Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Main Campus
Sumacab, Cabanatuan City

COLLEGE OF EDUCATION

Syllabus of Instruction in SEGS 8

1st Semester, Academic Year 2019-2020

NEUST VISION
NEUST is a locally responsive and internationally relevant and recognized University of Science and Technology.

PANANAW
Ang NEUST ay Pamantasan ng Agham at Teknolohiyang matugunin sa pambansang pangangailangan, napapanahon, at kinikilala sa daigdig.

NEUST MISSION
To develop new knowledge and technologies and transform human resources into productive citizenry to bring about development impact to local and international
communities.

LAYON
Makalinang ng mga bagong kaalaman at teknolohiya, at baguhing-anyo ang yamang katauhan upang maging mabungang mamamayan na magdadala ng kaunlaran
at pagbabago sa pambansa at pandaigdigang pamayanan.

COLLEGE GOALS

1. Articulate the relationship of education to larger historical, social, cultural, and political processes.
2. Facilitate learning using a wide range of teaching methodologies in various types of environment.
3. Develop alternative teaching approaches for diverse learners.
4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery, and educational assessment.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing, and reporting.
6. Practice professional and ethical teaching standards to respond to the demands of the local and international communities.

Prepared by: Noted: Approved:

JOMAR M. URBANO JO NEIL T. PERIA, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, Bachelor of Secondary Education Program Dean, College of Education
 7. Pursue lifelong learning for personal and professional growth.
PROGRAM GOALS
The BSEd degree program aims to develop highly motivated and competent teachers specializing in the content and pedagogy for secondary education.

PROGRAM OUTCOMES SPECIFIC TO BSED (PO)

1. Exhibit competence in literature and linguistics, social studies, scientific and technological and mathematical concepts and procedures.
2. Manifest meaningful and comprehensive pedagogical content knowledge of mathematics, science, language, literatures and social studies.
3. Use technology as well as appropriate approaches, method and teaching techniques in facilitating learning and teaching.
4. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literatures, social studies, science and mathematics.
5. Display skills and abilities to be a reflective and research-oriented language and literature, social studies, sciences and mathematics teacher.

I. PRELIMINARIES
A. Curriculum Program : Bachelor of Secondary Education
B. Course Code : SEGS 8
C. Course Title : Cell Biology
D. Credit Unit : 3 units
E. Time Duration : 54 hours
F. Pre-requisite : SEGS 2

II. COURSE DESCRIPTION

This course deals with the study of the cell as the fundamental structural and functional unit of living organisms. Course emphasis is placed on cellular structures and
functions as well as the mechanisms of cell metabolism, growth, division, and communication.

III. COURSE OUTCOME

CO 1 Compare and contrast the different theories on the origin and evolution of cells;
CO 2 Create an accurate three-dimensional model of the cell;
CO 3 Apply knowledge on the principles of membrane material exchange to everyday tasks;
CO 4 Demonstrate knowledge on how cells obtain energy for cellular processes;
CO 5 Show how cells use light to create food;
CO 6 Discuss how cells communicate with each other, and
CO 7 Illustrate how cells divide and reproduce.

Prepared by: Noted: Approved:

JOMAR M. URBANO JO NEIL T. PERIA, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, Bachelor of Secondary Education Program Dean, College of Education
 IV. STUDENT OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES (POs)

STUDENT OUTCOMES PROGRAM OUTCOMES

After graduation, the students should have PO1 PO2 PO3 PO4 PO5
1. Recognized the early and current thoughts about the origin and evolution of life; √ √ √ √ √
2. Identified the different cellular structures and provide their functions; √ √ √ √ √
3. Acquired knowledge on the cellular processes; √ √ √ √ √
4. Demonstrated knowledge on the cell division and cellular organization of the genetic material. √ √ √ √ √

V. COURSE OUTCOMES AND RELATIONSHIP TO STUDENT OUTCOMES (SOs)

COURSE OUTCOMES STUDENT OUTCOMES

SO1 SO2 SO3 SO4
1. compare and contrast the different theories on the origin and evolution of cells; √ √
2. create an accurate three-dimensional model of the cell; √ √ √
3. apply knowledge on the principles of membrane material exchange to everyday tasks; √ √
4. demonstrate knowledge on how cells obtain energy for cellular processes; √ √
5. show how cells use light to create food; √ √
6. discuss how cells communicate with each other, and √ √
7. illustrate how cells divide and reproduce. √ √ √

VI. COURSE CONTENT

Course Orientation – University’s Vision and Mission, Institutional Graduate Attributes (IGA), College Goals, Program Outcomes, Course and
Student Outcomes, Course requirements and Evaluation Criteria (3 hours)
Assessment Tools
Time Intended Learning Outcomes Teaching Learning
Course Learning Unit/Topic (AT PPST Domain
Allotment (ILO PPST Domain Complied) Activities/Strategies
Outcome Complied)
CO 1 I. THE ORIGIN OF LIFE AND THE 2 hrs At the end of the lesson, the student must be able to: Discussion Recitation
EVOLUTION OF CELLS (1.1.1)
A. Early Thoughts and Current Thinking 1. Describe the early and current thoughts about the
Paired Presentation
origin of life; (1.1.1)
about the Origin of Life with Rubrics
2. Explain how the earth was formed and how life was Problem-based
Prepared by: Noted: Approved:

JOMAR M. URBANO JO NEIL T. PERIA, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, Bachelor of Secondary Education Program Dean, College of Education
 B. The “Big Bang” and the Origin of the formed in our planet; and Discuss the evolution of Learning (1.1.1)
Earth the cell. (1.1.1)
C. The Chemical Evolution of Life on
30 points Objective
Earth and Major Evolutionary Learning Activity
and Essay
Changes in Early Cellular Life Examination
-What if
(1.1.1)

CO2; II. A TOUR OF THE CELL 12 hrs 1. Describe the different cellular structures and Concept Review Recitation
CO3; provide the function of each; (1.1.1) (1.1.1)
CO4; and A. Introduction to the Cell 2. Recognize how a cell’s genetic instructions are
CO5. B. The Nucleus and the Ribosome housed in the nucleus and carried out by ribosomes; Discussion Accomplished
C. The Endomembrane System (1.1.1) Individual Activity
D. Energy-Converting Organelles 3. Outline how the endomembrane system participates Sheets (1.1.1)
E. The Cytoskeleton and Cell Surfaces in the manufacture, distribution, and breakdown of
materials; (1.1.1) 30 points pre-
4. Summarize how the mitochondria in all cells and discussion Multiple
Learning Activity Choice Quiz (1.1.1)
chloroplasts in plant cells function in energy
processing; (1.1.1) -Forced Analogy Three 30 points
5. Show how the cytoskeleton and extracellular
Objective and Essay
components provide support, motility, and
Examinations (IIA-
functional connections. (1.1.1)
IIB, IIC, IID-IIE)
(1.1.1)

Prepared by: Noted: Approved:

JOMAR M. URBANO JO NEIL T. PERIA, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, Bachelor of Secondary Education Program Dean, College of Education
CO2; III. THE WORKING CELL 1. Demonstrate how the fluid-mosaic model of the cell Concept Review Recitation
CO3; membrane is related to its function; (1.1.1) (1.1.1)
CO4; and A. Membrane Structure and Function 4 hrs 2. Discuss how energy in the form of ATP is utilized Discussion
Accomplished
CO5. B. Energy and the Cell by the cell for its processes; (1.1.1) Individual Activity
Learning Activity
C. How Enzymes Function 3. Describe how enzymes speed up the cell’s chemical Sheets (1.1.1)
reactions by lowering energy barriers. (1.1.1) - Investigative
Questioning (In-Quest) Two 30 points
Objective and Essay
Examination (IIIA,
IIIB-IIIC) (1.1.1)
CO2; IV. HOW CELLS HARVEST CHEMICAL 1. Realize the importance of cellular respiration in our Assigned Reading Recitation
CO4; ENERGY life; (1.1.1)
CO5; and 9 hrs 2. Formulate a flowchart showing the different stages (1.1.1)
CO6. A. Cellular Respiration of cellular respiration; (1.1.1) Discussion Accomplished
B. Stages of Cellular Respiration 3. Create a diagram of how fermentation works;
Individual Activity
C. Fermentation (1.1.1)
4. Recognize the relationship between the different Sheets (1.1.1)
D. Connections between Metabolic
metabolic pathways. (1.1.1) Learning Activity
Pathways 40 points Objective
-Mind/concept and Essay
Mapping Examination (IVA-
IVB) (1.1.1)
40 points Objective
and Essay
Examination (IVC-
IVD) (1.1.1)
CO2; V. HOW CELLS USE LIGHT TO 1. Comprehend the importance of photosynthesis in Assigned Reading Recitation
CO4; and CREATE FOOD our life; (1.1.1) (1.1.1)
CO5 2. Summarize the different stages of photosynthesis; Accomplished
A. An Overview of Photosynthesis (1.1.1)
9 hrs Discussion Individual Activity
B. The Light Reactions: Converting Solar 3. Explain the processes that occur in photosynthesis; Sheets (1.1.1)
Energy to Chemical Energy (1.1.1) 50 points Objective
C. The Calvin Cycle: Reducing CO2 to 4. Understand how photosynthesis affects all
and Essay
Prepared by: Noted: Approved:

JOMAR M. URBANO JO NEIL T. PERIA, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, Bachelor of Secondary Education Program Dean, College of Education
 Sugar organisms. (1.1.1) Learning Activity Examination (V-A, V-
D. Photosynthesis Reviewed and B, V-C and V-D)
-What if
Extended (1.1.1)

CO2; and VI. CELL SIGNALING 1. Know how cell signaling evolved; (1.1.1) Assigned Reading Recitation
CO6. 2. Compare and contrast between local and long (1.1.1)
A. Evolution of Cell Signaling 9 hrs distance signaling; (1.1.1) Accomplished Group
B. Local and Long Distance Signaling 3. Discuss the stages of cell signaling. (1.1.1) Activity Sheets (1.1.1)
Group Discussion
C. The Stages of Cell Signaling Group Presentation
with Rubrics (1.1.1)
Learning Activity 30 points Objective
and Essay
-What if Examination (VI-A,
VI-B)
-Numbered Heads
(1.1.1)
Together
20 points Objective
and Essay
Examination (VI-C)
(1.1.1)
CO2; and VII. CELL CYCLE 1. Determine the key roles of cell division; (1.1.1) Assigned Reading Recitation
CO7. 2. Employ knowledge on the the cellular organization
A. The Key Roles of Cell Division of DNA to create a model; (1.1.1) (1.1.1)
B. Cellular Organization of the Genetic 3. Demonstrate how chromosomes are distributed
8 hrs Group Discussion
Material during cell division; (1.1.1)
C. Distribution of Chromosomes During 4. Classify the phases of the cell cycle. (1.1.1) Accomplished Group
Eukaryotic Cell Division 5. Analyze how the cell cycle is controlled and Activity Sheets
regulated. (1.1.1) Learning Activity
D. Phases of the Cell Cycle
(1.1.1)
E. Regulation of the Cell Cycle -Buzzing
Group Presentation
-Question
with Rubrics (1.1.1)
Innovations
40 points Objective
Prepared by: Noted: Approved:

JOMAR M. URBANO JO NEIL T. PERIA, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, Bachelor of Secondary Education Program Dean, College of Education
 and Essay
Examination (V-A, V-
B, and V-C)
(1.1.1)

VII. COURSE REQUIREMENTS AND GRADING CRITERIA

A. Course Requirement
Term Examination Periodic Evaluation Individual/Group Report Term Paper/Research Study/Case Study
Exercises/Seatwork/Activities Project

B. Grading Criteria
Midterm Grade Tentative Final Grade
Term Exam 30% Term Exam 30%
Quizzes 40% Quizzes 40%
Research paper/Case Study/Term Paper/Project Research paper/Case Study/Term Paper/Project
Activities/Report/Assignment/ Oral Participation 30% Activities/Report/Assignment/Oral Participation 30%
------- ------
100% 100%
Final Grade= (MG+2TFG)/3

VIII. REFERENCES
Brooker, J et.al. Biology. 2nd ed. McGraw-Hill Higher Education. 2008
Enger, E. et.al. Concepts in Biology.14th ed. McGraw-Hill Higher Education.2012
Raven et.al. Biology. 7th ed. McGraw-Hill Higher Education. 2005
Reece, Jane et.al. Campbell Biology: Concepts and Connections. Pearson Education.Inc.9th ed. 2012
Reece, Jane et.al. Campbell Biology. Pearson Education.Inc.9th ed. 2011

Prepared by: Noted: Approved:

JOMAR M. URBANO JO NEIL T. PERIA, Ph.D. ANGELICA O. CORTEZ, Ed.D.

Chairman, Bachelor of Secondary Education Program Dean, College of Education