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A Level · Cambridge (CIE) · 9709

Set up volumes about the y axis using horizontal slices

Express boundary distances in terms of y, select the relevant branch and use y bounds with disk or washer areas.

Pure Mathematics 1 · Integration · 1.8

Pure Mathematics 1 (Paper 1) · AS & A Level Mathematics 9709, 2026–2027. Section 1.8 includes rational and linear-composite powers except exponent −1, simple improper integrals, areas and volumes about either coordinate axis, including regions away from the rotation axis. Written practice is self-checked.

Before you begin

  • Rearrange a curve to express x in terms of y on a stated branch.
  • Use disk and washer cross-section areas and evaluate definite integrals.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

For y = x² in the first quadrant, what is the disk radius about the y-axis at height y?

What you will learn

  • Use V = π∫(R(y)² − r(y)²) dy for rotation about the y-axis.
  • Choose a valid inverse branch and convert the limits to y coordinates.

Change both the radius variable and the limits

For rotation about the y-axis, horizontal slices are perpendicular to that axis. The radius is a horizontal distance |x|, expressed as a function of y. A disk volume is V = π∫x(y)² dy; a washer volume is π∫[R(y)² − r(y)²] dy. Use y coordinates at the lower and upper boundary, not old x bounds beside a dy differential. The integration variable, radius formula and limits must describe the same slices.

For the first-quadrant region bounded by y = x², x = 0 and y = 4, the relevant boundary is x = √y. Each horizontal strip runs from the y-axis to √y, so its disk area is πy. The y bounds are 0 and 4. Thus V = π∫₀⁴ y dy = 8π cubic units. Using π∫₀²x² dx would describe a different orientation and a different region.

An inverse branch locates a boundary; distance gives the radius

The equation y = x² also has a second-quadrant branch x = −√y. For that region between the branch and the y-axis, the disk radius is still √y, the positive distance from the axis. A negative x boundary does not produce a negative radius or volume. For a region away from the y-axis, identify outer and inner distances and use their squared difference; do not select the positive inverse automatically when the region is specified elsewhere.

For curves x = y and x = y² on 0 ≤ y ≤ 1, both boundaries are on the same side of the axis and y ≥ y². The outer radius is y and inner radius is y², giving washer area π(y² − y⁴). Their intersections give the y bounds 0 and 1. For more than one interval, check which boundary is farther from the axis on every part and split whenever the geometry changes.

Pause and explain

For x = y and x = y² on 0 ≤ y ≤ 1, which is the washer area about the y-axis?

Put the idea to work

Worked example

Rotate the first-quadrant region bounded by y = x², x = 0 and y = 4 about the y-axis. Find its volume.

Show the worked solution
  1. Choose the first-quadrant inverse branch x = √y and bounds 0 ≤ y ≤ 4.
  2. The disk radius is √y, so the cross-section area is π(√y)² = πy.
  3. V = π[y²/2]₀⁴ = 8π cubic units.

Answer Volume 8π cubic units, using y bounds 0 and 4.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Rotate the first-quadrant region bounded by y = 2x, x = 0 and y = 6 about the y-axis. Find its volume.

Give me a hint

Rearrange to x = y/2 and use y bounds 0 and 6.

Compare my reasoning
  1. The disk radius is y/2, giving cross-section area πy²/4.
  2. V = (π/4)∫₀⁶y² dy = (π/4)[y³/3]₀⁶.
  3. The volume is 18π cubic units; the corresponding cone has height 6 and radius 3.

Volume 18π cubic units.

Look for these in your work

  • Convert the boundary and limits into y coordinates.
  • Square the radius y/2 before integrating.
2 · Independent

Rotate the region between x = √y and x = 2 for 0 ≤ y ≤ 4 about the y-axis. Find its volume.

Give me a hint

Use outer radius 2 and inner radius √y throughout the stated interval.

Compare my reasoning
  1. The cross-section area is π[2² − (√y)²] = π(4 − y).
  2. V = π[4y − y²/2]₀⁴.
  3. The result is π(16 − 8) = 8π cubic units, with the hole removed.

Volume 8π cubic units.

Look for these in your work

  • Identify the farther boundary as the outer radius.
  • Remove the inner disk and use the stated y bounds.
3 · Transfer

Rotate the first-quadrant region between x = y and x = y² for 0 ≤ y ≤ 1 about the y-axis. Find the volume and explain why a squared strip width is wrong.

Give me a hint

Check y ≥ y², then subtract the two disk areas at each height.

Compare my reasoning
  1. On [0, 1], the outer radius is y and the inner radius is y².
  2. V = π∫₀¹(y² − y⁴) dy = π[y³/3 − y⁵/5]₀¹ = 2π/15.
  3. The squared width (y − y²)² would describe a disk of the gap's width, not the actual washer formed by rotation.

Volume 2π/15 cubic units; use a difference of squared radii, not a squared width.

Look for these in your work

  • Check radius ordering on the interval.
  • Explain the cross-section geometry as well as evaluate the integral.

Common mistakes

  • Use y bounds with a dy integral and radius expressed in y.
  • Choose the inverse branch belonging to the requested region.
  • Use positive distances and subtract an inner disk only where the geometry has a hole.
Recall without your notes

What can you explain now?

Rotate the second-quadrant region bounded by x = −√y, x = 0, y = 0 and y = 4 about the y-axis. Find its volume.

Compare with the explanation

8π cubic units.

The distance to the axis is √y, so π∫₀⁴y dy = 8π just as for the reflected first-quadrant region.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Explain how rotation about the y-axis changes the strip direction, radius formula and bounds. Show how the chosen inverse branch affects location but not the sign of a distance.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Mathematics

Course scope and assessment

312 sequenced lessons provide 936 guided, independent and application problems covering the 160 objectives in sections 1.1–1.8, 2.1–2.6, 3.1–3.9, 4.1–4.5, 5.1–5.5 and 6.1–6.5. The map lists all 38 sections across six alternative components; all eight Pure Mathematics 1 sections and all six Pure Mathematics 2 sections, from Paper 2 Algebra through Numerical solution of equations, currently have full teaching sequences. Paper 3 Algebra, section 3.1, links the six shared foundation lessons plus six lessons on partial fractions and rational binomial expansions; Paper 3 logarithms, trigonometry and numerical equations use the shared lessons, with the Paper 1 graph foundation linked into trigonometry. Paper 3 differentiation combines the shared methods with its inverse-tangent derivative lesson. Paper 3 Integration links four shared standard and identity lessons plus seven advanced lessons, covering all six section 3.5 requirements. Eight Vectors lessons cover all six section 3.7 requirements, with 2D and 3D line and solid applications. Nine Differential equations lessons cover all four section 3.8 requirements, including Paper 3 integration techniques, initial conditions, equilibrium solutions and conditional model interpretations. Eleven Complex numbers lessons cover all eight section 3.9 requirements, with seven Argand diagrams and explicit argument and boundary checks. All nine Pure Mathematics 3 sections now have teaching linked to every mapped requirement. Nine Forces and equilibrium lessons cover all seven section 4.1 requirements, with six force diagrams, signed incline-friction intervals, reaction-dependent pull and push limits and separate-body third-law checks. Nine Kinematics lessons cover the four official section 4.2 requirements, with the graph requirement mapped to three relationships. Six motion diagrams support directed quantities, graph slopes and signed areas, Paper 1 time-calculus methods, reversal distances, constant-acceleration stages and shared-clock particle meetings. Six Momentum lessons cover both section 4.3 requirements, including signed system totals, conservation assumptions, outgoing velocities, coalescence, unknown masses and successive impacts. Four diagrams show system momentum through the stipulated events, and supplied kinetic-energy checks distinguish conservation of momentum from changes in kinetic energy. Twelve Newton’s laws lessons cover all four section 4.4 requirements, with vertical support and release stages, rough horizontal and incline motion, inferred parameters, hanging and surface pulley systems, rigid tow-bar thrust and slack-string transitions. Seven force diagrams support the separate-particle balances. Nine Energy, work and power lessons cover all five section 4.5 requirements, with angle-dependent work, kinetic and reference potential energy, signed net-work balances, smooth curved slides, rough and driven slopes, ideal connected-system energy and instantaneous power on hills. Five diagrams distinguish the energy inputs, losses and valid positive-speed force model. All five Mechanics sections now have teaching and staged practice linked to their mapped requirements. Thirteen Representation of data lessons cover all five section 5.1 requirements, including choice and limitations of displays, ordered and back-to-back stems, raw summaries and box plots, unequal-width density histograms, cumulative-frequency interpolation, descriptive moment calculations, grouped estimates, coding, combining two datasets and correcting totals. Six accessible diagrams retain repeated observations and distinguish numerical spread, frequency area and estimated readings. Ten Permutations and combinations lessons cover both official section 5.2 requirements, with selection and ordered roles, repeated objects, adjacency blocks, non-adjacency gaps, leading-zero cases, labelled multi-row seating and mixed restrictions. Six accessible diagrams show outcome trees, ordered versus unordered choices, repeated copies, blocks, gaps and distinct row seats. Eleven Probability lessons cover all four section 5.3 requirements, with equiprobable elementary outcomes, selection-based probabilities, complements and disjoint regions, independence tests, restricted sample spaces, two-way tables, replacement and removal trees, reversed conditions and unknown parameters. Seven accessible diagrams show dice outcomes, random subsets, event regions, a conditioned grid, a count table and two probability trees. Twelve Discrete random variables lessons cover all three official section 5.4 requirements, with complete probability tables, moment and parameter checks, binomial assumptions, exact probabilities and moments, geometric first-success probabilities, tails, expectation and integer reliability thresholds. Six accessible diagrams distinguish outcome grouping, weighted moments, fixed trials, discrete probability bars, waiting conventions and integer tail deadlines. Twelve Normal distribution lessons cover all three official section 5.5 requirements, with continuous-area interpretation, MF19 cumulative tables, full standardisation, tail and interval regions, conditional probabilities, percentiles, one- and two-parameter inference, binomial suitability, continuity corrections and approximate integer thresholds. Seven accessible diagrams show model areas, table reading, aligned scales, intervals, quantiles, matched binomial and normal shapes and whole integer cells. All five Statistics 1 sections now have teaching and staged practice linked to their mapped requirements. Fourteen Poisson distribution lessons cover all five official section 6.1 requirements, with homogeneous event-count assumptions, exposure scaling, exact masses and tails, conditional count events, moments, parameter inference, probability duration targets, disjoint and overlapping windows, rare-count binomial approximations, matched normal approximations and continuity corrections. Nine accessible diagrams show event exposures, unit conversions, discrete bars, complete tail complements, population moments, shared windows, approximate count models and integer cells. Exact checks distinguish approximate and exact close-target decisions. Fourteen Linear combinations lessons cover the six listed results in official section 6.2, with affine moments, signed scales and constant cases, expectation without independence, independent squared variance contributions, fixed and random fees, independent copies versus reused values, affine normal events, independent normal sums and differences, weighted and conditional areas, coefficient inference, exact independent Poisson sums and overlapping exposure limits. Nine accessible diagrams distinguish scale changes, variance contributions, component costs, copy mechanisms, aligned normal scales, summed areas, Poisson count pairs and unsupported distribution claims. Fourteen Continuous random variables lessons cover both official section 6.3 requirements, with density validity and units, support-aware intervals, complements and conditional regions, first and second moments, percentiles by direct density areas, symmetry checks, parameter inference, infinite-support power and exponential integrals, divergent-moment limits and combined applications. Nine accessible diagrams distinguish density height from probability, normalisation, negative-density failures, central and conditional areas, mean versus median, percentile locations and partial infinite tails. Explicit cumulative distribution function knowledge is not required. Eighteen Sampling and estimation lessons cover all eight official section 6.4 requirements, with population and frame definitions, random-number selection, sampling-quality limits, independent sample-mean moments, normal means, CLT conditions, SE scaling, raw, summarised and coded unbiased estimates, known-variance and large-sample mean intervals, repeated-sampling interpretation, precision planning, proportion intervals, sparse-outcome limits and contextual applications. Ten accessible diagrams distinguish selection frames, number rejection, repeated sample means, population versus mean density, CLT models, variance divisors, interval targets, illustrative coverage, integer size checks and proportion margins. Eighteen Hypothesis tests lessons cover all five official section 6.5 requirements, with pre-specified alternatives, inclusive count tails, explicit equal-tail conventions, integer critical regions and actual significance, exposure-aware Poisson tests, continuity-corrected count approximations, normal and large-sample mean tests, confidence-interval connections, error classifications, fixed-region binomial, Poisson and normal error probabilities and sample-size power comparisons. Nine accessible diagrams show the testing procedure, exact count regions, unequal Poisson tails, discrete significance jumps, corrected count boundaries, matching mean intervals and alternative error distributions. All shared lessons are counted once in the course total. All 38 sections now link teaching and practice. Eight earlier overview lessons remain available, but do not count as full section coverage. This is a content-availability measure, not full programme completion or exam readiness. Written practice is self-checked, not officially marked. Check the 2028–2030 syllabus separately if sitting an examination from 2028; this teaching map uses 2026–2027 requirements.

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