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ECOCAL1 Syllabus (Melad)

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ECOCAL1 Syllabus (Melad)

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ankosoa5
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© © All Rights Reserved
Available Formats
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DE LA SALLE UNIVERSITY

SCHOOL OF ECONOMICS
DIFFERENTIAL CALCULUS FOR ECONOMIC ANALYSIS 1 COURSE SYLLABUS

College: School of Economics (SOE)


Department: Economics
Course Name: Differential Calculus for Economic Analysis
Course Code: ECOCAL1
Course Type: Type B, Hybrid Delivery
Schedule: Term 1 Academic Year 2023-2024
V24; TF; 14:30-16:00 (L334)
V25; TF; 16:15-17:45 (L220)
Faculty: Mr. Amancio M. Melad III
Consultation: Scheduled as planned or otherwise deemed necessary
Email: [email protected]

COURSE DESCRIPTION

This is an introductory course in mathematics for economic analysis at the


undergraduate level. The course focuses on the mathematical foundations used in
economic theory, and the objective is to provide students with the necessary
mathematical tools that are used in studying and understanding economics.
Throughout the course, concepts on mathematical analysis, such as the foundations
and applications of one-variable calculus and multivariable calculus that covers tools
for comparative statics, will be discussed.

At this level, it is important that students should be able to successfully complete all
the calculations needed with consistency and accuracy, and consequently, develop
the ability to interpret and understand mathematical equations and calculations. After
building on students’ mathematical foundations, the course shifts over to economic
applications and analyses. At this point, mathematical theories with economic
applications will be covered in class to help students use the language of mathematics
to describe and analyze economic models and solve economic problems.

All in all, ECOCAL1 is a course designed to improve students’ understanding of


economic theory using mathematics as a way of representing and conveying
information. Math allows us to understand more complicated phenomenon than would
be possible if we restricted ourselves to words and graphs. This is due to its precision
and compactness, which means a lot of stuff (e.g., equations, variables) can be
expressed with a small amount of notation. Economic concepts and models can be
easily and precisely described in mathematical notation when words and graphs fail
or mislead us. Graphs often make complex information clear by allowing us to visualize
what is going on, but when the phenomenon being studied involves more than three
variables, the graph may provide an incomplete, and sometimes, misleading picture.
In this case, mathematical functions, and our ability to manipulate them become very
powerful tools of economic analysis. In fact, the ability to model economic questions
verbally, graphically, and mathematically will come in handy in students’ future
economics courses.

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COURSE LEARNING OUTCOMES

On the completion of this course, the student is expected to be able to acquire the
following:

Course Learning
Outcomes (CLOs) Specific Learning Outcomes (LOs)
Knowledge LO1: Identify the geometric representation of any functional
form and demonstrate their properties.

LO2: Apply both qualitative and quantitative concepts of the


derivative of a function.

LO3: Differentiate the concepts of average rate of change and


instantaneous rate of
change.
Skills LO4: Correctly apply differentiation rules.

LO5: Analyze and formulate mathematically the functional


relationship among identified variables.

LO6: Apply differential calculus in economic context.

LO7: Effectively communicate abstract mathematical models


into layman’s term.
Behavior LO8: Confidently express graphical and conceptual models in
equation form.

LO9: Exhibit resilience in solving economic problems


mathematically.

LO10: Exhibit willingness to work well within a team, to be


open-minded and receptive to others’ insights and
constructive feedback, and to develop initiative.

During the course, students are expected to improve their written communication,
interpersonal communication, problem solving, numeracy, and teamwork skills.
Finally, students should be able to express their analyses and appraisals in written
form.

COURSE ASSESSMENTS

For the course, the following are the assessments and their corresponding weights:

Requirement Weight
Problem sets 45%
Exercises 25%

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Comprehensive examination 25%
Class participation 10%

COURSE ASSESSMENT DETAILS

A. Problem Sets

Students will be given a problem set. The problem set tackles the application of
concepts and techniques that have been previously discussed. Problem set is done
by groups (maximum of four [4] students per group) and thus, there should only be
one set of solutions per group. However, each student must individually write the
solution for ALL items – and output of each member shall be compiled into one PDF.
Only one out of four (4) submitted per group shall be checked. The work is randomly
selected. Each problem set will be collected on the given due date.

Submission Reminders:

▪ Solutions must be handwritten (digital note-taking apps are allowed).


▪ Kindly scan the document and save the file in one PDF file. If you don’t have
access to a scanner, you may take pictures of your written answers/solutions,
saving each picture as an image file, then copy-paste the said image files in an
MS Word file, and save the document as a PDF file. Lastly, save the PDF
document using following format: Last Name of members – Problem Set No.
__, where No. indicates the problem set number.
▪ If needed, the group members can still be graded individually based on their
submission.
• A member without any submission will get a grade of 0.
• A member with missing work/items will not get credit for that particular
item.
▪ Check files before and after upload, corrupted files shall get a grade of 0.
▪ If a group send only one file (without the individually written solutions of each
student), the grade will be divided by the number of students in the group.
▪ Answers must be accompanied with hand-written solutions; otherwise, no credit
will be given.
▪ Late submission will NOT be accepted.
▪ Additional instructions shall be provided in the questionnaire.

B. Exercises

Exercises are done to practice the lesson discussed in class and to assess the
students’ understanding of the concepts. For a twenty-minute (20-minute) period,
exercises are done in the classroom during the face-to-face sessions. Online
exercises may or may not be provided, however announcement shall be made in
advance.

All answers must be submitted in a yellow pad. All students should have and prepare
½ yellow pad and whole yellow pad. Unnecessary items be kept in the bag or under
the table. There will be no make-up for missed exercises. If you miss an exercise, you
will be marked zero regardless of excuse.

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C. Comprehensive examination

Comprehensive examination serves to evaluate the overall comprehension of the


student. Fortunately for the students, questions in the problem sets and exercises are
excellent preparation for the examination. Obviously, it is not a good idea to cram
before the exam; rather, students should begin reviewing their problem sets and
lecture modules ahead of time to effectively prepare for this assessment.

D. Class participation

Class participation is conducted during sessions; and shall be done randomly.

COURSE GRADING SYSTEM


Below is the Course Grading System table with a minimum of/at least a 60% as the
passing rate:
Range Equivalent Grade
96 ≤ grade ≤ 100 4.0
90 ≤ grade ≤ 95.99 3.5
84 ≤ grade ≤ 89.99 3.0
78 ≤ grade ≤ 83.99 2.5
72 ≤ grade ≤ 77.99 2.0
66 ≤ grade ≤ 71.99 1.5
60 ≤ grade ≤ 65.99 1.0
grade < 60.00 0.0

Aside from the accuracy of final answers, submissions will also be grade based on the
following:

▪ Appropriateness of use of mathematical notations, symbols, and procedures;


▪ Organization and clarity of mathematical solutions (must clearly show flow of
thought); and
▪ Completeness of mathematical solutions.

Unsatisfactory performance in any of these factors may merit some deductions,


regardless of the accuracy of the final answer.

COURSE WORKLOAD REGULATION

The estimated workload allocation is as follows:

Activity/Allocation Frequency Hours Total in hours


Synchronous session 13 1.5 19.5
Asynchronous session 13 1.5 19.5
Personal study time 22.0
Problem sets 21 6 42.0
Comprehensive examination 1 2 2.0
Total number of hours 105.0

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COURSE LEARNING PLAN AND SCHEDULE

The topics, schedule of lectures and examinations are detailed as follows:

Week
No. Topic Learning Activities LOs
1-4 I. Preliminaries Lecture, Recitation, LO1, LO5, LO7,
1. The Number System Discussion, Exercises LO8, LO9, LO10
2. Relations and Functions
First Problem Set (Week 4)
5-8 II. Limits and Continuity Lecture, Recitation, LO1, LO7, LO8,
1. Limits and One-sided Limits Discussion, Exercises LO9, LO10
2. Basic Properties of Limits
3. Infinite Limits
4. Limits at Infinity
5. Continuous Functions
Second Problem Set (Week 8)
9-13 III. Differential Calculus Lecture, Recitation, LO2, LO3, LO4,
1. Rates of Change, Discussion, Exercises LO6, LO7, LO8,
Derivative, and the LO9, LO10
Tangent Line
2. Differentiability and
Continuity
3. Differentiation Rules
4. Implicit Differentiation
5. Higher-order Derivatives
6. L’Hospital’s Rule
7. Differentials
8. Partial Derivatives
9. Homogenous Functions
Third Problem Set (Week 12)
Comprehensive Examination (Week 14)

The course will be delivered on a hybrid basis. Tuesday sessions will be conducted
within the campus, while Friday sessions will be conducted asynchronously and
instructions will be available through the DLSU’s learning management system,
AnimoSpace. It can be accessed via https://dlsu.instructure.com.

COURSE REFERENCES AND READING MATERIALS

Bourles, Henri. Fundamentals of Advanced Mathematics. 3, Differential Calculus,


Tensor Calculus, Differential Geometry, Global Analysis. Amsterdam: Elsevier,
2019. Print.

Chiang, A. and K. Wainwright. (2005). Fundamental Methods of Mathematical


Economics. 4th edition. McGraw-Hill/Irwin: New York.

Danao, R. (2017). Core Concepts of Calculus with Applications. The University of the
Philippines Press: Quezon City.

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Danao, R. (2011). Mathematical Methods in Economics and Business. The University
of the Philippines Press: Quezon City.

Fernandez, Oscar. Calculus Simplified. Princeton, NJ: Princeton University Press,


2019.

Stewart, J. and Clegg, D.K. and Watson,S. (2020). Calculus, 9th edition. Cengage
Learning.

Sydsæter, K. and P. Hammond. (2021). Essential Mathematics for Economic Analysis,


6th edition. Pearson Education Limited: England.

COURSE LEARNING POLICIES


1. Class lectures. Lectures expound on the assigned reading materials.
Treatment of certain materials, however, may be different from the text and
references. The most difficult materials are generally covered in class lectures.
2. Active participation in class discussions. Recitation will be conducted during
synchronous sessions.
3. Instructions. Read and follow the instructions for all the
requirements/assessments/lectures. Not following instructions will result to a
demerit to your or to your group’s work. May even lead to a 0.0 grade on those
activities.
4. Academic Honesty. Students are expected to know and abide by the
University’s guidelines on Academic Honesty (Sections 7.1 to 7.4 and 13.3.1 of
the Student Handbook).
5. Policy of respect. Hence, treat others the way you want to be treated. Students
are expected to be mature adults who are responsible for their actions.
Students are expected to participate in the class discussion and must answer
when called. Any form of profanity is strictly prohibited.
6. No special quizzes/exercises, incentives or extra work shall be given.

COURSE CONTINGENCY CLAUSE


This syllabus may be updated to reflect emergent changes to: (i) adjust the pace of
the class; and (ii) recalibrate topics depending on the collective engagement and
sustained interests of the class.

Noted by:

_________________________ _________________________
Dr. Arlene B. Inocencio Dr. Mariel Monica R. Sauler
Dean Department Chair

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