2anacal

(1)

HOLY ANGEL UNIVERSITY School of Education

Angeles City

HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion.

We commit ourselves to our vision of the University as a role--‐model catalyst for countryside development and one of the most influential, best--‐managed Catholic universities in the Asia--‐Pacific region.

We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility.

All these we shall do for the greater glory of God. LAUS DEO SEMPER!

SCHOOL OF EDUCATION Vision

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research and other best teaching learning practices.

Mission

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and equipped with holistic education catering to the heart and soul as well as to the body and mind.

Goals

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological integration

Objectives

1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and experts who continuously work for the advancement of educational thinking and practice

(2)

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure needed in the practice of the profession

4. To serve as a benchmark for quality instruction, research and best teaching learning practices

Teacher Education Program Outcomes

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning 2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in

their students

3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches)

6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching) 7. Can demonstrate and practice the professional and ethical requirements of the teaching profession

8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills

(3)

9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly improve their teaching knowledge, skills, and practices

10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and

11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

COURSE SYLLABUS in Analytic Geometry and Calculus 2ANACAL

Faculty: Engr.Sotero C. Biag Jr.

Course Title: Analytic Geometry and Calculus Course Code: 2ANACAL

Number of Units: 3 Units Contact Hours Per Week: 3 Hours Pre-requisite subject/s: 2ALGTRI COURSE DESCRIPTION:

The course offers a broader and deeper understanding of Mathematical principles needed by any prospective teacher of mathematics. It highlights the integration of geometric and algebra concepts. With a proper exposure to basic calculus concepts, teachers will gain more confidence in helping and guiding their students’ development of competitive skill in today’s highly technological society. The discipline of learning a calculus course allows prospective teachers to acquire higher order thinking skill that will enable them to implement any changes in the mathematics curriculum. The use of graphing calculators and computer algebra systems is highly encouraged.

.

(4)

COURSE LEARNING OUTCOMES:

At the end of the course, the students are expected to:

1. Demonstrate mastery of concepts and skills in solving problems in geometry using the processes of algebra 2. Translate algebraic equations to geometric equations

3. Use calculus as a tool to solve real life problems

4. Use the concepts and principles of analytic geometry in solving mathematical problems.

5. Demonstrate skills to teach mathematics effectively.

6. Demonstrate patience, perseverance and carefulness in solving word problems in mathematics.

7. Appreciate the widening applicability of mathematics in the activities of man.

8. Manifest values of positive attitudes acquired from the study of geometry.

9. Sketch the graphs of curves and conics using the coordinate system.

10. Use calculators to sketch the graphs of conics and other curves COURSE CONTENT:

Time able (Hou r)

Desired Learning Outcomes

Course Content/Subject

Matter

Teaching and Learning Activities

(Methodology)

Assessment Task/Student

Output

Evaluation Tool

Resource Materials

3 Define and illustrate rectangular coordinate system

Solve the directed distance from a line to a given point and vice versa

Determine the distance and midpoint between two lines

I. Rectangular Coordinates A.Definition B.Undirected and Directed Line Segments

C.Distance Between Two Points

Interactive Lecture/Powerpoint

Presentation Graphing

Engaged Recitation

Drill and Practice Problem Set

Quizzes Aguaviva Yap and Amid, Diego M.

ANALYTIC GEOMETRY.

Rex Bookstore, INC. 2002

(5)

3 Divide the line

internally or externally using analytic method Determine the slope(s) and inclination of a line, parallel lines, perpendicular lines

D. Division of a Line Segment E.Midpoint Formula F.Inclination and Slope of a Line G.Parallel and Perpendicular Lines

Interactive

Lecture/Discussion thru

Illustrative examples Powerpoint Presentation

Practice Drills Cooperative

Learning Quiz

Seatwork/Group

Must attain a 50

% passing rate

Aguaviva Yap and Amid, Diego M.

ANALYTIC GEOMETRY.

3 Determine the angle between two lines using slopes

Determine the angle bisector between two given lines

Solve the area of a polygon using the coordinate vertices Prove geometric theorems using the rectangular coordinate system

H.Angle Between Two Lines

I.Area of Triangle and other Polygons

Interactive Lecture/

Discussion thru:

Illustrative Examples, Powerpoint Presentation

Practice Drills/

Cooperative Learning Drill/Practice Problem Sets

Quiz

Seatwork /Group

Must attain a 50 % passing

rate

ANALYTIC GEOMETRY.

3 Define loci geometrically

Determine the equation of a locus of a moving

Locus as Path of a Moving Point

Discussion thru:

Illustrative examples

Learning Drill/Practice

Problem Sets

Must attain a 50

% passing rate

ANALYTIC GEOMETRY.

(6)

point Quiz Rex Bookstore, INC. 2002 3 Express the equation of

a line in general form Express the equation of a line in standard form

The Straight Line A. Lines Parallel to the Coordinate Axes B. The General Equation of a Line

Discussion thru:

Illustrative examples

Practice

Drills/Cooperati ve Learning

Seatwork Aguaviva Yap and Amid, Diego M.

ANALYTIC GEOMETRY.

Rex Bookstore, INC. 2002 PRELIM EXAM

3 Solve the equation of a line given the conditions

Standard Equation of a Line

1. Point-Slope form

2. Point-Slope Form

3. Two-Point Form

4. Intercept-Form

Interactive Lecture/Discussion

thru powerpoint presentation

Practice Drills/Cooperati

ve Learning

Seatwork Aguaviva Yap and Amid, Diego M.

ANALYTIC GEOMETRY.

3 Identify the conditions for parallelism and perpendicularity of two lines

Parallel and

Perpendicular Lines Normal Equation of a Line

InteractiveLecture/

Discussion thru Powerpoint Presentation

ve Learning

Must attain 50 % passing rate

ANALYTIC GEOMETRY.

3

Reduce linear equation to normal form and find its distance from the origin

Reduction to Normal Form

using illustrative examples

ProblemSet Must attain 50

% passing rate

(7)

ANALYTIC GEOMETRY.

3

Solve the directed distance between a point and a line and between a pair of parallel lines

Directed distance from a Line to a Point

Distance Between Two Lines

InteractiveLecture/

Discussion using illustrative examples

ve Learning

Rubric on Group Output/Presentat

ion

ANALYTIC GEOMETRY.

Rex Bookstore, INC. 2002 3 Define a circle

geometrically and name its parts

Express the general equation of a circle in standard form

Locate the center and determine the length of its radius

The Circle Definition A. Standard Equation

B. General Equation

using illustrative examples, Power Point Presentation,

Cooperative Learning Practice Drill

Rubric on Group Output/Presentat

ion

ANALYTIC GEOMETRY.

MIDTERM EXAM 3 Determine the standard

and general equation of a circle given by three conditions

Identify the equation of a circle tangent to a given line

A. Circles Determined by Three Conditions B. Tangent to a Circle

using illustrative examples, Power Point Presentation,

Practice Drills/Seatwork

Quiz

ANALYTIC GEOMETRY.

(8)

3 Define a parabola Identify and illustrate the equation of a parabola

The Conic Section- The Parabola

A. Definition

using illustrative examples, Powerpoint Presentation

Practice

Drills/Seatwork Quiz

ANALYTIC GEOMETRY.

Rex Bookstore, INC. 2002 3 Determine the focus,

vertex, directrix, and length of the latus rectum of a parabola Identify the equation of a parabola given the conditions

Express the equation of parabola from general form to standard form and vice versa

B. Standard Forms

C. General Forms Interactive Lecture/Discussion

using illustrative examples

Practice Drills Quiz

Must attain 50%

passing rate

ANALYTIC GEOMETRY.

3 Identify and illustrate the equation of an ellipse

Express the equation of an ellipse from general form to standard form and vice versa

VI. The Ellipse A. Definition

using illustrative examples Open Discussion

ve Learning Quiz

Rubric on Group Presentation

ANALYTIC GEOMETRY.

Rex Bookstore, INC. 2002 3 Identify the center,

vertices, major axis, minor axis, and latera recta of an ellipse

B. Standard Forms

C. General Forms Interactive Lecture/Discussion

using illustrative

Practice

Drills/Cooperati

Must attain 50

% passing rate

ANALYTIC

(9)

Sketch the graph of an ellipse

Determine the equation of an ellipse given the conditions

Solve word problems involving an ellipse

examples Open Discussion

ve Learning Quiz

GEOMETRY.

3 Define a hyperbola Sketch and determine the properties of the graph of a hyperbola

The Hyperbola A. Definition

Practice

Drills/Cooperati ve Learning Quiz

ANALYTIC GEOMETRY.

Rex Bookstore, INC. 2002 3

Determine the equation of a hyperbola

Determine the equations of the asymptotes of the hyperbola

B. General Forms

C. Asymptotes Interactive Lecture/Discussion

Practice

ANALYTIC GEOMETRY.

3 Graph the special functions

Identify the properties of the special functions

VII. Special Functions

A. Absolute value B. Step functions C. Piecewise function

Practice

ANALYTIC GEOMETRY.

Rex Bookstore,

(10)

INC. 2002 3 Define and interpret the

concept of limit intuitively.

Discuss and illustrate the different properties of limits

Determine the domain and range of continuous and discontinuous functions

VIII. Calculus A. Limits and Continuity

1. Limit of a Function 2. Properties of

Limits 3. Continuity

Practice

ANALYTIC GEOMETRY.

3 Apply the differentiation and integration rules in getting the derivatives and integrals of algebraic functions

B. Derivative of Algebraic Functions C. Integrals of Algebraic functions

Practice

ANALYTIC GEOMETRY.

Textbook:Aguaviva Yap and Amid, Diego M. 2002. ANALYTIC GEOMETRY. Rex Bookstore, INC.

Course Requirements:

Class Standing: quizzes, seatworks, assignments, recitation, problem sets Major Exams: Prelim, Midterm, Finals

Classroom Policies:

(11)

1. Classes start and end with a prayer. The class president is tasked to lead or assign someone to lead the class in prayer.

2. You are expected to read widely on topics presented. Preparedness for class discussion is expected.

3. Students must follow directions the first time.

4. For code of conduct, dress code, attendance and all other rules please see the student manual.

5. Stay in your assigned seat.

6. You should be quiet during instruction.

7. No food or drink in the class and do not leave trash inside the classroom.

8. Do not wear hats or caps during class hours.

9. On Assignments: Assignments will be given on a regular basis and must be turned in the day it is due. Late assignments will not be accepted. If you are absent (same holds true for any activities you have for other classes or for excused absences) when the assignment is given, it is your responsibility to get the assigned work for it will have the same due date as the rest of the class.

10. On Attendance: This is an essential element in your academic success. If you are absent in any activity or quizzes, there will be no make up work. Make up test will only be given for major exams.

Tardiness: You are expected to come on time to avoid interrupting what has already been started. You will already be marked as absent if you will come to class beyond the first 15 minutes of the class or the grace period stipulated by your instructor. Two consecutive tardiness (5-15minutes for MWF classes and 10-20mins for TTh classes), shall be equivalent to 1 absence.

11. Students will be courteous to the teacher, other students and to themselves. Thus, do not use vulgar or offensive language inside the classroom.

12. In any written works: It will be written neatly with complete, grammatically correct sentences. Be sure to provide the necessary information such as your first & last names, date, class schedule, and section.Make sure it is your own work and that it is not just copied and pasted from any webpage. You should be honest and respectful of ideas, people, and of their property. Should you need to include existing data from books and web pages, BE SURE TO ACKNOWLEDGE THE AUTHOR.

13. On Academic Honesty: The expectation of the day to day Christian life of student is to maintain highest standards of academic honesty.

14. Please turn off all cell phones, beepers, psp’s and other audio visual devices BEFORE entering the classroom. Unless needed for class demonstration, sanctions will be applied for violating this policy

1^st offense: verbal warning

2^nd offense: confiscation of the gadget (may be claimed after the class )

15. Foreign students are not allowed to use their “Translating devices” during exams. As a student in the Philippines, you should make effort to learn the English language. If it is not possible to do away with such gadget, be sure to secure permission from your instructor.

16. PLEASE BRING YOUR OWN MATERIALS IN CLASS. NO BALLPEN, SCIENTIFIC CALCULATOR AND PAPER, NO TEST! …

(12)

17.The bell serves AS A REMINDER THAT AN HOUR HAS PASSED… IT DOES NOT INDICATE DISMISSAL. WAIT FOR THE TEACHER TO DISMISS THE CLASS.

Expectations from students:

The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She is expected to attend each class and participate actively in the discussions.

ACADEMIC DISHONESTY:

All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work;

signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for teacher education students enrolled in a 1 hour class is a maximum of 10absences and 7 absences for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

GRADING SYSTEM:

CSP- Class Standing in the Prelim Period Transmutation Table For the Average*

CSM- Class Standing in the Midterm Period Average Point-Grade Equivalent

CSF- Class Standing in the Final Period 97-100 1.00

P - Prelim Exam 94-96 1.25

M - Midterm Exam 91-93 1.50

(13)

F - Final Exam 88-90 1.75

85-87 2.00

Midterm Average= 70%( Class Standing)+ 30%(Major Exam. Ave.) 82-84 2.25 Class Standing=

2 CSM CSP

79-81 2.50

Major Exam Ave.=

2 M P

76-78 2.75

Final Average= 70%(Class Standing) +30% (Major Exam. Ave.) 75 3.00 Class Standing=

3

CSF CSM

CSP 

BELOW 75 5.00

Major Exam Ave.=

3 F M P 

*Manual input for the computerized class record program Note: Raw scores will be transmuted using the department’s transmutation table.

Passing is 60% for Major Subject

References:

Aguaviva Yap and Amid, Diego M. ANALYTIC GEOMETRY. Rex Bookstore, INC. 2002

Basman, Ymas, and Barcelon. ANALYTIC GEOMETRY(WORKTEXT). Bustamante III Press. 1997 FullerG.And Tarwater D. ANALYTIC GEOMETRY 7^th Edition. Addison-Wesley Publishing Company Quirino D. and Mijares J. ANALYTIC GEOMETRY.Royal Publishing House. Inc. 1993

Leithold, L. (1989). College Algebra and Trigometry. Addison Wesley.

Leithold, L. (1996). The Calculus 7. New York: HarperCollins CollegePublishers.

Links:

http://www.ies.co.jp/math/java/

http://www.mathsnet.net/

CONSULTATION HOURS:

(14)

Days Time Room

//sbiagjr2016