CENTRAL PHILIPPINES STATE UNIVERSITY

Kabankalan City, Negros Occidental

COLLEGE OF ARTS AND SCIENCES

OBE COURSE SYLLABUS in CHEM 2 (ORGANIC CHEMISTRY)
1st Semester, S.Y. 2019-2020
CPSU as the leading technology-driven multi-disciplinary University by 2030
MISSION

CPSU is committed to produce competent graduates who can generate and extend leading technologies in multi-disciplinary areas beneficial to the community.

GOAL

To provide efficient, quality, technology-driven and gender-sensitive products and services

CPSU QUALITY POLICY

CPSU commits to deliver quality higher and advanced education through instruction, research, extension, production and administrative support services.
We shall endeavor to:

1. Continually improve its Quality Management System (QMS) at par with International standards;
2. Provide timely, efficient and effective delivery of products and services;
3. Satisfy the needs and expectations of the customers and relevant Interested parties; and
4. Uphold applicable statutory, regulatory, organizational and International standard requirements.

COMMON OUTCOME TO A HORIZONTAL TYPE OF SCHOOL (CMO No. 46, s. 2012)

For universities: an ability to participate in the generation of new knowledge or in research and development projects Graduates of State Universities and Colleges must, in
addition, have the competencies to support “national, regional and local development plans.”

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

PROGRAM OUTCOMES

a. Common to All Types of School

The graduates have the ability to:

a.1 Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
a.2 Effectively communicate in English and Filipino, both orally and in writing
a.3 Work effectively and collaboratively with a substantial degree of independence in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor)
a.4 Act in recognition of professional, social, and ethical responsibility
a.5 Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)

b. Specific for BACHELOR in ANIMAL SCIENCE Education Program

The minimum standards for the BACHELOR in ANIMAL SCIENCE Programs are expressed in the following minimum set of learning outcomes:

b.1. Conceptual understanding and problem-solving skills in the fundamental chemical sub-fields of analytical, organic, inorganic, biochemistry and physical
chemistry.
b.2. Skills in the evaluation, interpretation and synthesis of chemical information and data, and to draw conclusions from them; ability to assess primary papers
critically
b.3. Ability to recognize and implement accurate and precise scientific measurements
b.4. Computational and data processing skills, relating to chemical information and data.
b.5. Skills in the monitoring, by observation and measurement, of chemical properties, events or changes, and the systematic and reliable recording and
documentation thereof
b.6. Ability to evaluate and interpret data derived from laboratory observations and measurements in terms of their significance, and to relate them to appropriate
theories
b.7. Ability to design experiments and understand the limitations of the experimental approach; ability to design suitable alternative procedures and methods
b.8. Ability to dissect a problem into its key features; Problem-solving skills, relating to qualitative and quantitative information
b.9. Numeracy and calculation skills, including such aspects as error analysis, order-ofmagnitude estimations, and correct use of units
b.10. Study and self-development skills needed for continuing professional development and life-long learning while harnessing ability to exercise ethical principles
and social responsibility in their professional and personal endeavors.

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Kabankalan City, Negros Occidental
PROGRAM OUTCOMES
PROGRAM OUTCOMES
1. Foster the values of leadership, integrity, accountability and responsibility while
serving their fellowmen, community and country.
2. Prepare the students for careers in scientific and technological progress and
will allow the desired behavior of the students to be described, and will
eliminate ambiguity concerning demonstration of expected competencies
as well as developing a sense of organization while being aware of
environmental crises and their corresponding management.
3. Encourage research and inquiry on the nature
4. Acquire extensive reading background in language, literature and allied fields.
5. Demonstrate proficiency in oral and written communication.
6. Show competence in employing innovative language and literature teaching
approaches , methodologies, and strategies.
7. Use technology in facilitating organic chemistry learning and teaching.
8. Inspire students and colleagues to lead relevant and transformative changes
to improve learning and teaching organic chemistry
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PERFORMANCE INDICATORS
●Involve and indulge students to develop an appreciation for the need to be
lifelong learners.
Know a professional code of ethics. (knowledge)
Describe the problem solving process. (comprehension)
Solve research problems through the application of scientific methods. (application)
●Conceptualize and implement scientific research.
●Utilized conducted research in the environment and basic ecological concepts
 Prepare an annotated reading list appropriate for a particular grade level to
enhance student’s reading program.
 Show the ability to enrich the curriculum to include an extensive reading list for
learning , literature , and allied fields.
 Utilize a variety of oral communication forms in order to become an effective
model to learners .
 Prepare original compositions in expository and creative writing as well to
develop keen critical thinking and analytical thinking
 Employ a variety of innovative teaching approaches, methodologies, and
strategies
 Design learning plans following expectations of the curricula for Grade 7-10.
 Perform one independent and supervised teaching demonstration
 Construct appropriate assessment tools for the language and literature
classroom
 Design computer-assisted language and organic chemistry learning tasks
 Prepare one independent and one supervised technology-based lesson
 Conduct a community language profiling survey to make lessons more
localized
 Draft a proposal for and implements a community–based learning program.
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 CENTRAL PHILIPPINES STATE UNIVERSITY
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COURSE OUTCOME

I. PROGRAM : BACHELOR In ANIMAL SCIENCE (BAS)

II. COURSE NUMBER : CHEM 2

III. COURSE TITLE : ORGANIC CHEMISTRY

IV. COURSE DESCRIPTION : Is an introductory course on the general concepts and principles pertaining to the complex pattern of the interaction between the
physical environment and the biological communities on the earth. Emphasis is also given to the current issues and concepts.

V. CREDIT : 3 UNITS

VI. CREDIT HOURS : 54 HOURS

VII. COURSE PREREQUISITE : None

COURSE OUTCOME : At the end of the course, students will be able to:
1. Gained knowledge on the concepts and principles governing the pattern of interaction between the organism’s physical
environment and the biological communities on earth.
2. Visualized the nature of the ecosystems, relations of individuals and population, the major communities.
3. Identified some issues and concerns relating to the environment.
4. Conceptualized some measures relating to finding the means in solving environment issues and concerns.
5. Identified the basic environment management system, the principles of environment, ethics on environment monitoring
systems and the impact of humans on the environment.

VIII. LEARNING PLAN

Resourc
Time
Desired Learning Outcomes (DLO) Teaching and Learning Assessment es
Course Content References Frame
Activities Task Material
(hrs)
s

MIDTERM Unit 0 to Unit 5 Syllabus and Midterm Examina

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Courses Accomplishment of Examination tion

At the end of the Midterm
Outline from Worksheets Papers
Examination, the students
Complete
must have answered correctly
Unit 0 to Pre tests Module MODULE
at least 75 percent of the
Unit 3 Post tests
written exam and completed
Portfolio
assessment.

At the end of the unit, the students

must have: Unit 0: Course Orientation Orientation on the Vision,
and the Institutional Vision, Syllabus and Mission, Goals and
Mission, Core, Values, and Courses Objectives
Explained and internalized the nature and Outcomes, Course Outline
the general desired outcomes of the Description, General Desired Expectation Setting on the
course Organic Chemistry including the Objectives, Class course
institutional Mission, Vision, Goals and Expectations and Policies Student
Objectives of CPSU, class policy, and Handbook, Preparing student
institutional grading criteria. University information Sheet
Code
Class Activity: Getting to
know each other.
Discussion: Overview of the
topic

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At the end of the unit, the students UNIT 1 Referenc

must have: Introduction to Organic e Books
Chemistry
1. Defined the meaning of Organic a) What is Organic Downloa
Chemistry Chemistry? Activity Worksheet ds
b) Structure and bonding documen
c) Structural theory of
ACCOMPLISH ts from
2. Introduced structure and structural MENT OF the
Theory of Organic Chemistry Organic Chemistry MODULAR internet
d) Functional Groups WORKSHEETS
3. Developed a sense of e) Nomenclature Activity
understanding on the sheets
importance of Function Groups
Rubrics
4. Recognized and identify nomenclature
TOS

At the end of the unit, the students Referenc

must have: UNIT 2 Activity Worksheet e books
Hydrocarbons
1. Defined Hydrocarbons and their a. Alkane, Alkenes documen
significant discovery in Chemistry and Alkynes t from
Internet
b. Sources and Uses
c. Properties and
2. Introduced structure and structural Activity
Preparation of sheets
Theory of Organic Chemistry alkenes and
alkynes
3. Developed a sense of d. Nomenclature of
understanding on the Alkenes
importance of Function Groups e. Relative Stabilities
of Alkenes
4.Recognized properties and preparations f. Preparation of
of alkenes and alkynes Alkenes
g. Reactions of
5. Identify nomenclature Alkenes and
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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

Alkynes

At the end of the unit, the students

must have: Activity Worksheet
Unit 3 Referenc
1. Define Alcohol, Phenol, Ether and their a. Aromatic e books
significant discovery in Chemistry Compounds
b. The Discovery of Documen
t from
2. Introduced structure and structural Benzene
ACCOMPLISH Internet
Theory of Organic Chemistry c. Nomenclature of MENT OF
Benzene Documents MODULAR Activity
3. Developed a sense of d. Benzene WORKSHEETS
from internet sheets
understanding on the Derivatives
importance of Function Groups e. Reactions of
Benzene 3
4.Recognized properties and preparations f. Hückel’s rule hours
of Alcohol, Phenol, Ether

5. Identify nomenclature, reactions,

synthesis and oxidations
At the end of the unit, the students Unit 4
must have: Alcohols, Phenols and Ethers Activity Worksheet Referenc
e books
1. Define Benzene and their significant a. Structure and
discovery in Chemistry Nomenclature documen
t from
2. Introduced structure and structural b. Properties of
Internet
Theory of Organic Chemistry Alcohols, Phenols and
Ethers Activity
3. Developed a sense of c. Synthesis of Alcohols sheets
understanding on the d. Reactions of Alcohols
importance of Function Groups e. Oxidation of Alcohols
f. Phenols and their
4.Recognized properties and preparations Uses
of Benzene g. Reactions of Phenols
h. Synthesis of Ethers
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5. Identify nomenclature g. Reactions of Ethers

Unit 5
At the end of the unit, the students Aldehydes and Activity Worksheet
must have: Ketones
a. Nomenclature of
1. Define aldehydes and ketones and
Aldehydes and
their significant discovery in Chemistry Ketones
b. Physical Properties
c. Synthesis of
2. Introduced structure and structural Aldehydes and
Theory of Organic Chemistry Ketones
d. Oxidation of
Aldehydes and
3. Developed a sense of Ketones
understanding on the e. Nucleophilic Addition
importance of Function Groups Reactions of
Aldehydes and
4.Recognized properties and preparations Ketones
of aldehydes and ketones

5. Identify nomenclature

FINAL Syllabus and Final Examination ACCOMPLISH Examina

Courses MENT OF tion
At the end of the Final Part of Unit 6 to Unit 8
Outline from Submission of the portfolio MODULAR Papers
Examination, the students WORKSHEETS
must have answered correctly
at least 75 percent of the Unit 4 to
written exam and completed Unit 7 Rubrics
assessment.
Multimedi
a

At the end of the unit, the students Referenc

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

must have: e books

Unit 6
3. Define Carboxylic Acid and their Carbocylic Acid ACCOMPLISH documen
significant discovery in Chemistry MENT OF t from
Activity Worksheet MODULAR Internet
WORKSHEETS
Activity
4. Introduced structure and structural sheets
Theory of Organic Chemistry

Rubrics
3. Developed a sense of
understanding on the
importance of Function Groups

4.Recognized properties and preparations

of Carboxylic Acid

5. Identify nomenclature

Unit 7 ACCOMPLISH Referenc

At the end of the unit, the students Esters Activity Worksheet MENT OF e books
must have: MODULAR
WORKSHEETS documen
5. Define Esters and their significant t from
discovery in Chemistry Internet

Activity
sheets
6. Introduced structure and structural
Theory of Organic Chemistry
Rubrics

3. Developed a sense of

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 CENTRAL PHILIPPINES STATE UNIVERSITY
Kabankalan City, Negros Occidental

understanding on the
importance of Function Groups

4.Recognized properties and preparations

of Esters

5. Identify nomenclature
Unit 8 ACCOMPLISH Referenc
At the end of the unit, the students Amines and Amides MENT OF e books
must have: MODULAR
WORKSHEETS documen
7. Define amines and amides and their t from
significant discovery in Chemistry Internet

Activity
sheets
8. Introduced structure and structural
Theory of Organic Chemistry
Rubrics

3. Developed a sense of
understanding on the
importance of Function Groups

4.Recognized properties and preparations

of amines and amides

5. Identify nomenclature
FINAL EXAM

IX. COURSE REQUIREMENTS:

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Each student is required to:

1. Each student is expected to accomplish tasks in their modules demonstrating proficiency in developing and organizing ideas aligned in critical thinking and
comprehension of the given module.
2. Submit individual activities as worksheets in the modules. Give a presentation of topics assigned to him/her.
3. Find, evaluate and use sources appropriately.
4. Work collaboratively with peers and teacher while establishing leverage and adaptation of effective revision strategies and techniques in learning the course outline.
5. Pass the module in the agreed and scheduled deadline complete with all its accomplished worksheets, activities, pre-tests and post-tests.
Class Policies
 The teacher reserves the right to send anyone out on the grounds of discourtesy to the teacher or to fellow students, misbehavior in the platform used as a medium of learning and
communication, and other valid reasons against anybody else or exploiting any individuals i.e. cyberbullying, inappropriate or violent reactions/responses for that matter. Since this time
calls for a different response, use of internet for follow-ups, clarifications, confirmations and updates is maximized. Due to this adjustments, online etiquettes should also be observed.
Discussion though limited but not impossible, deepens student learning as it is being encouraged despite the difference of medium used.
 This course is conducted entirely by the use of module and assistive use of online and applications of digital media in viewing, creating, reading documents and optimal use of internet
or network communication. This is a self-paced course while the teacher will design a strategy to monitor the course. It lies entirely upon the commitment of both the teacher and
students to work independently and collaboratively while its primary component is giving and receiving feedbacks. In order for this to occur effectively, all students must invest time to
review and comment on each other’s work. This evaluation, reflection and collaboration is key to the course. Students and teacher exchanges and learning takes place through online
discussions either on groupchats, personal messages, SMS or emails.

NETIQUETTES
 Label posts and e-mails with relevant subject heading
 Use capital letters sparingly, THEY LOOK LIKE SHOUTING.
 Be considerate of other’s feelings and use of language carefully
 Cite quotations, references and sources.
 Use humor carefully as it’s hard to “READ” the tone of post or emails and might be a cause of misinterpretation or can be misread as a criticism or personal attack.
 Review works before submission. Read twice before posting

TIME MANAGEMENT
 An online and modular course demands serious commitment and requires high level of responsibility, dedication and self-discipline on the part of the students. In this course, students
are responsible for their own work, progress and grades. Students should expect to spend 10-15 hours on each course module, completing, reading and writing assignments while also a
need for posting discussion responses from time to time as so to provide feedback both to teacher and peers, as such, it is important to stay at pace with the general flow of the course to
avoid delays.

ACADEMIC HONESTY
 Students can avoid plagiarism by doing their own work and by documenting the source means providing the name of the author, the title of the source used, and other relevant
biographical information.

Attendance
 Attendance will be considered as correspondence between teacher and students in regards of updating personal progress and or difficulties tackled in accomplishing the module.

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Exam/ Quizzes/ Assignments/ Problem Sets/ Participation

 Report corrections or mistakes in the checking of your exams on or before the next class meeting after the paper are returned.
 You are to take all three examinations: Prelim, Midterm, and Final. Special exam may be given to students with valid reason only. A receipt should be secured upon payment of
special exam fee and be presented to the faculty-concern.

X. GRADING SYSTEM:

Knowledge : 40%
60% - Written Examination
40% - Module Test/Worksheets

Skills :50%
70 % - Output (Projects, Portfolio, Worksheets)
20 % - Class Participation (via Social Media/ Online/Network platforms)
10% - Assignments

Attitude : 10%
50% - Behavior
50% - Participation, Awareness, Interest

Total 100%

XII. REFERENCES:

Denniston, K. J., Topping, J. J., & Caret, R. L. (2004). General, Organic and Biochemistry. USA: McGraw-Hill Education.
Hoffman, R. V. (2004). Organic Chemistry. New Jersey: John Wiley & Sons, Inc.
Klein, D. (2015). Organic Chemistry. New Jersey: John Wiley & Sons, Inc.
McMurry, J. (2012). Organic Chemistry. California: Brooks/Cole, Cengage Learning.
Solomons, G., Fryhle, C. B., & Snyder, S. A. (2014). Organic Chemistry. New Jersey: John Wiley & Sons, Inc

XII. RESOURCE MATERIALS:

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A. 1 Rubrics for Portfolio

POINTS (RATINGS) Creativity/Originality (30%) Effort (30%) Organization (40%)
5 Points: Excellent Output is unique, does not look like the others. The output clearly shows that much effort The order works well and makes
Shows creativity that works, it is not just weird but went into it. Looks complete. All the parts the reader want to find out what's
exciting and fresh. work as intended. coming next.

3 Points: Great start but needs Output is nice and works, but is not unique. The output looks like parts of it were The order of the story/paper
work out some areas. It has similar components as other presentations. thrown together at the last minute. makes sense most of the time.
Looks mostly done, just needs some touch
up here and there.
Some parts do not work as intended
2 Points: Project appears forced, hard to follow. The project looks as if it was put together in The order in the paper is jumbled
“ GOOD” but needs more efforts to Has too many parts that are strange and do not a hurry. and confused. I'm feeling dizzy!
improve. serve any purpose. Tried to be creative but does Still needs quite a bit of work, just doesn't
not work. look done.
Full of errors, parts don't work as intended.

A.2 Rubrics For Assessing Class Participation

POSSIBLE POINTS CRITERIA

91-100 Clear language. Demonstrate a complete understanding of subject matter.
Language is precise and varied. Speak in clear correct language and grammar
appropriate to the topic.
80-90 Clear language. Demonstrates a good understanding of the key concepts but
explanations could be more detailed. Adequate vocabulary is used fairly.
70-79 Adequate skills but sometimes indicate confused thinking about the concept.
60-69 Language vocabulary is marginal. Inadequate and incomplete explanation,
indicating poor understanding of the subject matter.

B. Course Mapping

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 CENTRAL PHILIPPINES STATE UNIVERSITY
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COURSE OUTCOME PROGRAM OUTCOMES

RELATIONSHIP TO PROGRAM OUTCOME a.1 a.2 a.3 a.4 a.5 b.1 b.2 b.4 b.5 b.6 b.7 1 2 3

1. Gained knowledge on the concepts and

principles governing the pattern of interaction I P I P
between the organism’s physical environment and
the biological communities on earth.

2. Visualized the nature of the ecosystems, relations I I I

of individuals and population, the major communities D
3. Identified some issues and concerns relating to the I I I D
environment I
4.Conceptualized some measures relating to
finding the means in solving environment issues I I I I
and concerns. I

5. Identified the basic environment management

system, the principles of environment, ethics on I P I D I I P
environment monitoring systems and the impact of
humans on the environment.

Legend:
I - Introduce
P- Practice
D- Demonstrate

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Prepared by : TIFFANY ALTEZA C. UNTAL, RN, MN Date: ______________________________

Name of Faculty

Reviewed by : __________________________ Date: ______________________________

Course Syllabi Review Committee

Noted by : MARIA LORINA B. CROBES, Ph.D Date:_______________________________

College Dean

Approved by : FERNANDO D. ABELLO Ph. D. Date: ______________________________

Vice President for Academic Affairs

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