DiffEq Syllabus

F-ODI-2056 1
REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY
ANDREWS CAMPUS
Caritan, Tuguegarao City, Cagayan
www.csu.edu.ph
COLLEGE OF ENGINEERING
SYLLABUS IN DIFFERENTIAL EQUATIONS
Graduates of the Cagayan State University should be able to exhibit:

 Competence - critical thinker, creative problem-solver, competitive performer regionally, nationally and
globally
 Social Responsibility - sensitive to ethical demands and compassionate particularly to the
Intended Graduate
marginalized, steward of the environment for future generations while championing development and
Attributes
socially just and an advocate of economic and social equity
 Unifying Presence - uniting theory and practice, uniting strata of society, uniting tradition and
innovation, uniting the nation, the ASEAN region and the world and uniting the University and the
community
Graduates of the College should be able to:
1. Effectively practice the fields of specialization of their profession.
2. Demonstrate proficiency in the basic engineering skills and technical knowledge as well as professional
skills and values appropriate for their profession.
College Intended
3. Demonstrate leadership, ethical and societal responsibilities and extend services to communities.
Learning Outcomes
4. Pursue graduate education and engage in research work not only in their field of specialization but also
in related fields.
5. Effectively work multi-disciplinary and multi-cultural teams in diverse fields of practice and can
communicate with technical and broader communities through various written, oral and visual formats
Program Intended Graduates of the Department of Chemical Engineering are expected to:
Learning Outcomes a. apply knowledge of mathematics, physical sciences, engineering sciences to solve chemical engineering;
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. work effectively in multi-disciplinary and multi-cultural teams;
e. identify, formulate, and solve chemical engineering problems;
f. practice professional and ethical responsibilities;
Revision No. 03 September 12, 2019

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g. communicate effectively in complex chemical engineering activities with the engineering community and
with society at large;
h. assess the impact of the chemical engineering solution in a global, economic, environment and societal
context;
i. recognize the need for and engage in life-long learning;
j. demonstrate knowledge in contemporary issues;
k. use the appropriate techniques, skills and modern engineering tools necessary for the practice of
chemical engineering;
l. apply engineering management principles as a member and leader in a team, to manage projects and in
multidisciplinary environment;
m. demonstrate knowledge in specified field of chemical engineering practice; and
n. Preserve and promote Filipino historical and cultural heritage based on RA 7722
COURSE MAP
Program Outcomes
Learning Outcomes
a b c d e f g h i j k l m n
Demonstrate knowledge and understanding of the different
concepts, theories and principles involve in differential I
equations.
Demonstrate ability and skill in the use of appropriate
solution techniques and methodologies for different types of I
differential equations.
Note: I = an introductory course to an outcome
E = a course that strengthens the outcome

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D = a course demonstrating an outcome
Course ode Math 211E Course Title Differential Equations

2020 – Number of
Credit Units 3 Semester Second School Year 3
2021 Lecture Hours
Co- Number of
Pre-Requisite/s Calculus 2 None None
Requisite/s Laboratory Hours
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
Course Transforms in solving differential equations. The students are expected to be able to recognize different kinds of
Description 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 practical
engineering and scientific problems as well as employ computer technology in solving and verifying solutions
1. The student grades will be based on the accumulated points from the following learning assessment:
Classroom Activities 30 %
Research/Computing Lab 30 %
Problem Sets/Exercises 20 %
Grading System
Quizzes/Major Examinations 20 %
2. The students must obtain an average of 50% or higher in order to pass the subject.
3. Appropriate Rubrics to evaluate Research/Computing Lab and other classroom activities shall be used.

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OUTCOME- BASED LEARNING PLAN ON DIFFERENTIAL EQUATIONS
Time
Teaching
Allotmen
Teaching and and Learning
Intended Learning t
Learning Content Learning Learning Resources Assessme
Outcome (ILO) Lec
References Lab Activities nt
(54
(0) (TLA)
)
1. Explain the different the Unit I 1. Zill, Dennis G. 6 Lecture Lecture Quizzes
concepts of differential DIFFERENTIAL EQUATIONS (2019). Method Notes and
equations. IN GENERAL Differential Modules Classroom
2. Derive a differential Equations with Problem- Exercises
equation from its primitive I. Concepts of differential Boundary- Based
equation. equation Value Learning Problem
3. Discuss the nature and II. Origin of Differential Problems (9th sets
types of solution of a Equations International Collaborativ
differential equation. III. Solutions of Differential Metric Edition). e Learning
4. Explain initial-value and Equations USA: Brooks/Cole
boundary-value problems IV. Initial- and Boundary- Cengage
with examples. Value Problems Learning
2. Rainville, Earl D.
and Phillip E.
Bedient (2002).
Elementary
Differential
Equations (8th
Edition). USA:

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Macmillan
Publishing Co.,
Inc.
1. Solve first-order and first- Unit II 1. Zill, Dennis G. Lecture Lecture Quizzes
degree differential FIRST-ORDER FIRST- (2019). Method Notes and
equations by the method DEGREE Differential Modules Classroom
of separation of variables. DIFFERENTIAL EQUATIONS Equations with Problem- Exercises
2. Solve first-order and first- I. The Method of Boundary- Based
degree differential Separation of Variables Value Learning Problem
equations by the method II. The Method of Problems (9th sets
of transformation of Transformation of International Collaborativ
variables Variables Metric Edition). e Learning
3. Evaluate exact differential III. Exact Differential USA: Brooks/Cole
equations and equations Equations Cengage
that can be made exact by IV. Equations Made Exact Learning 12
suitable integrating by Suitable Integrating 2. Kreyszig, Erwin,
factors. Factor Herbert Kreyszig
4. Choose appropriate A. Integrating Factor and Edward J.
procedures and Found by Inspection Norminton
techniques of solving a B. The Determination of (2011).
given first-order first- Integrating Factor Advanced
degree differential C. The Linear First-Order Engineering
equations. Equation Mathematics
D. Bernoulli’s Equation (10th Edition)
New York: John
Wiley and Sons.

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1. Formulate linear Unit III 1. Zill, Dennis G. Lecture Lecture Quizzes

mathematical models with MODELING WITH FIRST- (2019). Method Notes and
first-order first-degree ORDER FIRST-DEGREE Differential Modules Classroom
differential equations from DIFFERENTIAL Equations with Problem- Exercises
the theories of physical EQUATION Boundary- Based
sciences and chemical Value Learning Problem
engineering problems. I. Linear Models Problems (9th sets
2. Formulate non-linear A. Mixing Problems International Collaborativ
mathematical models with B. Population Models Metric Edition). e Learning
first-order first-degree C. Heating and Cooling USA: Brooks/Cole
differential equations from of Buildings Cengage
the theories of physical Learning 9
D. Newtonian
sciences and chemical Mechanics 2. Blanchard, Paul
engineering problems. II. Non-Linear Models et. at. (2012).
A. Population Differential
Dynamics Equations (4th
B. Chemical reactions ed.). USA:
C. Torricelli’s law Brooks/Cole,
problems Cengage
D. Orthogonal Learning
problems
Mid-Term Examination (1.5 hours)

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1. Discuss the different Unit IV 1. Zill, Dennis G. 12 Lecture Lecture Quizzes

theories involving the HIGHER-ORDER (2019). Method Notes and
nature and solutions of DIFFERENTIAL EQUATIONS Differential Modules Classroom
linear differential WITH CONSTANT Equations with Problem- Exercises
equations. COEFFICIENTS Boundary- Based
2. Determine the solutions of I. Preliminary theory: Value Learning Problem
homogeneous linear Linear equations Problems (9th sets
differential equations with A. Initial- and boundary- International Collaborativ
constant coefficients. value problems Metric Edition). e Learning
3. Solve non-homogeneous B. Homogeneous USA: Brooks/Cole
linear differential equations Cengage
equations with constant C. The differential Learning
coefficients by the operator 2. Kreyszig, Erwin,
methods of undetermined II. Homogeneous Herbert Kreyszig
coefficient. equations with constant and Edward J.
4. Solve non-homogeneous coefficient Norminton
linear differential III. Non-homogeneous (2011).
equations with constant equations with constant Advanced
coefficients by the method coefficient Engineering
of variation of parameters A. Method of Mathematics
and inverse differential undetermined (10th Edition)
operator. coefficient: New York: John
5. Solve non-homogeneous Superposition method Wiley and Sons.
linear differential B. Method of
equations with constant undetermined
coefficients by the method coefficients: Annihilator
inverse differential method
operator. IV. Variation of parameters

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V. Inverse differential
operators’ methods
1. Evaluate the solutions of a Unit V 1. Zill, Dennis G. 6 Lecture Lecture Quizzes

second-order differential MODELING WITH SECOND- (2019). Method Notes and
equation models with free ORDER DIFFERENTIAL Differential Modules Classroom
responses. EQUATIONS Equations with Problem- Exercises
2. Evaluate the solutions of a Boundary- Based
second-order differential I. Mechanical vibration: Value Learning Problem
equation models with Free response Problems (9th sets
forced responses. II. Mechanical vibration: International Collaborativ
Forced response Metric Edition). e Learning
USA: Brooks/Cole
2. Blanchard, Paul
et. at. (2012).
Differential
Equations (4th
ed.).
Brooks/Cole,

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Cengage
Learning
1. Derive the Laplace Unit VI Zill, Dennis G. 9 Lecture Lecture Quizzes

transformations of some LAPLACE (2019). Method Notes and
elementary functions. TRANSFORMATION Differential Modules Classroom
2. Evaluate the Laplace and I. Definition and Basic Equations with Problem- Exercises
Properties Boundary- Based
inverse Laplace transform
II. Laplace transforms of Value Learning Problem
of elementary functions. elementary function Problems (9th sets
3. Graph and evaluate III. Properties of Laplace International Collaborativ
analytically Laplace and transform Metric Edition). e Learning
inverse Laplace IV. Heaviside unit-step USA: Brooks/Cole
transforms of unit-step functions Cengage
functions. V. Inverse Laplace Learning
4. Apply Laplace transform
transformation to the VI. Solution of differential
equations by Laplace
solution of linear
transform
differential equations.

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5. Evaluate the Laplace VII. Convolution theorem

transform of integrals VIII. Impulse functions:
using the convolution Dirac function
theorem.
6. Analyze impulse functions,

its Laplace transformed
and applications.
Final Examination (1.5 hours)
INTENDED LABORATORY ACTIVITIES

1. Laboratory Experiments on Modeling involving First-Order First Degree Differential Equations
2. Laboratory Experiments on Modeling involving Second Order Linear Differential Equations
RUBRIC FOR ASSESSMENT TO BE USED FOR MCOs

Criteria Excellent Good Satisfactory Unsatisfactory
91 - 100% 81 - 90% 71 - 80% 70 - 61%
Making Sense of The interpretation and/or The interpretation and The interpretation and/or The interpretation and/or
the Task translation of the task are translation of the task are translation of the task are translation of the task are
Interpret the concepts  thoroughly developed  adequately developed  partially developed,  underdeveloped,
of the task and and/or and and/or  sketchy,
translate them into  enhanced through  adequately displayed  partially displayed  using inappropriate
mathematics connections and/or concepts,
extensions to other  minimal, and/or
mathematical ideas or  not evident
other contexts

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Representing and The strategy and The strategy that has been The strategy that has been The strategy selected and
Solving the Task representations used are selected and applied and selected and applied and representations used are
Use models, pictures,  elegant (insightful), the representations used the representations used  underdeveloped,
diagrams, and/or  complex, are are  sketchy,
symbols to represent  enhanced through  effective and  partially effective and/or  not useful,
and solve the task comparisons to other  complete  partially complete  minimal,
situation and select representations and/or  not evident, and/or
an effective strategy generalizations  in conflict with the
to solve the task. solution/outcome
Communicating The use of mathematical The use of mathematical The use of mathematical The use of mathematical
Reasoning language and language and language and language and
Coherently communication of the communication of the communication of the communication of the
communicate reasoning are reasoning reasoning reasoning are
mathematical  elegant (insightful)  follow a clear and  are partially displayed  underdeveloped,
reasoning and clearly and/or coherent path with significant gaps  sketchy,
use mathematical  enhanced with graphics throughout the entire and/or  inappropriate,
language or examples to allow the work sample and  do not clearly lead to a  minimal, and/or
reader to move easily  lead to a clearly solution/outcome  not evident
from one thought to identified
another solution/outcome

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Accuracy The solution/outcome is The solution/outcome given The solution/outcome given The solution/outcome given
Support the correct and enhanced by is is is
solution/outcome  extensions,  correct,  incorrect due to minor  incorrect and/or
 connections,  mathematically error(s), or  incomplete, or
 generalizations, and/or justified, and  a correct answer but  correct, but
 asking new questions  supported by the work work contains minor o conflicts with the
leading to new error(s) work, or
problems  partially complete, o not supported by
and/or the work
 partially correct
Reflecting and Justifying the The solution/outcome is The solution/outcome is not The solution/outcome is not
Evaluating solution/outcome stated within the context of stated clearly within the clearly identified and/or the
State the completely, the student the task, and the reflection context of the task, and/or justification is
solution/outcome in reflection also includes justifies the the reflection only partially • underdeveloped,
the context of the  reworking the task solution/outcome justifies the  sketchy,
task. using a different completely by reviewing solution/outcome by  ineffective,
Defend the process, method,  the interpretation of the reviewing  minimal,
evaluate and  evaluating the relative task  the task situation,  not evident, and/or
interpret the effectiveness and/or  concepts,  concepts,  inappropriate
reasonableness of the efficiency of different  strategies,  strategies,
solution/outcome approaches taken,  calculations, and  calculations, and/or
and/or  reasonableness  reasonableness
 providing evidence of
considering other
possible
solution/outcomes

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and/or interpretations
OTHER COURSE REQUIREMENTS

Aside from the major course outputs, the student will be assessed at other times during the term by the following:
 Laboratory Reports
Course Policies and Standard

1. Proper Grooming
Proper school uniform with ID’s will be worn at all times as prescribed by the University.
Gentlemen: Length of hair should follow the standard haircut with ears visibly seen.
Ladies: Unnecessary accessories are prohibited.
2. Attendance and Tardiness

Attendance is a must and will be checked every meeting. Students who arrived 15 minutes after the start of the class will
be considered late. Three (3) late occurrences are equivalent to one absence.
3. Academic Integrity

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All forms of cheating and plagiarism are strictly prohibited. Anyone who violates will be dealt with disciplinary action.
Distribution of instructional material without author’s permission is prohibited.
4. Dropping
A student is considered officially dropped upon submission of the instructor’s copy of the duly accomplished dropping slip
before the scheduled deadline of the dropping.
5. Electronics Devices and Classroom Etiquette

Students are expected to actively participate in the discussion and learning activities. Disruptive noise, language and
gestures are sternly forbidden during class.
6. Make-up Exams
Make-up exams are allowed provided the reason for such absence is valid.
INPUT FOR REVISION:

____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
OTHER REFERENCES
1. Zill, Dennis G. and Warren S. Wright (2014). Advanced Engineering Mathematics (5th Edition). Burlington, MA: Jones & Bartlett
Learning, LLC
2. Nagle, R. Kent, Edward B. Saff and Arthur David Snider (2012). Fundamentals of Differential Equations (8th Edition). USA: Pearson
Education, Inc.

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3. C. Henry Edwards and David E. Penney (2008). Differential Equations: Computing and Modeling (4th Edition). New Jersey: Pearson
Education, Inc.
4. Ricardo, Henry J. (2009). A Modern Introduction to Differential Equations (2nd Edition). USA: Elsevier Inc.
5. Robinson, James C. (2004). An Introduction to Ordinary Differential Equations. UK: Cambridge University Press
6. Rainville, Earl D. and Phillip E. Bedient (2002). Elementary Differential Equations (8th Edition). USA: Macmillan Publishing Co., Inc.
7. Boyce, William E. and Richard C. DiPrima (2001). Elementary Differential Equations and Boundary Value Problems (7th Edition).
New York: John Wiley & Sons, Inc.
8. Greenberg, Michael D (1998). Advanced Engineering Mathematics (2nd Edition). New Jersey: Prentice Hall
Prepared by: Date of Revision/Enrichment: January 29,

2021
Engr. CAESAR P. LLAPITAN

Faculty Member
Endorsed by:

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ENGR. AUDY R. QUEBRAL

College Dean
Approved by
MARIDEN VENTURA-CAUILAN, DPA, CESO

Vice President for Academic Affairs

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F-ODI-2056 1

REPUBLIC OF THE PHILIPPINES

SYLLABUS IN DIFFERENTIAL EQUATIONS

Graduates of the Cagayan State University should be able to exhibit:

Revision No. 03 September 12, 2019

Revision No. 03 September 12, 2019

D = a course demonstrating an outcome

Course ode Math 211E Course Title Differential Equations

Revision No. 03 September 12, 2019

OUTCOME- BASED LEARNING PLAN ON DIFFERENTIAL EQUATIONS

Revision No. 03 September 12, 2019

Revision No. 03 September 12, 2019

1. Formulate linear Unit III 1. Zill, Dennis G. Lecture Lecture Quizzes

Mid-Term Examination (1.5 hours)

Revision No. 03 September 12, 2019

1. Discuss the different Unit IV 1. Zill, Dennis G. 12 Lecture Lecture Quizzes

Revision No. 03 September 12, 2019

1. Evaluate the solutions of a Unit V 1. Zill, Dennis G. 6 Lecture Lecture Quizzes

Revision No. 03 September 12, 2019

1. Derive the Laplace Unit VI Zill, Dennis G. 9 Lecture Lecture Quizzes

Revision No. 03 September 12, 2019

5. Evaluate the Laplace VII. Convolution theorem

6. Analyze impulse functions,

INTENDED LABORATORY ACTIVITIES

RUBRIC FOR ASSESSMENT TO BE USED FOR MCOs

Revision No. 03 September 12, 2019

Revision No. 03 September 12, 2019

Revision No. 03 September 12, 2019

OTHER COURSE REQUIREMENTS

Course Policies and Standard

2. Attendance and Tardiness

Revision No. 03 September 12, 2019

5. Electronics Devices and Classroom Etiquette

INPUT FOR REVISION:

Revision No. 03 September 12, 2019

Prepared by: Date of Revision/Enrichment: January 29,

Engr. CAESAR P. LLAPITAN

Revision No. 03 September 12, 2019

ENGR. AUDY R. QUEBRAL

MARIDEN VENTURA-CAUILAN, DPA, CESO

Revision No. 03 September 12, 2019

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