DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

MATH 1 (Calculus 1)
PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s
professional growth and development.

VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge,
attitudes, values, and skills and who are globally competitive in their chosen profession ever ready to render quality services.

MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced
research oriented learning environment that develops critical and creative thinking for maximum development of individual’s talents
and capabilities.

INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally,
emotionally, socially, spiritually and morally.

2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE
AND TECHNOLOGY scholarship grants.

3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in
life.

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 4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values
who are mature, productive, self-reliant, responsible and self-disciplined citizens.

SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower
needed for the economic development in the national and international levels.

Prepared by: Reviewed by: Recommended by: Approved by:

________________________ ________________________ ________________________ ________________________
College of Engineering and BS Electrical Engineering Engr. Theresa D. Zacarias, Engr. Raul B. Gironella,
Architecture Department Head MSME DMin
Instructor College Dean VP for Academic Affairs/QAM
Issue Date: June, 2018 Revision Status: 0 Revision Date: June, 2018

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 COLLEGE OF ENGINEERING AND ARCHITECTURE
In relation to the philosophy, vision, and mission of Philippine College of Science and Technology, the College of Engineering and
Architecture is highly committed to achieve the following objectives.

GENERAL OBJECTIVES
The College of Engineering and Architecture aims to develop the student professionally so that he can make distinctive
contributions to the welfare of society. Engineering education provides the formal basis for preparing the nation’s engineering
manpower with the capability, knowledge, understanding, and insight to fulfill the technological needs of the country.

The College of Engineering and Architecture aims also to instill in the student the desire and determination to maintain his study
and constantly re-examine his technical competence. This competence depends on an awareness of change in his engineering or
architectural specialization, as well as on knowledge of developments in other technological fields and in science.

Finally, the College of Engineering and Architecture aims to provide cultural foundation which will enable the student to
comprehend economic and social problems and which will encourage him to contribute constructively to his local community and to
civic groups as a mature and thinking individual.

SPECIFIC OBJECTIVES
The above goal will be achieved through the following specific objectives:
1. To provide the students a solid foundation in science, mathematics, and technology.
2. To provide an in-depth understanding of the engineering process in integrating new computing tools in the engineering
profession.
3. To equip the engineering and architecture students with high level of technical skills to meet the demands of the
occupational environments.

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4. To provide the student opportunity to explore and practice the profession through On-The-Job Training (OJT) inside and
outside the school campus.
5. To prepare graduates to conduct specific research for the advancement of the profession essential to a more progressive
career in the international community.

BACHELOR OF SCIENCE IN ELECTRICAL ENGINEERING

PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The BSEE program shall produce graduates who:
1. Practiced electrical engineering as professionals in their chosen field of expertise in the areas of power system operation, power
system protection, power system economics, advance power system design, advance electrical design, entrepreneurship,
machine automation and process control, renewable energy resources studies and power electronics. (LEADERSHIP IN THE
PRACTICE OF THE PROFESSION)
2. Graduates will engage in activities that promote professional and community development. (SOCIAL RESPONSIBILITY)
3. Engaged in lifelong learning for continuous professional development. (LIFE-LONG LEARNING)
4. Possesses creativity and critical thinking skills to become a globally competitive and guided with values of integrity,
responsibility, and honesty.
STUDENT / PROGRAM OUTCOMES
The graduates of the Bachelor of Science in Electrical Engineering (BSEE) program at PhilCST should have developed the ability
to:
1. Solve complex electrical engineering problems by applying their knowledge of mathematics, science and professional electrical
engineering courses;
2. Design and conduct experimentations, as well as to analyze and interpret data;
3. Design a system, component, or process to meet desired needs within realistic constraints, in accordance with standards;
4. Function in multidisciplinary and multi-cultural teams;
5. Formulate, and solve complex electrical engineering problems;
6. Practice the engineering profession ethically and responsibly;
7. Communicate effectively electrical engineering activities with the engineering community and with society at large;
8. Innovate electrical engineering solutions that will bring impact in a global, economic, environmental, and societal context;
9. Engage in life-long learning and keep abreast with developments in electrical engineering;
10. Know the contemporary social issues;

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11. Use appropriate techniques, skills, and modern engineering tools in the practice of the profession in order to remain globally
competitive;
12. Act as a team leader and member of electrical engineering projects by employing their management principles in a multi-
disciplinary environment; and
13. Conduct research using appropriate research methodologies.

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY – Nalsian, Calasiao, Pangasinan

DETAILED TEACHING SYLLABUS(DTS) AND INSTRUCTOR’S GUIDE (IG’S) Academic Year 2018-2019
Form No.:BSEEIGMATH1#11
Units 3 Program [] BSME [Fu] BSEE [] BSECE [] BSCE [] BSIE [] BSCoE
Issue Date: 06/2015
Course Lecture
MATH1 3 Curriculum [X] 1st year [] 2nd year [] 3rd year [] 4th year
Code Hours
Course Laboratory
CALCULUS 1 0 Term [X] 1st Semester [] 2nd Semester [] Summer
Name Hours

COURSE DESCRIPTION:
Basic concepts of calculus such as limits, continuity and differentiability of functions; differentiation of algebraic and transcendental
functions involving one or more variables; applications of differential calculus to problems on optimization, rates of change, related
rates, tangents and normals’, and approximations; partial differentiation and transcendental curve tracing.

PROGRAM OUTCOMES ADDRESSED INTRODUCTORY ENABLING DEMONSTRATIVE

Solve complex electrical engineering problems by applying
PO1 their knowledge of mathematics, science and professional X
electrical engineering courses.

TEACHING / REFERENCES /
ASSESSMENT TIME
COMPETENCE KUP / TOPICS LEARNING EQUIPMENT /
(METHOD/TASK) TABLE
ACTIVITIES (TLA) MATERIALS USED
 Orientation;  Prelim Recitation  Differential Calculus
discussion of course #1A which will cover Detailed Teaching 1 Hour
goals and expected topics discussed in Syllabus and

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 outcomes; the orientation. Instructional Guide;
discussion of course Student Handbook
policies, grading
system
Chapter I: Functions  The student should  Prelim Assignment  Lactuan, Imelda R.
a. Definitions be able to #1 which will cover et. al. Differential
b. Classification of recognize, interpret topics in Chapter I: Calculus.
Functions and evaluate Functions (Topics JIMCZYVILLE
c. Domain and functions through: #1a - #1k). Publications, 2015
Range of a  Discussion  Prelim Recitation  Arce, Ma. Theresa
Function  Demonstration #1B which will B. et. al. Calculus
d. Graph of a  Board Work include topics for Business. Rex
Function  Peer Tutoring, and discussed in Bookstore, 2010
e. Functional Cooperative Chapter II:  Larson, Ron.
CO1: Have a
Notation Learning Continuity (Topics Calculus. Cengage
working
f. Evaluation of a #2a - #2b). Learning. 2013
knowledge of
Function  The student should  Prelim Quiz #1  Stewart, James.
the basic
g. Combinations of be able to which will cover Calculus. Cengage
concepts of 9 Hours
Functions recognize, interpret topics in Chapter II: Learning. 2009
functions and
h. One-Valued and and evaluate Continuity (Topics  Lial, Margaret L.
limits.
Many-Valued Continuity through: #2a - #2b). Calculus with
Functions  Discussion  Prelim Quiz #2 Applications: Brief
i. Odd and Even  Demonstration which will cover Version. Addison
Functions  Board Work topics in Chapter III: Wesley. 2009
j. Special Function  Peer Tutoring, and limits (Topics #3a -  Board Marker,
Types Cooperative #3g). erasers, and
k. Functions as Learning  Check-Up Scientific Calculator
Mathematical Examination which
Models will include topics
discussed in
Chapter II: Continuity Chapter IV: The
a. Definition Derivative (Topics

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 b. Properties of  The student should #4a - #4d) and in
Continuous be able to Chapter V: The
Functions recognize, interpret Slope (Topics #5a -
and evaluate Limits #5b).
Chapter III: Limits through:
a. Notion of a Limit  Discussion
b. Definition  Demonstration
c. Properties of  Board Work
Limits  Peer Tutoring, and
d. Operations with Cooperative
Limits Learning
e. Evaluation of
Limits  The student should
f. One-Sided Limits be able to
g. Unbounded recognize, interpret
Functions and evaluate
Derivatives through:
Chapter IV: The  Discussion
Derivative  Demonstration
a. Notion of the  Board Work
Derivative  Peer Tutoring, and
b. Definition Cooperative
c. Determination of Learning
the Derivative by
Increments  The student should
d. Differentiation be able to
Rules recognize, interpret
and evaluate the
Chapter V: The Slope Slopes of
a. Definition of Derivatives through:
Slope as the  Discussion
Derivative of a  Demonstration

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 Function  Board Work
b. Determination of  Peer Tutoring, and
the Slope of a Cooperative
Curve at a Given Learning
Point
Chapter VI: Rate of  The student should  Prelim Assignment  Lactuan, Imelda R.
Change be able to recognize, #2 which will cover et. al. Differential
a. Average Rate of interpret and topics in Chapter VI: Calculus.
Change evaluate Rate of Rate of Change JIMCZYVILLE
b. Instantaneous Change through: (Topics #6a - #6b). Publications, 2015
Rate of Change  Discussion  Prelim Quiz #3  Arce, Ma. Theresa
 Demonstration which will cover B. et. al. Calculus
Chapter VII: The Chain  Board Work topics in Chapter for Business. Rex
Rule and the General  Peer Tutoring, and VII: The Chain Rule Bookstore, 2010
Power Rule Cooperative Learning and the General  Larson, Ron.
CO2:
Power Rule. Calculus. Cengage
Differentiate
Chapter VIII: Implicit  The student should  Prelim Quiz #4 Learning. 2013
algebraic and
Differentiation be able to recognize, which will cover  Stewart, James.
transcendental
interpret and topics in Chapter Calculus. Cengage 9 Hours
functions with
Chapter IX: Higher- evaluate the Chain VIII: Implicit Learning. 2009
ease.
Order Derivatives and Power Rule Differentiation.  Lial, Margaret L.
through:  Prelim Assignment Calculus with
Chapter X: Polynomial  Discussion #3 which will cover Applications: Brief
Curves  Demonstration topics in Chapter IX: Version. Addison
a. Generalities  Board Work Higher Order Wesley. 2009
About Straight  Peer Tutoring, and Derivatives.  Board Marker,
Lines Cooperative Learning  Prelim Quiz #5 erasers, and
b. Tangents and which will cover Scientific Calculator
Normal to  The student should topics in Chapter X:
Curves be able to recognize, Polynomial Curves
c. Extrema and the interpret and (Topics #10a -
First Derivative evaluate Implicit #10f).

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 Test Differentiation  Prelim examination
d. Concavity and through: which will cover
the Second  Discussion topics Chapter VI:
Derivative Test  Demonstration Rate of Change up
e. Points of  Board Work to Chapter X:
Inflection  Peer Tutoring, and Polynomial Curves.
f. Sketching Cooperative Learning
Polynomial
Curves
 The student should
be able to recognize,
interpret and
evaluate Higher
Order Derivatives
through:
 Discussion
 Demonstration
 Board Work
 Peer Tutoring, and
Cooperative Learning

 The student should

be able to recognize,
interpret and
evaluate Polynomial
Curves through:
 Discussion
 Demonstration
 Board Work
 Peer Tutoring, and
Cooperative Learning

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 Chapter XI:  The student should  Midterm  Lactuan, Imelda R.
Applications of the be able to apply the Assignment #1 et. al. Differential
Derivative: Optimization Application of which will cover Calculus.
Problems Derivatives ( topics in Chapter XI: JIMCZYVILLE
Optimization) Applications of the Publications, 2015
CO2:
Chapter XII: through: Derivative:  Arce, Ma. Theresa
Differentiate
Applications of the  Discussion Optimization B. et. al. Calculus
algebraic and
Derivative: Related  Demonstration Problems. for Business. Rex
transcendental
Rates  Board Work  Midterm Quiz #1 Bookstore, 2010
functions with
 Peer Tutoring, and which will cover  Larson, Ron.
ease.
Chapter XIII: The Cooperative topics in Chapter XI: Calculus. Cengage
CO3: Apply the
Differential Learning Applications of the Learning. 2013
concept of
a. Definition Derivative:  Stewart, James.
differentiation in
b. Applications of  The student should Optimization Calculus. Cengage
solving word
the Differential be able apply the Problems. Learning. 2009
problems
Comparison of applications of  Midterm Recitation  Lial, Margaret L. 18
involving
∆x and dx Related Rates #1 which will cover Calculus with Hours
optimization,
c. Error through: topics in Chapter XI: Applications: Brief
related rates,
Propagation  Discussion Applications of the Version. Addison
and
d. Approximate  Demonstration Derivative: Wesley. 2009
approximation.
Formulas  Board Work Optimization  Board Marker,
CO4: Analyze
 Peer Tutoring, and Problems. erasers, and
and trace
Chapter XIV: Cooperative Learning  Midterm Scientific Calculator
transcendental
Derivatives of Assignment #2
curves.
Trigonometric  The student should which will cover
Functions be able to recognize, topics in Chapter
a. Elementary interpret and XII: Application of
Properties evaluate Differentials Derivatives: Related
b. Definition through: Rates.
c. Graphs of  Discussion  Midterm Quiz #2
Trigonometric  Demonstration which will cover
Functions  Board Work topics in Chapter

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 d. Applications  Peer Tutoring, and XII: Application of
Cooperative Learning Derivatives: Related
Chapter XV: Rates.
Derivatives of Inverse  The student should  Midterm
Trigonometric be able to recognize, Assignment #3
Functions interpret and which will cover
a. Elementary evaluate Derivatives topics in Chapter
Properties of Trigonometric XIII: The
b. Definition functions through: Differential (Topic
c. Graphs of  Discussion #13a - #13d).
Inverse  Demonstration  Midterm Quiz #3
Trigonometric  Board Work which will cover
Functions  Peer Tutoring, and topics in Chapter
d. Applications Cooperative Learning XIII: The
Differential (Topic
Chapter XVI:  The student should #13a - #13d).
Derivatives of be able to recognize,  Midterm Quiz #4
Logarithmic and interpret and which will cover
Exponential Functions evaluate Derivatives topics in Chapter
a. Elementary of Inverse XIV: Derivative of a
Properties Trigonometric Trigonometric
b. Definition functions through: Function (Topic
c. Graphs of  Discussion #14a - #14d).
Logarithmic and  Demonstration  Midterm
Exponential  Board Work examination which
Functions  Peer Tutoring, and will cover all topics
d. Applications Cooperative Learning in Chapter XV:
Derivatives of
 The student should Inverse
be able to recognize, Trigonometric
interpret and Functions (Topics
evaluate Derivative #15a - #15d) and in

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 of Logarithmic and Chapter XVI:
Exponential Derivative of
functions through: Logarithmic and
 Discussion Exponential
 Demonstration Functions (Topic
 Board Work #16a - #16d)
 Peer Tutoring, and
Cooperative Learning
Chapter XVII: Solution  The student should  Final Assignment #1  Lactuan, Imelda R.
CO2:
of Equations be able to recognize, which will cover et. al. Differential
Differentiate
a. Newton’s interpret and topics on Chapter Calculus.
algebraic and
Method of evaluate Solutions of XVII: Solutions of JIMCZYVILLE
transcendental
Approximation Equations through: Equations (Topics Publications, 2015
functions with
b. Newton-  Discussion #17a - #17b).  Arce, Ma. Theresa
ease.
Raphson Law  Demonstration  Final Recitation #1 B. et. al. Calculus
CO3: Apply the
 Board Work which will cover for Business. Rex
concept of
 Peer Tutoring, and topics on Chapter Bookstore, 2010
differentiation in
Cooperative XVII: Solution of  Larson, Ron.
solving word
Learning Equation (Topics Calculus. Cengage
problems
#17a - #17b). Learning. 2013
involving 9 Hours
 Final Quiz #1 which  Stewart, James.
optimization,
will cover topics on Calculus. Cengage
related rates,
Chapter XVII: Learning. 2009
and
Solution of  Lial, Margaret L.
approximation.
Equations (Topics Calculus with
CO4: Analyze
#18a - #18b). Applications: Brief
and trace
 Semifinal Version. Addison
transcendental
examination which Wesley. 2009
curves.
will cover topics on  Board Marker,
Chapter XVII: erasers, and
Solution of Scientific Calculator
Equations (Topics

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 #17a - #17b).
 The student should  Final Assignment #2  Lactuan, Imelda R.
CO2: Chapter XVIII: be able to recognize, which will cover et. al. Differential
Differentiate Parametric Equations interpret and topics on Chapter Calculus.
algebraic and evaluate Parametric XVIII: Parametric JIMCZYVILLE
transcendental Chapter XIX: Partial Equations through: Equations Publications, 2015
functions with Differentiation  Discussion  Final Quiz #2 which  Arce, Ma. Theresa
ease.  Demonstration will cover topics on B. et. al. Calculus
CO3: Apply the  Board Work Chapter XVIII: for Business. Rex
concept of  Peer Tutoring, and Parametric Bookstore, 2010
differentiation in  Cooperative Equations  Larson, Ron.
solving word Learning  Final Assignment #3 Calculus. Cengage
problems which will cover Learning. 2013
involving  The student should topics on Chapter  Stewart, James. 9 Hours
optimization, be able to recognize, XIX: Partial Calculus. Cengage
related rates, interpret and Differentiation. Learning. 2009
and evaluate Partial  Final Quiz #3 which  Lial, Margaret L.
approximation. Differentiation will cover topics on Calculus with
CO4: Analyze through: Chapter XIX: Partial Applications: Brief
and trace  Discussion Differentiation. Version. Addison
transcendental  Demonstration  Final examination Wesley. 2009
curves.  Board Work which will cover all  Board Marker,
 Peer Tutoring, and topic from Chapter erasers, and
Cooperative XVII up to Chapter Scientific Calculator
Learning XIX.

COURSE ASSESSMENT:
(Criteria for Grading)
Methods of Evaluation: Students will be evaluated according to the following:
1. Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and Final
Examination);

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2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3. Quizzes, and;
4. Assignments

The final course grade will be computed according to the following formula:
1. Eighty percent (80%) attendance or better,
2. The passing standard shall be the grade of 75%. To get the percentile grade, the number of correct answers called raw score
shall be divided by the total number of test points and multiplied by 100. Percentage (%) is used in determining and expressing
a student’s raw scores in every examination, quiz, assignments and recitations. The table below shows a sample of the range of
percentage marks and their corresponding equivalents.
3. Percentage (%) is used in determining and expressing a student’s raw scores in every examination. The table below shows a
sample of the range of percentage marks and their corresponding equivalents.

FIVE
PERCENTAGE LETTER
POINT REMARKS
GRADE GRADE
GRADING
97% – 100% A+ 1.00 Competent with very exceptional score
94% – 96% A 1.25 Competent with exceptional score
91% – 93% A- 1.50 Competent with very satisfactory score
88% – 90% B+ 1.75 Competent with satisfactory score
85% - 87% B 2.00 Competent with over and above average score
82% - 84% B- 2.25 Competent with above average score
78% - 81% C+ 2.50 Competent with average score
76% - 77% C 2.75 Competent with above minimum score
75% C- 3.00 Competent with minimum score
Below 75% D 5.00 Not competent

COURSE POLICIES:
(Requirements)
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every class.
Students are responsible for all material covered during any absence and assignments must be completed by the due date for

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 credit. The absence of more than twenty percent (<20%) of the required number of meetings in lectures and/or labs will result in
a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for any make-up consideration.

B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell
phone to discuss how you will keep up with the coursework assignments and complete the Laboratory Experiments.

C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts and
formulae of the assigned chapter. During the discussion, a quiz about the basic concepts of each chapter will be given. The
student is expected to read one chapter and solve the assigned problems each week. This will require an average of five hours
of study outside of the classroom each week. The previously assigned problems will be collected for grading and the solutions
will be derived in class. This process is designed to help the student thoroughly understand the concepts and applications of the
material covered.

D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example, to
misrepresent another person’s words or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and paste
material from another document or from the internet, to accept help on a test or to obtain advanced information or confidential
test materials, or to act in a way that might harm another student’s chance for academic success. When the instructor believes
that a student has failed to maintain academic honesty, he or she may be given an “FAILED” grade, either for the assignment,
lab report, quiz, examination, or the course depending upon the severity of the offense.

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