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 7 Techniques of Integration

7.1 Integration by Parts

Suggested Time and Emphasis

1 12 classes Essential material

Points to Stress
1. The method of integration by parts; how to choose u and dv to make the resulting integral simpler.

2. The analogy with u-substitution: u-substitution is “undoing” the Chain Rule, and integration by parts is
“undoing” the Product Rule.

Quiz Questions
• TEXT QUESTION Example 1 is an attempt to integrate x sin x. As stated in the subsequent note, it is possible,
using integration by parts, to obtain x sin x dx = 12 x 2 sin x − 12 x 2 cos x dx. Why is this equation an
indication that we didn’t choose our u and dv wisely?
ANSWER We are trying to integrate x sin x. If we have to integrate x 2 cos x we have made the problem more
complicated, not less complicated.
√
• DRILL QUESTION Compute t ln t dt.
√ 3 √ √ 3
ANSWER 43 t ln t − 49 t +C

Materials for Lecture

• Demonstrate how integration by parts works, including heuristics for choosing u and dv. Perhaps note
that the mnemonic LIATE (Logarithmic, Inverse trigonometric, Algebraic, Trigonometric, Exponential)
often helps to determine a good first try for the value of u. When doing examples, periodically make poor
choices instead of good ones, to illustrate the difference. (For example, compute x 2 e x dx, attempting
first to do it by letting u = e x , and then trying again with u = x 2 .)

x3
• Have students come up with a strategy to compute √ dx, which can be solved by parts
1 − x2
x
u = x 2 , dv = √ dx and substitution, or directly by substitution (u = 1 − x 2 ).
1 − x2
• Compute a volume by cylindrical shells that requires parts, for example, the volume generated by rotating
the region under y = ln x from x = 1 to x = e about the x-axis.
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 CHAPTER 7 TECHNIQUES OF INTEGRATION

2
• Draw a function like the one below and have the students try to approximate 0 xg (x) dx.
y

0 1 2 3 x

2
ANSWER 0 xg (x) dx ≈ 2g (2) − g (2) − 0g (0) + g (0) ≈ 2 (1) − 2 + 0.4 = 0.4

Workshop/Discussion
π /2
• Compute a definite integral that requires integration by parts (such as 0 x sin x dx).
• Solve a problem that requires first a substitution, then integration by parts, such as
2 2
2xe x sin ln e x dx.
2 2 2 2 2
ANSWER 2xe x sin ln e x dx = 12 e x sin ln e x − cos ln e x + C

• Work through a non-trivial integration by parts problem with the students, such as x 3 ln 2 + x 2 dx.
Note that it can be solved in two steps, using the substitution u = 2 + x 2 and then using parts on
1
2 (u − 2) ln u du.

Group Work 1: Guess the Method

Divide the students into groups and put problems on the board from the list of examples below (or hand out
the problems, if you prefer). Either have the students integrate the expressions completely, or describe what
method they would use, and what their answer should look like. For closure, do a few problems as a class that
were not covered in the group work.
EXAMPLES
x ln 3x dx = 12 x 2 ln 3x − 14 x 2 + C
e2x sin e x dx = sin e x − e x cos e x + C (substitution, then parts)
e2x cos x dx = 15 e2x sin x + 25 e2x cos x + C (parts twice with a subtraction)
x 3 cos x 2 dx = 12 x 2 sin x 2 + 12 cos x 2 + C (substitution, then parts)
2
x 2 + x 2 ln 2 + x 2 dx = 14 2 + x 2 ln 2 + x 2 − 18 2+ x2 + C (substitution, then parts)
x 2 (ln x)2 dx = 13 x 3 (ln x)2 − 29 x 3 ln x + 27
2 3
x +C (parts twice)
√ √ √ √
cos x dx = cos x + x sin x +C (substitution, then parts)

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 SECTION 7.1 INTEGRATION BY PARTS

Group Work 2: Find the Error

Notice that the answers to the two problems are different. Give them the first problem, only revealing the
existence of the second after they’ve solved the first.
ANSWERS
1. The stranger forgot the constant of integration. The last line should read 0 = −1 + C, which is true.
One cute hint you can give the students (if you dare) is as follows:
‘There is something that the stranger failed to “C”. All you have to do is “C” it and you will have the
solution to the problem. Do you “C” what I mean?’
π /4 π /4 π /4
2. The penultimate line should read π/6 tan x dx = −1|π/6 + π/6 tan x dx, which gives 0 = 0 — a true
statement.

Homework Problems
CORE EXERCISES 3, 11, 17, 19, 27, 37, 45, 55
SAMPLE ASSIGNMENT 3, 9, 11, 17, 19, 25, 27, 37, 39, 43, 45, 55, 57, 65

EXERCISE D A N G EXERCISE D A N G
3 × 37 ×
9 × 39 ×
11 × 43 × ×
17 × 45 × ×
19 × 55 ×
25 × 57 × ×
27 × 65 ×

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 GROUP WORK 1, SECTION 7.1
Guess the Method
What method(s) could be used to compute the following antiderivatives? Either compute them explicitly, or
describe the best method to use.
1. x ln 3x dx

2. e2x sin e x dx

3. e2x cos x dx

4. x 3 cos x 2 dx

5. x 2 + x 2 ln 2 + x 2 dx

6. x 2 (ln x)2 dx

√
7. cos x dx

420

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 GROUP WORK 2, SECTION 7.1
Find the Error
It is a beautiful Spring day. You leave your calculus class feeling sad and depressed. You aren’t sad because of
the class itself. On the contrary, you have just learned an amazing integration technique: Integration by Parts.
You aren’t sad because it is your birthday. On the contrary, you are still young enough to actually be happy
about it. You are sad because you know that every time you learn something really wonderful in calculus,
a wild-eyed stranger runs up to you and shows you a “proof” that it is false. Sure enough, as you cross the
street, he is waiting on the other side.
“Good morning, Kiddo,” he says.
“I just learned integration by parts. Let me have it.”
“What do you mean?” he asks.
“Aren’t you going to run around telling me that all of math is lies?”
“Well, if you insist,” he chuckles... and hands you a piece of paper:

“Hey,” you say, “I don’t get it! You did everything right this time!”
“Yup!” says the hungry looking stranger.
“But... Zero isn’t equal to negative one!”
“Nope!” he says.
You didn’t think he could pique your interest again, but he has. Spite him. Find the error in his reasoning.

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 GROUP WORK 2, SECTION 7.1
Find the Error (The Sequel)
What a wonderful day! You have survived another encounter with the wild-eyed stranger, demolishing his
mischievous pseudo-proof. As you leave his side, you can’t resist a taunt.
“Didn’t your mother tell you never to forget your constants?” It seemed a better taunt when you were thinking
it than it did when you said it.
“Eh?” he says. You come up to him again.
“I was just teasing you. Just pointing out that when doing indefinite integration, those constants should not be
forgotten. A simple, silly error, not worthy of you.” You look smug. You are the victor.
“Yup. Indefinite integrals always have those pesky constants.” For some reason he isn’t looking defeated. He
is looking crafty.
“Right. Well, I’m going to be going now...”
“Of course, Kiddo, definite integrals don’t have constants, sure as elephants don’t have exoskeletons.”
“Yes. Well, I really must be going.”
Surprisingly quickly, he snatches the paper out of your hand, and adds to it. This is what it now looks like.

“No constants missing here! Happy Birthday!” The stranger leaves, singing the “Happy Birthday” song in a
minor key. Now there are no constants involved in the argument. But the conclusion is the same: 0 = −1. Is
the stranger right? Has he finally demonstrated that all that you’ve learned is suspect and contradictory? Or
can you, using your best mathematical might, find the error in this new version of his argument?

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7.2 Trigonometric Integrals

Suggested Time and Emphasis

1 class Recommended material

Points to Stress
1. Integration of powers of the sine and cosine functions.
2. Integration of powers of the tangent and secant functions.

Quiz Questions
• TEXT QUESTION When m is odd, we can integrate sinm x dx by letting u = cos x. Why does m have to be
odd for this trick to work?
(m−1)/2
ANSWER When m is odd, we can write sinm x dx as 1 − cos2 x sin x dx, and then the
u-substitution works. If m is not odd, then (m − 1) /2 is not an integer. Less detailed answers that correctly
address the issue of parity should be given credit.
• DRILL QUESTION Compute sin2 x cos3 x dx.
ANSWER − 15 sin5 x + 13 sin3 x + C

Materials for Lecture

√
• Present several examples, such as sin4 x cos3 x dx, sin7 x 3 cos xdx, sin2 x cos4 x dx, and
sin x (cos x)−1 dx to review the strategies for evaluating sinm x cosn x dx:
• If m or n is odd, peel off one power of sin x or cos x and use sin2 x + cos2 x = 1.
• If m and n are both even, use the half-angle identities, as done in the text.
ANSWERS
sin4 x cos3 x dx = sin4 x 1 − sin2 x cos x dx. Letting u = sin x gives

u 4 1 − u 2 du = 1
5 sin5 x − 17 sin7 x + C
√ 3
sin7 x 3 cos x dx = 1 − cos2 x cos1/3 x sin x dx. Letting u = cos x gives
3
1 − u2 u 1/3 du = − 22
3
(cos x)22/3 + 9
16 (cos x)16/3 − 9
10 (cos x)10/3 + 34 (cos x)4/3 + C
2 4
1 − cos 2x 1 + cos 2x
sin2 x cos4 x dx = dx
2 2
1
= 64 1 + 2 cos 2x − cos2 2x − 4 cos3 2x − cos4 2x + 2 cos5 2x + cos6 2x dx
The odd powers of cos 2x can now be integrated by the previous method.The even powers require further
use of the half-angle identities.
sin x (cos x)−1 dx = tan x dx = ln |sec x| + C
√
• Give a couple of examples such as tan x sec4 x dx and tan x sec3.28 x dx to illustrate the
straightforward cases of tanm x secn x dx.
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 CHAPTER 7 TECHNIQUES OF INTEGRATION

√ √
ANSWERS tan x sec4 x dx = tan x tan2 x + 1 sec2 x dx.
2
Letting u = tan x gives u 1/2 u 2 + 1 du = 3 (tan x)3/2 + 27 tan x 7/2 + C.
sec3.28 x
tan x sec3.28 x dx = sec2.28 (tan x sec x) dx. Letting u = sec x gives u 2.28 du = + C.
3.28
π
• Derive the equation −π sin mx cos nx dx = 0 in two ways, first by computing sin mx cos mx dx using
Formula 2 and then by simply noting that sin mx cos nx is an odd function.

Workshop/Discussion
• Derive the equation sec x dx = ln |sec x + tan x| + C. Use this equation to compute tan4 x sec x dx.
• Show how the computation of tan5 x dx is quite different from the previous computation.
1 + cos 2θ dθ
• Use the double-angle formula cos2 θ = to compute .
2 1 + cos 2θ
• Have the students find the volume generated by rotating the region under y = 1 + sin2 x, 0 ≤ x ≤ π about
the x-axis.

Group Work 1: An Equality Tester

This activity thoroughly explores a family of integrals that are interesting in their own right, using a compu-
tation that comes in handy in the study of Fourier series.
It is best to pose Problem 1 before handing out the sheet, because the students may disagree on the relative
areas of the two functions before they see Problem 2.
For Problem 2, the students may need the hint to consider the cases m = n and m = n separately.
ANSWERS
1. (a) y
1

0 ¹ 2¹ x
2π 2π
One has thrice the period of the other. 0 sin2 3x dx = 0 sin2 x dx = π
2π 2π
(b) 0 sin2 mx dx = π if m is an integer not equal to zero; 0 sin2 mx dx = 0 if m = 0.
2π
2. (a) 0sin mx sin nx dx = 0 if m and n are positive integers with m = n. (This can be proven by
computation, and illustrated by graphical analysis.)
2π
0 sin mx sin nx dx = π if m and n are positive nonzero integers with m = n, by Problem 1(b).
(b) Again, this can be seen by direct computation, or using the hint and the fact that
cos mx cos nx − sin mx sin nx = cos (m + n) x
2π 2π
(c) 0 cos mx cos nx dx = 0 if m and n are positive integers with m = n; 0 cos mx cos nx dx = π if
m and n are positive nonzero integers with m = n.
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 SECTION 7.2 TRIGONOMETRIC INTEGRALS

Group Work 2: Find the Error

Introduce this activity by writing
A = B
C = D
on the blackboard and asking, “If A = C, can we conclude that B = D?” Then hand out the exercise. If
students answer the problem by simply saying, “He forgot the + C,” make sure that they understand the
implication of the stranger’s computations, namely, that the functions y = cos 2x and y = 2 cos2 x differ by
a constant.

Homework Problems
CORE EXERCISES 3, 9, 11, 21, 25, 32, 41
SAMPLE ASSIGNMENT 3, 9, 11, 17, 21, 23, 25, 31, 32, 41, 56, 62

EXERCISE D A N G EXERCISE D A N G
3 × 25 ×
9 × 31 ×
11 × 32 ×
17 × 41 ×
21 × 56 × ×
23 × 62 × ×

425

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 GROUP WORK 1, SECTION 7.2
An Equality Tester
1. (a) Graph sin2 x and sin2 3x for 0 ≤ x ≤ 2π . What is the relationship between these two functions? What
do you think the relationship is between the areas bounded by these two functions from 0 to 2π?

2π
(b) Let m ≥ 0 be an integer. Compute 0 sin2 mx dx.

2. Let m and n be nonnegative integers.

2π
(a) Compute 0 sin mx sin nx dx.

2π 2π
(b) Show that 0 sin mx sin nx dx = 0 cos mx cos nx dx.
2π
HINT Consider 0 (cos mx cos nx − sin mx sin nx) dx.

2π
(c) Compute 0 cos mx cos nx dx.

426

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 GROUP WORK 2, SECTION 7.2
Find the Error
It is a beautiful Spring morning. Everywhere you look, people are happily going to their classes, or coming
from their classes. “School is fun!” calls out one student, and about twenty more yell “Sure is!” in unison.
Someone else calls out, “I love history!” A bunch of other students call “Great subject!” in response. Swept
up in the spirit of things, you call out, “Calculus is wonderful!” “Lies! Lies!” calls out a lone, familiar voice.
You wheel around and directly behind you is a wild-eyed hungry-looking stranger.
“Oh, don’t be silly,” you say. “I just learned about trigonometric integration. It wasn’t that hard a section, and
there isn’t a single lie in it.”
He looks up at you and says, “Oh, really? Perhaps you can take a quick true/false quiz, and see how easy the
section is.” The stranger then whips out a scrap of paper with this on it:

“Both are clearly true!” he shouts, before you have a chance to think. “AND we know that
−2 sin 2x = −2 (2 sin x cos x) = −4 sin x cos x! Thus cos 2x = 2 cos2 x! Ho ho!”
“Ho ho?” you ask.
“‘Ho ho,’ I say; ‘ho, ho,’ I mean! Because at x = 0, cos 2x = 1, and 2 cos2 x = 2! Once again, your
‘Calculus’ gets you into trouble! ‘Two equals o-ne, two equals o-ne!’” sings the stranger, to the tune of,
“Nyah, nyah, nyah nyah, nyah,” as he skips off into the distance.
Consider the stranger’s test. Are the answers “true” to both questions? And if so, then could the stranger
be correct? If 1 = 2, then how can you tell odd numbers from even ones? Would one still be the loneliest
number? How many turtle doves would your true love give to you on the second day of Christmas? Or is
there a possibility that there is an error somewhere in the stranger’s reasoning? Find the error.

427

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7.3 Trigonometric Substitution

Suggested Time and Emphasis

1
2 –1 class Recommended material

Points to Stress
1. The basic trigonometric substitutions and when to use them.

2. The use of trigonometric identities and right-triangle trigonometry to convert antiderivatives back to
dx x
expressions in the original variable, for example, 3/2
= sin tan−1 x = √ .
1+ x2 1 + x2

Quiz Questions
• TEXT QUESTION The book states that when doing an integral where the term 1 + x 2 occurs, it often helps
to use the substitution x = tan θ. How could introducing a trigonometric function possibly make things
simpler?
ANSWER This substitution allows us to use the simplifying identity 1 + tan2 θ = sec2 θ .
1√
• DRILL QUESTION Compute 0 4 − x 2 dx using the substitution x = 2 sin t and the fact that
cos2 t dt = 1
2 cos t sin t + 12 t + C
√
ANSWER 12 3 + 13 π

Materials for Lecture

• Go over the table of trigonometric substitutions listed below, emphasizing when to use the different forms,
and the restrictions that need to be placed on θ for each.

Expression Substitution Identity

√
a2 − x 2 x = a sin θ, − 2 ≤ θ ≤ π π
2 1 − sin2 θ = cos2 θ
a2 + x 2 x = a tan θ, − π2 ≤ θ ≤ π
2 1 + tan2 θ = sec2 θ
√ 3π
x 2 − a2 x = a sec θ, 0 ≤ θ ≤ π
2 or π ≤ θ ≤ 2 sec2 θ − 1 = tan2 θ
dx dx
Examples: √ = arcsin 15 x + C, = 1
3 arctan 3x + C
25 − x 2 1 + 9x 2
x
• Show how to derive identities such as sin tan−1 x = √ by setting up a right triangle as in Figure 1.
x2 + 1
√
• Have the students evaluate 1 − x − x 2 dx in two ways: first by completing the square, and then using
√
1 5
the trigonometric substitution x + 2 = 2 sin θ.
428

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 SECTION 7.3 TRIGONOMETRIC SUBSTITUTION

Workshop/Discussion
1 √
• Compute 0 x 2 4 − x 2 dx using a trigonometric substitution. Point out that because this is a definite
integral, we don’t need to use trigonometric identities at the end to find the antiderivative in terms of the
original variable x.
1 √ π /6
ANSWER 0 x 2 4 − x 2 dx = 16 0 sin2 u cos2 u du using the substitution 2 sin u = x, and
π /6 √
16 0 sin2 u cos2 u du = − 14 3 + 13 π .
√
• Evaluate x 2 x 2 − a 2 dx in two different ways and compare the computations: first use the trigonometric
substitution x = a sec θ, then use the hyperbolic substitution x = a cosh t.

Group Work 1: Pizza for Three

The goal of this exercise is to slice a 14 pizza with two parallel cuts to y

create three pieces of equal area. In theory, the cuts don’t have to be 7

symmetric (instead of c and −c we could have used a and b) but it makes

things easier to keep the end pieces congruent. This problem is also a good
excuse to order pizza for a hard-working class. _7 _c c 7 x

Note that this is Problem 1 from Problems Plus after Chapter 7. A complete
solution to this problem can be found in the Solutions Manual.
_7

ANSWER c ≈ 1.855

Group Work 2: Look Before You Compute

The goal of this activity is to show students that it sometimes pays to look at the geometry of a problem before
immediately applying techniques.

ANSWERS
√
1. 12 + 4x − x 2 = 42 − (x − 2)2
π /2
2. 4 sin θ = x − 2 gives −π/2 16 cos2 θ d θ = 8π .

3. y
4

_2 0 2 4 6 x
This is a semicircle of radius 4 and center (0, 2) with equation (x − 2)2 + y 2 = 16.
429

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 CHAPTER 7 TECHNIQUES OF INTEGRATION

Homework Problems
CORE EXERCISES 5, 7, 9, 11, 23, 37
SAMPLE ASSIGNMENT 5, 7, 9, 11, 13, 17, 23, 29, 33, 37

EXERCISE D A N G
5 ×
7 ×
9 ×
11 ×
13 ×
17 ×
23 ×
29 ×
33 ×
37 × ×

430

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 GROUP WORK 1, SECTION 7.3
Pizza for Three
How do you cut a 14 pizza into three pieces of equal area, using just two parallel cuts?

_7 _c c 7 x

_7

431

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 GROUP WORK 2, SECTION 7.3
Look Before You Compute
Consider the definite integral
6
12 + 4x − x 2 dx
−2

1. Rewrite the integrand in the form b2 − (x − a)2 .

2. Use a trigonometric substitution to evaluate the integral.

3. Graph the original integrand over the range [−2, 6]. Evaluate the integral directly by interpreting it as an
area.

432

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7.4 Integration of Rational Functions by Partial Fractions

Suggested Time and Emphasis

1 1
2 –1 2 classes Optional material

Points to Stress
The idea that a given rational function can be broken down into a set of standard integrals, each of which
can be computed routinely.

Quiz Questions
1
• TEXT QUESTION Why would one want to write as the sum of two fractions?
(x + 2) (x + 3)
dx dx dx
ANSWER It is much easier to find and than it is to find directly.
x +2 x +3 (x + 2) (x + 3)
dx
• DRILL QUESTION Compute .
x 2 − 3x + 2
ANSWER ln |x − 1| + ln |x − 2| + C

Materials for Lecture

A B
• As a warm-up, remind students how to compute dx and dx. If partial fractions are to
x +a (x + a)2
dx dx
be covered in depth, also compute 2
= .
x + 4x + 8 (x + 2)2 + 4
2x 3 + 3x 2 + 7x + 4
• Remind students of the process of polynomial division, perhaps by rewriting as
2x + 1
1 2x 3 + 3x 2 + 7x + 4
x2 + x + 3 + , and then computing dx.
2x + 1 2x + 1
• Be sure to indicate that in order to use partial fractions, we need the degree of the numerator less than
x4 + 2
the degree of the denominator. So to compute dx, we first use long division to rewrite it as
x2 − 1
3
x2 + 1 + 2 dx.
x −1
x +3
• Find the coefficients for the partial fraction decomposition for dx in two different ways:
(x − 2) (x − 1)
first using two linear equations, and then using the method of creating zeros [setting x = 1 and then
x = −2 in x + 3 = A (x + 2) + B (x − 1)].
3 1 x +1
• Go over the process of partial fractions for quadratic terms, using 2 = − 2 ,
x + 2 (x − 1) x −1 x +2
1 1 x x
and (if the subject is to be covered exhaustively) 2
= − 2 − 2
.
x2 + 1 x x x +1 x2 + 1

433

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 CHAPTER 7 TECHNIQUES OF INTEGRATION

Workshop/Discussion
• Go over the process of partial fractions for products of powers of linear terms, starting with
x −7 −1 2 3x 2 − x − 3 1 2 3
= + , and continuing with = + − .
(x − 2) (x + 3) x −2 x +3 (x + 1) x 2 x +1 x x2
1
• Point out that the quadratic in the denominator of f (x) = is not irreducible. It can be factored
+x −6 x2
into the two linear terms x − 2 and x + 3, and so the partial fraction decomposition is found by writing
1 A B
= + and solving for A and B.
x2 + x − 6 x +2 x −3
• Show the students how a complicated partial fractions problem would be set up, without trying to solve it.
5x + 3
An example is 2
dx.
x 3 (x + 1) x 2 + x + 4 x 2 + 3
2x − 1
• Work through examples such as dx where the method of partial fractions should be avoided.
x2 −x −2

Group Work 1: Partial Fractions

Two versions of this group activity are provided. The instructor should select the appropriate version for the
depth at which this topic is to be covered.
ANSWERS

VERSION 1

1. (a) ln |x − 1| + C (b) ln |x + 3| + C 2. (x + 3) (x − 1)
x dx 3
3. = 4 ln (x + 3) + 14 ln (x − 1) + C
(x + 3) (x − 1)
(5x + 5) dx 5
4. = 2 ln (x + 3) + 52 ln (x − 1) + C
(x + 3) (x − 1)

VERSION 2

1. (a) ln |x + 1| + C (b) ln |x + 2| + C 2. 2x (x + 2) (x + 1)

3. 34 ln |x| − 14 ln |x + 2| − 12 ln |x + 1| + C

4. 12 ln |x| + 12 ln |x + 2| + 12 ln |x + 1| + C

VERSION 3

1 1
1. (a) ln |x + 1| + C (b) ln |x + 2| + C (c) 2 tan−1 2x +C 2. (x + 2) (x + 1) x 2 + 4

3. −10 ln (x + 2) + 4 ln (x + 1) + 3 ln x 2 + 4 + 2 arctan 12 x + C

4. x − 10 ln (x + 2) + 4 ln (x + 1) + 3 ln x 2 + 4 + 2 arctan 12 x + C
434

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 SECTION 7.4 INTEGRATION OF RATIONAL FUNCTIONS BY PARTIAL FRACTIONS

Group Work 2: Finding Coefficients

ANSWERS
1 1 1 7 3 −1 + 5x 3 −26 + 5x
1. (a) − + + 2
+ (b) −
5 (x + 2) 180 (x − 3) 6 (x + 3) 36 (x + 3) 56 x + x + 2 56 x 2 − 4x − 4
2

1 1 1 7 3 −1 + 5x 3 −26 + 5x
2. − + + 2
+ 3. −
5 (x + 2) 180 (x − 3) 6 (x + 3) 36 (x + 3) 56 x + x + 2 56 x 2 − 4x − 4
2

Homework Problems
CORE EXERCISES 11, 15, 23, 29, 33, 43, 49, 57
SAMPLE ASSIGNMENT 3, 11, 15, 17, 19, 23, 29, 33, 39, 43, 49, 57, 61

EXERCISE D A N G EXERCISE D A N G
3 × 33 ×
11 × 39 ×
15 × 43 ×
17 × 49 ×
19 × 57 ×
23 × 61 ×
29 ×

435

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
 GROUP WORK 1, SECTION 7.4
Partial Fractions (Version 1)
1. Compute the following integrals:
dx
(a)
x −1

dx
(b)
x +3

2. Factor x 2 + 2x − 3.

x dx
3. Compute .
x2 + 2x − 3

5x + 5
4. Compute dx.
x 2 + 2x − 3

436

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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