Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND CAMPUSES
MARAGONDON BRANCH

INSTRUCTIONAL MATERIALS

FOR

MATH 20053
CALCULUS 2

Compiled by: Checked by:

Engr. Rosalia P. Pinlac Assoc. Prof. Ayreenlee E. Resus

Assoc. Prof. Jimmy V. Panganiban Chairman
Engr. Marcelo B. Narvaez Instructional Materials
Faculty

Date: _________________ Date: ___________________

Approved by:

Engr. Rosalia P. Pinlac Dr. Agnes Y. Gonzaga

Head, Academic Programs Director

Date: _________________ Date: __________________

 INTRODUCTION

Welcome to the Polytechnic University of the Philippines. This module will help you become an
effective learner and successfully meet the requirements of the course. You will discover that
you can learn in a very challenging way at your own pace.

THE POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

VISION

Clearing the paths while laying new foundations to transform the Polytechnic University of the
Philippines into an epistemic community.

MISSION

Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the citizens,
and of the national economy to become globally competitive, the University shall commit its
academic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meets international

standards of quality and excellence;
2. Generation and transmission of knowledge in the broad range of disciplines
relevant and responsive to the dynamically changing domestic and international
environment;
3. Provision of more equitable access to higher education opportunities to deserving
and qualified Filipinos; and
4. Optimization, through efficiency and effectiveness, of social, institutional, and
individual returns and benefits derived from the utilization of higher education
resources.

PHILOSOPHY

As a state university, the Polytechnic University of the Philippines believes that:

 Education is an instrument for the development of the citizenry and for the
enhancement of nation building;
 Meaningful growth and transformation of the country are best achieved in an
atmosphere of brotherhood, peace, freedom, justice and a nationalist-oriented
education imbued with the spirit of humanist internationalism.

STRATEGIC OBJECTIVES: TEN - PILLAR AGENDA

1. Dynamic, Transformational, and Responsible Leadership

2. Responsive and Innovative Curricula and Instruction
3. Enabling and Productive Learning Environment
4. Holistic Student Development and Engagement
5. Empowered Faculty Members and Employees
6. Vigorous Research Production and Utilization
7. Global Academic Standards and Excellence
8. Synergistic, Productive, Strategic Networks and Partnerships

2
 9. Active and Sustained Stakeholders’ Engagement
10. Sustainable Social Development Programs and Projects

SHARED VALUES

 God-Fearing
 Love for Humanity and Democracy
 Collegiality
 Integrity and Credibility
 Transparency and Accountability
 Passion for Learning
 Humanist Internationalism

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

MARAGONDON BRANCH

GOALS

 Quality and excellent graduates

 Empowered faculty members
 Relevant curricula
 Efficient administration
 Development – oriented researches
 State-of-the-art physical facilities and laboratories
 Profitable income – generating programs
 Innovative instruction
 ICT – driven library
 Strong local and international linkages

PROGRAM OBJECTIVES

1. Strengthen the Engineering program consistent with global trends;

2. Develop faculty as competent mentors and quality researchers, through advanced study
and other facets of continuing professional education;
3. Develop critical thinking and communication skills of students, giving emphasis to
research and extension services;
4. Equip graduates with appropriate knowledge and technical skills, imbued with desirable
work attitude and moral values through enhanced teaching/learning process by using
multi-media facilities on top of traditional methods;
5. Create a conducive teaching and learning atmosphere with emphasis to faculty and
students’ growth and academic freedom;
6. Establish network with educational institution industry, GO’s and NGO’s, local and
international which could serve as:
a. funding sources and/or partners of researches;
b. sources of new techniques
c. centers for faculty and student exchange program and On the Job Training, and;
d. grantees of scholarship/additional facilities, and;
7. Continuously conduct action researches on the needs of laboratory and other facilities
that could be locally produce or innovated using local materials and adapted technology.

3
 MATH 20053 CALCULUS 2
COURSE DESCRIPTION

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

COURSE OBJECTIVES

After completing this course, you must be able to:

1. Apply integration to the evaluation of areas, volumes of revolution, force and work.
2. Use integration techniques on single and multi-variable functions.
3. Explain the physical interpretation of the double and triple integral.

Institutional Learning Outcomes Program Outcomes Course Outcomes

1. Creative and Critical Thinking Apply knowledge of mathematics, Upon completion of the
Graduates use their imaginative as well as a rational physical, life and information course, the student must
thinking abilities to life situations in order push sciences; and engineering be able to:
boundaries, realize possibilities, and deepen their sciences appropriate to the field of
interdisciplinary and general understanding of the practice. Recognize, formulate, and  Familiarize and apply
world. solve engineering problems. the concepts and
2. Effective Communication Effectively communicate orally and formulas of integral
Graduates are proficient in the four macro skills in in writing using the English calculus.
communication (reading, writing, listening, and language.
speaking) and are able to use these skills in solving  Apply integration to
problems. Making decisions, and articulating thoughts the evaluation of
when engaging with people in various circumstances. areas, volumes of
3. Strong Service Orientation Design and conduct experiments, revolution, force and
Graduates exemplify the potentialities of an efficient, as well as to analyze and interpret work.
well-rounded and responsible professional deeply data to solve engineering
committed to service excellence. problems.  Compare the different
4. Community Engagement Work effectively in multi- methods for
Graduates take an active role in the promotion and disciplinary and multi-cultural calculating volume of
fulfillment of various advocacies (educational, social teams. revolution.
and environmental) for the advancement of community
welfare.  Calculate the work
5. Adeptness in the Responsible Use of Technology Design a system, component, or done in pumping a
Graduates demonstrate optimized use of digital process to meet desired needs liquid from one height
learning abilities, including technical and numerical within identified constraints. to another.
skills. Understand the effects of
engineering solutions in a  Use integration
comprehensive context. techniques on single
6. Passion to Life-Long Learning Engage in life-long learning and an and multi-variable
Graduates are enabled to perform and function in the understanding of the need to keep functions.
society by taking responsibility in their quest to know current of the developments in the
more about the world through lifelong learning. specific fields of practice.  Explain the physical
7. High Level of Leadership and Organizational Skills Recognize the professional, social, interpretation of the
Graduates are developed to become the best and ethical responsibility and double and triple

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 professionals in their respective disciplines by perform the leadership and integral.
manifesting the appropriate skills and leaderships organizational skills in the
qualities. workplace.
8. Sense of Personal and Professional Ethics Use the techniques, skills and
Graduates show desirable attitudes and behavior either modern engineering tools
in their personal and professional circumstances. necessary for engineering practice.
9. Sense of Nationalism and Global Responsiveness Display knowledge of
Graduates’ deep sense of national compliments the contemporary issues.
need to live in a global village where one’s culture and
other people culture are respected.

COURSE REQUIREMENTS

The course requirements are as follows:

1. Students are required to attend the class sessions regularly. The University guidelines
on attendance will be implemented.
2. The course is expected to have a minimum of four (4) quizzes and two (2) major
examination (Midterm and Final Examination).
3. Other requirements such as written outputs, exercises, assignments and the likes will be
given throughout the sessions. These shall be submitted on the due dates set by the
teacher.

GRADING SYSTEM

The grading system will determine if the student passed or failed the course. There will be two
grading periods: Midterm and Final Period. Each period has components of: 70% Class
Standing + 30% Major Examination. Final Grade will be the average of the two periodical
grades.

Midterm Grading Final Grading

Class Standing 70% Class Standing 70%
 Quizzes  Quizzes
 Activities  Activities
Midterm Examination 30% Final Examination 30%
100% 100%
FINAL GRADE = Midterm Grade + Final Grade
2

5
COURSE GUIDE

Summer class (6 weeks)

Wk Topic Learning Outcomes Methodology Resources Assessment
1 PUP VMGO; PUP Graduate Discuss and Explain the PUP * PUP Participation
Attributes; Program VMGO, PUP Graduate Attributes, Orientation Student
Educational Objectives/ Institutional Learning Outcomes, Discussion Handbook
Student Outcomes; Course Program Educational Objectives/ * Couse
Objectives; Course Policies Course Intended Learning Syllabus
Outcomes, Course Policies
Integration Concepts and Calculus and Seatwork
Formulas Introduce and discuss the Lecture its Application, Assignment
 Anti-differentiation and applications and usage of the basic Illustration 10th edition,
Indefinite Integrals integration concepts and formulas. Bittinger,
 Exponential and Integrate functions involving Ellenbogen,
Logarithmic Functions exponential and logarithmic Surgent;
functions. Calculus
 Inverse Trigonometric and Integrate functions resulting in Discussion Volume 2 Seatwork
Hyperbolic Functions inverse trigonometric functions. Openstax; Quiz
2  Definite Integrals Evaluate a definite Integral. Calculus II: For
Integration Techniques Science and Seatwork
 Integration by Parts Discuss and explain the process of Lecture Engineering, Assignment
 Trigonometric Integrals integration techniques. Illustration Feras Awad
Solve applied problems involving Mahmoud
integration by parts.
3  Trigonometric Evaluate integrals using Lecture Quiz
Substitution substitution. Illustration
 Improper Integrals Evaluate an integral over an infinite
interval.
MIDTERM EXAM
4 Application of Definite Calculus and Seatwork
Integral Determine the area of a region Lecture its Assignment
 Plane Areas under a curve and between two Exercises Application, Quiz
 Area between Curves curves. 10th edition,
5 Other Applications Bittinger, Seatwork
 Volumes Discuss and explain the other Lecture Ellenbogen, Assignment
 Work applications of integrals. Apply the Illustration Surgent; Quiz
 Hydrostatic Pressure different methods for calculating a Differential
volume of revolution. and Integral
6 Multiple Integrals Calculus by Seatwork
 Double Integrals Discuss and explains surfaces Lecture Feliciano and Assignment
 Triple Integrals multiple integrals as volumes Exercises Uy
FINAL EXAM

6
 TABLE OF CONTENTS

Topic Page

Introduction 2

Course Syllabus 4

Lesson 1 Integration Concepts and Formulas 8

Unit 1: Anti-differentiation and Indefinite Integrals 8

Unit 2: Exponential and Logarithmic Functions 11
Unit 3: Inverse Trigonometric and Hyperbolic Functions 13
Unit 4: Definite Integrals 15

Lesson 2 Integration Techniques 19

Unit 1: Integration by Parts 19

Unit 2: Trigonometric Integrals 22
Unit 3: Trigonometric Substitution 26
Unit 4: Improper Integrals 31

Lesson 3 Application of Definite Integral 37

Unit 1: Plane Area 37

Unit 2: Area between Curves 40

Lesson 4 Other Applications 44

Unit 1: Volumes 44
Unit 2: Work 48
Unit 3: Hydrostatic Pressure 52

Lesson 5 Multiple Integrals 56

Unit 1: Double Integrals 56

Unit 2: Triple Integrals 62

7
LESSON 1 INTEGRATION CONCEPTS AND FORMULAS

Overview

Determining distance from velocity is just one of many applications of integration. In fact,
integrals are used in a wide variety of mechanical and physical applications. This lesson will
introduce the theory behind integration and use integrals to calculate the area under the curve
over a closed interval, which has many applications.

Module Objectives:

After successful completion of this module, you should be able to:

1. Find an antiderivative of a function.
2. Evaluate indefinite integrals using basic rules of antidifferentiation.
3. Integrate functions involving exponential and logarithmic functions.
4. Integrate functions resulting in inverse trigonometric functions.
5. Evaluate definite integrals.

Course Materials:

Unit 1: Antidifferentiation and Indefinite Integrals

Antidifferentiation is the process of differentiation in reverse. Given a function ƒ(x), we

Determine anther function F(x) such that the derivative of F(x) is ƒ(x); that is

Theorem 1 can be restated as follows: if two functions F(x) and G(x) have the same
derivative ƒ(x), then F(x) and G(x) differ by at most a constant: F(x) = G(x) + C.
If F(x) is an antiderivative of ƒ(x), we write

This equation is read as “the antiderivative of ƒ(x), with respect to x, is the set of
functions F(x) + C.” The expression on the left side is called indefinite integral. The symbol ∫ is
the integral sign and is a command for antidifferentiation. The function ƒ(x) is called the
integrand, and the meaning of dx will be made clear when we develop the geometry of
integration.

8
Example: Determine these indefinite integrals. That is, find the antiderivative of each integrand:

Solution: You have seen these integrands before as derivatives of other functions.

Click the link for additional examples:

for antiderivative https://www.youtube.com/watch?v=Smp1WJjfUvM&t=46s (10:42)
for indefinite integrals https://www.youtube.com/watch?v=o75AqTInKDU (28:59)

9
Activities:

Exercises: Match each integral in column A with the corresponding antiderivative in column B.

10
Unit 2: Exponential and Logarithmic Functions

Exponential and logarithmic functions are used to model population growth, cell growth,
and financial growth, as well as depreciation, radioactive decay, and resource consumption, to
name only a few applications.

Example: Find the antiderivative of the exponential function e-x .

Solution: Use substitution, setting u = -x, and then du = -1dx. Multiply the du equation by -1, so
you now have -du = dx. Then,

Example: Find the antiderivative of the log function log2 x.

Solution:

Click the link for additional examples:

for exponential function https://www.youtube.com/watch?v=D9dqdbCgJQM (11:16)
for logarithmic function https://www.youtube.com/watch?v=4yJmhZBB40w (19:19)

11
Activities:

Exercises: Compute each indefinite integral.

1. 5.

2. 6.

3. 7.

4. 8.

12
Unit 3: Inverse Trigonometric and Hyperbolic Functions

Example: Finding an antiderivative involving an inverse trigonometric function.

Solution:

13
Integrals of Hyperbolic Forms

Click the link for additional examples:

for Inverse trigonometric function https://www.youtube.com/watch?v=KbYW9FDm-Zk (6:18)
for hyperbolic function https://www.youtube.com/watch?v=__2dEPn_GkA&pbjreload=10 (18:13)

Activities:

Assignment: Compute each indefinite integral.

1. 4.

2. 5.

3. 6.

14
Unit 4: Definite Integral

The definite integral generalizes the concept of the area under a curve. We lift the
requirements that ƒ(x) be continuous and nonnegative and define the definite integral as
follows.

The integration symbol ∫ is elongated S suggesting sigma or summation. On a definite

integral, above and below the summation symbol are the boundaries of the interval, [a, b]. The
numbers a and b are x-values and are called the limits of integration; specifically, a is the
lower limit and b is the upper limit. To clarify, we are using the word limit in two different ways in
the context of the definite integral. First, we talk about the limit of a sum as n→∞. Second, the
boundaries of the region are called the limits of integration. We call the function ƒ(x) the
integrand, and the dx indicates that ƒ(x) is a function with respect to x, called the variable of
integration. Note that, like the index in a sum, the variable of integration is a dummy variable,
and has no impact on the computation of the integral. We could use any variable we like as the
variable of integration:

Functions that are not continuous on [a, b] may still be integrable, depending on the
nature of the discontinuities. For example, functions with a finite number of jump discontinuities
on a closed interval are integrable.

Example:

Solution: The function describes a semicircle with radius 3. To find

15
Example: If the motor on the motorboat is started at t = 0 and the boat consumes gasoline at the
rate of 5 – t3 gal/hr, how much gasoline is used in the first 2 hours?

Solution: Express the problem as a definite integral, integrate, and evaluate. The limits of
integration are the endpoints of the interval [0, 2]. We have

16
Example: Use the properties of the definite integral to express the definite integral of ƒ(x) = - 3x2
+ 2x +2 over the interval [-2, 1] as the sum of three definite integrals.

Solution: Using integral notation, we have

17
Activities:

Exercises: Evaluate the following definite integrals.

1. 3.

2. 4.

Assessment:

Evaluate the following.

1.

2.

4.

5.

6. Find the average value of y = 4t3 + 2t over [-1, 2].

7. Find the area of the region bounded by y = x3 – 3x2 + 2x + 1, the x-axis, and the
vertical lines x = 0 and x = 2.

References:

 Calculus and its Application, 10th edition, Bittinger, Ellenbogen, Surgent

 Calculus Volume 2 Openstax
 Calculus II: For Science and Engineering, Feras Awad Mahmoud

18
LESSON 2 INTEGRATION TECHNIQUES

Overview

In this lesson, you will study several basic techniques for evaluating simple integrals. It also
includes the other integration techniques, such as integration by parts that are used to evaluate
more complicated integrals. You will study techniques for evaluating integrals involving products
and powers of trigonometric functions. You will also learn how to evaluate improper integrals.

Module Objectives:

After successful completion of this module, you should be able to:

1. Discuss and explain the process of integration techniques.
2. Use the integration by parts formula to solve integration problems.
3. Solve integration problems involving products and powers of six x and cos x,
and of tan x and sec x.
4. Evaluate integrals using substitution.
5. Evaluate an integral over an infinite interval.

Course Materials:

Unit 1: Integration by Parts

Recall the Product Rule for differentiation:

Integrating both sides with respect to x, we get

Solving for , we get the following theorem.

Example:

19
Solution:

Example:

20
Solution:

Click the link for additional examples:

https://www.youtube.com/watch?v=KKg88oSUv0o (17:59)
https://www.youtube.com/watch?v=dh__n9FVKA0&feature=youtube_gdata_player
http://www.sosmath.com/calculus/integration/byparts/byparts.html

Activities:

Evaluate the following:

1. ∫ x ex dx
2. ∫ 2 x2 ln dx

21
Unit 2: Trigonometric Integrals

This section will show us how to integrate a variety of products of trigonometric

functions. These types of integrals appear frequently when we study polar, cylindrical, and
spherical coordinate systems later.

Example:

Solution:

Example:

22
Solution:

In some areas of physics, such as quantum mechanics, signal processing, and the
computation of Fourier series, it is often necessary to integrate products that include sin(ax),
sin(bx), cos(ax), and cos(bx). These integrals are evaluated by applying trigonometric identities,
as outlined in the following rule.

Example:

Solution:

23
Example:

Solution:

Example:

24
Solution:

Click the link for additional examples:

https://en.wikipedia.org/wiki/Integral_of_secant_cubed

Activities:

A. Fill in the blank to make a true statement.

a. sin2 x + _______ = 1
b. sec2 x – 1 = _______
B. Use an identity to reduce the power of the trigonometric function to a trigonometric
function raised to the first power.
a. sin2 x = _______
b. cos2 x = _______
C. Evaluate the following:

a.

b.

25
Unit 3: Trigonometric Substitution

In this lesson, we explore integrals containing expressions of the form ,

, and , where the values of a are positive. This technique uses
substitution to rewrite these integrals as trigonometric integrals.

Example:

Solution:
Begin by making the substitutions
x = 3 sin θ and dx = 3 cos θ dθ .
Since ,
we can construct the reference triangle
as shown in the figure.

26
27
Example:

Solution:
Begin with the substitution
x = tan θ and dx = sec 2θ dθ.
Since tan θ = x,
draw the reference triangle in
the following figure.

28
Example:

Solution:
First, sketch a rough graph of the region
described in the problem, as shown in
the following figure.

We can see that the area is . To

evaluate this definite integral, substitute
x = 3 sec θ and dx = 3 sec θ tan θ dθ. We must also
change the limits of integration. If x =3, then 3 = 3 sec θ
and hence θ = 0. If x = 5, then θ = sec−1 . After making these substitutions and simplifying,
we have

29
Click the link for additional examples:
https://www.youtube.com/watch?v=gJdeJ1CoFnU (25:29)

Activities:

1.

2.

30
Unit 4: Improper Integrals

In this section, we define integrals over an infinite interval as well as integrals of

functions containing a discontinuity on the interval. Integrals of these types are called improper
integrals. We examine several techniques for evaluating improper integrals, all of which involve
taking limits.

Integrating over an Infinite Interval

Example:
Determine whether the area between the graph of and the x-axis over the
interval [1, +∞) is finite or infinite.

Solution:
We first do a quick sketch of the region in question, as shown in the following graph.

31
We can see that the area of this region is given by . Then we have

Since the improper integral diverges to +∞, the area of the region is infinite.

Example:
Find the volume of the solid obtained by revolving the region bounded by the graph of
and the x-axis over the interval [1, +∞) about the x-axis.

Solution:
The solid is shown in the figure. Using the disk method, we see that the volume V is

32
Then we have

The improper integral converges to π. Therefore, the volume of the solid of revolution is π.
The solid generated is known as Gabriel’s Horn. Visit this website
(http://www.openstaxcollege.org/l/20_GabrielsHorn) to read more about Gabriel’s Horn.

Example:

Solution:
Begin by rewriting as a limit using equation 3.17 from the definition. Thus,

33
The improper integral converges to .

Integrating a Discontinuous Integrand

Example:

Solution:
The function is continuous over [0, 4) and discontinuous at 4. Using
equation 3.19 from the definition, rewrite the function as a limit:

34
The improper integral converges.

Example:

Solution:
Since is continuous over (0, 2] and is discontinuous at zero, we can
rewrite the integral in limit form using equation 3.20:

The improper integral converges.

Example:

Solution:
Since is discontinuous at zero, using equation 3.21, we can write

If either of the two integrals diverges, then the original integral diverges.

35
Click the link for additional examples:
https://www.youtube.com/watch?v=d_CnAKmQOKE (20:17)
https://www.youtube.com/watch?v=0A2RlnutO8U (42:16)

Activities:

Evaluate the following:

1. 3.

2.

Assessment:

Evaluate the following.

1. 5.

2. 6.

3. 7.

4.

References:

 Calculus Volume 2 Openstax

 Calculus and its Application, 10th edition, Bittinger, Ellenbogen, Surgent
 Calculus II: For Science and Engineering, Feras Awad Mahmoud

36
LESSON 3 APPLICATION OF DEFINITE INTEGRAL

Overview

In this lesson, you will study how to determine the area of a region, the intersection of the
curves given the equations of the curve and the x-axis by applying the integration techniques.
You will also learn to draw the equations and show the region enclosed by the curves.

Module Objectives:

After successful completion of this module, you should be able to:

1. Determine the area of a region between the curves and the x-axis.
2. Draw the equations to show the region between the given curves.
3. Determine the area of a region between two curves by applying integration.

Course Materials:

Unit 1: Plane Areas

Areas between a Curve and the x-axis

A plane is a 2-dimensional space. A plane region is, well, a region on a plane, as

opposed to, for example, a region in a 3-dimensional space. We'll calculate the area A of a
plane region bounded by the curve that's the graph of a function f continuous on [a, b]
where a < b, the x-axis, and the vertical lines x = a and x = b. See Figs. 1.1 refer to such an
area as “area between f and [a, b]”. The area of the region bounded by a curve that's the graph
of a function f and the x-axis, without the specification of the vertical lines or from what x-value
to what x-value, is the area of the region bounded by the curve, the x-axis, and the vertical lines
at the smallest and largest x-intercepts of the curve.

Fig. 1.1

Steps in Finding the Area of a Plane Region

In each of the following 4 steps, the symbol [ | ] is used as follows: [A|B] means
that A is the case for the integration along the x-axis and B is the case for the integration along
the y-axis.
i. Sketch the curves. Find the [x| y]-coordinates of their points of intersection. Know where the
region is. Notice the [x| y]-sub-intervals where the curves change their relative positions if
any.
ii. Draw a thin [vertical | horizontal] rectangle or strip of width [dx| dy]. It's enough to do this over
just 1 sub-interval.
iii. For each sub-interval, explicitly write down the area element,
dA = [(height) dx|(length) dy]. Make sure that [height | length] is in terms of [x| y] (in
accordance with [dx| dy]). This step can be skipped.

37
iv. Integrate the expression for the area element along the [x| y]-axis. If necessary, split the
integral into a sum of integrals on the sub-intervals.

Example:
Find the area under the graph of y = x2 +1 over the interval [-1, 2].

Solution:
In this case, f(x) = x2 +1 , with a= -1 and b= 2.

Example:
Find the area under the graph of y = f (x) from -4 to 5 , where

Solution:

Click the link for additional examples:

http://www.phengkimving.com/calc_of_one_real_var/12_app_of_the_intgrl/12_02_areas_of_pla
ne_regions.htm
https://www.youtube.com/watch?v=uXW28WCgvys (47:20)
https://www.youtube.com/watch?v=sjSOxexIVQQ&t=4s&fbclid=IwAR1L_0BBj9WYDuBppVQJjB
Ts-Apxji9lxvzqvxdhP0WD1CPnZs2EXQiykLs (37:51)
https://www.youtube.com/watch?v=wYndOvXkE24 (7:53)

38
Activities:

Solve the following problems.

1. Evaluate the definite integral:

2. Find the area under the graph of over the interval [2, 5].

39
Unit 2: Area Between Curves

Let f(x) and g(x) be continuous functions over an interval [a, b] such that f(x) ≥ g(x) on [a,
b]. We want to find the area between the graphs of the functions, as shown in the following
figure.

As we did before, we are going to partition the interval on the x-axis and approximate the area
between the graphs of the functions with rectangles. So, for i = 0, 1, 2,…, n, let P = {x i} be a
regular partition of [a, b]. Then, for i = 1, 2,…, n, choose a point xi* ∈ [ xi−1, xi ], and on each
interval [ xi−1, xi ] construct a rectangle that extends vertically from g(xi*) to f(xi*). Figure 2.3(a)
shows the rectangles when xi* is selected to be the left endpoint of the interval and n = 10.
Figure 2.3(b) shows a representative rectangle in detail.

The height of each individual rectangle is f(x i*)−g(xi*) and the width of each rectangle is Δx.
Adding the areas of all the rectangles, we see that the area between the curves is approximated

by
This is a Riemann sum, so we take the limit as n→∞ and we get

40
Example
If R is the region bounded above by the graph of the function f(x) = x + 4 and below by
the graph of the function g(x) = 3 − (x/2) over the interval [1, 4], find the area of region R.

Solution:

Example
If R is the region bounded above by the graph of the function
f(x) = 9 − (x/2)2 and below by the graph of the function g(x) = 6−x,
find the area of region R.

Solution:
We first need to compute where the graphs of the functions intersect.
Setting f(x) = g(x) , we get

41
The graphs of the functions intersect when x=6 or x= -2, so we integrate from -2 to 6.
Since f(x) ≥ g(x) for -2 ≤ x ≤ 6 , we obtain

Click the link for additional examples:

https://www.youtube.com/watch?v=c7wur9Lixb0 (1:33:46)
https://www.youtube.com/watch?v=mzdWhFh3050 (6:12)
https://www.youtube.com/watch?v=bT737_WYvp8 (9:34)

Activities:

Solve the following problems.

1. Find the area of the region bounded by the graphs of

and .
2. Evaluate the definite integral:

42
Assessment:

1. Determine the area of the region between

the two curves in the given figure
by integrating over the x-axis.

2. Split the region between the two curves

into two smaller regions, then determine
the area by integrating over the x-axis.

3. Determine the area of the region

between the two curves by
integrating over the y-axis.

4. Graph the equations: y = x2 and y = - x2 + 18x and shade the area of the region
between the curves. Determine its area by integrating over the x-axis.

References:

 Calculus Volume 2 Openstax

 Calculus and its Application, 10th edition, Bittinger, Ellenbogen, Surgent
 Calculus II: For Science and Engineering, Feras Awad Mahmoud

43
LESSON 4 OTHER APPLICATIONS

Overview

In this lesson, you will study the different methods to determine the volume of a solid and the
work done as applications of integration. You will study the pressure exerted on an object
submerged in a liquid.

Module Objectives:

After successful completion of this material, you should be able to:

1. Determine the volume of a solid by integrating a cross-section.
2. Find the volume of a solid of revolution using the disk and washer method.
3. Calculate the work done by a variable force acting along a line and in pumping a
liquid from one height to another.
4. Determine the pressure exerted by water on a submerged object.
5. Apply the problem-solving strategy in finding the hydrostatic force.

Course Materials:

Unit 1: Volumes

Consider the graph of y = f(x) in Fig. 1. If the upper half-plane is rotated about the x-axis,
then each point on the graph has a circular path, and the whole graph sweeps out a certain
surface, called a surface of revolution. The plane region bounded by the graph, the x-axis, x = a
and x = b sweeps out a solid of revolution. To calculate the volume of this solid, we first
approximate it as a finite sum of thin right circular cylinders, or disks (Fig. 2). We divide the
interval [a, b] into equal subintervals, each of length Δx Thus, the height h of each disk is Δx
(Fig. 3). The radius of each disk is f(xi), where xi is the right-hand endpoint of the subinterval that
determines that disk. If f(xi) is negative, we can use Ιf(xi)Ι .

Since the volume of a right circular cylinder is given by

or Volume = area of the base * height,

each of the approximating disks has volume

44
The volume of the solid of revolution is approximated by the sum of the volumes of all the disks:

The actual volume is the limit as the thickness of the disks approaches zero, or the number of
disks approaches infinity:

That is, the volume is the value of the definite integral of the function from a
to b.

Example:
Find the volume of the solid of revolution generated by rotating the region under the
graph of y = √x from x = 0 to x = 1 about the x-axis.

Solution:

45
Example:
A city’s water storage tank is n the shape of the solid of revolution generated by rotating

the region under the graph of

from x = -40 ft to x = 40 ft about the x-axis. What is the volume of this tank?

Solution:
The tank’s shape is called an oblate
spheroid: its vertical diameter (80 ft) is less than its
horizontal diameter (100 ft). Rotating the graph of f
about the x-axis gives the shape of the tank, but it
is standing on end. The actual tank has this shape
turned on its side.

If we rotate the portion of the graph in the first quadrant, that is, from x = 0 to x = 40, we will get
half of the solid. This has the advantage of using 0 as a bound of integration. We then multiply
the result by 2 to determine the whole volume.

The volume for 0 ≤ x ≤ 40 is

Multiplying this result by 2 gives the tank’s entire volume:

Since 1 ft3 holds 7.48 gal, this tank holds over 3.13 million gallons of water.

Click the link for additional examples:

https://www.youtube.com/watch?v=-xpHV0no5QU (17:360
https://www.youtube.com/watch?v=GJOJl47l2_4 (2:47:48)
https://www.youtube.com/watch?v=RA7qSgTIYg0 (39:38)

46
Activities:

1. Find the volume of the solid of revolution

generated by rotating the region under the

graph of
from x = -1 to x = 2 about the x-axis.

2. Determine the volume of the solid formed by rotating the graph of

from x = -1 to x = 3 about the x-axis.

47
Unit 2: Work

A fundamental concept in classical physics is work. If an object is moved in a straight

line against a force F for a distance s the work done is W = Fs.

Now let’s look at the specific example of the work done to compress or elongate a spring.
Consider a block attached to a horizontal spring. The block moves back and forth as the spring
stretches and compresses. Although in the real world we would have to account for the force of
friction between the block and the surface on which it is resting, we ignore friction here and
assume the block is resting on a frictionless surface. When the spring is at its natural length (at
rest), the system is said to be at equilibrium. In this state, the spring is neither elongated nor
compressed, and in this equilibrium position the block does not move until some force is
introduced. We orient the system such that x = 0 corresponds to the equilibrium position (see
the following figure).

According to Hooke’s law, the force required to compress or stretch a spring from an equilibrium
position is given by F(x) = kx, for some constant k. The value of k depends on the physical
characteristics of the spring. The constant k is called the spring constant and is always positive.

Example
Suppose it takes a force of 10 N (in the negative direction) to compress a spring 0.2 m
from the equilibrium position. How much work is done to stretch the spring 0.5 m from the
equilibrium position?

48
Solution:
First find the spring constant, k. When x = −0.2, we know F(x) = −10, so

and F(x) = 50 x . Then, to calculate work, we integrate the force function, obtaining

The work done to stretch the spring is 6.25 Joules.

Example
Assume a cylindrical tank of radius 4 m and height 10 m is filled to a depth of 8 m. How
much work does it take to pump all the water over the top edge of the tank?

Solution:
The first thing we need to do is define a frame of reference. We let x represent the
vertical distance below the top of the tank. That is, we orient the x-axis vertically, with the origin
at the top of the tank and the downward direction being positive.

Using this coordinate system, the water extends from x = 2 to x = 10. Therefore, we partition the
interval [2, 10] and look at the work required to lift each individual “layer” of water. So, for i = 0,
1, 2,…, n, let P = {xi} be a regular partition of the interval [2, 10], and for i = 1, 2,…, n, choose an
arbitrary point xi * ∈ [xi−1, xi]. Figure 2.53 shows a representative layer.

49
In pumping problems, the force required to lift the water to the top of the tank is the force
required to overcome gravity, so it is equal to the weight of the water. Given that the weight-
density of water is 9800 N/m 3 , or 62.4 lb/ft3 , calculating the volume of each layer gives us the
weight. In this case, we have
V = π (4)2 Δx = 16 π Δx .
Then, the force needed to lift each layer is
F = 9800 · 16 π Δx = 156,800 π Δx.
We also need to know the distance the water must be lifted. Based on our choice of coordinate
systems, we can use xi * as an approximation of the distance the layer must be lifted. Then the
work to lift the ith layer of water W i is approximately
Wi ≈ 156,800 π xi * Δx .
Adding the work for each layer, we see the approximate work to empty the tank is given by

This is a Riemann sum, so taking the limit as n → ∞, we get

The work required to empty the tank is approximately 23,650,000 J.

50
Click the link for additional examples:
https://www.youtube.com/watch?v=TLw8xbmnY3c (32:05)
https://www.youtube.com/watch?v=Sd_Z1bw2uO8 (7:01)
https://www.youtube.com/watch?v=Ab0omZH2fFc (9:28)

Activities:

1. A heavy metal 2 pound pail initially is filled with 10 pounds of paint. Immediately after it is
filled, it is pulled up at a steady rate to the top of a building 30 feet high. While being
pulled, the paint leaks out through a hole in the pail at a steady rate so that by the time it
reaches the top, 1/5 of the paint has leaked out. How many foot-pounds of work were
done pulling the pail to the top of the building?
2. A heavy-duty rubber firehose hanging over the side of a building is 50 feet long and
weighs 2 lb/ft. How much work is done winding it up on a windlass on the top of the
building?

51
Unit 3: Hydrostatic Pressure

Let’s begin with the simple case of a plate of area A submerged horizontally in water at a
depth s (Figure 2.56). Then, the force exerted on the plate is simply the weight of the water
above it, which is given by F = ρAs, where ρ is the weight density of water (weight per unit
volume). To find the hydrostatic pressure—that is, the pressure exerted by water on a
submerged object—we divide the force by the area. So the pressure is p = F/A = ρs.

By Pascal’s principle, the pressure at a given depth is the same in all directions, so it
does not matter if the plate is submerged horizontally or vertically. So, as long as we know the
depth, we know the pressure. We can apply Pascal’s principle to find the force exerted on
surfaces, such as dams, that are oriented vertically. We cannot apply the formula F = ρAs
directly, because the depth varies from point to point on a vertically oriented surface. So, as we
have done many times before, we form a partition, a Riemann sum, and, ultimately, a definite
integral to calculate the force.

Suppose a thin plate is submerged in water. We choose our frame of reference such that
the x-axis is oriented vertically, with the downward direction being positive, and point x = 0
corresponding to a logical reference point. Let s(x) denote the depth at point x. Note we often let
x = 0 correspond to the surface of the water. In this case, depth at any point is simply given by
s(x) = x. However, in some cases we may want to select a different reference point for x = 0, so
we proceed with the development in the more general case. Last, let w(x) denote the width of
the plate at the point x.

Assume the top edge of the plate is at point x = a and the bottom edge of the plate is at
point x = b. Then, for i = 0, 1, 2,…, n, let P = {xi} be a regular partition of the interval [a, b], and
for i = 1, 2,…, n, choose an arbitrary point x i * ∈ [xi−1, xi]. The partition divides the plate into
several thin, rectangular strips (see the following figure).

52
Let’s now estimate the force on a representative strip. If the strip is thin enough, we can treat it
as if it is at a constant depth, s (xi *). We then have

Adding the forces, we get an estimate for the force on the plate:

This is a Riemann sum, so taking the limit gives us the exact force. We obtain

Evaluating this integral gives us the force on the plate.

Example:
A water trough 15 ft long has ends shaped like inverted isosceles triangles, with base 8
ft and height 3 ft. Find the force on one end of the trough if the trough is full of water.

Solution:
Select a frame of reference with the x-axis oriented vertically and the downward direction being
positive. Select the top of the trough as the point corresponding to x = 0 (step 1).

53
The depth function, then, is s(x) = x . Using
similar triangles, we see that w(x) = 8−(8/3)x
(step 2). Now, the weight density of water is
62.4 lb/ft3 (step 3), so applying Equation 2.13,
we obtain

The water exerts a force of 748.8 lb on the end

of the trough (step 4).

Click the link for additional examples:

https://www.youtube.com/watch?v=3jG-hWgUJko (20:58)
https://www.youtube.com/watch?v=fesMt6vmXIo (17:33)
https://study.com/academy/lesson/hydrostatic-pressure-definition-equation-and-
calculations.html (7:15)

Activities:

1. The end of a tank containing water is vertical and has the shape of the bottom of a half
circle of radius 10 m. Determine the hydrostatic force against the end of the tank. (for
water ρg=9.8x103)
2. The end of a tank containing water is vertical and has the shape of a triangle with base 4
ft and height 6 ft. The tank is full to a level of 4 ft. Determine the Force on this end. (for
water ρg =62.4)

54
Assessment:

1. Find the volume of a pyramid with a square base that is 20 meters tall and 20 meters on
a side at the base.
2. How much work is done in lifting a 10 pound weight from the surface of the earth to an
orbit 100 miles above the surface?
3. Find the hydrostatic force on the plate submerged in water as shown in the image below.
Consider the top of the blue “box” to be the surface of the water in which the plate is
submerged. Note as well that the dimensions in the image will not be perfectly to scale in
order to better fit the plate in the image. The lengths given in the image are in meters.

References:

 Calculus Volume 2 Openstax

 Calculus and its Application, 10th edition, Bittinger, Ellenbogen, Surgent
 calculus_09_Applications_of_Integration

55
LESSON 5 MULTIPLE INTEGRALS

Overview

In this lesson, you will investigate double integrals and show how we can use them to find the
volume of a solid over a rectangular region in the xy-plane. You will also study how to define the
triple integral of a function f(x,y,z) of three variables over a rectangular solid box in space and
use it to determine the volume of a solid.

Module Objectives:

After successful completion of this module, you should be able to:

1. Recognize and use some of the properties of double integrals.
2. Evaluate a double integral over a rectangular region by writing it as an iterated
integral.
3. Use a double integral to calculate the area of a region and volume under a surface
over a plane region.
4. Evaluate a triple integral by expressing it as an iterated integral.
5. Determine the volume of a solid using triple integrals.

Course Materials:

Unit 1: Double Integrals

The definite integral can be extended to functions of more than one variable. Consider,
for example, a function of two variables z = f(x,y). The double integral of function f(x,y) is
denoted by

where R is the region of integration in the xy-plane.

If the definite integral of a function of one variable f(x) ≥ 0 is the area under the
curve f(x) from x=a to x=b, then the double integral is equal to the volume under the surface z =
f(x,y) and above the xy-plane in the region of integration R (Figure 1).

56
As in the case of integral of a function of one variable, a double integral is defined as a limit of
a Riemann sum.

If the region R is a rectangle [a,b]×[c,d] (Figure 2), we can subdivide [a,b] into small intervals
with a set of numbers {x0,x1,…,xm} so that

a = x0 < x1 < x2 <…< xi <…< xm−1 < xm = b.

Similarly, a set of numbers {y0,y1,…,yn} is said to be a partition of [c,d] along the y-axis, if
c = y0 < y1 < y2 <…< yj <…< yn−1 < yn = d.

The Riemann sum of a function f(x,y) over this partition of [a,b]×[c,d] is

where (ui,vj) is some point in the rectangle (xi−1,xi) × (yj−1,yj) and Δxi = xi − xi−1 , Δyj = yj − yj−1.

We then define the double integral of a function f(x,y) in the rectangular region [a,b]x[c,d] to be
the limit of the Riemann sum as maximum values of Δxi and Δyj approach zero:

To define the double integral over a bounded region R other than a rectangle, we choose a
rectangle [a,b]×[c,d] that contains R (Figure 3), and define the function g(x,y) so that

57
Then the double integral of the function f(x,y) over a general region R is defined to be

Properties of Double Integrals

Here R∪S is the union of these two regions.

58
Example:

Evaluate

Solution:
We first evaluate the inside integral with respect to y, treating x as a constant:

Then we evaluate the outside integral:

59
Example:

Evaluate the integral

over the area between the curves y = x2 and y = x .

Solution:
We have y = x2 and y = x which implies
2
x – x = 0 i.e. either x = 0 or x = 1.
Further, if x = 0 then y = 0 ; if x = 1 then y = 1.
Means the two curves intersect at points (0, 0),
(1, 1). Therefore, the region R of integration is
doted and can be expressed as: 0 ≤ x ≤ 1 ,
x2 ≤ y ≤ x .

Click the link for additional examples:

https://www.khanacademy.org/math/multivariable-calculus/integrating-multivariable-
functions/double-integrals-topic/v/double-integral-1 (10:28)
https://www.youtube.com/watch?v=J8KrUJ2ZZGA (9:56)
https://www.youtube.com/watch?v=sOkBnLYq4Xw (5:38)
https://www.youtube.com/watch?v=kcnxXqRTDWw (8:16)

60
Activities:

1. Evaluate
over the triangle bounded by the
lines x = 0 , y = 0 and x + y = 1 .

2. Evaluate the double integral:

61
Unit 2: Triple Integrals

We can introduce the triple integral similar to double integral as a limit of a Riemann
sum. We start from the simplest case when the region of integration U is a rectangular
box [a,b]×[c,d] ×[p,q] (Figure 1).

Let the set of numbers {x0,x1,…,xm} be a partition of [a,b] into small intervals so that the following
relations are valid:
a = x0 < x1 < x2 <…< xi <…< xm−1 < xm = b.
Similarly, we can construct partitions of the segment [c,d] along the y-axis and the
segment [p,q] along the z-axis:
c = y0 < y1 < y2 <…< yj <…< yn−1 <yn = d,
p = z0 < z1 < z2 <…< zk <…<zℓ−1 < zℓ = q.

The Riemann sum of the function f(x,y,z) over the partition of [a,b]x[c,d]x[p,q] is defined by

Here (ui,vj,wk) is some point in the rectangular box (xi−1,xi) × (yj−1,yj) × (zk−1,zk), and the
differences are Δxi = xi − xi−1, Δyj = yj − yj−1, Δzk = zk − zk−1 .

The triple integral of a function f(x,y,z) in the parallelepiped [a,b]×[c,d]×[p,q] is defined as a limit
of the Riemann sum, such that the maximum values of the differences
Δxi, Δyj and Δzk approach zero:

62
To define the triple integral over a general region U, we choose a rectangular box
[a,b]×[c,d]×[p,q] containing the given region U. Then we introduce the function g(x,y,z) such that

Then the triple integral of the function f(x,y,z) over a general region U is defined as

Properties of Triple Integrals

Let f(x,y,z) and g(x,y,z) be functions which are integrable in the region U. Then the
following properties are valid:

Example:

Evaluate

63
Solution:
On integrating first with respect to z, keeping x and y constants, we get

On integrating with respect to x,

Example:
Find the volume common to the cylinders x2 + y2 = a2 and x2 + z2 = a2 .

Solution:
The sections of the cylinders x2 + y2 = a2 and x2 + z2 = a2 are the circles
x + y = a2 and x2 + z2 = a2 in xy and xz plane respectively. Here in the picture, one-eight part
2 2

of the required volume (covered in the 1st octant) is shown. Clearly, in the common region, z

varies from 0 to i., e., , and x and y vary on the circle x 2 + y2

= a2 . The required volume:

64
Click the link for additional examples:
https://www.youtube.com/watch?v=UubU3U2C8WM (15:28)
https://www.youtube.com/watch?v=BY-2zoSmsRU (9:13)
https://www.youtube.com/watch?v=MSe29iESv2k (8:31)
https://www.youtube.com/watch?v=4KHzoz4NgIU (10:34)

Activities:

Evaluate the following triple integrals:

1.

2.

65
Assessment:

1. Evaluate the integral by changing the order of integration.

2. Evaluate the triple integral:

3. The area bounded by the parabola y^2 = 4x and

the straight lines x = 1 and y = 0, in the first
quadrant is revolved about the line y = 2. Find by
double integration the volume of the solid
generated.

References:

 Calculus and its Application, 10th edition, Bittinger, Ellenbogen, Surgent

 https://math.libretexts.org/Bookshelves/Calculus/Map%3A_Calculus_-
_Early_Transcendentals_(Stewart)/15%3A_Multiple_Integrals/15.04%3A_Application
s_of_Double_Integrals
 https://math.libretexts.org/Bookshelves/Calculus/Map%3A_Calculus_-
_Early_Transcendentals_(Stewart)/15%3A_Multiple_Integrals/15.06%3A_Triple_Inte
grals
 https://www.math24.net/definition-properties-double-integrals/
 https://www.math24.net/definition-properties-triple-integrals/
 https://ocw.mit.edu/resources/res-18-001-calculus-online-textbook-spring-
2005/textbook/MITRES_18_001_strang_14.pdf
 https://www.robots.ox.ac.uk/~dwm/Courses/1PD_2017/1PD-N4.pdf
 https://nitkkr.ac.in/docs/5-Multiple%20Integrals%20and%20their%20Applications.pdf
 https://www.math.wisc.edu/~keisler/chapter_12.pdf

66