COLEGIO DE DAGUPAN

Arellano St. Dagupan City

SCHOOL OF ENGINEERING

BACHELOR OF SCIENCE IN CIVIL ENGINEERING

I. CdD Philosophy, Vision, Mission and Objectives

Philosophy
The institution believes that through education, man’s God given gifts are discovered and developed for his personal fulfilment and community uplift.
Vision
It envisions to create a community responsive to the challenges of the changing world.
Mission
It is tasked to prepare individuals with the best that education can offer in a manner that is consistent with the needs of the society.
Objectives
1. To inculcate critical thinking;
2. To provide competent human resources in various fields;
3. To uphold discipline, justice and equality; and
4. To improve man’s quality of life through research and community services.

II. SOE Vision – Mission

Vision
The School of Engineering shall be a center froe development of globally-competitive professionals in the field of engineering. It shall spearhead the
conduct of relevant researches to push the frontiers of knowledge in engineering and related fields of work.
Mission
The School of Engineering shall undertake various activities to ensure the attainment of its vision as a Center of Development in Region I, along
engineering and related fields such as communications, electronics and technological advancement. More specifically, it shall endeavor:
1. to conduct the teaching-learning process, in a manner that transfer of knowledge, abilities and skills necessary for the practice of
engineering and related fields, is carried out effectively;
2. to conduct researches to push the frontier of knowledge along engineering and other related fields;
3. to instill values for the desirable practice of engineering and other related fields; and
4. to enhance the preparation of future engineers through state-of-the-art curricular, co-curricular and extracurricular programs and
projects.

III. BSCE Program Outcomes

The graduates have the ability to:

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

PO1) solve complex civil engineering problems by applying their knowledge of mathematics, science, and professional civil
engineering courses;
PO2) design and conduct experiments in more than one civil engineering context, as well as to analyze and interpret the resulting data;
PO3) design a system, component, or process, to meet desired needs, within realistic constraints such as economic, environmental,
social, political, ethical, health and safety, manufacturability, and sustainability, in accordance with standards;
PO4) function on multidisciplinary teams;
PO5) identify, formulate, and solve engineering problems;
PO6) practice the engineering profession ethically and responsibly;
PO7) communicate effectively to the engineering community and society as a whole, the various civil engineering projects and the
benefits that can be derived from it;
PO8) innovate engineering solutions that will bring impact in a global, economic, environmental and societal context;
PO9) engage in lifelong learning and keep abreast with developments in the field of civil engineering;
PO10) ascertain and appropriately act on contemporary issues related to the civil engineering discipline;
PO11) use techniques, skills, and modern engineering tools necessary for engineering practice;
PO12) act as a team leader and member of civil engineering projects by employing their management principles in a multidisciplinary
environment; and
PO13) solve and understand critical problems in structural engineering.

IV. COURSE SYLLABUS

1 Course Title Mathematics in the Modern World

2 Course Code GEC03
3 Semester and Year Offered 1st Semester of SY 2018 - 2019
4 Credit Units 3 units
5 Contact Hours 54 hours for one semester
6 Pre-requisite/s None
7 Co-requisite/s None
8 Course Description This course deals with nature of mathematics, appreciation of its practical, intellectual, and aesthetic dimensions, and application of
mathematical tools in daily life.
The course begins with an introduction to the nature of mathematics as an exploration of patterns (in nature and the environment) and
as an application of inductive and deductive reasoning. By exploring these topics, students are encouraged to go beyond the typical
understanding of mathematics as merely a set of formulas bus as a source of aesthetics in patterns of nature, for example, and a rich
language in itself (and of science) government by logic and reasoning.

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

The course then proceeds to survey ways in which mathematics provides a tool for understanding and dealing with various aspects of
present-day living, such as managing personal finances, making social choices, appreciating geometric designs, understanding codes
used in data transmission and security, and dividing limited resources fairly. These aspects will provide opportunities for actually
doing mathematics, in a broad range of exercises that bring out the various dimensions of mathematics as a way of knowing, and test
the students’ understanding and capacity. (CMO No. 20, series of 2013)
9 Course Learning Outcomes At the end of the course, the students should be able to:

1. Discuss and argue about the nature of mathematics, what it is, how it is expressed, represented, and used.
2. Use different types of reasoning to justify statements and arguments made about mathematics and mathematical concepts.
3. Discuss the language and symbols of mathematics.
4. Use a variety of statistical tools to process and manage numerical data;
5. Analyze codes and coding schemes used for identification, privacy, and security purposes;
6. Use mathematics in other areas such as finance, voting, health and medicine, business, environment, arts and design, and recreation.
7. Appreciate the nature and uses of mathematics in everyday life.
8. Affirm honesty and integrity in the application of mathematics to various human endeavors.

10. COURSE LEARNING OUTCOMES VS PROGRAM LEARNING OUTCOMES MAPPING TABLE

Course Learning Outcomes Program Outcomes
PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13
1. Discuss and argue about the nature of mathematics, what it
is, how it is expressed, represented, and used.

2. Use different types of reasoning to justify statements and

arguments made about mathematics and mathematical
concepts.

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

3. Discuss the language and symbols of mathematics.

4. Use a variety of statistical tools to process and manage
numerical data
5. Analyze codes and coding schemes used for identification,
privacy, and security purposes
6. Use mathematics in other areas such as finance, voting,
health and medicine, business, environment, arts and
design, and recreation
7. Appreciate the nature and uses of mathematics in everyday
life
8. Affirm honesty and integrity in the application of
mathematics to various human endeavors.

11. ALIGNMENT OF COURSE LEARNING OUTCOMES TO SUMMATIVE ASSESSMENT TASKS

Course Learning Outcomes Summative Assessment Task Details

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

1. Discuss and argue about the nature of Unit Test A unit test shall be administered to measure the
mathematics, what it is, how it is expressed, understanding of the students
represented, and used.
2. Use different types of reasoning to justify
statements and arguments made about
mathematics and mathematical concepts.
3. Discuss the language and symbols of
mathematics.

4. Use a variety of statistical tools to process Analysis of Data using Statistical Tools: This task shall be assigned per group. A problem and
and manage numerical data; Use mathematical tools in processing data, analyzing case study will be assigned to each group and using
5. Analyze codes and coding schemes used for codes, and applying it to other areas. statistics, they will have to solve the problem and discuss
identification, privacy, and security how mathematical tools were used in solving the case.
purposes; The group shall submit the document with their analysis.
6. Use mathematics in other areas such as
finance, voting, health and medicine,
business, environment, arts and design, and
recreation.

7. Appreciate the nature and uses of Portfolio: Individual activity: they are tasked to submit their own
mathematics in everyday life. A compilation of academic work and other forms of portfolio on the nature and uses of mathematics.
8. Affirm honesty and integrity in the educational evidence to show uses of mathematics in
application of mathematics to various human everyday life.
endeavors.

12. COURSE LEARNING PLAN

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

Intended Learning Outcomes Topic Time Activities/Strategies Performance Indicators / Learning Resources
Allotment Assessment Tools
PRELIM PERIOD
1. Identify patterns in Section 1. Nature of 1 hour Activities to do: Evaluation Requirements: Required:
nature and regularities Mathematics (i) video-watching (i) Short-response/essay
in the world (ii) pair-sharing or writing at the end of the (1) Nature’s Numbers by Ian Stewart
I. Mathematics in our class to one question. or Mathematics in Nature:
2. Articulate the World 1 hour small group sharing
Examples of these Modelling Patterns in the Natural
importance of (iii) journal writing
Core Idea: questions are: what new World by John A. Adam or A
mathematics in one’s (iv) whole class ideas did you learn?; what Mathematical Nature Walk by
Mathematics is a useful way
life discussion is it about mathematics that John A. Adam or any book of the
to think about nature and our
3. Argue about the nature world. 1 hour might change your same level, intent and approach.
of mathematics, what  Patterns and Questions to Pose: thoughts about it?, and;
it is, how it is Numbers in Nature (i) What is what is most useful about (2) https://vimeo.com/9953368
expressed, represented, and the World mathematics? mathematics for
and used  The Fibonacci (ii) Where is humankind? Recommended:
4. Express appreciation Sequence 1 hour mathematics? (ii) Two-to-three-page
for mathematics as a  Mathematics helps (iii) What role does (1) A Day’s Adventure in Math
synthesis paper focusing on
human endeavor organize patterns mathematics play in your Wonderland by Akiyama & Ruiz
one of the following
and regularities in world? aspects of mathematics:
the world. The Number Devil by Enzensberger
 Mathematics helps (a) Mathematics helps
Some Ideas to elicit and
predict the behavior organize patterns and
encourage: regularities in the
of nature and
(i) Many pattern and world.
phenomena in the
world.
occurrences exist in (b) Mathematics helps
 Mathematics helps nature, in our world, in predict the behaviour
control nature and our life. Mathematics of nature and
occurrences in the helps makes senses of phenomena in the
world for our own these patterns and world.
ends. occurrences. (c) Mathematics helps
 Mathematics has control nature and
numerous occurrences in the
(ii) Mathematics is a
applications in the world for our own
tool to quantify, organize, ends.
world making it and control our world,
indispensable. predict phenomena, and
make life easier for us.

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

Some ideas to discourage

or debunk or disprove:
(i) Mathematics is
just for the books,
confined in the classroom.
(ii) Mathematics has
no place in my life.
5. Discuss the language, Section 1. Nature of 2 hours Activities to do: Evaluation Requirements: Required for Instructors:
symbols, and Mathematics (i) Individual or small (i) Writing exercises sets Jamison, R. E. (2000) Learning the
conventions of group exercise including (ii) Quiz Language of Mathematics.
II. Mathematical Language games (see exercise in Language and Learning across
mathematics (K) and Symbols Standards/Basis for Grading to
The Language of Disciplines, 4(1), 45-44
6. Explain the nature of 2 hours Use:
Core Idea: Mathematics from One
mathematics as a Mathematical Cat, Use numerical scores. Required for Students:
Like any language,
language Please! By Carol Burns (i) The Language of Mathematics
mathematics has its own
7. Perform operations on symbols, syntax, and rules. 2 hours Fisher) (from One Mathematical Cat,
mathematical  Characteristics of (ii) Whole class discussions Please! By Carol Fisher Burns)
expressions correctly mathematical language: of the comparison The Language and Grammar of
8. Acknowledge that precise, concise, 2 hours between the English Mathematics
mathematics is a powerful language and
useful language  Expressions vs. Mathematical Language
sentences (iii) Compilation of
 Conventions in the mathematical symbols
mathematical language and notations and their
meanings
 Four basic concepts:
sets, functions, binary Some ideas to elicit and
operations encourage:
 Elementary logic: (i) Mathematics is a
connectives, quantifiers, language in itself.
negation, variables Hence, it is useful in
 Formality communicating
important ideas.
(ii) Mathematics as a
language is clear and
objective.
(iii) Language conventions

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

are necessary in
mathematics for it to be
understood by all.
Some ideas to discourage or
debunk or disprove:
(i) Mathematics is not a
language but a useless
set of formal rules and
alien symbols.
(ii) Mathematics confuses
the communication of
concepts and ideas.
Mathematics is full of
unnecessary symbols, rules
and conventions.
MIDTERM PERIOD
9. Use different types of Section 1. Nature of 1 hour Activities to do: Evaluation Requirements: Required:
reasoning to justify Mathematics (i) reading and writing (i) one take-home problem Mathematical Exxursions (Ch. 1) by
statements and proofs set R. Aufmann et al
arguments made about III. Problem Solving and (ii) small-group problem (ii) quiz on proving using What is Mathematics Really? (Ch. 4
mathematics and Reasoning solving deductive or inductive & 5) by R. Hersh
mathematical concepts (iii) whole class reasoning
Core Idea: discussions of key Recommended:
10. Write clear and logical Mathematics is not just 1 hour Standards/Basis for Grading Mathematical Exxursions (Ch. 2) by
proofs problems and
about numbers; much of solutions to Use: R. Aufmann et al
11. Solve problems it is problem solving and 1 hour 0 point – The students did Mathematics, A Practical Odyssey
involving patterns and reasoning. Some ideas to elicit and not make any attempt to (Ch. 1) by Johnson & Mowry
recreational problems  Inductive and encourage: solve any of the problems in The Number Devil by Enzensberger
following Polya’s four Deductive Reasoning (i) Mathematics requires the problem set or prove any Professor Stewart’s Cabinet of
steps  Intuition, proof and not only facility with of the statements in the Mathematical Curiosities by Ian
12. Organize one’s certainty 2 hours numbers but also the quiz. Stewart
methods and  Polya’s 4 steps in ability to critically 1 point – The student Problem Solving Through
approaches for proving Problem Soving think through attempted to solve 50% of Recreational Mathematics by
and solving problems  Problem Solving situations, to reason the problems in the problem Averbach and Chein
Strategies and argue logically set or displayed logical
 Mathematical Problem and to creatively solve reasoning 50% of the time in
Solving involving problems. attempting to prove the

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

Patterns (ii) Mathematics is an statement/s in the quiz.

 Recreational Problems active human 2 points – The student
using mathematics. endeavour. We can attempted to solve all the
create the problems in the problem set
Caution: mathematics we need or displayed logical
(i) This is not a full- to solve problems. reasoning 75% of the time in
pledged problem- (iii) Mathematics is for attempting to prove the
solving course; everyone and anyone statement/s in the quiz.
therefore refrain from who cares to learn it. 3 points – The student is
giving problems that (iv) Mathematical problem able to completely solve
are beyond the solving takes time. 50% of the problems in the
students’ abilities. Solutions are not problem set or completed
(ii) While it seems more always apparent to 75% of the proof/s in the
important to be able the solver. quiz.
to think through and (v) There may be more 4 points – The student is
attempt to solve than one approach in able to completely solve
problems, there is a solving mathematical 75% of the problems in the
higher value in problems. problem set or completed all
actually completing of the proof/s in the quiz.
Some ideas to discourage
solutions to problems. or debunk or disprove:
Hence, dissuade (i) One only needs to
students from merely learn numbers and
attempting to solve fractions to be
and encourage them mathematically
instead to complete proficient.
their solutions. (ii) Mathematics is a
Avoid giving problems spectator sport.
that do not have known Mathematics is just
solutions. Such problems out there to be
are not for this course. discovered and
appreciated.
(iii) Mathematics is only
for the gifted.
(iv) One is dumb if s/he
cannot solve a
mathematical problem

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Arellano St. Dagupan City
SCHOOL OF ENGINEERING

right away.
There is only one way to
solve a mathematical
problem.
13. Use of variety of Section 2. Mathematics as 2 hours Activities to do: Evaluation requirements: Required:
statistical tools to a Tool (Part 1) (i) Lectures (i) 1 quiz Mathematical Excursions, 3rd
process to process and (ii) work with appropriate (ii) 1 test Edition (International Edition) by
manage numerical data Core Idea: computer statistical (iii) 1 project proposal for a Aufmann et al. (Ch. 13)
14. Use the methods of Statistical tools derived 3 hours software quantitative study to be
linear regression and from mathematics are (iii) class discussions orally proposed Recommended:
correlations to predict useful in processing and (iv) pseudo-proposal Mathematics, A Practical Odyssey
defense Sample Project Proposal by Johnson & Mowry (Ch. 4)
the value of a variable managing numerical data You want the university to
given certain in order to describe a Math in Our World by SObecki,
offer free shuttle rides for Bluman & Schirck-Matthews
conditions phenomenon and predict students, faculty and staff
15. Advocate the use of values. 3 hours from strategic points outside
statistical data in  Data Gathering and your university in order to
Organizing Data; improve traffic flow in your
making important
Representing Data campus. The university
decisions
using graphs and chancellor asks your team to
charts; Interpreting present hard data that will
organized data. convince the administration.
 Measures of Central Prepare a proposal on how
Tendency: you will do this task.
 Measures of
Dispersion: Range, Standard/Basis for Grading
Standard Deviation to Use:
and Variance (i) Numerical scores for the
 Measures of Relative quizzes, test and
Position: z-score, problem sets.
Percentiles, Quartiles (ii) Rubric for the project
and Box-and-Whisker proposal
Plots
 Probabilities and
Normal Distributions
 Linear Regression and
Correlation: Least-

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

Square Line, Linear

Correlation Coefficient

SEMI – FINAL PERIOD

16. Apply geometric Section 3. Mathematics as 5 hours Activities to do: Evaluation Requirements: Required:
concepts especially a Tool (Part 2) (i) small group or large (i) 1 problem set Geometry: Shapes, Patterns and
isometries in I. Geometric Designs class sharing of various (ii) 1 long test Design (A Chapter for the New
describing and indigenous designs found (iii) class exhibit of created Editions of the Math 12 Textbook
creating designs Core Idea: Geometry can in one’s home community or collected indigenous for Ateneo de Manila University) by
17. Contribute to the help enhance one’s artistic 5 hours (ii) lectures designs. Vistro-Yu
enrichment of the prowess as well as enrich (iii) written exercises
Filipino culture and one’s culture. Standards/Basis for Grading Recommended:
arts using concepts in to Use. Palaspas by Nochesada
geometry  Recognizing and (i) numerical scores for
Analyzing geometric problem set and long test
shapes (ii) rubric for the class exhibit
 Transformations (iii) peer evaluation for the
 Patterns and class exhibit
Diagrams
 Design, Arts, &
Culture
FINAL PERIOD
18. Use coding schemes to II. Codes 1 hours Activities to do: Evaluation requirements: Required:
encode and decode (i) role playing (i) 3 quizzes (i) For All Practical Purposes,
different types of Cored Idea: (ii) lectures (ii) 1 long test Introduction to Contemporary
information for The utility of mathematics (iii) written exercises Mathematics (2nd Ed.) by COMAP
identification, privacy, goes beyond mundane. (iv) computer exercises Standards for Grading Use: Inc.
and security purposes Mathematics enables the Numerical Scores (ii) A Student’s Guide to Coding
19. Exemplify honesty and development of codes and 1 hours and Information Theory by Moser
integrity when using ciphers that are useful to and Chen
codes for security individuals and to society.
purposes  Binary Codes Recommended:
 Integers in computers http://www.exploratorium.edu/ronh
 Logic and computer /secret/secret.html
addition
 Text Data

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

 Errors and error

correction
 Error detecting
Repetition and Hamming
Codes
20. Use mathematical III. Linear Programming 1 hours Activities: Evaluation Requirements: Johnson & Mowry, Chapter 12
concepts and tools in  Linear Inequalities (i) lectures (i) 1 problem set
other areas such as in  Geometry of Linear (ii) written exercises (ii) an integrating project
finance, voting, logic, Programming
business, networks  Simplex Method
and systems
21. Support the use of IV. Mathematics of 9 hours Activities: Evaluation Requirements: Aufmann et al., Chapter 3, 4, 5, 8,
mathematics in various Finance (i) lectures (i) 1 problem set and 11
aspects and endeavors  Simple and Compound (ii) written exercises (ii) an integrating project
in life Interest
 Credit Cards and
Consumer Loans
 Stocks, Bonds and
Mutual Funds
 Home ownership
V. Apportionment and
Voting
 Introduction to
apportionment
 Introduction to Voting
 Weighted Voting
Systems
VI. Logic
 Logic Statements and
quantifiers
 Truth tables and
Tautologies
 Conditional,
Biconditional and
related statements
 Symbolic Arguments

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

 Arguments Euler
diagrams
VII. The Mathematics of
Graphs
 Graph and Euler
circuits
 Weighted graphs
 Euler’s formula
 Graph coloring
VIII. Mathematical
Systems
 Modular Arithmetic
 Applications
 Group Theory

13. ALIGNMENT OF PROGRAM OUTCOMES, COURSE LEARNING OUTCOMES AND INTENDED LEARNING OUTCOMES

Program Outcomes Course Learning Outcomes Intended Learning Outcomes

At the end of the BSEd program, the graduates have the At the end of this course, the students have the ability to: At the end of the lesson, the students have the ability to:
ability to:
PO1) solve complex electronics engineering problems by 1. Discuss and argue about the nature of mathematics, 1. Identify patterns in nature and regularities in the
applying their knowledge of mathematics, science, and what it is, how it is expressed, represented, and used. world
professional 2. Use different types of reasoning to justify statements 3. Argue about the nature of mathematics, what it is,
electronics engineering courses and arguments made about mathematics and how it is expressed, represented, and used
mathematical concepts. 5. Discuss the language, symbols, and conventions of
3. Discuss the language and symbols of mathematics. mathematics
6. Explain the nature of mathematics as a language
9. Use different types of reasoning to justify statements
and arguments made about mathematics and
mathematical concepts
10. Write clear and logical proofs
9. Use a variety of statistical tools to process and 7. Perform operations on mathematical expressions

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

manage numerical data; correctly

10. Analyze codes and coding schemes used for 11. Solve problems involving patterns and recreational
identification, privacy, and security purposes; problems following Polya’s four steps
11. Use mathematics in other areas such as finance, 13. Use of variety of statistical tools to process to
voting, health and medicine, business, environment, process and manage numerical data
arts and design, and recreation. 14. Use the methods of linear regression and
correlations to predict the value of a variable given
certain conditions
16. Apply geometric concepts especially isometries in
describing and creating designs
18. Use coding schemes to encode and decode different
types of information for identification, privacy, and
security purposes
20. Use mathematical concepts and tools in other areas
such as in finance, voting, logic, business, networks and
systems
18. Appreciate the nature and uses of mathematics in 2. Articulate the importance of mathematics in one’s life
everyday life. 4. Express appreciation for mathematics as a human
19. Affirm honesty and integrity in the application of endeavor
mathematics to various human endeavors. 8. Acknowledge that mathematics is a useful language
12. Organize one’s methods and approaches for proving
and solving problems
15. Advocate the use of statistical data in making
important decisions
17. Contribute to the enrichment of the Filipino culture
and arts using concepts in geometry
19. Exemplify honesty and integrity when using codes
for security purposes
21. Support the use of mathematics in various aspects
and endeavors in life

14. OTHERS

References Mathematics in the Modern World by Richard T. Earnhart and Edgar M. Adina

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 COLEGIO DE DAGUPAN
Arellano St. Dagupan City
SCHOOL OF ENGINEERING

Course Requirements Refer to assessment tools per learning outcome

Grading System Prelim Grade
(Class standing x2 + Prelim Exam ) / 3
Midterm Grade
Tentative Midterm Grade = (Class standing x2+ Midterm Exam) / 3
Midterm Grade = (Prelim Grade + Tentative Midterm Grade x 2)/ 3
Final Grade
Tentative Final Grade = (Class standing + Semifinal Exam + Final Exam) / 3
Final Grade = (Midterm Grade + Tentative Final Grade x 2) / 3
Note:
Class Standing includes Quizzes, Problem Sets/Seatwork/Assignments, Attendance. Passing score is 50% of total items equivalent to a
passing grade of 75%
Classroom Policies Refer to Student Manual

Revised and Updated: June 10, 2018

Prepared by:

MARVIN B. COLUMBINO
MARK JECEL J. RAPIR
JESSON S. ANTON
Course Facilitators

Reviewed by: Recommending Approval: Approved by:

JOSE JAY R. DE VERA, PhD, MEP-ECE REYNALD JAY F. HIDALGO, PhD FELIZA ARZADON – SUA, EdD

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Arellano St. Dagupan City
SCHOOL OF ENGINEERING

Associate Dean AVP for Academic Affairs Vice President for Academic Affairs

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