1. PORTFOLIO
in
CURRICULUM
DEVELOPMENT
Submitted to:
Mrs. Maria Aida Manila
Submitted by:
Lourise Archie C. Subang

2. TABLE OF CONTENTS
SELF INTRODUCTION
STATEMENT OF GOALS OF LEARNING
INTERVIEW RESULTS
SAMPLE LESSON PLANS
SAMPLE COURSE SYLLABI (PDF)
SECONDARY EDUCATION CURRICULUM (PDF)
BASIC EDUCATION CURRICULUM (PDF)
CURRICULUM DESIGNERS/PHILOSOPHERS (PDF)
ARTICLE RELATED TO CURRICULAR
PROBLEMS AND INNOVATIONS (PDF)
EDUCATIONAL INNOVATIONS AND RELATED
ARTICLES (PDF)
CRITIQUE PAPER ON CURRICULAR
INNOVATIONS (PDF)
SAMPLE CURRICULUM ASSESSMENT TOOLS
(PDF)
RUBRICS FOR CURRICULUM ASSESSMENT (PDF)
REFLECTIVE JOURNAL (SEE FS4)

3. SELF INTRODUCTION
Everyone has its own story to tell about one’s life. And for me it goes like this…
My name is Lourise Archie C. Subang. I was born late in the evening of May 23,
1993 in Brgy. Dakit, San Francisco, Southern Leyte. I am the eldest among the five
children of Mr. Eduvino J. Subang and Ms. Rosalita J. Corporal. My siblings are Rey C.
Subang (15 yrs. old), Darren C. Subang (12 yrs. old), Fern C. Subang (9 yrs. old), and
Leila Subang (6 yrs. old).
As a background of myself, I was born and raised in a “god-fearing household”
(of which both my parents’ families were also god-fearing household). Together we
attended regular church services and other religious activities in our church, the
UCCP-LIFE Dakit Evangelical Church. Evangelical Christians is my denomination.
My elementary education took place in the town’s central school, the San
Francisco Central School. I finished as the class valedictorian of our batch, 2004-
2005.
My secondary life was quite different, however. To make the story short,
granted by His favor, my God, Jesus Christ, I was privileged to take up my freshman
year in Palompon, at the Northern Leyte College. The remainder of my secondary
education was spent on Celestino Artigo Ablas Sr. Academy Inc. (CAASAI), however. I
graduated as the salutatorian in my batch, 2008-2009.
I’m back here in Palompon to pursue and hopefully finish my college life.
Currently I am staying at the Shepherd’s Fold Youth Center. Also, I’m a scholar of this
youth center. This center also helps me to hone the necessary skills I needed for my
profession through its programs of which I am part of.
Currently, I am now a junior college student studying at the Palompon
Institute of Technology taking up the course of Bachelor of Secondary Education
(BSEd) major in Mathematics. How privileged I am to be a part of this famous
educational institution.
Still the rest of the story is just to be written. But ever thanks be to my God,
Jesus Christ for allowing me to be on of his children. All the things I had, has, and will
be doing is all for his glory!!!

4. STATEMENT OF GOALS OF LEARNING
The following is my statement of goals:
As a student studying this profession I should be able to:
1. Perform diligently all the required tasks and activities to the best of my
God-given abilities.
2. Be a role model in applying all the principles, concepts as well as the work
ethics that are related to this profession in and out campus.
3. Enjoy the company of my fellow classmates and help promote conducive
learning environment for all.
4. Learn as much as possible from the surroundings I am and share to them all
the pieces of advices for their betterment.
5. Let love and its characteristics abound in all aspects and opportunities I can
have.
6. Above all, in all that I will undertake I will glorify my God, Jesus Christ!
As a future teacher I should be able to:
1. Perform diligently all the required tasks and activities to the best of my
God-given abilities.
2. Be a role model to my colleagues in applying all the principles, concepts as
well as the work ethics that are related to this profession in and out
campus.
3. Enjoy the company of my fellow faculty and help promote conducive
learning environment for all especially to my future students.
4. Learn as much as possible from the surroundings I am and share to them
(colleagues and my future students) all the pieces of advices for their
betterment.
5. Inculcate to all my constituents (parents, faculty, pupils and community
partners) that there is no easy, smooth ride to success and that intellectual
honesty, morale and respect are valuable for one’s integrity.
6. Let love and its characteristics abound in all aspects and opportunities I can
have.
7. Bring them to Christ. Meaning, all success, sufferings and satisfactions can
be obtained only if they’ll have first an intimate relationship with Him.
8. Above all, in all that I will undertake I will glorify my God, Jesus Christ!

5. INTERVIEW RESULTS
QUESTION:
What is curriculum?
School Principal
“This forms the structural backbone of all the educational institutions in all their
degrees or programs of study they offered. Meaning, it comprises the basics of features
of the curriculum. Moreover, curriculum it formulated from an elite roster of eligible
“makers” that ranges from school administrators, educational agencies’ representatives,
teachers as well as concerned community personnel. It is also the blueprint of the whole
educative process of imparting information and making a difference in the students’
lives. “
ARLENE C. SUBANG, CAASAI
Secondary Teacher
“Basically, this is composed of the list of subjects to be taken up by the learner
that falls under one program of discipline. Moreover, it is a self-sufficient study that
readily facilitates the extensive and ordered manner of delivering information and
concepts, facilitating the students to be able to grasp them and guiding the students as
well in properly applying these learning not just inside the ‘four corners’ but as well to
their personal lives.“
JESSELE C. ARTIGO, CAASAI
College Teacher
“A list of subjects that are related and interconnected and is systematically laid
out to provide a concrete, sustainable and attainable structure all for realizing the needs
of its constituents. Also, it is one of the integral parts of the whole teaching-learning
process and is therefore has a great share of the whole success or demise of the whole
event. “
SUSAN S. ENTOMA, PIT
Student Teacher
“A rigid, maximum output-oriented and self-reliant study that aims for the holistic
improvement for all its constituents (teachers and pupils alike). Young may be its nature
(for it’s only in early 1900s this study starts) but lasting is its impact to the society. Made
by the society, for the society is what it lives for. Teaching and learning processes are
aimless without this tool. All in all the curriculum has been and will always be an
indispensable tool for the whole educational community. “
ANDRES BANTE, BSED-MATH, PIT
Non-Education College Student
“Curriculum is any type of college course taken up any student .This have many
types and each type is suited for each student corresponding their specific needs and
interests and is aimed for the betterment of the students themselves. “
ROXANNE JOY C. GALAGAR, BUSINESS AD., COLLEGE OF MAASIN

6. SAMPLE LESSON PLAN
1. Lesson Title: Rain Forests
2. Subject Area:Language Arts , Math , Science , Art , Social Studies , Music , Drama ,
Technology
3. Grade Level: 3-5
4. Time: 6 week project
Lesson Summary:
Students will:
1. Receive an overview of lesson (teacher power point presentation)
2. Learn about the layers of the rain forest (teacher created power point presentations),
3. Create a paper rain forest in the classroom including animals drawn with information
cards researched by students using Amazing Amazon Trail CD-ROM,
4. Take notes on teacher''s presentation and write a paragraph in a book to make a layer
book of the rain forest,
5. Take a videotape of creating the rain forest, make a storyboard and use editing
equipment to create a documentary type video about the layers of the rain forest.
6. Create Power Point Presentations (have them for open house) using research done at
specific sites on the internet, Encarta, Grolier and World Book CD-ROMs and Rain Forest
library books.
7. Write a newsletter about the rain forest to inform students at the school.
8. Inform email buddies of rainforest information and their projects. 9. Visit the class
website to see selected published projects teacher has uploaded
5. Objectives:
1. Students will use note taking, report writing, storyboard writing, keyboarding, Power
Point and video editing skills previously learned.
2. Students will be learning about another environment, creating products to enhance
learning.
3. Students will use prior knowledge of other environments to help them know what,
where, and how to research. 4. Students will understand the need to take care of the
environment for their future and share the information with email buddies and school
friends using a newsletter.
5. Students will use research and note taking to learn of a new environment.
6. Students will write a report on a specific part of the environment. Students will also
write a book telling about the layers of the forest. Writing rubric will be used for
evaluation.
7. Students will give an oral report using a power point presentation. Students and
teacher will evaluate using a rubric.
6. Prerequisite Skills:
1. Simple research skills
2. Keyboarding
3. How to use Amazon Trail CD-ROM to get information
4. How to use scanner, digital camera, video camera and editing equipment
5. How to create a newsletter using MS Publisher

7. 6. How to create PPT presentation
7. How to use URL to move on the internet
7. Materials and Resources:
Technology: Computer(s) , Television , VCR , Video Camera , Scanner , Printer , Digital
Camera , Internet Connection , Multimedia Software , Word Processing Softwar , Image
Processing Software , Web Page Development Software , Desktop Publishing Software ,
Internet Web Browser , E-mail Software , Encyclopedia on CD-ROM
Printed Materials: Variety of library books on the rain forest Into the Rain Forest by The
Nature Company Rain Forests by Joy Palmer
Supplies: Premade books for Layer books, (seeRain Forest Layer Book) Butcher paper to
make paper rain forest Crayons, markers or colored pencils Scissors Handouts Push pins,
staplers and staples Paint for paper rain forest leaves
Others: Computers Software-Amazing Amazon Trail, MS Word, MS Publisher, MS Power
Point, Encarta, Grolier, World Book or other research software or books Digital Camera,
scanner, video camera and video editing equipment Access to the internet.Video-
National Geographic "Rain Forest"
8. Procedures:
1. Teacher introduces overall 6 week unit with Power Point Presentation.
2. Students view National Geographic Video.
3. Teacher presentation of Power Points describing each layer of the rain forest.
Students take notes and write a paragraph about the layer in their rain forest
book. Students draw and color the layer on the outside of the book. (Students
will later use the notes to create a script for the video)
4. Run 5 different stations.
Station 1. 5 students create the specific layer (this is done after the
teacher gives the presentation for the day)of the rainforest using butcher
paper.(see Paper Rainforest)
Station 2. 5 students video tape the process of making the layer of
rainforest. Students should use some wide angle shots and some close ups of
flowers and animals.
Station 3. 4 students research animals using Amazing Amazon Trails CD-
ROM. (work in partners using 2 computers)
Station 4. 4 students research subjects for power point presentations.
(students work as partners using 2 computers) .
Specific subjects are: RAIN FOREST PRODUCTS
(www.ran.org/ran/kids_action/index1.html)
(http://204.98.1.2/barrier/rainreview.html), WHERE ARE RAIN FOREST
(www.nosweat.com)
5. (ANIMALS OF THE RAIN FOREST (http://168.238.53/amazon/index.htm
(http:/kids.osd.wednet.edu/marshall/homepage/animal.html),
(http:/hyperion.advanced.org),PLANTS OF THE RAINFORESTS
((http://hyperion.advanced.org) (www.pbs.org/tal/costa_rica/variety.html)
(http://168.238.53/amazon/index.htm
(http://kids.osd.wednet.edu/marshall/homepage/plants.html), WHAT IS

8. HAPPENING TO THE RAIN FORESTS (http://168.238.53/amazon/index.htm
(http://www.ran.org/ran/kids_action/index1.html), Station 5. Students drawing
and coloring animals and flowers for the rain forest layer. Students will have a
chance to be at a different station each day. When Power Point Presentations or
paper rainforest is done, students will start writing storyboard and script for
video. Then they will do the editing.
6. Students have 2 times a week when they will be able to take turns as partners to
use the internet for research in the library and will have scheduled times to work
on the computers to finish research and Power Point Presentations. At the
beginning of the period, students will email their buddies.
7. Students will present oral reports using Power Point Presentation and evaluate
peers.
8. Students will use created rain forest to enjoy a quite place to read.
9. Finished rain forest layer books will be on desks at open house.
10. Students will watch and critique video.
11. Students will visit the class webpage to enjoy seeing selected projects published.
9. Conclusion/Evaluation of Lesson:
1. Writing will be evaluated using writing rubric.
2. Power Point Presentations will be evaluated using teacher created rubric, student
evaluation form and oral report rubric.
3. Video will be evaluated for cooperative group work, for content, and for technical
work using point charts.
10. Modification for Differentiated Instruction:
Special Needs:
1. Student can be partnered with more experienced computer user.
2. This and extra teacher time helps these students to be successful.
3. The student are not expected to have as much information or show in their
presentations
Gifted Student:
1. Creative thinking on emphasis of project can stimulate more web searches and more
interesting information on the slides. Slides can be added to bring in appropriate
emphasis. Actual science experimenting will also be encouraged for these students.
2. Exploring the people of the rainforest might be of interest to the student. The student
could add to the class storyboard, dress up like a native rain forest inhabitant to add a
segment to the video.
Resource Material:
http://www.comfsm.fm/pt3/techhelp/lessonexample.htm

9. SAMPLE COURSE SYLLABI
LBYCH17 SYLLABUS
General Chemistry Laboratory 1 for Chemistry and Biochemistry Majors
Let integrity and uprightness be my protection
for all my hope, O Lord, is You. Psalm 25
Co-Requisite INOCHE1 No. of units 2
Faculty Term
E-mail School Year 2008-2009
Time/ Day Room
Consultation Hours
Important Dates to Remember:
Last Day for Dropping of Subjects Final Exam Week
Midterm Exam Week Course Card Dist.
Day
Objectives: At the end of the course, the students should be able to:
1. Observe, collect, record and interpret experimental data and make sound
conclusions based on logical and scientific arguments.
2. Report data and results reflecting the reliability of the instrument and
equipment used to make the measurement
3. Apply significant figures in measurements and related chemical calculations
4. Collect data that is reproducible and within an acceptable margin of error
5. Use common glassware and equipment and practice good laboratory skills
and techniques
6. Write and read the chemical formulas of simple inorganic compounds and
interpret balanced chemical equations

10. 7. Classify matter, separate mixtures using separation procedures such as
filtration, evaporation, sublimation and distinguish chemical and physical
properties/changes
8. Prepare solutions from an experimental procedure
9. Apply the basic principles, laws and theories of Chemistry to experiments,
practical situations and appreciate the role of Chemistry in everyday life
10. Identify unknowns by evaluating their properties, performing physical and
chemical transformations and comparing these data with known standards.
11. Observe laboratory safety procedures and the proper use, storage and
disposal of chemicals and reagents.
12. Show awareness towards the ill-effects of improper waste disposal to health
and to the Environment
Course A course developing basic laboratory skills. It includes experiments and
Description exercises illustrating the concepts covered in General Chemistry 1. A more
detailed discussion of topics not extensively covered in the lecture is provided
through additional experiments and exercises.
Manual: E. J. Slowinski, W. C. Wolsey and W. L. Masterton, Chemical Principles In
The Laboratory, 8th ed., Brooks/Cole, USA, 2005.
References Beran, J. A., Laboratory Manual for Principles of General Chemistry, 7th ed.,
U.S.A., John Wiley & Sons Inc., 2004.
Brown, Theodore L., LeMay, Eugene H., Bursten, Bruce E. Chemistry: The
Central Science, 9th ed., New Jersey: Prentice Hall, International, 2003.
Chang, Raymond, Chemistry, 8th ed., McGraw-Hill, Inc., Boston, 2005
Hein, Morris, Judith Peisen, Leo R. Best and Robert L. Miner, Foundation of
Chemistry in the Laboratory, 11th ed., U. S. A., John Wiley & Sons Inc.,
2004.
Kotz, Z and Paul Treichel Jr., Chemistry and Chemical Reactivity, 5th ed.,
Thomson-Brooks/Cole, Australia, 2003.
Masterton, William L., Hurley, Cecile N. Chemistry: Principles and Reactions,
5th ed., Thomson-Brooks/Cole, California, 2004.
Silberberg, Martin S. Chemistry: The Molecular Nature of Matter and Change,
3rd ed. (International Edition). Boston: McGraw-Hill, 2003
Zumdahl, Steve S. and Zumdahl, Susan A. Chemistry, 5th ed., Boston:
Houghton-Mifflin Co. 2000.
COURSE OUTLINE
Schedule Details of Laboratory Activities
Laboratory Orientation
Meeting Laboratory Policies, Guidelines and Course Requirements
No. 1 Check-In Procedure
Problem Set 1: Chemical Symbols and Names of Elements
Meeting Seminar: Safety in the Laboratory
No. 2

11. Risks and Hazards
What is a Material Safety Data Sheet (MSDS)?
Website: http://physchem.ox.ac.uk/MSDS/
Dry Lab: Significant Figures, Scientific Notation, Rounding Off Numbers (Exercise 1 and
2)
The Periodic Table and Chemical Formula Writing (Exercises 3 and 4)
Skills Development 1: Measurements and Evaluation of Data (Handout)
Meeting Websites: http://genchem.rutgers.edu/balance3b.html
No. 3
http://www.explorelearning.com/index.cfm?method=cResource.dspExpGuide&Resou
rceID=385
Meeting Dry Lab: Chemical Nomenclature I: Binary Inorganic Compounds (Exercises 5 and 6)
No. 4 Chemical Stoichiometry I. Writing Balanced Chemical Equations (Exercise 7)
Meeting Skills Development 2: Noting Details: Pigments: Natural Indicators (Handout)
No. 5
Skills Development 3: Laboratory Techniques and Operations (Handout)
Use of the Bunsen Burner and The Separation of Mixtures
Websites: http://ch185.semo.edu/labsafe/bunsen9.html.
Meeting
No. 6 http://www.sfu.ca/chemistry/students/courses/chem110-
111/techniques/gravity_filtration.htm
http://www.ic.sunysb.edu/Class/che133/techniques/gravfilt/
http://orgchem.colorado.edu/hndbksupport/filt/filtration.html
Meeting Experiment 1: The Densities of Liquids and Solids (Lab Manual, page 1)
No. 7
Meeting Dry Lab: Chemical Nomenclature II: Binary Inorganic Compounds
No. 8 Chemical Stoichiometry II. Writing Balanced Chemical Equations
Meeting Experiment 4: Determination of a Chemical Formula (Lab Manual, page 23)
No. 9
Problem Set 2: Chemical Nomenclature III: Molecular Binary Compounds (Exercise 11

12. and 12)
Dry Lab: Chemical Nomenclature IV: Oxoacids and Oxoanions (Exercise 13)
Meeting
Chemical Nomenclature V: Ternary Compounds (Exercise 14)
No. 10
Problems Set 3: Review on the Concept of the Mole and Percent Composition
Meeting Dry Lab: Elemental Analysis (Exercise 15)
No. 11
Meeting Experiment 5: Identification of a Compound by Mass Relationships (Lab Manual, page
No. 12 29)
Meeting Experiment 6: Properties of Hydrates (Lab Manual, page 35)
No. 13
Meeting Dry Lab: Graphical Representation of Data (Exercise 16)
No. 14
Meeting Experiment 9: Molar Volume of Carbon Dioxide Gas (Handout)
No. 15 Website: http://dwb.unl.edu/Chemistry/MicroScale/MScale16.html
Meeting Dry Lab: Gas Laws (Chapter 5, Chemistry by Raymond Chang)
No. 16
Meeting Experiment 11: The Atomic Spectrum of Hydrogen (Lab Manual, page 69)
No. 17
Experiment 12: The Alkaline Earths and the Halogens – Two Families in the Periodic
Meeting Table
No. 18
(Lab Manual, page 79)
Meeting Experiment 13: The Geometrical Structure of Molecules-An Experiment Using
No. 19 Molecular Models (Lab Manual p. 87)
Meeting Dry Lab: Solutions: Concentration Units and Preparation of Solutions (Exercise 17)
No. 20
Experiment 19: Molar Mass Determination by Depression of the Freezing Point
Meeting (Handout)
No. 21
Demonstration Activity: Electrolytes and Nonelectrolytes
Meeting Dry Lab: Colligative Properties (Exercise 18)

13. No. 22
Meeting Dry Lab: Reactions in Aqueous Solutions (Chapter 4, Chemistry by Raymond Chang)
No. 23 Double Displacement Reactions and Net Ionic Equations (Exercise 19 and 20)
Meeting Special Interest Activity: Ice-Cream Making (Handout)
No. 24
Week 13 Review /Check-Out
Week 14 Final Exam Week
GRADING SYSTEM:
MIDTERM GRADE FINAL GRADE
Pre-Lab Reports (Journal) 15% Pre-Lab Reports (Journal) 15%
Advance Study Assignments (ASAs) 15% Advance Study Assignments (ASAs) 15%
Final Reports (D&C/SD Sheets) 25% Final Reports (D&C/SD Sheets) 20%
Laboratory Performance 25% Laboratory Performance 20%
Quizzes/Exercises 20% Quizzes/Exercises/Problem Sets 15%
Exam 15%
TOTAL 100% TOTAL 100%
Passing Grade: 60% (GPE=1.0)

14. De La Salle University Manila Chemistry Department
CHENTWO SYLLABUS
(General Chemistry 2 for COE)
Faculty Term
E-mail School Year 2008-2009
Time/ Day Room
Consultation
Consultation Room
Hours
Pre-requisite of
CHENONE No. of Units 2
the Course
A continuation of General Chemistry 1 (CHENONE) covering elementary chemical
Course
thermodynamics, chemical kinetics, chemical equilibrium, acid-base theories and
Description
applications, reduction-oxidation reactions and electrochemistry.
Course Objectives At the end of the course, the student should be able to
1. understand the nature of energy, its various forms and the energy changes that occur
during chemical reactions
2. relate the change in internal energy to heat and work and differentiate the heat of the
reaction measured at constant pressure (change in enthalpy) and constant volume
(change in internal energy)
3. relate the First Law of Thermodynamics to the study of thermochemistry
4. correctly write rate expressions and rate laws for reactions and determine the order
of the reactions given experimental data
5. show how the factors like concentrations, temperature, the process by which the
reaction takes place and the presence of a catalyst influence the rate of the reaction
6. understand the concept of equilibrium and predict how the position of an equilibrium
state is affected by factors such as concentration, temperature, etc.
7. calculate equilibrium constants and equilibrium concentrations
8. differentiate Arrhenius, Bronsted and Lewis definitions of acids and bases
9. understand the concept of pH and use it as a measure of the acidity of a solution
10. write ionization equations and calculate the equilibrium concentration of weak acids
and weak bases
11. describe the acidic and basic properties of salts
12. identify and balance redox reactions
13. calculate cell potentials and predict direction of redox reactions from the cell
potential data.
“It is the Lord who gives wisdom;
from Him comes knowledge and understanding. He provides help and protection for righteous,
honest men. He protects those who treat others fairly, and guards those who are devoted to Him”
Proverbs 2:6 – 9
Textbook Chang, Raymond, GENERAL CHEMISTRY: THE ESSENTIAL CONCEPTS, 4th ed.,
McGraw-Hill, New York, 2006

15. Online Resources The student is encouraged to utilize the online resources provided by the textbook at its website
www.mhhe.com/physsci/chemistry/chang.
The Online Learning Center contains an animation center, simulation center, interactive center,
interactive self assessment quizzes, chapter summaries, key equations, flashcards and tutorials.
Assessment and Midterm Grade Final Grade
Evaluation
Problem Sets, Seatwork, 20% 15%
Problem Sets, Seatwork, Quizzes
Quizzes
Long Exams 80% Long Exams 60%
Total 100% Final Exam 25%
Total 100%
Passing Grade: 60% (Grade Point Equivalent: 1.0)
COURSE OUTLINE
No. of
Lecture Topics
Hours
Chapter 6: THERMODYNAMICS 5.0
The Nature of Energy and Types of Energy
Energy Changes in Chemical Reactions
Introduction to Thermodynamics
Enthalpy of Chemical Reactions
Calorimetry
Standard Enthalpy of Formation and Reaction
Interactivity: Conservation of Energy
Animation: Heat Flow
Review Questions/Problems: 6.1- 6.3, 6.7, 6.8, 6.11-6.19, 6.21, 6.22, 6.24, 6.25, 6.26, 6.27,
6.30- 6.34, 6.39, 6.41, 6.45, 6.46, 6.48, 6.54, 6.62, 6.64, 6.66, 6.68, 6.70
LONG EXAM 1
Chapter 14:CHEMICAL KINETICS 5.0
The Rate of a Reaction
The Rate Laws
Relation Between Reactant Concentrations and Time
Activation Energy and Temperature Dependence of Rate Constants
Reaction Mechanisms
Catalysis
Interactivities: Rate Law; Mechanisms and Rates
Animations: Activation Energy, Orientation of Collision, Catalysis
Review Questions/Problems: 14.1, 14.2, 14.5 14.12, 14.15-14.18, 14.20, 14.24 14.29,

16. 14.33 14.35, 14.40, 13.43, 13.44,13.45, 13.46, 14.58, 14.64
LONG EXAM 2
Chapter 15: CHEMICAL EQUILIBRIUM 5.0
The Concept of Equilibrium
Ways of Expressing Equilibrium Constants
What does the Equilibrium Constant Tell Us?
Factors that Affect Chemical Equilibrium
Interactivities: Determining Extent – Equilibrium Constant, Concentration from Equilibrium
Expression
Animations: Chemical Equilibrium, Le Chatelier’s Principle
Review Questions/Problems: 15.1 15.9, 15.13 15.17, 15.24, 15.26, 15.29, 15.30, 15.32 15.35,
15.40, 15.44, 15.46, 15.49, 15.51, 15.52, 15.54, 15.56, 15.58, 15.62
LONG EXAM 3
Chapter 16: Acids and Bases 4.0
Bronsted Acids and Bases
The Acid-Base Properties of Water
pH A Measure of Acidity
Strength of Acids and Bases
Weak Acids and Acid Ionization Constants
Weak Bases and Base Ionization Constants
Acid-base Properties of Salts
Lewis Acids and Bases
Review Questions/Problems: 16.1 16.5, 16.8, 16.11, 16.13, 16.16, 16.18, 16.22, 16.26, 16.31,
16.32, 16.34 16.36, 16.40, 16.42, 16.44, 16.46, 16.54, 6.56, 16.58, 16.73, 16.74, 16.79, 16.86
LONG EXAM 4 (Optional)
Chapter 19: REDOX REACTIONS AND ELECTROCHEMISTRY 4.0 hrs
Redox Reactions
Galvanic Cells
Standard Reduction Potentials
Spontaneity of Redox Reactions
The Effect of Concentration on Cell EMF
Batteries
Corrosion
Electrolysis
Electrometallurgy
Interactivities: Redox Reactions – Oxidation States for Nitrogen, Redox Reactions – Oxidized
or Reduced?
Animation: Galvanic Cells
Review Questions/Problems: 19.2, 19.3, 19.5, 19.6, 19.12, 19.14, 19.16, 19.18, 19.22, 19.24,
19.26, 19.39, 19.40, 19.43 19.46, 19.54
References: Brown, Theodore L., LeMay, Eugene H., Bursten, Bruce E.. Chemistry: The Central
Science, 11th ed., New Jersey: Prentice Hall, International, 2009.
Brady, J. E., F.A. Senese and N.D. Jespersen, , F. Chemistry, 5th ed., Hew Jersey:

17. John Wiley and Sons, 2009.
Chang, R. Chemistry, 9th ed. (International Edition), New York: McGraw Hill, 2007
Eubanks, L.P., Middlecamp, C.H., Pienta, N.J., Heltzel, C.E., Weaver, G.C. Chemistry in
Context, 5th ed., Boston: McGraw Hill, 2006.
Hill, John W. and Doris K. Kolb. Chemistry for Changing Times, 11th ed., New Jersey:
Prentice Hall, 2007.
Kotz, John C., Treichel, Jr., Paul M., Weaver, Gabriela C. Chemistry & Chemical
Reactivity, 7th edition. Australia: Brooks/Cole-Cengage, 2009.
Masterton, William L., Hurley, Cecile N. Chemistry: Principles and Reactions, 6th
ed., Canada: Brooks/Cole-Cengage, 2009.
Moore, John W., Stanitski, Conrad L., Jurs, Peter C. Chemistry: The Molecular
Science, 3rd ed., Australia: Brooks/Cole-Thomson Learning, 2008
Silberberg, M.S. Chemistry: The Molecular Nature of Matter and Change, 4th ed.,
(International Edition), New York: McGraw-Hill, 2006
Whitten, K.W., Davis, R.E., Peck, M., L., Stanley, G.G. General Chemistry, 8th ed.,
Australia, Thomson Brooks/Cole, 2007.
JCRobles/2008 December 14

18. ARTICLE RELATED TO CURRICULAR PROBLEMS AND INNOVATIONS
Issues in Philippine Education: In Retrospect
By Engr. Herman M. Lagon
They say that education is the best social leveler. They say that it is the very answer to
poverty, corruption, hate, and ignorance. If it really is like many people believe it is, then the
study of the key educational, ergo curricular, issues in the Philippines is a significant endeavor
that needs serious pair of eyes, ears and hands.According to the IBON Facts and Figures, the
literacy rate in the Philippines has regressed a lot over the last ten years. This is attributed to
the dwindling quality, relevance and accessibility of education—the very basic rights of the
Filipino youth as etched vividly in the Constitution.Despite the good things that Department of
Education has reported such as the increased number of classrooms and students, the fact
remains that the crowding 1:70 classroom ratio, the decreasing aptitude of students and the
decadence of the values of the young, among hundreds others, hamper the progress of the
state of education of the country.From http://www.ph.net/htdocs/education/issue.htm,
education in the Philippines may be summarized into the following four issues:
1. Quality–There was a decline in the quality of the Philippine education, especially at the
elementary and secondary levels. For example, the results of standard tests conducted
among elementary and high school students, as well as in the NCAE and Board Exams
for college students, were way below the target mean score.
2. Affordability–There is also a big disparity in educational achievements across social
groups. For example, the socioeconomically disadvantaged students have higher
dropout rates, especially in the elementary level. And most of the freshmen students at
the tertiary level come from relatively well-off families.
3. Budget–The Philippine Constitution has mandated the government to allocate the
highest proportion of its budget to education. However, the Philippines still has one of
the lowest budget allocations among the ASEAN countries. This, not to mention the
corruption component in the same institution that must abhor such act.
4. Mismatch–There is a large proportion of “mismatch” between training and actual jobs.
This is the major problem at the tertiary level and it is also the cause of the existence of

19. a large group of educated unemployed or underemployed. Here, also to consider is the
degenerating educational mindset of working abroad or of working for employment no
matter what it takes, with no regard to other more valuable intentions like social work,
inventiveness and entrepreneurship leading to public service and better self-
actualization.
The following are some of the reforms proposed:
1. Upgrade the teachers’ salary scale. Teachers have been underpaid; thus there is very
little incentive for most of them to take up advanced trainings.
2. Amend the current system of budgeting for education across regions, which is based on
participation rates and units costs. This clearly favors the more developed regions.
There is a need to provide more allocation to lagging regions to narrow the disparity
across regions.
3. Stop the current practice of subsidizing state universities and colleges to enhance
access. This may not be the best way to promote equity. An expanded scholarship
program, giving more focus and priority to the poor but deserving, maybe more
equitable.
4. Get all the leaders in business and industry to become actively involved in higher
education; this is aimed at addressing the mismatch problem. In addition, carry out a
selective admission policy, i.e., installing mechanisms to reduce enrollment in
oversubscribed courses and promoting enrollment in undersubscribed ones.
5. Develop a rationalized apprenticeship program with heavy inputs from the private
sector. Furthermore, transfer the control of technical training to industry groups which
are more attuned to the needs of business and industry.
The macro-level educational issues and concerns above can be better understood when the
micro-level concerns—mainly curriculum issues—are put into the equation. This way, people
can understand the state of education more and eventually face and nip the problems in the
bud.
Curriculum managers and educational experts are always looking for better ways to achieve
better learning through teaching. However, since curriculum innovations seemed to be difficult
for many, issues and concerns have been raised about curricular innovations. The newness of
the idea to the users raises issues which need to be addressed. Certain aspects need to be
clarified in order to overcome the attitude and feelings that create some concerns.
Perter Oliva’s Developing the Curriculum (Seventh Edition) reveals 12 curriculum issues. These
are 1. Academic Area Initiatives, 2. Alternative Schools, 3. Bilingual/Bicultural Education, 4.
Censorship, 5. Gender, 6. Health Education, 7. Diversity, 8. Privatization, 9. Provision for
Exceptionalities, 10. Religion in Public Education, 11. Scheduling Arrangements, and 12.
Standards and Assessment
Clearly, there is no discrete separation in these twelve categories. On one sense, they are all
interrelated and bear close relationship with each other. Some items enumerated, however
may not be fit for the Filipino audience.

20. In the Curriculum Development book of Purita Bilbao et al., it enumerates a number of fitter
and more relevant Curricular Issues and Concerns.
1. Poor Academic Performance of Learners. How does the performance of learners relate
to the curriculum? Our basic education curriculum was prepared by experts in the field
of curriculum making and the subject specialization. The written or intended curriculum
is well crafted and all elements of the curriculum are considered. But why are Filipino
learners lagging behind from their counterparts the southeast in the TIMMS? Why can’t
our schools significantly raise the level of performance of the learners’ vis-à-vis national
standards? Issues on the varied implementation of the curriculum among schools and
teachers seem to be one of the reasons for the prevailing low performance of schools all
over the country. There is perennial complaint about books and other instructional
materials. Overcrowded classrooms do not provide a good learning environment. In
addition, the teacher has been identified as one of the influencing factors in the varied
implementation of the curriculum. Issues like ill prepared teachers, poor attitude
towards change and low morale have been thrown to teachers. Leadership support to
an effective implementation of the curriculum. Perhaps if these are not addressed, then
the outcome of the curriculum which is academic performance if schools will be low.
2. No Sense of Ownership. Most of the curricular innovations are handed down from the
top management. Those who are going to implement simply tow the line or follow
blindly. Sometimes the implementers lack full understanding of the change or
modifications that they are doing. The goal is unclear, thus there are a lot of questions
in the implementation as well as evaluation from the concerned persons. Because of
this concern, there is little support that comes from the stakeholders. They just leave
the school to do it on their own, thus giving the classroom teacher a burden.
3. Curricular Bandwagons Only. In the desire of some schools to be part of the global
educational scenario, changes and innovations are drastically implemented even if the
school is not ready. Some schools for example implement a curriculum that is
technology-dependent when there is not enough computers in the classroom. There are
no internet connections either. How can correct and apt scientific experimentations
happen if there are no laboratory tools, equipment or chemicals in the first place? But
they have to show that they are also keeping abreast of the development even if their
equipment are insufficient.
RESOURCE MATERIAL:
http://www.thenewstoday.info/2010/01/05/issues.in.philippine.education.in.retrospect.html

21. EDUCATIONAL INNOVATIONS IN THE PHILIPPINES
QUESTION:
Philippine education has been a target of reform for the past 100 years or so since the
arrival of the Thomasites. It has been said that our educational system is the most
studied sector of our society. Of course, the need for change in education has been a
function of the changing needs of people and society. Enhancing the quality of the
products of education – namely, our students; raising student test scores to be on a
par with those of other countries; improving the quality and standards of the teaching
profession are some of the motives for change/reform through the years. Collectively,
these motives issue a call to action. Educations, reformers, theorists, businesspeople,
practitioners, parents and administrators heard the call. They answered the call with
a plethora of innovations, programs, models, theories, policies, legislation, mandates,
and so on. The result is hundreds of educational innovations. Identify at least three (3)
educational innovations which should have been continued and adopted/adapted by
the present government.
A. The Improved Emphasis on Extension (Outreach, Community-Oriented
Programs)
Providing knowledge for knowledge’s sake is a principle that had been abandoned by
many educational philosophers. Without concrete and evident benefits to the society,
schools would just be seen as impractical institutions.
Rendering support, assistance, and services to people in the community, especially
the marginalized sector, has become part of many school’s co-curricular and extra-
curricular programs. Today, college students in the Philippines have to take National
Service Training Program (NSTP) subjects, in which two of the options are Literacy
Training Service (LTS) and Civic Welfare Training Service (CWTS) which are both
geared towards helping people in the community. Well established universities,
especially the ‘elite’ ones, also have foundations for outreach projects and provide
assistance to poor public schools in far-flung areas through ‘adopt-a-school’ programs.
Not only does this undertaking inculcate in the hearts and mind of the students the
values of altruism, sympathy, compassion, and concern for others, it also conveys that
academic institutions are essential part of the society which is there always ready and
willing to extend a helping hand for the welfare of the people.
B. The shift to School-based management
School-based management, which is a form of ‘decentralization,’ improves the
administration of school system. As many responsibilities and decision-making over
school operations is transferred to principals, teachers, parents, some students, and
other school community members, school problems are addressed more closely and
thoroughly by people who have firsthand insight about the issues. Educational
supervision also becomes ‘better-tuned’ as school systems and programs are better
monitored and teacher performance and student learning are better evaluated.
Furthermore, school-based managers are better motivated and get higher morale since
they possess more independence to act and decide.

22. C) The Introduction of Alternative Learning Systems (ALS) and TESDA
programs
The importance of the different forms of Alternative Learning Systems (ALS) and
various TESDA programs cannot be overemphasized. In fact, a great way to convert a
school to become ‘customer-driven’ is to offer these educational innovations. For
instance, since many want to become call center agent, courses specifically for such a
profession could be offered through TESDA programs.
‘Ladderized’ education, Diploma courses, and the like cater to students whose
economic capacity cannot allow them to finish 4-year or 5-year courses. On the other
hand, ETAP and on-line education (distant learning) provide educational opportunity to
those who are already working.
Indeed, through various ALS and TESDA programs, a) people can earn their
diplomas more quickly; b) students can repeat failed courses without the
embarrassment of being in a class with younger students; c) educational opportunities
can be provided to people with physical disabilities, those who have jobs during normal
school hours, and those living in remote regions; d) education can be offered despite
shortage of classrooms, qualified teachers, and instructional materials (especially
through e-learning); and e) students can have access to variety of enrichment courses,
and can participate in internships, sports, or work and still graduate with their class.
Jensen dG. Mañebog. “EDD: Educational Innovations in the
Philippines”@www.OurHappySchool.com

23. REFLECTIVE JOURNAL
EPISODE 1
QUESTION: Look deeper into the concepts, nature and purposes of the curriculum.
ANS:
The concept of curriculum is a broad idea to be just taken in one semester. It requires the
learner/student to take more time to fully grasp about its underlying principles. On the other
hand, knowing what really curriculum implies is truly challenging yet satisfying. To fully
comprehend the elements/features and functions, one should consider its history and the
reasons behind this indispensable educational tool.
Curriculum and its views greatly affects on how the learning environment, objectives,
teaching methodologies and evaluation tools will be put together. It is also can be an indicator
of the student’s performance.
So with this in mind, one should be thoroughly familiar and expert enough to handle,
implement, innovate or even create a new curriculum to fully facilitate the whole teaching-
learning process. In turn, making the use of all resources be more memorable and enjoying.
EPISODE 2
QUESTION: My reflections on what the curriculum is made of.
ANS:
EPISODE 3
QUESTION: I like teaching because…
ANS:
I like teaching not only because I can help facilitate learning of the information and
concepts they need to learn from the books, notes or other teaching materials but because of
the difference I will make as a result of teaching and modeling what I teach them. This is
especially true in values formation. Values are better caught than taught. So, when I teach
mathematical concepts I should present them in the simplest and clearest way, doing
reinforcement as much as they are needed for students to master the concepts at the end of the
course. At the same time, I should be a model of intellectual and moral honesty and academic
scholarship.
EPISODE 4
QUESTION: What do I like best in these curriculum designs?
ANS:
Subject-centered design Model – material oriented; learning is measured on the amount
of information the learner can get; teacher centered; teacher as the sole source of information
in the learning process; the standard given by the teacher should be followed strictly; only the
elementary level of the cognitive skills are fully developed; degree of difficulty is systematically
set.
Learner-centered Design Model – learner’s needs oriented; child-centered; leans on the
educational philosophy “learning is activated by the learner him/herself”; learner has the
freedom to perform the tasks fin the learning process thereby making the process more

24. meaningful and less pressured; systematic in approach; both teacher and learner learns; doesn’t
consider time as one of its main guideline to be followed/ observed throughout the learning
process.
Problem-centered Design Model – problem/situation oriented; aimed to develop the
analytical and critical thinking skills of the learners; problem is the main catalyst of the learning
process; teacher provides the types of problems and its corresponding solution yet still considers
the learner’s approaches in coming up with the same answer; problems are practical and life-
related in nature; follows a progressive level of difficulty; as a result, the learners draws
relationships, patterns between and among the problems encountered.
I like best in these curriculum designs:
Subject-centered – the big amount of information a learner has access to.
Learner-centered – the degree of freedom in acquiring learning each learner has.
Problem-centered – the diverse level of difficulty offers enough challenge, interest and
motivation the learner can undertake.
EPISODE 5
QUESTION: as a teacher, I need to understand fully well the dimensions of curriculum
design because…
ANS:
First, it is an integral part of the curriculum’s whole picture. With this in mind, its
importance to the whole teaching-learning process is therefore be treated with utmost
attention.
Second, understanding fully all the guidelines in curriculum design enable the
constituents (learners and teachers) to acquire the maximum amount of learning.
Third, all the needs regarding the whole teaching-learning process from the different
learning objectives, learning experiences, teaching methodologies and assessment tools will be
properly planned, implemented and evaluated.
Lastly, all related resources such as time, energy and materials/tools will be
appropriately allocated to help promote maximum usage for the optimum learning outcome
both the teachers and students can experience.
EPISODE 6
QUESTION: My reflections on the features of the curriculum.
ANS:
EPISODE 8
QUESTION: State your commitment as a student regarding curricular innovation.
ANS:

25. PALOMPON INSTITUTE OF TECHNOLOGY
VISION
To produce morally upright, academically prepared
and competent seafarers, technicians, technologist, and
educators in Northwestern Leyte, in the region and the
country.
MISSION
PIT as an institution of excellence in technological,
maritime, teacher education and allied courses in
Northwestern Leyte and beyond.
GOAL
Make PIT an educational institution where students
get trained to excel in their areas of specialization
through quality instruction, development-oriented
research, need-oriented extension and production
programs for accelerated socio-economic development
and improved quality of life in Northwestern Leyte
communities, the region and the country.