CHED MEMORANDUM ORDER (CMO)ched.gov.ph/wp-content/uploads/2017/10/National-Public-Hearing... · quality assurance system as advocated under CMO No. 46, series of 2012, ... Page 2

CHED MEMORANDUM ORDER (CMO) No. ___ Series 2017

SUBJECT: POLICIES, STANDARDS AND GUIDELINES (PSG) FOR THE BACHELOR OF SCIENCE IN ENVIRONMENTAL SCIENCE (BS ES) PROGRAM

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46, series of 2012, and for the purpose of rationalizing the Environmental Science education in the country by virtue of Commission En Banc Resolution No. ___________ dated __________________ the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I INTRODUCTION

Section 1 Rationale

Based on the Guidelines for the Implementation of CMO No. 46, s, 2012, this PSG implements the “shift to learning competency-based standards/ outcomes-based education.” It specifies the „core competencies‟ expected of BS Environmental Science graduates “regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-based education and ... of the typology of HEIs,” this PSG also provides “ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions ....”

These PSGs are based on the existing 10-year basic education system and on the existing GE program. They reflect the reform towards outcomes-based education but not the K to 12 Reform. The latter shall be addressed subsequently.

ARTICLE II AUTHORITY TO OPERATE

Section 2 Government Authority-CHED

All higher education institutions (HEIs) offering the Bachelor of Science in Environmental Science (BS ES) should strictly adhere to the provisions in these policies and standards. HEIs intending to offer the BS ES must secure proper authority from the Commission in accordance with existing rules and regulations.

Page 2 of 56

ARTICLE III GENERAL PROVISIONS

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3 Articles V, VI and VII give minimum standards and other requirements

and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article V. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article VI Section 1 as a sample curriculum. The number of units of this curriculum is herein prescribed as the “minimum unit requirement” under Section 13 of RA 7722. In designing the curriculum CHED employed a curriculum map which is shown in Article VI Section 3 as a sample curriculum map.

Using a learner-centered/outcomes-based approach CHED also determined appropriate curriculum delivery methods shown in Article VI Section 5. The sample course syllabi given in Article VI Section 6 show some of these methods.

Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VII.

Section 4 The HEIs are allowed to design curricula suited to their own contexts

and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.

The HEIs can use the CHED Implementation Handbook for

Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Sections 1 to 3 of Article VIII and Sections 1 to 3 of Article IX.

ARTICLE IV PROGRAM SPECIFICATIONS

Section 5 Program Description

5.1 Degree Name

The degree program described herein shall be called Bachelor of Science in Environmental Science (BS ES).

Page 3 of 56

5.2 Nature of the Field of Study

Environmental Science covers a broad scale of environmental concerns. It seeks to study the interactions between the environment and human society using the tools of science in an interdisciplinary way. Its primary objective is to use the various sciences in the study of the environment. Thus it employs the scientific method as its principal framework, and applies whichever science is needed to the study of the environment. Environmental science also recognizes the critical role of human society in the environment; hence it lays the groundwork for the effective management of the environment.

5.3 Program Goals

To produce graduates equipped with multidisciplinary and integrated tools and approaches; and perspectives and values related to environmental problems and concerns.

5.4 Specific Professions/careers/occupations or trades for BS

Environmental Science graduates

Graduates of BS ES program can be employed at the entry-level of science positions. They can engage in work related to air, soil and water quality management, energy and resource management, planning and design, waste management and environmental assessment. In particular, they can work as environmental impact assessors, environmental officers, conservation and resource management staff, project planning and assessment and program/project/technical personnel in private companies, non- government organizations and government agencies. BS ES graduates are also encouraged to pursue graduate education for further specialization.

5.5 Allied Fields

The Bachelor of Science in Environmental Science, being a multidisciplinary field, is allied to a number of fields in the biological sciences, earth sciences, physical and social sciences. It also relates with mathematics, particularly in modeling and statistics. It is also allied to many fields particularly in agriculture, fisheries, forestry, energy and resource management, information systems, environmental design and planning, and environmental engineering and sanitation.

Environmental studies is a field of inquiry that examines the environment as a subject matter from the perspectives of the various branches of social sciences, e.g. such as behavioral science or psychology, sociology, political science; and the humanities and arts.

On the other hand, environmental management is a field of study that focuses on the management of the biophysical resources. Environmental education is a discipline that centers on the teaching of fundamentals of environmental science, values and ethics.

Page 4 of 56

5.6 Internationalization of Environmental Science Programs Internationalization is essential for the development of Environmental Science. It offers the opportunity in strengthening Environmental Science programs by providing global perspectives for environmental problems, concerns, and solutions that could be localized in the Philippine setting. Furthermore, Philippine Higher Education Institutions (HEIs) offering Environmental Science are being challenged today to produce graduates who can compete in the global market as well as contribute to the growth and development of their communities.

Section 6 Program Outcomes

The minimum standards for the Bachelor of Science in Environmental Science program are expressed in the following minimum set of learning outcomes:

6.1 Common to all baccalaureate programs in all types of institutions

a) articulate the latest developments in their specific field of practice.

(PQF level 6 descriptor) b) effectively communicate orally and in writing using both English and

Filipino languages. c) work effectively and independently in multi-disciplinary and multi-

cultural teams. (PQF level 6 descriptor) d) demonstrate professional, social, and ethical responsibility,

especially in practicing intellectual property rights and sustainable development.

e) preserve and promote “Filipino historical and cultural heritage”. (based on RA 7722)

6.2 Common to the Science and Mathematics Disciplines

f) Demonstrate broad and coherent knowledge and understanding in the core areas of physical and natural sciences.

g) Apply critical and problem solving skills using the scientific method. h) Interpret relevant scientific data and make judgments that include

reflection on relevant scientific and ethical issues. i) Carry out basic mathematical and statistical computations and use

appropriate technologies in (a) the analysis of data; and (b) in pattern recognition, generalization, abstraction, critical analysis and problem solving.

j) Communicate information, ideas problems and solutions, both, orally and in writing, to other scientists, decision makers and the public.

k) Relate science and mathematics to the other disciplines. l) Design and perform safe and responsible techniques and

procedures in laboratory or field practices. m) Critically evaluate input from others. n) Appreciate the limitations and implications of science in everyday

life. o) Commit to the integrity of data.

Page 5 of 56

6.3 Specific to Bachelor of Science in Environmental Science p) demonstrate broad and coherent knowledge and understanding in

the core areas of environmental science; q) disseminate effectively knowledge pertaining to sound

environmental protection, conservation, utilization and management;

r) demonstrate the ability to contribute to the protection and management of the environment; and

s) analyze local environmental issues and problems in the regional and global context.

t) apply appropriate knowledge and innovation related to the environment;

6.4 Common to a horizontal type as defined in CMO No. 46, s. 2012 For professional institutions: To promote service in one‟s profession For colleges: To participate in various types of employment, development activities, and public discourses particularly in response to the needs of the community one serves For universities: To participate in the generation of new knowledge or in research and development projects

Based on their mandates, State Universities and Colleges must produce graduates with competencies to support “national, regional and local development plans” (RA 7722).

All other HEIs may adopt mission-related program outcomes that are not included in the minimum set.

Section 7 Sample Performance Indicators

Performance indicators (PIs) assist in the evaluation of student learning or the achievement of the program outcomes. These are demonstrable traits developed not only through the core or discipline-specific courses but more importantly through their collective experiences.

Graduates of the BS Environmental Science program are expected to possess a wide range of knowledge, values and skills relevant to the understanding and management of the environment. Table 1 shows the list of program outcomes with corresponding sample performance indicator/s.

Table 1. Program Outcomes for a BS Environmental Science graduate with corresponding sample performance indicator/s.

Program Outcomes Performance Indicators

a) Articulate the latest developments in

their specific field of practice.

Participate in continuing education and professional development in the specific field of practice.

b) Effectively communicate orally and Demonstrate effective oral and written

Page 6 of 56


in writing using both the

English/Filipino language.

communication using both English and Filipino languages.

Exhibit adequate technical writing and oral communication abilities.

c) Work effectively in multi-disciplinary

and multi-cultural teams.

Work effectively as a member of multi-disciplinary and multi-cultural teams.

Display good judgment of people, actions and ideas and communicate them efficiently.

Demonstrate effective leadership, coordination and decision-making skills.

Demonstrate productive project management skills.

d) Demonstrate professional, social, and ethical responsibility, especially in practicing intellectual property rights.

Articulate the contribution of one‟s profession to society and nation building.

Articulate the responsibilities of a Filipino citizen in relation to the rest of the world.

Demonstrate respect for intellectual property rights.

Explain professional knowledge and ethical responsibilities.

e) Preserve and promote Filipino

historical and cultural heritage based

on RA 7722.

Integrate historical and cultural heritage into the professional practice.

f) Demonstrate broad and coherent

knowledge and understanding in the

core areas of the physical and

natural sciences and mathematics.

Discuss extensively and articulate information in the core areas of science and mathematics.

g) Apply critical and problem solving

skills using the scientific method.

Employ problem-solving skills using the scientific method.

Demonstrate critical thinking skills in solving problems.

Apply scientific reasoning.

h) Interpret scientific data and reflect

on relevant scientific and ethical

issues.

Recognize the importance of relevant scientific data.

Summarize information using reflection on important scientific and ethical issues.

i) Carry out basic mathematical and

statistical computations and use

appropriate technologies in the

analysis of data.

Perform appropriate suitable mathematical and statistical computations in data analysis.

Utilize appropriate technologies and frameworks in data analysis.

j) Communicate information, ideas

problems and solutions both, orally

and in writing, to other scientists,

Demonstrate technical writing and public speaking abilities.

Disseminate information, ideas,

Page 7 of 56


decision makers and the public. problems and solutions to fellow scientists, decision makers and the public particularly the stakeholders.

Participate actively in scientific forum and public discussions

k) Connect science and math to the

other disciplines.

Apply scientific advancements in ways that are meaningful to other disciplines.

Propose solutions to environmental problems based on interdisciplinary knowledge.

l) Design and perform techniques and

procedures following safe and

responsible laboratory or field

practices.

Practice responsible laboratory and field practices that follow widely tested and accepted techniques and procedures.

Demonstrate precision in making observations and in distinguishing differences between samples and events.

Employ appropriate and correct experimental design.

Follow national standards and national laws.

m) Accepts and critically evaluates

input from others.

Discern significant inputs from other disciplines.

Critically evaluate data and information.

n) Appreciate the limitations and

implications of science in everyday

life.

Acknowledge scientific facts as part of everyday life.

o) Commit to the integrity of data. Adhere to data integrity.

Report results and data as honestly as possible.

p) Demonstrate broad and coherent knowledge and understanding in the core areas of environmental science

Explain key concepts and theories in biology and ecology, qualitative and quantitative chemical analysis, energy and thermodynamics, earth science, mathematics and statistics in an integrated manner

Identify the key components and standards/procedures in the different fields/areas of Environmental Science and Management such as Environmental Impact Assessment, Environmental risk analysis and other environmental systems analysis

q) Disseminate knowledge/information effectively pertaining to sound environmental protection, conservation, utilization and

Propose a viable environmental management and/or implementation plan in an understandable written and oral form.

Page 8 of 56


management

r) Demonstrate ability to contribute to the protection and management of the environment

Participate in the local stewardship of natural resources

s) Analyze local environmental issues and problems in the regional and global context

Articulate at least one local environmental problem within the regional and global context

t) apply appropriate knowledge and innovation related to the environment

Integrate in the professional practice the knowledge and innovations

ARTICLE V CURRICULUM

Although the BS ES curriculum uses a generalist approach in science, the

environmental concepts and tools should be emphasized in the courses. The curriculum should also include subjects which cover ethical, social and legal aspects of the environment. Section 8 Curriculum Description

Although the BS Environmental Science curriculum uses a interdisciplinary/transdisciplinary approach in science, the environmental concepts and tools should be emphasized in the courses. The curriculum should also include subjects which cover ethical, social and legal aspects of the environment.

The curriculum is divided into six sections: a) General

Education (GE); b) Core Sciences (CS); c) Environmental Sciences; (ES), and d) Environmental Studies/Environmental Management (ESt/EM); e) EIA System; and f) Thesis or Special Problem and On-the-Job Training. The GE is based on CHED Memorandum No. 20 series of 2013, and has a minimum of thirty-six (36) units.

The components of the BS Environmental Science curriculum

are listed in Table 2 with the minimum number of units in each component.

Table 2. Components of the BS ES curriculum and their

corresponding units.

COMPONENTS UNITS

a. General Education 36

b. Core Science Courses 55

Biology Chemistry

15 15

Page 9 of 56

Earth Science Mathematics Physics

8 12 (6)

5

c. Environmental Science with Environmental Monitoring (lec/lab) as a required course

26 (6)

d. Environmental Studies/Environmental Management

12

e. The EIA System 3

f. Thesis** or Special Problem + OJT 6

g. Physical Education (P.E.) 8

h. National Service Training Program (NSTP) 6

Total 138

** Institutions are encouraged to implement a 6-unit thesis or a

3-unit special project requirement plus a 3-unit practicum or on-the-job training. Both the thesis and the special problem options provide opportunities for students to conduct research on an environmental topic that builds on areas covered by the core and elective courses. HEIs shall have the prerogative to choose a mode of implementing this requirement based on the available resources within the institution and opportunities for collaboration with suitable outside organizations.

Section 9 Curriculum Components

9.1 General Education (36 Units)

The GE is based on CHED Memorandum Order No. 20 series of 2013, entitled “General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies” and has a minimum of thirty-six (36) units. Listed in Table 3 are the general education courses and their corresponding units.

Table 3. General Education courses per CMO No. 20, series of 2013

9

.2

Core courses (24 units)

1. Understanding the Self (Nature of identity) 2. Readings in Philippine History 3. Mathematics in the Modern World (application of

mathematics in daily life) 4. Purposive Communication (Writing, speaking and

presenting to different audiences) 5. Art Appreciation 6. Science, Technology and Society 7. Ethics 8. The Contemporary World (Globalization and its

impact on individuals, communities and nations)

3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units

Page 10 of 56

9.2 Core Science Courses (55 Units) The Core Science (CS) component has a minimum of forty-six (46) units. It is made up of courses in biology, chemistry, mathematics and physics. Since BS ES is a science program the lecture courses under CS component must be offered with laboratory courses.

The core science disciplines must include the following higher level courses which may be delivered in an interdisciplinary mode:

Table 4. Core Science Areas

Area/Topics Units

Biology/Human Biology and Ecology 15 Units

Chemistry: Principles of Organic, Inorganic, Physical, Biochemistry and Analytical Chemistry

15 Units

Earth science: Geology, Marine Science, Geography, and Meteorology

8 Units

Mathematics: Algebra, Trigonometry, Calculus, Statistics and Applied Mathematics

12 Units

Physics: Mechanics, Electricity and Magnetism, Thermodynamics, Material Science, and Instrumentation

5 Units

9.3 Environmental Science/Environmental Monitoring (26 Units)

There is a wide range of courses that can be offered under the Environmental Science (ES) component. The HEIs may choose the ES courses based on the available faculty and facilities, and the selected area of concentration. Course offerings may be based on specific themes such as those in the areas of agriculture, fisheries, analytical sciences, systematics and biodiversity, atmospheric sciences, geophysical sciences, aquatic studies (freshwater, marine, estuarine), and computers (modeling and bioinformatics).

9.4 Environmental Studies/Environmental Management (12 Units)

The minimum number of units for the Environmental Studies (ESt) and Environmental Management (EM) course components is twelve (12). ESt courses include those topics in the social sciences such as population and demography, ethics, business, economics, law and policy, advocacy and communication, education, and

Elective courses (9 units)

1. Mathematics, Science and Technology (e.g. Environmental Science)

2. Arts and Humanities (e.g. Great Books) 3. Social Sciences and Philosophy (e.g.

Entrepreneurship)

3 units 3 units 3 units

Rizal course (3 units)

4. Life and Works of Rizal 3 Units

Page 11 of 56

entrepreneurship. EM courses in addition to the above may include topics in management, planning and administration.

9.5 Environmental Impact Assessment (EIA) System (3 Units)

The Environmental Impact Assessment (EIA) System is one of the most important tools where environmental considerations are integrated into the planning of projects that may affect the environment. This integrative course seeks to study the application of the natural sciences, social sciences and humanities in development projects.

9.6 Thesis/ Special Project and On-the-Job Training (6 Units)

The department has an option to offer either a Thesis (6 Units) or a Special Problem (3 Units) plus 200 hours of On-the-Job Training (3 Units) The On-the-Job Training (OJT) activities and assignments must be related to natural resource and environment issues and concerns of public and/or private institutions. This should be covered by MOA between the HEI and the receiving institutions or organizations. The adviser/s should monitor at least twice the activities and results of the OJT.

Section 10 Curriculum Map

Based on the required minimum set of program outcomes, CHED has determined a program of study that leads to the attainment of the outcomes. This program of study specifies a set of courses sequenced based on flow of content, with each course having a specified title, description, course outcome and credit unit. For this purpose, a sample curriculum map (Annex A) is included as part of the PSGs. It is a matrix of all courses and the minimum set of program outcomes showing which outcome each course addresses and in what way. The map also determines whether the outcomes are aligned with the curriculum.

Higher education institutions shall formulate its curriculum map based on its own set of program outcomes and courses. A sample curriculum map can be found in Annex A.

The program of study with the recommended sequence of

courses is given in Table 5. Institutions may modify the curriculum to suit their particular requirements and thrusts. Institutions may choose to offer certain courses during the summer.

Page 12 of 56

Table 5. Sample program of study and recommended sequence of courses .

Year Course (First Semester)

Units Year Course (Second Semester)

Units

1 General Chemistry I GE Math 1 *GE course 1 *GE course 2 *GE course 3 PE I NSTP I

Total

3 (2) 3 3 3 3

(2) (3)

15 (2) = 17

1 General Chemistry II GE Math 2 *GE course 4 *GE course 5 *GE course 6 PE II NSTP II

Total

3 (2) 3 3 3 3

(2) (3)

15 (2) = 17

2 Analytical Chemistry Calculus *GE course 7 *GE course 8 *GE course 9 PE III

Total

3 (2) 3 3 3 3

(2)

15 (2) = 17

2 Cell and Molecular Bio Statistics *GE course 10 *GE course 11 *GE course 12 GE Information Technology PE IV

Total

3 (2) 2 (1)

3 3 3

2 (1) (2)

16 (4) = 20

3 Developmental Bio or Evolutionary Bio Mechanics and

Thermodynamics Environmental Science

course I GE Science 1

Total

3 (2)

3 (2)

2 (1) 3

11 (5) = 16

3 Ecology Earth Science GE Science 2 Environmental Studies/

Management courses I Environmental

Studies/Management courses II

Total

3 (2) 3 (2)

3

3

3

15 (4) = 19

4 Environmental Science course II

Environmental Science course III

Environmental Studies/Environmental Management III

Environmental Studies/Environmental Management IV

Thesis I/Special Project or OJT

Total

3

3

3

3

(3)

12 (3) = 15

4 Environmental Monitoring Environmental Science

course IV Environmental Science

course V The EIA System Thesis II/Special Project or

OJT

Total

3 (2)

3 3 3

(3)

12 (5) = 17

Page 13 of 56

Section 11 Means of Curriculum Delivery

The BS ES department can employ a range of instructional methods that are particularly suited to environmental science. Use of variety of appropriate teaching/learning methods and strategies based on learning objectives, learner characteristics, involvement of community, time requirements, community dynamics and policies, available resources and instructional setting should be considered.

Some delivery schemes/methods include:

a. selection of relevant environmental topics and issues b. hands-on observation and discovery in the environment c. community-based action research and problem solving d. simulations and models e. case studies f. capstone projects g. classroom discussion of current environmental issues h. ICT online modules

Section 12 Syllabi for Core Environmental Courses

The course specifications provided in this CMO in Annex B apply only to the core courses and indicate the minimum topics to be covered in each area. The HEIs shall formulate the syllabus for all the courses in their respective BS Environmental Science program.

ARTICLE VI REQUIRED RESOURCES

Section 13 Administration

The advantage of a multidisciplinary program such as environmental science is that it can be built from existing resources within the institution. Faculty from different academics can be tapped to teach in the program and equipment and facilities can be shared with other programs.

It is recommended that a separate unit be set-up to implement the BS Environmental Science program.

Dean of the unit/college The dean of a unit/college must be at least a Ph.D. degree holder in any of the allied disciplines for which the unit/college offers a program; and a holder of a valid certificate of registration and professional license, where applicable.

Head of the environmental science unit/department or a program coordinator

The program coordinator of the BS ES program should be a full-time faculty member with a minimum of a Ph.D. holder in environmental

Page 14 of 56

science or any of the allied fields identified in Article IV Section 5.5 above.

Section 14 Faculty

Any faculty teaching in the BS ES program must have the minimum of a MS degree in their specific assigned subject. Faculty teaching courses in Environmental Management and Environmental Impact Assessment should have relevant experience.

In highly exceptional cases, BS degree graduates with honors or with a highly sufficient and relevant experience can be considered as faculty.

Faculty Development

The institution must have a system of faculty development in place. It should an implementation plan and support scheme to enable the faculty to:

a. pursue graduate studies in environmental science

especially at the PhD level; b. undertake research activities and publish their research

output; c. give lectures and present papers in national/international

conferences, symposia and seminars; and, d. attend seminars, symposia and conferences for continuing

education.

The institution must provide opportunities and incentives such as:

a. tuition subsidy for graduate studies; b. study leave with pay; c. deloading to finish a thesis or to carry out research

activities; d. travel grants for academic development activities such as

special skills training and attendance in national/ international conferences, symposia and seminars; and,

e. awards & recognition.

Section 15 Library

Library personnel, facilities and holdings should conform to existing CHED requirements which are embodied in a separate CHED issuance. For the BS Environmental Science, the library must provide 5 book titles per professional course found in the curriculum at a ratio of 1 volume per 15 students enrolled in the program. These titles must have been published within the last 5 years.

The HEI is likewise encouraged to maintain journals and other non-print materials relevant to marine biology education to aid the faculty and students in their academic work. CD-ROMs could complement a library‟s book collection but should not be considered as a replacement for the same.

Page 15 of 56

Internet access is encouraged but should not be made a substitute for book holdings and/or on-line subscription of books and journals.

Libraries shall participate in inter-institutional activities and cooperative programs whereby resource sharing is encouraged.

Section 16 Laboratory and Physical Facilities

HEIs should provide the appropriate facilities and equipment to ensure the effective delivery of the courses and achievement of program outcomes. There should be a system of updating and enhancing the needed facilities, computing and modeling software, sampling, laboratory and other equipment to be provided to the students.

ARTICLE VII COMPLIANCE OF HEIs

Section 17 Assessment and Evaluation

The institution/department shall have in place a program assessment and evaluation system. The HEI must show this in their syllabi and catalogue. Institutions may refer to the CHED Implementation Handbook for Outcome-Based Education (OBE) and the Institutional Sustainability assessment (ISA) for guidance.

Section 18 Continuous Quality Improvement (CQI) Systems

The HEI shall maintain at all times a high standard of instruction and delivery through the establishment of a program level Continuous Quality Improvement system. Institution/department must show organizational and process plans, and implementation strategies. Institutions may refer to the CHED Implementation Handbook for Outcome-Based Education (OBE) and the Institutional Sustainability assessment (ISA) for guidance.

Section 19 CHED Monitoring and Evaluation

The CHED Regional Offices, in harmony with CHED existing guidelines on monitoring and evaluation, together with qualified technical experts, shall conduct regular monitoring on the compliance of respective HEIs to these policies and standards. An outcomes-based assessment instrument shall be used during the conduct of monitoring and evaluation. Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program or the approval of the transformation of existing programs to outcomes-based framework:

1. The complete set of program outcomes, including its

proposed additional program outcomes.

Page 16 of 56

2. Its proposed curriculum and its justification including a curriculum map.

3. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

4. Proposed outcomes-based syllabus for each course. 5. Proposed system of program assessment and

evaluation 6. Proposed system of program Continuous Quality

Improvement (CQI).

ARTICLE VIII TRANSITORY, REPEALING AND EFFECTIVITY PROVISIONS

Section 20 Transitory Provision

All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Environmental Science program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

Section 21 Repealing Clause

All CHED issuances, specifically CHED Memorandum Order No. 35, series of 2005, rules and regulations or parts thereof, which are inconsistent with the provisions of this CMO, are hereby repealed.

Section 22 Effectivity Clause

This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in two (2) newspapers of national circulation. This CMO shall be implemented beginning Academic Year 2018-2019.

Quezon City, Philippines, ____________________________ 2015.

For the Commission,

PATRICIA B. LICUANAN, Ph.D. Chairperson

Attachments:

Annex A: Curriculum Mapping

Annex B: Course Specifications

Page 17 of 56

ANNEX A CURRICULUM MAPPING - BS ENVIRONMENTAL SCIENCE

PROGRAM OUTCOMES The minimum standards for the Bachelor of Science in Environmental Science program are expressed in the following minimum set of learning outcomes:

Common to all baccalaureate programs in all types of institutions The graduates have the ability to a) articulate the latest developments in their specific field of practice. (PQF level 6

descriptor) b) effectively communicate orally and in writing using both English and Filipino languages. c) work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF

level 6 descriptor) d) demonstrate professional, social, and ethical responsibility, especially in practicing

intellectual property rights and sustainable development. e) preserve and promote “Filipino historical and cultural heritage”. (based on RA 7722) Common to the Science and Mathematics Disciplines f) Demonstrate broad and coherent knowledge and understanding in the core areas of

physical and natural sciences.

g) Apply critical and problem solving skills using the scientific method.

h) Interpret relevant scientific data and make judgments that include reflection on relevant

scientific and ethical issues.

i) Carry out basic mathematical and statistical computations and use appropriate

technologies in (a) the analysis of data; and (b) in pattern recognition, generalization,

abstraction, critical analysis and problem solving.

j) Communicate information, ideas problems and solutions, both, orally and in writing, to

other scientists, decision makers and the public.

k) Relate science and mathematics to the other disciplines.

l) Design and perform safe and responsible techniques and procedures in laboratory or

field practices.

m) Critically evaluate input from others.

n) Appreciate the limitations and implications of science in everyday life.

o) Commit to the integrity of data.

Specific to Bachelor of Science in Environmental Science p) demonstrate broad and coherent knowledge and understanding in the core areas of

environmental science ;

q) disseminate effectively knowledge pertaining to sound environmental protection, conservation, utilization and management;

r) apply appropriate knowledge and innovation related to the environment; s) demonstrate the ability to contribute in the protection and management of the

environment; and t) analyze local environmental issues and problems in the regional and global context.

Page 18 of 56

ANNEX A. CURRICULUM MAPPING - BS ENVIRONMENTAL SCIENCE

COURSES RELATIONSHIP OF COURSES TO PROGRAM OUTCOME

a b c d e f g h i j k l m n o p q r s t

A. Understanding the Self

B. Readings in Philippine History

C. Mathematics in the Modern World

D. Purposive Communication

E. Art Appreciation

F. Science, Technology and Society

G. Ethics

H. The Contemporary World

I. Mathematics, Science, & Technology

J. Arts and Humanities

K. Social Science and Philosophy

D. Others

P.E. 1, 2, 3, 4 L

NSTP 1, 2 L L

E. Core Science Courses

Biology L O L L P L P L O L L L L L L

Chemistry L O L L P L P L O L L L

Earth Science L P P L L

Mathematics L L O L

Physics L O L L P L P L O L L L

F. Environmental Science with Environmental Monitoring

L P P P P P P P P P P P L P L P P P P

G. Environmental Studies/Environmental Management

L P P P P P P P P P P P L P L P P P P

H. The EIS System L P P P P P P P P P P P L P L P P P P

I. Thesis or Special Project + OJT

Thesis L P P P P P P P P P P P L P L P P P P

Special Problem L P P P P P P P P P P P L P L P P P P

L: facilitates learning of competency; P: allows student to practice competency (no input, but competency is evaluated); O: opportunity for development (no input or evaluation, but competency is practiced

Page 19 of 56

ANNEX B. COURSE SPECIFICATIONS

BS ENVIRONMENTAL SCIENCE

GENERAL BIOLOGY I (LECTURE / LABORATORY)

A. Course Details

COURSE NAME General Zoology

COURSE DESCRIPTION

NUMBER OF UNITS (Lec/Lab)

Pre-Requisite

Co-Requisite

B. Course Outcome and Relationship to Program Outcome

COURSE OUTCOMES PROGRAM OUTCOME

At the end of this course, the students should be able to: a b c d e f g h i j k l m n o p q r s t

identify the basic characteristics of life and its origins and history on Earth.

grasp the diversity of life across the three living Domains and the viruses.

understand the central concepts of genetics, molecular biology, and evolution.

understand the complexity in form and function of life on the cellular and tissue levels.

Page 20 of 56

At the end of this laboratory course, the students should be able

to:

master basic microscopy techniques including preparing slides and microscope use.

understand major biological processes on the molecular and cellular level through laboratory simulations.

investigate form and function diversity among living systems by examining cell and tissue samples from across the Domains.

C. Lecture Course Outline (2013 version)

Week Topic/s Common Teaching Strategies

Common Assessment/Evaluation

1-2 I. Basic Defining Characteristics of Life

II. Origin and History of Life

Lecture Classes Written Examination

3-4 III. Genetics A. Mendelian and non-Mendelian Genetics B. Central Dogma of Molecular Biology

Lecture Classes Exercises

Written Examination

5 IV. Darwinian Evolution Lecture Classes Exercises

Written Examination

6 V. Overview of the Domains of Life Lecture Classes

Written Examination Exercises Reports

7-8 VI. Cell Structure A. Viruses B. Eubacteria C. Archaea D. Eukarya

1. "Protista" 2. Plantae 3. Fungi

Lecture Classes Group Presentations

Written Examination

Page 21 of 56

4. Animalia

9-11 VII. Cell Function A. Basic Physico-chemical Functions B. Cellular Division C. Cellular Metabolism (Respiration,

Photosynthesis)

Lecture Classes Written Examination

12-14 VIII. Tissue Form and Function A. Differentiation B. Plantae C. Animalia

Lecture Classes

Written Examination

15-16 IX. Developmental Biology

A. Fertilization

B. Embryology

C. Organogenesis

Lecture Classes Exercises Group Reporting

Written Examination

D. Laboratory Course Outline

Week Topic/s Common

Teaching Strategies Common

Assessment/Evaluation

1-2

I. Basic Microscopy

A. Use of microscopes B. Preparing wet and dry mounts C. Measurements

II. Origin and History of Life (from Macromolecules to Protocells)

Laboratory Exercises Laboratory Reports Practical Examination

3-4 III. Genetics

A. Mendelian and non-Mendelian Genetics B. Central Dogma of Molecular Biology


5 IV. Darwinian Evolution Laboratory Exercises Laboratory Reports Practical Examination

Page 22 of 56

Week Topic/s Common



6 V. Overview of the Domains of Life Laboratory Exercises Laboratory Reports Practical Examination

7-9

VI. Cell Structure A. Viruses B. Eubacteria C. Archaea D. Eukarya

1. "Protista" 2. Plantae 3. Fungi 4. Animalia


10-12

VII. Cell Function A. Basic Physico-chemical Functions B. Cellular Division C. Cellular Metabolism (Respiration, Photosynthesis)


13-15

VIII. Tissue Form and Function A. Plantae B. Animalia


16

IX. Developmental Biology

D. Fertilization

E. Embryology

F. Organogenesis


Page 23 of 56

E. Laboratory Equipment, Facilities, Chemicals and Supplies

A. Basic glassware/materials for experiments: test tubes, petri dishes, Erlenmeyer flask

B. Required Equipment

1. Compound microscope, one per student

2. Plant tissue slides, one set per student

3. Balance, one unit per lab 4. Oven, one unit per lab 5. Incubator, one unit per lab 6. Stove, one unit per lab 7. Refrigerator, one unit per lab 8. Bunsen burner or alcohol lamp

C. Recommended Equipment

1. Television and media player, one unit 2. Overhead projector, one unit

F. Learning Resources

Berg LR. 2007. Introductory Botany: Plants, People, and the Environment, 2nd ed. Cengage Learning.

Campbell NA, Reece JB, Urry LA, Cain ML, Wasserman SA, Minorsky PV, Jackson RB. 2010. Biology, 9th ed. Pearson.

Hickman CP, Keen S, Larson A, Eisenhour D. 2010. Integrated Principles of Zoology, 15th ed. McGraw-Hill.

Mader, S 2011. Essentials of Biology: 3rd Edition McGraw-Hill Companies

Mauseth JD. 2012. Botany, 5th ed. Jones & Bartlett Learning.

Minelli A. 2009. Perspectives in Animal Phylogeny and Evolution. New York, NY: Oxford University.

Raven P, Johnson G, Mason G, Singer S, Losos J 2010. Biology 9th Edition. McGraw-Hill Companies

Solomon EP, Berg LR, Martin DW. 2011. Biology, 9th ed. Thomson Brooks/Cole.

Starr C, R Taggart, C Evers and L Starr. 2012. Biology: The Unity and Diversity of Life, 13th Edition. Thomson Brooks/Cole USA.

http://www.barnesandnoble.com/c/sylvia-mader

http://www.barnesandnoble.com/c/george-johnson

http://www.barnesandnoble.com/c/kenneth-mason

http://www.barnesandnoble.com/c/susan-singer

http://www.barnesandnoble.com/c/jonathan-losos

Page 24 of 56

DEVELOPMENTAL BIO OR EVOLUTIONARY BIO (LECTURE / LABORATORY)

A. Course Details

COURSE NAME General Botany

COURSE DESCRIPTION


Pre-Requisite

Co-Requisite




identify the basic organs and organ systems of multicellular eukaryotes.

identify the major taxa across the Domains of life.

understand the basic concepts of ecology on the individual (behavioral), population, community, and ecosystems levels.

discuss the role of humans in shaping global ecology and the major issues concerning that role.

At the end of the laboratory course, the students should be able

to:

master the basics of plant, fungi, and animal dissection, including associated protocols (e.g. proper handling and disposal, ethics, etc.).

Page 25 of 56


identify and classify species based on key diagnostic characteristics.

understand the external and internal anatomy of animals through a representative organism.

perform basic ecological laboratory and field work.

C. Lecture Course Outline (2013 version)

Week Topic/s Common



1-6 I. Organ System Form and Function A. Plantae B. Fungi C. Animalia

1. Protostomia 2. Deuterostomia

Lecture Classes Exercises Group Reports

Written Examination Reports

7-12 II. Biodiversity and Phylogeny A. Viruses B. Eubacteria C. Archaea D. Eukarya




13-15 III. Ecology A. Individual (Behavioral) B. Population C. Community D. Ecosystems



16 IV. The Role of Humans in Global Ecology Lecture Classes Exercises

Written Examination

Page 26 of 56

Group Reports

D. Laboratory Course Outline



1 I. Basic Dissection Techniques II. Animal Ethics


2-7 III. Organ System Form and Function A. Plantae B. Fungi C. Animalia

1. Protostomia 2. Deuterostomia


8-13 IV. Biodiversity and Phylogeny A. Viruses B. Eubacteria C. Archaea D. Eukarya



14-15 V. Ecological Techniques (Quantitative and Qualitative)

A. Laboratory

B. Field


16 VI. The Role of Humans in Global Ecology Laboratory Exercises Laboratory Reports Practical Examination

Page 27 of 56

E. Laboratory Equipment, Facilities, Chemicals and Supplies

A. Basic glassware/materials for experiments: test tubes, petri dishes, Erlenmeyer flask B. Required Equipment 1. Compound microscope, one per student 2. Animal tissue slides, one set per student 3. Balance, one unit per lab 4. Oven, one unit per lab 5. Incubator, one unit per lab 6. Stove, one unit per lab 7. Refrigerator, one unit per lab 8. Bunsen burner or alcohol lamp C. Recommended Equipment 1. Television and media player, one unit 2. Overhead projector, one unit

F. Learning Resources

Berg LR. 2007. Introductory Botany: Plants, People, and the Environment, 2nd ed. Cengage Learning.

Campbell NA, Reece JB, Urry LA, Cain ML, Wasserman SA, Minorsky PV, Jackson RB. 2010. Biology, 9th ed. Pearson.

Hickman CP, Keen S, Larson A, Eisenhour D. 2010. Integrated Principles of Zoology, 15th ed. McGraw-Hill.

Mader, S 2011. Essentials of Biology: 3rd Edition McGraw-Hill Companies

Mauseth JD. 2012. Botany, 5th ed. Jones & Bartlett Learning.

Minelli A. 2009. Perspectives in Animal Phylogeny and Evolution. New York, NY: Oxford University.

Raven P, Johnson G, Mason G, Singer S, Losos J 2010. Biology 9th Edition. McGraw-Hill Companies

Solomon EP, Berg LR, Martin DW. 2011. Biology, 9th ed. Thomson Brooks/Cole.

Starr C, R Taggart, C Evers and L Starr. 2012. Biology: The Unity and Diversity of Life, 13th Edition. Thomson Brooks/Cole USA.

http://www.barnesandnoble.com/c/sylvia-mader

http://www.barnesandnoble.com/c/george-johnson

http://www.barnesandnoble.com/c/kenneth-mason

http://www.barnesandnoble.com/c/susan-singer

http://www.barnesandnoble.com/c/jonathan-losos

Page 28 of 56

GENERAL ECOLOGY (LECTURE)

A. Course Details

COURSE NAME General Ecology (Lecture)

COURSE DESCRIPTION


Pre-Requisite

Co-Requisite




define the general principles of ecology and its relation to other sciences.

describe the relationship between the principles of evolution and ecology.

explain the general behavioral ecology (examples: costs and benefits, territorial defense, foraging, migration, group living).

discuss population structure; growth and density; and interactions of organism in a population.

explain the concept of community ecology in terms of structure and diversity; habitat and community changes.

identify basic applications/conservation measures and the impacts of Human populations have had on the environment.

identify and explain the methods of treating wastes/pollutants and its effects to human health.

Page 29 of 56

develop the writing skill of the students in writing scientific papers.

C. Course Outline

Weeks Topic/s Common



1-2 Introductions A. Definitions B. Why and How to Study Ecology C. Scientific Method D. The Effects of Scale E. Evolutionary Ecology

1. How Variation Originates 2. How Variation is Maintained 3. How Much Variation Exists in nature 4. Reduction in Variation

Lecture demonstration and Class discussion

Quizzes

3 Natural Selection and Speciation A. Phylogenetics B. The Fossil Record C. Extinction: Causes and Patterns

Lecture demonstration, Film viewing, and Class discussion

Quizzes and Film review

4-5 Behavioral Ecology A. Group Selection B. Altruism C. Living in groups D. Resource Assessment E. Animal Communication F. Foraging Behavior and Optimality in

Individuals G. Maintenance of Sex Ratios H. Sexual Selection

1. Polygyny 2. Polyandry



6-8 Population Ecology Recombination A. Physiological Ecology

Lecture demonstration, Film viewing, Case method, and Class

Quizzes, Written report (Scientific paper), and Film review

Page 30 of 56

Weeks Topic/s Common



B. Abiotic Factors C. Population Growth D. Mutualism and Commensalism E. Competition F. Predation G. Hervivory and Parasitism H. Causes of Population Change

discussion

9-11 Community Ecology A. Species Diversity and Community Stability

1. Island Biogeography B. Community Change C. Ecosystems (Main types of Communities)

Lecture demonstration, Film viewing, Case method, and Class discussion

Quizzes, Written report (Scientific paper), and Film review

12-15 Applied Ecology A. The Effects of Humans B. Human Population Growth C. Loss of Wildlife through Human Activity D. How to Solve Ecological Problems E. Patterns of Resource Use

1. Water Catchment Areas 2. Forestry 3. Agricultural Land 4. The Sea

F. Waste and Pollution 1. Wastes Emitted in the Atmosphere 2. Economic Poisons 3. Contamination by Organic Substances 4. Eutrophication

Lecture demonstration, Film viewing, Group reporting and Class discussion

Quizzes, Group report, and Film review

16 Introduction to Exotic Species, Epilogue



Page 31 of 56

D. Learning Resources

A. Reference

Begon, M., Harper, J.L. and C.R. Townsend. 1996. Ecology: Individuals, Populations and Communities. 3rd ed or latest

edition. Blackwell.

Brewer, R. 1994. The Science of Ecology. 2nd ed. or latest edition. Saunders College.

Bush, M.B. 1997. Ecology of A Changing Planet. Prentice Hall.

Caldsa, M.P., Cervencia, C.R., Cuevas, V.C. and Z.N. Sierra. 1994. Laboratory Guide in Ecology. 2nd ed or latest edition.

UPLB Pub. Center.

Chapman, J.L., and M.J. Reiss. 1999. Ecology principles and applications. USA: Cambridge University Press.

Colinvaux, P. 1993. Ecology2. John Wiley and Sons Inc.

Dickinson, G., and K. Murphy. 1998. Ecosystems: A functional approach. New York: Routledge.

Hallare, A.V. 2001. General Ecology: Concepts and selected laboratory exercises. Manila: Busybook Distributors.

Jackson, A.R.W. and J.M. Jackson.1996. Environmental Science. Longman.

Krohne, D.T. 2001. General Ecology. 2nd edition. California: Brooks/Cole.

Kupchella, C.E.1993. Environmental Science: Living Within the System of Nature. 3rd ed or latest edition. Prentice Hall.

Lobbman,C.S., Chapman, D.J. and B.P. Kremer Eds.1988. Experimental Phycology. A Laboratory Manual. Cambridge

Uni. Press.

Miller,G.T., Jr. 1997. Living in the Environment. Principles, Connections and Solutions. Wadsworth Pub. Co.

Miller, G.T. Jr. 1997. Environmental Science. 6th ed or latest edition. Prentice Hall.

Molles, M. Jr. 2005. Ecology: Concepts and applications. New York: Mc Graw-Hill.

Nebel, J.B. and R.TR. Wright. 1998. Environmental Science. The Way the World Works. 6th ed or latest edition. Prentice

Hall.

Odum. E.P. 1971. Fundamentals of Ecology. 3rd ed. Saunders.

Stiling, P.D. 1996. Ecology. Theories and Applications. 2nd ed. Prentice Hall

Smith, R.L.1974. Ecology and Field Biology. 2nd ed. Harper Row.

Smith, R.L., and T.M. Smith. 2003. Elements of ecology. 5th edition. USA: Benjamin Cummings.

Umaly, R. and M.L.V. Cuvin. 1988. Limnology Laboratory and Field Guide Physico-chemical Factors. Biological Factors.

National Bookstore.

Wagner, T., and R. Sanford. 2005. Environmental science: Active learning laboratories and applied problem sets. USA:

John Wiley and Sons Ltd.

Page 32 of 56

GENERAL ECOLOGY (LABORATORY)

A. Course Details

COURSE NAME General Ecology (Laboratory)

COURSE

DESCRIPTION

General Ecology laboratory is 2-unit introductory course on the biology of the ecosystems. It consists of 6 laboratory hours per week dealing with the basic principles and methodologies pertaining to population and community structure and the assessment of environmental quality.

NUMBER OF UNITS

(Lec/Lab)

2 units

Pre-Requisite Same as lecture. Should be taken concurrently with the lecture portion.

Co-Requisite




learn basic ecological methods and theory.

generate ecologically related questions and testable hypotheses .

develop an understanding of the differences in the structure and function of different types of ecosystems.

acquainted with different techniques on assessing aquatic or terrestrial environments.

understand how to conduct studies within delicate habitats and measure biodiversity

identify the variety of ways that organisms interact with both the physical and the biological environment.

Page 33 of 56


understand the dynamics and model that describe population growth and the species/population tolerance to environmental factors.

organizing competently data sets, making tables and figures complete with legends and descriptions as well as using statistical tools to compute mathematical equations.

write proficiently scientific paper.

C. Course Outline

Weeks Topic/s Common Teaching Strategies


1-5 Assessment of the Aquatic Environments

A. Physical Characteristics of Water 1. Temperature 2. Depth 3. Suspended solids 4. Color 5. Transparency

B. Chemical Characteristics of Water 1. pH 2. Dissolved Oxygen 3. Hardness 4. Alkalinity 5. Acidity 6. Salinity 7. Conductivity 8. Nitrate content 9. Orthophosphate content 10. Silicate content

C. Biological Characteristics

Demonstration, Visualization, and Laboratory Activity

Practical Examination and Written Report

Page 34 of 56

1. Primary Productivity Studies 1.1 Plankton Productivity

Estimation 1.2 1.2 Chlorophyll Analysis 1.3 Light and Dark Bottles

Technique 2. Population and Community

Structure Studies/ Plankton Cell Count using the Sedgwick Rafter method or the haemocytometer method

6-10 Assessment of the Terrestrial Environment

A. Climatological Measurements 1. Light Intensity 2. Wind Velocity 3. Atmospheric Pressure 4. Air Temperature

B. Physical Properties of the Soil 1. Soil Temperature 2. Soil Texture 3. Composition

C. Chemical Properties of the Soil 1. pH 2. N, P, Ca and humus content

D. Biological Properties 1. Primary Productivity Studies

1.1 Macrophyte Productivity Estimate and Harvest

2. Population and Community Structure 2.1 Plant Population Studies

(line intercept, transect and point quarter methods)



Page 35 of 56

11-13 Field Study

Fieldwork Practical Exam and Scientific Paper

14-15 Biodiversity Studies

Fieldwork and Laboratory Activity


16 Tolerance to Environmental Factors




A. References

Environmental Guidelines for Selected Infrastructure Projects. Asian Development Bank, 1990.

Environmental Impact Assessment: Cutting Edge for the 21st Century. Allan Gilpin. 1995.

Integration of Environmental Considerations in the Program Cycle. Asian Development Bank, 1990.

Philippine EIS System guide: Policies and Procedure. Environmental Management Bureau, Department of Environmental and

Natural Resources, 1994.

Public Participation in EIA: An Environmental Monitoring Manual. Cardenas et al.‟ Environmental Management Bureau, 1992.

Strengthening Environmental Impact Assessment Capacity in Asia: A case Study on the Philippine EIS System. Balagot, Beta

and Briones, Nicomedes, Environmental Resource Management Project, UP Los Baños, 1994.

Page 36 of 56

GENERAL CHEMISTRY I AND II (LECTURE)

A. Course Details

COURSE NAME General Chemistry I and II (Lecture) (lifted from PSG BS Chemistry)

COURSE DESCRIPTION

NUMBER OF UNITS (Lec/Lab) General Chemistry I – 3 units General Chemistry II – 3 units

Pre-Requisite none

Co-Requisite




describe matter and its structure, in terms of atoms, ions and molecules.

explain and predict the behavior of simple atoms and molecules in terms of their electronic structure and interactions.

describe quantitatively chemical reactions and perform calculations involving the application of chemical principles.

discuss how energy is involved in physical and chemical changes.

discuss the principles involved in the formation of solutions and describe the properties of solutions.

explain the kinetics and equilibrium aspects of chemical reactions.

understand the principles of an electrochemical cell and describe

Page 37 of 56


its properties.

discuss the properties and behavior of metals, nonmetals and transition elements.

apply chemical principles to explain various chemical phenomena.

perform calculations involving the application of chemical principles.

the student should be able to relate all of these principles to everyday phenomena and to practical applications.

C. Course Outline



1 Structure and properties of Matter A. The atomic theory B. Atomic structure C. The periodic table/periodicity of properties D. Electronic structure E. Bonding theories F. Physical and chemical properties of substances

based on composition and structure a. Metallic, ionic, covalent bonding b. Intermolecular forces states of matter

G. States of matter a. Properties of different states of matter b. Kinetic-molecular theory c. Changes of state; energetic of phase

changes

Lectures (Blackboard/ Powerpoint presentation) Concept maps Group discussion

On-line and Written Examinations (includes short quizzes) Homeworks (Individual/Group) Essays/Reports End-chapter problem sets Recitation Problem solving

2 Mole Concept and the Laws of Chemical Combination

A. Mass relationships during chemical reactions

Page 38 of 56

3 Reactions of Matter A. Acid-base reactions B. Redox reactions C. Energy changes in chemical reactions D. Spontaneity of processes E. Chemical kinetics/collision theory F. Equilibria

a. Reactions of Gases b. Acids and bases; Buffers c. Solubility and Ksp


A. References

Brady, J.E. and Holum, J.R. Fundamentals of Chemistry. 3rd ed. John Wiley& Sons. Latest edition.

Brescia, F., Arents, J. Meislich,H. and Turk, A. Fundamentals of Chemistry. Academic Press. Latest ed.

Brown, TL and LeMay HE Jr. Chemistry: The Central Science. Prentice-Hall. Latest ed.

Chang, R. Chemistry. 4th ed. McGraw-Hill Inc., Latest ed.

Hill, JW. Chemistry for Changing Times. Burgess Pub. Latest ed.

Jaffe, B.. Crucibles: The Story of Chemistry. Dover Publishing Inc., 1976.

Keenan, Wood and Kleinfelter. General College Chemistry. Harper and Row Publ.

Masterson, W.L. and Slowinski, E.J. Chemical Principles. W.B. Suanders Co.

Padolina, MCD, Marquez, L and Sabularse V. Chemistry in the 20th Century. Diwa Publishing 1995.

Zumdahl, S.S. Chemistry. 3rd ed. D.C. Heath and Co. Latest ed.

Page 39 of 56

GENERAL CHEMISTRY I AND II (LABORATORY)

A. Course Details

COURSE NAME General Chemistry I and II (Laboratory)

COURSE DESCRIPTION

NUMBER OF UNITS (Lec/Lab) General Chemistry I – 2 units General Chemistry II – 2 units

Pre-Requisite None Should be taken concurrently with the lecture portion.

Co-Requisite




practice the processes involved in carrying out scientific investigations.

develop the skills in carrying out basic laboratory techniques.

experience and observe the concepts taken in the lecture.

Page 40 of 56

C. Course Outline



1 Exercise on the scientific method: observing and data gathering, data analysis and interpretation, making conclusions.



2 Classification of matter

3 Composition of compounds

4 Exercise on the mole concept

5 Stoichiometry

6 Thermochemistry

7 Rates of reactions

8 Oxidation-reduction reactions

9 Periodicity of properties

10 Geometry of molecules

11 Intermolecular forces of attraction

12 Changes of state: Cooling and heating curves

13 Chemical equilibrium and Le Chatelier's Principle

14 Properties of solutions; colligative properties

15 Determination of solubility product constant

16 Acid-base equilibrium, buffers

17 Exercises on qualitative analysis

Page 41 of 56


A. References

Chemistry in the Community (ChemCom), An American Chemical Society publication.

Smith and Dwyer, Key Chemistry

Journal of Chemical Education

B. References

Basic glasswares and supplies

Basic equipment: Fume hood, atleast one unit, working area 60" wide balance, triple beam, one unit balance, up to 0.001g sensitivity hot plates/burners, 5 units manometer, one unit for all sections centrifuge, 5 units

Models: atomic and molecular, gas models,etc.

Optional equipment: VCR-television set -for video lessons computer – for tutorials

Educational videos, CAI materials

ANALYTICAL CHEMISTRY (LECTURE)

A. Course Details

COURSE NAME Analytical Chemistry (Lecture)

COURSE DESCRIPTION This course is designed to give students an understanding of the principles and practice of gravimetric and volumetric methods, potentiometry and spectrophotometry, analytical measurements and data analysis.

NUMBER OF UNITS (Lec/Lab) 3 units

Pre-Requisite General Chemistry 2 Lecture and Laboratory

Co-Requisite

Page 42 of 56




demonstrate ability to select and use appropriate instruments and laboratory apparatus to perform measurements of psychical and chemical properties of substances.

recognize the concepts of stoichiometry: moles, concentrations, dilution, aliquot and apply these to solving problems in quantitative analysis.

identify appropriate sampling protocols for a particular program of analysis.

relate charge and mass balance to the concentrations of chemical species in equilibrium.

apply the concepts of equilibrium constants, ionic equlibria, acitivity, and activity coefficients in solving problems in quantitative analyses in acid –base equilibria, solubility equilibria, complex ion equilibria, and redox equilibria.

recognize the general principles of preliminary separation methods such as solvent extraction, ion-exchange, complex formation, precipitation, electrodeposition, and solid phase extraction and solve problems applying these concepts.

solve problems applying concepts of volumetric analyses acid-

base titrations, precipitation titrations, complexometric and redox

titrations.

demonstrate an understanding of the concepts of solubility

products and factors affecting solubility and apply these in

performing gravimetric analysis.

demonstrate an understanding of the concepts of potentiometry

Page 43 of 56


and apply these potentiometric measurements.

demonstrate an understanding of the concepts of UV-Visible

spectroscopy and apply these to qualitative and quantitative

analysis.

C. Course Outline

Week Topic/s Common



1 Introduction

A. Classification of types of analysis

B. Role and importance of analytical chemistry in various aspects of life



2 Steps in a typical quantitative analysis

A. Emphasis on sampling protocol

B. Sample preparation

C. Wet chemistry methods

D. Statistical evaluation of data



3 Review of concepts of stoichiometry A. Mole concept B. Concentrations C. Dilution D. Aliquots



Page 44 of 56

Week Topic/s Common



4 Review of concepts of equilibria A. Types of equilibrium constants B. Ionic equilibria C. Activity and activity coefficient



5 Gravimetric analysis A. General steps in gravimetric analysis;

a. Types of precipitates b. Solubility products c. Factors affecting solubility of

precipitates d. von Weimarn ratio e. Co-precipitation problems f. Minimization of co-precipitation

problems g. Gravimetric calculations and

applications



6 Volumetric analysis A. Acid-base titration B. Buffers C. Acid-base indicators D. Titration curves E. Precipitation titration methods F. Complexometric and redox titrations G. Problem solving H. Applications I. Multi-method analysis (solving problems

involving combinations of classical methods of analysis)



7 A. Introduction to instrumental methods of analysis

Lectures (Blackboard/

On-line and Written Examinations

Page 45 of 56

Week Topic/s Common



1. Potentiometric methods (general principles and applications)

2. Quantitation methods in direct potentiometry 3. Potentiometric titration methods 4. Applications B. Visible Spectroscopy

a. General principle b. Beer‟s Law c. Instrumentation d. Qualitative applications e. Quantitative applications

Powerpoint presentation) Concept maps Group discussion

(includes short quizzes) Homeworks (Individual/Group) Essays/Reports End-chapter problem sets Recitation Problem solving


A. References

Harris, D.C. (2004) Exploring Chemical Analysis 3rd ed., W. H. Freeman.

Skoog, D.A, Holler, F.J. and Nieman, T.A. (1997) Principles of Instrumental Analysis, 5th ed., Brooks/Cole.

B. Handbooks

AOAC on CD-ROM and EURACHEM handbook

C. Journals

Current analytical chemistry journals

D. Textbooks

Harris, D.C. (2003) Quantitative Chemical Analysis 6th ed., New York. W.H. Freeman & Co. (or latest edition).

Skoog, West, Holler and Crouch. (2000) Analytical Chemistry, An Introduction 7th ed., Saunders College Publishing, New York

(or latest edition).

Skoog, West, Holler and Crouch. (2003) Fundamentals of Analytical Chemistry, 8th ed., Brooks Cole (or latest edition).

Harvey, D. (2000) Modern Analytical Chemistry, McGraw-Hill, USA.

Rubinson and Rubinson. (1998) Contemporary Chemical Analysis, Prentice –Hall, NJ.

Page 46 of 56

Christian, G. (2003) Analytical Chemistry, 6th ed., John Wiley& Sons (or latest edition).

E. Others requirements/ equipment

Computer aided instruction software package such as Mathcad and Excel.

Up-to-date laboratory facilities and equipment.

ANALYTICAL CHEMISTRY (LABORATORY)

A. Course Details

COURSE NAME Analytical Chemistry (Laboratory)

COURSE DESCRIPTION This laboratory course is designed to enable the students to master the basic skills required to perform chemical analysis based on absolute and simple instrumental methods.


Pre-Requisite

Co-Requisite Analytical Chemistry 1 Lecture




perform sample preparation procedures for a particular program of analysis.

Page 47 of 56


perform chemical analysis using absolute and simple instrumental methods.

reliably gather, record, analyse and interpret data obtained and draw pertinent conclusions.

write laboratory reports and reference and accredit sources of information correctly.

relate the properties of chemicals to their safe handling and disposal and interpret safety data information.

work safely following specified procedures and regulations.

demonstrate effective time and task management in performing chemical analysis.

work effectively as a member of a team.

C. Course Outline

Week Topic/s Common



1 Calibration

Pre – & Post -Laboratory Lectures Practical

Lab. Notebook, lab report, Written Examination, practical exam, End-Expt questions

2 Statistical Treatment of Data

Pre – & Post -Laboratory Lectures Computer exercise

Lab. Notebook, lab report, Written Examination, practical exam (computer exercise)

3 Sampling


Lab. Notebook, lab report, Written Examination, practical exam,

4 Gravimetric Analysis


Lab. Notebook, lab report, Written Examination, analysis of unknown

5 Acid-Base Titration Pre – & Post -Laboratory Lectures Practical


Page 48 of 56

Week Topic/s Common



6 Complexometric Titration



7 Redox Titration



8 Chromatography


Lab. Notebook, lab report, Written Examination,

9 Absorption Spectophotometry



10 Potentiometry




A. References

Harris, D.C. (2004) Exploring Chemical Analysis 3rd ed., W. H. Freeman.

Skoog, D.A, Holler, F.J. and Nieman, T.A. (1997) Principles of Instrumental Analysis, 5th ed., Brooks/Cole.

B. Handbooks

AOAC on CD-ROM and EURACHEM handbook

C. Journals

Current analytical chemistry journals

D. Textbooks

Harris, D.C. (2003) Quantitative Chemical Analysis 6th ed., New York. W.H. Freeman & Co. (or latest edition).

Skoog, West, Holler and Crouch. (2000) Analytical Chemistry, An Introduction 7th ed., Saunders College Publishing, New York

(or latest edition).

Skoog, West, Holler and Crouch. (2003) Fundamentals of Analytical Chemistry, 8th ed., Brooks Cole (or latest edition).

Page 49 of 56

Harvey, D. (2000) Modern Analytical Chemistry, McGraw-Hill, USA.

Rubinson and Rubinson. (1998) Contemporary Chemical Analysis, Prentice –Hall, NJ.

Christian, G. (2003) Analytical Chemistry, 6th ed., John Wiley& Sons (or latest edition).

E. Others requirements/ equipment

Computer aided instruction software package such as Mathcad and Excel.

Up-to-date laboratory facilities and equipment.

EARTH SCIENCE (LECTURE / LABORATORY)

A. Course Details

COURSE NAME Earth Science (Lecture / Laboratory)

COURSE DESCRIPTION The course introduces the student to the features and the interactions in and between of the lithosphere, hydrosphere, atmosphere, and the biosphere. Being an integral part of the Environmental Science curriculum, this course includes topics on the relationship of human activity to Earth features, particularly on those processes that are altered by those that cause threat to man. The course will include lectures and laboratory sessions.

NUMBER OF UNITS (Lec/Lab) Lecture – 3 units Laboratory – 2 units

Pre-Requisite Students should be in their junior year level. Students should have taken most of their basic science course requirements.

Co-Requisite

Page 50 of 56




understand the basic knowledge and skills in Earth Science.

C. Course Outline



1 A habitable planet

A. Planet Earth and its neighbors

B. Rocks and minerals

Lectures, exercises, case studies

2 Internal processes that shape the Earth

A. Plate tectonics

B. Magmatism

C. Isostasy and orogeny


3 Earth‟s processes

A. Weathering and soils

B. Downslope movement

C. Streams/ rivers and erosion/ sedimentation

D. Wind and glacier movements

E. Earthquakes

F. Volcanoes


4 Earth‟s processes

A. Groundwater


Page 51 of 56

B. Surface water

C. Mineral resources

D. Energy resources

5 The Earth and human activity

A. Geologic hazards

B. Resource exploitation

C. Land use and misuse

D. Effects of human activity on the ocean and coastal areas

E. Effects of human activity on the atmosphere

F. Essential concepts for sustaining life on Earth

Lectures, exercises, projects

D. Recommendations

The Laboratory course (preferably a 6-hour, per week course) will lead the students to do individual and small-group exercises focusing on each week‟s lecture topic. Priority is given to activities that will make students conduct qualitative observations and quantitative assessments/ measurements of Earth features discussed during the lectures.

E. Learning Resources

A. References

Montgomery, Carla W. Environmental Geology. 5th ed. WCB-McGraw Hill. 1997.

Keller, Edward A. and Charles E. Merril. Environmental Geology. 3rd ed. Merril Publishing. 1982.

Gilluly, James, Aaron Waters and A.O. Woodford. Principles of Geology. Latest ed. Freeman and Company. 1975.

Press, Frank and R. Siever. Earth. W.H. Freeman and Company. 1985 or later edition.

The Earth: An Introduction to Physical Geology. Merril Publishing, London. 1993.

Page 52 of 56

THE ENVIRONMENTAL IMPACT ASSESSMENT SYSTEM (LECTURE)

A. Course Details

COURSE NAME The Environmental Impact Assessment System (Lecture)

COURSE DESCRIPTION The Environmental Impact Assessment system is one of the most important courses whereby environmental considerations are integrated into the planning, implementation and monitoring of development projects. This integrative course seeks to study the application of natural science, social sciences and humanities in the analysis and approval of applications for environmental compliance. The course will include lectures, case studies, and exposure trips.

NUMBER OF UNITS (Lec/Lab) 3 units lecture

Pre-Requisite Students should be in their senior year level. Students should have completed the majority of their course requirements.

Co-Requisite




understand the basic knowledge and skills in environmental impact assessment.

understand the rationale behind EIA.

predict & assess impacts of development projects on the biophysical & socio-cultural environments & relate their fields of specialization to other fields of studies applicable.

Page 53 of 56

C. Course Outline

Topic/s Common Teaching Strategies


1 Introduction

A. Sustainable Development

B. Environmental Impact Assessment

Lectures, exercises, case studies/field studies

Class recitations, class presentations and discussions, quizzes and exams

2 Concepts and Principles of EIA

A. Approaches and methodologies

B. The practice of EIA in the Philippines, in multi-lateral agencies and in other countries



3 The Philippine EIS system

A. Historical background

B. Legal framework

C. Procedural framework



4 Case studies and field studies

Lectures, exercises, projects Reports and class discussions

5 Trends and Issues

Lectures, exercises, projects Class discussions, quizzes and exams


B. References


Environmental Impact Assessment: Cutting Edge for the 21st Century. Allan Gilpin. 1995.

Integration of Environmental Considerations in the Program Cycle. Asian Development Bank, 1990.

Page 54 of 56




Strengthening Environmental Impact Assessment Capacity in Asia: A case Study on the Philippine EIS System. Balagot, Beta

and Briones, Nicomedes, Environmetal Resource Management Project, UP Los Baños, 1994.

THE ENVIRONMENTAL MONITORING

A. Course Details

COURSE NAME Environmental Monitoring

COURSE DESCRIPTION Description of environmental monitoring including sampling methods & techniques for evaluation of ambient air, air emissions, soils/sediments/land surfaces, ambient water and wastewaters. The course will cover environmental science and related approaches for recognizing, evaluating contaminants, including data interpretation for regulatory compliance. The course will emphasize environmental design, strategies, methods & techniques, instrument selection, and quality control, including documentation, and sample management and will include lectures, case studies, exercises and field studies

NUMBER OF UNITS (Lec/Lab) 1 unit lecture; 2 units lab

Pre-Requisite Students should be in their senior year level. Students should have completed the majority of their course requirements.

Co-Requisite

Page 55 of 56




understand the basic skills and knowledge in environmental monitoring

understand the rationale, principles, strategies, design, methods & techniques, monitoring-sampling instrument & paraphernalia selection, and quality control, including documentation.

understand the results of environmental monitoring or investigations of contaminants-pollutants in assessing the effects and impacts on different environmental media (air, land and water) through regulatory compliance.

C. Course Outline

Topic/s Common Teaching Strategies


l Introduction, Definitions Lectures Class recitations, class presentations and discussions, quizzes and exams

2 Concepts and Principles Lectures Class recitations, class presentations and discussions, quizzes and exams

3 Contaminants/Pollutants

Parameters, description, significance, Lectures, exercises, case studies


Page 56 of 56

measurements/

Sampling, measurements

Analysis

4

Monitoring strategies & techniques

Air

Water

Substrates/soil/sediment

Ecological/ habitats

Lectures, exercises, case studies Class recitations, class presentations and discussions, quizzes and exams

5 Assessment & Environmental quality criteria & standard

Lectures, exercises, case studies Class recitations, class presentations and discussions, quizzes and exams

6 Synthesis

Lectures, exercises, projects Class recitations, class presentations and discussions, quizzes and exams


A. References





CHED MEMORANDUM ORDER (CMO) No. ____ Series of 2017

SUBJECT: POLICIES, STANDARDS AND GUIDELINES (PSG) FOR THE BACHELOR OF SCIENCE IN GEOLOGY (BS GEO) PROGRAM

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994,” in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46, s. 2012, and for the purpose of rationalizing the Geology education in the country by virtue of Commission en banc Resolution No. _______ dated __________________ the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I INTRODUCTION

Section 1 Rationale

Based on the Guidelines for the Implementation of CMO No. 46, s. 2012, this PSG implements the “shift to learning competency-based standards/outcomes-based education.” It specifies the „core competencies‟ expected of BS Geology graduates “regardless of the type of HEI they graduate from.” However, in “recognition of the spirit of outcomes-based education and... of the typology of HEIs,” this PSG also provides “ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions...”

ARTICLE II AUTHORITY TO OPERATE

Section 2 Government Authority

All private higher education institutions (PHEIs) intending to offer Bachelor of Science in Geology (BS Geo) must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with existing BS Geo program are required to shift to an outcomes-based approach. State universities and colleges (SUCs), and local colleges and universities (LUCs) should likewise strictly adhere to the provisions in these policies and standards.

Page 2 of 70

ARTICLE III GENERAL PROVISIONS

Per section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3 Minimum Unit Requirement

The Articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article V Section 7. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article VI Section 9 as a sample curriculum. The number of units of this curriculum is herein prescribed as the “minimum unit requirement” under Section 13 of RA 7722. In designing the curriculum CHED employed a curriculum map which is shown in Article VI Section 10 as a sample curriculum map. Using a learner-centered/outcomes-based approach CHED also determined appropriate curriculum delivery methods shown in Article VI Section 11. The sample course syllabi given in Article VI Section 12 show some of these methods. Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VII.

Section 4 CHED Implementation Handbook for Outcomes Based Education (OBE) and the Institutional Sustainability Assessment (ISA)

The HEIs are allowed to design curricula suited to their own contexts and missions provided that they can demonstrate that the same leads to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose. The HEIs can use CHED Implementation Handbook for OBE and the ISA as a guide in making their submissions for Sections 17 to 22 of Article VIII.

Page 3 of 70

ARTICLE IV PROGRAM SPECIFICATIONS

Section 5 Program Description

5.1 Degree Name

The degree program described herein shall be called Bachelor of Science in Geology (BS Geo).

5.2 Nature of the Field of Study

The Bachelor of Science in Geology program is designed to prepare students for careers as professional geologists or for admission to graduate school. The program is structured to provide an optimal curriculum that affords graduates with firm foundations on the concepts and theories in the geological sciences.

Globalization of the Geological Sciences

Even before the trend to globalize scientific professions began, the Filipino geologist has generally already been well-regarded in the world scene, especially in the fields of geological hazards and mineral and energy resources. However, the impending realization of the ASEAN, APEC and global markets by 2015 that will initiate free flow of technical services among nations (e.g. ASEAN engineer/scientist), demands the training of a more globally competitive Filipino geologist in the broader spectrum of the geological sciences. This necessitates strengthening of the BS Geology program through the offering of more relevant courses and training modules developed according to recent progresses and developments in the field. Access to the vast global information and recent updates on geological sciences through the internet technology will be encouraged

5.3 Program Goals

In general, the program shall:

a. Provide the students with the basic theoretical background and comprehensive field training in the Geological Sciences as a general preparation for their professional careers in the Geosciences.

b. Help the students, as future Geoscientists, develop, not only their

intellectual maturity, but equally important, their roles and responsibilities to society and to the local and international scientific community.

Specifically, the program shall:

a. Prepare the students through the sufficient provision of pure and applied geoscientific backgrounds, both in theory and actual practice, specific to the needs of their perspective careers as academicians, researchers, or geoscientists in the local and international private and government institutions. This objective

Page 4 of 70

shall be attained through well-designed theoretical, laboratory, and field exercises.

b. Provide the students venues to develop their societal

responsibilities in the form of short (several days) and long-term (several weeks) fieldworks and fieldtrips, membership in student and professional organizations, and/or involvement in applied geoscientific research activities or projects

5.4 Specific Professions/careers/occupations or trades that a BS Geology graduate may go into.

Geology has varied careers opportunities as determined by the diversity of its specialized fields. Some of the career opportunities are petroleum geology, engineering geology, field geology. Aside from the careers that may be considered out of its specializations, BS Geology graduates also have the option of going into other fields such as education and teaching, science writing, and environmental law. Government agencies and private consultancy firms for the mining and petroleum industries provide most of the local work and employment opportunities.

5.5 Allied Fields

The following are the allied programs of geology: geography, natural resources, oceanography, archaeology, soils science, soil and rock mechanics, and mining and petroleum engineering.

Section 6 Program Outcomes

The minimum standards for the BS Geology program are expressed in the following minimum set of learning outcomes:

6.1 Common to all baccalaureate programs in all types of institutions

The graduates have the ability to: a) Engage in lifelong learning and understanding of the need to keep

abreast of the developments in the specific field of practice. b) Communicate effectively thru oral and in writing using both English

and Pilipino. c) Perform effectively and independently in multi-disciplinary and

multi-cultural teams. (PQF level 6 descriptor) d) Recognize professional, social, and ethical responsibilities. e) Appreciate the “Filipino historical and cultural heritage” (based on

RA 7722).

6.2 Common to the discipline

f) Demonstrate broad and coherent knowledge and understanding in the core areas of earth science.

g) Apply analytical, critical and problem solving skills using the scientific method.

Page 5 of 70

h) Gather and interpret relevant scientific data and make judgments that include reflection on relevant scientific and ethical issues.

i) Carry out basic mathematical and statistical computations and use appropriate technologies in (1) data assembly; (2) the analysis of data; and (3) in pattern recognition, generalization, abstraction, critical analysis and problem solving.

j) Communicate information, ideas problems and solutions both, orally and in writing, to other scientists, decision makers and the public utilizing various fora and media.

k) Connect science and mathematics to the other disciplines. l) Design and perform techniques and procedures following safe and

responsible laboratory or field practices. m) Accept and critically evaluate input from others. n) Appreciate the limitations and implications of science in everyday

life. o) Commitment to the integrity of data.

6.3 Specific to BS Geology

The graduates of the BS Geology should be able to:

p) Observe and record important geological features as well as the small, subtle and seemingly unimportant details.

q) Analyze and interpret observations and provide solutions to applied geologic problems.

r) Incorporate geologic principles in the evaluation, analysis and interpretation of data.

s) Visualize and draw geologic structures/features in multi-dimensions.

t) Write and communicate geological ideas to other scientists and the public.

u) Utilize computer technology in most aspects of geological work v) Participate in geology research projects. w) Adhere to the Code of Ethics of Geologists.

6.4 Common to a horizontal type as defined in CMO No. 46, s. 2012

For professional institutions: a service orientation in one‟s profession

For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves

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 (RA 7722).” The HEIs, at its option, may adopt mission-related program outcomes that are not included in the minimum set.

Page 6 of 70

Section 7 Sample Performance Indicators

Performance indicators (PIs) assist in the evaluation of student learning or the achievement of the program outcomes. These are demonstrable traits developed not only through the core or discipline-specific courses but more importantly through their collective experiences. The Core Competencies of a BS Geology graduate shall be a measure of his/her ability to achieve the outcomes specified in Section 6.3, in the form of the following measurable Performance Indicators: a. Number of research projects / field works participated in. b. Number of conferences/seminar/workshop attended as participant

and presenter. c. Number of geologic reports written

ARTICLE V CURRICULUM

Section 8 Curriculum Description

The Bachelor of Science in Geology Curriculum shall be made up of a minimum number of 77 credit units of Geology courses divided into two categories: required Geology courses (65 units) and Electives (12 units). In addition, at least 4 credit units or required non-geology and non-G.E courses are integrated into the curriculum to provide the student the basic cartographic and geodetic skills. Optional to the curriculum would be a 3 (credit) unit undergraduate thesis or research work. The total required minimum credit units for the degree Bachelor of Science in Geology shall be 162 (165, if the optional thesis course will be taken). The required courses of 14 units shall not be credited for GWA computation. Courses that are offered by visiting professors or scientists and by local resource persons, invited as short-time (2-3 weeks) lecturers, may be offered as crash courses. These can be taken by undergraduate students as elective courses, provided these are done in consultation with the adviser and the student has satisfied the required prerequisites of the courses. The Geology courses listed as Electives are considered specialized courses that could provide the student an array of possible fields of interest. These courses will guide the student on possible areas to specialize on as he or she enters the industry as professionals or pursue graduate studies.

Page 7 of 70

Section 9 Sample Curriculum

9.1 Curriculum Components

The components of the BS Geology curriculum are listed in Table 1 together with the minimum number of units in each component.

Table1. Components of the BS Geology curriculum and their corresponding units.

COMPONENTS UNITS

a. General Education Curriculum 36

b. Required Courses 14

PE 8

NSTP 6

c. Core Courses 94

Non-Geology 29

Geology 65

d. Electives 18

Non-Geology 6

Geology 12

e. Thesis (optional) (3)*

Total 162

(165)*

*if with Thesis Units 9.1.1 General Education (GE) Courses (36 units)

The general education and legislated courses will follow CHED Memorandum No. 20 series of 2013 (36 units). The list of GE courses is in Table 2.

Table 2. GE courses and corresponding units.

GE Core Courses Number of Units

1. Understanding the Self 3

2. Readings in Philippine History 3

3. Mathematics in the Modern World

3

4. Purposive Communication 3

5. Arts Appreciation 3

6. Science, Technology and Society 3

7. Ethics 3

8. The Contemporary World 3

9. The Life and Works of Rizal 3

10. GE Elective 1 3

11. GE Elective 2 3

12. GE Elective 3 3

TOTAL 36

*Should include technical writing and presentation skills; or, these may be incorporated in a research-based writing course and a seminar course, respectively.

Page 8 of 70

9.1.2 Non Geology Core Courses (29 units)

9.1.2.1. Mathematics, Natural Sciences, Engineering courses

Mathematics (Required minimum number of credit units: 9)

a. Calculus 1

b. Calculus 2

c. Statistics

Natural Sciences (Required minimum number of credit units: 18)

a. Physics

1) Physics 1 (Mechanics and Dynamics)

2) Physics 2 (Electricity, Magnetism and Optics)

b. Chemistry

1) Qualitative/ Quantitative Inorganic Chemistry

2) Analytical Chemistry

c. Biology

This course could be covered as a Natural Science course (e.g. Fundamentals of Biology)

Engineering Courses (required number of credit units: 4units)

d. Engineering Drawing

e. Surveying Methods

9.1.2.1 Core Geology Courses (65 units)

The core Geology courses are listed in Table 4 along with their corresponding minimum number of units. An equivalent combination of lecture and laboratory courses may be offered provided the basic topics and skills in each core area are covered.

Page 9 of 70

Table 4. List of Core Geology courses.

COURSE UNITS

Computer Application in Geology Field Geology Geochemistry Geology of the Philippines and Southeast Asia Geology, Mining, Energy and Environmental

Laws, Policies and Ethics Geomorphology Geophysics Mineralogy Paleontology Petrology Principles of Geology Resources Geology Seminar in Geology Stratigraphy and Historical Geology Geohazards Optical Mineralogy Micropaleontology Structural Geology and Tectonics

3 6 3 3 3 3 3 5 3 5 3 3 3 4 3 4 4 4

Total 65

9.1.3 Electives (18 units)

The elective Geology and non-Geology are listed in Table 5. No more two courses (6 units) must be taken from the non-geology lists. The choice of geology electives should be made in consultation with the adviser. Then topics covered in certain elective courses may be combined with the topics in major courses depending on the strengths of the institution or the specializations that institution may choose.

Table 5. List of Geology and Non-Geology elective courses

COURSES

GEOLOGY

Applied Geochemistry

Applied Geophysics

Environmental Geology

Geodynamics and Tectonics

Geostatistics

Geotechnical Engineering / Engineering Geology

Geothermal Resources

Hydrogeology

Igneous and Metamorphic Petrology

Marine Geology

Metalliferous Ore Deposits

Mineral Economics

Mineral Resources of the Philippines

Mining Geology

Page 10 of 70

COURSES

Non-metalliferous ore Deposits

Petrography

Petroleum Geology

Photogeology and Remote Sensing

Quaternary Geology

Sedimentary Petrology

Sedimentology

Seismology

Urban Geology

Volcanology

NON-GEOLOGY

Fluid Mechanics

Material Science

Economics

Business Management

Linear Equations

Marine Science

Organic Chemistry

Physical Chemistry

9.1.4 Optional Courses (4 units)

The optional courses may be offered as alternative to Field Geology. These courses may be offered independently or in combination. HEIs shall have the prerogative to choose a mode of implementing this component based on the available resources within the institution and opportunities for collaboration with suitable outside organizations. These courses should have a minimum of 3 units.

9.1.5 Apprenticeship, Internship, or On-the-Job Training (OJT)

The purpose of the apprenticeship, internship or OJT is exposure to geology related work. OJT is encouraged for industry and government. This course could be in lieu of the Field Geology course. The scope of the OJT should include tasks related to researchers and fieldworks which should cover applications of concepts learned in at least four (4) of the required Geology courses. Students should be required to submit reports related to this course / activity. Examples of the courses that should be considered are Structural Geology and Tectonics, Petrology, Geophysics, Geochemistry and Resource Geology.

9.1.6 Undergraduate Thesis/ Research

Like all science courses, geology could provide students a choice in pursuing research as a field of interest. Thesis work can guide the student on the rigors of research from proposal making to data gathering and interpretation. The results of thesis work would be publishable papers. Geology however, aims to produce professionals capable of doing fieldwork thus the emphasis on Field Geology. It is in this context that requiring Thesis work would just be an option to institutions providing the Geology program.

Page 11 of 70

9.2 Sample Program of Study The sample program of study with one 165 (168)* units is given in Table 6. Institutions may modify the curriculum to suit their particular requirements and thrusts. Institutions may choose to offer certain courses during the summer.

Table 6. Sample program of study and recommended sequence of courses

Year Courses Units

Year Course Units

(First Semester) Lec Lab (Second Semester) Lec Lab

1 Principles of Geology GE course 1 GE course 2 GE course 3 Principles of Biology PE 1 NSTP 1

3

3 3 3

3

(2) (3)

1 Mineralogy Calculus 1 GE course 4 GE course 5 GE course 6 PE 2 NSTP 2

3 3 3 3 3

(2) (3)

2

Total 20 -

Total 20 2

20 22

Year Courses Units

Year Course Units


2 Petrology Calculus 2 Analytical Chemistry GE course 7 GE course 8 PE 3

3 3

3 3 3

(2)

2 2

2 Optical Mineralogy Engineering

Drawing Elementary

Statistics Physics 1

(Mechanics & Dynamics)

GE course 9 PE 4

3

2

3 3

3 (2)

1 1

Total 17 4

Total 16 2

21 18

Year Courses Units

Year Course Units


3 Stratigraphy & Historical Geology

Computer Applications in Geology

Geochemistry Plane Surveying Physics 2

(Electricity & Magnetism)

GE course 10

3

2

3 2 3

3

1 1 1

3 Geophysics Structural Geology

& Tectonics Geomorpology Paleontology Geology Elective I GE course 11

2 3

2 3 3 3

1 1 1

Total 16 3 Total 16 3

19 19

Page 12 of 70

SUMMER Field Geology 6

Year

Courses Units

Year

Course Units

(First Semester) Lec Lab (Second

Semester) Lec Lab

4

Resource Geology Micropaleontology Non-Geology

Elective I Geology Elective II GeologY Elective III GE course 12

3 3 3

3 3 3

1

Geology of the Phils & SE Asia

Seminar in Geology

Geology, Mining & Environmental Laws, Energy Policies & Ethics

Geohazards Non-Geology

Elective II Geo-Elective IV Thesis (optional)

3

3 3

3 3

3 (3)

Total 18 1

Total 18

(21)* 19

GRAND TOTAL 162

(165)*

*if with Thesis units Section 10 Curriculum Map

A curriculum map is a set of matrices that presents the learning outcomes and provides means on how to obtain them. Based on the required minimum set of program outcomes, CHED has determined a program of study that leads to the attainment of the outcomes. This program of study specifies a set of courses sequenced based on flow of content, with each course having a specified title, description, course outcome and credit unit. For this purpose, a sample curriculum map (please see Annex A) is included as part of the PSGs. The map also determines whether the outcomes are aligned with the curriculum. Higher education institutions shall formulate their own curriculum map based on their own set of program outcomes and courses.

Section 11 Sample Means of Curriculum Delivery

The mode of delivery of each course is indicated in the course syllabi discussed above.

Section 12 Sample Syllabi for Required Geology Courses, Elective Geology Courses, Non-Geology Elective Course, Required Non-Geology Course and Optional Courses

The course specifications provided in this CMO in Annex B apply only to the core courses and indicate the minimum topics to be covered in each area. The HEIs shall formulate the syllabus for all the courses in their respective BS Geology program.

Page 13 of 70

The BS Geology program will have a total of 45 units of required Geology courses. In addition, the program requires twenty-one (21) units of electives, four (4) units of required non-Geology courses, three (3) units of optional courses and six (6) units of field work. Also the program has three (3) units of optional thesis course.

ARTICLE VI REQUIRED RESOURCES

Section 13 Administration

The BS Geology Program shall be administered by a Geology department headed by its own chair/director/coordinator and having its own set of full-time faculty.

The minimum qualifications of the head of the unit that implements the degree program are the following:

Dean of the unit/college

The dean of the unit/ college must be at least a master‟s degree holder in any of the disciplines for which the unit/ college offers a program; a holder of a valid certificate of registration and professional license, where applicable.

Head of the Geology unit/department

The head of the unit/ department must be at least a master‟s degree holder in geology for which the unit/ department offers a program or a master‟s degree holder in an allied program identified in Section 5.5 of this policies and standards; and a holder of a valid certificate of registration and professional license, where applicable.

Section 14 Faculty

As a rule, a master‟s degree in the discipline or its equivalent is required for teaching in the tertiary level. At least 50% of the faculty teaching under the BS Geology program must have the minimum of a BS Geology or MS Geology (if BS degree is not in Geology). The other 50% should have units or are currently working on an MS degree in Geology or have BS Geology degrees and are currently working on MS degrees in allied fields. Furthermore, all of the teaching staff in the BS Geology program must be full-time if few (at most ten); at least 75% must be full-time if many. Geology is a very dynamic discipline. There should be a faculty development plan to send faculty to graduate school and/or attend some continuing education programs. The faculty should also undertake research activities and publish research outputs, give lectures and present papers in regional/national/international conferences, symposia, and seminars. They should also be active members of recognized professional associations.

Page 14 of 70

The institution must provide opportunities and incentives such as tuition subsidy for graduate studies, study leave with pay, deloading to finish a thesis or to carry out research activities, travel grants for academic development activities such as special skills training and attendance in national/ international conferences, symposia and seminar and awards & recognition. It is recommended that 50% of the courses offered in a given term shall be handled by faculty with advanced degrees

It is important for the academe to establish linkage with the industry to ensure relevance of the program to the needs in the workplace. Thus, the faculty development program of the institution should support the faculty to engage in the limited practice of the geology profession, i.e., geological consulting.

Section 15 Library

Library holdings (print and digital) should conform to existing requirements for libraries which are embodied in a separate CHED issuance. For the BS Geology program, the library must provide 5 non-duplicating book titles per professional course found in the curriculum at a ratio of 1 volume per 15 students enrolled in the program. These titles must have been published within the last 5 years.

Section 16 Other Requirements

16.1 Computing Laboratory

HEIs offering the BS Geology program should have a computing laboratory equipped with updated computer units, licensed software and internet infrastructure. In the absence of licensed software, programming in freeware should be taught to the students. The HEIs must also have the internet infrastructure to avail of the vast global information and communications facilities

16.2 Research and Development

Universities and colleges offering a BS Geology program shall promote and undertake researches in Geology in order: A.) To contribute to the acquisition of baseline and advanced knowledge on local and regional Geology. B.) To aid in the solutions of local and national geoscientific problems and C.) to provide proper hands-on exposures to students in the conduct of researches by giving them sufficient participation especially in simple research activities. The conduct of researches in Geology should follow internationally accepted standards and the data and interpretation should ultimately be published in local or international geoscientific journals.

Universities and colleges offering a BS Geology program shall be encouraged to also initiate institutional twinning or cooperative links with other academic and non-academic

Page 15 of 70

institutions undertaking researches in Geology in order to enhance their research capabilities and the mutual exchange of ideas among Geologists and Geology-related researches.

16.3 Extension Services

Universities and colleges offering a BS Geology program should be encouraged to provide extension services in any form and medium, especially in: A.) The introduction of Geology as a science basic in any form to the understanding of the Philippine geologic environment and the attendant natural consequences to relevant groups, such as communities situated in geologically active areas. B.) The upgrading of knowledge in Geology of elementary, high school and tertiary science teachers. C.) The solution of local and national geoscientific problems.

ARTICLE VII QUALITY ASSURANCE

Section 17 Assessment and Evaluation

The institution/department shall have in place a program assessment and evaluation system. The HEI must show this in their syllabi and catalogue. Institutions may refer to CHED Implementation Handbook for Outcome-Based Education (OBE) and the Institutional Sustainability assessment (ISA) for guidance.

Section 18 Continuous Quality Improvement (CQI) Systems

The HEI shall maintain at all times a high standard of instruction and delivery through the establishment of a program level Continuous Quality Improvement system. Institution/department must show organizational and process plans, and implementation strategies. Institutions may refer to CHED Implementation Handbook for Outcome-Based Education (OBE) and the Institutional Sustainability assessment (ISA) for guidance.

Section 19 CHED Monitoring and Evaluation

CHED Regional Offices, in harmony with CHED existing guidelines on monitoring and evaluation, together with qualified technical experts, shall conduct regular monitoring on the compliance of respective HEIs to these policies and standards. An outcomes-based assessment instrument shall be used during the conduct of monitoring and evaluation. Using CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program or

Page 16 of 70

the approval of the transformation of existing programs to outcomes-based framework:

1. The complete set of program outcomes, including its

proposed additional program outcomes. 2. Its proposed curriculum, and its justification including a

curriculum map. 3. Proposed performance indicators for each outcome.

Proposed measurement system for the level of attainment of each indicator.

4. Proposed outcomes-based syllabus for each course. 5. Proposed system of program assessment and evaluation 6. Proposed system of program Continuous Quality

Improvement (CQI).

ARTICLE VIII

TRANSITORY, REPEALING AND EFFECTIVITY PROVISIONS

Section 20 Transitory Provision All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor of Science in Geology program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

Section 21 Repealing Clause

All CHED issuances, rules and regulations or parts thereof, which are inconsistent with the provisions of this CMO, are hereby repealed.

Page 17 of 70

Section 22 Effectivity Clause This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in two (2) newspapers of national circulation. This CMO shall be implemented beginning Academic Year 2014-2015.

Section 23 References

These policies, standards and guidelines for the BS Geology program were in reference to the TC for Statistics under Office of Policies and Standards of the Commission on Higher Education. For strict compliance.

Quezon City, Philippines, ____________________________ 2013.

For the Commission, PATRICIA B. LICUANAN, Ph.D. Chairperson

Annex A – Sample Curriculum Mapping

Annex B – Sample Course Specifications

Page 18 of 70

ANNEX A SAMPLE CURRICULUM MAPPING - BS GEOLOGY

PROGRAM OUTCOMES

At the end of this program, the students are expected to be able to:

Common to all baccalaureate programs in all types of institutions a) Engage in lifelong learning and understanding of the need to keep abreast of the

developments in the specific field of practice. (PQF level 6 descriptor) b) Communicate effectively thru oral and in writing using both English and Pilipino. c) Perform effectively and independently in multi-disciplinary and multi-cultural

teams. (PQF level 6 descriptor) d) Recognize professional, social, and ethical responsibility. e) Appreciate the “Filipino historical and cultural heritage”. (based on RA 7722) Common to the discipline f) Demonstrate broad and coherent knowledge and understanding in the core areas

of earth science. g) Apply analytical, critical and problem solving skills using the Scientific Method. h) Interpret relevant scientific data and make judgments that include reflection on

relevant scientific and ethical issues. i) Carry out basic mathematical and statistical computations and use appropriate

technologies in (1) the analysis of data; and (2) In pattern recognition, generalization, abstraction, critical analysis and problem solving.

j) Communicate information, ideas problems and solutions both, orally and in writing, to other scientists, decision makers and the public.

k) Connect science and math to the other disciplines. l) Design and perform techniques and procedures following safe and responsible

laboratory or field practices. m) Accept and critically evaluate input from others. n) Appreciate the limitations and implications of science in everyday life. o) Commitment for the integrity of data. (Value) Specific to BS Geology p) Observe and record important geological features as well as the small, subtle and

seemingly unimportant details. q) Analyze and interpret observations and provide solutions to applied geologic

problems. r) Incorporate geologic principles in the evaluation, analysis and interpretation of

data. s) Visualize and draw geologic structures/features in multi-dimensions. t) Write and communicate geological ideas to other scientists and the public. u) Adhere to the Code of Ethics of Geologists. v) Design and manage geology related projects.

Page 19 of 70

ANNEX A1. CURRICULUM MAPPING - BS GEOLOGY


a b c d e f g h i j k l m n o p q r s t u v

A. Language and Humanities (21 units)

a. English

- English 1

- English 2

b. Filipino

- Filipino 1

- Filipino 2

c. Humanities

- Literature

- Art

- Philosophy

B. Mathematics, Natural Sciences & Information Technology (15 units)

a. Mathematics

- Math I

- Math II

b. Natural Science (Gen. Chemistry or Fundamentals in Biology)

- Nat Sci I

- Nat Sci II

c. Elective

- Info Tech or STS

C. Social Sciences – such as Political Science, Psychology, Anthropology, Economics, History and the like, provided that the following topics are taken up in appropriate subjects: Taxation & Land Reform, Philippine Constitution, Family Planning & Population Education (12 units)

Page 20 of 70



- Elective 1

- Elective 2

- Elective 3

- Elective 4

D. Others

P.E. 1, 2, 3, 4

NSTP 1, 2

E. Other Science & Mathematics Courses (18 units)

a. Mathematics (minimum 6 units)

Analytical Geometry

Differential Calculus

Integral Calculus

b. Natural Sciences (minimum 12 units)

Physics (Mechanics & Dynamics, Electricity, Magnetism & Optics and Quantum Mechanics & Thermodynamics)

Chemistry (Qualitative/ Quantitative Inorganic Chemistry and Analytical Chemistry)

Biology (Fundamentals of Biology)

F. Required Geology Courses (45 units)

Computer Application in Geology L P O O P P P P P P P P L P P P P P O P P P

Field Geology L P P P O P P P P P P P P P P P P P P P P P

Geochemistry L P P O O P P P P P P P O O P L P L L L L P

Geology of the Philippines and Southeast Asia

L P O O P P L L L L L L P P L P P P O P P P

Geology, Mining and Environmental Laws, Energy Policies and Ethics

L P O P P P P P P P P O P P P L P P P P P P

Geomorphology L P L O O P P P P P P O L P P P P L L L L P

Page 21 of 70



Geophysics L P O O O P P P P P P P O O P L P L P L L P

Mineralogy L P L O O P L L L L L P L L O P P L P P L P

Paleontology L P L O O P L L L L L L O L O L P L L L L P

Petrology L P L O O P L L L L L P L L O P P L P P L P

Principles of Geology L P L O O P L L L L L L L P L L P L P L O P

Resources Geology L P O O P P P P P P P O P L P P P P P P P P

Seminar in Geology L P O O O P O O O O O O P P P L P P O O O O

Stratigraphy and Historical Geology L P L O P P L L L L L L O P L P P L L L L P

Structural Geology and Tectonics L P P O O P P P P P P L P P P P P L L L L P

G. Electives – Geology or Non-Geology Courses (6 units)

Elective 1

Elective 2

H. Required Non-Geology Courses (4 units)

Engineering Drawing

Surveying Methods

I. Optional Courses – Apprenticeship, Internship, OJT or Undergraduate Thesis/ Research (3 units)

L: facilitates learning of competency P: allows student to practice competency (no input, but competency is evaluated) O: opportunity for development (no input or evaluation, but competency is practiced)

Page 22 of 70

ANNEX B. COURSE SPECIFICATIONS

BS GEOLOGY

COMPUTER APPLICATIONS IN GEOLOGY A. Course Details

COURSE NAME Computer Applications in Geology

COURSE DESCRIPTION The course reviews the application of computer methods to the various fields of Geology. The course introduces the use of computers in data management, analysis, and presentation application in the geosciences. It covers a wide range of topics, such that, it also serves as a platform to introduce basic computations and programming in geology, geostatistics, and image processing. All topics are presented through problem solving exercises. The course incorporates the survey of computer-based techniques in the storage, retrieval, analysis, and representation of spatially distributed data. Emphasis is on application of GIS technology to problems such as geologic hazard mapping, surface runoff and erosion, contaminant transport, population density, and environmental impact assessment.


Pre-Requisite 3rd year standing

Co-Requisite



At the end of this course, the students should be able to:


Learn how computers may be use to aid in geologic interpretations.

P O O O O L L L P O L L O O L P P P P O O L

Use computers for geostatistics, GIS and remote sensing.

O O O O O P P P P P P P O O L P P P P P O P

Page 23 of 70

C. Course Outline

Week Topic/s Common


Assessment/Evaluation 1 Overview of computer systems and

component A. Overview

a. Spreadsheet data format b. Use of built-in equations c. Data presentation using graphs

B. Basic Programming a. Visual Basic in Excel b. MATLAB

Laboratory/Computer Exercises

Lectures

Discussions

Recitation

Quizzes

Long Exams

Final Exam

Laboratory Reports

2 Computations and Programming using spreadsheets (MS Excel, MATLAB)

A. Probability and Testing a. Populations b. T-test c. Variance, Standard deviation

B. Correlation a. Interpretation b. Regression

C. Geostatistical Models 3 Geostatistics (Statistica, MATLAB)

A. Computer-aided design (AutoCAD) B. Image processing (ENVI, ERMapper,

GlobalMapper, etc) C. Geographic Information Systems

(Arcview, ArcGIS) 4 Introduction to GIS and Remote Sensing

Page 24 of 70


A. Equipment and Facilities

Computers

LCD projectors

Internet access

Computational software with geological applications

Equipment and Facilities

B. References

Applicable software manuals and reference books

FIELD GEOLOGY

A. Course Details

COURSE NAME Field Geology

COURSE DESCRIPTION Field Geology involves the use of the basic principles of stratigraphy, structural geology and geological history on observations and data collected from the field. The final product is a geologic map and a report. The course is offered only during the summer term.


Pre-Requisite a. Principles of Geology b. Petrology c. Structural Geology & Tectonics d. Geomorphology e. Stratigraphy and Historical Geology

Co-Requisite

Page 25 of 70





acquire the basic skills necessary for conducting a field mapping project.

P L L P P O O L P O L P P O O O O L L L

utilize the Brunton compass, read topographic & geologic maps and construct topographic profiles and geologic cross sections and writing geologic history based on map & field observations.

L L L P O O O L P O L L P O O O O L L L

produce related figures such as location maps and stratigraphic column.

L L P P O O O L P O L L P O O O O L L L

learn the various geological field methods and instrumentations.


describe, compile and interpret maps of rock formations and structures from outcrops, subsurface and remotely sensed data.


study in the field a wide variety of rocks, structures and field relations among geologic structures.


comprehend the analysis of samples, interpretation of geological data .

L L L P O P P L L O P L P O O O O L L L

write a formal geologic report. L O P P L P P P O L O P L P P P P O O P P

Page 26 of 70

C. Course Outline



1 Identification of field / study area Lectures

Discussions

Fieldwork

Field Reports (written and oral)

Recitation

2 Identification of problems and purpose

3 Review of climate, vegetation, topography and geomorphology

4 Review of field and laboratory methodologies

5 Regional geologic and tectonic setting of study area

6 Geology of the study area

D. Learning Resources A. Equipment and Facilities

Computers

LCD projectors

Internet access

Field equipments

Brunton compass

Sample picks

Field notebook

B. References

Compton. 1985. Geology in the Field. John Wiley and Sons. New York.

Aurelio & Pena. 2006. Geology of the Philippines: MGB (Available only in CD).

Spencer. 2000. Geologic maps.

Page 27 of 70

GEOCHEMISTRY

A. Course Details

COURSE NAME Geochemistry

COURSE DESCRIPTION The course introduces the students to the fundamentals of chemistry applied to different geological processes. Included are topics on the origin, distribution and geochemical behavior of elements, the chemical evolution of the earth, geochemical of natural waters, isotope geochemistry, crystal chemistry, trace element geochemistry and organic geochemistry. Also included are studies on chemical thermodynamics, phase rule chemistry, equilibrium reactions and reactions kinetics as applied to geology. In further detail, the course puts emphasis on the study of elements, their classification and distribution in different rocks and their cosmic abundances. Chemical weathering and alteration, colloids and solutions, Eh-pH in natural environments are also presented. The geochemistry of the hydrosphere, atmosphere and biosphere are given emphasis. Radioactive decay, nuclear devices and techniques, geochemistry and distribution of U and Th in rocks, minerals and sediments and isotopic geochronometers are additional topics worth discussing.


Pre-Requisite a. Principles of Geology b. Mineralogy c. Petrology d. Chemistry

Co-Requisite

Page 28 of 70





expose students to the various chemical techniques and methods in solving geological problems as well as interpreting geological situations.

L L O P O P P P L P P P O O P L P L O O O O

understand better the importance of thermodynamics and kinetics in geological processes.

L L O P O P P P L P P O O O P P P O P O O O

further understand chemical bonding, solution equilibria, chemical weathering, pH-Eh diagrams and their relevance to base metal deposits.

L P O P O P P P P P P P O O P L P L P L L P

C. Course Outline



1 The earth as a chemical system Discussions

Lectures

Laboratory Exercises

Fieldwork

Recitations

Quizzes

Long Exams

Laboratory Reports

Final Exam

2 Chemical behavior of the elements 3 Acids, Bases and Salts 4 Thermodynamics and Kinetics 5 Oxidation – reduction reaction 6 Radioactive and Stable isotopes 7 Chemical weathering 8 Geothermometry and Geobarometry 9 Global geothemical cycles

Page 29 of 70



Computers

LCD projectors

Internet access

Laboratory equipment (AAS, XRD, XRF)

Exposure trips

Field and sampling equipment

B. References

Anderson GM & Crerar DA. 1993. Thermodynamics in Geochemistry – the Equilibrium Model. Oxford Press. NY.

Aswathnarayana U. 1985. Principles of Nuclear Geology. Oxford Press.

Faul H (Ed.). 1954. Nuclear Geology. Wiley.

Faure G. 1991. Inorganic Geochemistry. Prentice Hall.

Faure G. 1998. Principles and Applications of Geochemistry.

Fletcher P. 1993. Chemical Thermodynamics for Earth Scientists. Longman Scientific and Technical. London.

Glasstone S. 1947. Thermodynamics for Chemists. East-West.

Krauskopt KB. 1979. Introduction to Geochemistry.

Krauskopt KB. 1994. Introduction to Geochemistry. McGraw Hill International Edition.

Mason B. 1982. Principles of Geochemistry. Wiley Eastern.

Nordstorm DK & Munoz JL. 1985. Geochemical Thermodynamics. The Benjamin/ Cummings Publishing Co., Inc.

Wood BJ & Fraser Dg. 1977. Elementary Thermodynamics for Geologists. Oxford.

Page 30 of 70

GEOLOGY OF THE PHILIPPINES AND SOUTHEAST ASIA

A. Course Details

COURSE NAME Geology of the Philippines and Southeast Asia

COURSE DESCRIPTION This course introduces the students to the geology and tectonics of the Philippines and the Southeast Asia. General discussions on the regions‟ stratigraphy, structures and tectonic setting in relation to geodynamics processes are incorporated. Included are presentations of models of the geodynamic evolution of the region and updates on developments from recent research.


Pre-Requisite 4th year standing

Co-Requisite





better understand and appreciate the geology of the Philippines and Southeast Asia with the reconstruction of the geodynamic evolution of the region.

L L L L P O L L L P L L P L L L L L L O L P

Page 31 of 70

C. Course Outline



1 Review of Tectonic principles

Lectures

Discussions

Fieldwork

Recitations

Quizzes

Long Exams

Field Reports

Final Exam

2 Regional geodynamic Setting

3 Geology of the Philippines A. General Geology B. Stratigraphy (per Tectono-

stratigraphy Terrane approach) a. Basement Rocks b. Ophiolites c. Metamorphic Belts d. Igneous Belts e. Volcanic Belts

C. Tectonic Structures a. Trenches b. Faults c. Fold Belts/ Collision Zones

D. Sedimentary Basins 4 Geology of other Southeast Asian

Countries/ Regions A. General Geology B. Tectonic Structures

5 Geodynamic Evolution of Southeast Asia

A. Regional Tectonic History B. Palinspathic Reconstructions

Page 32 of 70



Computers

LCD projectors

Internet access

Structural models

B. References

Aurelio M. Tectonics of the Philippines Revisited. Geol. Soc Phil. Col 55.

Geology & Mineral Resources of the Philippines. Mines and Geosciences Bureau.

Geology of the Philippines. Mines and Geosciences Bureau.

Hutchison C. Geological Evolution of Southeast Asia. Geological Society of Malaysia.

Lectures from several local and international seminars and conferences.

Page 33 of 70

GEOMORPHOLOGY

A. Course Details

COURSE NAME Geomorphology

COURSE DESCRIPTION Geomorphology is the study of landforms and the processes that produce and modify them. It puts emphasis on the dynamics of surface geology specifically on the changes in the landscape. It focuses on the various controls of landform development such as lithology, erosion, deposition and past geological events. The development of landforms takes into consideration interrelationships of earth materials and the natural forces (e.g. gravity, wind, water, etc) applied to them. The study of the different geomorphic systems also looks into the influence of tectonics as well as their influence to the atmosphere, hydrosphere and biosphere which affects humans. Geomorphologic approaches to the environment and natural hazards management will also be studied.


Pre-Requisite a. Principles of Geology b. Mineralogy c. Petrology d. Stratigraphy and Historical Geology e. Structural Geology & Tectonics

Co-Requisite

Page 34 of 70





better understand the basic foundations in how landforms evolve through geological time.

L O O O O P P P P O O O O O O L P P P P O P

use physics, chemistry and calculus in exploring the behavior of the earth‟s surface systems.

O O O O O L L P O O P O O O O O O O O O O O

study the topographic maps, geologic maps, aerial photographs and satellite image where most of the geomorphic features and systems are best presented.

P P L O O P P P P P P O L P P P P L L L L P

C. Course Outline



1 Introduction to the basic concepts of Geomorphology

Lectures

Discussions


Fieldwork

Recitations

Quizzes

Long Exams

Field Reports

Laboratory Reports

Final Exam

2 Physical properties of rock, soil and water

3 Structural landforms and Geomorphic systems

4 Weathering processes and sediment properties

5 Slopes and Mass wasting 6 Fluvial systems (processes and

landforms) 7 Aeolian systems (processes and

landforms) 8 Coastal systems (processes and

landforms)

Page 35 of 70

9 Glacial systems (processes and landforms)



Computers

LCD projectors

Internet access

Topographic Maps

Geological Maps

Aerial Photographs

Satellite Images

Stereoscopes

Exposure trips

Field equipments

B. References

Ahnert F. 1996. Introduction to Geomorphology.

Ritter DF, Kochel RC & Miller JF. 2002. Process Geomorphology.

Summerfield MA. 1991. Global Geomorphology.

Page 36 of 70

GEOLOGY, MINING AND ENVIRONMENTAL LAWS, ENERGY POLICIES AND ETHICS

A. Course Details

COURSE NAME Geology, Mining and Environmental Laws. Energy Policies and Ethics

COURSE DESCRIPTION The student is introduced through this course the legal and ethical issues affecting the conduct of the mineral exploration and mining specifically contracts and obligations. The underlying policies, consequent legal regimes, regulatory practices and current practical issues concerning the practice of the geological profession are studied. Emphasis is given on the discovery, development and utilization of earth resources. Particular attention is given to the implications of contemporary environmental issues, indigenous people‟s right, and social acceptability in natural resources development. The course also introduces the student to various issues pertaining to the use of earth‟s materials and the environment with a focus on pollution and prevention. The legal processes are considered and recognizing in shaping environmental policies. The course also introduces the students to the concepts, principles and constraints relevant to the formulation, implementation, monitoring and evaluation of energy and mineral development policies. The course is designed to make it relevant to those working in the mining, natural resources, energy and international business and financial transaction industries.



Co-Requisite

Page 37 of 70





be aware of the political, economic and social policy considerations that shape legal regimes and regulatory practice in the practice of the geology profession.

L L O P O P P P L P P P O O P L L L P O O O

apply environmental law concepts and principles through a service project.

L L O P O P P P L P P O O O P P L O P O O O

develop analytical skills and a solid doctrinal footing in environmental law.

L P O P O P P P P P P P O O P L L O P O O O

discuss environmental law topics and gain experience in forming legal arguments.

L L O P O P P P L P P P O O P L L L P O O O

examine different statutory models that define environmental standards and examine different strategies to apply environmental standards.

L L O P O P P P L P P O O O P P L O P O O O

be equip with skills, in collaboration with major companies, needed to respond to the pressures affecting the industry sector.

L P O P O P P P P P P P O O P L L O P O O O

develop knowledge of the legal and policy framework of the industry as well upgrading their skills.

L L O P O P P P L P P P O O P L L L O O O O

C. Course Outline



1 The principal topics to be covered under Mining Laws and Ethics

A. Policy consideration – sustainable development in resource extractive

Lectures

Discussions

Mine Visit

Recitations

Quizzes

Long Exams

Page 38 of 70



industries, foreign ownership of natural resources, state ownership of natural resources and indigenous people‟s rights, renewable energy.

B. Discussion of relevant Philippine laws on minerals and petroleum, coal, geothermal energy exploration and development

C. Petroleum service contracts and mining agreements

D. The planning and implementation of environmental systems

E. Financing of energy and mineral projects: nature of project financing: risks allocation and assessment; contractual arrangements

F. Case study on human rights and other social concerns in relation to resource development projects

G. Securities and Exchange Commission and Philippine Stock Exchange reportorial requirements: Role of geologists engaged by publicly listed companies in the disclosure of resources and reserves calculations

H. Discussion of the “Geology Profession Law of the Philippines” and professional ethics of resources-based professionals

Final Exam

Field Report

2 The principal topics to be covered

Page 39 of 70



under Environmental Laws A. Role of Risk Assessment in Federal

Environmental Law B. Common Law C. Administrative Law D. Enforcement Issues E. National Environmental Policy Act F. Constitutional Issues; abstract of

service proposal due G. Water Allocation H. Clean Water Act I. Non-profit Source Water Pollution

Control J. Wetlands Protection K. Local Environmental Control L. Clean Air Act M. Management of Solid and

Hazardous Wastes N. Endangered Species Act O. Habitat Conservation Plans P. The Choice of Regulatory Tools

3 The principal topics to be covered

under energy (and Mineral) Policies: A. Mineral Law and Policy B. Mineral and Petroleum Taxation C. Mineral Resource Policy and

Economics D. Investment Decision Making in the

Energy and Mining Industries

Page 40 of 70


Computers

LCD projectors

Internet access

B. References

Buck S. 1996. Understanding Environmental Administration and Law. Island Press.

Ferry S. 2001. Environmental Law; Examples and Explanations. 2nd ed. Aspen Law and Business.

Hartwick JM & Olewiler ND. 1986. The Economics of Natural Resource Use. Chapter 8 Nonrenewable Resources Use: The Theory of Depletion. Harper and Row. New York.

Moya OL & Fono AL. 2011. Federal Environmental Law: The Users Guide. 2nd ed. West Group.

Percival RV, Miller AS. Schroeder CH & Leape JP. 2000. Environmental Regulation: Law, Science and Policy. Aspen Law and Business.

Plater, Abrams, Goldfarb & Graham. 1998. Environmental Law and Policy: Nature, Law and Society. West Group.

Revesz RL. 1997. Foundations of Environmental Law and Policy. Oxford University Press.

Page 41 of 70

GEOPHYSICS

A. Course Details

COURSE NAME Geophysics

COURSE DESCRIPTION As an introductory course, the subject covers two aspects: a. Description of the physical attributes of the Planet Earth – provides an

overview of the Earth‟s crustal and internal structure, shape and rotation, its elastics, magnetic, gravitational, thermal, and electrical properties, and

b. Application of physics to geology – discusses theories and applications of physics on the study of the Earth and rocks, including seismology, potential fields (gravity, magnetic and electrical properties), and heat flow.


Pre-Requisite a. Principles of Geology b. Mineralogy c. Petrology d. Physics e. Math f. Stratigraphy and Historical Geology g. Structural Geology & Tectonics h. Geomorphology

Co-Requisite





understand the physical properties of the Planet Earth and its materials and to the quantitative methods of observation and inference on the physical properties of the Planet earth and its

L O O O O P P P L P P P O O P L P L O O O O

Page 42 of 70




materials. develop better understanding and assessment of certain problems and determine the appropriate quantitative geophysical method to be applied to solve the problem.

L O O O O P P P L P P O O O P P P P O O O O

understand the basic principles of geophysics, geophysical methods, instrumentation and field procedures.

L P O O O P P P P P P P O O P L P L P L L P

C. Course Outline



1 Introduction to geophysics Lectures

Discussions


Fieldwork

Recitations

Quizzes

Long Exams

Fieldwork Report (oral and written)

Final Exam

2 The Earth as a planet 3 The Earth and its internal structure 4 Elastic theory: Stress and Strain 5 Seismic waves and wave

propagation 6 Earthquake seismology 7 Exploration seismology 8 Earth‟s rotation, size and shape 9 Gravitational attraction and Earth‟s

gravity field 10 Gravity measurements and gravity

anomalies 11 Interpretation of gravity anomalies 12 Magnetic field theory and Earth‟s

magnetism 13 Rock magnetism and

paleomagnetism

Page 43 of 70



14 Magnetic surveying 15 Interpretation of magnetic anomalies 16 Thermal structure of the Earth and

heat flow 17 Earth‟s electrical features and

electrical surveys 18 Contributions of geophysics to the

plate tectonics theory



Computers

LCD projectors

Internet access

Calculators

Drawing instruments

Protractor

Stereo set

Maps

Globe with latitude and longitude markings

Computers with data analysis and geophysical data interpretation programs

Table-mounted magnetic coils (varied lengths/ diameters) and magnetic measurement wand

Field Magnetometer

Field Gravity meter

Seismographs for earthquake observation

Reflection/ refraction seismic survey instrument

Field Resistivity meter

Exposure trips

B. References

Page 44 of 70

Fujita & Sleep. Principles of Geophysics. Blackwell Science.

Tucker. Global Geophysics. Elsevier.

Sharma. Geophysical Methods Geology. Elsevier.

Fowler. The Solid Earth. Cambridge. UP

Garland. Introduction to Geophysics. Saunders.

Telford. Applied Geophysics. Cambridge. UP

Parasnis. Principles of Applied Geophysics. Chap-Hall.

Keary. Introduction to Geophysical Exploration. Blackwell.

MINERALOGY

A. Course Details

COURSE NAME Mineralogy

COURSE DESCRIPTION The course introduces a systematic approach in identifying and understanding the different rock and ore forming silicates as well as non-silicate minerals. It is also as introduction to mineral crystallography (symmetry, face indices, zones, forms, irregularities), to the physical and chemical properties, occurrences and uses of minerals. Emphasis is given to the study of the crystal structures, chemistry and diagnostic properties of the different minerals for megascopic identification and description. An introduction to X-ray crystallography is provided. Also introduced in the course are studies on the optical properties of minerals. This is one of the systematic approaches in the identification and understanding of minerals (silicates) that make up different rocks, ores and non-silicates. The skills developed in the use of the microscope would be essential. Studies on light properties, polarization, pleochroism, and extinction angles among others are included in the course.


Pre-Requisite Principles of Geology

Page 45 of 70





understand what minerals are and the information they have to offer.

L P P O P P P P L P P P O O P L P P O O O O

use various resources to obtain information on minerals as well as experiences and skills in gathering and interpreting the information.

L P P O P P P P L P P O O O P P L P O O O O

identify common minerals, understand the relationships between crystals structures and determine the chemical composition and physical properties of minerals.

L P P O P P P P P P P P O O P L P L O O O O

appreciate the role of minerals and their socio-economic values.

L P P O P P P P L P P P O O P L O O O O O O

familiarize to the various equipment and techniques used in the identification of minerals.


utilize basic tools in the study (identification & analysis) of minerals which is the petrographic microscope.

L P P O P P P P P P P P O O P L O L O O O O

familiarize with the various skills and techniques in the use of the microscope and in the identification of minerals.

L P P O P P P P P P P P O O P L O L O O O O

C. Course Outline



1 Crystallography / crystal symmetry

Lectures


Recitations

Quizzes

Laboratory Reports

Long Exams

2 Physical properties of minerals

3 Mineral composition / crystal

Page 46 of 70



chemistry Final Exam 4 Mineral identification and

classification 5 Phase equilibrium 6 Environment of formation and

association 7 Mineral growth and stability 8 Economic of minerals 9 Optical properties of minerals 10 Basic light behavior 11 Optical principles behind the use of

the microscope 12 The petrographic microscope



Computers

LCD projectors

Internet access

Crystal models

Mineral specimen

Sample preparation laboratory

Grain mounts and mineral thin sections

Petrographic microscope

Chemical analysis

X-ray

B. References

Buerger. Elementary Crystallography.

Page 47 of 70

Deer, Howie & Zussman. An Introduction to the Rock-forming Minerals.

Evans. Crystal Chemistry.

Hurlbut and Klein. Dana‟s Manual Mineralogy.

The Mineral Gallery: http://mineral.galleries.com:/scripts/search.exe

Philips. Crystallography.

Bloss. An Introduction to the Methods of Optical Crystallography.

Craig and Vaughan. Ore microscopy and Ore petrography.

Kerr. Optical Mineralogy.

PALEONTOLOGY

A. Course Details

COURSE NAME Paleontology

COURSE DESCRIPTION The course deals with the major groups of fossil-forming animals and plants, their classification, nomenclature, morphology, ecology and stratigraphic distribution. It also introduces the mechanism of organic evolution and extinction and how fossils are used to recreate past environments and to determine the history of life on earth. The lecture is supplemented with field and laboratory exercises. In the laboratory, emphasis is given on invertebrate groups with an extensive fossil record. The course also looks into further detail the structural variations and diversity in fossils, the evolution of life, principles of taxonomic nomenclature and classification, species, concepts, biometrics, biostratigraphic principles, paleoenviromental reconstruction, paleobiography, and isotopic paleontology. Brief discussions will be on functional morphology and evolution of major invertebrate groups. Included would be the classification and environmental significance of trace fossils. The collection and preparation techniques of microfossils, morphology and classification of foraminifera and some common benthic and planktonic foraminifera will be included in the course. Preparation techniques and analysis would include the use of the scanning electron microscope for some microfossils.


http://mineral.galleries.com/scripts/search.exe

Page 48 of 70

Pre-Requisite a. Principles of Geology b. Mineralogy c. Petrology d. Stratigraphy and Historical Geology e. Structural Geology and Tectonics f. Geomorphology

Co-Requisite





know the characteristics of the major groups of fossil organisms.

L P L O O P P P O O O P P O P P P P O O O O

understand the evolutionary & ecological principles that shaped ancient life.

L P P O O P P P O O O P P O P P P P O O O O

better understand the geological significance of fossils.

L P L O O P P P O O O P P O P P P P O O O O

know the Index Fossils of the Philippine Rocks. L P L O O P L L L L L P L L O P P L O O O O

identify any well preserved invertebrate fossil to class level without references.

L P P O O P P P O O O P P O P P P P O O O O

C. Course Outline



1 Fossils: their preservation, uses and significance

Lectures


Fieldtrip

Recitations

Quizzes

Laboratory Reports

Long Exams

Final Exam

2 Taxonomy: classification and nomenclatures

Page 49 of 70



A. Ichnology B. Theory of Evolution C. Paleobiology D. Protista / Monera E. Invertebrates

d. Porifera and allies e. Coelenterata /Cnidaria f. Bryozoa g. Brachiopoda h. Mollusca i. Echinodermata j. Anthropoda k. Graptolites and Conodants

F. Vertebrates a. Fishes b. Amphibians c. Reptiles d. Birds e. Mammals f. Man

G. Paleobotany H. Plants

a. Non-vascular b. Vascular

I. Index fossils of Philippine Rocks

Page 50 of 70



Computers

LCD projectors

Internet access

Stereozoom microscopes with accessories (e.g. camera)

Fossil specimen models

B. References

Beerbower JR. Search for the Past: An Introduction to Paleontology. Prentice-Hall, Inc. New Jersey.

Black RM. The Elementary of Paleontology. Cambridge University Press. Cambridge.

Clarkson ENK. Invertebrate Paleontology and Evolution.

Haynes JR. 1981. Foraminifera. John Wiley.

Kinney FK. Exercises in Invertebrate Paleontology. Blackwell Scientific Publication, Inc. Boston.

Mintz LW. Historical Geology: The Science of a Dynamic Earth. Charles E. Merrill Publishing Company. Ohio.

Moore RC. Treatise on Invertebrate Paleontology. The Geological Society of America and the University of Kansas Press. 30 vols.

Moore RC, Lalicker, CG & Fisher, AG. Invertebrate Fossils. McGraw-Hill Book Co. Inc. New York.

Murray JW. 1985. Atlas of Invertebrate Macrofossils. Longman.

Prothero DR. Bringing Fossils of Life. McGraw-Hill.

Rays DM and Stanley SM. Principles of Paleontology. WH Freeman and Co. New York.

Shrock RR and Twenhofel WH. Principles of Invertebrate Paleontology. McGraw-Hill Book Company, Inc.

Stanley SM. Earth and Life Through Time. WH Freeman and Co. New York.

Woods H. 1966. Paleontology Invertebrate. International Book Bureau.

Page 51 of 70

PETROLOGY

A. Course Details

COURSE NAME Petrology

COURSE DESCRIPTION The course looks in the distribution, minerals association, and chemical composition of the rocks that composer the crust and upper mantle and relating them to various tectonic environments. The course also looks into the genesis, classification, textures of constituent minerals, structure and modes of occurrence of igneous, sedimentary and metamorphic rocks. The concepts of chemical equilibrium and reactions, the Phase Rule, binary and tertiary systems will be the foundation of the course. Suggested additional topics would included the dynamics of crustal and mantle melting as preserved in the chemical composition of minerals of igneous rocks, the long-term record of global climate change as preserved in the minerals of sedimentary rocks, and the time-temperature-depth record preserved in minerals of metamorphosed crustal rocks. The course also introduces the student in the study of igneous, sedimentary and metamorphic rocks with the use of then petrographic microscope. The appreciation of the student to the basic microscopic methodologies in the analysis of rocks will be one of the expected outputs of the course. Petrogenesis of the different rocks would be well understood in the study and analysis of rocks both in hand specimens and in thin sections.


Pre-Requisite a. Mineralogy b. Principles of Geology

Co-Requisite

Page 52 of 70





interpret the physical and chemical properties of minerals would be align to studies of petrogenic or rock forming processes.

L P P O P P P P L P P P O O P L L P O O O O

familiarize with the use of phase diagrams in explaining how equilibrium or stable mineral assemblages change under different conditions.


relate their interpretations generated from petrogenesis to plate tectonics and to present geological setup of the area.

L P P O P P P P P P P P O O P L L P P O O O

identify rocks not only from hand specimen but also from thin sections under the microscope.

L P P O P P P P L P P P O O P L P L P O O O

C. Course Outline



1 Igneous petrology A. Magmatic processes, tectonic

environments and igneous rocks

Lectures


Recitations

Quizzes

Laboratory Reports

Long Exams

Final Exam

2 Metamorphic petrology A. Metamorphism and metamorphic

rocks 3 Sedimentary petrology

A. Sedimentation (textures and structures) and sedimentary rocks

4 Phase diagrams and the Phase Rule

Page 53 of 70


Computers

LCD projectors

Internet access

Rock (and mineral) specimen

Rocks (and minerals) in Thin Sections

X-ray

Chemical analysis


B. References

Blatt. Sedimentary Petrology.

Folk. Petrology of Sedimentary Rocks.

Huang. Petrology.

Pettijohn. Sedimentary Rocks.

Spry. Metamorphic Textures.

Schimincke. Pyroclastic Rocks.

Tucker. Sedimentary Petrology.

Tucker Igneous and Metamorphic Petrology.

Leeder. 2003. Sedimentology and sedimentary basins: From turbulence to tectonic.

Boggs. 1995. Sedimentology and Stratigraphy.

Ehlers. 1972. The Interpretation of Geological Phase Diagrams.

Winter. 2001. An Introduction to Igneous and Metamorphic Petrology.

Williams, Turner and Gilbert. Petrology: An Introduction to the Study of Rocks in thin Section.

Page 54 of 70

PRINCIPLES OF GEOLOGY

A. Course Details

COURSE NAME Principles of Geology

COURSE DESCRIPTION The course introduces the students to earth phenomena and processes. This would include crustal processes and evolution in terms of global plate tectonics, internal structure and composition of the earth, igneous, sedimentary and metamorphic processes, rock formation processes, structures, seismology and earthquakes, geologic time, landscape evolution, and the formation of natural resources.


Pre-Requisite

Co-Requisite





describe & discuss how certain important geologic processes work and the features left by these processes.

L L L O O L L L L L L L L L O L L L L O O O

apply his or her knowledge of these features and processes to solve & analyze certain practical problems.

L P L O O L L L L L L L L L O L L L L O O O

discuss contemporary theories on the evolution of the earth‟s features such as continents or ocean basins.

L P L O O L L L L L L L L L O L L L L O O O

develop skills in understanding how rocks & minerals form and what they tell about processes and geological environments.

L P L O O L L L L L L L L L O L L L L O O

Page 55 of 70

C. Course Outline



1 The Planet Earth

Lectures

Discussions


Fieldtrip

Recitations

Quizzes

Long Exams

Laboratory Reports

Final Exam

2 Plate Tectonics

3 Minerals

4 Igneous Rocks

5 Volcanism

6 Sedimentary Rocks

7 Sedimentary Environments

8 Historical Geology

9 Metamorphic Rocks

10 Rock Deformation

11 Earthquakes

12 Mass Wasting

13 Mineral resources

14 Groundwater

Page 56 of 70



Computers

LCD projectors

Internet access

Geological maps

Satellite images

Rock and Mineral specimens

Geological models

Field equipments

Field trips

B. References

Chernicoff and Fox. 2003. Essentials of Geology 3rd ed.

Craig, Vaughn and Skinner. 2001. Resources of the Earth: Origin, Use and Environmental Impact. 3rd ed.

Gilluly J, Waters A and Woodford A. 1975. Principles of Geology.

RESOURCE GEOLOGY

A. Course Details

COURSE NAME Resource Geology

COURSE DESCRIPTION The course introduces the students to the nature and uses of numerous resources of the world. This course covers such topics as formation, distribution, extraction and use of minerals, fossil fuels, nuclear and other energy resources, soil, water and industrial resources. The course studies in detail the various mineral and energy resources, incorporating (and to understand better) the political and social-economic consequences of resources discovery, resource depletion and the environmental

Page 57 of 70

impact of extraction processes. Most historic periods began with major discoveries and led to various technological advances. Several ended rather abruptly because of resource depletion and/or insufficient technological capabilities and have caused economic disruptions and war.


Pre-Requisite a. 4th year standing b. Principles of Geology c. Mineralogy d. Petrology e. Stratigraphy and History Geology f. Geomorphology g. Structural Geology and Tectonics h. Geology of the Philippines and Southeast Asia i. Geology, Mining and Environmental Laws, Energy Policies and Ethics

Co-Requisite





identify the earth resources that are the bases of present and future human survival.

L P P O P P P P L P P P O O P P O P O O O O

understand how these resources formed in geologic terms, which is the basis for the discovery of new resource deposits, the estimation to reserves and the planning of resources use, and

L P P O P P P P L P P O O O P P O P O O O O

understand the environmental consequences of the extraction, utilization and disposal of resources.

L P P O P P P P P P P P O O P L P P O O O O

Page 58 of 70

develop skills in formation assimilation and interpretation, graphic presentation of information (e.g posters) and professional work suck as core logging.

L P P O P P P P L P P P O O P L P O O O O O

C. Course Outline



1 Introduction to the Earth

Lectures

Discussions


Fieldwork/trip

Recitations

Quizzes

Long Exams

Laboratory Reports

Final Exams

2 Rocks and minerals

3 Plate tectonics

4 Types of ore minerals A. Magmatic, hydrothermal and

epithermal ore deposits B. Nature and morphology of ore

deposits, classification of ore paragenesis, zoning and dating of ore deposits

5 Mining methods and surface consequences

6 Energy resources

7 Fossil fuels A. Petroleum source rock deposition,

maturation and migration B. Characteristics of petroleum

reservoirs C. Economic deposits developed in

Page 59 of 70

sedimentary rocks, including coal

8 Consequences of fossil fuel use: acid rain, global warming

9 Energy alternatives: solar, hydropower, geothermal

10 Nuclear power

11 Water resources

12 Soil resources

13 Resources development and international trade



Computers

LCD projectors

Internet access

Ore specimens


Analytical laboratories (AAS, XRD)

Exposure trips

Field equipments

B. References

Bates and Jackson. Our Modern Stone Age.

Page 60 of 70

Coal Association of Canada. 1990. Goal Information Package.

Craig JR, Vaughn DJ & Skinner BJ. 1988. Resources of the Earth. Englewood Cliffs. NJ Prentice Hall.

Energy, Mines and resources, Canada. 1987. The minerals and metals policy of the Government of Canada.

Evans AM. 1993. Ore Geology and Industrial Minerals. Blackwell.

Freese B. Coal: A human history.

Glennie K. (ed). 1998. Petroleum Geology of the North Sea. 4th ed. Blackwell.

Petroleum resources Foundation. 1985. Our Petroleum Challenge: The New Era. 3rd ed.

SEMINAR IN GEOLOGY

A. Course Details

COURSE NAME Seminar in Geology

COURSE DESCRIPTION The course puts emphasis on readings and discussions of current researches on selected geologic topics of interest. The topics could be from current local and international literatures. Emphasis is on deepening student‟s knowledge of selected subjects and improving oral presentation and argumentation skills.



Co-Requisite





understand, along with the instructor, the current state of knowledge in Geology, the existing problems/ controversies, and the possible future research directions.

L L L L L P P P P P P P P P P P P P P P L L

Page 61 of 70




lead presentation, discussion and debate, using power point, which involves guest lectures and occasional instructor lectures.

L O L P L P L L L L L L L L L P P P O O L P

research trends in one specific geological subject. P L P P P P P P L L L L L L L P P P O O L P

C. Course Outline



1 Depending on the instructor‟s / students preferred topics

Lectures

Presentations by Students

Reporting

Long Quizzes



Computers

LCD projectors

Internet access

B. References

To be arranged depending on selected topics.

Journal articles

Page 62 of 70

STRATIGRAPHY AND HISTORICAL GEOLOGY

A. Course Details

COURSE NAME Stratigraphy and Historical Geology

COURSE DESCRIPTION The course focuses on the dynamics of sedimentation processes in the classification, organization and correlation of stratified rocks in the Earth‟s crust. The analyses of geological processes operating in the different sedimentary basins of different plate tectonic setting are included. The analyses of stratified rocks would provide better understanding of their original sedimentary origin and their sequence of emplacement in local and regional rock records. The source also covers historical events and geological processes that shaped the earth for the past 5 billion years. The interactions between the lithosphere and the biosphere provide records of the past changes in life which more likely would shape the future. The development of life has had a major effect on the surface of the Earth as well as on the composition of the atmosphere and the oceans. Historical geology is also the basis of most mineral exploration projects and geologic hazard assessments.


Pre-Requisite a. Principles of Geology b. Mineralogy c. Petrology d. Structural Geology and Tectonics e. Geomorphology f. Paleontology

Co-Requisite

Page 63 of 70




a b c d e f g h i J k l m n o p q r s t u v

develop the competence of recognizing the lithology of different stratified rocks.

P L L L P P P P P L L P L L L P P P P L L

analyze the impact of sedimentary and tectonic environments in producing their unique and diagnostic features.

L L L L P P P P P L L P L L L P O O O O L L

evaluate overall stratigraphic classification. L L L L P P P P P L L P L L L O O O O O L L

appreciate the international stratigraphic code which governs the rules in the classification of stratigraphic units.

L L L L P P P P P L L P L L L O O O O O L L

understand the local, regional and global evolution of the earth through the recognizable span of geologic time.


appreciate the significance and importance of stratigraphy in the exploration of the earth‟s resources associated with stratified rocks (e.g. oil, gas, coal, nuclear fuel, non-metallic minerals, ground water, etc).


use the different methods of geological investigation in understanding in historical events and processes through geological time.

P L L L P P P P P L L P L L L O O O O O L L

trace the history of earth‟s life, atmosphere, continents, and ocean basins.

L L L P P P P P P L L P L L L O O O O O L L

Page 64 of 70

C. Course Outline



1 Introduction to Stratigraphy and Historical Geology

Lectures

Discussions


Fieldwork

Recitations

Quizzes

Long Exams

Field Report

Final Exam

2 Principles of Stratigraphy 3 Stratigraphic data

A. Data Base (Sources of Stratigraphic Data)

B. Sedimentary Rock Description C. Sedimentary Structures

4 Environments of Deposition A. Recognition of deposition of

environments in terms of lithology, primary and secondary structures, sequence, paleontological components of the rock (Concepts of Facies – Lithofacies and biofacies, geographic distribution, etc.) tectonic domains

B. Ancient vs. Recent sedimentary environments

5 Startigraphic Sequence (Classification)

A. Local section B. Breaks in Rock Record (different

types of unconformities) C. Correlation of Lithologic units

(Methods / Techniques) D. Synchronization of Stratigraphic

units (Methods/ Techniques) in intrabasin, interbasin and regional

Page 65 of 70



setting. E. Sequence Stratigraphy (Methods/

Techniques) a. E-logs b. Seismic Stratigraphy c. Magneto Stratigraphy d. Stable-Isotope Stratigraphy

6 Principles of Historical Geology A. Early history of Earth B. Precambrian history of Earth C. Early life D. Radiation & mass extinction E. Invasion of the land: land plants &

vertebrates F. Supercontinents and their

fragmentation G. Pangaean paleoclimates H. Dinosaurs and reptiles I. Mammals and hominids J. Cenozoic climates K. The Ice Age

7 Geochronology (Geologic Time) D. Relative E. Absolute

8 Chrono-Stratigraphy A. Integrated Correlation

a. Local Scale b. Regional Scale c. Global Scale

B. Standard Geologic Column C. Local and International Stratigraphy

Page 66 of 70



Code Application

9 Sedimentary – Tectonic Evolution A. Philippine Archipelago B. SEA Asia C. The Earth in a Global Plate Tectonic

Setting

10 Importance of Stratigraphy in the Exploration of the Earth‟s resources associated with stratified Rocks

A. Energy Resources (oil, gas, coal, nuclear)

B. Non – Metallic Minerals C. Water Resources



Computers

LCD projectors

Internet access

Stereozoom microscopes with accessories (e.g. camera)

Fossil specimen models

Exposure trips

Field equipments (Sample pick, Brunton compass, altimeter, measuring tape)

Hand lens / binocular microscope for examining samples

Topographic and geologic maps

Page 67 of 70

B. References

Dunbar Co & Rodgers J. Principles of Stratigraphy. John Wiley & Sons.

Geology and Mineral Resources of the Philippines. Bureau of Mines and Geosciences.

Grandstein FM, Ogg JG & Smith AG. A Geologic Time Scale. Cambridge University Press. UK.

Mintz LW. Historical Geology: The Science of A Dynamic Earth. Columbus, Ohio. Charles E. Merrill Publishing Co.

North American Commission on Stratigraphic Nomenclature (NACSN). North American Stratigraphic Code. AAPG. Bulletin. Vol 67.

Prothero Dr. 1990. The Rock Record. Wilt. Freeman Series in the Geological Sciences. Ray Siever edition.

Pena C, etr al. Philippine Stratigraphic Guide. Journal Geological Society of the Philippines, vol. 56.

Salvador A. International Stratigraphic Guide: A Guide to Startigraphic Classification of IUGS International Subcommission of Stratigraphy, Co-published by IUGS and GSA, Inc.

Schenck NG & Muller SW. Stratigraphic Terminology. Geological Society America Bulletin. Vol. 52.

Schoch RM. Stratigraphy: Principles and Methods. VanNostrand Reinhold. New York.

Levin HL. 2006. The Earth Through Time. 8th edition.

Port JM & Carlson RJ. Historical Geology: Interpretations and Applications. 6th edition.

Stanley SA. 2005. Earth System History. 2nd edition. WH Freeman and Company. New York.

Selley RC. Ancient Sedimentary Environments: And Their Sub-Surface Diagnosis. Nelson Thornes (Publishes) Ltd.

Page 68 of 70

STRUCTURAL GEOLOGY AND TECTONICS

A. Course Details

COURSE NAME Structural Geology and Tectonics

COURSE DESCRIPTION This is a lecture-laboratory course to introduce the student to the concepts necessary in the understanding of structural geological deformation (tectonics, stress, strain) and the characterization of geological field structures (e.g. bedding, folds, joints, faults) observed to affect the different types of rocks. These concepts are used in understanding the tectonic character and history of a given region (particular attention to the Philippines).


Pre-Requisite a. Principles of Geology b. Mineralogy c. Petrology d. Physics e. Engineering Drawing f. Elementary Surveying

Co-Requisite





define and characterize the internal structure of the Earth and understand the processes controlling its evolution.

L L L L L P O O O P P L L L P O O O O O P L

explain the basic concepts of the Theory of Plate Tectonics.

L L L L L P O O O P P L L L O O O O O O P L

understand the concepts of stress, strain and their effects, manifestations and consequences


Page 69 of 70




define and characterize primary geologic structures and explain the processes by which they form.


define and characterize secondary geologic structures and explain the processes by which they form.


identify and characterize regions in terms of their tectonic regimes, namely: convergent, divergent, transpressional and transtensional.


understand the active tectonic features of the Philippines, including subduction zones, collision zones, transpressional zones and transtensional zones.


understand the inactive tectonic features of the Philippines and the tectonic history of the archipelago and its neighboring areas.

L L P L P P O O O P P L L L O O O O O O P L

C. Course Outline



1 The Dynamic Earth: A Review of the Earth‟s Internal Structure and Plate Tectonics

Lectures

Discussions


Fieldwork

Recitation

Quizzes

Long Exams

Fieldwork Report (Oral)

Fieldwork Report (Written)

Final Exam

2 Mechanics of Deformation

3 Primary Structures

4 Secondary Structures

5 Tectonic Regimes

6 Philippine Active Tectonics

7 Philippine Inactive Tectonics and Tectonic History

8 Synthesis

Page 70 of 70


D.1. Equipment and Facilities

Computers

LCD projectors

Internet access

Topographic Maps

Geological Maps

Aerial Photographs

Satellite Images

Stereoscopes

Field Geological Equipment o Geological Compass o Hand Lens o Geological Hammer

D.2. References

Hobbs, Pearce and Williams, Introduction to Structural Geology, 1986

Davis and Reynolds, Structural Geology of Rocks and Regions, Wiley, 1996

Ramsay and Huber, Techniques of Modern Structural Geology, Academic Press, 1987

Hatcher and Hopper, Laboratory Manual for Structural Geology, 1995

Other authors: o Allmendinger, Richard - Cornell University, USA o Arrowsmith, Ramon – Arizona State University, USA o Dutch, Steven – University of Wisconsin, USA

Others materials: recent articles, conference proceedings, etc.

Documents

CHED MEMORANDUM ORDER (CMO)ched.gov.ph/wp-content/uploads/2017/10/National-Public-Hearing... · quality assurance system as advocated under CMO No. 46, series of 2012, ... Page 2