VISION, MISSION, GOALS AND QUALITY POLICY

Capiz State University (CapSU)

Vision: Center of Academic Excellence Delivering Quality Service to all

Mission: Capiz State University is committed to provide advanced knowledge and
innovations; develop skills, talents and values; undertake relevant research
development and extension services; promote entrepreneurship and
environmental consciousness; and enhance industry collaboration and linkages
with partner agencies.

Goals: Globally competitive graduates

Institutionalized research culture
Responsive and sustainable extension services
Maximized profit of viable agro-industrial business ventures
Effective and efficient administration

Quality Policy Statement :

Capiz State University is committed to be the center of academic excellence delivering

quality service to all by:
Continuing innovations and quality improvements cultivating an efficient environment for
maximum clientele satisfaction;
Adhering to laws and regulations, global standards and environmental change requirements;
Participating in sustainable development projects for exclusive economic growth;
Showcasing quality outputs; and
Upholding values and integrity and nurturing talents and skills for global competitiveness.

GOALS OF THE COLLEGE OF AGRICULTURE AND FISHERIES (COAF)

a. Provide advanced knowledge and innovations in the field of agriculture;

b. Discover and enhance talents and skills among clientele;
c. Inculcate positive values such as honesty, industry, hard work and ecological awareness;
d. Undertake high impact and relevant researches in the field of agriculture and fisheries;
e. Initiate and conduct extension services.
f. Create opportunities for entrepreneurial programs and activities
g. Establish and strengthen external collaboration and linkages

OBJECTIVES OF THE AGRICULTURAL AND BIOSYSTEMS

ENGINEERING (ABE) DEPARTMENT

a. To enable students to plan, design, construct, evaluate and manage agricultural and
biosystems engineering facilities, services, systems and technologies which will prepare them
to become professionals with entry-level competencies;

b. To conduct relevant agricultural and biosystems engineering research development activities

and deliver mature technologies to the community to help increase farm productivity and
profitability.

c. To mobilize faculty members, students and community to work for the improvement of the
Agricultural and Biosystems Engineering Department.
 COURSE SYLLABUS

MODULE TITLE A Learning Module in Calculus I for BSABE Students

COURSE TITLE Math 101

COURSE NUMBER Calculus I
COURSE DESCRIPTION An introductory course covering the core concepts of limit, continuity
and differentiability of functions involving one or more variables. This also includes the application of
differential calculations in solving problems on optimization, rates of change, related rates, tangents and normals,
and approximations; partial differentiation and transcendental curve tracing.

TOTAL LEARNING TIME 54 hours (18 weeks @ 3 hours/week)

PRE-REQUISITE GE 104 (Mathematics in the Modern World)
OVERVIEW This learning module is prepared for the students of Bachelor of Science
in Agricultural and Biosystems Engineering at Capiz State University Pontevedra Campus. The content of this
instructional material covers both Pre-Calculus (Algebra, Trigonometry and Geometry) and Differential Calculus.
Pre-Calculus will be dealt with in the first half of the current semester. Differential Calculus will be taken in the
second half of the semester.
In forming the content of this subject, the author considered the Table of Specifications (TOS) given by the
Professional Regulations Commission (PRC) as stipulated in the previous Agricultural Engineering Law. PRC-
TOS includes the following topics: Differential Calculus - Solve problems relative to the application of the
theories and basic concepts of functions and limits, continuity, derivatives and its application, algebraic functions,
polynomial curves, maxima and minima, differential of exponential, logarithmic and inverse trigonometric and
hyperbolic functions, curvature, indeterminate forms.
COURSE OUTCOMES At the end of the course, the student must be able to:
1. Gain understanding of the concepts of varied concepts and formulas in Differential Calculus.
2. Apply the concept of differentiation in solving word problems.
3. Acquire skills in calculator, computer operation and graphing.
4. Enhance their social skills through interaction with teachers and peers; and
5. Find interest in doing classroom activities.
 INDICATIVE CONTENT

PAGE

PRELIMINARIES

Vision, Mission, Goals, Objectives and Quality Policy 1

Certificate of Utilization 2

Course Syllabus 3

Overview 4

MODULES

Module 1 Functions 5

Module 2 Limits 11

Module 3 Derivatives of Functions: The 5-Step Rule 18

Module 4 Derivatives of Algebraic Functions 24

Module 5 The Chain Rule 30

Module 6 Logarithmic and Exponential Functions 36

Module 7 Derivatives of Trigonometric Functions 44

Module 8 Derivatives of Inverse Trigonometric Functions 48

Module 9 Hyperbolic Functions 52

Module 10 Inverse Hyperbolic Functions 56

Module 11 Higher Derivatives 61

Module 12 Implicit Functions 66

Module 13 Partial and Total Derivatives 72

Module 14 Applications of Derivatives 81

 OVERVIEW

This learning module is prepared for the students of Bachelor of Science in Agricultural and

Biosystems Engineering at Capiz State University Pontevedra Campus. The content of this instructional

material covers Calculus 1 which had a course number of Math 112 in the old BSABE curriculum

(series of 2018 and 2019) but Math 101 in the newest curriculum (series of 2021). What is taught in

Calculus 1 is Differential Calculus. This subject is the second Mathematics subject in the new BSABE

curriculum next to GE 104 (Mathematics in the Modern World). Since Pre-Calculus is no longer taught

in the new curriculum, the teacher of this subject may opt to go back to College Algebra, Trigonometry

and Geometry before having a formal lesson in Differential Calculus.

In forming the content of this subject, the author considered the Table of Specifications (TOS)

given by the Professional Regulations Commission (PRC) as stipulated in the previous Agricultural

Eng.ineering Law. PRC-TOS includes the following topics for Differential Calculus: Solve problems

relative to the application of the theories and basic concepts of functions and limits, continuity,

derivatives and its application, algebraic functions, polynomial curves, maxima and minima, differential

of exponential, logarithmic and inverse trigonometric and hyperbolic functions, curvature, indeterminate

forms.

This module was originally prepared as an instructional material during the Covid-19 crisis. This

was used as an alternative learning material when the author had online instruction. This can still be

used for blended or purely face-to-face instruction.

 Module 1
FUNCTIONS

A variable is a quantity whose

INTENDED LEARNING OUTCOMES value is arbitrary while the value of a
constant is definite for a given situation.
At the end of the lesson, the students must
be able to: When two quantities x and y are
related so that for some range of values of
(a) Gain understanding of functions and its x the value of y is determined by that of x,
kinds; we say that y is a function of x. We use the
(b) Express functional relationships; symbol such as f(x) , read as “f of x” to
(c) Perform indicated operations involving denote a function of x. We write y=f(x) to
functions; and convey the fact that y is a function of x.
(d) Find interest in learning the lessons.
Letters other than f are used in the
same way: we may write
z=w(v), u=s(v) to indicate that z and u are
both functions of v. The function concept may be extended to relation between more than two variables.
Consider the equation z = f(x,y). This implies that z is determined when x and y are given and it
is customary to say that z is a function of x and y.
Classification of Functions
1. Algebraic Calculus is branch of mathematics which started to develop in the
A. Rational 17th century. Sir Isaac Newton ( English, 1642-1727) and Wilhelm
Leibniz (German, 1646-1716) created calculus independently of
a.Integral each other and amazingly at about the same time. The invention of
b.Fractional calculus by these two remarkable men has provided the scientists a
mathematics that could handle many of the difficult problems about
B. Irrational notion of things that changes. Today, calculus has important
applications in almost every field of study that uses mathematics.
2. Transcendental The word “calculus” is derived from the Latin word for stone or
A. Elementary pebble. In ancient times, pebbles were used to counting. Thus,
1a.Trigonometric calculus roughly means a method of calculation.” The technique of
b. Inverse calculation developed by Newton and Leibniz was undoubtedly
c. Exponential remarkable so much that it was calculus.
d. Logarithmic In the study of calculus, the first important concept or idea which
B. Higher must be introduced is the concept of limit. Actually, we shall
eventually notice the whole structure of calculus is based upon the
limit concept. The purpose of this chapter is to impart to the student a
thorough knowledge and understanding of these basic concept.
Functional Notation
The function concept is needed when we discuss the principles of calculus in general terms.
Recall that a function is a certain law of correspondence. It is generally associated with a formula. For
instance, consider the formula for the area of a circle
A = πr2
For each value assigned to r, there corresponds a value of A. We say that A is a function of r and in
symbol, we write A = f(r).
In general, if there is a relation between two variables x and y such that for each value of x, there
corresponds a value of y. Symbolically, this is written in the form
y = f(x).
The function concept may be extended to relations between more than two variables. Consider the
equation
z = f(x,y).
This implies that x is determined when x and y are given and it is customary to say that z is a function of
x and y. For instance, the volume of a right circular cylinder is a function of the altitude h and radius r of
the base, that is,
V = f(r,h) = πr2 h
It is important that we be familiar with the functional notations in mathematics. In the example below,
we shall illustrate how to set up a formula showing the functional relation between the variables.

Exercises /Applications

Example (a) The area of a rectangle is 6 sq.in. Express the perimeter P of the rectangle as a function of
the length x of one side.
Solution: Recall that in a rectangle, A = (length) (width) and the perimeter P = 2(length+width).

Width = w
Length = x
With x as length and A= 6 sq. in
A=xw=6

Therefore, the width w is 6 and the perimeter is

𝑥

P = 2 (x + w)
6
𝑥
P = 2 (x + )
Example (b). A right triangle has a fixed base of length 7. Express the length of the altitude a of the
triangle as a function of the length of the hypotenuse h.

Solution: With the notations in the triangle, h

a
7
the Pythagorean Theorem yields
h2 = a2 + 72
h2 = a2 + 49
a2 = h2 -49

a = √h2 − 49

Example c) Express the distance D traveled in t hour by a car whose speed is 60 km/hm.

Solution: From Physics, 𝑠 =

𝐷 where s = speed, D = distance traveled, t = time of travel. Solving for
𝑡
D and substituting the given speed, 𝐷 = 𝑠𝑡

𝐷 = 60 𝑡

Example d) Express the area of an equilateral triangle as function of its side x.

Solution:

x x
h=
x
1
2 𝑥

𝑥 1
ℎ = (3)2
1
12
ℎ 2= {[𝑥 −
( 𝑥) 2
]}
2
1 1
1
𝐴=( � )
�
2 𝑥) [( (3)2]
1 2
= (𝑥𝑥 )
2
2−4
2
𝑥2 1
𝐴 =2 ( )
( 3) 4
1
3
=(
𝑥2)2
4
Example e) Express the temperature in a) °F as a function of the temperature °C and b) °C as a
function of the temperature °F.

Solution: From Chemistry, °F = 9/5°C + 32 where °F is a function of °C

°C = 5/7 °F – 32 where °C is a function of °F

Example f) The height of a cylindrical can as function of the diameter. If 18π sq. in of sheet
metal are used.

Solution: Let SA = surface area , d= diameter , h=height of the cylindrical can

The total surface area of the cylinder is equal to the circular top and bottom parts + its

body l d l

Top

h
Body
h
Bottom
2𝜋𝑟 = 𝜋𝑑
SA = Area of 2 circles + Area of square

𝑆𝐴 = 18𝜋 𝑖𝑛.2 2𝜋𝑑ℎ = 36𝜋𝑖𝑛2 − 𝜋𝑑2

𝑆𝐴 = 2𝜋𝑟ℎ + (36𝜋 − 𝜋𝑑)2
2𝜋𝑟2 ℎ
=
𝑑 2𝜋𝑑
𝑆𝐴 = 2𝜋𝑑ℎ + 18 𝑑
2𝜋( ) ℎ= −
2 𝑑 2
2(18𝑖𝑛.2 ) = 2𝜋𝑑
) 36 − 𝑑2
(𝜋𝑑ℎ + ℎ=
2

( 2) 2𝑑
2
36𝜋𝑖𝑛. = 2𝜋𝑑ℎ + 𝜋𝑑2
2
 Certain functions are specific or explicitly defined like in the following examples:
Example (a) Let f(x) = x2 + 3. Find f(2), f(-4), f(0), f(u-1), f(-x)
Solution: Since f(x) = x2 + 3,
f(2) = 22 + 3 = 7
f(-4) = (-4)2 + 3 = 19
f(0) = 02 + 3 = 3
f(u-1) = (u-1)2 + 3 = (u2 – 2u + 1) +3 = u2 – 2u + 4
f(-x) = (-x)2 +3 = x2 + 3

Example (b) Let g(y) = cos 2y – 2 sin y. Find g(π), g(1 π), g(0) and [g(x) + g(-x)]
2

Solution: From the definition of g(y) it follows that

g(π) = cos 2 π – 2 sin π = 1 – 0 = 1

π) − 2 𝑠𝑖𝑛 ( π)
1
g(1 π) = cos
1 2
2
2(

−2 𝑠𝑖𝑛 (
= cos π 1

π)
= -1 – 2 = -3
2

g(0) = cos 0 – 2 sin 0 = 1 – 0 = 1

g(x) = cos 2x – 2 sin x
g(-x) = cos 2(-x) – 2 sin (-x) = cos (-2x) – 2 sin (-x) = cos 2x + 2 sin x
[g(x) + g(-x)] = (cos 2x – 2 sin x) + (cos 2x + 2 sin x)
= 2 cos 2x
Example c) Let F(x) = x2 – x + 3; find f(0), f(2), f(-4), f(-2x)
f(x) = x2 – x + 3
f(0) = (0)2 + (0) + 3
f(0) = 3

f(x) = x2 – x + 3
f(2) = (2)2 - (2) + 3
f(2) = 5

f(x) = x2 – x + 3
f(-4) = (-4)2 – (-4) + 3
f(-4) = 23

f(x) = x2 – x + 3
f(-2x) = (-2x)2 – (-2x)
+3 f(-2x) = 4x2 – 2x + 3
EVALUATION

Perform the indicated operations in each exercise.

1. If f(x) = x2 – x + 3, find f(0), f(3), f(-4), f(-2x)
2. If f(x) = 7 – 2x + x2, find f(0), f(2), f(-2), f(-y)

If H(y) = cos y – sin y, find H(0), H ( π), H((π)

1
3. If f(x) = x2 – 4x, find (a) f(-5), (b) f(y2+1), (c) f(x+1) – f(x-1)

2
4.
5. If g(x) = cos 2x, find g( π), g( π), g(-x), g(π − x), g(π + x), g(x - 1 π)
1 1

4 2 2

Express the function as a formula and draw the figure mentioned.

1. The volume of a sphere as a function of the radius
2. The radius of a sphere as a function of the volume
3. The volume of a cube as a function of the length of an edge
4. The surface area of a cube as a function of the length of an edge
5. The length of an edge of a cube as a function of the surface area of the cube
6. The surface area of a cube as a function of the volume of the cube
7. The altitude of a right triangle as a function of the base, if the hypotenuse is given
8. The radius of a cylindrical can as a function of the volume
9. The diameter of a cylindrical can as a function of the height
10. The area of an equilateral triangle as a function of its side

READINGS/ADDITIONAL INFORMATION
Life of Isaac Newton
Life of Wilhemn Leibniz

REFERENCES

Feliciano, F. and F. Uy. 1983. Differential and Integral Calculus. Merriam and Webster
Bookstore, Inc.
Love, C. and E. Rainville. 1970. Differential and Integral Calculus. The Mcmillan Company,
New York.
Mendoza, I., G. Ancheta, B. Del Rosario Jr. 1984. Reviewer on Differential Calculus. National
Bookstore, Inc.