Inverse trigonometric functions: differentiation and integrationAQA A-Level Further Maths: Revision notes
Section 1
Differentiating inverse trigonometric functions
Derivation for : let , so with . Differentiating, . On this range , so and . The others follow in the same way.
With the chain rule, for a function : , and similarly for the others.
Examples: and . The derivatives of and are not defined at (vertical tangents).
Forgetting the minus sign in the derivative of , or the chain-rule factor .
Section 2
Standard integrals
Reading the derivatives backwards, for a constant : Examples: and .
If the coefficient of is not 1, factorise first: .
Using without the factor . Check by differentiating your answer.
Section 3
Choosing a trigonometric substitution
When the integrand contains , substitute , so and . When it contains , substitute , so and . Change the limits at the same time.
Example: with (limits to ): The substitution also proves the standard result: .
Use whenever or has to be integrated.
Section 4
Completing the square first
A quadratic that is not already can often be made into one by completing the square.
Example: , so .
Example: gives .
Replace by the bracket in the standard form; the coefficient of inside the bracket is 1, so no extra factor appears.
Section 5
Numerators that are not constant
If the numerator is a multiple of the derivative of the denominator, the integral gives a logarithm; split a general linear numerator into that part plus a constant.
Example: .
- .
- .
So .
Writing for the whole integral. Only the constant part of the numerator gives an inverse tangent.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Inverse trigonometric functions: differentiation and integration
- Let .Find the equation of the tangent to the curve at the point where .2 marks
- The curve has equation for .Find the values of for which the gradient of is undefined, and describe the tangent to at these points.2 marks
- Let and .Find the exact value of .3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).