OUR LADY OF FATIMA UNIVERSITY

OLFU VISION

A primer inclusive university of choice aspiring to improve man as man by developing individuals through a legacy of excellence,
education and compassionate value formation.

OLFU MISSION OLFU CORE VALUES

The Our lady of Fatima University, together with Through innovative learning strategies focused on strong
Fatima Medical Science Foundation, Inc., is and updated academic foundation with enhanced industry skills
and experience, a graduate of OLFU is expected to be an
dedicated to the improvement of man as man ACHIEVER. In the community and in the workplace, an OLFU
through the holistic formation of individuals graduate will be known as a person who:
imbued with knowledge, skills, and virtues. A– Aspires To Do His Best
C– Is Credible And Compassionate
H– Is Hardworking And Honorable
I– Is An Inspiration To Others
E– Is Efficiently Entrepreneurial And Employable
V– Is A Visionary
E– Is Ethical And Has Excellent Work Habits
R– Is Responsible

PROGRAM MISSION
PROGRAM VISION

The College of Arts and Sciences is a recognized academic leader engaged in

The College of Arts and Sciences commits itself in providing
“improving man as man” through provision of a liberal education which will
quality learning experiences at the undergraduate level through
prepare graduates to live responsible, productive and creative lives in a
excellence in teaching, scholarship and service.
changing world.

GENERAL EDUCATION PROGRAM OUTCOMES

At the end of the program, you are expected to:

1. Demonstrate intellectual competencies through, a) higher levels of comprehension, b) proficient and effective
communication, c) understanding of basic concepts across the domains of knowledge, d) critical, analytical, and creative
thinking, e) application of different analytical modes (quantitative and qualitative, artistic and scientific, textual and visual,
experimental and observation) in tackling problems methodically.
2. Exhibit personal and civic competencies which includes a/an; a) appreciation of the human condition, b) capacity to personally
interpret the human experience, c) ability to view the contemporary world from both Philippine and global perspectives, d) self-
assuredness in knowing and being Filipino e) capacity to reflect critically on shared concerns and think of innovative, creative
solutions guided by ethical standards, f) ability to reflect on moral norms/imperatives as they affect individuals and society, g)
ability to appreciate and contribute to artistic beauty, h) understanding and respect for human rights, i) ability to contribute
personally and meaningfully to the country’s development.
3. Display practical responsibilities through, a) working effectively in a group, b) application of computing and information
technology to assist and facilitate research, c) problem-solving (including real-world problems, e) basic work- related skills
and knowledge.
 COURSE SYLLABU
S AND ORGANIC CHEMISTRY
CHM 111 – GENERAL INORGANIC

COLLEGE CAS COURSE DESCRIPTION

The aim of this course should be to help students increase their scientific literacy in General Inorganic and
DEPARTMENT CHEMISTRY Organic Chemistry and their capacity to approach scientific materials intelligently for the improvement of
the quality of living. It deals with the fundamental concepts and principles of Chemistry blended
with theories and applications directly related to man and society. It emphasizes the correlation of the
COURSE CODE CHM111 present concepts of atomic composition and structure with the physical and chemical properties,
classification and uses of matter. It also covers the differences and relationship between organic and
inorganic compounds.
General Inorganic And
DESCRIPTIVE TITLE COURSE EXPECTED OUTCOMES (CO)
Organic Chemistry

PREREQUISITE (S)
CREDIT UNIT (S)
CONTACT HOURS Lecture:
PER SESSION: Lab:
1. Develop mastery of the fundamental knowledge and skills in General Inorganic and Organic Chemistry
NONE required for functioning effectively in a specific discipline.
2. Design a study and research innovations from the acquired knowledge of the basic concepts and
principles of General Inorganic and Organic Chemistry.
5 units 3. Develop desirable traits and attitude, particularly critical thinking, self-discipline and honesty to take up
opportunities for learning new things as well as the ability to learn effectively on their own.
4. Utilize learned laboratory skills in General Inorganic and Organic Chemistry such as manipulation
of different laboratory apparatus, preparation of reagents and solutions in doing experiments with accuracy
3 Hrs and precision.
3 Hrs 5. Produce students who are prepared to advance to the next course of study.

ALIGNMENT OF COURSE EXPECTED OUTCOMES (CO) WITH PROGRAM OUTCOMES (PO)

CEO DESCRIPTION PO1 PO2 PO3

Developed mastery of the fundamental knowledge and skills in General Inorganic and
1
Organic Chemistry required for functioning effectively in a specific discipline. X

Designed a study and research innovations from the acquired knowledge of the basic
2
concepts and principles of General Inorganic and Organic Chemistry. X X
Developed desirable traits and attitude, particularly critical thinking, self-discipline and
3 honesty to take up opportunities for learning new things as well as the ability to learn X
effectively on their own.
Utilized learned laboratory skills in General Inorganic and Organic Chemistry such as
4 manipulation of different laboratory apparatus, preparation of reagents and solutions in X X
doing experiments with accuracy and precision.
5 Prepared students to advance to the next course of study. X X

ALIGNMENT OF UNIT EXPECTED OUTCOMES (UEO) WITH COURSE EXPECTED OUTCOMES (CEO)
UEO DESCRIPTION CEO1 CEO2 CEO3 CEO4 CEO5
o Explain the mission and vision of OLFU readily.
o Relate the importance of the study of Chemistry in achieving the vision and mission of the university
with minimum effort.
1
o Summarize the content of the course syllabus and requirements correctly. x x
o Specifically give the common equipment and apparatus used in the laboratory.
o Execute the common laboratory procedures with efficiency.
o Show the difference between accuracy and precision correctly.
o Compare fundamental quantities and convert units of measurements effectively.
2
o Solve problems involving significant figures and scientific notation with minimal error and develop x x x
skills in doing computations patiently.
o Demonstrate ability in telling the correct classification of different samples of matter exactly.
o Construct a concept map of the different classes, states, changes and properties of matter accurately.
3
o Demonstrate the use of the Bunsen burner and explain the different parts and functions effortlessly. x x x x x
o Easily apply simple laboratory procedures in the preparation of a room freshener and food additives
o Recall the historical development of atoms with minimal effort.
o Create a model of an atom showing sub-atomic particles with accuracy.
4 o Compare and contrast the properties of elements, periodic trends based from the electronic x x x x x
configuration of atoms in the Modern Periodic Table with ease and precision.
o Easily perform simple experiment on matter.
o Demonstrate the different types of chemical bond and intermolecular forces of attraction accurately
by means of molecular geometry of some compounds showing bond energies and strength using balls
and sticks models.
5 o Demonstrate ability in naming and writing chemical formula with ease. x x x x
o Show creativity in making representations of different compounds patiently in performing home-
made
desserts.
Differentiate
o Analyze, between
classify typesphysical and chemical
and interpret change
evidences precisely.
of chemical reactions accurately.
6 o Identify the symbols used and predict products of chemical reactions precisely. x x x x
o Represent chemical reactions and balance chemical equations with ease.
o Specifically determine the oxidation number of elements and identify precisely the
substance oxidized, reduced, reducing agent and oxidizing agent.in a redox reaction.
7
o Apply balancing redox reactions easily. x x x x x
o Evaluate redox reaction applications in goods preservation meticulously.
o Calculate the molecular mass and percentage composition of some compounds competently.
8
o Accurately distinguish between empirical and molecular formula of compounds based on computed x x x x x
molecular mass, percentage compositions and other data presented in a problem.
 o Exhibit quick thinking in determining quantitative relationship in chemical reactions with ease.
o Express the quantitative relationship among the substances in a chemical equation correctly.
9
o Perform calculations on mole, mass and volume of the substances in chemical equations veraciously. x x x x
o Competently perform computations.
o Explain easily the properties and behavior of gases according to Kinetic Molecular Theory.
10 o Solve problems involving different gas laws efficiently and with ease. x x x x
o Apply the use of gas laws in the laboratory with confidence.
o Specifically identify the components, explain the different classes and the factors that affect
the solubility of a solution.
11
o Accurately perform calculations and express the concentration of solution in different ways. x x x x x
o Differentiate between electrolytes and non-electrolytes accurately.
o Give the different factors that affect rate of chemical reactions accurately.
o Readily determine the equilibrium expression (Keq) of some chemical reactions.
12 o Apply Le Chatelier’s Principle in predicting the direction of equilibrium position effortlessly. x x x x x
o Efficiently demonstrate willingness to learn numerous concepts on chemical equilibrium.
o Exhibit open-mindedness in determining equilibrium in chemical reactions with competence.
o Accurately identify strong from weak acids and bases or salt.
o Express and solve equilibrium constants, ionization constant of acids and bases, and solubility
13 product x x x x x
of salts competently.
o Specifically explain the concept and solve problems of pH and pOH and solubility of solutions
o with ease. differentiate organic and inorganic compounds in terms of their properties.
Precisely
o Specifically analyze the different classes of organic compounds according to its number of carbon,
14
structural formulas and functional group and explain its significance in everyday life. x x x x x
o Show the steps in a neutralization reaction with confidence.

COURSE COVERAGE – PRELIMS

TEACHING-LEARNING
UNIT EXPECTED OUTCOMES ASSESSMENT TASKS (AT)
WEEK COURSE CONTENT ACTIVITIES (TLA) RESOURCES
(UEO)
TEACHING LEARNING ASSESSMENT TOOL
o Explain the mission and vision of ◦ Vision-Mission of ◦ Didactic ◦ Facilitated ◦ Essay ◦ Rubrics Student’s
OLFU readily OLFU ◦ Reflective discussion ◦ Outlining ◦ Multiple Handbook
o Relate the importance of the study ◦ Importance of teaching ◦ Analogy ◦ Group Choice Course
of Chemistry in achieving the Chemistry in-line ◦ Deductive ◦ Laboratory Dynamics Outline
vision and mission of the with the mission ◦ Demonstration ◦ Practical
university with minimum effort and vision of performance
o Summarize the content of the OLFU
course syllabus and requirements ◦ Introduction to the
1 correctly. Course
o Specifically give the common ◦ Experiment
equipment and apparatus used in
the laboratory. No. 1 Common
o Execute the common laboratory Laboratory
procedures with efficiency. Apparatus
◦ Experiment
No. 2: Common
Laboratory
Procedures
o Show the difference between ◦ Measurements ◦ Demonstration ◦ Problem ◦ Multiple ◦ Answer key Laboratory
accuracy and precision correctly. ◦ Experiment ◦ Problem Solving Choice ◦ Rubrics Workbook
o Compare fundamental quantities No. 3 solving ◦ Perform ◦ Laboratory
and convert units of measurements Measurement ◦ Laboratory activities Reference
effectively. Books
2 o Solve problems involving
significant figures and scientific
notation with minimal error and
develop skills in doing
computations patiently.

o Demonstrate ability in telling the ◦ Matter ◦ Deductive ◦ Perform ◦ Multiple ◦ Answer key Lecture
correct classification of different ◦ Experiment ◦ Inquiry Activities choice ◦ Rubrics Workbook
samples of matter exactly No. 4 teaching ◦ Concept map ◦ Presentation Chapter 2
o Construct a concept map of the Bunsen Burner ◦ Demonstration ◦ Laboratory
different classes, states, changes ◦ Experiment Laboratory
and properties of matter accurately No. 5 Workbook
o Demonstrate the use of the Bunsen The Scent of
3 Mixtures Reference
burner and explain the different
parts and functions effortlessly. Books
o Easily apply simple laboratory
procedures in the preparation of a
room freshener and food additives
o Recall the historical development ◦ Atomic Structure ◦ Deductive ◦ Drills ◦ Fill in the ◦ Answer key Lecture
of atoms with minimal effort ◦ Periodic Table ◦ Discovery ◦ Project Work blanks ◦ Rubrics Workbook
o Create a model of an atom ◦ Electronic Teaching ◦ Problem- ◦ Project Chapter 3
showing sub-atomic particles with configuration ◦ Inquiry teaching based ◦ Self-
accuracy ◦ Quantum ◦ Laboratory learning Assessment Laboratory
o .Compare and contrast the Numbers ◦ Perform ◦ Laboratory Workbook
properties of elements, periodic ◦ Experiment activities
4 trends based from the electronic No. 6 Matter Reference
configuration of atoms in the Books
Modern Periodic Table with ease
and precision.
o Easily perform simple experiment
on matter.
 o Demonstrate the different types of ◦ Chemical Bonds ◦ Demonstration ◦ Perform ◦ Multiple ◦ Answer key Lecture
chemical bond and and Compounds ◦ Problem solving activities choice ◦ Rubrics Workbook
intermolecular forces of ◦ Naming and ◦ Laboratory ◦ Laboratory ◦ Demonstration Chapter 3
attraction accurately by means of Formula Writing ◦ Laboratory
molecular geometry of some ◦ Experiment Laboratory
compounds showing bond No 7 Physical and Workbook
energies and strength using balls Chemical
and sticks models. Changes Reference
5 o Demonstrate ability in naming and Books
writing chemical formula with
ease.
o Show creativity in making
representations of different
compounds patiently in performing
home-made desserts.
o Differentiate between physical and
chemical change precisely.
6 PRELIMINARY EXAMINATION

COURSE COVERAGE - MIDTERMS

TEACHING-LEARNING
UNIT EXPECTED OUTCOMES ASSESSMENT TASKS (AT)
WEEK COURSE CONTENT ACTIVITIES (TLA) RESOURCES
(UEO)
TEACHING LEARNING ASSESSMENT TOOL
o Analyze, classify types and ◦ Chemical ◦ Inductive ◦ Concept map ◦ Matching type ◦ Answer key Lecture
interpret evidences of chemical Reactions ◦ Deductive ◦ Group ◦ Concept ◦ Rubrics Workbook
reactions accurately. ◦ Experiment ◦ Problem solving dynamics mapping Chapter 4
o Identify the symbols used and No. 8: Flame ◦ Laboratory ◦ Perform ◦ Demonstration
predict products of chemical Test activities ◦ Laboratory Laboratory
7
reactions precisely. ◦ Experiment Workbook
o Represent chemical reactions and No. 9
balance chemical equations with Evidences of Reference
ease. Chemical Books
Reactions
o Specifically determine the ◦ Redox ◦ Demonstration ◦ Problem ◦ Matching type ◦ Answer key Lecture
oxidation number of elements and Reactions ◦ Discovery solving ◦ Laboratory ◦ Rubrics Workbook
identify precisely the substance ◦ Experiment teaching ◦ Problem Chapter 6
oxidized, reduced, reducing agent No. 10: ◦ Problem solving based
and oxidizing agent.in a redox Redox Learning Laboratory
8 reaction. Reactions ◦ Laboratory Workbook
o Apply balancing redox reactions
easily. Reference
o Evaluate redox reaction Books
applications in goods preservation
meticulously.

o Calculate the molecular mass and ◦ Quantitative ◦ Discovery ◦ Perform ◦ Demonstration ◦ Rubrics Lecture
percentage composition of Chemistry teaching activites ◦ Workshop Workbook,
some compounds competently. ◦ Demonstration ◦ Problem Chapter 5
o Accurately distinguish between solving
empirical and molecular formula Laboratory
of compounds based on computed Workbook
9
molecular mass, percentage Reference
compositions and other data Books
presented in a problem.

o Exhibit quick thinking in ◦ Stoichiometry ◦ Problem-solving ◦ Problem ◦ Demonstration ◦ Rubrics Lecture

determining quantitative ◦ Discovery Solving Workbook
relationship in chemical reactions teaching ◦ Problem-based Chapter 5
with ease. learning
o Express the quantitative ◦ Perform Laboratory
relationship among the substances activities Workbook
in a chemical equation correctly. Reference
10
o Perform calculations on mole, Book
mass and volume of the
substances in chemical equations
veraciously.
o Competently perform
computations.

o Explain easily the properties and ◦ Gases ◦ Deductive ◦ Facilitated ◦ Multiple ◦ Answer key Lecture
behavior of gases according to ◦ Experiment ◦ Demonstration discussion choice ◦ Rubrics Workbook
Kinetic Molecular Theory. No. 11 ◦ Problem- ◦ Group ◦ Practical Chapter 7
o Solve problems involving Diffusion solving Dynamics Performance
different gas laws efficiently and of Gases ◦ Laboratory ◦ Laboratory ◦ Laboratory Laboratory
11 with ease. Workbook
o Apply the use of gas laws in the Reference
laboratory with confidence. Books

12 MIDTERM EXAMINATION
 COURSE COVERAGE – FINALS
TEACHING-LEARNING ACTIVITIES
COURSE ASSESSMENT TASKS (AT)
WEEK UNIT OUTCOMES (UO) (TLA) RESOURCES
CONTENT
TEACHING LEARNING ASSESSMENT TOOL
o Specifically identify the ◦ Solutions ◦ Deductive ◦ Facilitated ◦ Multiple ◦ Answer key Lecture
components, explain the ◦ Experiment ◦ Demonstration discussion choice ◦ Rubrics Workbook
different classes and the factors No. 12 ◦ Problem solving ◦ Perform ◦ Demonstration Chapter 8
that affect the solubility of a Solutions activities ◦ Laboratory
13 solution. ◦ Experiment ◦ Laboratory Laboratory
o Accurately perform calculations No. 13 Workbook
and and express the concentration of Electrolytes and
solution in different ways. Non- Reference
14 o Differentiate between electrolytes Electrolytes Books
and non-electrolytes accurately.

o Give the different factors that ◦ Chemical ◦ Demonstration ◦ Drills ◦ Multiple ◦ Answer key Lecture
affect rate of chemical Equilibrium ◦ Deductive ◦ Laboratory choice ◦ Rubrics Workbook
reactions accurately. ◦ Experiment No. ◦ Inquiry teaching ◦ Perform ◦ Practical Chapter 9
o Readily determine the 14: Chemical activities performance
equilibrium expression (Keq) Equilibrium ◦ Laboratory Laboratory
of some chemical reactions. Workbook
o Apply Le Chatelier’s Principle
15
in predicting the direction of Reference
equilibrium position Books
effortlessly.
o Efficiently demonstrate
willingness to learn numerous
concepts on chemical
quilibrium.
o Accurately identify strong from ◦ Acids, Bases ◦ Demonstration ◦ Lecture ◦ Matching type ◦ Answer key Lecture
weak acids and bases or salt. and Salt ◦ Problem-solving ◦ Perform ◦ Practical ◦ Rubrics` Workbook
o Express and solve equilibrium ◦ Experiment activities performance Chapter 10
constants, ionization constant No. 15 ◦ Laboratory
of acids and bases, and Acids and Laboratory
16 solubility product of salts Bases Workbook
competently.
o Specifically explain the concept Reference
and solve problems of pH and Books
pOH and solubility of
solutions with ease.

o Precisely differentiate organic ◦ Introduction to ◦ Discovery ◦ Facilitated ◦ Multiple ◦ Answer key Lecture
and inorganic compounds in Organic teaching discussion choice ◦ Rubric Workbook
terms of their properties. Chemistry ◦ Deductive ◦ Simulation ◦ Demonstration Chapter 12
o Specifically analyze the different ◦ Experiment ◦ Inquiry teaching ◦ Perform ◦ Laboratory
classes of organic compounds No. 16: ◦ Laboratory activities Laboratory
according to its number of Neutralization Workbook
17 carbon, structural formulas,
functional group and explain its Reference
significance in everyday life. Books
o Show the steps in a
neutralization reaction with
confidence.

18 FINAL EXAMINATION

TEXTBOOKS
1. Roque , Veronica S. et. al. ( 2011) . Workbook in general inorganic and organic chemistry lecture . Q.C. : OLFU Publishing House
2. Roque , Veronica S. et. al. ( 2011) . General inorganic and organic chemistry laboratory workboo. Q.C. : OLFU Publishing House

REFERENCES (BOOKS/ONLINE WEBSITES/JOURNALS)

1. Bettlelheim, F. A. et al., (2010) ..Introduction to general, organic, and biochemistry 9th ed., U.S.A.: Brooks/Cole, Cengage Learning
2. Calano, R. (2011). College chemistry, inorganic and organic for the health professions, Manila : Educ’l Pub.
3. Chang, R. (2009). General chemistry: essential concepts 5th ed. U.S.A.: Mc Graw Hills, Inc.
4. Joesten, Melvin and John Hogg . ( 2012 ) . The World of Chemistry. Singapore : Cengage Learning Asia Pte .
5. Seager, S. L. and Slabaugh M. R. (2008). Chemistry for today, general, organic, and biochemistry 6th ed. U.S.A.: Thomson Brook s/Cole
6. Shaum’s Outlines . (2009) .General, organic, and biochemistry for nursing and allied health . Boston: Mc Graw Hill
7. Silberberg, M. S. (2007). Principles of general chemistry institutional edition . U.S.A.: Mc Graw Hills Companies
8. Smith, Janice Gorznski . ( 2013) . Principles of General, Organic, and Biological Chemistry. New York : McGrawHill
9. Stoker, H. S. (2010). General, Organic, and Biological chemistry. U.S.A.: Brooks/Cole, Cengage Learning
10. Zumdahi, S. and Decoste, D. J. (2010). Introductory chemistry 7th ed., U.S.A.: Brooks/Cole Cengage Learning
11. www.sciencedirect.com
12. www.worldofteaching.com/chemistry/powerpoint.html
13. www.sciencegeek.net/Chemistry.powerpoint2.shtml
14. www.morematter.com
15. www.chem4kids.com/files
16. www.chemistrydaily.com/chemistry/Chemical-Reaction
17. www.Chemical-reaction.org
18. www.solution.com
17. www.watchfuleyessolutions.com/
18. www.chemed.chem.purdue.edu/genchem/topicreview/bp/
19. www.chemistry.about.com
20. www.organic-chemistry.org
21. www.organic-chemistry.org/Highlight
22. www.chemistry.about.com/od/organic-chemistry
23. www.sciencedaily.com
 ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE OUTCOMES (CEO)
NO TEACHING CEO1 CEO2 CEO3 CEO4 CEO5

1 DIDACTIC - Educator tells the facts, concepts, principles and generalizations x x x

2 INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle, truth or generalization x x x x
DISCOVERY - Educator facilitates; Learners are tasked to synthesize thoughts to perceive
3
something not known before x x x x x
REFLECTIVE - educator facilitates; learners continually learn from their own experiences by
4 considering alternative interpretations of situations, generating and evaluating goals, and x x x x
examining experiences
DEMONSTRATION – Educator facilitates;Learner perform and practice the skills that was
5
demonstrated by teacher. x x x x x
PROBLEM SOLVING – Educator facilitates; Learner are tasked to find solutions to the given
6
problems or situations. x x x x
LABORATORY – Educator facilitates; Learner are asked to do something, observe and record the
7
results of what they do, and try to explain these. x x x x x
INQUIRY TEACHING – Educator facilitates; Learner solve the problem by gathering data,
8 organizing data, and attempting an explanation. Students should also analyze strategies that x x x x
they used to solve the problem.
DEDUCTIVE - Educator facilitates; Learner piece out facts, principle, truth or generalization from
9
specific to a general. x x x x
NO LEARNING CEO1 CEO2 CEO3 CEO4 CEO5
FACILITATED DISCUSSION – Answering questions based on facts, concepts, principles or
1
generalizations. x x x x
2 ANALOGY – Comparing something to similar things like atoms and the solar system. x x x x
PROBLEM-BASED LEARNING - Evaluating a situation and incident through analysis beyond
3
interpretation of facts. x x x x
4 LABORATORY – Doing something and observing, recording and explaining the results. x x x x x
5 DRILLS – Repetition of exercises as a means of perfecting a skill or procedure. x x x x
6 CONCEPT MAP – Visualizing relationship among different concepts. x x x x
GROUP DYNAMICS - Students process information and derive knowledge through discussing
7
course-related issues and topics with each other. x x x x
PERFORM ACTIVITIES – Involving individuals or groups of students working together to analyze
8
situations, cases which has been written up to highlight problems and solutions. x x x x x
9 PROJECT WORK - Students work in small groups to solve a problem or complete a task. x x x x x
SIMULATION - Simulations put learners into seemingly real situations where they can make
10
decisions and experience the outcomes of their decisions without the risk x x x x x

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
NO ASSESSMENT TASK (AT) CEO1 CEO2 CEO3 CEO4 CEO5

1 ESSAY x x x
2 OUTLINING x x x x
3 GROUP DYNAMICS x x x x
4 PRACTICAL PERFORMANCE x x x
5 MULTIPLE CHOICE x x x
6 LABORATORY x x x x x
7 PRESENTATION x x x x x
8 FILL IN THE BLANKS x x x
9 PROJECT x x x x
10 SELF-ASSESSMENT x x x x
11 DEMONSTRATION x x x x x
12 MATCHING TYPE x x x
 13 CONCEPT MAP x x x x
14 WORKSHOP x x x x x
NO TOOL CEO1 CEO2 CEO3 CEO4 CEO5

1 ANSWER KEY x x x x
2 RUBRIC x x x x x

ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS

Homework and Assignment At least 10 homework and assignments for the entire semester which is equivalent to 30% of the total
Particulars: accumulated quizzes.

Each student is required to submit a written report before the final examination date, a project paper is an
Research Work:
academic requirement which is equivalent to 5% of the lecture grade.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:
AVERAGE 98-100 95 – 97 94-92 89-91 86 -88 83-85 80 -82 76-79 75 74 and below

FINAL GRADE 1.00 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 5.0
FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete)
AW (authorized withdrawal NFE (No Final Examination
Lecture 60%: Prelims (20%) Midterms (20%) Finals (25%) Quizzes (25%) Research (5%) Attendance (5%)
Laboratory 40% Quizzes / Experiments (60%) Moving Exam (20%) Performance Grade (10%) Attendance (10%)

Note:
 Starting SY 2014-15, NO removal examinations shall be given in any undergraduate program.

 It is the principal responsibility of the students to view or claim their final grades report for the semester immediately
during the period of grades distribution and immediately present the grades to their parents/guardians upon receipt of the
printed grade report. Students are instructed to use the online School Automate system to view their periodical grades
(prelims and midterms) and are responsible for immediately relaying this information to their parents or guardians as well.

 These and other important school policies in the 2014 Student Handbook to be distributed during the Freshman
Orientation Program in June 2014 are to be reviewed diligently by all freshman students. This applies likewise to
sophomores, juniors and seniors as the 2014 Student Handbook can be viewed at any time using the OLFU official
website – www.fatima.edu.ph (navigate to Student affairs – Student Handbook 2014).

OTHER IMPORTANT INFORMATION

Students must submit requirements on time otherwise there will have two (2) points deduction from their
OTHER COURSE POLICIES
score per day of delayed submission.
Strictly no plagiarism on documents to submit. Always cite sources for every research works submitted.
All exercises and requirements for the course are to be complied by the students as part of their portfolio and
STUDENTS COURSE PORTFOLIO
must be made available for inspection by the instructor before the end of the semester

LANGUAGE OF INSTRUCTION ENGLISH

Per Section 1551 of CHED’s Manual of Regulation for Private Educational Institution, a student who has
incurred absences more than twenty percent (20%) of the total number of school days shall not be given
ATTENDANCE
credit to the course regardless of class standing. For further provisions of the said policy, please refer to the
OLFU Student Handbook.
COURSE CONSULTATION SCHEDULE Name of Faculty: Mr. Kevin de Guzman (TF: 1:30 to 3:00 PM)
COURSE REVIEW AND ENHANCEMENT Chair: Mr. Kevin de Guzman
MEMBERS Members Mr. Justo de Jesus
Dr. Norma Dacpano

PREPARED BY: ENDORSED BY: APPROVED BY:

Ms. Marie Vonne O. Venus Engr. Wilfredo M. Basilio

CHEMISTRY DEPARTMENT Coordinator, NatSci Department Dean,CAS