Double integral to find area of a portion.

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Homework Help Overview

The discussion revolves around a double integral problem aimed at finding the area of a specific region, as referenced in a homework question. The subject area includes calculus and integration techniques, particularly focusing on the application of substitutions and coordinate transformations.

Discussion Character

  • Exploratory, Conceptual clarification, Mathematical reasoning, Problem interpretation

Approaches and Questions Raised

  • Participants discuss the need for sketching the region to better understand the problem setup. There are questions regarding the transition from a double integral to a single integral and the origins of certain substitutions. Some participants mention the use of trigonometric substitutions and parameterization techniques.

Discussion Status

The conversation is ongoing, with participants exploring various interpretations of the problem. Some guidance has been offered regarding the use of sketches and symmetry in the integration process, but no consensus has been reached on the specifics of the substitutions or the integral limits.

Contextual Notes

There are indications of confusion regarding the geometric representation of the region, with references to a cylinder and a rectangle. Participants are also questioning the implications of certain constants in the integral and how they relate to the area being calculated.

raoulduke1
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Homework Statement



the question is 3(b) on the attached pdf.




Homework Equations





The Attempt at a Solution



I could only get as far as the filling in the equation.
How do they change it to one integral.?
And also where did they get them substitutions from?

Any help would be greatly appeciated.
 

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First, you should make the sketch to understand how to project the surface. You haven't shown any work in your post.

The substitution used in the integral is due to the presence of ##\sqrt{8-y^2}=\sqrt{(\sqrt{8})^2-y^2}##
 
raoulduke1 said:
I could only get as far as the filling in the equation.
Which would be formula (f) from the table at the end. Did you manage to sketch the region?
How do they change it to one integral.?
They are integrating over x and y ... they just did the integration over x first.
And also where did they get them substitutions from?
A physicist would use the sketch for part (a) to change coordinates soas to exploit the symmetry. Mathematicians are more formal... what they have described is a parameterization (in effect changing to cylindrical coordinates).

The substitutions are basically trig substitutions.
You know that if you have an integral like [tex]\int \frac{dx}{\sqrt{a-bx^2}}[/tex]... then you want to try a substitution of form [tex]x=\sqrt{\frac{a}{b}}\sin(t)[/tex].
 
Simon Bridge said:
Which would be formula (f) from the table at the end. Did you manage to sketch the region?They are integrating over x and y ... they just did the integration over x first.
A physicist would use the sketch for part (a) to change coordinates soas to exploit the symmetry. Mathematicians are more formal... what they have described is a parameterization (in effect changing to cylindrical coordinates).

The substitutions are basically trig substitutions.
You know that if you have an integral like [tex]\int \frac{dx}{\sqrt{a-bx^2}}[/tex]... then you want to try a substitution of form [tex]x=\sqrt{\frac{a}{b}}\sin(t)[/tex].

Yes I sketched it.

so its basically a rectangle split into 4?
does that 4 before the integral mean they are integrating a quarter of the shape and multiplying it by 4?
 
also how did the integral value change at the end from (2 and 0) to (pi/2 and 0)
 
so its basically a rectangle split into 4?
No.

The surface is a cylinder, radius 2√2, aligned along the x axis.
The region is a 2x4 rectangle, centered at the origin, lying in the x-y plane, long side aligned to the y axis.

If your picture does not look like a section of a cylinder, then it is no wonder you are having trouble. In fact - if you had the right diagram, you could have worked out the area just using that and basic High School geometry: no calculus needed.

The 4 in front is partly the result of integrating the dx part. The rest is from using the symmetry. (the -y part is the same as the +y)

The limits of integration change with the substitution: the old limits were for y, the new limits are for t ... complete: when y=-2, t=?
 

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