Chemical Engineering COURSE SYLLABUS

Particle Technology (ChE 39)

Department 2nd Semester, SY 2021-2022

3 Units Pre-requisites: ChE 31 (Momentum Transfer) Residence Hours at department office:

Credit Units:
Lecture and Lab Course website: ChE 65-A (Elearn )
XU Vision
Total hrs/wk: 2 hours Lec Faculty: Rose May Igdon
To be a leading 3 hours Lab
ASEAN university Schedule: Faculty email: rigdon@xu.edu.ph
forming leaders of
character by 2033 Room: Office Phone: (088) 858-3116 (loc 1206)
.
XU Mission Course Rationale :
Statement Knowledge in Particle Technology is the basis of unit operations that deal with the transport and flow of particles including powders, suspensions and colloids.
Xavier University
(Ateneo de
Course Description :
Cagayan) is a This course is intended to provide background material in particle technology for Fifth year Chemical Engineering students. The course focuses on characterization,
Filipino, Catholic behavior, production, separation and modeling of particulate systems and includes discussion on the different engineering processes that involve particulates and
and Jesuit powders. Multiphase transport phenomena and fluidization are also discussed in this course
educational
community
dedicated to the Course Learning Outcomes (CLOs):
integral At the end of the course, the student should be able to :
development of the
person for the needs PO* Code Link(s)
of Mindanao, the Course learning outcomes
a b c d e f g h i j k l m
Philippines and
Asia-Pacific. CLO1. Classify particle systems according to equivalent diameter and other attributes. ✓
As a University,
CLO2. Explain the behavior of particle systems using principles from mechanics and physics ✓ ✓ ✓
Xavier engages in
the authentic search CLO3. Identify equipment needed in handing certain particle systems in various chemical engineering ✓
for the truth through
teaching, formation,
processes.
research and social CLO4 Formulate and execute a model for a given particle system in various processes. ✓ ✓ ✓
outreach; it is ✓
dedicated to the CLO5. Solve for the parameters of a particulate systems.
renewal, discovery, CLO6. Assess possible health hazards when dealing with particle system ✓ ✓ ✓ ✓
safeguarding and
communication of * list of Program Outcomes (PO’s) presented in the left column together with XU/College mission, vision, objective statements
knowledge and
human values; and
it trains men and
Opportunities to develop Lifelong Learning Skills:
women to think
rigorously, so as to 1. The student can enhance his knowledge on particle technology by taking up specialized courses on nanotechnology.
act rightly and serve 2. The student can specialize in a particular unit operation that handles powders, suspensions and colloids in various industries.
humanity justly.
As a Filipino
University, Xavier is
devoted to the
appreciation,
preservation and
enrichment of the
Filipino culture and
heritage; to the
 sustainable Course Outline:
development of the
nation; and to the
pursuit of the
common good. Week
As a Catholic
University, Xavier is
committed to the
proclamation of the
joy of the Gospel; its
commitment is
rooted in a deep
personal friendship
with Jesus Christ
manifested by
loyalty to the Church
1-2
characterized by a
preferential option
for the poor; it
shares in the
privileged task of
fostering the
interdisciplinary and
integrated encounter
between faith,
reason and the
sciences.
As a Jesuit
University, Xavier
participates in the
3 Friction Factor,
Jesuit mission of
reconciliation with
God, with others
and with creation; it
seeks to serve the
faith, promote
justice, dialogue
with culture and
religions, and
protect the
environment; it
upholds the Ignatian
values of magis,
cura personalis and
finding-God-in-all-
things.
In sum, Xavier
3 •
University forms
men and women pf
competence,
conscience and
commitment in the
service of the
Church, the global
community and the
Filipino people.
College of 4 Liquid Filtration;
Engineering
Vision Mission
Statement and
Objectives
Topic/subtopic learning Assessment
CLO Code link
outcomes Task(s) Teaching and Scoring Tool
Topics/subtopics By the end of this topic or (How will I assess Learning Activities (How will I
the topic/subtopic
subtopic, students will be 1 2 3 4 5 6 (TLA) score?)
able to: learning outcome?)
Particle Size Distributions • Characterize the kind of Long test composed Assigned readings Score in the
of multiple-choice long test
and Measurements particle one is dealing
Particle Size Functions; with by giving a measure questions, Oral Presentation
of its equivalent discussion questions Score in Oral
Algebraic Representation of
diameter. Class discussion presentation
Size Functions ✓ ✓
• Present a particle size Grade Individual Oral using Rubric
Specific Surface Area per Unit distribution from a Presentation of Video viewing ( if
Volume screen analysis data of a Chapter topics available) Score in Class
participation
Image Analysis and Particle sample
Shape Graded Individual
Participation in the
class discussion.
Fluid Flow through Porous • Formulate the flow ✓ ✓ Long test composed Assigned readings Score in the
Media regime of fluid flow of multiple-choice long test
Flow Regimes, Darcy’s Law, through porous media questions, Oral Presentation
Kozeny-Carman Equation, • Compute for the friction discussion questions Score in Oral
factor using appropriate Class discussion presentation
Grade Individual Oral using Rubric
correlations
Carman & Ergun Correlations Presentation of Video viewing ( if
Chapter topics available) Score in Class
participation
Graded Individual
Participation in the
class discussion.
Liquid Filtration • Relate specific cake ✓ ✓ ✓ ✓ Long test composed Assigned readings Score in the
of multiple-choice long test
Specific Cake Resistance, Dry resistance to the rate of
Cake Mass per Filtrate Volume filtrate questions, Oral Presentation
Compressible Cake Filtration • Compute for cake mass discussion questions Score in Oral
per filtrate volume Class discussion presentation
Filtration Modes of Operation
Identify the different Grade Individual Oral using Rubric
Membrane Filtration membranes used in Presentation of Video viewing ( if
filtration. Chapter topics available) Score in Class
participation
Graded Individual
Participation in the
class discussion.
Dilute Systems • Compute for the ✓ ✓ ✓ Long test composed Assigned readings Score in the
Slurries and Suspensions Reynolds number in a of multiple-choice long test
dilute system questions, Oral Presentation
Field Force, Drag. Particle • Identify the different discussion questions Score in Oral
forces that act on a Class discussion presentation
Reynolds Number ; Settling Grade Individual Oral using Rubric
particle as it settle
Basin Design through a fluid Presentation of Video viewing ( if
Chapter topics available)
 Deep Bed and Clarifying • Solve a problem of Score in Class
Vision Ffiltration dilute system Graded Individual participation
Participation in the
The College of class discussion.
Engineering shall
be a center of
Hindered Systems and • Analyze the effect on ✓ ✓ ✓ ✓ Long test composed Assigned readings Score in the
excellence for Rheology the particle when of multiple-choice long test
engineering
Sedimentation Zone Theory; settling is hindered by questions, Oral Presentation
education, the presence of other discussion questions Score in Oral
research, and Hindered Settling; Batch
social development particles. Class discussion presentation
Settling Flux Thickener
in the Asia Pacific 5 • Design a thickener Grade Individual Oral using Rubric
region. Design; Kynch Analysis, such that hindered Presentation of Video viewing ( if
Compressible Sediments settling is facilitated Chapter topics available) Score in Class
The graduates of • Implement a Kynch participation
the College shall be Graded Individual
engineers with
analysis
Christian precepts Participation in the
who are globally class discussion.
competent leaders. Fluidization • Solve for the minimum ✓ ✓ ✓ ✓ Long test composed Assigned readings Score in the
Definition; Minimum Fluidizing fluidizing velocity of multiple-choice long test
Mission
Velocity; Types of Fluidization; • Design the parameters questions, Oral Presentation
of a fluidized bed discussion questions Score in Oral
The College of Bed Design, Bubbling
Engineering is a
Behavior, Davidson and • Apply a model to the Class discussion presentation
dynamic learning 6 system Grade Individual Oral using Rubric
community Harrison Model Presentation of Video viewing ( if
committed to the
growth of society in
Chapter topics available) Score in Class
the areas of energy participation
and environmental Graded Individual Long Test
management, Participation in the
techno-
entrepreneurship, class discussion.
agro- industrial Centrifugal Separation • Analyze the principles ✓ ✓ ✓ Long test composed Assigned readings Score in the
processes and behind centrifugal of multiple-choice long test
urban - rural
Hydrocyclones,
development. It Velocities within the separation questions, Oral Presentation
embodies XU’s
hydrocyclone; Filtering • Discuss the forces discussion questions Score in Oral
basic thrust of behind the operation of a Class discussion presentation
forming persons for 7 Centrifuges Grade Individual Oral using Rubric
others. hydrocyclone
Washing and Dewatering • Solve a problem Presentation of Video viewing ( if
As an academic involving the operations Chapter topics available) Score in Class
institution, the participation
College responds
of a hydrocyclone
to the human Graded Individual
resources needs of Participation in the
the region by class discussion.
producing quality
graduates with
Conveying • Identify the factors to ✓ ✓ ✓ Long test composed Assigned readings Score in the
appropriate Heterogeneous Flow in consider in conveying a of multiple-choice long test
knowledge of, skills
Liquids; Dilute Phase heterogeneous flow in questions, Oral Presentation
in, and attitude for discussion questions Score in Oral
Pneumatic Conveying; liquids
engineering and 7
technology in the • Compare the various Class discussion presentation
Dense Phase Pneumatic Grade Individual Oral using Rubric
fields of industrial, equipment used in
electronics, Conveying ; Other Conveying conveying Presentation of Video viewing ( if
chemical, civil, Equipment
electrical, and heterogeneous flow in Chapter topics available) Score in Class
mechanical terms of efficiency participation
 engineering, and Graded Individual
computer science.
Participation in the
As a resource class discussion.
center, the College Powder Flow and Storage • Identify the factors to ✓ ✓ ✓ ✓ Long test composed Assigned readings Score in the
spearheads
industrialization by Powder Properties, Flow consider in conveying of multiple-choice long test
providing pool of Patterns in a Hopper and Silo powder system questions, Oral Presentation
experts and
Hopper Opening and Angle; • Compute for powder discussion questions Score in Oral
facilities. It actively Class discussion presentation
properties
collaborates with The Powder Flow Function ;
institutions for
8 • Discuss patterns of flow Grade Individual Oral using Rubric
technological Hopper Flow Factor ; Hopper in hopper and silos Presentation of Video viewing ( if
advancement. It Design • Solve design problem for Chapter topics available) Score in Class
pursues topnotch
researches and
Measurement Techniques a hopper participation
innovation Graded Individual
opportunities in Participation in the Score in
next-generation class discussion. Midterm Exam
technologies,
services, and 9 MID-TERM EXAMINATON
businesses. It
serves as a venue
for dialogues on the
Crushing and Classification • Identify the various ✓ ✓ ✓ ✓ Long test composed Assigned readings Score in the
application and Energy Utilisation, Crushing equipment for particle of multiple-choice long test
social impact of Laws; Milling Circuit Matrix size reduction questions, Oral Presentation
technology.
Population Balances • Compute for the energy discussion questions Score in Oral
As an organization, requirement of a size Class discussion presentation
the College is 10 reduction equipment Grade Individual Oral using Rubric
committed to the Presentation of Video viewing ( if
continuing
development of its
Chapter topics available) Score in Class
personnel and participation
programs. Graded Individual
Participation in the
class discussion.
Chemical
Engineering Solid/Solid Mixing • Discuss the difficulties in ✓ ✓ ✓ Long test composed Assigned readings Score in the
Department Binary Component Mixing, sustaining homogeneous of multiple-choice long test
Program Equipment for Mixing solid/solid mixing questions, Oral Presentation
Educational Cohesive Powder Mixing • Identify the various discussion questions Score in Oral
Objectives equipment for this Class discussion presentation
The XU Chemical 11 operation Grade Individual Oral using Rubric
Engineering (XU Presentation of Video viewing ( if
ChE) graduates, Chapter topics available) Score in Class
formed and trained
through Jesuit
participation
liberal education are Graded Individual
deeply rooted in the Participation in the
Catholic faith and class discussion.
are persons of
competence, Colloids and Agglomeration • Discuss the principles ✓ ✓ ✓ Long test composed Assigned readings Score in the
conscience, and
12 Forces on Particles in Liquid behind particle size of multiple-choice long test
commitment. Thus, enlargement questions, Oral Presentation
consistent with Medium; DLVO And
these goals, the Applications; • Identify the forces discussion questions
XUChE program is involved in coagulation Class discussion Score in Oral
geared towards Coagulation and Flocculation; Grade Individual Oral presentation
and flocculation
producing Forces on Particles – in Presentation of Video viewing ( if using Rubric
graduates, who,
within three to five Gaseous Medium Chapter topics available)
years from
 graduation, have: Moisture Force or Surface • Describe graphically Graded Individual Long test Score in Class
PE01. Tension Force Agglomeration and Participation in the participation
(Competence) Agglomeration and Granulation Equipment class discussion.
Become competent
ChE professionals, Granulation Equipment
who are proficient in Gas Cleaning • Discuss the particle Long test composed Assigned readings Score in the
the application of
their knowledge and collection Mechanisms of multiple-choice long test
skills in basic • Perform a dust collection questions, Oral Presentation
sciences and material balance in a discussion questions Score in Oral
engineering Class discussion presentation
principles in the
spray tower
design, innovation, 13 • Identify the different ✓ ✓ ✓ Grade Individual Oral using Rubric
improvement, equipment types Presentation of Video viewing ( if
supervision and Chapter topics available) Score in Class
management of
chemical
participation
engineering Graded Individual
processes and Participation in the
systems in the class discussion.
presence of
practical constraints Powder Hazards • Discuss explosion Long test composed Assigned readings Score in the
to solve real-world Dust Collection ; Gas Cleaning hazards in operations of multiple-choice long test
technical problems. involving powder questions, Oral Presentation
Definition of Powder;
PE02. Explosion Hazards, • Define with examples discussion questions Score in Oral
(Competence) physiological powder Class discussion presentation
Manifested Physiological Powder Grade Individual Oral using Rubric
hazards
professional growth 14 Hazards; • Cite maximum exposure ✓ ✓ ✓ ✓ Presentation of Video viewing ( if
and career
advancement Respirable Range, limit as stipulated in OES Chapter topics available) Score in Class
through satisfactory Aerodynamic Diameter; ( Occupational Exposure participation
progress towards Graded Individual
positions of higher Occupational Exposure Standards
responsibility, Standard Target: Participation in the
completion of an class discussion.
advanced degree, or
Grade and Overall Efficiency
by successful
transition from the
"traditional" Introduction to • Discuss Buckyball Long test composed Assigned readings Score in the
chemical Nanotechnology discovery of multiple-choice long test
engineering career • Discuss single-walled questions, Oral Presentation
path into the allied discussion questions Score in Oral
fields of business, nanotubes
government, • Discuss tools in the Class discussion presentation
academe, etc. 15-16 discovery of Grade Individual Oral using Rubric
PE03. Presentation of Video viewing ( if
(Competence,
nanoscience
Conscience, • Discuss applications of ✓ ✓ ✓ Chapter topics available) Score in Class
Commitment) nanoscience in participation
Worked as effective, medicine, environment Graded Individual
conscientious and Participation in the
committed team and engineering
members or leaders materials class discussion.
who embody ethical • Discuss nanotoxicity and
and professional
excellence rooted in public policy that deals
Jesuit liberal with it.
education and
Christian humanism.
They have equipped 17
Review and Reflection • Skim through the topics ✓ ✓ ✓ ✓ ✓ ✓
Graded Reflection Score in the
with excellent discussed in class. Paper long test
communication and
people skills and are • Identify what strikes as Score in Oral
actively participating
in their community, most important and presentation
church and most relevant using Rubric
professional • Discuss why and how it
organizations. Score in Class
PE04. could help to alleviate
(Competence, present conditions in participation
Conscience, industry or in the world
Commitment) in general Score in
Become significant
contributors to • Reflection
society by creating paper
chemical 18 FINAL EXAMINATION
engineering designs
and solutions that
are safe and
sustainable. Being
men and women for
others, the XU ChE List of Resources:
graduates discern,
decide and do what Printed Learning Resources Web and Other Learning Resources
is right and strive for
truth and will seek to Textbook:
support others, Holdich, R. (2002). Fundamentals of Particle Technology. Midland Infotech and
especially in the
1. XU ONLINE LIBRARY - can be accessed directly at our class e-learn
context of Publishing. site
widespread poverty 2. Online Resources:
in the country. References: a. Particle Technology Backgrounder by R. Holdich:
PE05.
(Competence,
1. Rhodes, M (Eds.). (2008). Introduction to Particle Technology- Second Edition. West http://www.vimeo.com/9936959
Commitment) Sussex: John Wiley and Sons. b. Textbook Companion Website (You can download the pdf copy of
Embraced an active 2. Richarson, J.F. & J.H. Harker. (2002). Coulson and Richardson’s Chemical textbook here): http://www.particles.org.uk/
life-long purpose of Engineering Volume 2: Particle Technology and Separation Processes. Oxford:
advancing their
c. Educational Resources for Particle Technology (updated until
expertise by Butterworth-Heinemann. 2011 only):
continuing 3. Geankoplis C. J. (1998). Transport Processes and Unit Operations (3rd ed.). Prentice http://www.erpt.org/retiredsite/default.htm
professional Hall.
education, attaining
advanced degrees
4. Perry R. H. and D. W. Green (Eds.). (1997). Perry’s Chemical Engineering 3. Office Suite for creating written reports and presentation
or furthering Handbook (7th ed.). McGraw-Hill.
research activities 5. McCabe, W. et.al. (2006). Unit Operation of Chemical Engineering, 5th Ed. New
that tackle on critical York: McGraw Hill.
areas of the
chemical
engineering field. Course requirements

Program 1. Class standing requirements ( assignments and oral presentations, group participation and evaluation. Students will be required to do oral presentation of
Outcomes an assigned topic. . Individual contribution to the class discussion will be rated by the instructor. The reported is also required to present the solution of a problem
The graduates of that illustrates well the concepts discussed.
the XUCHE program
shall demonstrate 2. Long tests - Examinations covering one (or several) chapters discussed during the lecture sessions. These are the prelim and semifinal examinations..
the following:
3. Midterm examination – a comprehensive examination covering all topics discussed since start of class. Type of examination is generally computational (problem
a) Ability to apply solving type) but maybe mixed with objective-type questions (multiple choice, T/F, matching type, etc).
knowledge of
mathematics, 4. Final Examination - similar in type as the Midterm Examination and is usually covering all topics discussed after midterm. However, the coverage may be
physical sciences,
biotechnology and changed to include some earlier topics if deemed necessary by the instructor.
engineering
sciences to solve
chemical Grading System: Following the standard set by the University, the course requirements are weighted in a grading system as follows:
engineering
problems.
b) Ability to design A. Midterm grade: SLMIS % Total % in FG Grade conversion table
and conduct
experiments to test
code
Prelim Exam Output PE 20 7.00 Numerical Letter grade Description
hypothesis and grade equivalent
verify assumptions, Midterm exam ME 30 10.50 92 – 100 A Excellent
as well as analyze 85 – 91.99 A- Very Good
and interpret data
Class Standing component:
76 – 84.99 B Good
and to simulate • Long Tests QZ-M 25 8.75 68 – 75.99 B- Satisfactory
processes. • Class Participation CP-M 20 7.00 60 – 67.99
Below 60
C
F
Passed
Failed
c) Ability to design,
improve, innovate • Oral Presentation PRJ-M 5 100 1.75
and supervise a B. After midterms class standing: INC grade is released if a major requirement is not yet
accomplished by the student AND there is a likely
system, process or • Semifinal Exam Output SE 20 7.00 chance to pass even if the grade for the said major
component to meet
desired needs within requirement is assumed at minimum. INC grades are to
realistic constraints. • Long tests QZ-F 45 15.75 be complied with within 1 month from the start of the
next school term (semester or summer)
d) Ability to work • Oral Presentation/ Class Participation/ Written Report CP-F 30 10.50
effectively,
responsibly and • Reflection Paper PRJ-F 5 100 1.75
committedly in multi- C. Final grade:
disciplinary and After midterms class standing 35
multi-cultural teams.
e) Ability to identify, Midterm grade 35
formulate and solve Final Exam (comprehensive in coverage) FE 30 100 30.00
chemical
engineering
problems. TOTAL 100.00
f) Understanding of
the effects and
impact of the
chemical Assessment Rubrics
engineering
profession on the
environment and the
Presentation Rubric (http://www.ncsu.edu/midlink/rub.pres.html)
society, as well as 1 2 3 4 Total
the social and Organization Audience cannot understand Audience has difficulty following presentation Student presents information in logical Student presents information in logical,
ethical
presentation because there is no because student jumps around. sequence which audience can follow. interesting sequence which audience can
responsibilities of
the profession in sequence of information. follow.
accordance to Subject Student does not have grasp of Student is uncomfortable with information Student is at ease with expected answers Student demonstrates full knowledge (more
Christian and Knowledge information; student cannot answer and is able to answer only rudimentary to all questions, but fails to elaborate. than required) by answering all class questions
Ignatian precepts. questions about subject. questions. with explanations and elaboration.
g) Specialized Graphics Student uses superfluous graphics or no Student occasionally uses graphics that Student's graphics relate to text and Student's graphics explain and reinforce
knowledge in at
graphics rarely support text and presentation. presentation. screen text and presentation.
least one field of
chemical Mechanics Student's presentation has four or more Presentation has three misspellings and/or Presentation has no more than two Presentation has no misspellings or
engineering spelling errors and/or grammatical errors. grammatical errors. misspellings and/or grammatical errors. grammatical errors.
practice. Eye Contact Student reads all of report with no eye Student occasionally uses eye contact, but Student maintains eye contact most of the Student maintains eye contact with audience,
h) Ability to read, contact. still reads most of report. time but frequently returns to notes. seldom returning to notes.
write and speak Elocution Student mumbles, incorrectly Student's voice is low. Student incorrectly Student's voice is clear. Student Student uses a clear voice and correct, precise
effectively in English
pronounces terms, and speaks too pronounces terms. Audience members have pronounces most words correctly. Most pronunciation of terms so that all audience
and a local
language; and to quietly for students in the back of class to difficulty hearing presentation. audience members can hear presentation. members can hear presentation.
utilize modern hear.
means of Total Points:
communication.
i) Recognition of the
need for, and an
ability to engage in Written Report Rubric: (http://www.sdst.org/shs/library/resrub.html)
lifelong learning and
to keep current of Thesis/Problem/Question Information Seeking/Selecting Synthesis Documentation Product/Process
the development in and Evaluating Analysis
a specific field of
specialization.
j) Ability to apply 4 Student(s) posed a thoughtful, Student(s) gathered information Student(s) carefully analyzed the Student(s) developed appropriate Student(s) documented all Student(s) effectively and
appropriate creative question that engaged from a variety of quality electronic information collected and drew structure for communicating sources, including visuals, creatively used appropriate
techniques, skills
them in challenging or and print sources, including appropriate and inventive product, incorporating variety of sounds, and animations. Sources communication tools to convey
and modern
engineering tools provocative research. The appropriate licensed databases. conclusions supported by quality sources. Information is are properly cited, both in-text/in- their conclusions and
necessary for question breaks new ground or Sources are relevant, balanced evidence. Voice of the student logically and creatively organized product and on Works- demonstrated thorough, effective
chemical contributes to knowledge in a and include critical readings writer is evident. with smooth transitions. Cited/Works-Consulted research techniques. Product
engineering focused, specific area. relating to the thesis or problem. pages/slides. Documentation is displays creativity and originality.
practice. Primary sources were included (if error-free.
k) Knowledge of appropriate).
contemporary
3 Student(s) posed a focused Student(s) gathered information Student (s) product shows good Student(s) logically organized the Student(s) documented sources Student(s) effectively
issues.
l) Knowledge and question involving them in from a variety of relevant effort was made in analyzing the product and made good with some care, Sources are communicated the results of
understanding of challenging research. sources--print and electronic evidence collected connections among ideas cited, both in-text/in-product and research to the audience.
engineering, on Works-Cited/Works-Consulted
business, public pages/slides. Few errors noted.
policy, leadership 2 Student(s) constructed a question Student(s) gathered information Student(s) conclusions could be Student(s) could have put greater Student(s) need to use greater Student(s) need to work on
and management that lends itself to readily from a limited range of sources supported by stronger evidence. effort into organizing the product care in documenting sources. communicating more effectively
principles as team
member or leader to
available answers and displayed minimal effort in Level of analysis could have been Documentation was poorly
manage projects in selecting quality resources deeper. constructed or absent.
multidisciplinary 1 Student(s) relied on teacher- Student(s) gathered information Student(s) conclusions simply Student(s) work is not logically or Student(s) clearly plagiarized Student(s) showed little evidence
environments and generated questions or that lacked relevance, quality, involved restating information. effectively structured. materials. of thoughtful research. Product
various fields of developed a question requiring depth and balance. Conclusions were not supported does not effectively communicate
practice. little creative thought. by evidence. research findings.
m) The ability to
preserve and
Owever,
promote Filipino
historical and Class Policies
cultural heritage.
Attendance: Attendance sheets will be checked by instruction before the start of the session. The only valid excuses for missing a class session are illness requiring
medical care or a personal/family emergency of a serious nature. For such, valid medical certificate and parent’s/guardian’s letter will be required and subjected to
verification.

Cooperative Learning: The goal is to have everyone learn more than they would have working alone. Nevertheless, individual work provides the foundation for productive
and synergistic group work. Teams will be formed, with three or four students per team. An individual or a team may be assigned to cover a chapter of the textbook
depending on the extent of coverage per chapter. Each team is expected to work together and divide the topics In the chapter for individual presentation. However, the
team can help each other in answer the questions raised in class after the oral presentation.

Academic honesty policy: It is a part of your education to learn responsibility and self-discipline, particularly with regards to academic honesty. The most important issue
of academic honesty is cheating. Cheating is defined to include any attempt to defraud, deceive, or mislead the instructor in arriving at an honest grade assessment.
Plagiarism is a form of cheating that involves presenting as one's own work the ideas or work of another.

Prepared: Reviewed and Approved by:

Engr. Rose May B. Igdon _ Engr. Edwin Richard R. Ortiz____ Dr. Hercules R. Cascon___
Course Instructor Department Chair College Dean

Date approved:_________________

Syllabus Agreement

I affirm that I have read the complete course syllabus for _______________ for the ________ Semester AY _______ and made a copy for my file. I agree to abide by
all the policies and requirements stipulated in it. Should I have any concern regarding this matter, I will first consult the instructor.
________________________ ______________________
 Name Date
________________________
Signature