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Davao Oriental State University Discrete Math Syllabus

The document outlines the syllabus for Math 116: Discrete Mathematics at Davao Oriental State University, detailing the course's vision, mission, core values, and educational objectives. It includes information on course structure, learning outcomes, and assessment methods, emphasizing student engagement and the development of critical thinking and problem-solving skills in the context of Information Technology. The course covers various topics such as logic, set theory, algorithms, and cryptography, aimed at preparing students for professional challenges in the field.

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11 views10 pages

Davao Oriental State University Discrete Math Syllabus

The document outlines the syllabus for Math 116: Discrete Mathematics at Davao Oriental State University, detailing the course's vision, mission, core values, and educational objectives. It includes information on course structure, learning outcomes, and assessment methods, emphasizing student engagement and the development of critical thinking and problem-solving skills in the context of Information Technology. The course covers various topics such as logic, set theory, algorithms, and cryptography, aimed at preparing students for professional challenges in the field.

Uploaded by

exorjohnbenedict.blanco
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

DAVAO ORIENTAL Document Code No.

FM-DOrSU-ODI-09a
STATE UNIVERSITY Issue Status
01
Rev No.
00
Effective Date
07.22.2022
Page No.
1 of 10
“A University of excellence, innovation, and inclusion”

SYLLABUS (Professional Subject)

INSTITUTE OF COMPUTING AND ENGINEERING


MATH 116: DISCRETE MATHEMATICS
2nd Semester; SY 2024- 2025

VISION
“A university of excellence, innovation, and inclusion”

MISSION
1. To elevate knowledge generation, utilization and distribution;
2. To promote inclusive sustainable development through research and extension-based higher quality education, technical vocational skills,
responsive to theneeds of local and global community; and
3. To produce holistic, creative and inclusive human resource which are responsive and resilient to global challenges while maintaining strong
sense ofnationhood.

CORE VALUES
1. God-centered and humane
2. Critical Thinking and Creativity
3. Discipline and Competence
4. Commitment and Collaboration
5. Resilience and Sustainability

GRADUATE OUTCOMES
1. Research-oriented and innovative;
2. Empowered with sense of professionalism;
3. ICT enabled;
4. Effective communicator; and
5. Endowed with Filipino and universal values.
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FACULTY GOAL/S:

Focus on student centered programs that would provide a nurturing environment tailored to engineering, information communication technology,
industrial technology, pure and applied mathematics; promoting the students’ creativeness, critical thinking, communication skill and collaboration with
a unified sense of purpose and direction towards innovation.

PROGRAM EDUCATIONAL OBJECTIVES (PEO) IN RELATION TO THE COLLEGE MISSION

PROGRAM EDUCATIONAL OBJECTIVES (PEO) COLLEGE MISSION

1 2 3

1. Engaged or established an ICT enabled/ICT based business startups 5 years after graduation and onwards;   

2. Employed in an ICT based or enabled organizations;   

3. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor) 
(Graduate Outcomes: CS07, IS07, IT08),  

4. Design and develop computing solutions using a system-level perspective (Graduate Outcomes: CS03-05, IS04-05,
  
IT05)

5. Articulate and discuss effectively both orally or in writing in English or Filipino the latest developments in ICT for

utilization. (Basis: PQF level 6, IT13, IT10, IT07)

6. Become globally competent, innovative and socially and ethically responsible computing professionals engaged in
life-long learning endeavors and generation of new knowledge or in research and development projects. (Basis: ITE   
PSG – 5.3 Program Goals, 6.4 Common to Horizontal Type of School per CMO 46 s. 2012, IT12)
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7. Preserve and promote Filipino historical and cultural heritage”. (Based on RA 7722) 

STUDENT OUTCOMES (SO) IN RELATION TO THE PROGRAM EDUCATIONAL OBJECTIVES (PEO)

PEO
1 2 3 4 5 6 7
1. Apply knowledge of computing, science, and mathematics appropriate to the  
discipline
2. Understand best practices and standards and their applications  
3. Analyze complex problems, and identify and define the computing requirements  
appropriate to its solution
4. Identify and analyze user needs and take them into account in the selection,    
creation, evaluation and administration of computer-based systems
5. Design, implement, and evaluate computer-based systems, processes,  
components, or programs to meet desired needs and requirements under various
constraints
6. Integrate IT-based solutions into the user environment effectively   
7. Apply knowledge through the use of current techniques, skills, tools and practices   
necessary for the IT profession
8. Function effectively as a member or leader of a development team recognizing the   
different roles within a team to accomplish a common goal
9. Assist in the creation of an effective IT project plan   
10. Communicate effectively with the computing community and with society at   
large about complex computing activities through logical writing, presentations, and
clear instructions
11. Analyze the local and global impact of computing information technology on  
individuals, organizations, and society
12. Understand professional, ethical, legal, security and social issues and   
responsibilities in the utilization of information technology.
13. Recognize the need for and engage in planning self-learning and improving      
performance as a foundation for continuing professional development
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COURSE INFORMATION
1. COURSE NUMBER : Math 116
2. COURSE TITLE : Discrete Mathematics for IT
3. PRE-REQUISITE : Math 15
4. NUMBER OF UNITS :3
5. CONTACT HOURS : 3 hours/week
6. COURSE DESCRIPTION : Students will gain a working knowledge in discrete mathematics. The goal of this course is to introduce to the
students the ideas and techniques that is widely used in the concepts of Information Technology. The course aims to teach the students the to
think logically, mathematically and be encouraged to apply these techniques in solving computing and mathematical problems. At the end of
the course, the students will learn logic and proof, set theory, mathematical induction and recursion, relations and graphs, functions, trees and
languages, semi-groups, finite-state machines, and other languages which are considered as the key topics of this course.

COURSE LEARNING OUTCOMES (CLO)

CLO1 Recommend possible improvements in the IT Solution due to implementation issues


CLO2 Demonstrate an understanding about algorithms, the use of different encryption methods and using Boolean algebra in solving Boolean expressions
and in modelling circuitry;
CLO3 Model problems using graphs, trees and state tables using finite-state machine with outputs and no outputs

ALIGNMENT OF COURSE LEARNING OUTCOMES (CLO) TO STUDENT OUTCOMES (SO)


Course Level Student Outcomes (SO) Course Outcomes Proficiency
Outcomes Satisfied Assessment Through
CLO1 I and E SO1, SO2, SO3, SO4, SO5, SO6, SO7, SO11, SO13 [Online] Quiz, Homework/Activity, Problem Sets, and Major Exam
CLO2 I and E SO1, SO2, SO3, SO4, SO5, SO6, SO7, SO11, SO13 [Online] Quiz, Homework/Activity, Problem Sets, and Major Exam
[Online] Quiz, Homework/Activity, Problem Sets, Major Exam and
CLO3 I and E SO1, SO2, SO3, SO4, SO5, SO6, SO7, SO11, SO13
Project
Legend: Level
/ I / = Introductory Course. This course introduces students to the SO.
/ E/ = Enabling Course. This course enables the students to eventually achieve the indicated SO.
/D/ = Demonstrative Course. This course requires students to demonstrate the achievement of the indicated SO.
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COURSE OUTLINE
Time Topic/Task Desired Learning Outcomes (DLO) Teaching and Learning Satisfied Student
Fram Activities Course Assessment
e (TLAs) Learnin
(by g
week) Outcome
s
(CLO)
1 Course Orientation
 DORSU Mission  Know and discuss the national  Direct Instruction NA Reflection Paper (Rubrics)
and Vision, Core and regional goals including  Guided Group
Values and the DOrSU vision and mission. Discussion
Graduate  Comprehend the purpose and  Demonstration on
Outcomes, Quality usage of syllabus. computing of
Policy and 7S  Know how to compute grades grades
 Course Syllabus and convert to its equivalent
 Grading System grades.
 Classroom Policies  Establish house rules in the
 Gender and class.
Development  Discuss the importance of
 No Single Use GAD
Plastic Policy
1-2 Foundations of Logic and  Identify what are propositions  Lecture/ CLO1  Written exercises/ Short
Proofs whether it is a true or false Discussion quiz/Problem set/s
proposition.  Student’s Output
 Apply logical connectives to Presentation (Rubrics)
propositional variable and create
compound propositions
 Use truth tables to determine the
truth values of the compound
propositions
 Translate logical expressions
into English statements and vice
versa
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 Use logical connectives AND,


OR, and XOR to solve bit
operations to bit strings.
3 Logical Equivalences  Use truth tables and series of  Lecture/ CLO1  Written exercises/ Short
logical equivalences to show the Discussion quiz/Problem set/s
equivalences between compound  Student’s Output
propositions Presentation (Rubrics)

4 Predicates and  Create propositions from a  Whole class CLO1  Written exercises/ Short
Quantifiers propositional function by discussions quiz/Problem set/s
assigning values using the (classroom)  Student’s Output
concept of predicate and Presentation (Rubrics)
quantifiers
5 Sets  Uses sets to group objects and  Whole class CLO1
 Written exercises/ Short
identify the different types, the discussions
quiz/Problem set/s
cardinality, power set and the (classroom)
 Student’s Output
subset of sets.
Presentation (Rubrics)
 Combine sets using the basic
operations on sets.
6 Functions  Using function to assign element  Lecture/ CLO1
 Written exercises/ Short
from a set to each element in a Discussion quiz/Problem set/s
particular set.
 Student’s Output
 Identify the inverse and the
Presentation (Rubrics)
composition of functions
 Display the graph of functions
Learning Assessment
(Preliminary Examination)
7-8 Sequences  List the order of elements using  Whole class CLO1  Written exercises/ Short
sequences discussions quiz/Problem set/s
(classroom)  Student’s Output
Presentation (Rubrics)
8-9 Matrices  Show and express the  Lecture/ CLO1  Written exercises/ Short
relationship between the elements quiz/Problem set/s
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using matrices and perform Discussion  Student’s Output


matrix arithmetic. Presentation (Rubrics)

10 Algorithms  Develop an algorithm and the use  Lecture/ CLO2  Written exercises/ Short
of identified algorithm methods Discussion quiz/Problem set/s
to solve problems.  Student’s Output
Presentation (Rubrics)
11-12 Cryptography  Demonstrate the different  Lecture/ CLO2  Written exercises/ Short
encryption methods. Discussion quiz/Problem set/s
 Student’s Output
Presentation (Rubrics)
Learning Assessment
(Midterm Examination)
13 Graphs  Discuss graphs and the use of  Whole class CLO3  Written exercises/ Short
different types of graph models to discussions quiz/Problem set/s
solve problems (e.g. shortest path (classroom)  Student’s Output
problems) Presentation (Rubrics)

14 Trees  Discuss trees and apply the  Lecture/ CLO3  Written exercises/ Short
different types of trees to model Discussion quiz/Problem set/s
and solve problems.  Student’s Output
Presentation (Rubrics)

15 Counting  Discuss basics of counting , uses  Lecture/ CLO3  Written exercises/ Short
of permutation and combination, Discussion quiz/Problem set/s
and binomial coefficients.  Student’s Output
Presentation (Rubrics)

16 Boolean Algebra  Using Boolean algebra in solving  Whole class CLO2  Written exercises/ Short
Boolean expressions and in discussions quiz/Problem set/s
modelling circuitry (classroom)  Student’s Output
Presentation (Rubrics)
17 Modeling Computations:  Using Bacus-Naur Form to model  Whole class CLO3  Written exercises/ Short
DAVAO ORIENTAL Document Code No.

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Bacus-Naur Form  computation discussions quiz/Problem set/s


(classroom)  Student’s Output
Presentation (Rubrics)
Learning Assessment
(Final Examination)

REFERENCES:

a. Sirug, W.. (2012). Fundamentals of Discrete Mathematics. Mindshapes


b. Anonymous. (2018). Theory, Practice and Techniques in Discrete Mathematics
c. Hein, J. (2017). Discrete structures, logic, and computability. Burlington,M.A: Jones & Bartlett Learning
d. Rhoades, C. (2018). Introductory discrete mathematics. USA: Willford Press
e. Epp, S. (2020). Discrete mathematics with applications.

GRADING SYSTEM

Weight Grade Equivalent


Assessment methods
s 1.00 99 - 100 2.75 78 - 80
Summative Assessment (Prelim, Midterm, 1.25 96 - 98 3.00 75 - 77
60%
Final) 1.50 93 - 95 4.00 Conditional Failure
Formative Assessment (Written 1.75 90 - 92 5.00 Falied
exercises/Problem sets/Student’s Output 40% 2.00 87 - 89 INC Incomplete
Presentation) 2.25 84 -86 IP In Progress
2.50 81 - 83 DRPD Dropped
Total 100%
DAVAO ORIENTAL
COURSE REQUIREMENTS
Document Code No.

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STATE UNIVERSITY Issue Status
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Rev No.
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Code Learning Evidence Description

This indicates that evidence related to students' performance in significant examinations is considered as part of the
LE1 Major Exams
overall assessment.
Written
This encompasses evidence derived from written exercises, problem sets, and quizzes assigned to students. It
LE2 Exercises/Problem
reflects the assessment of their understanding, analytical skills, and ability to apply theoretical knowledge.
sets/Quizzes
Student’s Output This involves evidence derived from presentations made by students. It could include any form of output, such as
LE3
Presentation projects, reports, or other assignments presented by students to demonstrate their understanding and skills.

CLASS POLICIES:

1. Every student enrolled in the class should wear proper attire according to the student dress code as stipulated in the student handbook. This
includes wearing the appropriate uniform and student I.D.
2. Tardiness is discouraged. However, late students are still encouraged to come to class. They should come silently i.e., they should not cause
disturbance and should occupy the back seats.
3. Each student should be sensitive to noise. No one should create unnecessary noise during the class. This includes unnecessary chatting, noise
from electronic gadgets, dragging of chairs, etc. (especially when someone is recognized talking). Irrelevant questions will not be entertained
and is strictly discouraged. Only reasonable noise and questions are allowed.
4. Each student should have the educational supply necessary for each meeting such as: yellow paper, problem set notes, lecture notes, ballpoint
pen and pencil. Everyone is discouraged from asking these materials from the classmates. Failure to submit to this rule entails unpreparedness
and irresponsibleness of the student.
5. The students are asked to be ready as the teacher comes and attend to the class. Prior to the discussion, the chairs must be arranged, the room
must be clean (no pieces of papers on the floor and there should be no writings left on the board) and everyone should be in their seats.
6. Students should maintain academic integrity i.e., cheating and plagiarism are strictly discouraged.
7. Presence in every meeting (regular and remedial) is counted as 1 point in the Attendance. Attendance 20% or below of the total contact
hours will be considered dropped.
8. Quizzes and Assignments are considered Problem Set. These are attached to the problem set notes.
9. Exams should be taken on the scheduled date. However, especial exams can be awarded to those who have valid reasons.
10. Failure to comply any one of the major examinations implies an INC grade.
11. As blended learning still implemented, important classes may be held through online zoom/google meeting and all lessons and given tasks
will be placed at Google Classroom or fb messenger or the students will be given reading inferences /instructional materials via offline USB
DAVAO ORIENTAL Document Code No.

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file access.
12. The submission of the requirements like problem sets, quizzes, exams, and etc. may will be done in blended mode (DOrSU LMS, Google
classroom or other online learning resources)
13. If the student needs additional assistance to fully participate and be successful in this class, it is encouraged to consult the faculty as soon as
possible. The faculty strongly wants that the student with this special need should be accommodated in order to achieve their goals in this
class.
14. Social media sites such as Facebook and Messenger shall also be utilized for communication and other important announcements.

Prepared by: Reviewed and Recommended by: Approved by:

CARYL JANE S. TALAID DONY C. DONGIAPON, MIT Engr. EMMANUEL B. BARBAS, D. Eng
Faculty Program Head, BSIT Dean, FACET
Date:_________ Date:___________ Date:_____________

RHEA MAE A. FELIMON


Faculty
Date:_________

LAILANIE M. VENTURA
Faculty
Date:_________

Common questions

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Integrating cultural and heritage preservation within the ICT curriculum is important as it aligns with the educational objective to preserve and promote Filipino historical and cultural heritage. This integration fosters a sense of national identity and social responsibility among students, ensuring that technological advancements respect and enhance cultural values. At Davao Oriental State University, this objective contributes to creating holistic, socially and ethically responsible computing professionals . Embedding cultural awareness in ICT education encourages students to consider the societal impact of their work in both local and global contexts .

Aligning course learning outcomes (CLOs) with student outcomes in the curriculum design for Math 116 ensures that course content purposefully contributes to the overarching educational objectives. This alignment guarantees that students acquire the necessary skills and knowledge to demonstrate competencies expected in professional settings, such as algorithm design, logical reasoning, and IT solutions development. It provides a coherent educational trajectory where each CLO effectively leads to achieving major program outcomes, ensuring that the course supports broader academic and professional standards .

The course learning outcomes (CLOs) are integral in achieving student outcomes related to IT system design. CLOs such as understanding algorithms and modeling problems using finite-state machines directly complement student outcomes like designing, implementing, and evaluating computer-based systems. These CLOs ensure students can analyze user needs and integrate IT solutions effectively, leading to proficiency in constructing systems that meet diverse requirements under various constraints . The course supports these skills through targeted learning activities and assessments, ensuring that students develop the competencies outlined in the program educational objectives (PEOs).

The program educational objectives (PEOs) support lifelong learning and innovation by encouraging graduates to engage in ICT-based entrepreneurship, multidisciplinary teamwork, and development projects that require continual skill enhancement. By focusing on global competence and professional growth, the PEOs encourage ongoing academic and practical learning endeavors. This lifelong learning is further reinforced through objectives that emphasize adapting to technological advancements and contributing to research, aligning with the mission to produce innovative, globally competent professionals . These objectives ensure graduates are equipped with the necessary skills to adapt and thrive in evolving ICT environments .

The emphasis on Boolean algebra in the course facilitates understanding of circuitry simulation by teaching students how to express and solve Boolean expressions, which are fundamental in designing and analyzing digital circuits. Boolean algebra provides the logical foundation needed to model circuitry through logic gates and switching circuits, thus allowing students to simulate and troubleshoot digital systems effectively . This synthesis of algebraic concepts with practical applications in circuitry aligns with the course outcomes to demonstrate understanding of mathematical logic in IT contexts .

The course 'Math 116: Discrete Mathematics for IT' contributes to the educational objectives by equipping students with logical, mathematical reasoning, and problem-solving skills crucial for developing computing solutions. It aligns with the program goal of fostering student creativeness and critical thinking by covering topics like logic, proof, set theory, and graphs, which are essential for designing and evaluating IT-based systems . These skills support the objective of employing graduates in ICT-based organizations and engaging them in lifelong learning .

Assessment methods in Math 116 are designed to guide students towards the desired learning outcomes by integrating formative and summative assessments, including problem sets, quizzes, and major exams. These assessment tools evaluate students' understanding and application of mathematical concepts like logic, set theory, and algorithms. The regular feedback from formative assessments helps students identify areas for improvement, ensuring they meet the specific course learning outcomes. This structured assessment approach supports robust understanding and competence in essential discrete mathematics concepts, aligning with the instructional objectives .

The core values of Davao Oriental State University are: God-centered and humane, critical thinking and creativity, discipline and competence, commitment and collaboration, and resilience and sustainability. These values align with the university's mission which includes elevating knowledge, promoting inclusive sustainable development, and producing creative and resilient human resources. The values emphasize the importance of critical thinking, collaboration, and sustainability, which are essential for inclusive development and innovation, as stated in the mission .

Davao Oriental State University's emphasis on core values, such as discipline, competence, and ethical responsibility, plays a crucial role in shaping the behavior and professional ethics of its graduates. By highlighting values like sustainability and collaboration, the university instills a mindset that respects both societal needs and professional integrity. This foundation encourages graduates to engage in practices that are ethically sound and socially beneficial, promoting resilience and innovation in professional environments. These values ensure graduates are not only technically proficient but also conscientious in their roles, aligning personal ethics with their professional duties .

The mission and vision of promoting inclusivity and innovation at Davao Oriental State University can significantly influence ICT teaching strategies by encouraging diverse pedagogical approaches that cater to different learning styles and backgrounds. Incorporating collaborative projects, interactive learning platforms, and inclusive practices ensures that all students, regardless of their starting point, gain access to innovative learning experiences. This approach fosters a culture of creativity and critical thinking, enabling students to conceptualize and implement innovative IT solutions that address global challenges, in line with the university's comprehensive educational goals .

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