Tanchuling College
Computer Oriented High School
Legazpi City

Syllabus in Physics
COURSE DESCRIPTION
Study of matter and energy and how they are related. The subjects of study in Physics will include: the mechanics of motion, giving emphasis to vector calculations, the thermodynamics of materials, the analysis of mechanical, light and sound waves, electricity, magnetism, and the recent discoveries of the quantum model of atomic structure. This high school physics course is designed for students with considerable facilities in mathematics.
This course will continue to develop student abilities and thought processes in the area of science and experimentation. This course will build on the topics learned in Chemistry and Algebra II and prepare students for future Physics courses in college.

Course Objectives:
Upon the successful completion of this course the student will be able to:
1. Develop students’ curiosity and involvement with phenomena in their natural environment.
2. Develop students’ appreciation for the contribution of science to daily living.
3. Understand and utilize the close relationship between Mathematics and Physics.
4. Deepen the scientific and mathematical thinking of the student.
Students will also be able to….
• focus and plan by making testable predictions and designing fair tests.
• research, gather, process and interpret information and report in a well-reasoned, concise and appropriate manner.
• be able to show appreciation of the importance of biological Science for the many decisions individuals and communities have to make.
• develop a critical awareness of scientific processes and their link within technology and daily life.
ACHIEVEMENT
To achieve these aims and attain success in this course you should….
• Always learn to the best of your ability and NEVER accept second best for yourself.
• make yourself aware of the current biological issues by reading newspapers, magazines and gathering information from television, etc. increase your understanding of biological concepts by reading books, attending all classes and completing all assigned tasks.
• Above all, set up a goal percentage mark for yourself and try to achieve this in all tests and assignments.
• To help you achieve this, your teacher will…..
• use a variety of teaching methods and practical techniques to help you understand concepts and persevere until he is satisfied that you have learned to the best of your ability.
• give clear instructions and deadlines for all work (with examples or models where appropriate).
• mark and return your work promptly.
• run extra tutorials out of class time for those who want to extend themselves, catch-up or improve.
• help you with all of the resources available in the department.
• take you out for field trips or visits if they assist or can
enhance your learning.
TEXTBOOKS/RESOURCES
• Agripa, et al. Exploring life through Science: Physics. Quezon City: Phoenix Publishing House Inc.,2006
• Various websites
• Companion Activities CD for Concepts and Connections
SUPPLIES
Students will need the following:
• Pencil, eraser and sharpener, black or dark blue pens for notes and highlighters
• Calculator may be used for graph work and data analysis
TEACHING METHODS
Several teaching methods will be adapted in this course: cooperative learning, lecture, group interaction, individual tutorials, conferencing, personal assessment, peer assessment, etc. Students are expected to listen, take notes from class lectures, read assigned materials, complete homework assignments, quizzes, test, and lab projects.
EVALUATION AND ASSESSMENT
This course will be assessed throughout the year with a range of authentic assessments including assignments, evaluations, research projects, investigations and end of topic tests. The grade weighting is as follows:
Tests 40%
Quizzes 15%
Presentation 10%
Projects 10%
Participation 25%
Total: 100%
CLASS PROCEDURES
• • Respect for self, others and property; safety and common sense are paramount in the Science classroom.
• Questions are encouraged!
• Participation is encouraged in class discussions and activities
• TCOHS has a no eating or drinking policy, with the exception of clear bottles containing drinking water. This is especially the case in a Science room.
• A no talking policy is expected during lecture and reading times. Excessive and loud talking is prohibited during course work time.
• Leave the classroom as you found it upon entering. All paper around your desk should be picked up and placed in the trash. Take all items with you and put away all materials used during class.
• Additional Classroom Procedures:
• On your own time, take care of all business with coaches, nurses, counselors, and administrative staff. Only those with prearranged passes are allowed to leave the classroom.
• Tardiness is always noted and excessive tardiness will be dealt with. Excessive lateness will require the student to attend an after school discussion with me, followed by parental involvement and School intervention.

ASSIGNMENTS AND HOMEWORK
• • Late work will be accepted and marked, but students will not be graded. For excused absences (as noted by doctor’s or parents), students will be graded, but work is expected the day of return. Communication before rather than after a planned absence is the expected norm.
• Major assignments or essays will be accepted late. However, one day late will receive a 75 (maximum) two days late will receive a 70 (maximum); third day late will result in a zero for the assignment.
• Make-up work for extended illnesses, or extenuating circumstances, will be discussed with the teacher on an individual basis.
• Missed tests, exams, and quizzes must be made up. Failure to MAKE up these grades will result in a ZERO for the missed grade. It is up to the student to make time to do this.
• Conference/make-up days must be discussed and arranged with the teacher.
• Homework assignments are always due at the beginning of class.
PLAGIARISM POLICY
Plagiarism or borrowing someone else’s work and submitting it as your own is a serious offense with serious consequences (subject to disciplinary guidelines found in the Student Code of Conduct). Downloading from the Internet and using it without appropriate documentation is considered plagiarism and will result in a ZERO for the assignment and possible dismissal from the subject. I expect your work on all assignments other than those clearly defined as group work to be yours alone. Any violations of this policy will create a number of administrative hardships for you, as described below. A more intangible but no less important problem you face if you cheat is the damage you do to your own dignity and reputation.
OVERVIEW
I. Physics: An introduction
1. Physics: Defined
2. Fundamental and derived units
3. Measurement and Units
Unit Conversion
4. Dimensional Analysis
5. Significant Figures
II. Kinematics or Translation
1. Motion
2. Frame of reference and position
3. Distance and displacement
4. Speed and velocity
5. Acceleration
6. Motion in a straight line
Uniform motion
Uniformly accelerated motion
Free Fall
7. Projectile motion
8. Graphical analysis
Uniform Motion
Uniformly accelerated motion
Negative slope
9. Relative Velocity
III. Dynamics of Translation
1. The concept of translation
2. Fundamental force
3. Aristotle Vs. Galileo
4. Newton’s law of motion
Law of inertia
Law of acceleration
Relation between mass and weight
Applications of the second laws of motion
5. Friction
Laws of friction
Static Friction
Angle Repose and Angle of uniform slip
IV. Equilibrium
1. Equilibrium
2. Force systems
3. Particle and rigid body
4. Translational Equilibrium
Equilibrant
5. Torque
6. Center of gravity
Center of gravity of a group of bodies
7. Rotational Equilibrium
8. Stability
V. Work and Energy
1. Work
2. Energy
Potential Energy
Kinetic energy
3. Work-Energy theorem
4. Conservative and non-conservative forces
5. Conservation of mechanical energy
6. Power
VI. Impulse and Movement
1. Linear Momentum
2. Impulse
3. The impulse momentum theorem
4. Conservation of linear momentum
5. Coefficient of restitution
6. Types of Collision
The ballistic pendulum
7. Collisions in two dimensions
VII. Other types of motion
1. Rotation
2. Kinematics of Rotation
3. Moment of Inertia
Parallel Axes theorem
4. Dynamics Rotation
5. Angular momentum
6. Rotational Work and Energy
7. Uniform Circular motion
Centripetal force
Centrifugal force
8. Planetary Motion
9. Newton’s Law on universal Gravitation
VIII. Properties of Matter
1. States of Matter
2. Elasticity
Young Modulus
Shear Modulus
Bulk Modulus
3. Mass density
4. Specific Gravity
5. Pressure
Hydrostatic Pressure
Atmospheric pressure
Measurement of pressure
6. Pascal’s Principle and hydrostatic Paradox
7. Archimedes principle of Buoyancy
Principle of Floatation
Archimedes principle and specific gravity determination
VIII. Nature of heat
1. Temperature and thermometric scales
2. What is heat
3. The effects of heat
4. Heat transfer
IX. Thermodynamics
1. Laws of thermodynamics
2. Heat engines
3. Refrigerators and Air conditioners
X. Electrostatics
1. The origin of electricity
2. Electric charge
3. Early theories on charges
4. Quantization of charges
5. The atomic structure
6. Conservation of electric charge
7. The Triboelectric series
8. Conductors and insulators
9. Process of charging
10. The Electroscope
11. Coloumb’s Law
12. Superposition principle
13. Electric field
14. Electric potential
15. Capacitors
XII. Electrodynamics
1. Ohm’s law
2. Electric current
3. Resistance
4. Electromotive force and potential difference
5. Simple electric circuits
6. Combination of cells
7. The measurement of Current, voltage, and resistance
8. Electric Power and energy
9. Household electricity
XIII. Electromagnetism
1. Magnetism
2. Law of magnetic poles
3. Magnetic field
4. The magnetic effect of current
5. The electromagnet
6. Magnetic force on a current carrying wire
7. Electromagnetic induction
8. General definition and magnetic flux
9. Induced EMF in a moving conductor
10. The Simple AC Generator
11. DC generator
12. Motor
13. Transformer
XIV. Electronics
1. Electronics TECHNOLOGY
2. Semiconductors
3. Diodes
4. Bipolar Junction Transistor
XV. Waves
1. Simple harmonic motion
2. Mechanical waves
3. Electromagnetic waves
4. Basic wave equation
5. Velocity and longitudinal waves
6. Velocity of transverse wave on a string
7. Water waves
8. Energy transmission by waves
9. wave properties
10. Resonance
XVI. Sound
1. The Nature of sound
2. Velocity of sound
3. Wave properties of sound
4. Shock waves
5. Characteristics of sound
6. The human Voice
7. The physics of hearing
8. Noise pollution
XVII. Geometric optics
1. Theories about light
2. Models of light
3. Speed of light
4. Rectilinear propagation of light
5. Illumination and the inverse square law
6. Reflection of light
7. Mirrors
8. Real and virtual; image
9. Spherical mirror technology
10. Spherical mirror images
11. The mirror equation and magnification
12. Refraction
13. Spherical Lenses
XVIII. The physics of the eye
1. A look into our eyes
2. How we see
3. Visual acuity
4. Problems with seeing
5. Other optical instruments
XIX. Wave Optics
1. Dispersion of light
2. Colors
3. Scattering of light
4. Interference
5. Diffraction
6. Polarization
7. Laser
XX. Nuclear Physics and beyond
1. The atomic structure
2. The strong nuclear force
3. Radioactivity
4. Stability
5. Half-life
6. Activity
7. Mass defect and binding energy
8. Nuclear fission
9. Biological effects of radiation
10. Radiation detection and protection
11. Interaction of matter with radiation
12. Special relativity
13. Elementary particles













Prepared by:
Ryan Bañaria
Instructor

Tanchuling College
Computer Oriented High School
Legazpi City

Syllabus in Biology

COURSE DESCRIPTION
Second year high school Biology is designed to provide students with scientific skills and an understanding of themes central to the study of Biology. Students will have opportunities to develop skills in investigational techniques, critical awareness, analysis and technology as well as learn relevant Biological content. The course is demanding and is focused more on practical applications of Biology in the real world. Students are expected to design and carry out regular independent investigations as well as apply biological concepts to answer difficult real world problems.
COURSE OBJECTIVES
Students graduating this class will be able to demonstrate a comprehensive understanding of….
• Cellular Biology
• Genetics, DNA, inheritance, mutations and Genetic modification.
• Microbiology and it’s use in industry and medicine
• Concepts of Evolution
• Organ Systems within the human body including the circulatory system and the digestive system.
• Plant Structure and Function
• Ecology
Students will also be able to….
• focus and plan by making testable predictions and designing fair tests.
• research, gather, process and interpret information and report in a well-reasoned, concise and appropriate manner.
• be able to show appreciation of the importance of biological Science for the many decisions individuals and communities have to make.
• develop a critical awareness of scientific processes and their link within technology and daily life.
ACHIEVEMENT
To achieve these aims and attain success in this course you should….
• Always learn to the best of your ability and NEVER accept second best for yourself.
• make yourself aware of the current biological issues by reading newspapers, magazines and gathering information from television, etc. increase your understanding of biological concepts by reading books, attending all classes and completing all assigned tasks.
• Above all, set up a goal percentage mark for yourself and try to achieve this in all tests and assignments.
• To help you achieve this, your teacher will…..
• use a variety of teaching methods and practical techniques to help you understand concepts b and persevere until he is satisfied that you have learned to the best of your ability.
• give clear instructions and deadlines for all work (with examples or models where appropriate).
• mark and return your work promptly.
• run extra tutorials out of class time for those who want to extend themselves, catch-up or improve.
• help you with all of the resources available in the department.
• take you out for field trips or visits if they assist or can
enhance your learning.
TEXTBOOKS/RESOURCES
• Ramos, et al. Exploring life through Science: Biology. Quezon City: Phoenix Publishing House Inc.,2006
• Biology Concepts & Connections. 4th Ed.
Campbell, N., Reece, J., Mitchell, L., Taylor, M
Benjamin Cummings. 2003
• Companion Activities CD for Concepts and Connections
SUPPLIES
Students will need the following:
• Pencil, eraser and sharpener, black or dark blue pens for notes and highlighters
• Calculator may be used for graph work and data analysis
TEACHING METHODS
Several teaching methods will be adapted in this course: cooperative learning, lecture, group interaction, individual tutorials, conferencing, personal assessment, peer assessment, etc. Students are expected to listen, take notes from class lectures, read assigned materials, complete homework assignments, quizzes, test, and lab projects.
EVALUATION AND ASSESSMENT
This course will be assessed throughout the year with a range of authentic assessments including assignments, evaluations, research projects, investigations and end of topic tests. The grade weighting is as follows:
Tests 40%
Quizzes 15%
Presentation 10%
Projects 10%
Participation 25%
Total: 100%
CLASS PROCEDURES
• • Respect for self, others and property; safety and common sense are paramount in the Science classroom.
• Questions are encouraged!
• Participation is encouraged in class discussions and activities
• TCOHS has a no eating or drinking policy, with the exception of clear bottles containing drinking water. This is especially the case in a Science room.
• A no talking policy is expected during lecture and reading times. Excessive and loud talking is prohibited during course work time.
• Leave the classroom as you found it upon entering. All paper around your desk should be picked up and placed in the trash. Take all items with you and put away all materials used during class.
• Additional Classroom Procedures:
• On your own time, take care of all business with coaches, nurses, counselors, and administrative staff. Only those with prearranged passes are allowed to leave the classroom.
• Tardiness is always noted and excessive tardiness will be dealt with. Excessive lateness will require the student to attend an after school discussion with me, followed by parental involvement and School intervention.
ASSIGNMENTS AND HOMEWORK
• • Late work will be accepted and marked, but students will not be graded. For excused absences (as noted by doctor’s or parents), students will be graded, but work is expected the day of return. Communication before rather than after a planned absence is the expected norm.
• Major assignments or essays will be accepted late. However, one day late will receive a 75 (maximum) two days late will receive a 70 (maximum); third day late will result in a zero for the assignment.
• Make-up work for extended illnesses, or extenuating circumstances, will be discussed with the teacher on an individual basis.
• Missed tests, exams, and quizzes must be made up. Failure to MAKE up these grades will result in a ZERO for the missed grade. It is up to the student to make time to do this.
• Conference/make-up days must be discussed and arranged with the teacher.
• Homework assignments are always due at the beginning of class.
PLAGIARISM POLICY
Plagiarism or borrowing someone else’s work and submitting it as your own is a serious offense with serious consequences (subject to disciplinary guidelines found in the Student Code of Conduct). Downloading from the Internet and using it without appropriate documentation is considered plagiarism and will result in a ZERO for the assignment and possible dismissal from the subject. I expect your work on all assignments other than those clearly defined as group work to be yours alone. Any violations of this policy will create a number of administrative hardships for you, as described below. A more intangible but no less important problem you face if you cheat is the damage you do to your own dignity and reputation.
Overview (Order and coverage of topics)
I. The living science
1. Biology: Defined
2. Why study biology
3. Biology as a science
4. Characteristics of life
5. Biologists and their contributions
6. Careers in biology
7. Modern biological tools and techniques
II. Taxonomy and classification
1. the need to name and classify
2. The binomial system of naming organisms
3. The system of classification
4. Taxonomy and evolution
5. Bird’s eye view of the living world
III. Evolution
1. Evolution: change overtime
2. How does evolution occur?
3. Darwin’s Natural selection
4. Pieces of evidence that evolution occurs in nature
5. Modern theory of evolution
6. The development of new species
7. Evolution of man
IV. Ecology
1. Ecology: Defined
2. Layers of ecological organization
3. Ecosystem and its components
4. Flow of energy in an ecosystem
5. Interrelationships in an ecosystem
6. Development of an ecosystem
7. Biogeochemical Cycles
8. Natural and man-made Ecosystems
9. Threats to the ecosystem
10. Saving our ecosystem
V. The Biomolecules
1. Elements of life
2. Inorganic compounds
VI. Cells
1. The cell story
2. The cell theory
3. The structure and organization of cell
4. Prokaryotes and eukaryotes
5. Animal and plant cells
6. Cells vary in structures and functions
VII. The cell and its surroundings
1. How cells work
2. Transport of molecules across cell membranes
3. Size matters in cells
VIII. Histology
1. Animals are organized
2. Tissue form Organs and organ systems
3. Plant organs have tissues
IX. Body coverings and protection
1. Animals integumentary system
2. Human covering
3. Plant covering
X. Bodily framework
1. The animals bodily framework
2. Human Body protector
3. Growth in plants
XI. Movement and locomotion
1. Animal Movement
2. Human muscular system
3. Plant movement
XII. Nutrition
1. The need for food
2. Nutrients in food
3. Diet and health
4. Metabolism and Energy
5. Acquisition of energy
6. Nutrition in animals
7. Nutrition in plants
XIII. transport Systems
1. Why do we need a transport system?
2. Animal circulatory system
3. Human circulatory system
4. Body circulations
5. Transport in plants
XIV. Respiration
1. Animal respiration
2. The human respiratory system
3. Respiration in plans
XV. Excretion
1. Animal Excretion
2. The human excretory system
3. How plants excrete wastes
XVI. Body control and regulations
1. Animal body control and responses
2. The human nervous system
3. Animal body regulation
4. Plant response in the environment
XVII. Reproduction and Development
1. Cell growth and development
2. Reproduction in Lower life forms
3. Reproduction in Animals
XVIII. Genetics
1. Genetics and heredity
2. Mendel’s garden peas
3. Mendel’s law of inheritance
4. The physical basis of heredity
5. The chemical basis of heredity
6. Modification in Mendelian Pattern of inheritance
7. Sex determination and Sex-related inheritance
8. Mutation
9. Jumping genes
10. Pedigree analysis
11. Karyotyping
XIX. Biotechnology: Biology in action
1. Biotechnology on everyday living
2. Genetic engineering
3. Monocional antibody technology
4. Biotechnology: Its in your food
5. Monitoring your body with microchips
6. Biopesticides and biofertilizers
7. Bioremediation
8. The human genome project
9. Transgenic animals
10. Stem cell technology




Prepared by:
Ryan Bañaria
Instructor

Tanchuling College
Computer Oriented High School
Legazpi City

Syllabus in General Science
COURSE OBJECTIVES
Science covers the broad field of knowledge that deals with observed facts and the relationships among those facts. The word science comes from the Latin word scientia, which means knowledge. Scientists study a wide variety of subjects. For example, some scientists search for clues to the origin of the universe. Other researchers examine the structure of molecules in the cells of living plants and animals. Still others investigate why we act the way we do, or try to solve complicated mathematical problems. But in whatever field they work, all scientists explore the workings of the world.
This subject is the introduction to all the sciences the students will be taken up as they progress to higher years. Moreover, this will prepare them to think critically. To sum up General Science is a rigorous preparatory science course, which is intended to provide students with problem solving, critical thinking, and deduction skills.

Students graduating this class will be able to demonstrate basic understanding of….
• Biology
• Chemistry
• Physics
Students will also be able to….
• Focus and plan by making testable predictions and designing fair tests.
• research, gather, process and interpret information and report in a well-reasoned, concise and appropriate manner.
• be able to show appreciation of the importance of biological Science for the many decisions individuals and communities have to make.
• develop a critical awareness of scientific processes and their link within technology and daily life.
ACHIEVEMENT
To achieve these aims and attain success in this course you should….
• Always learn to the best of your ability and NEVER accept second best for yourself.
• make yourself aware of the current biological issues by reading newspapers, magazines and gathering information from television, etc. increase your understanding of biological concepts by reading books, attending all classes and completing all assigned tasks.
• Above all, set up a goal percentage mark for yourself and try to achieve this in all tests and assignments.
• To help you achieve this, your teacher will…..
• use a variety of teaching methods and practical techniques to help you understand concepts and persevere until he is satisfied that you have learned to the best of your ability.
• give clear instructions and deadlines for all work (with examples or models where appropriate).
• mark and return your work promptly.
• run extra tutorials out of class time for those who want to extend themselves, catch-up or improve.
• help you with all of the resources available in the department.
• take you out for field trips or visits if they assist or can
enhance your learning.
Overview (Order and coverage of topics)

I. Science in our world
1. What is Science?
2. Branches of science
3. Specializations in Science
4. The life sciences
5. Science breakthroughs
6. The Value of Science
II. Science at work
1. Superstitions
2. Scientific Method
3. Hypothesis and Theory
4. Observation, inference, and Conclusion
5. Qualitative and quantitative data
6. Theory and law
7. Attitudes of scientist
8. Failures in science that became useful
III. The Language of Science
1. Units of Measurement
2. Measuring Instruments
3. Accuracy and precision
4. Significant figures
5. Scientific Notation
6. Dimensional analysis
IV. Alive!
1. Earliest evidence of life on earth
2. Living and Non-living things
3. Characteristics of living organisms
V. Odyssey of the living cell
1. Cell
VI. Living Together
1. Ecosystems
2. Energy flow in the circle of life
3. Food Chain
4. Food Web
5. Interactions in the ecosystem
6. All things are interconnected
7. Bioconservation
8. Bioinvasion
9. How do communities change overtime
10. Natures balancing act
VII. Matter and the staff we are made of
1. Chemistry is everywhere
2. What is matter?
3. How matter is classified?
4. States of matter
5. Properties of matter
6. Changes
VIII. Forces and Motion
1. Force
2. Motion
3. Force and Motion
4. Newton’s laws and basketball
IX. Have the power
1. Work
2. Simple machines
3. Power
X. High Energy
1. Energy Defined
2. Laws of Conservation of Energy
3. Forms of Energy
4. Energy transformations
5. Conventional energy sources
6. Search or alternatives
7. Conservation of Energy
XI. The Earth’s Story
1. A special lace we call Home
2. Fossils
3. The earth’s structure
4. Movement of giant landmass
5. Plate Boundaries
X. Trembling Ground
1. Stressful Forces
2. Types of Faults
3. Seismic waves
4. Measurement of earthquakes
5. Effects of earthquake
6. Predicting earthquakes
7. Protection from earthquake damage
8. Earthquake safety
XII. We will rock you
1. The nature of volcanoes
2. Volcano products
3. Types of Volcano
4. During an eruption
5. Rocks tell the story of earth
6. What is a rock
7. Break me up
8. When the rocks breaks
9. Erosion and deposition
10. Other soil problems
XIII. Invisible blanket
1. Life and the atmosphere
2. Gases in the atmosphere
3. Layers of the atmosphere
4. Energy sources in the atmosphere
5. Methods of heat transfer
6. Pressure as a property air
7. Trouble in the air
8. Possible solutions
XIV. Precipitation
1. Weather and climate
2. Elements of weather
3. Weather disturbances
4. Climate change
XV. Water for a thirsty world
1. properties of water
2. Origin of earths Waters
3. Distribution earth’s water
4. Dissolved Substances in water
5. Temperate and pressure zones
6. Ocean movements
7. Currents
8. Our endangered waters
9. Water Management
XVI. Lost in Space
1. Brief history
2. Structure and characteristics of the solar system
3. Movements of earth
4. Space news

Prepared by:
Ryan Bañaria

Tanchuling College
Computer Oriented High School
Legazpi City

Syllabus in Chemistry
COURSE DESCRIPTION
Chemistry is all around you--from the toothpaste you use in the morning, to the additives in your food, to the gasoline you put in your cars. All of these products share in common that a chemist has manipulated all their molecules to make your life more comfortable. Chemistry is needed to understand many processes in a variety of industries: pharmaceuticals, cosmetics, petroleum, plastics, food technology, etc. Chemistry is also the basis of all life on Earth, from bacteria to human beings and everything in between. In our most basic form we are self-contained units of highly organized and coordinated chemical reactions. For these reasons, chemistry is a necessary component of a well-rounded science background. From toxic spills in the environment, to building cleaner methods to produce energy, to the creation of new and sometimes controversial products, chemistry is constantly in the news. For this reason, it is imperative that a science literate citizenry makes informed decisions about such issues.

Chemistry is the science of matter at the atomic to molecular scale, dealing primarily with collections of atoms, such as molecules, crystals, and metals. Chemistry deals with the composition and statistical properties of such structures, as well as their transformations and interactions to become materials encountered in everyday life. Chemistry also deals with understanding the properties and interactions of individual atoms with the purpose of applying that knowledge at the macroscopic level. According to modern chemistry, the physical properties of materials are generally determined by their structure at the atomic scale, which is itself defined by interatomic forces.
COURSE OBJECTIVES
Students graduating this class will be able to demonstrate a comprehensive understanding of….
• Essence of chemistry
• Branches of chemistry
• History of chemistry
• General chemistry concepts
o Standard periodic table of the chemical elements
o Concepts by subject area
o Concepts by branch of chemistry
Students will also be able to….
• focus and plan by making testable predictions and designing fair tests.
• research, gather, process and interpret information and report in a well-reasoned, concise and appropriate manner.
• be able to show appreciation of the importance of biological Science for the many decisions individuals and communities have to make.
• develop a critical awareness of scientific processes and their link within technology and daily life.
ACHIEVEMENT
To achieve these aims and attain success in this course you should….
• Always learn to the best of your ability and NEVER accept second best for yourself.
• make yourself aware of the current biological issues by reading newspapers, magazines and gathering information from television, etc. increase your understanding of biological concepts by reading books, attending all classes and completing all assigned tasks.
• Above all, set up a goal percentage mark for yourself and try to achieve this in all tests and assignments.
• To help you achieve this, your teacher will…..
• use a variety of teaching methods and practical techniques to help you understand concepts and persevere until he is satisfied that you have learned to the best of your ability.
• give clear instructions and deadlines for all work (with examples or models where appropriate).
• mark and return your work promptly.
• run extra tutorials out of class time for those who want to extend themselves, catch-up or improve.
• help you with all of the resources available in the department.
• take you out for field trips or visits if they assist or can
enhance your learning.
TEXTBOOKS/RESOURCES
• Agripa, et al. Exploring life through Science: Chemistry. Quezon City: Phoenix Publishing House Inc.,2006
• Various websites
SUPPLIES
Students will need the following:
• Pencil, eraser and sharpener, black or dark blue pens for notes and highlighters
• Calculator may be used for graph work and data analysis
TEACHING METHODS
Several teaching methods will be adapted in this course: cooperative learning, lecture, group interaction, individual tutorials, conferencing, personal assessment, peer assessment, etc. Students are expected to listen, take notes from class lectures, read assigned materials, complete homework assignments, quizzes, test, and lab projects.
EVALUATION AND ASSESSMENT
This course will be assessed throughout the year with a range of authentic assessments including assignments, evaluations, research projects, investigations and end of topic tests. The grade weighting is as follows:
Tests 40%
Quizzes 15%
Presentation 10%
Projects 10%
Participation 25%
Total: 100%
CLASS PROCEDURES
• • Respect for self, others and property; safety and common sense are paramount in the Science classroom.
• Questions are encouraged!
• Participation is encouraged in class discussions and activities
• TCOHS has a no eating or drinking policy, with the exception of clear bottles containing drinking water. This is especially the case in a Science room.
• A no talking policy is expected during lecture and reading times. Excessive and loud talking is prohibited during course work time.
• Leave the classroom as you found it upon entering. All paper around your desk should be picked up and placed in the trash. Take all items with you and put away all materials used during class.
• Additional Classroom Procedures:
• On your own time, take care of all business with coaches, nurses, counselors, and administrative staff. Only those with prearranged passes are allowed to leave the classroom.
• Tardiness is always noted and excessive tardiness will be dealt with. Excessive lateness will require the student to attend an after school discussion with me, followed by parental involvement and School intervention.
ASSIGNMENTS AND HOMEWORK
• • Late work will be accepted and marked, but students will not be graded. For excused absences (as noted by doctor’s or parents), students will be graded, but work is expected the day of return. Communication before rather than after a planned absence is the expected norm.
• Major assignments or essays will be accepted late. However, one day late will receive a 75 (maximum) two days late will receive a 70 (maximum); third day late will result in a zero for the assignment.
• Make-up work for extended illnesses, or extenuating circumstances, will be discussed with the teacher on an individual basis.
• Missed tests, exams, and quizzes must be made up. Failure to MAKE up these grades will result in a ZERO for the missed grade. It is up to the student to make time to do this.
• Conference/make-up days must be discussed and arranged with the teacher.
• Homework assignments are always due at the beginning of class.
PLAGIARISM POLICY
Plagiarism or borrowing someone else’s work and submitting it as your own is a serious offense with serious consequences (subject to disciplinary guidelines found in the Student Code of Conduct). Downloading from the Internet and using it without appropriate documentation is considered plagiarism and will result in a ZERO for the assignment and possible dismissal from the subject. I expect your work on all assignments other than those clearly defined as group work to be yours alone. Any violations of this policy will create a number of administrative hardships for you, as described below. A more intangible but no less important problem you face if you cheat is the damage you do to your own dignity and reputation.

CEll Cycle

1. Mitosis- nuclear division mechanism by which cytoplasm splits into two daughter cells
2. Meiosis- nuclear division mechanism by which DNA of the parent cell are packaged and sort out into new nuclei for new daughter cells
3. Somatic cells- multicelled organisms which grows by mitosis and cytoplasmic division of body cells
4. Germ cells-Also called Sex cells; There are cell lineage se aside for gamete formation aand sexual reproduction
5. Chromosome- DNA molecule with its attached protein and when a cell prepare for mitosis , these threadlike structures are replicated
6. Sister chromatids-consists of 2 DNA molecule which will stay together until late in mitosis when they remain unattached
7. Centromere- the region wheremicrotubules are attached that moved the chromosome during nuclear divisions
8. Chromosome number- refers to the sum total of chromosomes in cells of a given organisms
9. Diploid-refers to thechromosome number, if cels has 2 of each type of chromosome characteristics of each species, represented as 2n
10. Haploid-means the cell that have only one of each type of chromosome species;represented as n
11. Interpahse-the longest of the cell cycle which are composed of G1,S and G2 pahses
12. Cell cycle- this begins at interphase, when a new cell is formed by mitosis and cytopkasmic division, increases its mass, roughly doubles the number of its cytoplasmic components then duplicate its chromosomes and ends when thecell divides.
13. Telophase- the pahse of mitosis where chromosomes and new membrane patches fuse to form new nuclear envelope around them.
14. Metaphse- the phase of mitosis where chromosomes line up in the metaphase [late, and chromosomes in this pahse are in their mostly tightly condensed form
15. Anaphase-sister chromatid’s attachment to each other a t this phaser are now sseperate chromosomes that move to opposite poles
16. Prophase- the DNA and its associated proteins States to condense at this time and is the forst step of mitosis
17. Knetochore- double shaped structure at the surface of the centromere that serves as docking site for spindle microtubules
18. Cell plate formation-cytoplasmic divisions of plants since their cells are walled, meaning their cytoplasm cannot be pinched into 2.
19. Cleavege furrow-thwe counterpart of cytoplasmic division of p[lant;by which a shallow, ringlike depression forms at the cell surface, above the cell’s mid-section.

CELL

1. Microscope- gateway to the cells
2. Cell- smallest living unit of organism
3. Mitochondria- the powerhouse of the cell since it provides energy for produing many atp molecules in highly efficient fashion
4. Golgi bodies- modified polypeptide chains in mature proteins; sorting and ship[ping proteins and lipids for secretion or use inside the cell
5. Nucleus- localizing the cells DNA which make it the control center of the cell
6. Ribosomes- assemble polypeptide chains
7. Cell membrane- centrol of exchange of material; mediation of cell-cell environment interaction
8. Cristae- inner membrane of the mitochondria where enzymes and other types of inner mitochondrial membrane aere partitioned and are used for ATP formation
9. Eukaryotes-contains a profusion of cell otganelles which are internal, membrane bound sac, and compartments that serve specific metabolic functions
10. Atp-unit of energy currency of the cell
11. Organeele-Internal, membrane bound sac or compartment that serves one or more specialized functions inside these cells
12. Lysosomes- the main function is degradation or recycling
13. Plasma membrane-regulates what enters and leaves the cell. Many molecules cross the cell membrane by diffusion and osmosis.
14. Cell wall- the main function is protection and structural support
15. Chloroplast- the organelle for photosynthesis and store some starch
16. Endoplasmic reticulum- isolation, modification, transport of proteins nad other sunstances
17. Vacuole- increasing palnt cell surface area and storage
18. Ribosomes- structure aat which maono acidsss are strung together ina specified sequence to form the polypeptide chains of proteins
19. Cytoplasm- all cellular parts, aprticles and semifluid substances enclosed within the plasma membrane except for nucleus
20. Human- a eukaryoric organism which are said to be the highest form of organism because of its thinking ability

reviewer on sexual reproduction

1. Reproductive system-the body system which is responsible for perpetuation of species
2. hormones-used by the reproductive system to trigger sexual maturity so that an organism is physically capable to reproduce
3. Gametes-sex cells tat are produced by reproductive system; haploid sex cells that contained only half of the organisms’ chromosome number.
4. Egg cells-large gametes produced by females
5. Sperm cells-small gametes produced by males
6. Sexual reproduction-a process whereby sperm and egg cell nuclei are brought together
7. Fertilization-union of sperm and egg
8. Scrotumm-an out patching of the skin that hangs below the pelvic region
9. Dartos muscle-a muscle which is responsible for the contraction and relaxation of the scrotum to regulate body temperature.
10. Seminifeerous tubules-highly coiled tubes where sperm formation begins
11. Semen-a thick fluid that is expelled from the penis during sexual activity
12. Fructose-secreted by the seminal vesicle and are used by the sperm as an energy source
13. Prostate gland secretions- helps buffer the acidic conditions that sperm must encounter inside the female reproductive tract
14. Urethra- serves as channel for ejaculation of sperm during sexual arousal, also for urine excretion at other times
15. Ejaculatory Duct- one of the pair of the sperm conducting ducts
16. Seminal vesicles- one of the pair of the glands that secrete the fructose and prostaglandins which become part of the semen.
17. Bulbourethral gland- one of the pair of the glands that secrete lubricating fluids
18. Vas deferens- on of the pair of ducts for sperm transport
19. Epididymis- one of the pair of ducts in which sperm completes its maturation; the portion farthest from the testis and store mature sperm.
20. Testes-one of the pair of the primary reproductive organ packed with sperm producing tubules and cells that secrete testosterone and other hormones.
21. Penis- organ of sexual intercourse in males.
22. Spermatogonia- undifferentiated cells in the seminiferous tubules wall
23. Spermatocytes- the one that enters meiosis, they are daughter cells of spermatogonia
24. Sertoli cells- the only other type of the cell located iin the seminiferous tubules which provides cells with nourishment and molecular signals
25. Secondary spermatocytes- form during meiosis I and they are haploid cells but each one in the chromosomes is in duplicated states, consists of two sister chromatids
26. Acrosome- part of the sperm which contains an enzyme which covers most of the head region
27. Head- part of the sperm which contain the nucleus
28. Sperm tail- help the sperm in propulsion
29. Testosterone- control the growth, form, and functions of the reproductive tract in males
30. LH and FSH- secreted by the anterior lobe of the pituitary gland
31. Hypothalamus- part of the forebrain controls the sperm formation by controlling secretion of LF, FSH and testosterone.

Kulturang pilipino

Pagiging Magalang
Isang magandang pag-uugali ng mga Pilipino ang paghalik sa kamay o pisngi at pagmamano sa matatanda. Isang paraan ito ng paggalang. Karaniwang ginagawa ito ng mga bata matapos magdasal ng orasyon, pagkagaling sa simbahan, bago umalis ng bahay, kapag may dumadating o bumisitang kamag-anak o matanda, at kapag nakita at nasalubong nila ang kanilang ninong at ninang.
Ipinakikita rin ang paggalang ng mga batang Pilipino tuwing nakikipag-usap sila sa matanda. Gumagamit sila ng po at opo at magalang na pananalita at pagbati gaya ng "Salamat po" at "Magandang hapon po." Gumagamit din sila ng magagalang na pantawag sa matatanda gaya ng kuya, ate, manong, manang, lolo, lola at iba pa.

Pagtutulungan
Nagsisimula ang pagtutulungan sa sariling tahanan. Nagtutulung-tulong ang mga kasapi ng mag-anak sa mga gawain dito. nagtutulungan din ang baway isa sa magkakapitbahay upang maisaayos at mapaunlad ang kanilang pamayanan. Iyan ay likas na katangian ng isang Pilipino.
Ang karaniwang tawagan sa pagtutulungang ito ay bayanihan. Tumatawag ang magkakapit-bahay ng bayanihan kapag may malaking gawain isasagawa sa maikling panahon. Nagtutulungan ang bawa't isa upang maging magaan ang isang mahirap na gawain. Kalimitang ginagawa ito tuwing panahon ng pagtatanim at pag-aani at sa paglilipat ng isang bahay sa ibang lugar.


O laban kamo

This may sound corny but it has meaning nonetheless

nat reviewr 09/21/09

Bicol University
College of Education

Integrated laboratory High School
BIOLOGY
Name_________________________ Section______ Date_______ Score______

Directions:
Read the following statements carefully. Shade the letters of the correct answer.

1. The strands of the DNA double helix are held together A B C D
by pairing of _________.
A. Sugars C. Phosphates
B. Nitrogen bases D. Nucleotides O O O O
2. ____________ are monomers that make up the DNA.
A. Nucleic acid C. amino acids
B. Peptides D. nucleotides O O O O
3. The nitrogenous base which is NOT present in DNA
is _________.
A. Adenine C. Thymine
B. Uracil D. Cytosine O O O O
4. The following statements are INCORRECT except
A. The sugar in DNA is ribose.
B. The base pair is not complementary.
C. The pairs of nucleotides ca appear in any order.
D. The DNA is found on the cytoplasm of the cell. O O O O
5. Rosalind Franklin discover the helix shape of the DNA
by __________.
A. comparing nucleotides C. using enzymes
B. x-ray diffraction D. counting bases O O O O
6. Who was/were the scientist/s who developed a model
of a DNA using tins and wires and found out that DNA
has a double helix shaped?
A. Oswald Avery C. James Watson & Francis Crick
B. Frederick Griffith D. Martha Chase & Alfred Hershey 6 O O O O
7. What are the two common parts of a DNA nucleotide?
A. sugar & phosphate C. phosphate & base
B. sugar & base D. purines & pyrimidines O O O O
8. __________ made a key discovery regarding the chemical
structure of a DNA.
A. Oswald Avery C. Frederick Griffith
B. Erwin Chargaff D. James Watson O O O O
9. In the ladder model of DNA, what represents the uprights
and rungs of the ladder?
A. Uprights: deoxyribose & phosphate; Rungs: nitrogen base
B. Uprights: nitrogen base; Rungs: deoxyribose & phosphate
C. Uprights: nitrogen base; Rungs: ribose & phosphate
D. Uprights: ribose & phosphate; Rungs: nitrogen base O O O O
10. Purines is to adenine & __________ where as pyrimidines
is to __________ & cytosine.
A. thymine : guanine C.guanine : thymine
B. uracil : thymine D. uracil : guanine O O O O
11. Which of the following statement is CORRECT?
A. Pyrimidines can only be pairs with pyrimidines.
B. Adenine can only be pairs with guanine.
C. Purines pairs only with purines.
D. Cytosine can only be pairs with guanine. O O O O

In pea plants, spherical seeds (S) are dominant to dented seeds (s). In a genetic cross of two plants that are heterozygous for the seed shape trait, what fraction of the offspring should have spherical seeds?

A. None O O O O
B. ¼
C. ½
D. 3/4

12. Aphenotypic ratio of 3:1 in the offspring of a mating of two organisms heterozygous for a single trait is expected when:

A. the alleles segregate during meiosis.
B. each allele contains two mutations. O O O O
C. the alleles are identical.
D. the alleles are incompletely dominant.
E. only recessive traits are scored.

14. In Mendel's "Experiment 1," true-breeding pea plants with spherical seeds were crossed with true-breeding plants with dented seeds. (Spherical seeds are the dominant characteristic.) Mendel collected the seeds from this cross, grew F1-generation plants, let them self-pollinate to form a second generation, and analyzed the seeds of the resulting F2 generation. The results that he obtained, and that you would predict for this experiment are: O O O O
A. 1/2 the F1 and 3/4 of the F2 generation seeds were spherical.

B. 1/2 the F1 and 1/4 of the F2 generation seeds were dented.

C. All of the F1 and F2 generation seeds were spherical.

D. All the F1 and 3/4 of the F2 generation seeds were spherical.

13. A genetic cross between two F1-hybrid pea plants for spherical seeds will yield what percent spherical-seeded plants in the F2 generation? (Recall, spherical-shaped seeds are dominant over dented seeds.)
A. 100%
B. 75% . O O O O
C. 50%
D. 25%
15. A genetic cross between two F1-hybrid pea plants having yellow seeds will yield what percent green-seeded plants in the F2 generation? Yellow seeds are dominant to green.
A. 0%
B. 25%
C. 50% O O O O
D. 75%
16.When true-breeding tall stem pea plants are crossed with true-breeding short stem pea plants, all of the _________ plants, and 3/4 of the __________ plants had tall stems. Therefore, tall stems are dominant.
A. F1, F2.
B. G1, G2. O O O O
C. parental, F2.
D. F2, parental.
17. To identify the genotype of yellow-seeded pea plants as either homozygous dominant (YY) or heterozygous (Yy), you could do a test cross with plants of genotype _______.
A. y
B. Y
C. yy
D. YY O O O O


18. A test cross is used to determine if the genotype of a plant with the dominant phenotype is homozygous or heterozygous. If the unknown is homozygous, all of the offspring of the test cross have the __________ phenotype. If the unknown is heterozygous, half of the offspring will have the __________ phenotype.
A. dominant, incompletely dominant
B. recessive, dominant
C. dominant, epistatic
D. dominant, recessive O O O O
19. In Mendel's experiments, if the gene for tall (T) plants was incompletely dominant over the gene for short (t) plants, what would be the result of crossing two Tt plants?
A. 1/4 would be tall; 1/2 intermediate height; 1/4 short
B. 1/2 would be tall; 1/4 intermediate height; 1/4 short.
C. 1/4 would be tall; 1/4 intermediate height; 1/2 short.
D. All the offspring would be tall. O O O O

A. pink flower color is epistatic to red flower color. O O O O

B. pink flowers are the result of a blending of the red and white genotypes.

C. flower color is due to 2 or more complementary genes.

D. heterozygous plants have a different phenotype than either inbred parent
20. A genetic cross of inbred snapdragons with red flowers with inbred snapdragons with white flowers resulted in F1-hybrid offspring that all had pink flowers. When the F1 plants were self-pollinated, the resulting F2-generation plants had a phenotypic ratio of 1 red: 2 pink: 1 white. The most likely explanation is:
Directions: Identify the complementary strand of the following DNA

AUG-CUG-AUG-GAU-GAC-UAG-GAC-CAG-GAU-CGA-AGA- GCA-CCA-UUU

A.UUU-CUG-AUG-CCA-GCA-AGA-CGA-GAU-CAG-GAC-UAG-GAC-GAU-AUG
B. UAC-AAC-UAC-CUA-CUG-ATC-CUG-GUC-CUA-GCU-UCU-GAU-AUG-UUU
C. UAC-GAC-UAC-CUA-CUG-AUC-CUG-GUC-CUA-GCU-UCU-CGU-GGU-AAA
D. NONE OF THE ABOVE, WRITE YOUR ANSWER AT ATHE BACK OF THE ANSWER SHEET O O O O

AUG--CUG-CCA-GCA- -CAG-GAC-UAG-GAC-GAU-AUG-UUU

A.UAC-GUC-AAA-ACG-CAG-GGC-UAG-CCA-AGA-CGA-AAG-UUU
B. UAC-GAC-GGU-CGU-GUC-GUC-CUG-AUC-CUG-CUA-UAC-UUU
C. UAC-CGU-GUC-UUA-GAU-CAG-CAG-GAC-ACU-UCA-GGU-UUG
D. NONE OF THE ABOVE, WRITE YOUR ANSWER AT ATHE BACK OF THE ANSWER SHEET O O O O

AUG-GGC-AAG-GAA-GCA-ACG-GCG-CAG-GAU-GUC-UCG-CUA-UUU

A. UAC-GAC-UAC-CUA-CUG-AUC-CUG-GUC-CUA-GCU-UCU-CGU-AAA
B. UAC-AAC-UAC-CUA-CUG-ATC-CUG-GUC-CUA-GCU-UCU-GAU-AAA
C. UAC-CCG-UUC-CUU-CGU-UGC-CGC-GUC-CUA-CAG-AGC-GAU-AAA
D. NONE OF THE ABOVE, WRITE YOUR ANSWER AT ATHE BACK OF THE ANSWER SHEET O O O O

NAT REVIEWER

Bicol University
College of Education
Daraga Albay

INTEGRATED LABORATORY HIGH SCHOOL
NAT REVIEWER

Name _________________________ Section _______________ Date __________ Score __

Directions: Reads the item carefully then shade the letter of the best answer.

1. The following are the importance of reproduction to living organisms EXCEPT.
a. It is essential for the continued of the species. A B C D
b. It allows an organism to produce offspring rapidly. O O O O
c. Its assured genetic variation with their offspring.
d. It ensured survival of the species.
2. Which of the following grouping is correct?
a. Corm- tuber-rhizome –scion
b. Marcotting – cutting – scion –suckers O O O O
c. Clone – gametes –zygote – sex cells
d. Fission – budding – regeneration – fragmentation
3. A farmer planted corn in his farm, but grasses grows very fast competing nutrition with each other. What kind of reproduction do grasses have if it grows fast along surfaces of the soil?
a. Runner O O O O
b. Bulb
c. Asexual
d. Sexual
4. It is a reproduction cycle in plants which generally involves a diploid sporophyte generation that alternates with a haploid gametophyte generation.
a. Alternation of generation
b. Life cycle O O O O
c. Sporophyte generation
d. Gametophyte generation
5. Which reproductive structure is a specialized leaf?
a. Tuber of potato
b. Suckers of banana O O O O
c. Rhizomes of ginger
d. Bulb of onion
6. Reproduction without the use of gametes is termed as¬¬¬¬¬¬¬¬¬¬¬¬___¬¬__
a. Asexual
b. Grafting O O O O
c. Sexual
d. Water-borne
7. It is an asexual method which needs human propagation.
a. Artificial plant propagation
b. Vegetative reproduction O O O O
c. Fertilization
d. Parthenogenesis
8. The growth of plants from the nodes of underground horizontal root like stem of ginger are examples of _____
a. Pollination
b. Artificial plant propagation O O O O
c. Rhizome
d. Sexual reproduction
9. Fission is a process of asexual reproduction occurring on _____
a. Mosses
b. Humans O O O O
c. Fungi
d. Amoeba
10. Saccharomyces cerrivisae is also called brewer’s yeast. What kind of asexual reproduction does it exhibit?
a. Fission
b. Budding O O O O
c. Fragmentation
d. Regeneratio
11.When meiosis is completed, the quantity of DNA in each daughter cell nucleus will be ____.
a. The same as the parent nucleus O O O O
b. Half as much as the parent nucleus
c. Twice as much as the parent nucleus
d. Variable, depending on the activity within the cytoplasm
12. What kind of cells is produced during meiosis in the ovary? O O O O
a. 23 diploid ova
b. 4 haploid ova
c. 1 diploid ovum
d. 1 haploid ovum
13. The exchange of genetic material between homologous chromosomes is called _____.
a. synapsis
b. crossing over O O O O
c. transgenics
d. transplants
14. When an organism with 8 chromosomes undergoes the process of mitosis, how many chromosomes does the organism will have after the mitotic division?
a. 18 O O O O
b. 12
c. 8
d. 4
15. Cytokinesis in plant cells happens by the formation of ______.
a. cell plate
b. cleavage furrow O O O O
c. cell membrane
d. nuclear envelope
16. The phase of mitosis where the sister chromatids moves toward opposite poles is ______.
a. Telophase O O O O
b. Anaphase
c. Metaphase
d. Prophase
17. Which of the following statements is not true about the process of meiosis?
a. It produces genetic variations among sexually O O O O
reproducing organisms
b. It increases half the number of chromosomes in
the gametes
c. There are four daughter cells produced after
one meiotic process
d. None of the above
18. Meiosis is the main event involved in the process of gamete Formation called ______.
a. Oogenesis O O O O
b. Spermatogenesis
c. Gametogenesis
d. Ovulation

19. The diploid number of chromosome in humans is restored during ______.
a. Zygote formation O O O O
b. Conception
c. Fertilization
d. Sexual reproduction
20. Mitosis is used by multicellular organisms EXCEPT
a. Growth and development
b. Repair of tissues O O O O
c. Sexual reproduction
d. Increases the number of cells without
changing the traits of the cells
21. What error in meiosis results when a chromosome failed to split in half resulting with an extra chromosome and another with one less chromosome?
a. Non-splitting
b. Non-shearing O O O O
c. Nondisjunction
d. None of the above
22. Which process produces two identical cells?
a. Mitosis
b. Meiosis II O O O O
c. Meiosis I
d. Metaphase
23. Which of the following diseases is the uncontrolled proliferation of cells due to a very high mitotic rate?
a. Tumor
b. Cancer O O O O
c. Cyst
d. Hemorrhage
24. In the cell, which structure produces spindle fibers which help in the alignment of chromosomes during metaphase?
a. Centromere
b. Centrioles O O O O
c. Microfilament
d. Kinetochores
25. The chromosome number 46 represents two sets of
chromosomes, this is referred as the ____ number or 2N.
a. Haploid
b. Diploid O O O O
c. Autosomes
d. None of the above

26. This is an outpacketing of the skin that hungs below the pelvic region
a. Scrotum
b. Penis O O O O
c Urethra
d. prostate

27. One pair of primary reproductive organ which are packed with sperm producing tubules.
a. penis
b. Testis O O O O
c. ovary
d. clitoris
28. One pair of ducts in which sperm complete maturation
a. Penis
b. Epididymis O O O O
c. Clitoris
d. testis
29. This is where the sperm formation begins
a. Seminiferous tubules
b. Epididymis O O O O c. Urethra
d. testis
30. A thick fluid that are expelled from the penis during sexual activity.
a. pleghm
b.mucus O O O O
c.menstruation
d. semen
31.All of the following are parts of the female external reproductive structure EXCEPT _____________?
a. Clitoris c. Labium minora O O O O
b. Labium majora d. oviduct
32Which of the following parts of the female reproductive system provides the channel to deliver the baby from the uterus to its dependent life outside the body of the mother, which is termed as the “birth canal”?
a. Uterus c. Cervix O O O O
b. Oviduct d. Uterus
33.Occurrence of secondary sex characteristics in females is due to this hormone.
a. Estrogen c. Testosterone O O O O
b. Progesterone d. Androgen
34.The hormones released by the anterior pituitary gland during the follicular phase are the __________?
a. Follicle Stimulating Hormone and Estrogen O O O O
b. Luteinizing Hormone and Progesterone
c. Follicle-Stimulating Hormone and Luteinizing Hormone
d. Estrogen and Progesterone
35.Finger-like projections on the end of the fallopian tube which captures the egg as it is released from the ovary.
a. Mammary glands c. Cilia 0 O O O
b. Fimbriae d. Endometrium
36What part of the brain releases FSH and LH in the bloodstream during the follicular phase of the Ovarian Cycle?
a. Cerebellum c. Posterior Pituitary Gland O O O O
b. Anterior Pituitary Gland d. Cerebrum
37.The “Home of the Developing Embryo” is the ___________?
a. Uterus c. Cervix O O O O
b. Fallopian Tube d. Vagina
38.The monthly release of blood and tissue is called ______________?
a. Ovulation c. Fertilization O O O O
b. Menstruation d. Copulation
39.The part of the Uterus or the uterine lining were fertilized egg is implanted.
a. Follicle c. Corpus Luteum O O O O
b. Endometrium d. Cilia
40.The part of the female reproductive system which has another name after the Italian anatomist Gabriel Fallopius.
a. Cervix c. Oviduct O O O O
b. Clitoris d. Uterus

Third Periodical Test

Bicol University
College of Education
Daraga, Albay

High School Department
BIOLOGY
I. Multiple Choice
Directions: Choose the letter of the best answer. Shade the letter in your answer sheet that corresponds to your choice.

1. What kinds of cells are produced during meiosis in the testes?
A. 4 Haploid cells C. 23 Haploid sperms
B. 4 Diploid cells D. 23 Diploid sperms

2. This method is done by refraining completely from sexual intercourse, and is a 100% effective method of family planning.
A. Ligation C. Homosexuality
B. Abstinence D. Family Planning

3. What is asexual reproduction?
A. Formation of new individuals by fusion of sex cells.
B. Creation of offspring without involving sex cells.
C. It involves meiosis
D. It comes from 2 parent cells

4. This part of the female reproductive system is said to be the “Home of the Embryo.”
A. Oviduct C. Fallopian tube
B. Uterus D. labia majora

5. It is an organized three-layered embryonic tissue.
A. Blastula C. Gastrula
B. Morula D. Zygote

6. This part of the male reproductive system is said to be the “Sperm cell Factory.”
A. Seminiferous tubules C. Testes
B. Epididymis D. Vas deferens

7. The chromosomes align at the center of the plate and are attached to the spindle fibers.
A. Prophase C. Anaphase
B. Metaphase D. Telophase

8. The emergence of secondary sex characteristics in females is caused by the hormone _______________.
A. Estrogen C. Adrenaline
B. Testosterone D. Progesterone

9. It is the site where fertilization usually happens.
A. Uterus C. Placenta
B. Oviduct D. Ovary

10. This method of family planning is done by recording the daily rise of a woman’s temperature.
A. Sympto-Thermal Method C. Basal Body temperature
B. Standard days Method D. Lactational Amenorrhea Method

11. The following are the benefits of asexual reproduction EXCEPT:
A. Perpetuation of successful genotype in stable environment
B. Genetic variation for better environmental adaptability
C. Production of numerous offspring within a short period
D. Fast growth and development of new organism

12. This part is similar to the penis of the male because of its capacity to become erect.
A. Uterus C. Clitoris
B. Ovaries D. Labia majora

13. The main difference in the outcome of mitosis from meiosis is
A. Meiosis produces somatic cells
B. Mitosis occurs in vertebrates only
C. Meiosis occurs in haploid cells and mitosis results in diploid cells
D. Meiosis produces identical daughter cells while mitosis produces daughter cells which may not be identical

14. The part of the male reproductive system that connects the urethra and epididymis.
A. Vas deferens C. Fallopian tube
B. Seminal vesicles D. Pelvis

15. William and Jera are married for two years, but because of a disease in her reproductive system, Jera is unable to conceive. What do you call Jera’s condition?
A. Fertility C. Blocked Fallopian tube
B. Infertility D. Unblocked Fallopian tube

16. Who was/were the scientist/s that studied the structure of DNA using X-ray diffraction and found out that DNA molecule resembles a tightly coiled spring?
A. Erwin Chargaff C. James Watson and Francis Crick
B. Rosalind Franklin D. Alfred Hershey and Martha Chase

17. It is a product of two eggs being fertilized by two different sperms.
A. Maternal twins C. Fraternal twins
B. Conjoined twins D. Homosexual twins

18. What is the main cause of Syphilis?
A. Contact with syphilis sore
B. Sexual intercourse with an infected person
C. Use of needles infected with Syphilis
D. None of the above

19. A collective term that refers to organisms that are produced from eggs.
A. Oviparous C. Caesarian
B. Viviparous D. Ovarian

20. This is the process where the egg cell fuses with the sperm cell.
A. Copulation C. Continuation
B. Fertilization D. Combination

21. All of the following do not belong to the parts of the sperm cell EXCEPT
A. Achrosome- Mitochondria- Tail
B. Head- Midpiece- Tail
C. Mitochondria- Flagella- Cell membrane
D. Cell membrane- Cytoplasm Nucleus

22. This is an infectious agent responsible for AIDS.
A. Human Papillomavirus C. Lymphogranuloma venerum
B. Treponema Virus D. Human Immune Deficiency Virus

23. Which of the following groupings is correct?
A. Budding-Fission- Fragmentation- Regeneration
B. Corms- Tubers- Spores- Buds
C. Marcotting- Scion- Spores- Stock
D. Clones- Gametes- Zygote- Sex cells

23. Conception is a complicated process that depends upon many factors EXCEPT
A. A good quality of embryo
B. The ability of sperm to reach eggs
C. The blocked fallopian tube
D. All of the above

24. What can be done in order to lessen the burden of those person that are sterile and cannot bear a child.
A. Engaging in multiple partners C. Dance in Bulacan (Santa Clara way)
B. Kidnap a child D. Adopt a child

25. This is the total live births in a specified in a specified area over a specified period of time.
A. Population Growth C. Population Density
B. Death Rate D. Birth rate

26. DNA Nucleotide is composed of the following EXCEPT
A. Sugar Ribose C. Phosphate Group
B. Sugar Deoxyribose D. Nitrogenous Base

27. The pattern of base-pairing in DNA can be summarized by the rule _________.
A. Purines always pairs with purines
B. Pyrimidines only pairs with pyrimidines
C. Adenine pairs with thymine and cytosine pairs with guanine
D. Adenine cannot be paired with cytosine

28. Who was the scientist who made a key discovery regarding the chemical structure of DNA by studying the DNA from different organisms?
A. Oswald Avery C. Rosalind Franklin
B. Erwin Chargaff D. Frederick Griffith

29. DNA resembles a twisted ladder, what composes the upright and rungs of the ladder?
I Upright: Phosphate and Sugar III Rungs Phosphate and sugar
II Upright : Nitrogen Bases IV Rungs: Nitrogen Bases

A. I and II C. I and IV
B. II and III D. II-IV

30. A process of postponing pregnancy in a natural way.
A.Naturral Family Planning C. Lactational Ammenorhea
B. Artificial Family Planning D. Life Planning Education

II. Matching Type
Directions: Select the item on the right that matches the item on the left. Shade the letter that corresponds to the correct answer in your answer sheet.

A. Cell Division

31. The stage is characterized by DNA replication and DNA molecules increase the number prior to cell division.
A. Mitosis
32. The cellular mechanism that reduces by half the number of chromosomes of sex cells. B. Meiosis
33. A type of cell division which involves the production of two diploid daughter cells fro one parent cell. C. Synthesis phase
D. Interphase


B. SEXUALLY TRANSMITTED DISEASES
34. Is an STD that causes the obstruction of lymph nodes in the genital area.
A. Pubic lice
35.This is a serious complication that may occur to women with human papilloma virus B. Lymphogranuloma venerum
36. This is a common term for “phtriasis.” C. pelvic inflammatory disease
D.Cervical cancer

C.DNA REPLICATION
37. Enzyme that helps in the binding of nitrogenous bases.
A.Single-stranded binding proteins
38. Enzyme that initiates the separation of DNA strands before replication. B.DNA polymerase
39. An enyme that binds to the strand of DNA to keep them from reannealing. C. Helicase
D. Primase

C. FAMILY PLANNING
40. Use of breastfeeding as temporary postpartum method of postponing pregnancy.
A.Intra-uterine device
41.A small object made of plastic or stainless steel inserted into the womb B.Standard days method
42. Combination of observations made in the cervical mucus, BBT recording and other signs of ovulation C. Sympto-thermal Method
D. Lactational Amenorrhea

D. FEMALE REPRODUCTIVE SYSTEM
43. The fingerlike projections on the end of the fallopian tube that captures the egg as it is released from the ovaries
A.Cilia
44. Hair-like structures that sweep the ovum into the fallopian tube B.Clitoris
45. The name which refers to the females external genetalia C. Vulva
D. Fimbriae
E. ASEXUAL REPRODUCTION
46. A parent cell divides into two.
A.parthenogenesis
47. Regrowing of lost part B.Binary fission
48. Daughter cells is an outgrowth of parent cell C. Budding
D. regeneration

III Problem Solving (28 PTS.)
Directions: Identify the complementary strand of the following DNA

AUG-CUG-AUG-GAU-GAC-UAG-GAC-CAG-GAU-CGA-AGA- GCA-CCA-UUU

A.UUU-CUG-AUG-CCA-GCA-AGA-CGA-GAU-CAG-GAC-UAG-GAC-GAU-AUG
B. UAC-AAC-UAC-CUA-CUG-ATC-CUG-GUC-CUA-GCU-UCU-GAU-AUG-UUU
C. UAC-GAC-UAC-CUA-CUG-AUC-CUG-GUC-CUA-GCU-UCU-CGU-GGU-AAA
D. NONE OF THE ABOVE, WRITE YOUR ANSWER AT ATHE BACK OF THE ANSWER SHEET

AUG--CUG-CCA-GCA- -CAG-GAC-UAG-GAC-GAU-AUG-UUU

A.UAC-GUC-AAA-ACG-CAG-GGC-UAG-CCA-AGA-CGA-AAG-UUU
B. UAC-GAC-GGU-CGU-GUC-GUC-CUG-AUC-CUG-CUA-UAC-UUU
C. UAC-CGU-GUC-UUA-GAU-CAG-CAG-GAC-ACU-UCA-GGU-UUG
D. NONE OF THE ABOVE, WRITE YOUR ANSWER AT ATHE BACK OF THE ANSWER SHEET

AUG-GGC-AAG-GAA-GCA-ACG-GCG-CAG-GAU-GUC-UCG-CUA-UUU

A. UAC-GAC-UAC-CUA-CUG-AUC-CUG-GUC-CUA-GCU-UCU-CGU-AAA
B. UAC-AAC-UAC-CUA-CUG-ATC-CUG-GUC-CUA-GCU-UCU-GAU-AAA
C. UAC-CCG-UUC-CUU-CGU-UGC-CGC-GUC-CUA-CAG-AGC-GAU-AAA
D. NONE OF THE ABOVE, WRITE YOUR ANSWER AT ATHE BACK OF THE ANSWER SHEET

IV.ESSAY (SIX POINTS EACH)
Directions: For 4 to 6 sentences write an essay about the following. Use the back of the answer or an extra sheet of paper to write your answer.

1. Identify and explain the different factors that affect population growth.
2. What do you think are the consequences of untimely sexual intercourse? Explain
3. Explain the mechanism of DNA replication.
4. Discuss protein synthesis; include the enzymes that are needed in the process.

Top 10 Scientific Breakthroughs of 2007

Top 10 Scientific Breakthroughs of 2007
By Aaron Rowe 12.27.07


This extremely well-preserved leg bone contains enough intact collagen protein to give scientists a glimpse at the genetics of Tyrannosaurus rex. It turns out the ancient beast had a lot in common with chickens.
Photo: John M. Asara/Harvard Medical School
Welcome to the first annual Wired News rundown of the year's 10 most important scientific breakthroughs. 2007 was an amazing year for science. Unlike recent years, there were no high-profile cases of scientific fraud -- none that went uncovered, anyway. Journal publishers took extra care, requiring scientists to duplicate results in an effort to avoid scientific, not to mention public relations, fiascoes. And while those are entertaining, we'll take solid science over Sturm und Drang any day. Here we count down the top 10 scientific discoveries that rocked our Wired world the hardest this year.
10. Transistors Get Way Smaller
In the race to make computers faster, chipmakers rely on exotic new materials. In January, Intel announced that the element hafnium and some new metal alloys will allow them to make the millions of switches on their microprocessors far smaller. Gordon Moore, co-founder of the company and father of the law that bears his name, called it the biggest change in transistor technology since the 1960s. The tremendous accomplishment allows Intel to squeeze features on each chip down to 45 nanometers from the current standard of 65 nanometers. But the greatest benefit may be an increase in energy efficiency. That improvement comes along with the hafnium alloys that will prevent electricity from leaking across the tiny switches.
Intel started using the technology, codenamed Penryn, in November in high-end servers. Home users can expect the chips in early 2008.
9. Scientists Clone Rhesus Monkey to Produce Stem Cells
At Oregon Health and Science University, Shoukhrat Mitalipov and his team cloned a Rhesus Monkey and used the resulting embryo to create stem cells. Until then, the impressive feat had been performed only with mice.
In November, the team reported in Nature a surprising key to their success: avoiding ultraviolet light and dyes -- tools that are almost always used in cloning experiments -- because they can damage delicate cells.
Stem cells could be used to repair nearly any damaged organ, but they are useless if they upset the immune system. By cloning sick patients and using cells derived from their own bodies, doctors could skirt problems similar to those experienced by people with organ transplants. But some say the No. 1 discovery on our list makes cloning unnecessary. Nonetheless, some scientists, including stem-cell researchers at Harvard, say cloning is still necessary.
8. Planet Discovered That Could Harbor Life
Astrobiology enthusiasts have had many reasons to rejoice this year, but one of them has been somewhat controversial. After Stéphane Udry and his colleagues found a pair of planets that they believed could harbor life, other researchers disputed which of the two is most habitable, but agreed that the distant solar system is worthy of further study.
Using a Canadian space telescope and the European Southern Observatory in Chile, Udry inferred that the most promising object is slightly larger than earth, circles its sun in 18 days, and may be rocky. In a late April issue of Astronomy and Astrophysics, the University of Geneva professor provided details about his sophisticated search. Both of the celestial bodies orbit the red dwarf star Gliese 581, which is only 20 light years from earth. Although prospects for the two planets may be less hopeful than Udry and his associates projected, the methods that they used to locate the small planet could be used to make many more discoveries.
7. Engineers Create Transparent Material as Strong as Steel
Engineering researchers at the University of Michigan have created a material similar to "transparent aluminum," the fantastic substance described by Scotty in Star Trek IV. In the Oct. 5 issue of Science, Nicholas Kotov showed that clay is good for far more than making bricks and expensive skincare products. The earthen material is made up of phenomenally strong nanometer-sized particles. When arranged neatly between thin layers of a sticky but weak plastic, the tiny bits of dirt act as the ultimate reinforcements -- giving the ordinary material extraordinary strength. The sturdy composite could be used in lightweight armor or aircraft.
6. Soft Tissue from T. Rex Leg Bone Analyzed
This spring, the oldest patient in the pathology department of Beth Israel Deaconess Medical Center in Boston was a 68-million-year-old Tyrannosaurus rex. For the first time, scientists have analyzed biological molecules from the ancient creatures. Working with soft tissue from a leg bone that was extremely well-preserved in prehistoric Montana sediments, John Asara read the chemical recipe of a protein that served as a springy structural element in the dinosaur's bones. In the April 13 issue of Science, he and his colleagues compared the deadly predator to animals that roam the earth today and concluded that it has a lot in common with chickens.
5. Laboratory Mice Cured of Rett Syndrome
Researchers affiliated with the Wellcome Trust have shown evidence that Rett syndrome, a neurodevelopmental disorder that afflicts one in every 10,000 female births, might be curable. Caused by a mutation, the disorder prevents children from walking, talking or developing normally and gives them terrible tremors. By creating mice with a similar affliction, Adrian Bird and his colleagues at Edinburgh University and the University of Glasgow tested the effects of fixing the bad gene. In the Feb. 23 issue of Science, they explained that the disease does not cause permanent damage to nerve cells, and breathing problems and tremors in mice stop when they are nudged into producing normal MeCP2 -- the protein corrupted by the disease.
4. Enzymes Convert Any Blood Type to O
Several major Type O blood shortages, including crises at the National Institutes of Health this fall and throughout Georgia in late summer, highlight the importance of creating a versatile blood type. In the rare instance that someone receives a transfusion of the wrong type, deadly reactions (caused by sugar molecules on the surfaces of red blood cells) can cause the immune system to go haywire.
In April, Henrik Clausen, a professor at the University of Copenhagen in Denmark, published research in Nature describing a way to convert any kind of blood into Type O -- the type that almost anyone can tolerate. He discovered enzymes that shear the problem-causing sugars from the surfaces of A, B and AB type red blood cells. Produced by bacteria, the molecular machines could theoretically turn any kind of blood into Type O. Clausen and his colleagues described their search for the pacifying proteins in the April 1 issue of Nature Biotechnology.
ZymeQuest, a startup company from Massachusetts, is now developing a device that hospitals can use during blood shortages.
3. Mummified Dinosaur Excavated and Scanned
Paleontologists from England's University of Manchester have excavated the mummy of a nearly intact plant-eating dinosaur. Preserved by minerals for over 65 million years, the petrified body is in such pristine condition that the researchers could see a striped pattern on what remains of its scales. The scientists transported the fossilized hadrosaur this fall to a giant CT scanner in Canoga Park, California, where technicians captured terabytes of 3-D images that have already revealed surprises about the creature's muscle mass and the spacing of its bones. Tyler Lyson, now a graduate student in geology at Yale University, made the initial find seven years ago while fossil hunting in the Hell Creek formation of North Dakota.
2. Chimpanzees Make Spears for Hunting
Two anthropologists watched in mixed amazement and horror as several female chimpanzees crafted spears and used them to somewhat brutally hunt smaller mammals. Following a troop of the primates in a Senegalese savanna, Jill Pruetz of Iowa State University and Paco Bertolani of Cambridge observed them breaking the branches off of trees, picking leaves from the sides, and sharpening the tips to deadly points. In the March edition of Current Biology, the scientists explained that such sophisticated animal behavior could reveal a great deal about how early humans used primitive tools.
1. Researchers Turn Skin Cells to Stem Cells
Using a virus to reprogram skin cells, two teams of scientists managed to skirt the greatest ethical issue facing regenerative medicine -- the destruction of human embryos. Groups led by Shinya Yamanaka of Kyoto University and Junying Yu of the University of Wisconsin coaxed a type of skin cell called fibroblasts into forming muscle, heart, fat and nerve tissues without using any eggs. Unfortunately, the hijacked cells often became tumors. Following up on his initial discovery this November, Yamanaka told Nature Biotechnology that by inserting three growth genes instead of four, the lab-grown flesh can be controlled without becoming cancerous
http://www.wired.com/science/discoveries/news/2007/12/YE_10_breakthroughs

The Butterfly Garden

by Wilhelmina ravago

During the School Year 2005-2006, with Prof. Ramon Manjares as Principal, the Bicol University Integrated Laboratory School-High School Department developed the right front portion of its Gabaldon Building into a Butterfly garden.
In an environment of hasty succession, preservation, restoration movement is very essential that even schools must carry out actions. This school, as a social group, must take part in this attempt to restore homes of animals and plants. The Butterfly garden is the response of the Bicol University Laboratory School to this call.
Not only did it beautify the surrounding but it also made the students aware of the life and role of the interdependence of flowers and insets and its part in balancing the nature.
Aside from beautification and nature awareness, the Butterfly Garden was also developed for educational purposes. It gives the students the chance to learn the life cycle of a butterfly including their common names and scientific names. Moreover, it provides enjoyment and photo opportunity for students and visitors of the campus. It may also serve as an outlet for artistic talent.
In making the butterfly garden, some pointers were taken into consideration. Butterflies need and enjoy direct sunlight. They also need a place to roost for the night and a place to hibernate. Shelter is important factor in a butterfly’s existence. The spot in front of the Gabaldon Building is exactly the perfect location for a butterfly’s habitat. Breeding is also important for butterflies. In this light, the garden must have flowers as host plants for the female butterfly’s eggs. Likewise, flowers provide butterflies their food.