Rogationist College

(St. Anthony’s Boys Village) Inc.

Km. 52 Emilio Aguinaldo Highway, Lalaan 2nd, Silang Cavite

 
DIRECTORATE FOR ACADEMIC AFFAIRS
COLLEGE DEPARTMENT

Cluster of Engineering and Industrial Technology Education

Bachelor of Science in Electronics Engineering (BSECE)

COURSE SYLLABUS
2nd Semester
A.Y. 2020-2021

Course Code : CHM21

Course Title : Chemistry for Engineers
Units : 3 units lecture, 1-unit laboratory
Pre-requisite : None
Instructor : Jonathan R. Casilla
Consultation Period :

A. COURSE DESCRIPTION

This course is a 4-unit course 3-units lectures and 1-unit laboratory which aims to help the students
deal with the concept of matter and its classification, mass relationship in chemical reactions, properties of
gases, liquids, and solids. They are expected to perform unit conversion. While learning the theories in general
chemistry, they are also expected to know the concepts of thermochemistry, quantum theory and electronic
behavior, periodic relationship of elements in the periodic table, intramolecular forces and solutions.

B. VISION-MISSION-REALIZATION

RC CHED
Institutional
National Impact
Contribution
VISION MISSION VISION-MISSION
Rogationist 1.Form its members The Commission Provides  students  to Chemistry has
College is a toward love of God on Higher solve many future assisted in the
prime Catholic and neighbor, Education discovery and
problems, including
educational patriotism, integrity catalyzes a development of new
and excellence; sustainable energy
community 2.Offer a balanced
Philippine higher and food production, and improved
dedicated to and technically- education system managing our synthetic fibers,
the formation oriented curriculum, that is locally environment, paints, adhesives,
of culturally as well as excellent responsive and drugs, cosmetics,
providing safe
competent and instruction, learning globally electronic
environment and
drinking water and
socially competitive and components,
responsible facilities; serves as a force promoting human lubricants and
persons driven 3.Prepare well- for lifelong and environmental thousands of other
by the ideals rounded graduates learning, health. products, and
who are agents of
of Saint social growth and
innovation, and improved processes
Hannibal Mary transformation; and social and cultural for oil refining and
Di Francia. 4.Promote a culture transformation. petrochemical
of vocation and good processing that saves
workers who, like energy and reduces
Saint Hannibal, will pollution.
be espousing the
cause of the poor
especially the
children.

C. ROGATIONIST COLLEGE CORE VALUES

RCian graduates are expected to be:

Love of God and Patriotism Integrity Excellence

Neighbor
founded to their advocates of the Filipino models of honesty, eminent in their
discipline with a natural cultures and values in decency, and profession, and always
sense and desire to be the modern world uprightness in the striving for innovation to
of help to others, leading to better workplace as reflected better their quality of
especially to the poor, understanding and in work-initiatives and work and service given
 sharing their gift of acceptance of cultural decision-making skills. to all.
person founded on diversity.
Catholic faith.

D. PROGRAM LEARNING OUTCOMES (PLO)

Upon graduation of the program, the graduate is expected to be able to do the following:
1. develop both problem solving and critical thinking skills, and they will use these skills to
solve problems utilizing chemical principles.
2. learn and apply the method of inquiry used by chemists to solve chemical problems .
3. gain an appreciation of the scientific discipline of chemistry and the principles used by
chemists to solve complex problems.
4. compute problems involving unit conversion.
5. apply significant figures and appropriate units in all measurements and calculations.
6. classify matter, distinguish between physical and chemical properties/changes.
7. define and explain the concepts of atomics mass, average atomic mass, mole, molar
mass and perform calculations involving balance and interpret chemical equations and
perform stoichiometric calculations.

E. ALIGNMENT OF PROGRAM TO THE RC CORE VALUES

RCCV1 RCCV2 RCCV3 RCCCV4
   

F. CORE CURRICULUM LEARNING OUTCOMES

Upon completion of the core curriculum, the learners should be able to:
1. recognize and respect different perspectives by being open to the ideas and views of
others.
2. adapt successfully to the changing situations and environments.
3. work confidently within a group and collaborate with colleagues when doing the learning
activities.
4. plan activities, manage time effectively and prioritize tasks.
5. decide on the steps needed to achieve a particular goal, and implement them
6. demonstrate critical thinking skills to make honest, reasonable and intelligent decision
7. convey ideas effectively in all forms of communication.
8. exemplify the values and cultures of an RCIAN as he/she serves as an agent of social
growth and social transformation.
9. exemplify good leadership skills, and the culture of good workers in the church, promoting
the cause of the poor, especially the children.

G. ALIGNMENT OF PROGRAM TO THE CORE CURRICULUM LEARNING OUTCOMES

CCLO1 CCLO2 CCLO3 CCLO4 CCLO5 CCLO6 CCLO7 CCLO8 CCLO9

        

H. COURSE LEARNING OUTCOMES (CLO):

On the completion of the course, the learner is expected to be able to do the following:
1. demonstrate excellent critical thinking and problem-solving abilities.
2. able to integrate chemical concepts and ideas learned in lecture courses with skills learned in
laboratories to formulate hypotheses, propose and perform experiments, collect data, compile
and interpret results and draw reasonable and logical conclusions.
3. demonstrate effective scientific communication skills – both written and oral.
4. able to write reports and present the results of their own scientific works.

I. ALIGNMENT OF COURSE TO THE CORE CURRICULUM LEARNING OUTCOMES

CCLO1 CCLO2 CCLO3 CCLO4 CCLO5 CCLO6 CCLO7 CCLO8 CCLO9

CLO2 CLO2, CLO2 CLO1 CLO2, CLO4, CLO4 CLO3 CLO3,
CLO3 CLO4

J. ALIGNMENT OF COURSE TO THE PROGRAM LEARNING OUTCOMES

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9
 
 K. ASSESSMENT AND GRADING SYSTEM

Rubrics for Problem Set / Problem Solving / Boardwork

CRITERIA POOR FAIR GOOD EXCELLENT SCORE
Problem- 1 4 7 10
Solving Does not Identifies desired Identifies most of Identifies desired
Approach  understand how output. Identifies the desired output and given
to begin the given information. output and given information.
problem. Lists a May not make all information. Makes necessary
few equations, necessary Makes necessary simplifying
but does not simplifying simplifying assumptions.
display assumptions. assumptions. Lists all required
understanding of Lists one or two Lists all required equations in a
how to utilize key equations. equations. logical sequence.
them to achieve a Calculation below Calculation Calculation very
correct final satisfactory satisfactory organized.
solution. organized.  organized. Includes all
Calculation not Includes figure Includes all required
organized. but makes two or required diagrams and
Does not include more errors in diagrams and units labeled
circuit figure and labeling. labeled correctly. correctly 
label. Overall report is Overall report is Overall report is
Overall report is kept in a below kept in a kept very neat. 
not kept neat. satisfactory satisfactory
condition.  condition. 
Problem set is a compilation of problems which aims to encourage the students for further reading,
formula familiarization and develop critical thinking through analysis. Also, the student can practice brain-
storming and self-evaluation.

Rubric for the Research Paper and Presentation

CRITERIA POOR FAIR GOOD EXCELLENT SCORE
Development Of 10 20 30 40
Ideas Minimal idea Unelaborated Depth of idea Depth and
(40 %) development, idea development complexity of
limited and/or development; supported by ideas supported
unrelated details unelaborated elaborated, by rich,
and/or repetitious relevant details engaging,
details pertinent details;
evidence of
analysis,
reflection, and
insight
Purpose And 7 14 22 30
Focus Limited An attempt to Focused on a Establishes and
(30%) awareness of establish and purpose; maintains clear
audience and/or maintain purpose evidence of voice focus; evidence
purpose and and/or suitable of distinctive
communicate tone voice and/or
with the audience appropriate tone
Sentence 5 10 15 20
Structure Incorrect lack of Simplistic and/or Controlled and Variety of
(20%) topic and/or awkward varied sentence sentence
ineffective sentence structure structure and
wording and/or structure length.
sentence
structure.
Formatting 1 4 7 10
(10 %) Error in format Some format that Few errors in There is no error
(e.g. border line, do not interfere format relative to in and formatting.
headings, with length and References are
reference, etc.) communication. complexity, and properly cited.
Does not include in reference Neatly
reference. format. Neatly presented.
presented.
The students are required to make research paper to gain new insights and find the relation of the research in
the course of study. Also, this is one way of exposing students to reading, writing and research and eventually
engaging themselves in conducting research.

Description of Criteria:

Development of Ideas
The research paper observes the student to develop own idea, with depth and complexity, supported by
rich, engaging, pertinent details; evidence of analysis, reflection, and insight.

Purpose and Focus

The research paper should establish and maintains clear focus on the subject matter.
Sentence Structure
The research paper is presented in a logical and concise manner and the sequence and details can be
fully and easily understood. The research paper observes variety in sentence structure and length.

Formatting
The research paper should follow the format given, the font size and font style, margin and spacing.

Rubrics for Individual Laboratory Report

CRITERIA POOR FAIR GOOD EXCELLENT SCORE
Background 3 5 8 10
theory Poor explanation. Explain in Explained in Explained
(10%) Direct copy from satisfactory descriptive extensive theory in
the book or manner but short manner but not relation to
manual! Poor of description and extensive. experiment
writing illustrations. Not Illustrations are conducted.
presentation. enough argument there but not to Compliment with
though writing is compliment the illustration on the
ok. explanation. theory explained.
Written in neat Written in neat
with relevant and with good flow
argument. argument.
Procedures 8 13 20 25
(25%) Procedures do not Procedures are Procedures are Procedures are
accurately list the listed but are not listed in a logical listed in clear
steps of the in a logical order order, but steps concise but
experiment. or are difficult to are not numbered descriptive.
Contain many follow. Not and/or are not in Each step is
errors in language. descriptive complete numbered and is a
Procedures are just enough. sentences. Some complete
a copy of what is mistakes in sentence in
given in the grammar. passive tone past
handout. tense.
Discussion 16 23 30 35
(35%) Very incomplete or Some of the Almost all of the All-important
incorrect results have been results have been trends and data
interpretation of correctly correctly comparisons have
trends and interpreted and interpreted and been interpreted
comparison of data discussed; partial discussed, only correctly and
indicating a lack of but incomplete minor discussed, good
understanding of understanding of improvements are understanding of
results. results is still needed results is
evident. conveyed

Conclusions 3 5 8 10
(10%) Conclusions Conclusions All-important All-important
missing or missing regarding major conclusions have conclusions have
the important points points are drawn, been drawn, could been clearly
but many are be better stated made; student
misstated, shows good
indicating a lack understanding
of understanding
PENALTY IN MARKS!
Spelling, -1 -3 -5 -7
Punctuation, One or fewer errors Two or three Four errors in More than four
Grammar in spelling, errors in spelling, spelling, errors in spelling,
punctuation and punctuation and punctuation and punctuation and
grammar in the grammar in the grammar in the grammar in the
report. report. report. report.
 Drawings / 0 -4 -7 -10
Diagrams Clear, accurate Diagrams are Diagrams are Needed diagrams
diagrams are included and are included and are are missing OR
included and make labeled neatly labeled. are missing
the experiment and accurately. important labels.
easier to
understand.
Appearance / 0 -5 -10 -15
Lab report is neatly Lab report is Lab report is Lab report is
handwritten and neatly written, but
handwritten and typed.
uses headings and formatting does looks sloppy with
subheadings to not help visually cross-outs,
visually organize organize the multiple erasures
the material. material. and/or tears and
creases.
Laboratory experiment prepares the students to final output project and eventually to thesis prototype.
Also, this is a way of exposing students to habitual research and writing.

Description of Criteria:

Background theory
The laboratory output observes research and explains extensive theory in relation to experiment
conducted.

Procedures
The procedure on the laboratory output is listed in concise and descripted manner in chronological
order.

Discussion
The discussion includes all important trends and data comparisons have been interpreted correctly and
discussed, good understanding of results is conveyed.

Conclusions
The student must have a good understanding on the laboratory experiment performed. All-important
conclusions have been clearly made.

Rubrics for Final Output

CRITERIA POOR FAIR GOOD EXCELLENT SCORE
Use of 0 5 10 15
Computer– Serious Minimal Computer–aided Computer–aided
Aided Tools deficiencies in application and tools used with tools are used
(15 %) understanding use of moderate effectively to
the correct appropriate tools. effectiveness to develop and
selection and/or develop designs. analyze designs.
use of tools.
Application of 1 7 13 20
Principles of No or erroneous Serious Effective Critical selection
Physics application of deficiencies in application of and application
(20 %) engineering proper selection engineering of engineering
principles and use of principles principles
yielding engineering resulting in ensuring
unreasonable principles. reasonable reasonable
solution. solution. results.
Discussion 0 10 20 30
(30%) Very incomplete Some of the Almost all of the All-important
or incorrect results have results have trends and data
interpretation of been correctly been correctly comparisons
trends and interpreted and interpreted and have been
comparison of discussed; partial discussed, only interpreted
data indicating a but incomplete minor correctly and
lack of understanding of improvements discussed, good
understanding of results is still are needed understanding of
results. evident. results is
conveyed

Interpretation of 5 15 25 35
Results No or erroneous Serious Sound Insightful,
(35 %) conclusions deficiencies in conclusions supported
based on support for stated reached based conclusions and
achieved results. conclusions. on achieved recommendation
results. s.
 Project measures the student’s over-all learning of the subject. Also, it exposes the students to
technical knowledge and work they may encounter in the future.

Description of Criteria:

Application of Engineering Principles

The project comes from critical selection and application of engineering principles ensuring reasonable
results.

Use of Computer–Aided Tools

The project observes the use of proper computer-aided tools for design development and analysis.

Discussion
The discussion includes all important trends and data comparisons have been interpreted correctly and
discussed, good understanding of results is conveyed.

Interpretation of Results
The project observes the use of proper tools and equipment in measuring and interpreting the result.

OTHER REQUIREMENTS AND ASSESSMENTS:

Aside from the final output, the student must also pass the compilation of their graded exams, seatwork,
and problem sets.

GRADING SYSTEM

The students should be graded according to the following:

Lecture:
 Major Examination 40%
 Quizzes 30%
 Online Activity 20%
 Exercises/Online 5%
 Participation 5%
100%
Laboratory:
 Reaction Paper 30%
 Participation 20%
 Written Output 50%
100%
Lecture 60%
Laboratory 40%

Subject Grade= ([ Prelim+ Midterm+

3
Finals
) × 0.9 ]+[ Final Output × 0.1]
Grading Scale:
% Score below 75 75 – 76 77 – 79 80 – 82 83 – 85 86 – 88 89 – 91 92 – 94 95 – 97 98–100

Grade Point 5.00 3.00 2.75 2.50 2.25 2.00 1.75 1.50 1.25 1.00

L. LEARNING PLAN:

TOPIC SPECIFIC LEARNING ACTIVITIES COURSE

(CHED OUTLINE) LEARNING LEARNING
SYCNCHRONOUS ASYNCHRONOUS
OBJECTIVES OUTCOME
A. Introduction to 1. State the 1. Discuss the topic 1. Watch video for CLO1, CLO2
Chemistry definition of outline. additional inputs on
B. Matter: chemistry 2. Discuss the the topic discuss.
Classification, 2. Define the difference between 2. Solve exercise
 States, Physical, importance of physical and problems
and Chemical matters chemical
Properties 3. Solve problems classification of
C. Measurement and involving unit matter.
Handling of Numbers conversion and 3. Solve example
handling problems.
numbers

Atoms, Molecules, and Ions

A. The Atomic Theory 1. Explain the 1. Discussion of the 1. Watch video for CLO1, CLO2
B. The Structure of the difference topics. additional inputs on
Atom between atoms, 2. Solve example the topic.
C. Atomic Number, molecules and problems. 2. Solve exercise
Mass Number, an ion. 3. Seatwork based problems.
Isotopes 2. Arrangement of on the topic 3. Research Paper
D. The Periodic Table elements in the discussion.
E. Molecules and Ions Periodic Table
F. Chemical Formulas 3. Importance of
G. Naming Compounds Periodic Table
4. Solve problems
involving
chemical
formulas

Quiz 1
Mass Relationships in Chemical Reaction
A. Atomic Mass 1. Relationships 1. Topic discussion 1. Watch video for CLO1, CLO2,
B. Molar Mass of between 2. Solve example additional inputs on CLO3
an Element and substances in problems. the topic.
Avogadro’s Number chemical 3. Online activity 2. Solve exercise
C. Molecular Mass reaction problems.
D. Percent 2. Relationships
Composition of between the
Compounds reactants and
E. Chemical the products in
Reactions and balanced
Chemical Equations chemical
F. Amounts of reaction
Reactants and Products 3. Determine the
G. Limiting amount of a
Reagents substance
H. Reaction Yield 4. Explain chemical
reactions and
chemical
equation
Gases
A. Substances that 1. Explain what the 1. Discussion of the 1. Watch video for CLO1, CLO2
exist as Gases different types of topics. additional inputs on
B. Pressure of a Gas gases are 2. Solve example the topic.
C. The Ideal Gas 2. Deals with problems. 2. Solve exercise
Equation gaseous 3. Seatwork based problems.
D. Gas Stoichiometry substance on the topic
E. Dalton’s Law of 3. Expand discussion.
Partial Pressure treatment of
F. The kinetic chemical
Molecular Theory of reaction to solve
Gases stoichiometry
G. Deviation from Ideal problems for
Behavior reactions that
occur at any
temperature and
pressure
4. States the
definition of
Dalton’s Law

Quiz 2
Preliminary Examination
Thermochemistry
A. Energy Changes in 1. Study the heat 1. Topic discussion 1. Watch video for CLO1, CLO2,
Chemical Reactions energy 2. Solve example additional inputs on CLO3
B. Introduction of associated with problems. the topic.
Thermodynamics chemical 3. Online activity 2. Solve exercise
C. Enthalpy reactions and/or problems.
physical
transformation
2. Explain the
energy changes
accompanying
chemical and
physical
reaction
3. States the
behavior of
quantities
governed by the
four laws of
thermodynamics
Quantum Theory and the Electronic
Structure of Atoms
A. From Classical 1. Describe the 1. Discussion of 1. Watch video for CLO1, CLO2,
Physics to Quantum structure of the topics. additional inputs on CLO4
Theory atoms using 2. Solve example the topic.
B. Bohr’s Theory of the models problems. 2. Solve exercise
Hydrogen Atom 2. Explain the 3. Seatwork based problems.
C. The Dual Nature of importance of on the topic
the Electron the theory in discussion.
D. Quantum Mechanics describing
E. Quantum Numbers electronic
F. Atomic Orbitals behavior
G. Electron 3. Explain Bohr’s
Configuration Theory
The Building-UP 4. Explain the
Principle purpose of the
electronic
configuration
Quiz 1
Periodic Relationships among the Elements
A. Periodic 1. Define the 1. Discussion of 1. Watch video for CLO1, CLO2
Classification of the classification of the the topics. additional inputs on
Elements elements using the 2. Solve example the topic.
B. Periodic Variation in periodic table problems. 2. Solve exercise
Physical Properties 2. Define the 3. Seatwork based problems.
C. Ionization energy amount of energy on the topic
D. Electron Affinity required to remove discussion.
the most loosely
bound electron,
valance electron, of
an isolated gaseous
atom to form a
cation.
Chemical Bonding: Basic Concepts
A. Lewis Dot 1. States the 1. Discussion of 1. Watch video for CLO1, CLO2,
Structure definition of the the topics. additional inputs on CLO3, CLO4
B. The Ionic Bond chemical 2. Solve example the topic.
C. The Covalent bonding problems. 2. Solve exercise
Bond 2. Importance of 3. Seatwork based problems.
D. Electronegativity chemical on the topic 3. Online Activity
E. Writing Lewis bonding in discussion.
Structure attraction and
F. The Concept of repulsion of a
Resonance charge ions.
G. Bond Energy 3. Explain how to
use Lewis
Structure
Diagram
Quiz 2
Midterm Examination
Chemical Bonding: Molecular Geometry and
Hybridization
A. Molecular Geometry 1. the molecular 1. Discussion of 1. Watch video for CLO1, CLO2
B. Dipole Moments geometry the topics. additional inputs on
C. The Valence Bond 2. States the 2. Solve example the topic.
Theory difference problems. 2. Solve exercise
D. Hybridization of between the 3. Seatwork based problems.
Atomic Orbitals valence bond on the topic
E. Hybridization in theory and discussion.
 Molecules molecular orbital
Containing Double theory
and Triple Bonds 3. Understand the
concept of
mixing atomic
orbitals into a
new hybrid
orbital (with
different shapes,
energies, etc.,)
Quiz 1
Intermolecular Forces in Liquid and Solids
A. The KMT of Liquids 1. Determine 1. Discussion of 1. Watch video for CLO1, CLO2,
and Solids whether a the topics. additional inputs on CLO3, CLO4
B. Intermolecular substance is a 2. Solve example the topic.
Forces solid, liquid or a problems. 2. Solve exercise
C. Properties of Liquids gas 3. Seatwork based problems.
D. Crystalline vs. 2. Explain the on the topic 3. Online Activity
Amorphous Solids forces between discussion.
E. Phase Changes particles that
F. Phase Diagram tend to draw the
particles
together
3. Explain the
difference
between
crystalline and
amorphous
solids
Quiz 2
Final Examination

M. REFERENCES:

David E. Goldberg, Ph. D. Schaum’s Outline of Beginning of Chemistry, 3rd edition. Schaum’s Outline Series,
New York: McGraw-Hill Inc.
J. J. Lagowski, editor in chief. Chemistry: foundations and applications. New York, Macmillan Reference USA,
c2004
Glenn D. Considine. Van Nostrand’s encyclopedia of chemistry 5th ed. Hoboken, NJ, Wiley - Interscience,
c2005.

N. ACTUALIZATION OF THE COURSE (OBE)

 Matter
 Elements
 Particles
 Measurements
 Conversion
 Periodic Table
 Solid
 Liquid
 Gases
 Atoms
 Molecules
O. COURSE POLICY

1. Students are expected to be punctual in attending their class. The class is twice a week, students who
incur more than eleven (11) hours absences on lecture and more than eleven (11) hours absences on
laboratory are ineligible to pass the course unless the absences are approved absences.
2. Requirements shall be submitted on the indicated due date before the start of the class. Requirements
submitted after the due date will not be accepted unless valid reasons are presented.
3. Quizzes and Major Examinations shall be given on the scheduled session.
4. Students are expected to display the highest degree of intellectual honesty and professionalism in their
class work, requirements and activities and in dealing with their teachers.
5. Cellular phones should be turned off or in silent mode during the class.
6. The professor is open to suggestion. Requests and concerns related to the course should be discussed
in the class or to the professor during the consultation hour.

Prepared by:
JONATHAN R. CASILLA
Faculty Member, EITC

Endorsed by:

DR. JHODELIX SARCILLA,

Assistant Dean/Program Chair, EITC

Approved by:

FR. DANNY C. MONTAÑA, RCJ

College Dean - DAA