Lyceum of the Philippines University Cavite

College of Allied Medical Sciences

SYLLABUS IN BIOCHEMISTRY

COURSE INFORMATION

Course Title Chemical Biology III

Course Code CHEBL03M
No. of Units 5 units
Lecture Hours/Week 3 hours
Laboratory Hours/Week 6 hours
Pre-requisite/s Inorganic Chemistry, Organic Chemistry
Co-requisite/s N/A
Course Description:

Biotechnology is a five-unit course that deals with the study of the structural chemistry of the compounds of living matter with the molecular hierarchy of the living cell and how it relates to its
biological function. The study of metabolism, the totality of chemical reactions that occur in living matter and the chemistry of life processes involved in the flow of biological information. It also
discusses the importance and correlation of biomolecules to health and diseases. An understanding of biochemistry is a useful background for many areas of scientific study. It relates the studies of
biology and chemistry, allowing an integration of knowledge from both areas of coursework.

Face to face learning modality and distance teaching will be used by providing relevant materials, actual discussion, pre-recorded lectures, lecture notes, mandatory and suggested reading materials,
web links and others that are essential to the course. Further, discussion fora, exercises and quizzes will be utilized to evaluate learners’ performance. Upon completion of this course, students will
be equipped with a strong foundation in biochemistry, empowering them to pursue further studies or careers in various fields of biology, medicine, and healthcare.

Course Intended Learning Outcomes (CILOs)

At the end of the course and given simulated and actual conditions, the student will be able to:

1. Explain the structure of the different biomolecules, carbohydrates, proteins, lipids, and nucleic acids. Correlate properties and structure with the biological function of the biomolecules
and describe the pathways that lead to the generation and storage of metabolic fuel.
2. Demonstrate scientific reasoning in interpreting evidence-based conclusions drawn from their laboratory tasks.
3. Collaborate efficiently with classmates in performing different laboratory hands on activities and effectively share orally, visually, and in written form the results of their scientific
investigations.
4. Exemplify the Lycean philosophy and values: Truth (Veritas), Fortitude (Fortitudo), For God and Country (Pro Deo Et Patria).
5. Appreciate the importance of biochemistry in improving the quality of life.

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 VISION

An internationally accredited University dedicated to innovation and excellence in the service of God and Country.

MISSION

Lyceum of the Philippines University, espousing the ideals of Jose P. Laurel, is committed to the following missions:

1. Advance and preserve knowledge by undertaking research and disseminating and utilizing the results. – RESEARCH

2. Provide equitable access to learning through relevant, innovative, industry-based and environment-conscious programs and services in the context of nationalism and
internationalism. – INSTRUCTION and QUALITY SERVICES

3. Provide necessary knowledge and skills to meet entrepreneurial development and the managerial requirements of the industry. – INSTRUCTION

4. Establish local and international linkages that will be the source of learning and growth of the members of academic community. – INSTRUCTION AND
INSTITUTIONAL DEVELOPMENT

5. Support a sustainable community extension program and be a catalyst for social transformation and custodian of Filipino culture and heritage. – COMMUNITY
EXTENSION

6. Build a community of God-centered, nationalistic, environment conscious, and globally competitive professionals with wholesome values and attitudes. –
PROFESSIONALISM and VALUES

LPU CORE VALUES

L - Love of God J - Justice

P - Professional Integrity N – Nationalism P – Perseverance

U – Unity L – Leadership

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 EDUCATIONAL POLICY

Lyceum of the Philippines University Cavite is committed to forming WORLD CLASS PROFESSIONALS, LIFELONG LEARNERS and INTEGRAL LEADERS by providing quality
research, instruction, community extension and support services, and achieving institutional development through innovative and excellent educational organization management
system.

EDUCATIONAL OBJECTIVES

In implementing the educational policy, Lyceum of the Philippines University Cavite shall:

1. Proactively FOCUS ON LEARNERS AND OTHER BENEFICIARIES through engagement of interpersonal skills and work productivity in multidisciplinary, multicultural,
and diverse teams.
2. Develop learners’ VISIONARY LEADERSHIP to become innovative leaders with an inquisitive mind in looking for opportunities to reflect and apply new knowledge and
skills in a positive sustainable way through research and project studies.
3. Enact ENGAGEMENT OF PEOPLE in educational processes through planning and implementation.
4. Employ PROCESS APPROACH to embody lifelong learning strategies, leadership characteristics, and practical skills for one’s life and survival.
5. Facilitate CONTINUAL IMPROVEMENT of quality education through a responsive and relevant feedback mechanism through local and international quality assurance
programs.
6. Show good decision-making skills through critical thinking by weighing situations clearly and scrutinizing concerns and challenges with a rational and EVIDENCE-BASED
DECISIONS AND APPROACH.
7. Foster RELATIONSHIP MANAGEMENT with university stakeholders.
8. Implement SOCIAL RESPONSIBILITY through the demonstration and application of values-driven principles, ethical decision-making, and sustainability.
9. Provide educational ACCESSIBILITY AND EQUITY through various programs and activities.
10. Carry out ETHICAL CONDUCT in educational programs and learning processes.
11. Implement DATA SECURITY AND PROTECTION mechanisms through strict adherence with government and other regulatory bodies’ policies, standards, and guidelines.

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 LYCEAN
GRADUATE
ATTRIBUTES
EDUCATION LEARNING OUTCOMES (ELO) – FORMER INSTITUTIONAL INTENDED LEARNING OUTCOMES (IILO’S)
(LYGA)

• Proactively employ interpersonal skills and work productively in multidisciplinary, multicultural, and diverse teams.
COLLABORATIVE
• Manifest a bigger emerging pattern that makes the most of their significance.
LEADERS
• Express ideas clearly and effectively in oral and written communication.
• Demonstrate proficiency in the use of English language in both oral and written communication.
• Perform discipline-based knowledge and skills to look for opportunities for continuous learning and development.
LIFELONG • Embody lifelong learning strategies, leadership characteristics, and practical skills for one’s life and survival.
LEARNERS
• Sharpen competencies to aid the demand and needs of the society for economic and social development.
• Demonstrate adherence to the ideals of Jose P. Laurel in the continuous advocacy of Veritas et Fortitudo, Pro Deo et Patria.
• Show good decision-making skills by weighing situations clearly and scrutinizing concerns and challenges with a rational, ethical, and evidence-based
approach.
CRITICAL
• Solve potential problems and pursue opportunities in an efficient and effective manner.
THINKERS
• Advocate information acquisition and dissemination.
• Apply decision making strategies to solve problems and drive positive results critically and creatively.
• Embody integrity, professionalism, and ethical responsibility.
VALUES-DRIVEN • Manifest leadership abilities with positive values and attitude to promote peace and goodwill.
LEADERS • Lead and support others by inspiring them with a clear vision and motivating them to achieve goals through entrepreneurial ventures.
• Demonstrate an apply the principles of ethical decision-making, social responsibility, and sustainability.
• Exhibit an inquisitive mind in looking for opportunities to reflect and apply new knowledge and skills in a positive sustainable way.
• Demonstrate the ability to define, address, and create significant positive change in a pro-active and sustainable manner.
INNOVATIVE • Demonstrate knowledge and skills related to computer and information technology and utilize the same to process information and manage data
LEADERS observing legal and ethical concerns.
• Participate in the generation of new knowledge through research and project studies.

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 COLLEGE VISION

The College of Allied Medical Sciences of LPU Cavite envisions itself as a center of excellence in allied health professions in the local and international community.

COLLEGE MISSION

To ensure the development of competent allied health professionals who have acquired the necessary knowledge, skills and proficiency needed in the practice of their respective
professions, and the ethical values which are needed in the pursuance of the overall social, mental and physical health of the community and the country.

PROGRAM EDUCATIONAL OBJECTIVES

Graduates of Bachelor of Science in Biology are expected to:

1. Possess the knowledge, skills, and attitudes necessary to pursue successful careers in various areas of biology or related fields and they should be equipped with a strong
foundation in the fundamental principles of biology, laboratory techniques, and scientific methodologies.
2. Analyze complex biological problems, evaluate scientific literature, and apply critical thinking skills to develop innovative solutions.
3. Effectively communicate scientific concepts and findings, both orally and in writing, to diverse audiences.
4. Adhere to high ethical standards in conducting research, handling data, and interacting with living organisms.
5. Appreciate the importance of professional integrity, scientific ethics, and responsible conduct in biology-related professions.
6. Recognize the importance of lifelong learning and continuously update their knowledge and skills in response to advancements in the field of biology.
7. Adaptable to changing technological, social, and environmental contexts and seek professional development opportunities to enhance their expertise.

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 COURSE ALIGNMENT MATRIX

LYGA PROGRAM LEARNING OUTCOMES (PLO) COURSE INTENDED LEARNING OUTCOMES (CILO)

Analyze and evaluate complex biological concepts and Explain the structure of the different biomolecules, carbohydrates, proteins, lipids, and nucleic
CRITICAL THINKERS theories, demonstrating higher-order cognitive skills such as acids. Correlate properties and structure with the biological function of the biomolecules, and
critical thinking, problem-solving, and scientific reasoning. describe the pathways that lead to the generation and storage of metabolic fuel

Design and conduct independent research projects in

INNOVATIVE LEADERS biology, selecting appropriate methodologies, analyzing Demonstrate scientific reasoning in interpreting evidence-based conclusions drawn from their
data, and communicating the results effectively. laboratory tasks.

Efficiently communicate scientific concepts and research

findings to both scientific and non-scientific audiences Collaborate efficiently with classmates in performing different laboratory hands on activities and
COLLABORATIVE LEADERS
through oral presentations, written reports, and visual effectively share orally, visually, and in written form the results of their scientific investigations.
representations.

Analyze and evaluate ethical considerations in biological

Exemplify the Lycean philosophy and values: Truth (Veritas), Fortitude (Fortitudo), For God and
VALUES-DRIVEN LEADERS research, ethical principles, regulations, and responsibilities
Country (Pro Deo Et Patria).
within the field of biology.

Demonstrate the ability to engage in continuous self-

directed learning, stay abreast of advancements in biological
LIFELONG LEARNERS Appreciate the importance of biochemistry in improving the quality of life
sciences, and adapt to emerging technologies and
methodologies.

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Lesson Learning
Outcomes (LLO)
Week Hours
(Knowledge, Skills,
Values)
LLO 1: Explain how
Biochemistry describe life
processes.
LLO 2: Identify the levels
of structural organization
in the human body.
LLO 3: Describe the
structure and difference of
1-2 18 a typical eukaryotic and
procaryotic cell.
LLO 4: Enumerate the cell
organelles and their
functions
LLO 1: Identify the
substances in a chemical
3-4 18 reaction that are acting as
Arrhenius, Bronsted-
Lowry & Lewis acids and
bases.
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PRELIM
Suggested
Teaching/Learning
Topic Activities (TLAs) Assessment Tasks (ATs)
1. Introduction Face to face discussion Importance/Relevance of Biochemistry to other disciplines, the Cell, and the
• Importance and using a prepared organizations of life)
Relevance of presentation.
Biochemistry to 1. Activity # 1 Drawing a Structure of a typical eukaryotic and
their course Video presentation procaryotic cell, identifying the organelles and determining its
related to the topic. function.
2. The Cell
• The origin of living 2. Activity # 2 How is Cell protected from the Virus like COVID 19? How
matter. virus like covid19 attack the cell?
• The cell and the cell
organelles 3. Formative Assessment on the lesson right after the discussion
• The activities in the
living cell
• The hierarchy of
molecular
organization of life.
Chemical
compositions of
living matter
• Colloidal nature of
protoplasm
3. The Face to face discussion 1. Problem on buffer Henderson-Hasselbalch equation.
Physicochemical using a prepared A video on Buffer and its preparation. A review of the concept of acid,
Phenomena of presentation. base and salt using ppt presentation
Importance in
Biochemistry Video presentation 2. Activity # 3 Research on the biological bases of health and disease
related to the topic.
 LLO 2: Apply the
Henderson-Hasselbalch
equation in preparing
buffer solutions.
LLO 3: Describe how
carbon bonds with other
elements.
LLO 4: Classify organic
compounds based on their
functional groups.
LLO 5: Give examples of
these classes of
compounds by giving their
structural formula and
their uses
LLO 1: List the sources
and uses of some
important carbohydrates.
5-6 18
LLO 2: Classify
carbohydrates according
to their functional groups,
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• Bronsted-Lowry 3. Activity # 4 Make a diagram showing the importance of buffers to the
concept of acid and Activity worksheet living organisms.
bases
• Conjugate acid-base 4. Formative Assessment on the lesson right after the discussion
pair
• The Arrhenius
theory of ionization
• The hydrogen and
hydroxyl ion
concentration
• Buffer, its
preparation,
Henderson-
Hasselbalch
Equation
• Review of the
structures of
organic compounds
and their functional
groups and
properties
• Hydrocarbons/
Compounds
containing oxygen,
nitrogen, sulfur and
phosphorous
4. Carbohydrates Face to face discussion Carbohydrates, classification, properties, structure, and reactions of
• Classification of using a prepared carbohydrates
monosaccharide, presentation.
oligosaccharides, 1. Activity # 5 Draw the structure of the different carbohydrates
polysaccharides Video presentation identifying its classification.
• Properties of related to the topic.
monosaccharide – 2. Activity # 6 Name and identify the Carbohydrates present in the
enantiomers, Activity worksheet different kind of foods they are eating, for the entire grading period.
 number of carbons and
number of buildings units.
LLO 3: Illustrate the
configurations of
monosaccharides and
disaccharides.
LLO 4: Discuss the
properties and reactions of
monosaccharides,
disaccharides,
oligosaccharides, and
polysaccharides
Lesson Learning
Outcomes (LLO)
Week Hours
(Knowledge, Skills,
Values)
LLO 1: Write a general
7-8 18 formula for an amino acid.
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optical isomers,
diastereomers
(epimers, anomers) 3. Formative Assessment on the lesson right after the discussion
• Specific rotations,
mutarotation,
inversion
• Selected reactions
of monosaccharide
• Structural
representation of
sugars–fisher
projection and
Haworth projection
formula
• The disaccharides –
maltose, sucrose,
lactose, cellobiose
• The polysaccharides
– storage and
structural
polysaccharide
WEEK 6: PRELIMINARY EXAMINATION
MIDTERM
Suggested
Teaching/Learning
Topic Activities (TLAs) Assessment Tasks (ATs)
5. Amino Acids, Face to face discussion 1. Activity #7 Case Analysis on how many ways are there to arrange 20
Proteins and using a prepared amino acids in a protein.
presentation.
 LLO 2: Describe the
bonding between amino
acids in peptides and
protein.
LLO 3: Classify the
different amino acids
based on their side chains
and correlate these to their
properties and
characteristics
LLO 1: Enumerate the
function of proteins.
LLO 2: Describe how
enzymes affect
biochemical reactions.
9-10 18 LLO 3: Illustrate the
models that explain the
mechanisms of enzyme
action.
LLO 4: List Inorganic ions
as activators and enzymes.
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Related 2. Activity # 8 Essential and non-essential amino acids.
Systems Video presentation Structure of peptides and proteins and their structure. Structures of
• Amino acids- related to the topic. higher order and their meaning for the function of proteins
general properties
and structure Activity worksheet 3. Activity # 9 Identify the amino acids present in the foods and other
• Physical and goods they are using by checking on the nutritional facts.
chemical
properties of 4. Formative Assessment on the lesson right after the discussion
amino acids
• Proteins
classification
structure and
properties
• Levels of
organization,
denaturation, and
significance
• Peptide formation
6. Enzymes Face to face discussion 1. Activity #10 Research on the relationship to the organization of genes,
• Function of using a prepared their importance for the metabolic regulations and for the diagnosis in
biological proteins presentation. medicine.
(structural, 2.
transport, defense, Video presentation 3. Activity #11 Case Study Many laundry detergents contain enzymes that
catalytic, related to the topic. are purported to help remove stains.
regulatory Ask students to read the labels of several laundry detergents and list
• Chemical nature Activity worksheet the types of enzymes they contain. Ask them to hypothesize how
of enzymes enzymes improve the cleaning performance of a detergent.
• Nomenclature and
classification 4. Formative Assessment on the lesson right after the discussion
• Definition of
terms in enzyme
chemistry –
substrate, active
site, apoenzyme,
 Coenzyme,
Holoenzyme,
Proenzyme,
Inhibition,
Activation
• Mechanism of
Enzyme Action
• Factors
Influencing
Enzyme Action
LLO 1: Characterize the 7. Lipids and Face to face discussion 1. Activity #12 Recall by writing the general chemical structure and
molecular structures of Related using a prepared properties of carboxylic acids.
triglyceride, Systems presentation.
phospholipids, and waxes. • Classification: 2. Activity #13 Compare and contrast the physical properties of
saponifiable lipids Video presentation commercial oils, lard, butter, margarine, candle.
LLO 2: Describe the and non- related to the topic.
functions of phospholipids saponifiable lipids 3. Activity #14 Investigate on non-edible commercial applications of fat
in cell membranes. • Fatty acids: Activity worksheet and oil products using its characterization like saponification no,
Saturated and iodine number, etc.
LLO 3: Name the two unsaturated
classes of organic • Neutral fats – 4. Activity #15 Check and classify the vitamins that the members of their
11-12 18 compounds produced monoglycerides, family are taking according to the properties.
when waxes are diglycerides, and
hydrolyzed. triglycerides 5. Formative Assessment on the lesson right after the discussion
• Properties of fats
LLO 4: Tabulate the and oils: physical
different vitamins with and chemical
their functions, food properties
source, deficiency • Identification of
symptoms and fats and oils:
recommended dietary iodine no.,
allowance bromine no.,
saponification no.,
polenske no.,
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 • The
phospholipids:
lecithin, cephalin,
lipositol
• The sphingolipids:
sphingomyelin
glycolipid
• The terpenes: fat
– soluble vitamins
• Steroids: sterol,
steroidal
hormones, sex
hormones
• Vitamins - Fat-
soluble/ Water-
soluble
WEEK 12: MIDTERM EXAMINATION

FINALS
Lesson Learning Suggested
Outcomes (LLO) Teaching/Learning
Week Hours Topic Activities (TLAs) Assessment Tasks (ATs)
(Knowledge, Skills,
Values)

LLO 1: Describe the 8. NUCLEIC Face to face discussion 1. A virtual lab experimentation on DNA extraction from cheek cells and
structural components of ACIDS using a prepared plant cells
nucleotides and nucleic Nucleoside, presentation.
acid, including DNA. Nucleotide and 2. Activity #16 Research on DNA fingerprinting and write a short paper
13- 15 36
LLO 1: Define heredity Nucleic Acid Video presentation explaining the technique and its applications.
and give the importance of Formation related to the topic. 3. Activity #17 Write a computer program that converts any sequence of
DNA and RNA • Properties of DNA bases into amino acid sequence using the three letter code words.
Nucleic Acid Activity worksheet
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 LLO 2: Enumerate the
components of nucleic
acids.
LLO 3: Describe the
structures of DNA and
RNA
LLO 4: Enumerate the
different classes of RNA.
LLO 5: Give simple
example of genetic
mutations.
LLO 6: Explain what is
meant by recombinant
DNA technology
LLO 1: Describe the role
of ATP in energy use in the
cell.
LLO 2: Define
metabolism and explain
the relationship between
16-17 18 catabolism and anabolism.
LLO 3: Enumerate the
compounds of catabolic
pathways.
LLO 4: Discuss the
reactions of the Citric Acid
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• Isolation of 4. Activity #18 Construct a model of double- stranded DNA.
Nucleic Acid
• Structure of DNA
& RNA 5. Activity #19 Draw the flow chart on Protein Synthesis.
• Central Dogma of
Molecular Biology 6. Activity # 20 Research and make a flow chart on Urinalysis and Blood
• Function of DNA: Analysis
Replication and
Transmission of 7. Formative Assessment on the lesson right after the discussion
Information in
Protein Synthesis
• The RNA: mRNA,
tRNA, rRNA
• Protein Synthesis:
Transcription and
Translation
• The role of RNA in
Translation
• The Genetic Code
9. METABOLISM Face to face discussion 1. Activity # 21 Make a concept map showing general metabolisms of
• Bioenergetics using a prepared 1. Carbohydrate and gluconeogenesis.
• Specific Catabolic presentation. 2.Oxidative and non-oxidative phase
Pathway: 3. Glyoxylate cycle and precursors for gluconeogenesis.
Carbohydrates, Video presentation 4. Urea cycle and citric acid cycle
Lipids, Protein related to the topic.
Metabolism 2. Activity #22 Draw a schematic diagram that illustrates the exchange of
Activity worksheet energy between anabolic and catabolic reactions.
• Glycolysis,
Glycogenesis,
Gluconeogenesis, 3. Activity #23 Draw human basal metabolism and discuss how it varies
Glycogenesis with
• Beta-Oxidation of 4. Formative Assessment on the lesson right after the discussion
Fatty Acids
 Cycle or Krebs Cycle and • Transamination,
Glycolysis Oxidative
Deamination of
Amino Acids
• Biosynthetic
Pathway-
Anabolism
WEEK 18: FINAL EXAMINATION

TEXTBOOK:

No required textbook.

READINGS & REFERENCES:

• Woodbury, Jr., Charles P., Biochemistry for the pharmaceutical sciences.

• Jones & Bartlett Learning. 2012 Bettelheim, Frederick and Landesberg, Joseph. Laboratory experiments for general, organic & biochemistry. 8th Ed.
• Brooks / Cole. 2013 Smith, Janice G. Principles of general, organic & biological chemistry. 2nd Ed. McGraw-Hill Education. 2015
• Campbell, Mary K. and Farrell, Shawn O. Biochemistry. 8th Ed. Cengage Learning. 2015
• Watson. Pharmaceutical Analysis: A Textbook for Pharmacy Students and Pharmaceutical Chemists. C&E Publishing Inc. 2015
• Cairns. Essentials of Pharmaceutical Chemistry. 4th Ed. C&E Publishing Inc. 2012
• Perla B. Josue, Maria & Milagrosa M. Ocenar. Biochemistry Laboratory Manual and Workbook for the Health Sciences
• Denise R. Ferrier. Biochemistry. 6th Ed.
MULTIMEDIA REFERENCES:
• http://www.biology.arizona.edu/biochemistry/

COURSE REQUIREMENTS:

• Major Examination (Prelim, Midterm, Final Exam)

• Quizzes
• Assignments
• Laboratory Activities
• Worksheets
• Journal and paper critique
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GRADING SYSTEM:

Prelim Exam (PE) 40%

Prelim Period Grade (G1) 100%
Creative Academic Performance (CAP) 1 60%

Midterm Exam (ME) 40%

Midterm Period Grade (G2) 100%
Creative Academic Performance (CAP) 2 60%

Final Exam (FE) 40%

Final Period Grade (G3) 100%
Creative Academic Performance (CAP) 3 60%

Final Grade (FG) = G1 + G2 + G3

3
COURSE POLICIES:

• Students are allowed 20% of the total number of schooldays or 14 hours of absences inclusive of tardiness. Otherwise, FDA mark will be given.
• The students will be given a score of zero (0) with corresponding grade of zero percent (0%) in a requirement which is not submitted, under the following conditions:
o They are given a chance to make-up for the said requirement.
o They are given enough time to work on the make-up requirement.
• The students will be given a score of zero (0) with corresponding grade of zero percent (0%) in a quiz which is given during their absence, under the following conditions:
o The absence is unexcused.
o They requested a make-up quiz and still failed to take it during the designated schedule.
• Special major exams are scheduled one week after the administration of the major exams. No special exams will be given thereafter EXCEPT FOR VALID REASONS duly
approved by the dean.
• The students will be given a score of INC in a requirement which is not submitted or submitted after the encoding period.
• Completion of incomplete grades for the First Semester of this academic year that will expire shall be extended by one (1) semester from its original due date.
• Students must always be honest; cheating and plagiarism in any form is highly discouraged.
• Any concerns (teaching, grades, etc.) against the teacher or against classmates (relative to the class) should be properly addressed to the subject-teacher for appropriate
action. Students may seek the help and guidance of their academic adviser in resolving the issue with the subject–teacher.
• For online Asynchronous Class scheduled by the University
o Students must log to the course site during the class schedule and sign the attendance learning activity.
o Quizzes and other tasks given at the course site with a designated deadline should be strictly followed.
• In the event of an Online Synchronous Class due to alert level increase of the current pandemic
o Internet etiquette must always be observed.
o During virtual class, recommended virtual background must be used or blurred background will do.
o Wearing of any white, decent top is highly encouraged.
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 CONSULTATION SCHEDULE:

Faculty Member: Regine Nicca B. Dela Torre

Email-address: regine.delatorre@lpu.edu.ph

Consultation Hours: Mondays

Time and Venue: 9:00 to 10:00 AM @ CAMS Consultation Room

Prepared and
Updated by/Date: Reviewed by/Date: Validated by/Date: Approved by/ Date

02-20-24

REGINE NICCA B. DELA TORRE JOSEF JOHANNES M. MALAJITO DR. FEDELYN P. ESTRELLA
Faculty Member Program Chairperson Industry Advisory Board Member College Dean

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 APPENDIX

ACRONYMS AND MEANINGS

LYGA - Lycean Graduate Attributes

The comprehensive set of qualities and abilities that Lycean education cultivates in its students. These intellectual, personal, and social qualities enable
graduates to thrive in a world that is swiftly changing and interconnected.

ELO – Education Learning Outcomes

The knowledge, skills, attitudes, and values that students are expected to acquire and demonstrate upon completion of an educational program guided by the
AUN framework.

PEO – Program Educational Objectives

Statements describing the expected accomplishments and professional achievements of academic program graduates.

PLO – Program Learning Outcomes

Statements that provide a clear and quantifiable structure for assessing students' accomplishments and serve as guidelines for curriculum development and
program evaluation.

CILO – Course Intended Learning Outcomes

Specific statements that describe the knowledge, skills, and competencies that students are expected to acquire or demonstrate by the end of a course.

LLO – Lesson Learning Outcomes

Specific and measurable statements characterizing the knowledge, skills, and attitudes that students are expected to acquire by the end of a lesson.

TLA – Teaching/ Learning Activity

Purposeful and structured educational process that involves the transfer of knowledge, skills, and attitudes from educators (teachers, instructors, facilitators)
to learners (students, participants)

AT – Assessment Task
Activity or assignment designed to evaluate and assess a student's knowledge, skills, and competencies in a specific subject or area of study.

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