OUTCOMES-BASED EDUCATION (OBE) COURSE DESIGN/SYLLABUS IN CHEM 216-Biochemistry

Date Revised: September

August 23,2,2021
2020
I. University
Vision: WVSU as the center for educational excellence in the Visayas and the hub for Human Resource Development in the Asia-Pacific Region
Mission: WVSU is committed to provide holistic education geared towards sustainable growth and development.
Core Values: Scholarship, Harmony, Innovation, Nurturance, Excellence, Service (SHINES)
Institutional Outcomes for Instruction: A Taga-West
1. is a creative and critical thinker;
2. is an effective and responsible communicator;
3. is technologically skilled;
4. has the capability to engage in research;
5. has a teaming and collaborative skills;
6. is socially responsible and has strong national identity;
7. is globally competitive;
8. is self-directed, competent and accountable professionals; and
9. has uncompromising personal and professional ethical standards;
10. can utilize lifelong learning skills for personal development and excellence in professional practice.

II. College of Nursing

Vision: WVSU-CON as Center of Excellence in Nursing Education. It shall provide leadership in instruction, research and extension among
nursing institutions in the country.
Mission: The WVSU College of Nursing is committed to the total development of world-class nurses who are scientifically informed, socially
aware, committed and technically competent in the promotion of health, prevention of disease and promoting life and efficiency
based on ethical standards of the Nursing profession.
Strategic Goals: The WVSU-CON is aims to:
1. Provide high quality nursing education in the undergraduate and graduate levels.
2. Conduct nursing related scientific investigation and disseminate the findings.
3. Create transformative linkages and extension programs to unleash the empowering capacity of clients/partners.
4. Nurture commitment to excellence, discipline, integrity, loyalty and professionalism.
5. Promote patriotism and the preservation and enrichment of the environment and cultural heritage.
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Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
 III. Program/Degree: BACHELOR OF SCIENCE IN NURSING

IV. Program/Degree Outcomes: (CMO No. 15, series of 2017)

PO 6.1 Common to all programs in all types of schools

a. Articulate and discuss the latest developments in the specific fields of practice (PQF Level 6 descriptor)
b. Effectively communicate in English and Filipino, both orally and in writing
c. Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams (PQF Level 6
descriptor)
d. Act in recognition of professional, social, and ethical responsibility
e. P e e e and p omo e Filipino hi o ical and c l al he i age (ba ed on RA 7722)

PO 6.2 Common to Health Professions

a. Demonstrates clinical competence in specific profession
b. Observes ethical conduct in the practice of the profession
c. Pursues inter-professional education
d. Communicates effectively (skills) both orally and in writing
e. Engages in self-directed lifelong learning
f. Assumes leadership and management role
g. Promotes the use of health systems approach in the delivery of health care
h. Participates in the conduct of researches
i. Acts as a social advocate/mobilizer.

PO 6.3 Specific to Bachelor of Science in Nursing

a. Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing.
b. Provide safe, appropriate and holistic care to individuals, families, population, group and community utilizing nursing process.
c. Apply guidelines and principles of evidenced-based practice in the delivery of care.
d. Practice nursing in accordance with existing laws, legal, ethical and moral principles.
e. Communicate effectively in speaking, writing and presenting using culturally-appropriate language
f. Report and document up to date client care accurately and comprehensively.
g. Work effectively in collaboration with inter-intra-and multi-disciplinary, multi-cultural teams.
h. Practice beginning management and leadership skills in the delivery of client care.
i. Conduct research with an experienced researcher.

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 j. Engage in life-long learning with a passion to keep current with natural and global developments in general and nursing and health development in
particular.
k. Demonstrate responsible citizenship and pride of being a Filipino.
l. Apply techno-intelligent care systems and processes in managing resources and programs.
m. Display nursing core values in nursing management and leadership
n. Apply entrepreneurial skills in management and leadership.

Level Outcome:

First Year: At the end of the first year, certain simulated situations in selected settings, the learners must have demonstrated basic nursing skills in
rendering safe and appropriate care utilizing the nursing process.

V. Course Number and Title of the Course: CHEM 216 Biochemistry (Lecture and Laboratory) Pre-requisites: None

VI. School Year/Semester Offered: SY

SY2020-2021,
2021-2022, First Semester

VII. Course Description:

This is a 5.0 unit course that provides fundamental concepts in biochemistry with focus on the major biomolecules and chemical properties of the living
system. Primary topics include the structures, properties and functions of carbohydrates, lipids, proteins, enzymes and vitamins, nucleic acids and
bioenergetics. The mechanisms of the major macromolecules metabolism, enzyme kinetics regulation and inhibition are also addressed.

VIII. Course Credit/Unit: 3.0 units (Lecture: 3.0 hours per week) and 2.0 units (Laboratory: 6.0 hours per week)

IX. Course Outcomes:

At the end of the semester, the students must have:
A. Gained knowledge and understanding of the fundamental concepts and basic principles of Biochemistry with focus on the major biomolecules and
chemical properties of the living system
B. Developed appreciation and interest in the course and be aware of the practical applications and social implications of the knowledge gained
C. Developed some desirable traits and attitudes, particularly critical thinking, self-discipline, honesty, truthfulness and diligence through experiences in
the class
D. Demonstrated scientific values of orderliness, intellectual honesty, patience and accuracy in dealing with real-life contexts
E. Applied the knowledge, skills and attitudes developed during the course in coping with different situations in life, particularly as students, and generally
as members of the family and the whole community

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X. Course Design Matrix

DESIRED LEARNING COURSE CONTENT/ REFERENCES/ OUTCOMES-BASED ASSESSMENT OF RESOURC TIME

OUTCOMES SUBJECT MATTER TEXTBOOKS TEACHING AND LEARNING OUTCOMES E TABLE
(DLO) LEARNING (OBTL) (ALO) MATERIAL
Lecture Laboratory Lecture Laboratory
At the end of the unit, Vision, Mission, Core
the students must have: Values, and Outcomes 2013 Course Orientation Group interaction via Google Video ID Week
1. stated the vision, The Uni e i Vi ion, University A q ick e on WVSU Vi ion, classroom or messenger Multi- 1
mission, core values Mission, Core Values Code Mission, Core Values and media
of the University, and Outcomes 2011 WVSU Outcomes among CON students. System
2. described, and explained The College of Nursing Student
the goals and objectives Outcomes handbook
of the college, degree The BSN degree Bulleting of
program and course program outcomes Information
outcomes The Course/Subject WVSU Coffee
Outcomes Table Book
At the end of the UNIT 1- THE SCIENCE Stoker, S.H. (2017) Blended Learning/ Orientation on Formative Graded Textbook
chapter, the students OF BIOCHEMISTRY Biochemistry, 3rd Modular Approach Virtual assessment: Pre- Group Written and/or
must have: ed. C and E Laboratory test on Unit 1- Output using Module Week
1. identified the scope and Lesson 1: Introduction Publishing Inc., Activate Prior Activities The Science of Rubric for 2
importance of biochemistry Quezon City, Knowledge Biochemistry Laboratory
to Biochemistry Philippines. Report Powerpoint
2. described the different
attributes of life; Acquire new presentation
1. Biochemistry, Scope Pre-lab Completion and Video
3. appreciated the importance knowledge
and Importance Bettelheim, FA. et. Activity: submission of Analysis:
of the roles of chemicals of through the
2. The Attributes of Life al., (2007). Students Individual Laptop/tablet
life; conduct of
3. The Chemicals of Life Introduction to Instruction on Assessment Reflection/ or any
4. discussed the importance asynchronous and
A. Chemical bonding General, Organic Experiment 1 Questions Essay gadget
of water as a nutrient; synchronous
B. Functional groups and Biochemistry, Water: its (SAQ) on Unit 1-
5. differentiated prokaryotes sessions (if
C. Water and its 8th Edition, properties and The Science of
from eukaryotes; possible) using
properties Brooks/Cole a methods of Biochemistry Students
6. identified some powerpoint
4. The Cellular Basis of Life division of material transfer Assessment
distinguishing features presentations
A. prokaryotes and Thomson Learning Lesson 1 Questions
between plant and animal eukaryotes
cells; 2007 Students-faculty Introduction to Worksheets
B. plant and animal cell Virtual Lab Biochemistry
7. described some methods consultations or
5. Methods of Material Activity:
of material transfer; interactions via
Transfer McMurry, J (2003). Multimedia:
8. explained why carbon is an Google classroom
A. Diffusion Fundamentals of Experiment 1: Summative Video
important element; B. Osmosis
or messenger Week
9. enumerated the unique Organic Chemistry Water: its Assessment: animation 3
C. Dialysis (5th ed). Tokyo: properties and Post-test on Unit
characteristics of carbon D. Active transport Application of
atom; Brooks/Cole Knowledge
4
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 10. identified some bonding Publishing methods of 1-The Science of Virtual
patterns among Company material transfer Biochemistry Laboratory
hydrocarbons; Activities
11. differentiated organic from Lesson 1
Inorganic compounds Nucum, Z.T. and Introduction to
12. classified organic Santiago, L.E. Post-lab Biochemistry
compounds based on (2005). Laboratory Activity:
their functional groups Manual for Students-faculty
13. drawn structural formulas Biochemistry.C & E asynchronous
of organic compounds; Publishing, Inc., and/or
14. described the basic Philippines synchronous
characteristics of discussion (if
biomolecules. possible) on the
15. determined the properties virtual lab
of water that make it activity.
suitable medium for
sustaining life in biological
systems.
At the end of the chapter, UNIT 2- Stoker, S.H. Blended Learning/ Formative Textbook
the students must have: CARBOHYDRATES (2017).Biochemistr Modular Approach assessment: Pre- Graded and/or
y, 3rd ed. C and E test on Unit 2- Group Written Module
1. defined carbohydrates; Lesson 1: Publishing Activate Prior Carbohydrates Output using Week
2. explained occurrences and Incorporated, Knowledge Rubric for
Carbohydrates and Its 4
functions of carbohydrates; Quezon City, Lesson 1: Laboratory Powerpoint
3. classified mono- Structural Philippines. Carbohydrates & Report presentation
Acquire New
saccharides based on the Representation Knowledge Its Structural
carbonyl group, number of through the Representation
carbon atoms and sugar 1. What are Carbohydrates? conduct of Laptop/tablet
units; 2. Occurrences and asynchronous and or any
4. distinguished between Functions of Carbohydrates synchronous Lesson 2: gadget
aldoses and ketoses; A. Storage Carbohydrate sessions (if Gen. Reactions Video
5. described some B. Energy Source possible) using of Mono- Analysis:
biochemically important C. Structural Framework powerpoint saccharides Individual Students
monosaccharides and their D. Functions of Stoker, S.H. presentations Reflection/ Assessment
characteristics; Carbohydrates in Foods (2013).Exploring Essay Questions
6. written the Fischer- 3. Classification of Gen. Organic & Students-faculty Lesson 3: Worksheets
Projection formulas of Carbohydrates Biological consultations or Polysaccharides
monosaccharides; A. According to the type Chemistry. interactions via The Polymer
7. distinguished between left of carbonyl group (C=O) Philippine; Google classroom Chain Multimedia:
and right configurations B. According to the Cengage Learning or messenger Video
among monosaccharides; number of carbon atoms Asia Pte. Ltd., animation
8. transformed Fischer into C. According to the Application of
Haworth Projection number of sugar units Knowledge Completion and
formulas and chair c.1. Simple submission of

5
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 conformations c.2. Complex Students Virtual
9. explained the importance 4. Structural Representations Assessment Laboratory
of chirality among of Carbohydrates Questions Activities
molecules; A. Kiliani-Fischer- (SAQ) on Unit 2
10. described stereo- Projection Formula Campbell, M. & Carbohydrates
isomerism as a property B. Haworth Projection Farrell, S. (2006).
of molecule; Formula Biochemistry, 5th Lesson 1:
11. differentiated between C. Chair Conformation ed. Thomson Carbohydrates &
enantiomers and 5. Chirality: Handedness in Brooks/Cole. USA Its Structural
diastereoisomers; Molecules Representation
12. determined the number of 6. Stereoisomerism:
chiral centers in a given Enantiomers and
molecule Diastereoisomers Lesson 2:
13. illustrated the formation A. Kinds of Gen. Reactions
of disaccharides; Stereoisomers of Mono-
14. described characteristics B. Properties of saccharides
of biochemically important Enantiomers
disaccharides; Nucum, Z.T. and Pre-lab Lesson 3:
15. distinguished between Lesson 2: General Santiago, L.E. Activity: Polysaccharides Graded
reducing and non- Reactions of (2005). Laboratory The Polymer Group Written Week
reducing sugars; Monosaccharides Manual for Instruction on Chain Output using 5
16. identified reactants and Biochemistry.C & E Experiment 2 Rubric for
1. Formation of Disaccharides
products of the different Publishing, Inc., Qualitative Test Laboratory
2. Biochemically Important
reactions of mono- Philippines for Graded Group Report
Disaccharides
saccharides; Carbohydrates Case
A. Maltose
17. classified polysaccharides Presentation on
B. Cellobiose
based on their functions; Carbohydrate- Video
C. Lactose
18. compared structures and Experiment 3 related diseases, Analysis:
D. Sucrose
functions of different Hydrolysis of causes, Individual
E. Isomaltose
carbohydrates; Carbohydrates symptoms and Reflection/
3. Reactions of
19. discussed the importance remedies Essay
Monosaccharides
of carbohydrates to
A. Reactions with Acids
humans; Virtual Lab
and Bases
20. identified hormones Activity:
B. Oxidation (Sugar Acids)
involved in the regulation Summative
C. Osazone Reaction
of blood glucose level; Experiment 2 Assessment:
D. Reduction (Sugar
21. computed glycemic index Qualitative Test Post-test on Unit
Alcohols)
and glycemic load values; for 2- Carbohydrates
E. Glycoside Formation
22. performed different Carbohydrates
F. Reaction of Two
methods for qualitative
Monosaccharides
estimation and Experiment 3 Lesson 1:
G. Fischer Esterification
identification of Hydrolysis of Carbohydrates &
H. Amino Sugars
carbohydrates. Carbohydrates Its Structural
I. Deoxy Sugars
Representation
J. Sugar Phosphates
6
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 Lesson 3: Post-lab Lesson 2:
Polysaccharides: The Activity: Gen. Reactions
Polymer Chain Students-faculty of Mono- Week
1. What are Polysaccharides? asynchronous saccharides 6
2. General Types of and/or
Polysaccharides synchronous
A. Homoglycans discussion (if Lesson 3:
B. Heteroglycans possible) on the Polysaccharides
3. Classification of virtual lab The Polymer
Polysaccharides Based on activity. Chain
Functions
A. Storage
Polysaccharides
a.1. Starch
a.2. Glycogen
a.3. Dextran
B. Structural
Polysaccharides
b.1. Cellulose
b.2. Pectin
b.3. Hemicellulose
b.4. Chitin
C. Derived Hetero-
polysaccharides
c.1. Hyaluronic Acid
c.2. Chondroitin
c.3. Peptidoglycan
c.4. Heparin
c.5. Keratan Sulfate
c.6. Dermatan Sulfate
4. Dietary Considerations:
Nutrition and Glycemic
Index and Load
A. Regulating Blood
Glucose Level:
Glucagon and Insulin
B. Glycemic Index and
Glycemic Load
At the end of the chapter, UNIT 3-LIPIDS Stoker, S.H. Blended Learning/ Pre-lab Formative Graded Textbook
the students must have: Lesson 1: The Lipid (2017).Biochemistr Modular Approach Activity: assessment: Pre- Group Written and/or Week
1. defined lipids; Profile y, 3rd ed. C and E Instruction on test on Unit 3- Output using Module 7
2. classified lipids based 1. Structure and Publishing Activate Prior Experiment 4 Lipids Rubric for
on their biological functions Classification of Lipids Incorporated, Knowledge Properties of Lesson 1: The Laboratory
3. enumerated the major Lipids Lipid Profile Report
7
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 classes of lipids; 2. Types of Fatty Acids Quezon City, Acquire New Experiment 5 Lesson 2: The Powerpoint
4. identified physical and 3. Physical Properties of Fatty Philippines. Knowledge Determination Energy-Storage presentation
chemical properties of Acids through the of the Saponi- and Membrane Video
lipids; conduct of fication Number Lipids Analysis:
5. differentiated saturated Lesson 2: The Energy- asynchronous and of Lipids Lesson 3: The Individual Laptop/tablet
from unsaturated fatty acids Storage and Membrane synchronous Cell Membranes Reflection/ or any
6. distinguished different Lipids sessions (if Experiment 6 Essay gadget
properties of fatty acids; 1. Energy-Storage Lipids: possible) using Determination Completion and
7. named a fatty acid, given Triacylglycerols Stoker, S.H. powerpoint of the Iodine submission of
its symbol; 2. Chemical Reactions of (2013).Exploring presentations Value of a Fat Students Students
8. explained the importance Triacylglycerols Gen. Organic & Sample Assessment Assessment
of essential fatty acids; 3. Membrane Lipids: Biological Questions Questions
9. differentiated good fats Phospholipids, Sphingo- Chemistry. (SAQ) on Unit 3- Worksheets
from bad fats; glycolipids and Cholesterol Philippine; Virtual Lab Lipids
10. identified components of Cengage Learning Activity: Lesson 1: The
triglycerides; Lesson 3: The Cell Asia Pte. Ltd., Students-faculty Lipid Profile
11. named the products of consultations or Experiment 4 Lesson 2: The
Membranes
reactions involving lipids; Campbell, M. & interactions via Properties of Energy-Storage
1. Emulsification of Lipids:
12. identified the components Farrell, S. (2006). Google classroom Lipids and Membrane Multimedia:
Bile Acids
of other lipids; Biochemistry, 5th or messenger Lipids Video
2. Messenger Lipids: Steroid Experiment 5
13. compared the properties ed. Thomson Lesson 3: The animation Week
Hormones and Eicosanoids
of soap with detergents; Brooks/Cole. USA Determination Cell Membranes and/or 8
3. Protective-Coating Lipids:
14. determined the Application of of the Saponi- Virtual
Biological Waxes
saponification number of Knowledge fication Number Graded Group Laboratory
4. Saponifiable and
some oils; Nucum, Z.T. and of Lipids Case Activities
Nonsaponifiable Lipids
15. determined Santiago, L.E. Presentation on
experimentally the (2005). Laboratory Experiment 6 Lipids-related
average molecular mass Manual for Determination diseases, causes
of some oils; Biochemistry.C & E of the Iodine symptoms and
16. compared the iodine Publishing, Inc., Value of a Fat remedies.
values of different oils; Philippines Sample
17. differentiated steroids Summative
hormones from Assessment:
eicosanoids Post-lab Post-test on Unit
Activity: 3- Lipids
Students-faculty Lesson 1: The
asynchronous Lipid Profile
and/or Lesson 2: The
synchronous Energy-Storage
discussion (if and Membrane
possible) on the Lipids
virtual lab Lesson 3: The
activity Cell Membrane

8
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 At the end of the UNIT 4-PROTEINS Stoker, S.H. Blended Learning/ Pre-lab Formative Graded Textbook Week
chapter, the students (2017).Biochemistr Modular Approach Activity: assessment: Pre- Group Written and/or 8
must have: Lesson 1: The Building y, 3rd ed. C and E test on Unit 4- Output using Module
Blocks of Proteins Publishing Activate Prior Instruction on Proteins Rubric for
Incorporated, Knowledge Experiment 7 Laboratory
1. defined proteins; 1. Definition and
Quezon City, Identification of Lesson 1: The Report Powerpoint
2. enumerated the Characteristics of Proteins
Philippines. Acquire New Amino Acids by Building Blocks presentation
characteristics of proteins; 2. General Formula Structure,
Knowledge Paper Chroma- of Proteins
3. classified examples of and Importance of Amino
through the tography
amino acids based on Acid
Stoker, S.H. conduct of Lesson 2:Peptide Video Laptop/tablet
their structures and 3. Classification of Amino
(2013). asynchronous and Experiment 8 and Protein Analysis: or any
functions; Acids on the Basis of
Exploring Gen. synchronous Analysis and Structures and Individual gadget
4. identified the essential Nutrition and Metabolic
Organic & sessions (if Denaturation of Properties Reflection/
amino acids; Fate
Biological possible) using Proteins Essay
5. enumerated some 4. Properties and Functions
Chemistry.Philippin powerpoint Students
physical and chemical of Amino Acids
eCengage Learning presentations Completion and Assessment
properties of amino acids; A. Properties of Amino
Asia Pte. Ltd., Virtual Lab submission of Questions
6. described the functions of Acids
Activity: Students Worksheets
amino acids; B. Functions of Amino
Assessment
7. explained chirality of Acids
Experiment 7 Questions
amino acids; 5. Chirality of Amino Acids
Identification of (SAQ) on Unit 4 Multimedia:
8. described the acid-base 6. Acid-Base Property of
Amino Acids by Proteins Video
property of amino acid; Amino Acid
Students-faculty Paper Chroma- animation
9. drawn the protonated, 7. Cysteine: A Chemically
consultations or tography Lesson 1: The
deprotonated and Unique Amino Acid
interactions via Building Blocks
zwitterion forms of amino 8. Qualitative Analysis of
Google classroom Experiment 8 of Proteins Virtual
acids; Amino Acids
Campbell, M. & or messenger Analysis and Laboratory
10. calculated the isoelectric
Farrell, S. (2006). Denaturation of Lesson 2:Peptide Activities
points of amino acids Lesson 2: Peptide and Biochemistry, 5th Application of Proteins and Protein Midterm
given their pK values; Protein Structures and
11. explained why cysteine is
ed. Thomson Knowledge Structures and Exam Week
Properties Brooks/Cole. USA Properties 9
considered as a unique
1. What are peptides?
amino acid;
2. Physiologically Active Post-lab
12. differentiated the
Peptides Activity:
qualitative analysis for
A. Glutathione Students-faculty Graded Group
amino acid;
B. Bradykinin asynchronous Case
13. defined peptides;
C. Enkephalins and and/or Presentation on
14. described examples of
Endorphins synchronous Carbohydrate-
physiologically active
D. Gramicidin S and discussion (if related diseases,
peptides and their
Tyrocidine A possible) on the causes,
properties;
E. Oxytocin virtual lab symptoms and
15. identified appropriate
F. Vasopressin activity remedies
separation methods in
3. Amino Acid Sequence of
determination of amino
Polypeptide
acid sequence of
9
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
 polypeptides; A. Separation methods Nucum, Z.T. and
16. named some reactions a.1. Chromatography Santiago, L.E.
involving the amino and a.2. Electrophoresis (2005). Laboratory
carboxyl groups of amino a.3. Salt Precipitation Manual for
acids; B. Steps in determination Biochemistry.C & E
17. identified amino acid of amino acid sequence Publishing, Inc.,
fragments as product of polypeptides Philipp
of reactions using a C. Reactions Involved in
different reagents; the Determination of Summative
18. differentiated the four Amino Acid Sequence Assessment:
levels of protein c.1. Reactions of the Post-test on Unit
structures; NH2 group 4- Proteins
19. classified proteins on c.2. Reactions of the
the basis of their COOH group Lesson 1: The
a. chemical composition; 4. General Structural Building Blocks
b. three-dimensional Characteristics of Proteins of Proteins
shapes; and A. Classification of Proteins
c. biological functions; Based on Chemical Lesson 2:Peptide
20. distinguished between Composition and Protein
alpha helix and beta a.1. Simple Structures and
pleated sheet structures a.2. Conjugated Properties
of proteins; B. Classification of Proteins
21. differentiated between Based on Three-
hydrolysis and Dimensional Shapes
denaturation of proteins; b.1. Fibrous Proteins Midterm Exam
22. identified agents of b.2. Globular Proteins
physical and chemical b.3. Membrane Proteins
denaturation of proteins. C. Levels of Protein
Structure
c.1. Primary Structure
c.2. Secondary Structure
c.3. Tertiary Structure
c.4. Quaternary Structure
D. Classification of
Proteins Based on
Biological Functions
5. Denaturation of Proteins
A. Physical Agents of
Denaturation
B. Chemical Agents of
Denaturation
At the end of the UNIT 5-ENZYMES AND Stoker, S.H. (2017) Blended Learning/ Pre-lab Formative Graded Textbook Week
chapter, the students VITAMINS Modular Approach Activity: assessment: Pre- Group Written and/or 10
must have: Instruction on test on Unit 5- Output using Module

10
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
 1. defined enzymes; Lesson 1: The Selective Biochemistry, 3rd Activate Prior Experiment 9 Enzymes and Rubric for
2. described the Enzymes ed. C and E Knowledge Enzymes and Vitamins Laboratory
importance of vitamins 1. General Characteristics of Publishing Inc. Factors Lesson 1: Report Powerpoint
3. identified Enzymes Quezon City, Acquire New Affecting The Selective presentation
characteristics of enzymes; 2. Enzyme Structure Philippines. Knowledge Enzyme Activity Enzymes
4. differentiated simple from 3. Nomenclature and Stoker, S.H. through the Lesson 2: Video
conjugated enzymes; Classification of Enzymes (2013).Exploring conduct of The Mechanics Analysis: Laptop/tablet
5. named the different 4. Models of Enzyme Action Gen. Organic & asynchronous and of Enzymes Individual or any
classifications of enzymes; 5. Enzyme Specificity Biological synchronous Lesson 3: Reflection/ gadget
6. described each class of 6. Factors That Affect Chemistry. sessions (if The Wonders of Essay
enzyme; Enzyme Activity Philippine; possible) using Vitamins
7. distinguished the different Lesson 2: The Cengage Learning powerpoint Virtual Lab Completion and Students
models of enzyme action; Asia Pte. Ltd., presentations Activity: submission of Assessment
Mechanics of Enzymes
8. explained the different Experiment 9 Students Questions
specific characteristics of Students-faculty Enzymes and Assessment Worksheets
1. Extremozymes
enzymes; consultations or Factors Questions
2. Enzyme Inhibition
9. enumerated the factors Campbell, M. & interactions via Affecting (SAQ) on Unit 5
3. Regulation of Enzyme
that affect enzyme activity; Farrell, S. (2006). Google classroom Enzyme Activity Enzymes and Multimedia:
Activity
10. explained the different Biochemistry, 5th or messenger Vitamins Video
4. Prescription Drugs That
enzyme inhibition ed. Thomson animation
Inhibit Enzyme Activity Post-lab
properties; Brooks/Cole. USA Application of Lesson 1:
5. Medical Uses of Enzymes Activity:
11. differentiated reversible Knowledge The Selective
from irreversible Students-faculty Enzymes Virtual
inhibition; Lesson 3- The Wonders asynchronous Lesson 2: Laboratory
12. explained the effects of of Vitamins and/or The Mechanics Activities
antibiotics on enzyme 1. General Characteristics of synchronous of Enzymes
activity; Vitamins discussion (if Lesson 3:
13. explained the medical 2. Water-Soluble Vitamins: possible) on the The Wonders of
uses of enzymes; Vitamin C virtual lab Vitamins
14. enumerated the 3. Water-Soluble Vitamins: activity
characteristics of The B Vitamins Nucum, Z.T. and Graded Group
vitamins; 4. Fat-Soluble Vitamins Santiago, L.E. Case
15. differentiated examples of (2005). Laboratory Presentation on
water-soluble an fat- Manual for Enzymes and
soluble vitamins; Biochemistry.C & E Vitamins-related
16. named the different Publishing, Inc., diseases, causes
functions of vitamins. Philipp symptoms and
remedies.

Summative
Assessment:
Post-test on Unit
5- Enzymes and
Vitamins

11
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 Lesson 1:
The Selective
Enzymes
Lesson 2:
The Mechanics
of Enzymes
Lesson 3:
The Wonders of
Vitamins
At the end of the UNIT 6 -NUCLEIC Stoker, S.H. Blended Learning/ Pre-lab Formative Graded Textbook Week
chapter, the students ACIDS (2017).Biochemistr Modular Approach Activity: assessment: Pre- Group Written and/or 11
must have: y, 3rd ed. C and E Instruction on test on Unit 6- Output using Module
1. described nucleic acids; Lesson 1: The Building Publishing Activate Prior Experiment 10 Nucleic Acids Rubric for
2. identified the type of Incorporated, Knowledge Nucleic Acid: Lesson 1: Laboratory
Blocks of Nucleic Acids Quezon City, Isolation of RNA The Building Report Powerpoint
nucleic acids;
3. distinguished the building Philippines. Acquire New Blocks of Nucleic presentation
1. Types of Nucleic Acids Acids
blocks of nucleic acids; Knowledge
2. Nucleotide Building Blocks Lesson 2: Video
4. explained the process of through the
3. Nucleotide Formation Stoker, S.H. The Protein Analysis: Laptop/tablet
nucleotide formation; conduct of
4. Primary Nucleic Acid (2013).Exploring Virtual Lab Synthesis Individual or any
5. applied the rules in naming asynchronous and
5. The DNA Double Helix Gen. Organic & Activity: Reflection/ gadget
nucleic acids; synchronous
6. Replication of DNA Biological Completion and Essay
6. described the primary sessions (if
Molecules Chemistry. Experiment 10 submission of
structure of nucleic acid; possible) using
7. described the DNA double Philippine; powerpoint Nucleic Acid: Students Students
Lesson 2: The Protein Cengage Learning presentations Isolation of RNA Assessment Assessment
helix;
8. identified the Synthesis Asia Pte. Ltd., Questions Questions
complementary base pairs Students-faculty (SAQ) on Unit 6- Worksheets
in nucleic acids; 1. Overview of Protein consultations or Nucleic Acids Week
9. predicted the sequence of Synthesis interactions via Lesson 1: 12
bases in the DNA strand 2. Ribonucleic Acids Campbell, M. & Google classroom Post-lab The Building Multimedia:
complementary to the 3. Transcription: RNA Farrell, S. (2006). or messenger Activity: Blocks of Nucleic Video
single DNA strand Synthesis Biochemistry, 5th Students-faculty Acids animation
10. explained the replication 4. The Genetic Code ed. Thomson Application of asynchronous Lesson 2:
process in DNA 5. The Genetic Diseases Brooks/Cole. USA Knowledge and/or The Protein
molecules; 6. Anticodons and tRNA synchronous Synthesis Virtual
11. described the different 7. Translation: Protein discussion (if Laboratory
types of RNA molecules; Synthesis Nucum, Z.T. and possible) on the Graded Group Activities
12. outlined the steps in the 8. Mutation Santiago, L.E. virtual lab Case
transcription process; 9. Nucleic Acids and Viruses (2005). Laboratory activity Presentation on
13. described the Manual for Nucleic Acids-
characteristics of a Biochemistry.C & E related diseases,
genetic code; Publishing, Inc., causes,
14. enumerated the steps of Philipp

12
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
 translation process; symptoms and
15. defined mutation; remedies
16. identified examples of
mutagens; Summative
17. described how viruses Assessment:
may affect nucleic acids Post-test on Unit
structures; 6- Nucleic Acids
18. described the steps Lesson 1:
involved in DNA The Building
sequencing; Blocks of Nucleic
Acids
Lesson 2:
The Protein
Synthesis
At the end of the UNIT 7- BIOCHEMICAL Stoker, S.H. (2017) Blended Learning/ No Lab Formative Graded Textbook Week
chapter, the students ENERGY PRODUCTION Biochemistry, 3rd Modular Approach Experiment on assessment: Pre- Group Written and/or 13
must have: ed. C and E Biochemical test on Unit 7- Output using Module
Lesson 1: The Metabolic Publishing Inc. Activate Prior Energy Biochemical Rubric for
Quezon City, Knowledge Production Energy Laboratory
1. defined metabolism; Pathways
Philippines. Production Report Powerpoint
2. differentiated between 1. Metabolism
Acquire New Lesson 1: presentation
catabolism and anabolism; 2. Metabolism and Cell
Stoker, S.H.(2013) Knowledge The Metabolic
3. related metabolism to Structure
Exploring Gen. through the Pathways Video
cell structure; 3. Important Nucleotide-
Organic & conduct of Lesson 2: Analysis: Laptop/tablet
4. identified important Containing Compounds in
Biohemistry. asynchronous and The Dynamics of Individual or any
intermediate compounds in Metabolic Pathways
Philippine; synchronous Biochemical Reflection/ gadget
metabolic pathways; 4. Important Carboxylate Ions
Cengage Learning sessions (if Energy Essay
5. identified the role of other in Metabolic Pathways
Asia Pte. Ltd., possible) using Production
nucleotide triphosphates 5. High-Energy Phosphate
powerpoint Students
in metabolism; Compounds
Bettelheim, F.A. et. presentations Completion and Assessment
6. described the stages of
al., (2007). submission of Questions
biochemical energy
Introduction to Students-faculty Students Worksheets
production; Lesson 2: The Dynamics Week
General, Organic consultations or Assessment
7.described the stages
involved in the citric acid
of Biochemical Energy and Biochemistry, interactions via Questions 14
cycle; Production 8th Edition, Google classroom (SAQ) on Unit 7- Multimedia:
1. An Overview of Brooks/Cole, or messenger Biochemical Video
8. explained the electron
Biochemical Energy Thomson Learning Energy animation
transport chain;
Production Application of Production
9. explained the oxidative
2. The Citric Acid Cycle Campbell, M. & Knowledge Lesson 1:
phosphorylation process;
3. The Electron Transport Farrell, S. (2006). The Metabolic Virtual
10. computed the amount of
Chain Biochemistry, 5th Pathways Laboratory
ATP produced in the
4. Oxidative Phosphorylation ed. Thomson Lesson 2: Activities
common metabolic
5. ATP Production for the Brooks/Cole. USA The Dynamics of
pathway.
Common Metabolic Biochemical

13
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
 Pathway Nucum, Z.T. and Energy
6. The Importance of ATP Santiago, L.E. Production
7. Non-ETC Oxygen- (2005). Laboratory
Consuming Reactions Manual for Summative
8. B Vitamins and the Biochemistry.C & E Assessment:
Common Metabolic Publishing, Inc., Post-test on Unit
Pathway Philippines 7- Biochemical
Energy
Production
Lesson 1:
The Metabolic
Pathways
Lesson 2:
The Dynamics of
Biochemical
Energy
Production
At the end of the UNIT 8 CARBOHYDRATE Blended Learning/ Pre-lab Formative Graded Textbook Week
chapter, the students METABOLISM Stoker, S.H. Modular Approach Activity: assessment: Pre- Group Written and/or 15
must have: (2017).Biochemistr Instruction on test on Unit 8- Output using Module
1. explained digestion and 1. Digestion and Absorption y, 3rd ed. C and E Activate Prior Experiment 11 Carbohydrate Rubric for
absorption of carbohydrate; of Carbohydrates Publishing Knowledge Analysis of Metabolism Laboratory
2. defined glycolysis; 2. Glycolysis Incorporated, Saliva Report Powerpoint
3. described the stages 3. Fates of Pyruvate Quezon City, Acquire New presentation
involved in glycolysis; 4. ATP Production for the Philippines. Knowledge
4. discussed the regulatory Complete Oxidation of through the Video
points of glycolysis; Glucose conduct of Virtual Lab Completion and Analysis: Laptop/tablet
5. differentiated the 5. Glycogen Synthesis and asynchronous and Activity: submission of Individual or any
processes of lactic acid Degradation synchronous Students Reflection/ gadget
and ethanol fermentation; 6. Gluconeogenesis Campbell, M. & sessions (if Experiment 11 Assessment Essay
6. inferred the amount of 7. Terminology for Glucose Farrell, S. (2006). possible) using Analysis of Questions
ATP produced in complete Metabolic Pathways Biochemistry, 5th powerpoint Saliva (SAQ) on Unit 8 Students
oxidation of glucose; 8. The Pentose Phosphate ed. Thomson presentations Carbohydrate Assessment
7. defined glycogenolysis; Pathway Brooks/Cole. USA Metabolism Questions
8. described the steps 9. Hormonal Control of Students-faculty Worksheets
involved in glycogenolysis; Carbohydrate Metabolism consultations or Post-lab
9. differentiated glycogenesis 10. B Vitamins and interactions via Activity:
from glycogenolysis; Carbohydrate Metabolism Google classroom Students-faculty Multimedia:
10. explained the process of Nucum, Z.T. and or messenger asynchronous Video
Cori cycle; Santiago, L.E. and/or Summative animation
11. used appropriate terms (2005). Laboratory Application of synchronous Assessment:
involved in glucose Manual for Knowledge discussion (if Post-test on Unit
metabolic pathways; Biochemistry.C & E possible) on the 8- Carbohydrate
12.illustrated using diagram Metabolism

14
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 the relationships among Publishing, Inc., Online Group virtual lab Virtual
the four common Philipp Reporting on activity Laboratory
metabolic pathways that assigned topic Activities
involve glucose; (if possible)
13.explained the pentose
phosphate pathway;
At the end of the UNIT 9- LIPID Stoker, S.H.(2017) Blended Learning/ Pre-lab Formative Graded Textbook Week
chapter, the students METABOLISM Biochemistry, 3rd Modular Approach Activity: assessment: Pre- Group Written and/or 16
must have: ed. C and E Instruction on test on Unit 9- Output using Module
1. described digestion and 1. Digestion and Absorption Publishing Inc, Activate Prior Experiment 12 Lipid Metabolism Rubric for
absorption of lipid; of Lipids Quezon City, Knowledge Digestion of Laboratory
2. related between 2. Triacylglycerol Storage and Philippines. Fats: Action of Report Powerpoint
triacylglycerol storage Mobilization Acquire New Pancreatic Completion and presentation
and mobilization; 3. Glycerol Metabolism Knowledge Lipase and Bile submission of
3. explained the process 4. Oxidation of Fatty Acids through the Students Video
of glycerol metabolism; 5. ATP Production from Fatty Campbell, M. & conduct of Assessment Analysis: Laptop/tablet
4. discussed the oxidation of Acid Oxidation Farrell, S. (2006). asynchronous and Questions Individual or any
fatty acids; 6. Ketone Bodies Biochemistry, 5th synchronous Virtual Lab (SAQ) on Unit 9 Reflection/ gadget
5. enumerated the four steps 7. Biosynthesis of Fatty ed. Thomson sessions (if Activity: Lipid Metabolism Essay
involved in beta-oxidation Acids: Lipogenesis Brooks/Cole. USA possible) using
pathway; 8. Relationships between powerpoint Experiment 12 Students
6. compared fatty acid and Lipogenesis and Citric Acid presentations Digestion of Assessment
glucose oxidation; Cycle Intermediates Fats: Action of Questions
7. discussed ketogenesis; 9. Fate of Fatty Acid Nucum, Z.T. and Students-faculty Pancreatic Worksheets
8. compared between Generated Acetyl CoA Santiago, L.E. consultations or Lipase and Bile Summative
lipogenesis and fatty acid 10. Relationships between (2005). Laboratory interactions via Assessment:
degradation; Lipid and Carbohydrate Manual for Google classroom Post-lab Post-test on Unit Multimedia:
9. explained the citrate Metabolism Biochemistry.C & E or messenger Activity: 9- Lipid Video
malate shuttle system; 11. B Vitamins and Lipid Publishing, Inc., Students-faculty Metabolism animation
10. described the Metabolism Philipp Application of asynchronous
biosynthesis of Knowledge and/or
cholesterol; synchronous Virtual
12. illustrated the overview Online Group discussion (if Laboratory
of the biosynthetic Reporting on possible) on the Activities
pathway for cholesterol assigned topic virtual lab
synthesis. (if possible) activity
At the end of the UNIT 10- PROTEIN Stoker, S.H. Blended Learning/ Pre-lab Formative Graded Textbook Week
chapter, the students METABOLISM (2017).Biochemistr Modular Approach Activity: assessment: Pre- Group Written and/or 17
must have: y, 3rd ed. C and E Instruction on test on Unit 10- Output using Module
1. Protein Digestion and Publishing Activate Prior Experiment 13 Protein Rubric for
1. explained digestion and
Absorption Incorporated, Knowledge Digestion of Metabolism Laboratory
absorption of protein;
2. Amino Acid Utilization Quezon City, Proteins: Action Report Powerpoint
2. outlined the process of
3. Transamination and Philippines. Acquire New of Bromelain on presentation
protein digestion;
Knowledge Gel
15
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
 3. explained the biological Oxidative Deamination through the Experiment 14 Completion and Graded Video
importance of amino acid 4. The Urea Cycle Campbell, M. & conduct of Analysis of Milk submission of Analysis: Laptop/tablet
utilization; 5. Amino Acid Carbon Farrell, S. (2006). asynchronous and Experiment 15 Students Individual or any
4. differentiated between Skeletons Biochemistry, 5th synchronous Analysis of Assessment Reflection/ gadget
transamination and 6. Amino Acid Biosynthesis ed. Thomson sessions (if Urine Questions Essay
oxidative deamination; 7. Hemoglobin Catabolism Brooks/Cole. USA possible) using (SAQ) on Unit 10
5. described the steps 8. Interrelationships among powerpoint Virtual Lab Protein Final Exam Students
involved in the urea cycle; Carbohydrate, Lipid and presentations Activity: Metabolism Assessment
6. cited the linkages between Protein Metabolism Nucum, Z.T. and Experiment 13 Questions
the urea and citric acid 9. Interrelationships among Santiago, L.E. Students-faculty Digestion of Worksheets
cycles; Metabolic Pathways (2005). Laboratory consultations or Proteins: Action
7. explained the process of 10. B Vitamins and Protein Manual for interactions via of Bromelain on
amino acid biosynthesis; Metabolism Biochemistry.C & E Google classroom Gel Multimedia: Week
8. discussed haemoglobin Publishing, Inc., or messenger Experiment 14 Summative Video 18
catabolism; Philipp Analysis of Milk Assessment: animation
9. discussed the Inter- Application of Experiment 15 Post-test on Unit
relationships among Knowledge Analysis of 10 Protein
metabolic pathways. Urine Metabolism- Virtual
Online Group Laboratory
Reporting on Post-lab Activities
assigned topic (if Activity:
possible) Students-faculty
asynchronous
and/or
synchronous
discussion (if
possible) on the
virtual lab
activity
Final Exam

XI. Criteria for Grading:

A. Lecture Grade Component: (60%) B. Laboratory Grade Component: (40%) C. Final Grade
Class Participation 10% Class Participation 10% Midterm Grade (1/3)
Unit Post Test Performance 20% Midterm/Final Exam 20% Final Grade (2/3)
Midterm/Final Exam 30% Laboratory Video Analysis/Essay 30%
Individual/Group Written Output 40% Laboratory Report/Presentation 40%
Total 100% Total 100%

16
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
XII. Other Requirements:

POLICIES: (University Student Handbook, 2011)

A student should not be absent for more than 20% of the stipulated number of hours of recitation, lecture, laboratory or any other schedule for work.
If 60% o mo e of he ab ence a e ne c ed, he den hall be gi en a g ade of 5.0 Th ee a d a i al a e eq i alen to one hour period
absence.
Tardy arrivals are recorded when a student arrives after the teacher has called the roll.
Any form of cheating during examinations or any act of dishonesty will be a ground for disciplinary act.

XIII. Course Mapping

A. Course outcomes in relation to Program Outcomes and Institutional Outcomes

Program/Degree Outcomes (CMO No. 15, series of 2017)
PO 6.1
Common to
PO 6.2 PO 6.3 Tuning Asia South-East Competencies

Outcome
all
Course Outcomes Common to the discipline Specific to a sub-discipline and major
programs

Level
(Health Science Program) Bachelor of Science in Nursing
in all types
of school
a b c d e a b c d e f g h i a b c d e f g h i j k l m n 1 2 3 4 5 6 7 8 9 10 11 12 13
A. Gained knowledge and
understanding of the
fundamental concepts
and basic principles of
Bio-chemistry with √ √ √ √ √ √ √ √ √ √ √ √ √ √
focus on the major
bio-molecules and
chemical properties of
the living system;
B. Developed an
appreciation and
interest in the course
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
and be aware of the
practical applications
and social implications
17
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
 Program/Degree Outcomes (CMO No. 15, series of 2017)
PO 6.1
Common to
PO 6.2 PO 6.3 Tuning Asia South-East Competencies

Outcome
all
Course Outcomes Common to the discipline Specific to a sub-discipline and major
programs

Level
(Health Science Program) Bachelor of Science in Nursing
in all types
of school
a b c d e a b c d e f g h i a b c d e f g h i j k l m n 1 2 3 4 5 6 7 8 9 10 11 12 13
of the knowledge
gained;
C. Developed some
desirable traits and
attitudes, particularly
critical thinking, self-
discipline, honesty, √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
truthfulness and
diligence through
experiences in the
class;
D. Demonstrated
scientific values of
orderliness,
intellectual honesty, √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
patience and accuracy
in dealing with real-life
contexts;
E. Applied or used the
knowledge, skills and
attitudes developed
during the course in
coping with different
situations in life, √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
particularly as
students, and
generally as members
of the family and the
whole community.
18
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
B. Course outcomes in relation with Teaching Learning Activities (TLA) and Assessment of Learning Outcomes (ALO)

COURSE OUTCOMES TEACHING LEARNING ACTIVITIES ASSESSMENT OF LEARNING OUTCOMES

(TLA) (ALO)
LECTURE LABORATORY LECTURE LABORATORY
A. Gained knowledge and Blended Learning/Modular Pre-lab Activity: Formative assessment: Graded Group Written
understanding of the Approach Orientation/Instruction on Virtual Pre-test before the start Output using Rubric for
fundamental concepts Activate Prior Knowledge Laboratory Activtiy of every lesson. Laboratory Report
and basic principles of Acquire New Knowledge through
Biochemistry with focus the conduct of asynchronous and Virtual Lab Activity: Graded Students Graded Video Analysis and
on the major bio- synchronous sessions (if possible) Viewing and Analysis of Virtual Assessment Questions Individual Reflection/Essay
molecules and chemical using powerpoint presentations Laboratory Experiments (SAQ) Worksheets and
properties of the living Students-faculty consultations or Graded Group Case Summative Test: Midterm
system; interactions via Google classroom Post-lab Activity: Presentation and Final Exam
or messenger Students-faculty asynchronous
Application of Knowledge and/or synchronous discussion (if Summative Assessment:
Online Group Reporting on possible) on the virtual lab activity Post-test every end of the
assigned topic (if possible) unit.
Midterm and Final Exams
B. Developed appreciation Blended Learning/Modular Pre-lab Activity: Formative assessment: Graded Group Written
and interest in the Approach Orientation/Instruction on Virtual Pre-test before the start Output using Rubric for
course and be aware of Activate Prior Knowledge Laboratory Activity of every lesson. Laboratory Report
the practical applications Acquire New Knowledge through
and social implications the conduct of asynchronous and Virtual Lab Activity: Graded Students Graded Video Analysis and
of the knowledge. synchronous sessions (if Viewing and Analysis of Virtual Assessment Questions Individual Reflection/Essay
possible) using powerpoint Laboratory Experiments (SAQ) Worksheets and
presentations Graded Group Case Summative Test: Midterm
Students-faculty consultations or Post-lab Activity: Presentation and Final Exam
interactions via Google classroom Students-faculty asynchronous
or messenger and/or synchronous discussion (if Summative Assessment:
Application of Knowledge possible) on the virtual lab activity Post-test every end of the
Online Group Reporting on unit.
assigned topic (if possible) Midterm and Final Exams

19
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
 C. Developed some
desirable traits and
attitudes, particularly
critical thinking, self-
discipline, honesty,
truthfulness and
diligence through
experiences
encountered in the
class.
D. Demonstrated scientific
values of orderliness,
intellectual honesty,
patience and accuracy
in dealing with real-life
contexts.
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
Blended Learning/Modular Pre-lab Activity: Formative assessment: Graded Group Written
Approach Orientation/Instruction on Virtual Pre-test before the start Output using Rubric for
Activate Prior Knowledge Laboratory Activity of every lesson. Laboratory Report
Acquire New Knowledge through
the conduct of asynchronous and Virtual Lab Activity: Graded Students Graded Video Analysis and
synchronous sessions (if Viewing and Analysis of Virtual Assessment Questions Individual Reflection/Essay
possible) using powerpoint Laboratory Experiments (SAQ) Worksheets and
presentations Graded Group Case Summative Test: Midterm
Students-faculty consultations or Post-lab Activity: Presentation and Final Exam
interactions via Google classroom Students-faculty asynchronous
or messenger and/or synchronous discussion (if Summative Assessment:
Application of Knowledge possible) on the virtual lab activity Post-test every end of the
Online Group Reporting on unit.
assigned topic (if possible) Midterm and Final Exams
Blended Learning/Modular Pre-lab Activity: Formative assessment: Graded Group Written
Approach Orientation/Instruction on Virtual Pre-test before the start Output using Rubric for
Activate Prior Knowledge Laboratory Activity of every lesson. Laboratory Report
Acquire New Knowledge through
the conduct of asynchronous and Graded Students Graded Video Analysis and
synchronous sessions (if Assessment Questions Individual Reflection/Essay
possible) using powerpoint Virtual Lab Activity: (SAQ) Worksheets and
presentations Viewing and Analysis of Virtual Graded Group Case Summative Test: Midterm
Students-faculty consultations or Laboratory Experiments Presentation and Final Exam
interactions via Google classroom
or messenger Post-lab Activity: Summative Assessment:
Application of Knowledge Students-faculty asynchronous Post-test every end of the
Online Group Reporting on and/or synchronous discussion (if unit.
assigned topic (if possible) possible) on the virtual lab activity Midterm and Final Exams
20
 E. Applied or used the
knowledge, skills and
attitudes developed
during the course in
coping with different
situations in life,
particularly as students,
and generally as
members of the family
and the whole
community.
Note: This syllabus is flexible and may include additional topics and activities deemed necessary by the teacher and students.
Prepared and designed by:
RICKY M. MAGNO, LPT, Ph.D.
Course Facilitator, CHEM 216-Biochemistry
Recommending Approval:
ANITA ESTELA M. MONROY, Ph.D.
Chair, Department of Physical Sciences
College of Arts and Sciences
Note: This syllabus is the property of WVSU. It can be used for instruction purposes provided that prior approval is granted by the University. Likewise, the designer/s of the syllabus must be properly acknowledged.
Blended Learning/Modular
Approach
Activate Prior Knowledge
Acquire New Knowledge through
the conduct of asynchronous and
synchronous sessions (if
possible) using powerpoint
presentations
Students-faculty consultations or
interactions via Google classroom
or messenger
Application of Knowledge
Online Group Reporting on
assigned topic (if possible)
Pre-lab Activity: Formative assessment: Graded Group Written
Orientation/Instruction on Virtual Pre-test before the start Output using Rubric for
Laboratory Activity of every lesson. Laboratory Report
Virtual Lab Activity: Graded Students Graded Video Analysis and
Viewing and Analysis of Virtual Assessment Questions Individual Reflection/Essay
Laboratory Experiments (SAQ) Worksheets and
Graded Group Case
Summative Test: Midterm
Post-lab Activity: Presentation
and Final Exam
Students-faculty asynchronous
and/or synchronous discussion (if Summative Assessment:
possible) on the virtual lab activity Post-test every end of the
unit.
Midterm and Final Exams
Approved by:
MA. ELFLEDA R. ECUBE, Ph.D.
Dean, College of Arts and Sciences
21