UNIVERSITY OF LA SALETTE INC

College of Engineering and Architecture

Santiago City, Philippines

COURSE LEARNING PLAN

1st SEMESTER
S.Y. 2023-2024

Course No : PCEA 005

Descriptive Title : Differential Equations
Units : Three (3) Units Lecture
Hours per Week : Three (3) Hours per week

Prepared and Submitted by: Date Submitted Checked By: Date

Reviewed

ENGR. CLAUDETTE MINE A. LUMIBAO

ENGR. JOHN MARK N. VIDEZ ____________ Program Coordinator ___________
Instructor

Endorsed By: Approved by:

ENGR. GENESIS S. JOSE, MSEM, PCPE MADEILYN B. ESTACIO, PH.D

Dean, College of Engineering and Architecture Vice President for Academic

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 VISION INSTITUTIONAL OBJECTIVE

The University of La SaletteInc, a Catholic institution In keeping with its philosophy, vision, and mission, La Salette professes the following
founded by the Missionaries of Our Lady of La Salette, forms institutional objectives:
RECONCILERS “so that they may have life and have it to the
full.” (John 10:10) 1. To foster a reconciled and reconciling community through spiritual upliftment
programs and liturgical activities
2. To sustain the quality assured education of the University through institutional and
program accreditations, professional certifications, and compliance with international
standards for curricular programs and University management.
MISSION 3. To provide accessible education through various modalities of learning.
4. To lead the academic community with strategic and transformative competencies in
The University of La Salette, Inc. is a premier institution realizing the Vision, Mission and La Salette Philosophy of Education.
of choice providing accessible, quality, and transformative 5. To develop and implement transformative teaching and learning experience through
the critical approach and values-based integration.
education for integral human development particularly the poor.
6. To undertake research on various disciplines and generate new knowledge needed
for the advancement of the University as well as for the national development.
7. To realized ICT oriented learning by establishing the monitoring system to collect
and review information needed to manage an organization or on-going activities of
the University.
8. To provide industry experience through on-the-job trainings, exposures, internship,
immersion programs, and linkages.
9. To provide a holistic curriculum that integrates instruction, extension, research,
ICT, industry experience for both student and faculty.
10. To adopt an interdisciplinary approach by enhancing the institution’s interest in
the understanding of the cultural reproduction and social integration and in spiritual
and moral information.

CORE VALUES INSTITUTIONAL OUTCOMES

FAITH - The total submission to God’s call to Holiness and Having finished their academic degree at University of La Salette, the
commitment to His will. graduates should be:

RECONCILIATION - Constantly renewing our relationship TRANSFORMATIVE LEADER. Active involvement in their respective
with God, others and all creation through a life of prayer, community and organization by the championing the Salettinians ideals.
penance and zeal
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 RECONCILER. Continue to communicate their Salettinian identity and
INTEGRITY - The courage and determination to live and die culture through active involvements in the evangelizing ministry of
for Salettinian ideals. reconciliation in their local communities, work-places and in social
organization.
EXCELLENCE - Upholding the highest standard of quality
assured education and professionalism in the areas of INDUSTRY COMPETENT. Demonstrate their readiness in the arena of and
instruction, research, and extension.
qualification for employment through the established link between theoretical
SOLIDARITY - Commitment to building a community aspect of the curriculum and its practical dimension as a result of their on-the-
anchored on mutual trust, confidence, teamwork, unity and job trainings, exposures, internship, immersion programs and linkages with
respect for the dignity of the human person and creation. relevant industries or workplaces.

RESEARCH-ORIENTED. Keep abreast with current developments and

trends in all relevant technical/professional knowledge areas for successful
adaptation to a changing and complex world through continuing engagement
in research projects to contribute to the humanization of the world in general,
and to the reconciling effects on their relationship with God, with fellow
human beings, with society and with nature.

INFORMATION AND COMMUNICATION TECHNOLOGY

PROFICIENT. Demonstrate contemporary skills applications as they offer
innovative solutions in work situations through the employment of new
technology and new ways of communication.

CRITICAL THINKER. Engage themselves in critical reflection and

communicative discourses on uncritically assimilated assumptions, beliefs,
value – system and diverse perspectives that need to be collaboratively
addressed for an emancipatory and integral process of human growth and
community building.

HOLISTIC PERSON. Demonstrate through their attitude, behaviour and

engagement a synthesis of faith and lived experience; synthesis of faith and
science; synthesis of cognitive, affective and behavioural aspects of learning;
synthesis of cultural and global concerns, and a synthesis of curricular and co-
curricular programs.
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PROGRAM OUTCOMES:

By the time of graduation, the students of the BSCE program shall have the ability to:

a. Apply knowledge of mathematics and science to solve civil engineering problems;

b. Design and conduct experiments, as well as to analyze and interpret data;
c. Design a system, component, or process to meet desired needs within realistic constraints, in accordance with standards;
d. Function in multidisciplinary and multi-cultural teams;
e. Identify, formulate, and solve civil engineering problems;
f. Understand professional and ethical responsibility;
g. Communicate effectively civil engineering activities with the engineering community and with society at large;
h. Understand the impact of civil engineering solutions in a global, economic, environmental, and societal context
i. Recognize the need for, and engage in life-long learning
j. Know contemporary issues;
k. Use techniques, skills, and modern engineering tools necessary for civil engineering practice;
l. Know and understand engineering and management principles as a member and leader of a team, and to manage projects in a multidisciplinary
environment;
m. Understand at least one specialized field of civil engineering practice.

PROGRAM OBJECTIVES AND ITS RELATIONSHIP TO INSTITUTIONAL OUTCOMES

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 PROGRAM OUTCOMES INSTITUTIONAL OUTCOMES
a b c d e f g
a. Apply knowledge of mathematics and science to solve complex civil x x x
engineering problems
b. Design and conduct experiments, as well as to analyze and interpret data x x
c. Design a system, component, or process to meet desired needs within x x
realistic constraints, in accordance with standards
d. Function in multidisciplinary and multi-cultural teams x x
e. Identify, formulate, and solve complex civil engineering problems x x x
f. Understand professional and ethical responsibility x x
g. Communicate effectively civil engineering activities with the engineering x x x
community and with society at large
h. Understand the impact of civil engineering solutions in a global, x x
economics, environmental, and societal context
i. Recognize the need for, and engage in life-long learning x x
j. Know contemporary issues x
k. Use techniques, skills, and modern engineering tools necessary for civil x
engineering practice
l. Know and understand engineering and management principles as a x x x
member and leader of a team, and to manage projects in a
multidisciplinary environment
m. Understand at least one specialized field of civil engineering practice x x
COURSE DESCRIPTION:

This course is intended for all engineering students to have a firm foundation on differential equations in preparation for their degree-specific advanced

mathematics courses. It covers first order differential equations, nth order linear differential equations and systems of first order linear differential equations. It also

introduces the concept of laplace transforms in solving differential equations. The students are expected to be able to recornize different kinds of differential

equations, determine the existence and uniqueness of solution, select the appropriate methods of solution and interpret the obtained solution. Students are also

expected to relate differential equations to various pratical engineering and scientific problems as well as employ computer technology in solving and verifying

solutions.

Pre-requisite : Calculus 2
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Co-requisite : N/A

COURSE OUTCOMES

After completing this course, the student must be able to:

1. Solve problems involving differential equations,

2. Apply the concepts on finding solutions of differential equations; and

3. Deal with physical problems involving differential equations such as Newton’s law of cooling, growth and decay.

COURSE OUTLINE:

Schedule Learning Outcomes Topic Outline Methodology Assessment Learning Resources

Week 1 1. Explain the Salettinian Orientation Face to face class for In discussion the
vision, mission, instructive discussion students are ask to;
philosophy, core values Introduction to the of lesson, sharing Students Manual 2017
and institutional Course Discussion on the
ideas and to allow
outcomes. relationship of the CMO 39, s. 2017
2. Describe concrete  Salettinian vision, students to course outcomes to the
actions exhibiting your philosophy, core Salettinian core values
Interact in a dynamic
Salettinian identity. values, and and institutional
3. Share your institutional learning environment. outcomes.
understanding of the outcomes
BSCE program  BSCE Program Cooperative learning Graphic organizer
outcomes. Outcomes structures with presenting the
4. Relate the course Solving Problems, relationship of the
learning outcomes and Seat works and course learning
institutional learning Activities. outcomes to the program
outcomes. outcomes using any
appropriate graphic
organizer.

Students upload in their

LMS short essays on the
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 following:
- concrete ways on how
to show Salettinian
identity
- impacts of the
university’s VMPCIO to
real life.

Face to face class for

At the end of this unit, the Introduction to
instructive discussion
student should be able to: Differential Equations
of lesson, sharing Luis A. Tattao (2010),
ideas and to allow Differential Equation
Definition and students to interact in (Worktext)
1. Differentiate The students will have a
Week 2 differential equation Classifications of a dynamic learning graded recitation in Earl D. Rainville &
and algebraic equation Differential Equations environment. determining the degree
2. Determine the degree Phillip E. Bedient- 7th
(D.E.) and order of a
and order of a Cooperative learning Edition, Elementary
differential equation.
Differential Equation. Order Degree of a structures with Differential Equations
Solving Problems,
D.E. / Linearity
Seat works and
Activities.
Face to face class for
Elimination of instructive discussion
Arbitrary constant of lesson, sharing Luis A. Tattao (2010),
At the end of this unit, the ideas and to allow Differential Equation
student should be able to: students to interact in (Worktext)
Brief review on finding
derivatives and a dynamic learning Problem solving quiz on
1. Apply the principles of Earl D. Rainville &
Week 3 integrals of functions environment. elimination of arbitrary
elimination of arbitrary
constant. Phillip E. Bedient- 7th
constants and family of
curves Cooperative learning Edition, Elementary
Steps in eliminations of
structures with Differential Equations
arbitrary constants
Solving Problems,
Seat works and
Family of curves
Activities.

Equations of Order Face to face class for The students will solve
At the end of this unit, the One: Variable instructive discussion problems that involve
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 Separable Differential of lesson, sharing
student should be able to: Equations ideas and to allow variable separable Luis A. Tattao (2010),
students to interact in differential equations. Differential Equation
Definition of variable a dynamic learning (Worktext)
1. Identify Separable separable differential Plate assessment in
environment.
Equations equations determining the general Earl D. Rainville &
Week 4
Cooperative learning and particular solution Phillip E. Bedient- 7th
2. Know the methods in
Steps in determining structures with of variable separable
finding solutions of Edition, Elementary
solution for variable Solving Problems, differential equation.
separable variables. Differential Equations
separable differential Seat works and
equations. Activities.

Face to face class for

instructive discussion
At the end of this unit, the of lesson, sharing
student should be able to: ideas and to allow
Equations of Order Luis A. Tattao (2010),
One: Variable students to interact in Quiz in determining the
Differential Equation
Separable Differential a dynamic learning general and particular
1. Determine the general (Worktext)
Week 5 Equations environment. solution of variable
solution for differential
equations that are separable differential Earl D. Rainville &
General solutions and Cooperative learning equation.
separable. Phillip E. Bedient- 7th
particular solutions structures with Edition, Elementary
Solving Problems, Differential Equations
Seat works and
Activities.

Week 6 PRELIM EXAMINATION

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 Face to face class for
At the end of this unit, the instructive discussion The students will solve
student should be able to: of lesson, sharing problems that involve Luis A. Tattao (2010),
Equations of Order ideas and to allow homogeneous Differential Equation
One: Homogeneous students to interact in differential equations. (Worktext)
1. Identify Homogeneous Differential Equations a dynamic learning
Week 7 Plate assessment in Earl D. Rainville &
Equations environment.
Definition of determining the general Phillip E. Bedient- 7th
2. Know the methods in
homogeneous Cooperative learning and particular solution Edition, Elementary
finding solutions of
differential equations structures with of homogeneous Differential Equations
homogeneous differential
equations. Solving Problems, differential equation.
Seat works and
Activities.

Face to face class for

instructive discussion
of lesson, sharing Luis A. Tattao (2010),
ideas and to allow Differential Equation
At the end of this unit, the Equations of Order The students will solve
students to interact in (Worktext)
student should be able to: One: Homogeneous
problems that involve
Differential Equations a dynamic learning
homogeneous Earl D. Rainville &
Week 8 1. Determine the general environment.
Steps in determining differential equations. Phillip E. Bedient- 7th
and particular solution for
solution for Cooperative learning Edition, Elementary
homogeneous differential
equations. homogeneous structures with Differential Equations
differential equations.
Solving Problems,
Seat works and
Activities.

At the end of this unit, the Equations of Order Face to face class for The students will solve Luis A. Tattao (2010),
student should be able to: One: Exact instructive discussion problems that exact Differential Equation
Differential Equations of lesson, sharing differential equations. (Worktext)
1. Identify Exact
ideas and to allow
Week 9 Differential Equations Definition of exact Earl D. Rainville &
differential equations students to interact in
a dynamic learning Phillip E. Bedient- 7th
Edition, Elementary
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 environment.

Cooperative learning Differential Equations

structures with
Solving Problems,
Seat works and
Activities.
Face to face class for
instructive discussion
of lesson, sharing Luis A. Tattao (2010),
At the end of this unit, the ideas and to allow Differential Equation
student should be able to: Plate assessment in (Worktext)
Equations of Order students to interact in
determining the general
One: Exact a dynamic learning
and particular solution Earl D. Rainville &
Week 10 Differential Equations environment.
1. Know how to test for of exact differential Phillip E. Bedient- 7th
the exactness of equation. Edition, Elementary
Test for Exactness Cooperative learning
differential equation. Differential Equations
structures with
Solving Problems,
Seat works and
Activities.

Face to face class for

instructive discussion
of lesson, sharing Luis A. Tattao (2010),
At the end of this unit, the
ideas and to allow Differential Equation
student should be able to: Equations of Order
students to interact in (Worktext)
One: Exact Quiz in determining the
Differential Equations a dynamic learning general and particular Earl D. Rainville &
Week 11 1. Determine the general environment.
and particular solution for Steps in determining solution of exact Phillip E. Bedient- 7th
exact differential solution for exact Cooperative learning differential equation. Edition, Elementary
equations. differential equations. structures with Differential Equations
Solving Problems,
Seat works and
Activities.

Week 12 MIDTERM EXAMINATION

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 Face to face class for
instructive discussion
of lesson, sharing Luis A. Tattao (2010),
ideas and to allow Differential Equation
Equations of Order students to interact in (Worktext)
At the end of this unit, the
One: Non-Exact
student should be able to: a dynamic learning Graded recitation in
Differential Equations Earl D. Rainville &
Week 13 environment. determining if the given
1. Differentiate non-exact differential equation is Phillip E. Bedient- 7th
Definition of non-exact Edition, Elementary
and exact differential Cooperative learning exact or not.
differential equations Differential Equations
equations. structures with
Solving Problems,
Seat works and
Activities.

Face to face class for

instructive discussion Luis A. Tattao (2010),
Equations of Order of lesson, sharing
One: Non-Exact Differential Equation
At the end of this unit, the ideas and to allow
Differential Equations Graded recitation in (Worktext)
student should be able to: students to interact in
determining the
Week 14 a dynamic learning Earl D. Rainville &
1. Determine the integrating factor of
Non-exact differential environment. Phillip E. Bedient- 7th
integrating factor of non- non-exact differential
equations: integrating Edition, Elementary
exact differential Cooperative learning equations.
factor Differential Equations
equations. structures with
Solving Problems,
Seat works and
Activities.
Week 15 At the end of this unit, the Equations of Order Face to face class for Plate assessment in Luis A. Tattao (2010),
student should be able to: One: Non-Exact instructive discussion determining the general Differential Equation
Differential Equations of lesson, sharing and particular solution (Worktext)
1. Determine the solution
ideas and to allow of non-exact differential
for non-exact differential Steps in determining Earl D. Rainville &
equations solution for non-exact students to interact in equation.
a dynamic learning Phillip E. Bedient- 7th
differential equations.
environment. Quiz in determining the Edition, Elementary
general and particular Differential Equations
solution of exact
differential equation.
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 Cooperative learning
structures with
Solving Problems,
Seat works and
Activities.

Face to face class for

At the end of this unit, the
student should be able to: instructive discussion
Application of First- Luis A. Tattao (2010),
of lesson, sharing
Order Differential Differential Equation
1. Apply the concepts of ideas and to allow
Equations (Worktext)
ordinary first ordered students to interact in The students will solve
differential equations. a dynamic learning Earl D. Rainville &
Week 16 Geometric Applications problems that involve
of Differential environment. geometric applications. Phillip E. Bedient- 7th
2. Solve problems
involving geometric Equations Edition, Elementary
Cooperative learning
applications of differential Differential Equations
structures with
equations. Solving Problems,
Seat works and
Activities.
Face to face class for
instructive discussion
of lesson, sharing The students will solve
At the end of this unit, the Luis A. Tattao (2010),
Application of First- ideas and to allow problems that involve
student should be able to: Differential Equation
Order Differential students to interact in depreciation and
(Worktext)
Equations a dynamic learning depletion.
1. Solve problems
Week 17 environment. Earl D. Rainville &
involving physical
Physical Applications The students will
applications of differential Phillip E. Bedient- 7th
equations. of differential Cooperative learning calculate problems
Edition, Elementary
Equations structures with apply annual and
Differential Equations
Solving Problems, capitalized cost.
Seat works and
Activities

Week 18 FINAL EXAMINATION

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RUBRICS FOR ESSAY

CRITERIA ADVANCED PROFICIENT APPROACHING BEGINNING

100-90 89-80 PROFICIENCY 69-60
79-70
FOCUS
Sharp, distinct controlling Apparent point made No apparent point but Minimal evidence of a
The single controlling point made about a single about a single topic evidence of a specific topic.
point made with an topic with evident awareness with sufficient awareness of topic.
awareness of a about a of task. task.
specific topic.
CONTENT
Substantial, specific and/or Sufficiently developed Limited content with Superficial and/or minimal
The presence of ideas illustrative content content with adequate inadequate elaboration or content.
developed acts examples demonstrating strong elaboration or explanation. explanation.
anecdotes, details opinions, development and sophisticated
statistics, reasons, and/or ideas.
explanations.
ORGANIZATION
Sophisticated arrangement of Functional arrangement of Confused or inconsistent Minimal control of
The order developed and content with evident and/or content that sustains a logical arrangement of content with or content arrangement.
sustained within and across subtle transitions. order with some evidence of without attempt at transition
paragraphs using transitions.
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transitional devices and
including introduction and
conclusion.
STYLE
Precise, illustrative use of a Generic use of a variety of Limited word choice and Minimal variety in word
The choice, use and variety of words and words and sentence control of sentence choice and minimal
arrangement of words and sentence structures to structures that may or may structures that inhibit voice and control of sentence
sentence structures that create consistent writer's voice not create writer's voice and tone. structures.
create tone and voice. and tone appropriate to tone appropriate to audience
audience.
CONVENTIONS
Evident control of grammar, Sufficient control of Limited control of grammar, Minimal control of
Grammar, mechanics, mechanics. spelling usage and grammar, mechanics, mechanics, spelling usage and grammar, mechanics.
Spelling, usage and sentence formation. spelling. usage and sentence sentence formation. spelling usage and
sentence formation. formation sentence formation

RUBRICS FOR ORAL PRESENTATION:

CRITERIA ADVANCED PROFICIENT APPROACHING BEGINNING

100-90 89-80 PROFICIENCY 69-60
79-70
EFFECTIVENESS Project includes all material Project includes most Project is missing more than two Project is lacking several
needed to gain a comfortable material needed to gain a key elements. key elements and has
understanding of the topic. comfortable understanding of inaccuracies.
the topic but is lacking one or
two key elements.
CONTENT AND Content is accurate and Content is accurate and Content is questionable and Content is inaccurate and
SEQUENCE relevant and information is relevant but some information information is not presented in a irrelevant there is no clear
presented in a logical order. is not presented in a logical logical order making it difficult plan for the organization
order but it is still easy to to follow. of information.
follow.
SPELLING AND Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has more than
GRAMMAR misspellings or grammatical misspellings, but no grammatical errors but no 2 grammatical and/or
errors. grammatical errors. misspellings. spelling errors.
SPEECH DELIVERS The voice is very clear and The voice is not clear and The voice is not clear and loud The voice is not clear and
loud and no mistakes are made loud enough to be easily and more than 4 mistakes are loud and many mistakes
during the presentation. Ideas understood, and a few made during the presentation. are made during the
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 are logical. mistakes are made during the Ideas are not logical enough. presentation. Ideas are not
presentation. Ideas are logical at all.
logical.
ORGANIZATION PowerPoint contains a PowerPoint contains a PowerPoint contains fewer than PowerPoint contains fewer
minimum of 8 slides. All parts minimum of 8 slides. All 8 slides, or some slides do not than 8 slides and is
of the task are completed fully parts of the task are support the theme/content of the missing several parts of
and support the theme/content completed partially and presentation. the task. Slides designed
of the presentation. support the theme/content of do not support the
the presentation. theme/content of the
presentation.
EFFECTIVENESS Project includes all material Project includes most Project is missing more than two Project is lacking several
needed to gain a comfortable material needed to gain a key elements. key elements and has
understanding of the topic. comfortable understanding of inaccuracies.
the topic but is lacking one or
two key elements.

RUBRICS FOR RECITATION:

CRITERIA ADVANCED PROFICIENT APPROACHING BEGINNING

100-90 89-80 PROFICIENCY 69-60
79-70

Speaks Clearly Speaks clearly and distinctly Speaks clearly and distinctly Speaks clearly and distinctly Often mumbles or cannot
all (100- 95%) the time, and all (100- 95%) the time, but most (94-85%) of the time. be understood OR
mispronounces no words. mispronounces one word. Mispronounces no more than mispronounces more than
one word. one word.

Volume Volume is loud enough to be Volume is loud enough to be Volume is loud enough to be Volume often too soft to
heard by all audience members heard by all audience members heard by all audience members be heard by all audience
throughout the recitation. at least 90% of the time. at least 80% of the time. members.

Posture and Eye Contact Stands up straight, looks Stands up straight and Sometimes stands up straight Slouches and/or does not
relaxed and confident. establishes eye contact with and establishes eye contact. look at people during the
Establishes eye contact with everyone in the room during recitation.
everyone in the room during the recitation.
the recitation.

Preparedness Student is completely prepared Student seems pretty prepared The student is somewhat Student does not seem at
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 and has obviously rehearsed. but might have needed a prepared, but it is clear that all prepared to present.
couple more rehearsals. rehearsal was lacking.

Listens to Other Listens intently. Does not Listens intently but has one Sometimes does not appear to Sometimes does not
Recitations make distracting noises or distracting noise or movement. be listening but is not appear to be listening and
movements. distracting. has distracting noises or
movements

Length Requirements Meets the length requirements Length is 75% of the Length is less 50%- 75% of the Length is less than 50% of
of the assignment. requirement. requirement. the requirement.

RUBRICS FOR QUIZ WITH DETAILED SOLUTION:

For Quiz and Activity with Detailed solution/s

Rubrics: Maximum of 5 points per Item.

5 points – for an item completely answered with complete solution w/ proof.
3 points – for an item completely answered with complete solution w/out proof or late.
1 point – fail to answer

GRADING SYSTEM:

The student’s grade is composed of:

a. Class Standing (CS) which includes quizzes, assignments, recitations, laboratory exercises, seat works and requirements.
b. Periodical examinations (PE) refer to Preliminary, Midterm or Final Examination.

PRELIM GRADE = 2/3 CLASS STANDING + 1/3 PERIODICAL EXAM

MIDTERM GRADE = 2/3 CLASS STANDING + 1/3 PERIODICAL EXAM

 CUMULATIVE MIDTERM GRADE = 2/3 MIDTERM GRADE AND 1/3 PRELIM GRADE

FINAL GRADE = 2/3 CLASS STANDING + 1/3 PERIODICAL EXAM

 CUMULATIVE FINAL GRADE = 2/3 FINAL GRADE + 1/3 CUMULATIVE MIDTERM GRADE
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The percentage equivalent of Periodical Examination and the different components of the CS is computed as:

% = (Raw Score/No. of Items) * 50 + 50

Passing Mark is 75% and above.

Failing Mark is below 75%.

Incomplete Mark will be given to students on the ff. instances:

1. The student failed to take the final examinations.

2. The student failed to submit major course requirements.

SPECIFIC COURSE POLICIES

According to the University of La Salette, Inc. Student Handbook Section 5.7

1. A class hour begins and ends with a prayer. Classroom prayer must be recited with decorum.
2. Respect, orderly and decent behavior and conduct shall be observed inside the classroom at all times.
3. A student may be allowed to leave the room with the permission of the instructor and/or authorized personnel of the university while the class
is in session.
4. Students who wish to sit-in class must secure permit from the instructor.
5. Students are not allowed to stay inside the classroom if there are no classes.
6. Students are not allowed to attend classes if not in proper uniform. It must be observed that PE uniform shall be utilized for PE classes only.

Other course policies are stated in The Student Handbook under Policy on Class Attendance……
1. Per College policy, excused/unexcused absences should not exceed 20% of the assigned number of hours. More than 20% absences incurred
during the semester would mean being dropped from the class roll.
2. Class attendance is important. Class participation is expected and will form a part of the final grade. Students are expected to come to all
classes and be on time. Roll will be checked each class meeting. Classes missed for legitimate reasons, such as illness, temporary duty, are excusable;
however, the student must make up for the missed work by completing class exercise sheets and attending alternate activities.
3. Students are required to read all assigned materials prior to class and be prepared to discuss them and apply them to problem solving
situations presented in class.

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4. In this course, students are encouraged to discuss problems with their peers and to seek help from others in understanding the topic. Material
submitted for grading should be the synthesis of the students’ ideas and the input (lectures) they have received. Instances discovered of UNFAIR
ADVANTAGE being taken of any other individual or group will result in a loss of grade substance.
5. Plagiarism: All academic work submitted by students, written or otherwise, is expected to be the result of their own independent thought and
research. In cases where students submit work professing to be their own, but uses the ideas, organization, wording or anything else from another
source without the appropriate acknowledgment, then the student(s) is/are guilty of plagiarism.
a. Students may discuss assignments among themselves or with a professor or tutor, but the actual work/report/result to be submitted should be
done completely and solely by the student. In cases where a student's report or assignment involves research in outside sources or information, the
student must carefully acknowledge exactly what, where and how he/she has utilized the sources or information.
6. Cheating during examinations is never condoned and allowed! Students caught cheating in any form will have their papers confiscated and
will be sent out of the examination room and will not be allowed to retake the exam anymore.
7. Make up policy: Students who are unavoidably absent from an examination (long exams or major exams) or recitation must submit an excuse
letter duly signed by any of his/her parents before he/she can take the missed examination. If the cause of the absence is illness, then the student
must present a medical certificate. Quizzes and exercises missed because of valid absences will be prorated.
8. Quizzes are unannounced while long exams are announced. Strictly no make-up exams on quizzes, long exams and term exams unless an
excuse slip or certification is shown.
9. Students are required to submit course requirements on time to avoid deductions of points.

COURSE REQUIREMENTS:

1. Active participation in online discussion.

2. Submission of homework and accomplish readings.
3. Passed all Examination (major exam and quizzes).

CONSULTATION HOURS:

Faculty Name Schedule Room

Engr. John Mark N. Videz 10:30 am – 11:30 am (MWF) D-201/CE OFFICE

REFERENCES:

1. Luis A. Tattao (2010), Differential Equation (Worktext)

2. Earl D. Rainville & Phillip E. Bedient- 7th Edition, Elementary Differential Equations
3. Gillesania, D. (2012). Engineering mathematics. (2nd ed., Vol. 2). Cebu City: Diego InocencioTapangGillesania.

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 4. A. C. King; J. Billingham; S. R. Otto: Differential Equations: Linear, Nonlinear, Ordinary, Partial
Cambridge: Cambridge University Press. 2003. eBook., Database: eBook Academic Collection (EBSCOhost)
5. Radu Precup. Series: De Gruyter: Ordinary Differential Equations: Example-driven, Including Maple Code Textbook. Berlin/Boston: De
Gruyter. 2018. eBook., Database: eBook Academic Collection (EBSCOhost)

REVISION AND APPROVAL NOTATION

NAME POSITION/DESIGNATION SIGNATURE DATE

Last Revised Instructor
Engr. John Mark N. Videz
by College of Engineering and Architecture
Last Updated Instructor
Engr. John Mark N. Videz
by College of Engineering and Architecture
Engr. Claudette Mine A. Program Coordinator
Checked by
Lumibao College of Engineering and Architecture
Engr. Genesis S. Jose, Dean
Endorsed by
MSEM, PCpE College of Engineering and Architecture
Approved by
Madeilyn B. Estacio Ph.D Vice President for Academics

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