A LEVEL PURE MATHEMATICS PROJECT

(FORM 6)

Topic: Applications of Integration in Real Life

Pr 1.0 Problem Identification

ojecMany A-Level learners can perform integration calculations but fail to understand how
integration is used in real-life situations. This makes the topic difficult and reduces

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learners’ ability to apply mathematics practically.

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1.1 Description of the Problem

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Integration is a major topic in Pure Mathematics. It is used to find areas, displacement,
distance travelled, and total change. However, many learners memorise rules and

questions. Under
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formulas without understanding their meaning. This leads to difficulties when solving
application Education 5.0, learners are expected to apply
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mathematical knowledge to real-life problems, but this is not achieved when integration
is treated as abstract only.
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1.2 Statement of Intent 07
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The aim of this project is to show how integration can be applied to real-life situations
using clear explanations, worked examples, and correct interpretation of results.

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1.3 Project Specifications

The project should:

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• Show clear understanding of integration
• Apply integration to real-life situations
• Include worked examples with explanations
• Interpret results correctly
• Support Education 5.0 practical learning
 STAGE 2: INVESTIGATION OF RELATED
IDEAS

Idea 1: Integration Techniques

Explanation

Pr Integration techniques such as basic integration are used to find functions whose
ojecderivatives are known. These techniques are important for solving all integration
problems.

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Worked Example

Find:
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∫ 6t² dt
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Using the power rule:
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∫ tⁿ dt = tⁿ⁺¹ / (n + 1)
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∫ 6t² dt = 6 × (t³ / 3)
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= 2t³ + C
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Merits
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• Builds strong mathematical foundation
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• Required for all applications of integration
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Demerits

• Can be confusing at first

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• Requires good algebra skills

Idea 2: Definite Integrals

Explanation

Definite integrals are used to find the total value between two limits. They are useful in
 finding total area, displacement, or distance.

Worked Example

Find:

∫ from 1 to 3 (2t) dt

∫ 2t dt = t²

Pr Applying limits:

ojec= 3² − 1²
=9−1
=8 ts
Merits
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• Gives exact numerical answers
• Easy to interpret in real-life problems

Demerits ast
• Errors may occur when applying limits on
• Requires careful substitution es
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Idea 3: Application of Integration to Motion
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Explanation
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In motion problems, integration is used to find displacement when velocity is given as a
function of time.

Worked Example
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Given:

v(t) = 4t

Find displacement from t = 0 to t = 2.

Displacement = ∫ from 0 to 2 (4t) dt

= 2t² |₀²
 = 2(4) − 0
=8m

Merits

• Links Mathematics to Physics

• Easy to understand conceptually

Demerits
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• Requires understanding of both subjects
• Interpretation may confuse some learners

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STAGE 3: GENERATION OF IDEAS /
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POSSIBLE SOLUTIONS
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Idea 1: Finding Area Under a Curve
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Explanation
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Integration can be used to find the area between a curve and the x-axis.

Worked Example 07
Find area under y = x² from x = 0 to x = 2.
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Area = ∫ from 0 to 2 x² dx
= x³ / 3 |₀² 78
= 8 / 3 square units
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Merits

• Improves understanding of graphs

• Simple application of integration

Demerits

• Limited real-life interpretation

 Idea 2: Using Integration to Find Displacement

Explanation

Integration adds up small movements over time to find total displacement.

Worked Example

Given:
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v(t) = 3t²

Find displacement from t = 1 to t = 2.

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= t³ |₁²
=8−1
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Displacement = ∫ from 1 to 2 (3t²) dt

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=7m

Merits
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• Highly practical
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• Common in examination questions on
Demerits es
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• Requires careful calculation
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Idea 3: Modelling Growth Problems 78
Explanation
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Integration can be used to find total growth when the rate of growth is known.
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Worked Example

Given:

dP/dt = 5t

Find total growth from t = 0 to t = 4.

 ∫ from 0 to 4 (5t) dt
= (5/2)t² |₀⁴
= (5/2)(16)
= 40

Merits

• Useful in economics and biology

• Shows power of calculus
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Demerits

• Abstract for some learners

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STAGE 4: DEVELOPMENT / REFINEMENT OF
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CHOSEN IDEA
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4.1 Chosen Idea ast
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Using integration to find displacement from velocity.

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4.2 Explanation 07
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Velocity shows how fast an object moves. Integration is used to calculate total
displacement by adding up small changes in position over time.
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4.3 Detailed Worked Example 78
Given:
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v(t) = 3t² − 2t + 1

Find displacement from t = 0 to t = 3.

Displacement = ∫ from 0 to 3 (3t² − 2t + 1) dt

Integrating:
 = t³ − t² + t |₀³

= (27 − 9 + 3) − 0
= 21 m

Merits of the Refined Idea

• Strong real-life application

Pr • Integrates Mathematics and Physics

• Suitable for Education 5.0

ojecDemerits of the Refined Idea

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• Requires accuracy in algebra

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• Learners may misinterpret results

STAGE 5: PRESENTATION OF FINAL |M

SOLUTION ast
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Introduction es
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Integration can be used to find displacement when velocity is given as a function of
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time. This stage shows how integration is applied step by step to calculate
displacement in a real-life motion situation.
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Method 78
Let the velocity of an object be given by: 12
v(t) = 3t² − 2t + 1

To find the displacement between time t = a and t = b, we integrate the velocity function.

Displacement = ∫ from a to b (3t² − 2t + 1) dt

Integration Process

∫ (3t² − 2t + 1) dt
 = t³ − t² + t

Substitution of Limits

Displacement = (b³ − b² + b) − (a³ − a² + a)

Final Result

Pr The calculated value gives the total displacement of the object during the given time
interval. This confirms that integration is used to calculate accumulated change in real-

ojeclife motion problems.

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Real-Life Applications
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• Calculating displacement and distance travelled
• Analysing motion in physics

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• Solving problems involving total change
• Engineering and transport planning

Materials Used ast

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• Pure Mathematics textbooks
• Calculator es
• Graphing tools 07
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STAGE 6: EVALUATION AND 78
RECOMMENDATIONS 78
6.1 Evaluation
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The project clearly demonstrates how integration is applied in real-life situations. The
use of worked examples improves understanding and strengthens A-Level problem-
solving skills.

6.2 Challenges
 • Some learners struggle to interpret integration results correctly
• Errors may occur during algebraic manipulation
• Limited use of graphs and technology can affect understanding

6.3 Recommendations

• Teachers should use more real-life examples

• Learners should practise interpretation of answers

Pr • Graphs and technology should be used to support understanding

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