns the
designated value for the team. An incorrect answer or challenge causes half of that value to be deducted from
the teams total. A team can have negative as well as positive money. (If nobody challenges an incorrect
answer, no money is awarded or deducted, and the teacher corrects the answer.)
After each question is asked, it should be crossed off the game board. Round 1 ends when the class is half
over, regardless of whether all the questions have been asked and answered. If this is run as a sixty-minute
activity, only about half of the questions will be asked.
Round 2: Double Jeopardy
This works the same as Round 1, except all the dollar values are doubled. Round 2 ends when there are only
eight minutes of class left.
Round 3: Final Jeopardy
Each team gets to wager an amount anywhere from $300 up to their total. (They can always wager at least
$300.) Each team writes their name and wager on a slip of paper, and these wagers are collected by the
teacher. Then the Final Jeopardy question is asked. The teams have four minutes to come up with a consensus
answer. After these are all written down and handed in, the solution is revealed by the teacher, and then each
teams answer and wager are announced. Correct answers win the amount wagered, while incorrect answers
lose that amount. The winning team is applauded, and the activity is done.
Optional Rule: The Daily Double
One question from each of the rst two rounds can be secretly designated by the teacher as a Daily Double.
When a team picks the Daily Double, they have to answer the question by themselves, in two minutes or
less. The value is chosen by them, from $100 to their total worth. (They can always wager at least $100.)
After they have given their answer, every other team is free to challenge, as usual.
Optional Addition: The Extra Questions
Questions worth $500 (for Round 1) and $1000 (for Round 2) have been included for teachers wishing to give
their classes an extra challenge.
448
SECTION 8.5 STRATEGY FOR INTEGRATION
HOMEWORK PROBLEMS
Core Exercises: 2, 9, 25, 30, 41, 48, 52
Sample Assignment: 2, 5, 9, 13, 19, 25, 30, 33, 35, 41, 48, 52, 54, 59, 62, 66, 70, 75, 79
Exercise D A N G
2
5
9
13
19
25
30
33
35
41
48
52
54
59
62
66
70
75
79
449
Putting It All Together
For the following indenite integrals:
(a) Indicate a technique or several techniques which will solve the integral or put it into an easier form.
(b) Use part (a) to transform the integral into an easier form.
(c) Indicate what additional technique you would then use to complete the integration without doing any
further computations.
1.
_
e
5 cos x
sin x cos
2
x dx
2.
_
dx
x
2/3
+3x
1/3
+2
3.
_
x
5
ln (x
) dx
4.
_
e
2x
ln (1 +e
x
) dx
5.
_
(e
x
+cos x)
2
dx
6.
_
ln (ln x)
x
dx
450
Integration Jeopardy (Game Boards)
Round 1: Jeopardy
Integration
by Substitution
Integration
by Parts
Denite
Integrals
Fun with
Trigonometry
Potpourri
100 100 100 100 100
200 200 200 200 200
300 300 300 300 300
400 400 400 400 400
Integration
by Substitution
Integration
by Parts
Denite
Integrals
Fun with
Trigonometry
Potpourri
200 200 200 200 200
400 400 400 400 400
600 600 600 600 600
800 800 800 800 800
451
Integration Jeopardy (Questions and Answers)
Round 1: Jeopardy
Integration By Substitution
Value Question Answer
100
_
4x
3
x
4
+9
dx 2
_
_
x
4
+9
_
+C
200
_
tan x sec
4
x dx
1
4
sec
4
x +C
300
_
dx
x
ln x
2
ln x +C
400
_
x
x 5 dx
2
5
_
x 5
_
5
+
10
3
_
x 5
_
3
+C
500
_
16 x
2
dx
1
2
x
16 x
2
+8 arcsin
1
4
x +C
Integration By Parts
100
_
x ln xdx
1
2
x
2
ln x
1
4
x
2
+C
200
_
(x +2) e
2x+1
dx
1
2
e
2x+1
+
1
4
e
2x+1
(2x +1) +C
300
_
x
2
cos x dx x
2
sin x 2 sin x +2x cos x +C
400
_
e
x
dx 2e
x 2e
x
+C
500
_
e
x
sin (nx) dx
n
1 +n
2
e
x
cos nx +
1
1 +n
2
e
x
sin nx +C
Denite Integrals
100
_
2
1
x +2x
2
x
dx 4
200
_
e
2
e
dx
x ln x
ln 2
300
_
2
0
xe
x
dx e
2
+1
400
_
ln e
sin(/2)
cos
_
e
x
2
_
dx 0
500
_
xe
sin
x
2
dx 0, by symmetry
452
Fun with Trigonometry
100
_
sin x
3
cos x
dx
3
2
3
cos
2
x +C
200
_
sin x cos (cos x) dx sin (cos x) +C
300
_
tan
2
sec
4
d
1
5
tan
3
sec
2
+
2
15
tan
3
+C
400
_
1 +cos x
sin x
dx ln (csc x cot x) +ln sin x +C
500
_
tan
2
d tan
1
2
1
2
ln
_
1 +tan
2
_
+C
Potpourri
100
_ __
x
3
e
2t
dt
_
dx
e
2x
4

e
6
2
x +c
200
_ _
d
dx
f (x)
_
dx f (x) +C
300
d
dr
_
r
2
3
sin
_
x
2
_
dx 2
_
sinr
4
_
r +C
400
_
cos t dx (cos t ) x +C
500
_
ln
_
1 + x
2
_
dx x ln
_
1 + x
2
_
2x +2 arctan x +C
453
Integration by Substitution
200
_
sin (2x +3) dx
1
2
cos (2x +3) +C
400
_
x
2
_
cos
_
x
3
+1
__
dx
1
3
sin
_
x
3
+1
_
+C
600
_
_
1 +
x
_
9
x
dx
_
1 +
x
_
10
5
+C
800
_
e
2x
1 +e
x
dx e
x
ln (1 +e
x
) +C
1000
_
tan x sec
3
x dx
1
3
sec
3
x +C
Integration by Parts
200
_
xe
x
dx xe
x
e
x
+C
400
_
x
3
ln x dx
1
4
x
4
ln x
1
16
x
4
+C
600
_
x
2
sin x dx x
2
cos x +2 cos x +2x sin x +C
800
_
arcsin x dx x arcsin x +
_
_
1 x
2
_
+C
1000
_
e
2x
cos x dx
2
5
e
2x
cos x +
1
5
e
2x
sin x +C
Denite Integrals
200
_
2
1
x
2
+1
x
dx
18
5
2
12
5
400
_
/3
/4
sin x dx
1
2
+
1
2
2
600
_
ln 6
ln 3
8e
x
dx 24
800
_
/3
0
sin
cos
2
d 1
1000
_
4
1
t ln t dt
32
3
ln 2
28
9
454
Fun with Trigonometry
200
_
sin (2x +3) dx
1
2
cos (2x +3) +C
400
_
x
2
cos
_
x
3
+e
2
_
dx
1
3
sin
_
x
3
+e
2
_
+C
600
_
tan y sec
3
y dy
1
3
sec
3
y +C
800
_
(x +sin x)
2
dx
1
3
x
3
+
1
2
x +2 sin x 2x cos x
1
2
cos x sin x +C
1000
_
ln (tan x)
sin x cos x
dx
1
2
[ln (tan x)]
2
+C
Potpourri
200
_
1
1
x
4
sin x dx 0
400
_
cos x
1 +sin
2
x
dx arctan (sin x) +C
600
_ _
d
dt
_
sin
4
t
_
_
e
t
2
_
_
dt
_
sin
4
t
_
_
e
t
2
_
+C
800
_
e
x+e
x
dx e
e
x
+C
1000
_
cos (ln x) dx
1
2
x (sin (ln x) +cos (ln x)) +C
Choose one of the following:
Question Answer
_
x
4
x
10
+4
dx
1
10
arctan
_
1
2
x
5
_
+C
_
cot x ln (sin x) dx
ln (sin x)
2
2
+C
_
e
3
x
dx 3e
3
x
_
3
x
_
2
6
3
xe
3
x
+6e
3
x
+C
(Hint: Substitute u = x
1/3
and then use parts twice.)
Thanks to Ben Nicholson

455
8.6 INTEGRATION USING TABLES AND COMPUTER ALGEBRA SYSTEMS
1 class (
1
2
tables,
1
2
computer algebra systems) Optional material
POINTS TO STRESS
1. Integrands can be manipulated to get them into a form that can be looked up in a table, or successfully
integrated by a computer algebra system (CAS).
2. Two correct answers can look very different.
3. Many functions have no simple antiderivative.
QUIZ QUESTIONS
Text Question: Can we nd a simple antiderivative for f (x) =
x
3
+1?
Answer: No. There is no closed form antiderivative for this function.
Drill Question: Using an table of integrals, compute
_
20x x
2
dx.
Answer:
x 10
2
20x x
2
+50 cos
1
_
10 x
10
_
+C
In Example 2, if we write
x
2
5 4x
2
=
x
2
2
_
5
4
x
2
, we can use Formula 34 in the Table of Integrals to
solve the problem directly without using a substitution. Point out that to integrate the right side of the
equation from scratch, we need to use the trigonometric substitution x =
5
2
sin . Compute the integral
both ways and compare the answers.
Give an example of how algebra and a dash of ingenuity can solve a nasty integral such as
_
x
2
+3x +1
x
2
4
dx =
_
x
2
x
2
4
dx +
_
3x
x
2
4
dx +
_
1
x
2
4
dx
Two of these integrals can be solved using tables, and the other can be solved using a substitution.
Note how some CASs may integrate (x +1)
4
to get
x
5
5
+ x
4
+2x
3
+2x
2
+ x, which is not the same as
(x +1)
5
5
. (The two answers differ by a constant.)
Use a CAS to compute
_
1
1 +
|x|
dx. For x > 0, Maple gives
_
1
1 +
x
dx = ln (1 + x) + 2
x 2 arctanh
x, and differentiating this answer yields
x + x
x (1 + x)
. Show how you need to simplify this result to verify that the formula is indeed a
correct antiderivative. It also gives
_
1
1 +
|x|
dx = x
ln (1 +|x|) +2
|x| 2 arctanh
|x|
|x|
, and
differentiating the right side yields a very complicated expression. On the other hand, the substitution
u =
|x| quickly yields F (x) = 2

_
|x| ln
_
1 +
x
__
as an antiderivative, which is easily veried.
456
SECTION 8.6 INTEGRATION USING TABLES AND COMPUTER ALGEBRA SYSTEMS
WORKSHOP/DISCUSSION
Try to convince students that
_
e
x
2
dx is not expressible in closed form by trying several methods of
integration and seeing where they fail.
Use a CAS to compute
_
cot x ln (sin x) dx. Some systems can do this integral; others cannot. Note that
the problem is easy to do by u-substitution.
Discuss what happens if we use a CAS to directly evaluate
_
(3
x
+1)
9
x
dx. [For example, Maple gives
_
(3
x
+1)
9
x
dx =
_
(3
x
+1)
(9
x
) dx.] Then rewrite the integrand as (3
x
+1) 3
x
and compute
_
(3
x
+1) 3
x
dx =
1
2 ln 3
(3
x
)
2
+
1
ln 3
3
x
, both using a CAS and using a substitution.
If reduction formulas have not yet been discussed, go over how to compute
_
sin
5
x dx via a reduction
formula.
Note that some computer algebra systems cannot integrate
_
ln (tan x)
sin x cos x
dx =
1
2
[ln (tan x)]
2
+C. (Note
that this is Exercise 64 in Section 8.5, and also appears in the group work Integration Jeopardy in
Section 8.5)
GROUP WORK: Stump the System
Have the students evaluate
_
x
2
5 x
2
dx and
_
tan
5
x dx using tables of integrals. Then, if there is the op-
portunity, use Maple and/or Mathematica to solve these problems. Maple and Mathematica will give different
answers. Have the students gure out why this is the case.
If they have further opportunity to work with a computer algebra system, have the students try to come up
with integrals that will stump the CAS. Let them explore and see if they can come up with a simple-looking
function with a really ugly antiderivative (rational functions work well here).
Answers:
Table:
_
x
2
5 x
2
dx =
x
8
_
2x
2
5
_
5 x
2
+
25
8
sin
1
_
x
5
_
+C
Maple:
_
x
2
5 x
2
dx =
1
4
x
_
5 x
2
_
3
+
5
8
x
5 x
2
+
25
8
arcsin
1
5
5x +C
The two expressions are equal.
Table:
_
tan
5
xdx =
1
4
tan
4
x
1
2
tan
2
x ln |cos x| +C
Maple:
_
tan
5
xdx =
1
2
tan
2
x +
1
4
tan
4
x +
1
2
ln
_
1 +tan
2
x
_
+C
The two expressions are equal since
1
2
ln
_
1 +tan
2
x
_
=
1
2
ln
_
sec
2
x
_
=
1
2
ln
_
cos
2
x
_
= ln (cos x). Note
that when making the simplication ln
_
x
2
_
= 2 ln x, we assume that x > 0. The table of integrals ensures
that we stay within the domain of ln x by taking the absolute value of cos x. The CAS uses 1 +tan
2
x, which
is always positive.
457
HOMEWORK PROBLEMS
Core Exercises: 1, 7, 14, 31, 37
Sample Assignment: 1, 7, 8, 14, 17, 26, 31, 34, 37, 40, 41, 44, 45
Exercise D A N G
1
7
8
14
17
26
31
34
37
40
41
44
45
458
DISCOVERY PROJECT Patterns in Integrals
This project gives students the opportunity to discover some of the table formulas by going over several exam-
ples using a computer algebra system. Students can learn general formulas for partial fractions,
sin (ax) cos (bx), x
n
ln x, and x
n
e
x
. Each problem is self-contained and instructors may wish to choose
selected problems, or break the class into four groups and have each student tackle a particular problem.
Hopefully students will see that by writing down a few examples, a general pattern can be determined.
More advanced students could also be given the task, using the text examples as a model, of nding patterns
in the integrals of a class of functions that they come up with on their own.
459
8.7 APPROXIMATE INTEGRATION
TRANSPARENCY AVAILABLE
#15 (Figures 1 and 2)
1 class Optional material (essential for science/engineering majors)
POINTS TO STRESS
1. Left and right endpoint approximations.
2. The Midpoint Rule and the Trapezoidal Rule.
3. The geometry behind the Midpoint and Trapezoidal rules, and how to use technology to do numerical
integration.
4. (for science/engineering majors) Comparisons of the accuracies of the different approximating techniques,
and error bounds.
QUIZ QUESTIONS
Text Question: When would we need to use these techniques in the real world?
Answer: We would need these techniques when we are given discrete rate-of-change data, with no
underlying function. (Other answers are also acceptable.)
Drill Question: The function f is continuous on the closed interval [2, 10] and has values given in the
table below. Using the subintervals [2, 6], [6, 7], and [7, 10], what is the trapezoidal approximation of
_
10
2
f (x) dx?
x 2 6 7 10
f (x) 5 15 17 11
(A) 16 (B) 32 (C) 49 (D) 72 (E) 144
Answer: (C)
Describe how numerical integration methods can be used to construct a model of a quantity whose
derivative matches a collection of experimental data points. For example, there are situations in which
we are interested in velocity, but acceleration is easier to measure. These methods are particularly useful
when, as is often the case, there is no elementary underlying function.
Illustrate the geometry behind the Trapezoidal and Midpoint Rules, perhaps using Figure 5.
Formulate intuitive comparisons of the accuracy of R
n
, L
n
, and M
n
. Discuss the special cases of
monotone functions briey to prepare students for Group Work 2. TEC allows some visual and numerical
experimentation on several different functions.
460
SECTION 8.7 APPROXIMATE INTEGRATION
Show how to interpret M
n
as an external
trapezoid. The Trapezoidal Rule uses the area
under the trapezoid made by directly connecting
left and right endpoints. The Midpoint Rule can
be interpreted as using the area which lies in a
trapezoid under the tangent line to the midpoint,
as shown in the gure.
x
i
x x
i-1
y
P
C
R
B
Q
A D
x
i
Area of ABCD = midpoint approximation
WORKSHOP/DISCUSSION
Use a left endpoint approximation and the Trapezoidal Rule with n = 6 to solve the following problem,
paying close attention to units.
Snow is falling over a 3-hour period with the following rate data taken at
1
2
-hour intervals:
t 0
1
2
1
3
2
2
5
2
3
r (inches/hour) 0.7 1.2 2.3 1.7 1.1 0.5 0.2
Approximate the total amount of snow that fell during this period.
Present numerical comparisons of accuracy for the different rules. Take a single integral, such as
_
2
0
sin
_
t
2
_
, and compute the estimates for each rule with n = 4. (Perhaps have different sections of
the class use different techniques.) TEC Module 5.1/5.2/5.9 provides several examples for which these
comparisons can be visually illustrated and computed.
Do Exercise 30 using the Trapezoidal Rule in place of Simpsons Rule.
Repeat Exercise 1 with the following function:
4 0
y
461
GROUP WORK 1: Position from Samples (Part 2)
Have the class revisit their automobile data previously collected in the group work Position from Samples
(Part 1) in Section 5.1. (If this activity was not previously assigned, it may be assigned at this time.) With
the new tools that they have at their disposal, especially the Trapezoidal Rule, the students should be able to
improve their estimates of the area under the velocity curve.
GROUP WORK 2: Comparison of Methods
The purpose of this exercise is to show that if f is increasing or decreasing, the left and right endpoint
approximations bound the integral, and the Trapezoidal Rule gives an in-between value which is usually
closer to the actual value. In addition, if a curve is concave up (or concave down) then one can tell whether
the Trapezoidal Rule gives an over- or an underestimate.
Answers:
1. 3.178, 4.787, 3.983. The left endpoint approximation is an underestimate, the right endpoint
approximation is an overestimate, and the Midpoint Rule gives an underestimate.
2. 2.565, 2.565, 2.565. There is not enough information to tell.
3. 0.8546, 0.6080, 0.7313. The left endpoint approximation is an over estimate, the right endpoint
approximation is an underestimate, and the Midpoint Rule gives an underestimate.
4. (a) If the function is increasing, the right endpoint approximation gives an overestimate.
(b) If the function is decreasing, the left endpoint approximation gives an overestimate.
(c) If the function is concave up, the Trapezoidal Rule gives an overestimate.
HOMEWORK PROBLEMS
Core Exercises: 1, 2, 10, 19, 26, 29, 32, 37
Sample Assignment: 1, 2, 3, 10, 15, 16, 19, 22, 23, 26, 27, 29, 30, 32, 34, 35, 37, 38, 42, 43
Exercise D A N G
1
2
3
10
15
16
19
22
23
26
Exercise D A N G
27
29
30
32
34
35
37
38
42
43
462
Comparison of Methods
For each of the integrals in Problems 13, rst sketch the corresponding area, and then approximate the area
using right and left endpoint approximations and the Trapezoid Rule, all with n = 4. From your sketch alone,
determine if each approximation is an overestimate, an underestimate, or if there is not enough information
to tell.
1.
_
5
1
ln x dx
2.
_
1
1
sec x dx
3.
_
1
0
cos (tan x) dx
4. (a) What condition on a function guarantees that the right endpoint approximation is an overestimate?
(b) What condition on a function guarantees that the left endpoint approximation is an overestimate?
(c) What condition on a function guarantees that the Trapezoidal Rule gives an overestimate?
463
8.8 IMPROPER INTEGRALS
1 1
1
2
classes Essential material: Innite limits of integration, comparisons
Optional material: Vertical asymptotes
POINTS TO STRESS
1. A careful denition of convergence and divergence as related to improper integrals of type
_
a
f (x) dx
(including an interpretation of the integral as the area under a curve).
2. A careful denition of convergence and divergence as related to integrals of discontinuous functions.
3. The Comparison Theorem for improper integrals, including result 2 from Example 4.
QUIZ QUESTIONS
Text Question: Why is
_
3
1
dx
x
2
2
an improper integral? What two improper integrals will tell us if
_
3
1
dx
x
2
2
converges?
Answer: The integrand is undened for x =
2;
_
2
1
dx
x
2
2
and
_
3
2
dx
x
2
2
.
_
0
t e
2t
dt .
(A)
1
2
(B)
1
4
(C)
1
4
(D)
1
2
(E) Divergent
Answer: (C)
Illustrate the geometric interpretation of improper integrals as areas under innite curves, stressing
Example 4. Give examples of functions that enclose nite and innite areas, including functions with
vertical asymptotes.
Discuss the Comparison Theorem (including a geometric justication) and work several examples. For
example, show why
_

1
dx
x
3
+7x
2
+2x +1
converges, without resorting to computing the antiderivative
by partial fractions. Stress that for convergence at innity, only the tail part of the integral matters;
convergence is independent of the value of the integral over any nite interval.
Point out that when
_
a
f (x) dx diverges, it is possible that lim
t
_
t
a
f (x) dx is not innite, but rather
simply does not exist. (For example,
_
0
cos x dx.)
Explain the following paradox: The curve y = 1/x to the right of x = 1 encloses innite area, that
is,
_

1
1
x
dx diverges. But if we rotate it about the x-axis and look at the corresponding innite solid, that
solid has nite volume.
464
SECTION 8.8 IMPROPER INTEGRALS
Answer: There is no paradox. It is possible for
a shape to have nite volume and, at the same
time, have innite cross-sectional area. A two-
dimensional analogue is easier to visualize. One
can enclose a nite area with a curve of innite
perimeter. For example, the curve at right has
innite perimeter, but ts inside a circle of radius
3
2
, showing that it has nite area.
1
1
_1
_1
0 x
y
r =
sin
1
+
1
2
WORKSHOP/DISCUSSION
Show that
_
2
0
dx
2 x
2
is an improper integral that converges to

2
.
Show why
_
3
1
dx
x
2
2
converges if and only if
_
2
1
dx
x
2
2
and
_
3
2
dx
x
2
2
converge, and then why
_
3
1
dx
x
2
2
diverges.
Ask if we can nd p such that
_
1
0
1
x
p
dx = 100. Now nd p such that
_
1
0
1
x
p
dx = 500, and then such
that
_
1
0
1
x
p
dx = 1,000,000 = 10
6
.
Show that
_
2
0
dx
2 x
2
is an improper integral that converges to

2
.
GROUP WORK 1: Convergence with a Parameter
Have the students prove that
_

e
dx
x (ln x)
p
converges only for p > 1. Perhaps just ask them for what values
of p the integral converges, and see if they gure it out for themselves. Be sure that they check the cases
p = 0 and p = 1 carefully. If time permits, determine the values of p for which
_
e
1
dx
x (ln x)
p
converges.
Answer: Substitution with u = ln x will help prove that
_

e
dx
x (ln x)
p
converges for p > 1, and that
_
e
1
dx
x (ln x)
p
converges for p < 1.
465
GROUP WORK 2: Whats Wrong?
For students, the hardest part of the comparison test is often guring out which way the implications go. This
activity helps them to really understand this test.
Answers:
1. Positive numbers are greater than negative numbers.
2. lim
n
_
n
1
dx
x
2
= 1 2. It diverges. lim
n
_
n
1
_
dx
x
_
is innite.
4. They do not. The Comparison Test only applies if the integrands are positive.
GROUP WORK 3: Deceptive Visions
Things are not always what they seem in the realm of improper integrals, as this exercise attempts to illustrate.
Emphasize to the students that they shouldnt be able to predict just by looking in Part A that one of the three
curves has innite area under it, and that the other two have nite areas. Make sure, during closure, to try to
come to some understanding of how such a thing can happen: that the very subtle differences in the curves
values add up when we go off to innity. Part B is an integral which occurs in aerodynamics and has a
surprising value.
Answers:
Part A
1. There isnt an obvious difference because the functions are very similar.
2.
_
10
1
dx
x
= ln 2 + ln 5 2.302585,
_
10
1
dx
x
1.01
2.276278,
_
10
1
dx
x
1.001
2.299936. The functions are
similar, as are the areas.
3. Answers will vary.
4.
_
100
1
dx
x
= ln 100 4.605170,
_
100
1
dx
x
1.01
= 100
_
100
0.01
_
+100 4.500741,
_
100
1
dx
x
1.001
= 1000
_
100
0.001
_
+ 1000 4.594582. The rst and third are closest together, which
makes sense since the integrands are most similar.
5. The rst diverges, the second converges to 100, and the third converges to 1000. The students should
notice that while the rst was closest to the third for x = 100, the rst diverges while the third does not.
Part B
1. It is not dened at x = 1.
2. Multiply both numerator and denominator by
1 + x.
3.
_
1 + x
1 x
2
dx =
_
dx
1 x
2
+
_
x dx
1 x
2
= arcsin x
1 x
2
4. lim
n1
_
arcsin n
1 n
2
_
_
arcsin (1)
_
1 (1)
2
_
= arcsin 1 arcsin(1) =
466
SECTION 8.8 IMPROPER INTEGRALS
GROUP WORK 4: Improper Integration Jeopardy
This is an extension of Integration Jeopardy (see Group Work 2 in Section 8.5) emphasizing improper inte-
grals. It can be used in addition to integration jeopardy, or combined with the former, allowing the improper
integration categories to replace one or more of the others.
HOMEWORK PROBLEMS
Core Exercises: 2, 4, 6, 21, 35, 47, 50, 57, 67
Sample Assignment: 2, 4, 6, 13, 19, 21, 30, 35, 36, 42, 47, 50, 54, 57, 65, 67, 71
Exercise D A N G
2
4
6
13
19
21
30
35
36
42
47
50
54
57
65
67
71
467
Whats Wrong?
Let f (x) =
1
x
2
and g (x) =
1
x
.
1. Show that, for x 1, f (x) g (x).
2. Show that
_

1
1
x
2
dx = 1.
3. Does
_

1
_
1
x
_
dx converge or diverge?
4. Do your answers to Problems 2 and 3 contradict the Comparison Test? Why or why not?
468
Deceptive Visions
Part A
Graph the following three functions, on the same set of axes, from x = 1 to x = 10:
f (x) =
1
x
g (x) =
1
x
1.01
h (x) =
1
x
1.001
1. Can you see a signicant difference among the three graphs? If so, what is it? If not, why not?
2. Compute the areas under the three curves from x = 1 to x = 10. Do you get different results? Why or
why not?
3. Do you expect a big difference in the areas under the three curves between x = 1 and x = 20? How about
between x = 1 and x = 50?
4. Compute the areas under the three curves from x = 1 to x = 100. Do you get very different results?
Which two of the three functions areas are the closest? Why?
5. What do you think will happen to the area under each of the three functions if you take x from 1 out to
innity? Try it.
469
Deceptive Visions
Part B
We want to evaluate
_
1
1
_
1 + x
1 x
dx.
1. Why is this an improper integral?
2. Show that
_
1 + x
1 x
=
1 + x
1 x
2
if 1 < x < 1.
3. Use the result from Problem 2 to evaluate the indenite integral
_
_
1 + x
1 x
dx.
4. Show that
_
1
1
_
1 + x
1 x
dx = .
470
Improper Integration Jeopardy (Game Boards)
Round 1: Jeopardy
Innite
Limits
Vertical
Asymptotes
Potpourri
100 100 100
200 200 200
300 300 300
400 400 400
Innite
Limits
Vertical
Asymptotes
Potpourri
200 200 200
400 400 400
600 600 600
800 800 800
471
Improper Integration Jeopardy (Questions and Answers)
Round 1: Jeopardy
Innite Limits
100
_
1
e
2x
dx
1
2
e
2
200
_

1
4x
1 + x
2
dx
300
_
1
xe
x
dx 0
400
_

4
dx
x +2
500 Does
_
e
x
2
dx converge? Yes (compare with e
x
and use symmetry)
Vertical Asymptotes
100
_
9
0
dx
x
6
200
_
3
2
dx
x
4
Divergent
300
_
1
0
ln x
x
4
400
_
0
sec x dx Divergent
500
_
2
0
x 3
2x 3
dx Divergent
Potpourri
100 Does
_

1
dx
1 + x
3
converge? Yes. Compare with
1
x
3
.
200
_

1
dx
x
p
, p > 1
1
p 1
300
_
1
0
dx
x
p
, 0 < p < 1
1
1 p
400 Does
_

0
dx
x
p
converge for any value of p? No.
_
1
0
dx
x
p
diverges for p 1;
_

1
dx
x
p
diverges for p 1
500 Does
_
1
0
dx
1 + x
3
converge? No. Compare with
x
2
1 + x
3
.
472
Improper Integration Jeopardy (Questions and Answers)
Innite Limits
200
_
0
e
x/2
dx 2
400
_

0
1
1 + x
2
dx
2
600
_

x
1 + x
2
dx Divergent
800
_
k
e
x/n
dx ne
k/n
1000
_

0
dx
1 +e
x
ln 2
Vertical Asymptotes
200
_
1
1
dx
x
2
Divergent
400
_
1
0
1
(4y 1)
2
dy Divergent
600
_
2
0
r
2
lnr dr
8
3
ln 2
8
9
800
_
2
1
1
x
4
dx
1000
_
1
0
ln x dx 1
Potpourri
200 Does
_
7
2
sin
_
x
2
_
dx converge? Yes. Its not even improper!
400 Does
_
2
0
sin x
x
dx converge? Yes
600
_
0
_
d
dt
_
sin
4
t
_
_
e
t
2
__
dt lim
t
_
sin
4
t
_
_
e
t
2
_
= 0
800 Show that lim
t
_
t
t
x dx = 0.
1
2
t
2
1
2
t
2
= 0
1000 Show that
_
x dx is divergent.
_
x dx =
_
0
x dx +
_
0
x dx; both diverge.
Does
_
0
dx
x + x
4
converge or diverge? Prove your answer.
Answer: It converges. Compare with
1
x
near 0, and with
1
x
2
for large x.
473
8 SAMPLE EXAM
Problems marked with an asterisk (*) are particularly challenging and should be given careful consideration.
1. For each integral below, indicate a technique that can be used to evaluate the integral, and then apply the
technique to rewrite the integral as a simpler one. Finally, without actually solving the integral, indicate
how to proceed from there.
(a)
_
dx
9 x
2
(b)
_
x 7
9 x
2
dx
(c)
_
3x
_
x
2
9
_
3/2
dx
(d)
_
x
3
e
x
2
dx
(e)
_
3x +2
x
2
+6x +8
dx
(f)
_
3x +2
(x +2) (x +1) (x 1)
dx
(g)
_
x
3
_
2 + x
2
_
5/2
dx
2. Consider the region S bounded by the curves y = x +
1
x
2
and y = x
1
x
2
for x 1.
(a) Is the area of S nite or innite? If nite, nd the area.
(b) Now suppose we rotate S around the x axis. Is the volume of the resulting solid nite or innite? If
nite, nd the volume.
474
CHAPTER 8 SAMPLE EXAM
* 3. Consider the function f
p
(x) =
1
x
p
for p > 0, graphed below. Dene V
p
to be the volume of the innite
solid formed by rotating the area under the curve
1
x
p
, x 1 around the x-axis. Dene B
p
to be the volume
of the innite solid formed by revolving the area under the curve
1
x
p
, x 1 around the y-axis. Answer
the following questions and explain your reasoning.
0
1
2
3
1 2 3
x
y
y=1/x
p
(a) Find the values of p for which V
p
is nite, and write an integral to compute these volumes.
(b) Find the values of p for which B
p
is nite, and write an integral to compute these volumes.
(c) Find a value of p > 0 for which V
p
is nite, but the area
_

1
dx
x
p
under the graph of f
p
(x) is innite.
Compute V
p
for the value you have chosen.
4. Consider the integral
_
cos x dx
4 sin
2
x
.
(a) Using the substitution u = sin x, rewrite this integral in another form.
(b) Evaluate
_
cos x dx
4 sin
2
x
.
5. Determine whether
_

2
x
2
+ x +2
x
4
+ x
2
1
dx converges or diverges. Give reasons for your answer.
_
3
2
dx
(x 2)
3/2
.
(a) Why is this an improper integral?
(b) Determine if the integral converges or diverges. If it converges, compute its value.
7. Consider the denite integral
_
5
1
x
2
+6x 5 dx.
(a) Rewrite the integrand in the form
_
b
2
(x a)
2
.
(b) Evaluate this integral.
_
4
0
x
2
+1 dx, the endpoint approximations L
4
and R
4
, the midpoint
approximation M
4
, and the trapezoidal approximation T
4
.
(a) Which two of these approximations are likely to be more accurate than the other two in this case?
(b) Which one of your two choices above is likely to be the most accurate?
(c) Compute the approximation for your choice in part (b) in decimal form.
475
9. (a) Show that lim
t
_
t
t
sin x dx = 0.
(b) Show that
_
sin x dx is divergent.
(c) Do the answers to parts (a) and (b) contradict one another? Explain your reasoning. Include a graph
in your explanation.
10. Which area below is equal to
_
2
0
4 dx
_
4 + x
2
_
3/2
?
(a)
y
0
1
2 u
_
/2
0
cos u du
(b)
0
1
1 u
y
_
4
_
/4
0
sin u du
(c)
0
1
1 u
y
_
4
_
/4
0
cos u du
(d)
0
1
1 u
y
_
4
_
/4
0
sec u du
11. (a) Show that the following formula is valid for any differentiable function f .
_
x f
(x) dx = x f (x)
_
f (x) dx
(b) Compute
_
x
3
x 1
dx using the above formula.
(c) Suppose that f (x) is continuous and differentiable, f (2) = 2, f (6) = 6, and
_
6
2
f (x) dx =
10. Compute
_
6
2
x f
(x) dx.
12. Give a direct argument, without any computations, to show that
_
sin x (1 +cos x)
2
dx = 0.
476
CHAPTER 8 SAMPLE EXAM
13. Let f (x) be the function graphed below.
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 x
y
0
We wish to approximate
_
1
0
f (x) dx. Which of the following gives the best approximation in this case
and why?
(a) The Midpoint Rule with 2 subintervals
(b) The Midpoint Rule with 4 subintervals
(c) The Left Endpoint Rule with 4 subintervals
14. Let f (x) be the function graphed below.
x
y
Four students approximated the area under f (x) from 0 to 1. They all used the same number of
subintervals, but they each used a different method. Here are their results:
George 2.453
Vicki 2.638
Todd 2.555
Pat 2.178
Which student used which method? Explain.
Left Endpoint Approximation: ______________
Right Endpoint Approximation:______________
Midpoint Rule:________________
Trapezoid Rule:________________
477
15. Consider the three functions f (x), g (x) and 1/x
2
, graphed below.
0
1
2
3
4
5
6
1 2 3
x
g(x)
1/x@
f(x)
y
Which of the following must be true, might be true, or cannot be true?
(a)
_
1
f (x) dx converges.
(b)
_
1
0
g (x) dx converges.
(c)
_
1
g (x) dx diverges.
16. If x = tan , show that sin 2 =
2x
1 + x
2
.
17. Show that the areas of the two shaded regions below are the same:
0
1
1 x
y
f (x) =
1
_
1 + x
2
_
2
0
1
1
y
_
4
g () = cos
2
478
8 SAMPLE EXAM SOLUTIONS
1. Answers may vary. The following are sample correct answers:
(a) Use the trigonometric substitution x = 3 sin , to get
_
d.
Or use algebraic simplication, followed by the substitution u =
x
3
, to get
_
du
1 u
2
.
(b)
_
2
1
x 7
9 x
2
dx =
_
2
1
x
9 x
2
dx 7
_
2
1
dx
9 x
2
. The rst integral can be done using the sub-
stitution u = 9 x
2
to get
_
8
5
du
2
u
. For the second integral, the substitution x = 3 sin yields
_
2
1
dx
9 x
2
=
_
arcsin 2/3
arcsin 1/3
d, while the substitution v =
1
3
x yields
_
2
1
dx
9 x
2
=
_
2/3
1/3
dv
1 v
2
.
(c) u = x
2
9
_
3
2u
3/2
du
(d) u = x
2
1
2
_
ue
u
du
(e) Partial fractions expansion:
_ _
5
x +4

2
x +2
_
dx
(f) Partial fractions expansion:
_ _
4
3 (x +2)
+
1
2 (x +1)
+
5
6 (x 1)
_
dx
(g) u = 2 + x
2
_
1
2
(u 2) u
5/2
du
2. (a) Area =
_

1
__
x +
1
x
2
_
_
x
1
x
2
__
dx =
_

1
2
x
2
dx = 2
(b) Volume =
_

1
_
_
x +
1
x
2
_
2
_
x
1
x
2
_
2
_
dx =
_
1
4
x
dx, which is divergent.
3. (a) V
p
=
_

1
x
2p
dx This integral converges for p >
1
2
.
(b) B
p
=
_
1
0
2x
1
x
p
dx.. This integral converges for p > 2.
(c) Any value of p such that
1
2
< p 1. For these values of p, V
p
=

2p 1
.
4. (a)
_
1
4 u
2
du
(b) Use partial fractions to get
1
4
ln |sin x 2| +
1
4
ln |sin x +2| +C.
479
5.
x
2
+ x +2
x
4
+ x
2
1
<
2x
2
x
4
+ x
2
1
<
2
x
2
for sufciently large x. So, by the Comparison Test,
_

2
x
2
+ x +2
x
4
+ x
2
1
dx converges because
_

2
2
x
2
dx converges.
6. (a) The integral is improper because the integrand is unbounded as x approaches 2.
(b)
_
3
2
dx
(x 2)
3/2
= lim
t 2
+
_
2 +
1
t 2
_
= , so the integral diverges.
7. (a)
_
5
1
_
4 (x 3)
2
dx
(b)
_
5
1
_
4 (x 3)
2
dx = 2, either by trigonometric substitution or by observing that the integral gives
half the area of a circle of radius 2.
8. (a) The function is concave up and increasing. Sketching the rectangles shows that M
4
and T
4
will be the
best.
(b) In this case, M
4
will be the best approximation.
(c) M
4
9.2534
9. (a) lim
t
_
t
t
sin x dx = lim
t
[cos t +cos (t )] = lim
t
0 = 0.
(b)
_
sin x dx = lim
t
_
t
0
sin x dx + lim
s
_
0
s
sin x dx. Both of these integrals diverge.
(c) They dont contradict each other. Part (a) says that as long as the interval [s, t ] is symmetric about
the origin (that is, s = t ), then the integral
_
t
s
sin x dx = 0. Part (b) says that if we allow s and t to
be arbitrary, then the integral
_
t
s
sin x dx does not approach any specic value. Graphs may vary, but
should at least explain why the limit in part (a) is 0.
10. Let x = 2 tan . Then
_
2
0
4 dx
_
4 + x
2
_
3/2
=
_
/4
0
cos d, which is picture (c).
11. (a) Let u = x, dv = f
(x) dx. Then by parts,

_
x f
(x) dx = x f (x)
_
f (x) dx
(b) Let u = x, dv = (x 1)
1/3
dx. Then by parts,
_
x
3
x 1
dx =
_
x (x 1)
1/3
dx = x
3
2
(x 1)
2/3
_
3
2
(x 1)
2/3
=
3
2
x (x 1)
2/3
9
10
(x 1)
5/3
+C
(c)
_
6
2
x f
(x) dx =
_
x f (x)
_
6
2
_
6
2
f (x) dx = 36 (4) (10) = 22
12. The integrand is an odd function.
13. By sketching the rectangles, we see that (b) The Midpoint Rule with 4 subintervals gives the best
approximation.
480
CHAPTER 8 SAMPLE EXAM SOLUTIONS
14. George 2.453 Trapezoid Rule (underestimate)
Vicki 2.638 Right Endpoint Approximation (largest)
Todd 2.555 Midpoint Rule (overestimate)
Pat 2.178 Left Endpoint Approximation (smallest)
15. (a) f (x) < 1/x
2
for x 1 and
_
1
_
1/x
2
_
dx converges, so
_
1
f (x) dx must converge and the
statement must be true.
(b) g (x) > 1/x
2
for 0 < x < 1 and
_
1
0
_
1/x
2
_
dx diverges, so
_
1
0
g (x) dx must diverge and the statement
must be false.
(c) This statement may or may not be true. g (x) > 1/x
2
on (1, ), so the convergence of
_
1
_
1/x
2
_
dx
tells us nothing.
16.
x
1
1+x@
sin 2 = 2 sin cos = 2

_
x
1 + x
2
__
1
1 + x
2
_
=
2x
1 + x
2
17. The rst area is
_
1
0
1
_
1 + x
2
_
2
. Letting x = tan gives
_
/4
0
sec
2
d
sec
4
=
_
/4
0
cos
2
d, which is the
second area.
481

IG Chapter8

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8 TECHNIQUES OF INTEGRATION

8.1 INTEGRATION BY PARTS

(0) + g (0) 2 (1) 2 +0.4 = 0.4

x +C (substitution, then parts)

sin mx cos nx dx = 0 in two ways, rst by computing

MATERIALS FOR LECTURE

Thanks to Ben Nicholson

x, and differentiating this answer yields

|x| quickly yields F (x) = 2

(x) dx. Then by parts,

sin 2 = 2 sin cos = 2

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