Chester Hill High School

Strength in Unity, Excellence in Education

MATHEMATICS FACULTY

Mathematics Extension 2 Topic 6 Further Integration

Stage: 6 Year : 12 Topic: MEX-C1
Outcomes:
Duration: 4 weeks
A student:
 understands and uses different representations of numbers and functions to model, prove results and find solutions to
problems in a variety of contexts MEX12-1
 applies techniques of integration to structured and unstructured problems MEX12-5
 applies various mathematical techniques and concepts to model and solve structured, unstructured and multi-step problems
MEX12-7
 communicates and justifies abstract ideas and relationships using appropriate language, notation and logical argument
MEX12-8

Unit overview: Learning intentions:

The topic Calculus involves the study of how things change and provides a The principal focus of this subtopic is extending students’ knowledge, skills
framework for developing quantitative models of change and deducing their and understanding to a broader range of integration techniques, such as
consequences. This topic involves the development of a broader range of integration of rational functions, integration using partial fractions and
techniques and strategies to solve complex problems related to differential integration by parts.
equations and integration.
Students develop an awareness and understanding of the
The study of calculus is important in developing students’ knowledge, interconnectedness of topics across the syllabus, and the fluency that can
understanding and capacity to operate with and model change situations be obtained in the use of calculus techniques. Later studies in mathematics
involving a variety of functions, use algebraic and graphical techniques to place prime importance on familiarity and confidence in a variety of calculus
describe and solve problems and to predict future outcomes with relevance to, techniques as these are used in many different fields.
for example Chemistry, Physics and the construction industry.

© NSW Department of Education, 2019 MEX-C1 Further integration

© NSW Department of Education, 2019 MEX-C1 Further integration
 Assessment Strategies:
Prerequisite Knowledge:
Staff should try to adopt formative assessment techniques throughout this
The material in this topic builds on content from the Year 12 Mathematics topic
unit to develop mastery. These may include using mini-whiteboards, or
of MA-C4 Integral calculus and the Year 12 Mathematics Extension 1 topic of
similar, to provide instantaneous feedback to techniques like competing the
ME-C2 Further calculus skills.
square, partial fractions or division transformation. Most formative
assessment techniques will include providing feedback to students’ solutions
for integration questions.

EAL/D Language and cultural considerations

Term Description
Distinct factors Factors which are different from one another

Integrand An integrand is a function that is to be integrated.

Rational function An algebraic fraction such that the numerator and denominator are polynomials

Recursive formula A recursive formula defines a sequence in which successive terms are expressed as a function of the preceding terms.

Substitution Substitution is a technique that defines and uses a parameter to convert an expression or equation, without changing the integrity of
the expression or equation.

Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
Integration by  find and evaluate indefinite Integration by substitution
substitution (1 or 2 and definite integrals using the  At a Mathematics Extension 1 level (ME-C2), students only
lessons) method of integration by needed to use this technique when given expression to
substitution, where the substitute; however, Mathematics Extension 2 students need
substitution may or may not be to identify and define the expression to substitute.
given
 The technique of substitution uses the property

∫ g ( f ( x ) ) . f ' ( x ) . dx=∫ g ( u ) . du or similarly

© NSW Department of Education, 2019 MEX-C1 Further integration

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
'
f (x )
∫ g( f ( x ) ) . dx=∫ gdu( u ) where u=f ( x )
In simple cases, students recognise it is appropriate to apply
this method when taking an integral of a function multiplied by
its derivative.
 The expression for substitution can be identified by recognising
f ’ ( x ) and f (x) in the integrand, then defining u=f (x ). Note
that the parameter u is generally used but this is not
mandatory.
 The technique of substitution is used to make complicated
integrals simpler to solve. With indefinite integrals, students
must remember to use the substitution in reverse after
calculations to express the final integrand in terms of x .
 Students need to be exposed to examples of the type:

∫ x ( 1+ x 2 ) dx using the substitution u=1+ x2.

4
o

x
o ∫ √ 1−x dx using the substitution v=1−x .
1
o ∫ dx , where x ≥ 0 .
√e 2x
−1
π
4
o Find
∫ tan3 x sec2 x dx.
0

 Students need to use typical substitutions such as:

dx
o ∫ a 2+ x 2 , using the substitution x=a tan θ
sinθ θ
o ∫ 2+sin θ dθ using the substitution t=tan 2

© NSW Department of Education, 2019 MEX-C1 Further integration

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
θ
o Use the substitution t=tan to show that
2
2π
3
dθ 1
∫ sinθ = log 3.
2
π
2

 Students need to recognise when to use the Pythagorean

results when substituting.
This method enables us to obtain a trigonometric function
which can be integrated.
Pythagorean result:
o 2 2 2 2
sin x+ cos x=1 →sin x=1−cos x
2 2 2 2
o tan x +1=sec x → tan x=sec x−1
To use these results, if the denominator contains:
o √ x 2−a2 use the substitution: x=a sec θ∨¿ x=a tan θ ¿
o √ a2−x 2 use the substitution: x=a sin θ∨x=a cos θ.
Note: Questions may be more complex case: √ ¿ ¿ use the
substitution: bx−c=a sec θ .
Sample Question:
dx
o By completing the square, find: ∫
√ x −4 x +1
2

Online integral calculators can show solutions with steps. e.g.

Integral-calculator.com
Resources:
mex-c1-sample-questions-solutions.DOCX
Note: mex-c1-sample-questions-solutions.DOCX contains worked
solutions for sample questions throughout this unit of work. These

© NSW Department of Education, 2019 MEX-C1 Further integration

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
include NESA sample questions from their topic guidance.

Integration of  integrate rational functions Integration of rational functions with a quadratic denominator
rational functions involving a quadratic  Define a rational function: An algebraic fraction such that the
with a quadratic denominator by completing the numerator and denominator are polynomials
denominator square or otherwise
 Integrate rational functions with a quadratic denominator
(1 lesson) which, through simple algebra, can be changed into a form that
can be integrated.

∫( )
2
x+1
o dx
x
The division transformation method can be applied when
the degree of the numerator is ≥ the degree of the
denominator. To use this method, complete the division before
integrating.
P (x)
∫ Q(x ) . dx=¿∫ ( A ( x ) + Q(x)
R( x)
) . dx ¿
2
o ∫ x 2x+1 dx
 Integrate functions with a quadratic denominator that can be
factorised using completing the square or otherwise.
Completing the square sample questions:
dx
o ∫ x 2−4 x+13
dx
o ∫ 3 x 2+6 x +10
3 x+ 2
o ∫ x 2−4 x+5 dx
Other methods of factorising may include perfect squares, sum

© NSW Department of Education, 2019 MEX-C1 Further integration

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
or difference of two squares or factorisation not involving a
special result.
Note: When a quadratic denominator is factorised, the result
may require the use of partial fractions to integrate.
Resource: mex-c1-sample-questions-solutions.DOCX

Integration using  decompose rational functions Integration using partial fractions

partial fractions whose denominators have
This method is used to decompose or deconstruct a rational
simple linear or quadratic
(1 lesson) function into the sum of several fractions.
factors, or a combination of
both, into partial fractions To apply this method:
 use partial fractions to  The degree of the denominator is larger than the degree of the
integrate functions numerator.
Note: If the degree of the numerator is ≥ the degree of the
denominator, use the division transformation method first.
 The denominator is factorised into a product of distinct factors
 The function is decomposed into the sum of multiple fractions.
In general:

∫ ( ax+ b)(cx +d ) =¿∫ ( axA+b + cxB+d ) dx ¿

f ( x)

 Using the addition of fractions technique, the following identity

can be generated
f (x ) A ( cx +b ) + B ( ax +b )
≡
(ax +b)( cx +d ) (ax +b)(cx +d )
Note that the equivalence sign is used here because this holds
true for all values of x , including complex numbers. It is not an
equation but an identity.
 For the LHS ≡ RHS the numerators must match, as the
denominators match.
∴ f ( x ) ≡ A ( cx +d ) + B(ax +b)

© NSW Department of Education, 2019 MEX-C1 Further integration

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
 At this point two techniques are available to students
o Matching coefficients and constants on both sides of the
identity forms simultaneous equations which can be solved.
This is time consuming.
o Choose appropriate values for x to substitute into the
identity and eliminate one of the terms. For example if
−d
x= (think cx +d =0 ¿then the term A(cx+ b) is
c
eliminated leaving an expression including the coefficient B
only. Therefore the value of B can be identified. Similarly,
−b
choosing a value of x= eliminates the term B(ax +b).
c
 Integrate the resulting fractions.
Students need to examine functions which can be expressed as a
product of distinct linear factors, a distinct quadratic and linear
factor or two distinct quadratic factors.
Format of fractions for more complex denominators:
 A quadratic factor such as ( a x 2 +b )
f (x)
∫ ( a x2 +b)(cx+ d) =¿ ∫ ( Ax +B
+
C
a x +b cx +d
2 )dx ¿

 A repeated factor such as ( cx + d )n

f (x)
∫ ( ax +b )( cx + d )n

¿∫
( A
+
B
+
C
ax +b cx +d ( cx+ d ) 2
+…+
Z
( cx+ d )n
dx
)
Symbolab partial fraction calculator will decompose a function into
partial fractions.

© NSW Department of Education, 2019 MEX-C1 Further integration

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
Sample examples:
dx
o ∫ x 2−4 x−1
9 x−2
o ∫ 2 x2 −7 x+3 dx
2
o ∫ ( 32x −2)( x2 +1 ) dx
x + 1 x +2
2
o ∫ x23x−x+32+x−1
x−1
dx

16 x −43
o The expression can be written as
( x−3 )2 ( x +2 )
16 x −43 a b c
= + + where a , b and c are
( x−3 ) ( x +2 ) ( x−3 ) x−3 x+ 2
2 2

real numbers.

(a) Find a , b and c .

16 x−43
(b) Hence find ∫ ( x−3 )2 ( x+ 2 ) dx .
4
o Decompose 2
into partial fractions and hence show that
1−x
1
2
4
∫ 1−x 2
dx =2 ln3
0

4
o Decompose 4 into partial fractions and hence show that
1−x

© NSW Department of Education, 2019 MEX-C1 Further integration

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
1
2
4 1
∫ 1−x 4
dx=log 3+2 tan−1 .
2
0

Resource: mex-c1-sample-questions-solutions.DOCX

Integration by parts  evaluate integrals using the Integration by parts

method of integration by parts  Development of integration by parts:
(2 lessons)
(ACMSM123)
Consider the product rule:
o develop the method for
integration by parts, d dv du
( uv )=u + v
expressed as dx dx dx
∫ uv ' dx=uv −∫ vu ' dx or Integrate both sides with respect to x .
dv du dv du
∫ u dx dx =uv−∫ v dx dx uv=∫ u dx +∫ v dx
dx dx
, where u and v are both Rearranging we obtain:
functions of x
dv du
∫ u dx dx =uv−∫ v dx dx
' dv ' du
Substituting v= and u = we obtain
dx dx
∫ uv ' dx=uv −∫ vu ' dx
 Integration by parts can be applied when integrating the
product of two functions (where integration by substitution
cannot be used)
The function v ' should be chosen so that it can be easily
integrated. For example, in the first sample question below,
∫ 3
x ln x dx , let v '=x 3, as ln x cannot be easily integrated.
Sample questions:

© NSW Department of Education, 2019 MEX-C1 Further integration

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

o ∫ x n ln x dx where n is an integer e.g. ∫ x 3 ln x dx

Use integration by parts to find ∫ x e dx .
3x
o
 Integration by parts can be applied to integrate a function
which cannot be otherwise integrated by letting v '=1
Sample questions:
o ∫ sin−1 x dx
o ∫ lnx dx
 Harder questions involving integration by parts may need
multiple applications.
In this scenario, the original function will reappear allowing the
development of a solution.
For example, questions may contain sin or cos as the original
function will reappear after integrating or differentiating twice.
Assuming both functions can be easily integrated or
differentiated, either can be chosen as u and v ’ .
Questions may be leading or require students to recognise the
need to apply integration by parts multiple times.
o Using two applications of integration by parts, evaluate
π
2

∫ e x cos xdx
0

o e 3 x cos 2 x .
Resource: mex-c1-sample-questions-solutions.DOCX

Recurrence  derive and use recurrence Recurrence relationships

relationships relationships  Recurrence relationship: A sequence where each term is
(1 lesson) defined by a preceding term.
 Integration by parts should be extended to recurrence relations

© NSW Department of Education, 2019 MEX-C1 Further integration

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
π
2
with one integer parameter, such as ∫x n x
e dx or
∫ cos n x dx .
0

Sample questions:
o ∫ x n e x dx
π
2
o
∫ cos n x dx
0

 Recurrence relations may require the decomposition of the

function.
In the example below, students can take tan 2 θ out and use the
Pythagorean result, tan 2 x=sec 2 x −1, to obtain two
components, one which can be integrated and another which is
a recurrence of the function.
π
4
o For n ≥ 0 let
I n=∫ tan 2 n θdθ .
0

1
Show that for n ≥ 1, I n= −I .
2n−1 n−1
Hence or otherwise calculate I 3.
1
 Note: Relations such as ∫ x m ( 1−x )n dx , which involve more
0
than one integer parameter, are excluded. (Source: NESA
topic guidance)
Resource: mex-c1-sample-questions-solutions.DOCX

Applications of  apply these techniques of Applications of integration

integration integration to practical and  The skills developed in this unit will be applied with the unit
theoretical situations AAM

© NSW Department of Education, 2019 MEX-C1 Further integration

 Lesson Content Suggested teaching strategies and resources Date Comments, feedback,
sequence Students learn to: and additional resources used
initial
(1 lesson) MEX-M1 Applications of Calculus to Mechanics.
 Integration by parts: Students may like to enrich this topic by
investigating the Surge model, f ( x )= Ax ekx , and/or the Power
Surge Model, f ( x )= A x n e kx, which model the rate of release
of medications into the blood stream but have recently been
adopted to model the rate of sales during advertising
campaigns for products or the rate of hits for online gaming
apps.

Evaluation of Further Integration Date completed:

Comments/Variations: Time allocated to the unit
Please include feedback about the engagement of the students and the difficulty of the content included in this section. You may (Please circle one option)
Not enough Appropriate Too much
also refer to the sequencing of the lessons and the placement of the topic within the scope and sequence. All ICT, literacy, time allocated time allocated time allocated
numeracy and group activities should be recorded in Comments, Feedback, Additional Resources Used sections.

Teacher’s signature:

© NSW Department of Education, 2019 MEX-C1 Further integration