Ebook Calculus Several Variables Canadian 9Th Edition Adams Test Bank Full Chapter PDF

Calculus Several Variables Canadian
9th Edition Adams Test Bank

Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/calculus-several-variables-canadian-9th-edition-adams-test-bank/
Calculus, 9e
Chapter 6: Techniques of Integration
Chapter 6 Techniques of Integration
6.1 Integration by Parts
1) Integrate dx.
A) x - +C
B) -x + + C
C) x + + C
D) x - + C
E) x + 2
Answer: D
Diff: 1
2) Integrate dx.
A) x cos x - sin x + C
B) x sin x + cos x + C
C) -x cos x + sin x + C
D) x sin x - cos x + C
E) -x sin x + cos x + C
Answer: B
Diff: 1
3) Find dx.
A) 1 -
B) -1
C) - 1
D)
E) -1 -
Answer: A
Diff: 3
Copyright © 2018 Pearson Canada Inc. 6-1

Calculus, 9e
4) Integrate dx.
A) ln x + +C
B) ln x - +C
C) ln x + x+C
D) ln x - x+C
E) ln x - +C
Answer: B
Diff: 1
5) Integrate dx.
A) +
B) -
C) -
D) +
E)
Answer: A
Diff: 2
6) Integrate ln(5x) dx.
A) ln(5x) - +C
B) ln(5x) + +C
C) ln(5x) + +C
D) ln(5x) - +C
E) ln(5x) - +C
Answer: A
Diff: 2
Calculus, 9e
7) Evaluate .
A) ( )+C
B) ( )+ +C
C) ( )- +C
D) ( ) + ln(1 - ) + C
E) ( ) + 2x ( )+C
Answer: B
Diff: 3
8) Integrate .
A) (2 - 2x - 1) + C
B) (2 + 2x - 1) + C
C) (2 - 2x + 1) + C
D) (2 + 2x + 1) + C
E) (2 - 2x + 1) + C
Answer: C
Diff: 2
9) Integrate dx.
A) - - + +C
B) - - +C
C) - + - +C
D) - - - +C
E) + - +C
Answer: D
Diff: 2

Calculus, 9e
10) Evaluate the integral t dt.
A) +
B) -
C) -
D) +
E) +
Answer: B
Diff: 2
11) Integrate
A) x x- x+ sin 2x + C
B) x x+ x+ sin 2x + C
C) x x- x- sin 2x + C
D) x x+ x- sin 2x + C
E) x x- x+ cos 2x + C
Answer: A
Diff: 2
12) Evaluate .
A) x (x) - ln(1 + )+C
B) +C
C) x (x) - ln(1 + )+C
D) arc +C
E) ln +C
Answer: A
Diff: 2

Calculus, 9e
13) Evaluate the integral sin 4x dx.
A) (3 sin 4x - 4 cos 4x) + C
B) (4 sin 4x - 3 cos 4x) + C
C) (3 sin 4x + 4 cos 4x) + C
D) (4 sin 4x + 3 cos 4x) + C
E) (3 sin 4x - 4 cos 4x) + C
Answer: A
Diff: 3
14) Integrate dx.
A) 6 - 2e
B) 4e - 6
C) e + 3
D) 4e - 3
E) 2e - 1
Answer: A
Diff: 3
15) Evaluate the integral dx.
A) -
B) +
C) +
D) -
E)
Answer: B
Diff: 2

Calculus, 9e
16) Integrate dx.
A) 6 - 2e
B) -
C) -
D) +
E) 2 + 6
Answer: C
Diff: 2
17) Integrate
A) ln x - +C
B) ln x + +C
C) ln x - +C
D) ln x + +C
E) ln x - +C
Answer: A
Diff: 2
18) Evaluate dx.
A) 8 + 4
B) 4
C) 8 -5
D) -4
E) 3
Answer: B
Diff: 2

Calculus, 9e
19) Find a reduction formula for = and use it to evaluate I3 = dx.

A) = x -n , - 3x + 6x ln x - 6x + C
B) = x +n , + 3x + 6x ln x + 6x + C
C) = x - , -x + x ln x - x + C
D) = x + , -x + x ln x - x + C
E) = x -n , - 3x - 6x ln x + 6x + C
Answer: A
Diff: 3
20) Find a reduction formula for In = and use it to evaluate I4 = dx.
A) = - , = +C
B) = + , = +C
C) = - n , = +C
D) = + n , = +C
E) = + , = +C
Answer: A
Diff: 3
21) Let In = dx. Find a reduction formula for In in terms of In-2 valid for n ≥ 3
and use it to evaluate I5 = dx.
A) = + , = + ln(1 + )
B) = - , = - ln(1 + )
C) = + , = + ln(1 + )
D) = + , = - ln(1 + )
E) = + , = + ln(1 + )
Answer: A
Diff: 3

Calculus, 9e
6.2 Integrals of Rational Functions
A) + 3x - 9ln +C
B) + 3x + 9ln +C
C) - 3x + 9ln +C
D) + 3x + 9ln +C
E) + 3x + 3ln +C
Answer: B
Diff: 1
A) 4 ln - ln +C
B) 4 ln + ln +C
C) 4 ln + ln +C
D) 4 ln - ln +C
E) 2 ln - ln +C
Answer: D
Diff: 1
A) 2x + ln +C
B) 2x - ln +C
C) x - ln +C
D) x + ln +C
E) x - ln +C
Answer: C
Diff: 1

Calculus, 9e
A) + - ln + ln +C
B) + + ln - ln +C
C) + - ln - ln +C
D) + + ln + ln +C
E) + - ln + ln +C
Answer: A
Diff: 2
5) Evaluate dx.
A) ln( - 1) +
B) ln( + 1) +
C) ln( - 1) -
D) ln( + 1) -
E) ln( )-
Answer: D
Diff: 2
A) ln - ln +C
B) ln - ln +C
C) ln - ln +C
D) 7 ln - 3 ln +C
E) 7 ln - 3 ln +C
Answer: A
Diff: 2

Calculus, 9e
A) - + 2x - 2 ln +C
B) - + 2x + 2 ln +C
C) + + 2x - 2 ln +C
D) + + 2x + 2 ln +C
E) + + 2x + 2 ln +C
Answer: D
Diff: 2
A) +
B) -
C) - +
D) - -
E) +
Answer: A
Diff: 2

Calculus, 9e
A) -x- +3 (x) + C
B) -x+ +3 (x) + C
C) -x+ -3 (x) + C
D) +x+ +3 (x) + C
E) -x- -3 (x) + C
Answer: B
Diff: 2
A) ln - (x + 1) + (x - 1) + C
B) ln + (x - 1) - (x - 1) + C
C) ln + (x + 1) + (x - 1) + C
D) ln + (x + 1) + (x - 1) + C
E) ln - (x + 1) - (x - 1) + C
Answer: D
Diff: 3
11)
A) (x) + ln( + 1) - x + C
B) ( + 1) (x) - x + C
C) +C
D) +C
E) (x) - ln( + 1) + x + C
Answer: B
Diff: 3

Calculus, 9e
12) Evaluate dx.
A) ln + ln + +C
B) ln + ln + +C
C) ln + +C
D) ln + ln + +C
E) ln + ln -3ln +C
Answer: A
Diff: 3
13) Evaluate the integral .
A) + (2x) + C
B) - (2x) + C
C) - (2x) + C
D) + (2x) + C
E) + (2x) + C
Answer: D
Diff: 3
14) Evaluate dx.
A) 3x - ln( + 4) +12 +C
B) - + +C
C) +C
D) 3x - ln( + 4) + C
E) - + +C
Answer: D
Diff: 2

Calculus, 9e
15) The correct form of the partial fraction decomposition for the function is
given by
A) +
B) + +
C) +
D) +
E) + +
Answer: E
Diff: 2
A) ln + + C
B) ln - + C
C) ln - + C
D) ln + + C
E) ln + + C
Answer: C
Diff: 3

Calculus, 9e
17) Evaluate .
A) ln - - +C
B) - ln - + +C
C) - ln - - +C
D) ln - + +C
E) ln - - +C
Answer: A
Diff: 3
18) Evaluate .
A) ln - ln + +C
B) - ln + ln + +C
C) - ln - ln + +C
D) ln + ln + +C
E) ln + ln + +C
Answer: A
Diff: 3
6.3 Inverse Substitutions
1) Evaluate dx.
A) 144
B) 121
C) 9π
D) 124
E) -144
Answer: A
Diff: 1

Calculus, 9e
2) Evaluate dx.
A) - + ln
B) + ln
C) - + ln
D) + ln
E) - - ln
Answer: C
Diff: 1
3) Evaluate dx.
A) +C
B) +C
C) +C
D) +C
E) +C
Answer: D
Diff: 2

Calculus, 9e
4) Evaluate dx.
A) + a ln +C
B) - a ln +C
C) - a ln +C
D) + a ln +C
E) - ln +C
Answer: C
Diff: 2
5) Evaluate dx.
A) 16π
B) 8π
C)
D) 16π - 8
E) 12π
Answer: A
Diff: 2
6) Evaluate dt
Hint: First use the substitution u = .

A) ln +C
B) +C
C) ( + 2) + C
D) +C
E) 2 +C
Answer: C
Diff: 2

Calculus, 9e
7) Evaluate dx.
A) -2x +C
B) +C
C) +C
D) +C
E) - +C
Answer: D
Diff: 2
8) Evaluate
A) +C
B) - +C
C) +C
D) 3 +C
E) 3 +C
Answer: A
Diff: 2
9) Evaluate dx.
A) - + +C
B) - + +C
C) - +C
D) - - +C
E) + +C
Answer: A
Diff: 3

Calculus, 9e
10) Evaluate
A) +C
B) +C
C) +C
D) +C
E) +C
Answer: A
Diff: 2
11) Let J = dx. The substitution x = tan(θ) transforms the integral J into:
A)
B) 3
C) 3
D)
E) 3
Answer: B
Diff: 1
12) Use the half-angle substitution x = tan (θ/2) to evaluate dθ.
Answer: Recall if x =tan(θ/2) , then sin(θ) = , cos (θ) = and dθ = dx
Substituting into the given integral, we obtain :

dθ = dx = dx
Simplifying we get = ln + C.
Substituting x = tan(θ/2) , we obtain dθ = ln + C.
Diff: 3

Calculus, 9e
13) Evaluate dx.
A) -
B) -
C) -
D) -
E) +
Answer: C
Diff: 3
6.4 Other Methods for Evaluating Integrals
1) What technique would you use to evaluate the integral I = Instead, try to
evaluate it using Maple or another computer algebra system.

Answer: The substitution x = tan(θ/2) will convert I into an integral of a rational function of x;
I=
Diff: 2
2) What technique would you use to evaluate the integral I = Instead, try to
evaluate it using Maple or another computer algebra system.

Answer: Obtain a reduction formula for In = in terms of In-1 and apply it 10
times to reduce the integral to . I = 1334961 e - 3628800
Diff: 2

Calculus, 9e
3) Let F(x) = Use Maple or another computer algebra program to compute F(x)
and an approximate value for F( ) correct to 5 decimal places.

A) F(x) = FresnelS ; F( ) ≈ 0.89480
B) F(x) = FresnelS ; F( ) ≈ 0.89483
C) F(x) = FresnelS ; F( ) ≈ 0.89486
D) F(x) = FresnelS ; F( ) ≈ 0.89489
E) F(x) = FresnelS ; F( ) ≈ 0.894878
Answer: B
Diff: 1
4) Let G(x) = dt. Use Maple or another computer algebra system to calculate
G(1) correct to 5 decimal places, and also to calculate G(x).
A) G(1) ≈ 0.85562, G(x) =
B) G(1) ≈ 0.85558, G(x) =
C) G(1) ≈ 0.74682, G(x) =
D) G(1) ≈ 0.74685, G(x) =
E) G(1) ≈ 0.87649, G(x) =
Answer: A
Diff: 1

Calculus, 9e
6.5 Improper Integrals
1) Evaluate the integral, dx.
A)
B) e
C) ln 3
D)
E) diverges to ∞
Answer: A
Diff: 1
2) Evaluate the integral
A) π/2
B) π
C) 1/2
D) 1
E) divergent
Answer: A
Diff: 1
A) 2
B) 1
C) π
D) e
E) diverges to ∞
Answer: A
Diff: 1

Calculus, 9e
4) Evaluate the improper integral dx or show it to diverges (to ∞ or -∞).
A) converges to 1 -
B) diverges to ∞
C) converged to -1
D) diverges to -∞
E) converges to
Answer: E
Diff: 2
5) Evaluate, if convergent, .
A) π
B) 2π
C)
D)
E) divergent
Answer: A
Diff: 2
6) Evaluate, if convergent, cos x dx.
A)
B)
C) -
D) 0
E) divergent
Answer: B
Diff: 2

Calculus, 9e
A) 3
B)
C)
D)
E) diverges to ∞
Answer: C
Diff: 1
A) 2
B)
C) 3
D) 4
E) diverges to ∞
Answer: E
Diff: 1
9) Evaluate
A) -
B) -
C)
D) -
E) diverges to -∞
Answer: D
Diff: 2

Calculus, 9e
10) Evaluate the improper integral dx or show it diverges (to ∞ or -∞).
A) diverges to ∞
B) converges to - sin(3)
C) converges to 3 - sin(3)
D) diverges to -∞
E) converges to sin(3) - 3cos(3)
Answer: C
Diff: 3
11) Evaluate, if convergent, dx.
A) 2π
B) π
C) 1
D) 0
E) divergent
Answer: E
Diff: 2
A) π
B) 1
C) 0
D)
E) diverges to ∞
Answer: A
Diff: 2

Calculus, 9e
13) Which of the following is not an improper integral?

A) dx
B) dx
C) dx
D) dx
E) dx
Answer: C
Diff: 2
14) True or False: converges to - 2.
Answer: FALSE
Diff: 1
A) -2
B) -1
C) 2
D) 1
E) diverges to ∞
Answer: C
Diff: 2

Calculus, 9e
A)
B) -
C)
D) diverges to ∞
E) diverges to -∞
Answer: B
Diff: 2
A) 2
B) 2π
C) 1
D) π
E) diverges to ∞
Answer: D
Diff: 2
18) Find the area under the curve y = and above the x-axis between x = -1 and x = 1.
A) 4 square units
B) 2 square units
C) 2 square units
D) 4 square units
E) diverges to ∞
Answer: B
Diff: 2
19) Find the area between the curves y = and y = to the right of x = 0 if the area is
finite.
A) 3 square units
B) 3 square units
C) 2 square units
D) 2 square units
E) diverges to ∞
Answer: C
Diff: 3

Calculus, 9e
A) 2
B) 2π
C) 5π
D) 5
E) diverges to ∞
Answer: E
Diff: 3
21) Find, if finite, the area of the region lying between the graph of the function (x) and the
line to the right of x = 0.
A) square units
B) π square units
C) π + 1 square units
D) 2π square units
E) diverges to ∞
Answer: E
Diff: 3
22) Evaluate, if convergent,
A)
B)
C)
D)
E) diverges to ∞
Answer: B
Diff: 2

Calculus, 9e
23) Evaluate, if convergent, the improper integral
A)
B) 1
C) e
D)
E) diverges to ∞
Answer: B
Diff: 2
24) For what values of the constant k does the improper integral converge?
Answer: < k <
Diff: 3
25) For what values of the constant k does the improper integral converge?
A) < k <
B) < k <
C) < k <
D) k = only
E) < k < ∞
Answer: A
Diff: 3
26) True or False: The integral dx is convergent.
Answer: FALSE
Diff: 2
Answer: FALSE
Diff: 2

Calculus, 9e
Answer: FALSE
Diff: 2
Answer: TRUE
Diff: 2
6.6 The Trapezoid and Midpoint Rules
1) Evaluate the Trapezoid and Midpoint Rule approximations and for dx.
Round your answer to 4 decimal places.

A) = 0.9871; = 1.006
B) = 0.9120; = 0.9298
C) = 1.006; = 0.9871
D) = 0.9298; = 0.9120
E) = 0.9987; = 1.001
Answer: A
Diff: 1
2) Evaluate the Trapezoid and Midpoint Rule approximations and for dx. Round
your answer to 4 decimal places.

A) = 0.6354; = 0.6305
B) = 0.6305; = 0.6354
C) = 0.5304; = 0.5263
D) = 0.6367; = 0.6298
E) = 0.6376; = 0.6287
Answer: A
Diff: 1

Calculus, 9e
3) Evaluate the Trapezoid Rule approximation for dx. Round your answer to 4
decimal places.
A) 0.9438
B) 0.9443
C) 0.9432
D) 0.9450
E) 0.9445
Answer: E
Diff: 2
4) Evaluate the Midpoint Rule approximation for dx. Round your answer to 4
decimal places.
A) 0.8475
B) 0.9469
C) 0.9480
D) 0.9459
E) 0.9445
Answer: B
Diff: 2
5) Find the Trapezoid Rule approximation for I = based on dividing [0, 1] into 5
equal subintervals. Quote your answer to 4 decimal places. Calculate the exact value of I and so
determine the error in the approximation.
A) ≈ 0.7837, I = π/4 ≈ 0.7854, Error ≈ 0.0017
B) ≈ 0.7827, I = π/4 ≈ 0.7854, Error ≈ 0.0027
C) ≈ 0.7837, I = π/4 ≈ 0.7854, Error ≈ -0.0017
D) ≈ 0.7820, I = π/4 ≈ 0.7854, Error ≈ -0.0034
E) ≈ 0.7862, I = π/4 ≈ 0.7854, Error ≈ - 0.0008
Answer: A
Diff: 2

Calculus, 9e
6) Find the Midpoint Rule approximation for I = based on dividing [0, 1] into 5
equal subintervals. Quote your answer to 4 decimal places. Calculate the exact value of I and so
determine the error in the approximation.
A) M5 ≈ 0.7862, I = π/4 ≈ 0.7854, Error ≈ - 0.0008
B) M5 ≈ 0.7862, I = π/4 ≈ 0.7854, Error ≈ 0.0008
C) M5 ≈ 0.7872, I = π/4 ≈ 0.7854, Error ≈ - 0.0018
D) M5 ≈ 0.7872, I = π/4 ≈ 0.7854, Error ≈ 0.0008
E) M5 ≈ 0.7837, I = π/4 ≈ 0.7854, Error ≈ 0.0017
Answer: A
Diff: 2
7) True or False: If g(x) is a polynomial of degree two, then the error involved in approximating
the integral using the Trapezoid Rule is zero.
Answer: FALSE
Diff: 1
8) The Midpoint Rule is used to estimate the value of dx with an absolute
error not exceeding 0.0003. Find the smallest number of sub intervals n.
A) 17
B) 34
C) 49
D) 25
E) 27
Answer: A
Diff: 1

Calculus, 9e
9) The following table gives values of an unknown function f(x) determined by experimental
measurement. Find the best Trapezoid Rule approximation you can for dx based on the
values given in the table.
x f(x)
2.00 1.052
2.25 1.042
2.50 1.034
2.75 1.026
3.00 1.020
3.25 1.016
3.50 1.012
3.75 1.010
4.00 1.008
A) T8 = 2.0475
B) T8 = 2.0470
C) T8 = 2.0465
D) T8 = 2.0460
E) T8 = 2.0480
Answer: A
Diff: 1

Calculus, 9e
measurement. Find the best Midpoint Rule approximation you can for dx based on the
x f(x)
2.00 1.052
2.25 1.042
2.50 1.034
2.75 1.026
3.00 1.020
3.25 1.016
3.50 1.012
3.75 1.010
4.00 1.008
A) M4 = 2.0470
B) M4 = 2.0465
C) M4 = 2.0475
D) M4 = 2.0460
E) M4 = 2.0480
Answer: A
Diff: 1
11) Given that (t) < 0 on the interval [a, b], what can be said about the relationship between
the values of the integral I = dx, the Trapezoid Rule approximation for I, and the
Midpoint Rule approximation for I?

A) Tn < I < Mn
B) Mn < I < Tn
C) I < Mn < Tn
D) Tn < Mn < I
E) It is impossible to tell.
Answer: A
Diff: 3

Calculus, 9e
12) Suppose that 0 ≤ (x) ≤ 3 on the interval [0, 2] and that a Trapezoid Rule approximation
Tn for based on n equal subintervals of [0, 2] has been calculated. Which is the
interval you can be sure must contain I?

A)
B)
C)
D)
E)
Answer: A
Diff: 3
13) Find an upper bound for the size of the error if the Trapezoidal Rule using 4 equal
subintervals is used to approximate the integral dx. Is the error positive or negative?
A) < , Error < 0
B) < , Error > 0
C) < , Error > 0
D) < , Error < 0
E) < , Error < 0
Answer: A
Diff: 2

Calculus, 9e
14) Let f(x) be a function such that - 9 ≤ (x) ≤ 3, for x∈[2, 4] and let J = dx. Find the
maximum absolute error involved in approximating the integral J using the Trapezoid Rule T10.
A) 0
B) 0.04
C) 0.03
D) 0.02
E) 0.06
Answer: E
Diff: 2
15) Find the maximum value of on [0, 1], where f(x) = , and use it to obtain an
upper bound for the absolute value of the error involved if the Trapezoid Rule approximation
based on n equal subintervals is used to approximate I = dx. How large should n be
chosen to ensure that the error does not exceed ?
A) ≤ 2 on [0, 1], ≤ , n = 10 will do
B) ≤ 1 on [0, 1], ≤ , n = 8 will do
C) ≤ 1 on [0, 1], ≤ , n = 8 will do
D) ≤ 2 on [0, 1], ≤ , n = 9 will do
E) ≤ 2 on [0, 1], ≤ , n = 15 will do
Answer: A
Diff: 2
6.7 Simpson's Rule
1) Use Simpson's Rule with 4 and 8 subintervals to approximate I = Give your
answers to 5 decimal places. What are the actual errors in these approximations?
Answer: S4 ≈ 2.00456, ≈ 2.00027, I - S4 ≈ -0.00456, I - S8 ≈ -0.00027
Diff: 1

Calculus, 9e
2) Use Simpson's Rule with 4 and 8 subintervals to approximate I = Give your
answers to 5 decimal places. What are the actual errors in these approximations?
A) S4 ≈ 2.00466, S8 ≈ 2.00029, I - S4 ≈ -0.00466, I - S8 ≈ -0.00029
B) S4 ≈ 2.00456, S8 ≈ 2.00027, I - S4 ≈ -0.00456, I - S8 ≈ -0.00027
C) S4 ≈ 2.00446, S8 ≈ 2.00024, I - S4 ≈ -0.00446, I - S8 ≈ -0.00024
D) S4 ≈ 2.00436, S8 ≈ 2.00020, I - S4 ≈ -0.00436, I - S8 ≈ -0.00020
E) S4 ≈ 2.00476, S8 ≈ 2.00031, I - S4 ≈ -0.00476, I - S8 ≈ -0.00031
Answer: B
Diff: 1
3) Use Simpson's Rule with 4 subintervals to approximate I = dx. Round your answer
to 4 decimal places.
A) S4 = 0.3467
B) S4 = 0.2874
C) S4 = 0.4009
D) S4 = 0.3128
E) S4 = 0.3465
Answer: A
Diff: 1
4) Use Simpson's Rule with 8 subintervals to approximate I = dx. Round your answer to
6 decimal places.
A) S8 = 0.632121
B) S8 = 0.632120
C) S8 = 0.635423
D) S8 = 0.635427
E) S8 = 0.634215
Answer: A
Diff: 2

Calculus, 9e
measurement. Find the best Simpson's Rule approximation you can for dx based on the
x f(x)
2.00 1.052
2.25 1.042
2.50 1.034
2.75 1.026
3.00 1.020
3.25 1.016
3.50 1.012
3.75 1.010
4.00 1.008
A) S8 ≈ 2.0468
B) S8 ≈ 2.0473
C) S8 ≈ 2.0477
D) S8 ≈ 2.0480
E) S8 ≈ 2.0465
Answer: B
Diff: 1
6) Apply Simpson's Rule with n = 2 to approximate I = dx. What is the actual error in this
approximation? What does the Simpson's Rule error estimate give as an upper bound for the size
of the error?
A) S2 = , I - = 0, estimate gives ≤
B) S2 = , I- =- , estimate gives ≤
C) S2 = , I- = , estimate gives ≤
D) S2 = , I- =- , estimate gives ≤
E) S2 = , I- =- , estimate gives ≤
Answer: B
Diff: 2

Calculus, 9e
7) Suppose that the six subintervals Simpson's Rule and the three subintervals Midpoint Rule
approximations for the integral dx are respectively given by S6 = 42 and M3 =36.
Determine the Trapezoid Rule approximation for the integral.

Answer: Recall S6 = . Substituting the values provided, we obtain
42 = and hence (42)(3) = + 72.
Therefore = 126 - 72 = 54.

Next recall = = = = 45.
Diff: 2
8) The values of a continuous function f on the closed interval [2, 20] are provided in the table
below:
x 2 5 8 11 14 17 20
f(x) 9 5 -4 2 4 3 1
Use the table to find the Simpson's Rule approximation S6 for dx.
Answer: 50
Diff: 1
9) Let f(x) = and let I = dx. Given that ≤ 12 for 0 ≤ x ≤ 1, what is the
smallest value of n for which the Simpson's Rule approximation I ≈ S2n will have error less
than 0.0005 in absolute value? Hence, what is the value of I rounded to 3 decimal places?
A) n = 2, I ≈ S4 ≈ 0.747
B) n = 1, I ≈ S2 ≈ 0.747
C) n = 4, I ≈ S8 ≈ 0.747
D) n = 3, I ≈ S6 ≈ 0.747
E) n = 3, I ≈ S8 ≈ 0.747
Answer: A
Diff: 2

Calculus, 9e
10) Let P(x) be a polynomial of degree 3, and suppose P(-2) = 1, P(0) = 3, and P(2) = 2.
Find the exact value of dx.
A) 10
B) 9
C) 11
D) 12
E) 8
Answer: A
Diff: 2
11) Suppose that ≤ 60 on the interval [0, 2] and that a Simpson's Rule approximation
S2n for dx based on 2n equal subintervals of [0, 2] has been calculated. What is
the smallest interval you can be sure must contain I?

A)
B)
C)
D)
E)
Answer: A
Diff: 3
12) Suppose Trapezoid Rule and Midpoint Rule approximations T8 = 2.470 and M8 = 2.500
are known for the same integral I. Find the Simpson's Rule approximation S16 for I.
A) S16 = 2.490
B) S16 = 2.480
C) S16 = 2.485
D) S16 = 2.495
E) S16 = 2.475
Answer: A
Diff: 2

Calculus, 9e
13) Determine the exact error involved in approximating the integral dx using
the Simpson's Rule S20 .

A) 0.00032
B) 0.06
C) 0.00008
D) 0
E) 0.12
Answer: D
Diff: 2
14) True or False: If g(x) = A + 3B + 2Cx + D, where A, B, C, and D are constant real
numbers, and if is the Simpson's Rule approximation for the integral dx, then =
16B + 4D.
Answer: TRUE
Diff: 1
6.8 Other Aspects of Approximate Integration
1) The integral I = dx is improper and so unsuitable for numerical approximation
by, say, the Trapezoid Rule or Simpson's Rule. Use a suitable change of variable to transform I
into a proper integral these techniques can be applied to.
Answer: Let x = u3. The interval is then transformed to I = du.
Diff: 1
2) Use a change of variable to rewrite the improper integral I = in a form suitable
for numerical approximation using the Trapezoid Rule or Simpson's Rule.

Answer: Use x = , so I = .
Diff: 1

Calculus, 9e
3) Let (x) be the Maclaurin polynomial of degree n for the function , and let
. Calculate (to 9 decimal places) A8 and A9 and quote an approximate
value for to a precision you feel is justified by those values.
Answer: A8 ≈ 0.746824266, A9 ≈ 0.746824121, I ≈ 0.746824

Diff: 1
4) Calculate the Trapezoid Rule approximations T2, T4, and T8 for I = dx and use
them to calculate the Simpson's Rule approximations S2, S4, and S8 and the Romberg
approximations R1, R2, and R3 for I. Do all calculations to 9 decimal places. Then quote an
approximate value for I to whatever precision you feel is justified by your calculations.
Answer:
T2 ≈ 0.731370252, T4 ≈ 0.742984098, T8 ≈ 0.745865615;
S2 ≈ 0.747180429, S4 ≈ 0.746855380, S8 ≈ 0.746826121;
R1 ≈ 0.747180429, R2 ≈ 0.746833710, R3 ≈ 0.746824019;
I ≈ 0.746824133
Diff: 2

Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Delight and
power in speech
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
Title: Delight and power in speech

A universal dramatic reader; a new, complete and
practical method of securing delight and efficiency in
silent and oral reading and private and public speech;
together with a large and varied collection of carefully
chosen selections in prose and poetry, with chapters
on "The cultivation of the memory" and "After dinner
speaking."
Author: George Wharton James

Leonard G. Nattkemper
Release date: October 3, 2023 [eBook #71798]
Language: English
Original publication: Pasadena, California: The Radiant Life

Press, 1919
Credits: ellinora, MFR and the Online Distributed Proofreading

Team at https://www.pgdp.net (This file was produced
from images generously made available by The
Internet Archive/American Libraries.)
*** START OF THE PROJECT GUTENBERG EBOOK DELIGHT

AND POWER IN SPEECH ***
DELIGHT and POWER
IN SPEECH
A UNIVERSAL DRAMATIC READER
BY
LEONARD G. NATTKEMPER
Polytechnic High School, Long Beach, Cal.
Formerly Professor of Public Speaking,
University of Southern California
AND
GEORGE WHARTON JAMES, Litt. D.

Author of “California, Romantic and Beautiful,”
“Arizona, the Wonderland,” “In and Out
of the Old Missions of California,”
“Reclaiming the Arid West,”
Etc., Etc.
A New, Complete and Practical Method of

Securing Delight and Efficiency in
Silent and Oral Reading and
Private and Public Speech
TOGETHER WITH A LARGE AND VARIED COLLECTION

OF CAREFULLY CHOSEN
SELECTIONS IN PROSE AND POETRY,
WITH CHAPTERS ON “THE CULTIVATION OF THE
MEMORY” AND “AFTER DINNER SPEAKING”
THE RADIANT LIFE PRESS

Pasadena, California
1919
Copyright, 1919,
By The Radiant Life Press
J. F. TAPLEY CO.
NEW YORK
INTRODUCTION
Speech is one of God’s greatest gifts to man, yet, comparatively
speaking, how few there are whose speech is pleasing to hear, clear
and understandable, impressive and stimulative to action.
From the cradle to the grave every person, perforce, uses speech,
just as he eats, breathes, drinks, sleeps. It is one of the important,
ever exercised functions of life. Upon it all our social, business and
professional intercourse is based. Without it, life as we know it,
would be impossible. With it, developed to its natural, normal, proper,
and readily attainable efficiency, there are few limits to what man
may aspire to attain.
Recognizing to the full the truth of the aphorism that “the things we
enjoy doing are the things we do best,” it is the purpose of this book
so to present its subject as to create in its readers a firm resolve to
so thoroughly enjoy good reading that they will do it well.
The aim is twofold: first, to stimulate a natural desire on the part of
the student for the proper use of voice and body in the oral
interpretation of literature; and second, to present a natural and
practical scheme for the attainment of this end.
After a number of years of experience and observation the authors
have come to believe that when even the most diffident pupil has
once had aroused in him a real enjoyment in the acts of speaking
and reading aloud, he is destined to become not only an intelligent,
but an intelligible reader.
It is no longer necessary to argue for the recognition of vocal
expression as a worthy and definite part of the curriculum of High
School and College. Training in the spoken word is to-day, as never
before, looked upon as a prerequisite to professional and business
success. Henry Ward Beecher, speaking of the rightful place of
speech culture, says:
A living force that brings to itself all the resources of the

imagination, all the inspirations of feeling, all that is influential
in body, in voice, in eye, in gesture, in posture, in the whole
animated man, is in strict analogy with the divine thought and
the divine arrangement ... and so regarded, it should take its
place among the highest departments of education.
The majority of mankind, however, seems to feel that beautiful,

powerful, and effective speech or the ability to read well and
acceptably is the gift or attainment of the chosen few. Nothing can be
further from the fact. Beauty is the normal condition in the universe in
every realm of nature, and is attained by the simple effort of each
thing to express itself in natural and spontaneous fashion. Likewise,
clear, impressive, delight-giving, thought-provoking speech, and the
power to read well are as easy to attain, and may be obtained in the
same natural, spontaneous, unaffected manner.
Unfortunately in the past the teachers of these simple and natural
arts befogged the whole subject by their artificialities, formalities,
conventionalities and pretenses. Their text-books were filled with
unnecessary and injurious rules, mandates, and requirements. And
thus the pseudo-science of “Elocution,” with its stilted expressions,
its fixed gestures, its artificial inflections, came into being. And the
students who were eager to acquire the mastery of effective speech,
—than which there is no greater accomplishment,—were intimidated,
frightened away by the multiplicity of rules and theories.
Let us be thankful that the day is dawning when instruction in
correct spoken language comes through the easy avenues of
naturalness, spontaneity, simplicity and normal enthusiasm. Too long
have we been discouraged by the glib aphorism that there is no easy
road to learning. It is not true, if by learning we mean the attainment
of the real intellectual things, instead of the sham, pretentious things
that men in the past too often have called learning.
The authors of this book venture the affirmation that hardly one of
the great readers, public speakers of power, or orators of influence
have ever taken a lesson in the so-called art of “elocution” or heeded
any of its straight-jacket rules. Daniel Webster has well expressed
the difference between the man with a heart full of burning thoughts
demanding utterance, and the one with a mouth full of carefully
chosen words, and exquisitely modulated phrases, meaning little or
nothing to the soul of him:
True eloquence, indeed, does not consist in speech. It

cannot be brought from afar. Labor and learning may toil for it,
but they will toil in vain. Words and phrases may be
marshaled in every way, but they cannot compass it. It must
exist in the man, in the subject, and in the occasion. Affected
passion, intense expression, the pomp of declamation, all
may aspire after it,—they cannot reach it. It comes, if it comes
at all, like the outbreaking of a fountain from the earth, or the
bursting forth of volcanic fires, with spontaneous, original,
native force. The graces taught in the schools, the costly
ornaments and studied contrivances of speech, shock and
disgust men, when their own lives, and the fate of their wives,
their children, and their country hang on the decision of the
hour. Then words have lost their power, rhetoric is in vain, and
all elaborate oratory contemptible. Even genius itself then
feels rebuked and subdued, as in the presence of higher
qualities. Then patriotism is eloquent; then self-devotion is
eloquent. The clear conception, out-running the deductions of
logic, the high purpose, the firm resolve, the dauntless spirit,
speaking on the tongue, beaming from the eye, informing
every feature, and urging the whole man onward, right
onward to his object,—this, this is eloquence; or, rather, it is
something greater and higher than all eloquence: it is action,
—noble, sublime, God-like action.
The natively-eloquent learned to speak with power because they

had a message, because they felt, were deeply moved, saw a vision,
experienced a deep emotion, had a thought they strongly desired to
communicate to others, and with a few fundamental, simple, readily-
grasped principles before them, generally unconsciously exercised,
they said their say, and convinced the world.
To state these basic principles with the simplicity and naturalness
they call for, and to show the pleasure and power that come from
their development is the purpose of the authors of this book.
By following these self-evident steps one who has something
worth saying, whose heart is deeply stirred, will become a good
reader, a fluent, convincing public speaker with little or no conscious
effort. Just as a few simple exercises, regularly persisted in, produce
glowing, radiant health and physical strength, so will these simple,
enjoyable exercises, kept ever in mind and daily used, bring to one
the glowing delight of reading to oneself with appreciation and
intelligence, reading publicly with intelligibility and effectiveness, and
speaking to a large or small audience with convincing power.
The Selections of the Book

While there are many and varied text-books that deal with this
important subject in a more or less modern fashion, they all use, to a
greater or lesser extent, the same old selections from well-known
authors and orators, which, unfortunately, were used by the teachers
of the stilted, artificial, sophomoric and altogether discredited
“elocution.” Hence, the authors and editors of this volume have
made an almost entirely new choice of Selections for illustrative
purposes and for public reading. But few will be found that have
been used elsewhere. References are made to the writings of
standard authors which may be obtained in any ordinary library, but
a large percentage of the prose and poetry of this collection is taken
from the more modern and popular American writers.
It is neither the intent nor the desire of the editors to limit the field
of thought of their readers or students to any one field of English
literature. Our aim is quite the contrary. We would so emphasize the
worth of the literature of the West, however, that those who have
hitherto deemed that “no good can come out of Nazareth,” may be
led to search for literary good in other Nazareths.
Literature is as wide as civilized human life, and according to the
intensity with which life is lived, and the desire of those who live to
express that intensity, will literature of strength and power be
produced. The West lives intensely, rapidly, urgently, individually,
hence its literature is intense, strong and powerful.
Just as sure as history records the existence of an early West—a
West where the gun and knife settled men’s heated controversies, a
West where, for many years, there was a dearth of woman’s soft
voice and tender smile—just so sure are the writings of the Western
poets, philosophers and storytellers of this period a vital part of our
early American literature. The literature of the West, as with the
literature of any country, needs only be a true, sincere, worthy
expression of the life it professes to portray.
The greater one’s knowledge of the literatures of the various
peoples of the world, the deeper one’s sympathies become, and the
easier it is to grasp the divine principles of human brotherhood.
The authors also wish to call attention to what they deem another
important feature of their work. It will be seen from the outline plan of
the book that it is divided into four parts, viz.: Intelligible Reading,
Sympathetic Reading, Melodious Reading, Oratorical Reading.
The selections have been arranged, in the main, under these
respective headings, that they may accompany the explanations,
serve to elucidate the principles laid down, and afford copious
examples for their practice.
There is also an important and practical chapter on the
Development and Use of the Memory.
That this book will fill a long felt and continuously expressed want
on the part of teachers of Oral Reading is the confident assurance of
the editors.
In the preparation of the technical part of the book the authors
have been immeasurably aided by their large and personal
knowledge of, and acquaintance or friendship with, leading orators in
politics, the law, the church, on the lecture platform, and at public
dinners and other functions. They have also availed themselves of
the same knowledge of the great interpreters in the theater. A long,
intimate study of the essential characteristics which made for the
success of many masters in the art of using the spoken word has
been made. Thus the authors are assured that no factor that leads
towards, and assures, success in dramatic or private reading or
speaking has been ignored. All academic and purely theoretical
matter has been rigorously excluded.
The old methods of sophomoric oratory are gone, never to return.
Men and women of purpose have learned that simplicity, directness,
naturalness, are the most potent factors in conveying their ideas to
others. It is gratifying to know that modern methods of teaching Oral
Reading and Private and Public Speaking seek to emphasize these
fundamental principles and reduce to the lowest possible minimum
all introductions of the artificial.
Leonard G. Nattkemper,
George Wharton James.
PART ONE
Intelligent and Intelligible Reading
FIRST STEP. Getting the author’s thought. Discussing
INTELLIGENT reading. Giving material for training the pupil in
getting the thought from the printed page. Reading at sight and
reproducing in his own words. Making outlines of simple selections,
principally prose selections.
SECOND STEP. Discussion of INTELLIGIBLE reading. Two-fold
purpose: Thought-getting and thought-giving in the author’s words.
General and Special preparation. Exercises in Enunciation,
Pronunciation, Articulation, Vocabulary.
CHAPTER I
READING AND PUBLIC SPEECH
It is the first and last object of education “to teach people how to
think.” When we consider the vast wealth of great thoughts felt and
expressed by great men of all times and recorded for us in books,
should we not give serious reflection upon what we read and how we
read?
This book has to do primarily with how rightly to speak thoughts
and feelings hidden in great literature—yet it is strictly in keeping
with this purpose to give some attention to silent reading as
distinguished from oral reading. For how can one hope to become an
intelligible reader who is not first an intelligent one? This does not
argue that an intelligent reader is likewise intelligible, for the mere
comprehension of the author’s thought and mood does not in itself
insure a proper or adequate oral rendition of the same. In this sense
we think of the former act as a necessity, and of the latter as an
accomplishment.
Yet in this twentieth century we can hardly make the above
limitations, for he who is to become most useful to himself and to
others, must not only be able to understand what he reads, but must,
at the same time, be able effectively to communicate it to others. The
latter accomplishment, of course, necessitates systematic drill and
practice, and the greater portion of this book is devoted to a series of
lessons for carrying on such a course of instruction. In this
immediate chapter, however, we are concerned more particularly
with reading in general.
One of the first steps toward fitting oneself to become an
impressive reader and speaker is to acquire a real love for the best
literature. The only way to do this is by making the acquaintance of
great authors, and the best way to come into companionship with
noble writers is conscientiously to study their works. Because, at first
glance, an author may seem obscure, too many are fain to put the
book aside, or substitute for it one that does not require any effort to
enjoy. But, after all, is it not the books over which we struggle most
that yield us the most joy and the most good? When once we form
the friendship of great books and catch their vision, we cannot help
but pattern our lives, in a very large measure, in accordance with
those fundamental and lasting principles of right living and right
thinking which characterize the writings of all great men and women.
Their ideals become our ideals.
It seems, therefore, that if we hope to become agreeable speakers
or conversationalists we must, at the outset, realize it as imperative
that we, make ourselves familiar with the writings, in verse and
prose, of noble minds. It is by this close association with great
people, who have not only understood and felt the deeper meanings
of life, but who have put their experiences and knowledge into
permanent literature, that we may have our smaller souls kindled to
glow brighter and longer. It is by giving an attentive ear to the voices
that call to us from our bookshelves that our finer sensibilities are
quickened to fuller appreciation of nature, of art, and of the joy of
living.
We must realize that training in the development of oral
expression is primarily a cultural course, but, at the same time, a
practical one. Many people would invert the order of this statement,
but all are agreed that correct vocal expression aids immeasurably in
the development of taste and refinement, and, at the same time,
affords, in many ways, practical assistance in daily living.
Pure water is more likely to be drawn from a deep well than from a
shallow pool. So, also, he who possesses depth of feeling and
appreciation of noble thoughts and pure emotions is more likely to
give adequate and satisfactory oral expression to them than he
whose feeling is shallow and indifferent. Experience teaches that
nothing gives greater aid to a spontaneous, irresistible flow of
thought, revealing, through voice and body, the finer conceptions of
the human soul, than a constant familiarity with the deep wells of the
best literature.
By listening eagerly to the best words great men of all times have
said to the world, we make our own natures responsive. Then, in
greater or lesser measure, as readers or speakers, we translate or
interpret these words for the enjoyment or uplift of others.
How can the man, the woman, of limited time and means, proceed
so as to find these treasures of literature?
Let us here set down, briefly and clearly, what seems to us the
most enjoyable and natural method to use. In the first place, ask
yourself if you are willing to be a hard worker, self-sacrificing and
humble. Unless you are, you will find that great spirits are slow to
share with you their richest treasures. You must first make yourself
worthy before you can expect to enter into their sanctum. In the
words of Ruskin:
You must be willing to work hard to find the hidden meaning

of the author. Ask yourself, “Am I inclined to work as an
Australian miner would? Are my pick-axes and shovels in
good order, and am I in good trim myself, my sleeves well up
to my elbows, and my breath good, and my temper?” ... The
metal you are in search of being the author’s mind or
meaning, his words are as the rock which you have to crush
and smelt in order to get at it. And your pick-axes are your
own care, wit, and learning; your smelting furnace is your own
thoughtful soul. Do not hope to get at any good author’s
meaning without those tools and that fire; often you will need
sharpest, finest chiseling, and patientest fusing, before you
can gather one grain of the metal.
Then, too, you must be patient. An untrained reader is, as it were,

wandering in a great forest where he sees many paths, but he knows
not which to take. If he pursue a wrong path the first, second or the
third time, he should not lose hope, but seek again and again. By
such experiences he is sharpening his faculty of discrimination, and
erelong can, in a brief space, detect which paths he should follow.
No one but yourself can prescribe rightly a course of reading best
suited to your particular needs. It must be a voluntary search on your
own part, and an enjoyable one, if you are to get the most from it.
But here enters a serious consideration: Is what I enjoy most the
best for me? The answer is Yes and No! Yes, if you enjoy most what
appeals to the best in you; no, if you enjoy most what in your heart
you know appeals to what is the worst in you. Therefore, the
important question for you to answer is—does this book, article,
essay or poem merely interest me, or does it appeal to the best in
me?
Henry Van Dyke expresses the matter perfectly:
The person who wants to grow, turns to books as a means

of purifying his tastes, deepening his feelings, broadening his
sympathies, and enhancing his joy of life. Literature he loves
because it is the most humane of the arts. Its forms and
processes interest him as expressions of the human striving
towards clearness of thought, purity of emotion, and harmony
of action with the ideal. The culture of a finer, fuller manhood
is what this reader seeks. He is looking for the books in which
the inner meanings of nature and life are translated into
language of distinction and charm, touched with the human
personality of the author, and embodied in forms of
permanent interest and power. This is literature. And the
reader who sets his affections on these things enters the
world of books as one made free of a city of wonders, a
garden of fair delights. He reads not from a sense of duty, not
from a constraint of fashion, not from an ambition of learning,
but from a thirst of pleasure; because he feels that pleasure of
the highest kind,—a real joy in the perception of things lucid,
luminous, symmetrical, musical, sincere, passionate, and
profound,—such pleasure restores the heart and quickens it,
makes it stronger to endure the ills of life and more fertile in
all good fruits of cheerfulness, courage and love. This reader
for vital pleasure has less need of maps and directories, rules
and instructions, than of companionship. A criticism that will
go with him in his reading, and open up new meaning in
familiar things, and touch the secrets of beauty and power,
and reveal the hidden relations of literature to life, and help
him to see the reasonableness of every true grace of style,
the sincerity of every real force of passion,—a criticism that
penetrates, illuminates, and appreciates, making the eyes
clearer and the heart more sensitive to perceive the living
spirit in good books,—that is the companionship which will be
most helpful, and most grateful to the gentle reader.
CHAPTER II
EFFECTIVE SPEECH
There are four definite steps in the mastery of effective speech:
It must be Intelligible
It must be Sympathetic
It must be Melodious
It must be Forceful
In seeking to accomplish these four aims, the pupil will not only
increase his culture but his practical mental power as well.
The first step has to do with whatever makes understandable what
he has to say. But before he can be intelligible in address, he must
be an intelligent reader. He must train himself to master the real
meaning of words. This means taking in—comprehending—and
translating the thought of others. This is an important part in
accomplishing the first step. The mind must be trained quickly and
accurately to comprehend the printed page.
The Basis for Good Oral Reading

Grasp this idea firmly: Before one may hope to read intelligibly, he
must first be an intelligent reader. You cannot express outwardly
what you have not received and do not feel inwardly. Therefore the
basis of good oral reading is understanding—intelligent silent
reading. Some one has well said, “Unless a child can read, he
cannot be educated.” How few can read at sight a short passage and
then close the book and relate its context. Why is this the case?
Because the pupil has not been properly trained to read.
The Basis for Good Silent Reading

In the study of the printed word we must remember that its real
meaning depends altogether upon its relation to other words in the
same group. For instance, the word “fire” does not mean the same
thing at all times. The real meaning of this word depends upon its
kinship with other members of the same group. When we say, “The
house is on fire,” the word “fire” means an altogether different thing
from what it means when we say, “There is need of a fire in the stove
this morning.” We must continually take care that we do not isolate
words, but that we get their associated meaning. For too long a time
in our public schools the pupils have been taught to read words and
not ideas or thoughts. They have been taught to read word by word
and not group by group. For instance, the most elementary pupils
will read as follows: “The—cat—can—run—and—play—with—the—
ball.” The grouping is altogether overlooked. The children are
concentrating their attention upon single or isolated words instead of
upon thought groups made up of several words as follows: “The cat
can run—and play with the ball.”
Get the Author’s Thought

Whatever one reads, he must first determine for what purpose he
is reading. A definite aim or end in view must be had to serve as a
motive power. The pupil who can relate the successive events in a
narrative after having read it carefully, has trained his memory. But
memory training is not the highest aim or end. The thing of
paramount importance is: What is the application of the author’s
meaning? The value lies in what use the student can make of the
knowledge. This act of getting the author’s thought draws upon the
student’s stock of experience. All new matter comes to the pupil in
terms of his past experiences. The task of the teacher is to aid him in
identifying himself with the lesson taught by the author, so that he
can make practical use of it.
We Are Not Studying Style

In this present step in the development of the student in effective
speech the style of an author is nothing more than a means to an

Ebook Calculus Several Variables Canadian 9Th Edition Adams Test Bank Full Chapter PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ebook Calculus Several Variables Canadian 9Th Edition Adams Test Bank Full Chapter PDF

Uploaded by

Copyright:

Available Formats

Calculus Several Variables Canadian

9th Edition Adams Test Bank

Chapter 6 Techniques of Integration

6.1 Integration by Parts

Copyright © 2018 Pearson Canada Inc. 6-1

6) Integrate ln(5x) dx.

Copyright © 2018 Pearson Canada Inc. 6-3

10) Evaluate the integral t dt.

Copyright © 2018 Pearson Canada Inc. 6-4

13) Evaluate the integral sin 4x dx.

A) (3 sin 4x - 4 cos 4x) + C

B) (4 sin 4x - 3 cos 4x) + C

C) (3 sin 4x + 4 cos 4x) + C

D) (4 sin 4x + 3 cos 4x) + C

E) (3 sin 4x - 4 cos 4x) + C

14) Integrate dx.

15) Evaluate the integral dx.

Copyright © 2018 Pearson Canada Inc. 6-5

16) Integrate dx.

18) Evaluate dx.

Copyright © 2018 Pearson Canada Inc. 6-6

19) Find a reduction formula for = and use it to evaluate I3 = dx.

20) Find a reduction formula for In = and use it to evaluate I4 = dx.

and use it to evaluate I5 = dx.

Copyright © 2018 Pearson Canada Inc. 6-7

6.2 Integrals of Rational Functions

1) Evaluate the integral dx.

2) Evaluate the integral dx.

3) Evaluate the integral dx.

Copyright © 2018 Pearson Canada Inc. 6-8

4) Evaluate the integral dx.

6) Evaluate the integral dx.

Copyright © 2018 Pearson Canada Inc. 6-9

7) Evaluate the integral dx.

8) Evaluate the integral dx.

Copyright © 2018 Pearson Canada Inc. 6-10

9) Evaluate the integral dx.

10) Evaluate the integral dx.

Copyright © 2018 Pearson Canada Inc. 6-11

12) Evaluate dx.

13) Evaluate the integral .

14) Evaluate dx.

Copyright © 2018 Pearson Canada Inc. 6-12

16) Evaluate the integral .

Copyright © 2018 Pearson Canada Inc. 6-13

6.3 Inverse Substitutions

Copyright © 2018 Pearson Canada Inc. 6-14

Copyright © 2018 Pearson Canada Inc. 6-15

Hint: First use the substitution u = .

Copyright © 2018 Pearson Canada Inc. 6-16

Copyright © 2018 Pearson Canada Inc. 6-17

12) Use the half-angle substitution x = tan (θ/2) to evaluate dθ.

Answer: Recall if x =tan(θ/2) , then sin(θ) = , cos (θ) = and dθ = dx

Substituting into the given integral, we obtain :

Substituting x = tan(θ/2) , we obtain dθ = ln + C.

Copyright © 2018 Pearson Canada Inc. 6-18

13) Evaluate dx.

6.4 Other Methods for Evaluating Integrals

evaluate it using Maple or another computer algebra system.

evaluate it using Maple or another computer algebra system.

times to reduce the integral to . I = 1334961 e - 3628800

Copyright © 2018 Pearson Canada Inc. 6-19

and an approximate value for F( ) correct to 5 decimal places.