Worksheet #1: Review of Differentiation and Basic Integration Skills

The following worksheet is designed to help review and/or sharpen your ability to
differentiate and integrate functions encountered in a typical Calculus 1 course. These
problems are all reasonable to expect to see on the quiz this coming Friday (and each
Friday thereafter).

I. Differentiation Practice
Differentiate the following functions.
x √ 2
a) y = (2x − 7)4 b) y = e 4 c) y = 7x4 − 3 5 x + 2
5x
tan (3x)
d) y = ln(2x + cos x) e) y = 2xe−x f) y = √
4−x
√
g) y = csc e4x h) y = [ln(4x3 − 2x)]3 4 x


i) y = e
1 2 2
j) y = 4ex sin x k) y = 6x9 − 4 + √ l) y =
8x 3
2x − 1 (3x − 1)2
2

II. Integration Practice

Z  √ 2
 Z Z π/6
4 3 x2
a) 3x − x + √2 dx b) e dx c) 4 sin(2x) dx
7
x 0
4x3 − 3x
Z Z Z
x
d) e− 3 dx e) ln x dx f) dx
2x2
4 Z 1√
√
Z  Z
x
g) sec(4x) tan(4x) + 3 sec2 dx h) ( x − 1)2 dx i) e3x dx
5
Z1 Z0
√
Z
2
j) cot2 (3x) sec2 (3x) dx k) cos x dx l)
(3x)2

III. Miscellaneous
The following questions help dispel common integration errors and allow for one to gain
some insight as to why these incorrect methods fail.
d 2x
1. Consider the function f (x) = e2x . We know that (e ) = 2e2x by the Chain
R 2x dx 1 2x
Rule, and this lets us easily conclude that e dx = 2 e . This could of course be
verified by u-substitution (if you know/remember this technique), but can also be
understood the following way:

1
 R
The symbol e2x dx represents a function whose derivative is e2x . Since taking a
derivative of e2x results in multiplying e2x by 2, when we antidifferentiate e2x , we
must multiply by 12 .
You must be careful with this type of thought! Indeed, it works only when the
argument of the function (in this case, the expression in the exponent) is
LINEAR1 in x!
d  x2 
a) Calculate e .
dx
R 2
b) Suppose a student tries to apply the above logic to compute ex dx. The
d x2 2
student concludes that since e dx = 2xex , then:
dx
Z
2 1 x2
ex dx = e (1)
2x
R 2 2
Since you know that ex dx is a function whose derivative is ex , prove this
student wrong by differentiating his/her answer (i.e. the RHS of Eqn 1).
c) What insight does this reveal as to why this students’ answer is wrong? Why
2
can we think of antidifferentiating e2x differently than antidifferentiating ex ?

2. Another student sees the following integral on an exam:

7x6 − 3x2
Z
dx
4x3
The student answers the question the following way:
R
7x6 − 3x2 (7x6 − 3x2 ) dx
Z
dx = R
4x3 4x3 dx
x7 − x3
= +C (2)
x4
a) By using Eqn. 2 exactly as it is written above (i.e. WITHOUT simplifying
it!), show that the derivative of the RHS of Eqn. 2 is NOT equal to the
expression in the original integrand.
b) What insight does this yield? Why can one not simply just integrate the
numerator and denominator of a fraction separately?
c) Compute the antiderivative of this function correctly.

1
“linear in x” means the argument is of the form ax + b