Year 12 Mathematics Advanced

MA-C4 Integral calculus Unit duration

The topic Calculus involves the study of how things change and provides a framework for developing quantitative models of change and deducing 5 weeks
their consequences. It involves the development of two key aspects of calculus, namely differentiation and integration. The study of calculus is
important in developing students’ capacity to operate with and model situations involving change, using algebraic and graphical techniques to
describe and solve problems and to predict outcomes in fields such as biomathematics, economics, engineering and the construction industry.

Subtopic focus Outcomes

The principal focus of this subtopic is to introduce the anti-derivative or indefinite A student:
integral and to develop and apply methods for finding the area under a curve,  applies calculus techniques to model and solve problems MA12-3
including the Trapezoidal rule and the definite integral, for a range of functions in a
 applies the concepts and techniques of indefinite and definite integrals in the
variety of contexts. Students develop their understanding of how integral calculus solution of problems MA12-7
relates to area under curves and a further understanding of the interconnectedness
 chooses and uses appropriate technology effectively in a range of contexts,
of topics from across the syllabus. Geometrical representation assists in
models and applies critical thinking to recognise appropriate times for such
understanding the development of this topic, but careful sequencing of the ideas is
use MA12-9
required so that students can see that integration has many applications, not only in
mathematics but also in other fields such as the sciences and engineering.  constructs arguments to prove and justify results and provides reasoning to
support conclusions which are appropriate to the context MA12-10

Prerequisite knowledge Assessment strategies

The material in this topic builds on content from MA-C1 Introduction to calculus and Formative assessment: Students will investigate anti-derivatives and integration by
MA-C2 Differential calculus. considering the reverse of the differentiation process to establish the formal process
or rule for each type of question. Challenge students to verbalise what they are
doing, using generalisations, at each stage of the process. They should draw their
responses as a chain of events. Students should be given the opportunity to
demonstrate their understanding of the connections between the approximation
methods and the calculus methods of integration.

All outcomes referred to in this unit come from Mathematics Advanced Syllabus
© NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017

© NSW Department of Education, March 2020 MA-C4 Integral calculus 1

Glossary of terms
Term Description
anti-derivative An anti-derivative, primitive or indefinite integral of a function f ( x ) is a function F ( x ) whose derivative is f ( x ) , ie
F ' ( x )=f ( x ) .
The process of finding the anti-derivative is called integration.
even function  Algebraically, a function is even if f (−x ) =f ( x ), for all values of x in the domain.
An even function has line symmetry about the y -axis.

odd function  Algebraically, a function is odd if f (−x)=−f (x), for all values of x in the domain.
An odd function has point symmetry about the origin.

Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
Introducing the C4.1: The anti-derivative Introducing the anti-derivative
anti-derivative  define anti-differentiation as the  Introduce the anti-derivative as the result of reversing
(1 lesson) reverse of differentiation and the process of differentiation. It is an expression of x ,
∫
use the notation f (x )dx for generally, and is shown as F (x), where
anti-derivatives or indefinite d
( F ( x ) ) =f (x ).
integrals (ACMMM114, dx
ACMMM115)
 The anti-derivation is also known as the indefinite
 recognise that any two anti- integral or a primitive, and the process of reversing
derivatives of f (x) differ by a differentiation is known as Integration. The process
constant of integration of a function f (x) is notated by
∫ f ( x ) . dx and is read as “the integration of f (x)
with respect to x ”.
Resource: antiderivative-matching-activity.DOCX

© NSW Department of Education, March 2020 MA-C4 Integral calculus 2

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
Determining simple  establish and use the formula Determining simple indefinite integrals
indefinite integrals n 1 n+ 1  Lead students to the rule for integrating polynomial
∫ x dx= x + c, for
n+1
(1 lesson)
n ≠−1 (ACMMM116)
∫3
terms, by facilitating examples of the form x . dx .
4
x ?”
 recognise and use linearity of A key question may be “Does ∫ x . dx=
3
4
anti-differentiation 4
(ACMMM119) Discuss that
x may be a solution but we do not
4
have enough information to tell, as the constant term
would have been eliminated during differentiation. To
acknowledge the constant in the integral, usually a c
or d is added to the expression,
4
i.e. ∫ x 3 . dx= x4 +c
 Students need to cement their understanding of this
concept by being challenged with questions of the
form
1 1
∫ x 2 . dx, ∫ x 5 . dx, ∫ x 2 . dx, ∫ x 4 . dx and
∫ √ x .dx
Linearity of integrals
 Establish the following scaling and distributive
properties of integrals

∫ kf ( x ) . dx=k ∫ f ( x ) . dx
and

∫ f ( x )+ g ( x ) . dx=∫ f ( x ) .dx +∫ g(x ).dx

 Students need to apply these properties to solve
integrals of the form

∫ 5 x 3 .dx

© NSW Department of Education, March 2020 MA-C4 Integral calculus 3

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial

∫ (x ¿¿ 3+3 x¿¿ 2+ 9 x ). dx ¿ ¿

Establishing the  establish and use the formula Establishing the reverse chain rule
reverse chain rule n 1 n+1
∫ f '(x ) [ f (x) ] dx= [ f (x )] +c  Students need to review the chain rule using
(2 lessons) n+1 d 4
where n ≠−1 (the reverse chain polynomial expressions, i.e. ( [ 3 x−1 ] ).
dx
rule)
 Challenge students to verbalise what they are doing,
 determine indefinite integrals of using generalisations, at each stage of the process.
∫
the form f (ax+b)dx Draw their responses as a chain of events.
(ACMMM120)  Highlight the existence of the derivative f ' (x) as a
factor of the result of the chain rule for [f ( x )]n.
 Challenge students to reverse the process by
providing them with results from the chain rule and
ask them to complete original derivative statement,
d
e.g. ( ? )=10 x (x 2−1) 4
dx
d
 Consider the result for ( ? )=2 x( x2 −1)4 . How
dx
does the result above help us identify the answer?
And how does this result help us answer

∫ 2 x (x 2−1)4 . dx
 By using this result, lead students to the generalised
n 1 n+1
solution to ∫ f '(x ) [ f (x) ] dx= [ f (x )] +c
n+1
Resource: reverse-chain-rule-matching-activity.docx
Applying the reverse chain rule to functions with a
linear expression of x
 Students need to build on the concept of the reverse
chain rule for integrals not in the form

© NSW Department of Education, March 2020 MA-C4 Integral calculus 4

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
n
∫ f '(x ) [ f (x) ] dx
 The reverse chain rule can also be applied to
∫
integrals in the form f ( ax +b ) . dx , where the
expression of x is linear. The reverse chain rule
cannot be applied to any other expressions of x , i.e.
the reverse chain rule cannot be applied to
∫ f ( a x 2+ b ) . dx as the expression of x is not linear.
 Challenge students to develop a solution to an
5
integral of the form ∫ (3 x−2) . dx
 Lead students to develop the relationship
F ( ax +b )
∫ f ( ax +b ) . dx= a
+C ,

where F (x) is the primitive of f (x) .

© NSW Department of Education, March 2020 MA-C4 Integral calculus 5

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
Applying standard  establish and use the formulae Review standard derivatives
integrals for the anti-derivatives of  Review the standard derivatives established in
(2 lessons)
sin(ax +b), cos (ax +b) and MA-C2 Differential calculus
2
sec (ax +b)  Refer to the 2020 HSC reference sheet produced by
 establish and use the formulae NESA, which can be found under the Assessment
x x and examination materials on the NESA
∫ e dx=e + c and
Mathematics Advanced syllabus page
ax+b 1 ax+b
∫e dx= e +c Applying standard integrals
a
 Students need to build on their understanding of the
reverse chain rule and apply it to a variety of
functions
 Lead students to utilise the results on the reference
sheet and their understanding of the reverse chain
rule to establish
1
∫ sin ( ax+ b ) . dx=¿ a cos ( ax+ b ) +c ¿
−1
∫ cos ( ax +b ) . dx=
a
sin(ax +b)+c

1
∫ sec2 (ax +b). dx= a tan ⁡( ax+ b)+c
x x
∫ e dx=e + c
ax +b 1 ax +b
∫e dx= e +c
a

Integrals resulting  establish and use the formulae Integrals resulting in natural logarithms
in natural 1  Students need to revisit the results for differentiating
∫ dx=ln∨x∨+ c and
logarithms x ln (x) and ln (f ( x )) in MA-C2 Differential calculus
'
(1 lesson) f (x ) and use the results in reverse to establish the
∫ dx=ln∨f (x )∨+c for integral results
f (x)
x ≠ 0 , f (x)≠ 0, respectively 1
∫ dx=ln| x|+ c where x ≠ 0
x

© NSW Department of Education, March 2020 MA-C4 Integral calculus 6

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial

f ' (x )
∫ dx=ln∨f (x )∨+c where f (x)≠ 0
f (x)
as ln |0| is undefined
 Students are able to solve questions of the form
2
∫ x33+x 2 . dx
2 x−1
∫ x 2−x . dx
3
∫ x 4x+1 . dx

Integrating  establish and use the formulae Integrating exponentials of any base
x
exponentials of any x a  Lead students to establish the formula
base
∫ a dx= +c
ln a x a
x

(1 lesson)
∫ a dx= +c by using the following techniques:
ln a
Establish a=e ln a and therefore
x x xln a
a =(e¿ ¿ ln a) =e ¿
x
∴ ∫ a dx
¿∫ e
xln a
dx
xln a
e
¿ +c
ln a
x
a
¿ +c
ln a

© NSW Department of Education, March 2020 MA-C4 Integral calculus 7

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
Sketching anti-  examine families of anti- Sketching anti-derivatives with slope fields
derivatives with derivatives of a given function  Introduce students to slope fields using the sketching
slope fields graphically anti-derivatives activity. A slope field shows the
(1 lesson) family of curves for the anti-derivative.
 Key questions: “Why is there more than one possible
curve?” and “Why are they vertical translations of
each other?”
 It is important to establish that integrating alone is
not enough to identify the anti-derivative, as there is
not enough information to identify the constant term.
This can only be established if one point on the curve
is known.
 It is important to note that Mathematics Extension 1
students will experience slope fields for expressions
that may involve x and y values. The curves
produced in this instance are not vertical translations
of each other.
Resource: sketching-anti-derivative-activity.DOCX

© NSW Department of Education, March 2020 MA-C4 Integral calculus 8

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
Integrating to  determine f (x), given f ' (x) Integrating to determine a function
determine a and an initial condition f (a)=b  Staff need to build on the key idea that integrating
function in a range of practical and alone is not enough information to determine an anti-
(1 lesson) abstract applications including derivative as the constant term is unknown.
coordinate geometry, business  The constant term can be determined by substituting
and science
in an initial condition f (a)=b, which represents a
point (a ,b) on the slope field.
For example,
If f ’ ( x )=3 x3 −4 x +1 find f (x) given f (1)=2.
Step 1: Integrate,
f (x)=∫ f ( x ) . dx
'

f (x)=∫ 3 x −4 x +1. dx
3

3 4 2
f ( x )= x −2 x + x +c
4
Step 2: Substitute in the values of the initial condition
to find the constant term
3 4 2
∴ 2= ×1 −2 ×1 +1+c
4
−1
2= +c
4
1
c=2
4
Step 3: Determine the anti-derivative function
3 4 2 1
f ( x )= x −2 x + x +2
4 4

© NSW Department of Education, March 2020 MA-C4 Integral calculus 9

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
The area under a C4.2: Areas and the definite The area under a curve and its approximations
curve and its integral  Introduce area under a curve using a practical
approximations  know that ‘the area under a context:
(1 lesson) curve’ refers to the area o Finding the distance travelled from a velocity time
between a function and the x - graph.
axis, bounded by two values of
the independent variable and Velocity-time graph
16
interpret the area under a curve 14
in a variety of contexts AAM 12

Velocity (m/s)
10
 determine the approximate area 8
6
under a curve using a variety of 4
shapes including squares, 2
rectangles (inner and outer 0
0 1 2 3 4 5 6 7 8 9 10 11
rectangles), triangles or trapezia Time (s)
o consider functions which
o Finding the amount of water wasted from a leaking
cannot be integrated in the
tap. (Graph water mL/min)
scope of this syllabus, for
 Define the area under a curve as the area between a
example f (x)=ln x , and
function and the x-axis, bounded by two values of the
explore the effect of independent variable.
increasing the number of
 Explore various methods of approximating areas for
shapes used curves that cannot be integrated in the scope of this
course. Examine the effect of increasing the number
of shapes used to approximate the area using the
resources below.
 Resources: approximating-areas.DOCX,
approximating-areas.XLSX

Trapezoidal Rule  use the notation of the definite Trapezoidal Rule

© NSW Department of Education, March 2020 MA-C4 Integral calculus 10

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
b b
(1 lesson)
integral ∫ f (x )dx for the area  Define the definite integral ∫ f (x )dx for the area
a a
under the curve y=f (x ) from under the curve y=f (x ) from x=a to x=b if
x=a to x=b if f (x)≥ 0 f (x)≥ 0
 use the Trapezoidal rule to  Approximate a definite integral by dividing the area
estimate areas under curves into a given number of trapezia with equal widths,
AAM calculating the areas of individual trapezia, then the
o use geometric arguments total area.
(rather than substitution into a  Lead the discovery of the trapezoidal rule.
given formula) to approximate Suggested method: Find an expression for the area
a definite integral of the form of a number of trapezia, repeat for another number of
b trapezia, then generalise for n trapezia.
∫ f (x )dx , where f (x)≥ 0, NESA exemplar questions
a
 The following table shows the velocity (in metres per
on the interval a ≤ x ≤ b , by second) of a moving object evaluated at 10-second
dividing the area into a given intervals. Use the trapezoidal rule to obtain an
number of trapezia with equal estimate of the distance travelled by the object over
widths the time interval 30 ≤ t ≤70 .
o demonstrate understanding of
the formula:
b

∫ f (x )dx ≈ b−a
2n
[f ( a ) + f ( b ) +2 {f ( xDiscuss
1 ) +…+ fother
( x n−1methods
) }] for obtaining the estimate.
a
 An object is moving on the x -axis. The graph shows
where a=x 0 and b=x n , and
dx
the values of the velocity, , of the object as a function of time t .
dt
x 0 , x 1 , x 2 , … , x n are found by The coordinates of the points shown on the graph
dividing the interval a ≤ x ≤ b are A ( 2 ,1 ) , B ( 4 , 5 ) , C ( 5 , 0 ) and D ( 6 ,−5 ). The
into n equal sub-intervals velocity is constant for t ≥ 6 .

© NSW Department of Education, March 2020 MA-C4 Integral calculus 11

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial

o Use the trapezoidal rule to estimate the distance

travelled between t=0 and t=4 (noting that
distance is given on a velocity-time graph by the
area under the graph).
o The object is initially at the origin. When is the
displacement of the object decreasing?
o Estimate the time at which the object returns to the
origin. Justify your answer.
o Sketch the displacement x as a function of time.
Integrals using the  use geometric ideas to find the Integrals using the area of basic shapes
area of basic b
 Students apply the area of basic shapes to find the
shapes definite integral ∫ f (x )dx b

(1 lesson)
a
where f (x) is positive
definite integral ∫ f (x )dx where f (x) is positive
a
throughout an interval a ≤ x ≤ b throughout an interval a ≤ x ≤ b .
and the shape of f (x) allows  Examples in desmos:
such calculations, for example
o Triangle
when f (x) is a straight line in
the interval or f (x) is a o Trapezium
semicircle in the interval AAM o Circle
o Semi-circle

NESA exemplar questions

Graphs A and B shown below represent the functions
y=f ( x ) and y=g ( x ) respectively.

© NSW Department of Education, March 2020 MA-C4 Integral calculus 12

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial

Graph A

Graph B

10
 Evaluate the integral ∫ f ( x ) dx .
0

 Use the formula for the area of a circle to find

3

∫ g ( x ) dx .
0

© NSW Department of Education, March 2020 MA-C4 Integral calculus 13

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
Signed areas  understand the relationship of Signed areas
position to signed areas, namely  Students investigate definite integrals to develop an
(1 lesson)
that the signed area above the understanding of signed areas.
horizontal axis is positive and
the signed area below the Students could
horizontal axis is negative 7

 using technology or otherwise,

o Evaluate ∫ ( 2 x−6)dx using an integral calculator
1
investigate the link between the
such as wolfram alpha.
anti-derivative and the area
under a curve Enter: integrate 2x-6 from 1 to 7
b o Examine the individual areas using desmos. Enter
o interpret ∫ f (x)dx as a sum the functions and bounds
a b
of signed areas
(ACMMM127)
o Interpret the result: ∫ f (x)dx as the sum of signed
a
o understand the concept of the areas, area above the horizontal axis is positive and
signed area function the area below the horizontal axis is negative.
x
o Note: The area between f (x)=2 x−6 and the x-
F ( x )=∫ f ( t ) dt
a
axis bounded by x=1 and 7 is 20 units2 , the
(ACMMM129) corresponding definite integral equals 12.
 Define the area under a curve as:
b
o ∫ f ( x ) dx where f(x) is positive for a ≤ x ≤ b.
a

|∫ |
b
o f ( x ) dx where f(x) is negative for a ≤ x ≤ b .
a

© NSW Department of Education, March 2020 MA-C4 Integral calculus 14

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
● use the formula Definite Integrals:
Definite integrals
b
(1 lesson) ∫ f (x)dx=F (b)−F (a),  Demonstration of increasing the number of shapes
as a link to integration (Geogebra)
a
b
where F (x) is the anti-derivative
of f (x), to calculate definite
 Prove ∫ f ( x ) dx=F ( b )−F ( a ) using an
a
integrals (ACMMM131) AAM understanding of the fundamental theorem of
o understand and use the calculus.
Fundamental Theorem of NESA’s Mathematics Advanced Year 12 topic
' d guidance for calculus contains two approaches.
Calculus, F ( x )= ¿ and
dx b

illustrate its proof  Use the formula ∫ f (x)dx=F (b)−F (a), where
a
geometrically (ACMMM130)
o calculate total change by F (x) is the anti-derivative of f (x), to calculate
definite integrals.
integrating instantaneous rate
of change  Calculate total change by integrating instantaneous
rate of change. Examples:
dx
o Given a function of velocity, =2 x +1. Integrate
dt
the instantaneous rate of change (velocity) to find
total displacement for a given time period..
dv
o Given a function of acceleration . Integrate the
dt
instantaneous rate of change to find total change in
velocity.

© NSW Department of Education, March 2020 MA-C4 Integral calculus 15

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
● calculate the area under a curve Area under a curve:
Area under a curve
(ACMMM132)
(1 lesson)  Apply definite integrals to calculate the area under
o use symmetry properties of
curves including:
even and odd functions to
o Area bounded by the curve and the x-axis
simplify calculations of area
o recognise and use the o Area between set bounds (e.g. x=1 and x=4)
additivity and linearity of o Area between set bounds where f(x) changes sign.
definite integrals Teacher to model dissecting the definite integral
(ACMMM128) where f(x) changes sign.
The teacher can use a desmos resource to construct
graphs for demonstrations of finding the area under a
curve.
 Properties useful for calculations of area:
o Even and odd functions.
o Additivity of definite integrals:
b c b

∫ f (x )dx =∫ f (x )dx+∫ f ( x ) dx
a a c

Visual representation of the sum of additivity

b a

∫ f (x )dx =−∫ f ( x )dx

a b
a

∫ f (x )dx =0
a

o Linearity of definite integrals:

b b b

∫ f (x )+ g ( x ) dx=∫ f (x)dx +∫ g(x )dx

a a a
b b b

∫ f (x )−g ( x ) dx=∫ f ( x ) dx −∫ g (x)dx

a a a

© NSW Department of Education, March 2020 MA-C4 Integral calculus 16

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
b b

∫ kf (x)=k ∫ f (x)dx
a a

NESA exemplar questions

 Find the area bounded by the graph of y=3 x 2 +6,
the x -axis, and the lines x=−2 and x=2 .
2
 Show that ∫ x 3 dx=0.
−2

 Explain why this is not representative of the area

bounded by the graph of y=x 3 , the x -axis, and the
lines x=−2 and x=2.
● calculate areas between curves Area between two curves:
Area between two
determined by any functions
curves  Apply definite integrals to calculate the area between
within the scope of this syllabus
(1 lesson) two curves including:
(ACMMM134) AAM
o Area between two curves over set bounds
Visual representation of area between 2 curves
o Area between two curves (bounds defined by the
points of intersection)
Visual representation of subtracting the areas.
o Area between two curves over set bounds where
f(x) and g(x) intersect. Teacher to model dissecting
the definite integral where f(x) and g(x) intersect.
Visual representation of area between 2 curves
Note: equations need to be adjusted to examine
when curves intersect.
The teacher can also use a desmos resource to
construct graphs for demonstrations of finding the
area between curves.
NESA exemplar questions

© NSW Department of Education, March 2020 MA-C4 Integral calculus 17

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
 Find the area bounded by the line y=5 and the
curve y=x 2−4 .
 Sketch the region bounded by the curve y=x 2 and
the lines y=4 , y=9. Evaluate the area of this
region.
 integrate functions and find Problem solving
Problem solving
indefinite or definite integrals and
(1 lesson)  Trapezoidal rule: See NESA exemplar questions in
apply this technique to solving
this unit.
practical problems AAM
 Economics: Consumer and producer surplus
 Average value of a function
 Work
 Braking Distance
Resource: integral-calculus-applications.DOCX

Reflection and evaluation

Please include feedback about the engagement of the students and the difficulty of the content included in this section. You may also refer to the
sequencing of the lessons and the placement of the topic within the scope and sequence. All ICT, literacy, numeracy and group activities should
be recorded in the ‘Comments, feedback, additional resources used’ section.

© NSW Department of Education, March 2020 MA-C4 Integral calculus 18